* T asks the students to read only the first paragraph of the story and discuss in pairs how many different tenses have been used in that paragraph. (Ss will have been given a copy of the story in the previous lesson.) * T elicits the answers and puts the target tenses on the board, introducing the topic.

* T puts the names of the tenses on the board and divides the Ss into three groups. Each group is assigned one tense to discuss when this tense is used. T elicits the answers and puts them on the board briefly. (see the board plan) * T draws the timeline for each tense referring to the actions in the story and eliciting the verb forms from the students. CCQs: "...she realized she had forgotten the mustard." Which event happened first? She forgot the mustard. " It had been snowing heavily and the visitor was very wet." Was it snowing when the visitor arrived? Yes Was it snowing before the visitor arrived? Yes Did it continue to snow after the visitor arrived? We don't know, but it's possible.

* T gives out the sentence pairs (handout 1) to the students and asks them to discuss the differences in meaning between the sentences in pairs and draw the appropriate timeline for each tense. WC FB. (see the board plan). * T asks the following CCQs to check the meaning: "She noticed he put his coat on the chair when she entered the room." Did he put his coat on the chair before she entered? No Did she see that he put his coat on the chair? Yes Did these two actions happen at the same time? Yes " She noticed he had put his coat on the chair when she entered the room." Did these two actions happen at the same time? No Did he put his coat on the chair before she entered? Yes Did she see that he put his coat on the chair? No " She had been eating dinner when he arrived at the inn." When did she start eating dinner? Sometime before he arrived. Was she eating dinner when he arrived? Yes Did she continue to eat? We don't know, but it is possible. Did he see her eating dinner? Yes " She had eaten dinner when he arrived at the inn." When did she start eating dinner? Sometime before he arrived. Was she eating dinner when he arrived? No Did he see her eating dinner? No * T asks one of the students to put the forms of the tenses on the board. * T clarifies the pronunciation on the board highlighting the weak forms and writes the phonetic transcriptions on the board. Choral and individual drill.

* T gives the controlled written practice ex 1 (handout 2) to the Ss. Ss check their answers in pairs before WC FB.

* T gives the semi controlled written practice ex 2 (handout 2) to the Ss. Ss write events to the timeline of a backwards story. Ss talk about their backwards stories before WC FB.

* T gives ex 3 and 4 (handout 2) to the Ss. First, Ss are given some time to think individually for ex 3. Next, they share their experiences with a partner giving more details.