Teri Teri

Review of tenses
Upper intermediate level


In this lesson learners will be reviewing all tenses and using their productive skills in speaking throughout the tasks.


No materials added to this plan yet.

Main Aims

  • To provide fluency and accuracy speaking practice in the context life experiences, people and places.

Subsidiary Aims

  • To provide review of present, past and continuous tenses


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

-T shows students a slide with 4 photographs of families at important stages in their lives. -T asks learners "why do we take photographs like this?" "what purpose does it serve us?" learners: offer their own opinions as to why they think we like to take pictures -Ss brainstorm answers to questions -T provides FB on language usage

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through dialogues about our lives

-T shows a slide of a typical conversation between 2 people discussing their lives. -T asks learners about how to create a dialogue Instructions: look at the phrase, find one way to answer or ask to get informaton. Which of these sentences would I ask..... to learn what's important to my friend? to find out more about a place that is important? to get more information about something? -T explains meaning of 3 sentences 1. Can you tell me a bit more about ......? CCQ's: What kind of information would they like to hear? A good memory x x x x can_ you tell me a bit more_ about..? 2. The last time I saw..was… CCQ's Here should we speak in general? Yes, or give a specific date x x x The_last time I saw...... was... 3. I haven’t seen… since/for CCQ's What tense do we need to use here? Present perfec -T If we use since do we need a phrase or a specific date? Since 1994, last month, high school -T If we use for? For a long time, 10 years, several months *if more explanations are needed ( Use for finished actions with an impact on the present, recently completed , changes over time, lists of accomplishments, life experience. When we tell a story we use the past tense and to jump back into time we use the perfect and continuous tenses.)

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

-T shows slides displaying important language prompts when discussing our past and present. -T asks students for rules about which tenses we use when talking about our lives. -T Can we mix our tenses when talking about our lives?" yes CCQ's "Which tense do we use when we want to talk about habits or things we do regularly?" Present tense "Which tense do we use if we are talking about something that started in the past and continues now? present continuous or past continuous "which tense do we use when we talk about something that started in the past and has an impact on the present?" present perfect or past perfect.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T: shows a slide with prompts to ask about students lives. 1st slide shows letters A-E with ideas to think about the past 2nd slide shows numbers 1-5 with ideas to think about the present Instructions for activity: -T Notice there is a letter for each statement from the past and a number for each statement from you present. 1st choose 2 people and 2 places or things *If learners are more productive than I anticipate I will have them write an answer for all letters and all letters. -T write those names, places or things down on a paper -T: shows slide with examples .2nd When you go into the break out rooms your partner will ask you about those words. 3rd Write those letters and words in the chat only to your partner I will give you a partner and assign you to breakout rooms Discuss the words in your chat with your partner. ICQ's Are we going to give each other time to ask and answer? Where will you find your partner's information? What are we discussing in the breakout rooms? -T Monitors students in break out rooms. T. brings learners back from breakout rooms. -T asks learners to tell us one interesting thing they learned about their partners.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

-T based on monitoring and observations provides examples of common errors from pair work -T provides over all FB to learners. -T Corrects common errors

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