Teacher starts by telling ss a short lateral thinking story about a man found dead in a field. Then she asks them how did he die? She listens to the ss and then displays the picture that gives the answer. She tells another puzzle and get possible answers from ss. Then, she displays the answer. The teacher tells ss: "these zere examples of lateral thinking stories/puzzles"

The teacher tells ss:" I still have one more puzzle." The teacer displays a picture of the new puzzle with two sentences and asks them: -"Read the sentences and try to predict what's the lateral thinking story about. Work in groups. You have 3 mins". -"Now, you will listen to a conversation and see if your answers are correct. " After they confirm their answers, teacher displays 6 questions about the listening. -" I want you to read the questions first. Then I will play the audio again and you can answer them." Ss check their answers in pairs. Content feedback.

After having the ss answer the listening questions, the teacher takes examples from the listening and analyse their MPF. She deals with the same example for meaning and pronunciation. For form, the teacher takes two other examples: one for highlighting the negative form and another for highlighting the question form. First, She begins by showing the example on the projector. “Now, let’s have a look at the answers of the first two questions. 1- How many actions are there in the past? (Two) 2- Did both actions happen at the same time? (No) 3- Which action happened first? (No one put them there.) 4- What do we use the past perfect for? (to talk about two actions in the past with one action happened before the other).” Afterwards, she moves to the pronunciation by taking the sentence that has the past perfect tense: “But, no one had put them there.” She modals and then drills chorally 3 times with backchaining and then chooses 3 to 4 ss for individual repetition. Moving to analysing the form, the teacher takes the same example for the affirmative and analyse it: There was (V. to be: past simple) a carrot, a scarf and some coal in the middle of some grass. But, no one had put (Subj + had + Past Participle) them there. For the negative form of the past perfect, she takes another example from the listening: No, they hadn’t fallen from an aeroplane. Subj+ hadn’t+ Past Participle of “to fall” *Highlight contraction; had not -> hadn’t Highlight contraction; they had -> they ‘d For emphasising the question form, she deals with another example from the listening: Had they put them somewhere else? Had + Subj + Past Participle

To practise the past perfect, the teacher provides ss with a controlled practise divided to two parts: First, she asks them: "Now let's have some practice. I pairs, I want you to look at exercice 1 p 103 and match the begining of the sentences in A with the endings in B using so or because. Let's do the first one together, She (speak) French very well because she (live) in Paris as a child. So it's 1+f. What are you going to do? You have 4 minutes." Then, she distributes handouts. When they finish, the teacher asks them to check with their group the answers. Then, she asks them: "Now, individually, write out the sentences with the correct form of the verbs in brackets. Let's do the first 2 ones together: She spoke French well because she had lived in Paris as a child. / I had left my umbrella at home so I got really wet. You have 4 minutes.

The teacher monitors the students while they are working on the task. Then, she checks with ss their answers and corrects on the board any mistakes that might take place. Thus, she provides feedback on the use of the past perfect.