The teacher asks students to look at the tattoo picture in their books. She asks them these questions: 1. What can you see? 2. Do you like the tattoo? 3. Is it a form of art? 4. Does it tell you anything about the woman's personality? Students discuss in pairs for 2 minutes before sharing their ideas with the class.

The teacher tells the class that they are going to read an article about tattoos individually and also complete Exercise 2, then, students compare their answers in pairs. The teacher checks the answers by nominating one or two students to say their answers out loud and asks them to explain which part of the text helped them find the answer. The teacher confirms and briefly discusses it with the class.

The teacher asks students to look back at the article. She asks students to find sentences containing had followed by another verb (Exercise 3). Students identify examples such as: Amanda had a colorful butterfly tattooed on her wrist. Brad had the names of his daughters tattooed. They had them done in places that can easily be hidden. The teacher writes the examples on the board and asks guided discovery questions: *Did Amanda tattoo herself? *Who did the tattoo? *What comes after "had"? *What pattern do you notice? Students discuss their answers and identify the grammar pattern.

The teacher explains that the structure is used when someone else performs a service for us or when something unpleasant happens to someone. Next, the teacher writes the form on the board: Subject + have + object + past participle The teacher draws students' attention to the Learn This! box. She reads aloud the example sentences and asks students to repeat after her (to model the pronunciation of the example sentences). After that, the teacher checks understanding by asking Concept Checking Questions (CCQs), for example: Did she dye her hair herself? Did someone else do it? Did he break his nose himself? Was it sth bad and unpleasant?

The teacher asks students to complete Exercise 4 individually. She monitors and provides help where necessary. Then, students compare their answers in pairs. The teacher checks the answers by asking each student to come to the board and write one correct sentence.

The teacher asks students to work in pairs and do Exercise 5. Students discuss the questions using the target language whenever possible. The teacher monitors the discussions, noting good language use and common errors. She conducts delayed error correction and reviews any common mistakes at the end of the activity.