1. Greet the students and ask them where they like to go on holidays. 2. They will see a picture of a relaxing beach and one of a very crowded beach, and answer if they've experienced something similar or another type of problem during holidays.

1. Learners will receive via chat box a short story about some holidays and identify what the problem was (see "Appendix 1: HO1 Writing Text"). 2. They will identify the past simple and the past perfect simple in the text by using the annotate function, drawing rectangles around the sentences with the past simple and ovals for those with the past perfect simple.

1. Present the following useful language: - There had been a mistake - Just what we'd needed! - We got away for a couple of days - It was up to us to decide 2. Analyze with the learners the meaning, form and pronunciation (see "Appendix 2: TLAS"), with emphasis on the meaning and examples of the past perfect simple (examples and the timeline of the Past Continuous will be presented so they can elicit the difference).

1. With the annotate function, learners will brainstorm and write around the screen some typical problems during holidays. 2. After giving an example, learners will give possible solutions to the problem by saying sentences using both past tenses. 3. Learners will write a text of 6-9 lines in Google Docs, using the past tenses and the useful language reviewed, following the following structure of 3 paragraphs: - Beginning: set the context of the story - Middle: highlight a problem, giving as many details as possible - End: how the problem was solved

Peer feedback in BORs or in open-class (depending on the time) with the following checklist: - Is he/she using past simple? - Is he/she using past perfect? - Is he/she using the useful language (at least twice)? - Is he/she using beginning, middle and end paragraph? - Is the text clear to read?