CHAPTER

4
Review of Tenses

CHAPTER SUMMARY • When reviewing as a group, ask students to tell you

which among the many time words and phrases
OBJECTIVE: To review the verb tenses covered in detail in informed them what the required tense is.
Chapters 1–3.
APPROACH: Chapter 4 gives students practice with all the
verb tenses previously presented in the student text. As
EXERCISE 2. Looking at grammar. Page 71.
a result, this is the only chapter that does not contain any Time: 10 minutes
charts. • Read the direction line aloud.
When students have to choose or supply the appropriate
• Give students time to work through the exercise and
tense(s), according to context and meaning, they should choose the correct response.
be asked to explain their choices and discuss errors and/ • Ask students to not only identify and explain the correct
or misunderstandings fully. It will be helpful for students to choice but also to make changes to the incorrect
recall the Student Book charts and/or timelines to justify their sentences to render them grammatical.
responses. One of your many roles is to help your students
become sensitive monitors and effective editors of their own
English usage. EXERCISE 3. Let’s talk. Page 71.
Now that the foundation for verb tense usage has been Time: 10 minutes
laid, your students need controlled and free practice, and
most important, as many out-of-class language experiences
as the acquisition process requires. You may wish to tell If you lead this exercise, approach each item
your students that they shouldn’t expect to become instant conversationally, add extra words, expand upon
experts in verb tense usage after completing these first four topics, rephrase questions, and put the questions
chapters. Rather, you can assure them that they will continue in the exercise into contexts that your students can
to develop their mastery over the tenses with time and that relate to. These questions are here to give you ways
producing and understanding tenses will be a goal they can to engage your students in an oral review of tenses.
readily meet. Sometimes students equate second language
In items where there are several related questions,
learning with other academic pursuits. They may feel that
ask a question and wait for the response, then follow
once they study or learn a chapter’s worth of material in
that answer with the next question to the same
mathematics or chemistry, they have mastered it. They may
student, and expand by coming up with related
also expect the same results in a language class. You may
questions. Don’t stop to make corrections until the
wish to discuss language learning with your students in order
conversation has run its course.
to highlight just how very different learning a language is from
learning almost anything else. If the exercise is used for pairwork or group work,
students can simply monitor each other and check
TERMINOLOGY: This chapter repeats the terminology used
with you as necessary.
for tenses over the last three chapters.

PRETEST. What do I already know? Page 70. • Depending on your group, you can lead this exercise
Time: 5 minutes yourself or have students work in pairs or groups.
• Read the direction line.
• Give students a few minutes to read the direction line • Make this exercise as conversationally engaging as
and identify which sentences are correct. possible while also practicing tenses.
• Review as a class.

EXERCISE 4. Looking at grammar. Page 72.

EXERCISE 1. Looking at grammar. Page 70. Time: 10 minutes
Time: 10 minutes
• Ask a student to read the direction line.
• Read the direction line and have students complete the • Ensure students know to complete each sentence with
exercise as seatwork. the verbs from the direction line.

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 EXERCISE 5. Let’s talk. Page 72. EXERCISE 8. Reading and writing. Page 73.
Time: 10 minutes Time: 10–15 minutes
• Have students work in pairs. • Read the directions aloud and discuss how blogs have
• Ask students to be imaginative in their stories and pay come to be popular.
close attention to how they need to distinguish time • Have students read the blog as seatwork.
frames in the back story from one another via tense use. • Ask students to respond to the questions in the last
paragraph of the blog.
• Discuss procrastination and the Pomodoro Technique
EXERCISE 6. Editing. Page 72. as a class.
Time: 10 minutes
Optional Vocabulary
• Give students time to complete this exercise as
challenges distractions overwhelming
seatwork.
face tendency daunting
• Review as a class.
procrastination developer reward
putting off uninterrupted doable
EXERCISE 7. Writing. Page 73. delaying
Time: 10 minutes
• Begin by focusing on what Tom has been doing, by EXERCISE 9. Looking at grammar.
explaining that students should use present perfect Page 74. Time: 10 minutes
progressive tense.
• Have students write four sentences, using what can be
noted from the illustration as a guide. This is a great exercise for students to work through
• Change tenses and rewrite as directed in items 2–4, on their own. Have students pay attention to
and encourage students to expand on the vocabulary in the context and ask them about both vocabulary
the picture to discuss additional tasks. For example: presented and related vocabulary.
dust clean
polish scrub • Have students complete as seatwork.
sweep • Give students time to read their completions aloud.
• Have students refer to time cues that indicate which
Expansion
tenses must be used.
Prepare a group of index cards beforehand. Provide
• Use the context to discuss vocabulary.
the students with the index cards; each one should
have the name of a well-known job or profession.
doctor stock trader EXERCISE 10. Let’s talk. Page 74.
lawyer teacher Time: 10–15 minutes
law enforcement officer retail worker • Try this exercise in small groups, with students giving
gardener food server answers freely.
farmer politician • Spend ample time on questions 5 and 6, using
students’ lives, experiences, and plans as well as what
businessperson
is going on in the world.
As seatwork, have students write sentences in the first
person that state what the person / professional / worker
has been doing, will do, and so on. For example: EXERCISE 11. Listening. Page 74.
doctor Time: 10 minutes
Tomorrow, I will see patients in my office. • Have the audio ready to go.
I will treat various conditions and probably prescribe • Read the instructions aloud.
some medication. • Play the audio and ask students to choose the next,
Later in the day, I will go to the hospital to see patients. natural sentence.
• Review as a class.
Before I go home, I will write notes in my patients’ files.
Once students have prepared their notes, have them
take turns reading their sentences aloud while other EXERCISE 12. Looking at grammar.
students guess the profession. If you like, you can Page 74. Time: 10 minutes
change the tenses needed.
• Give students time to choose the correct sentence in
each group.
• Correct and review as a group.
• Ensure students can justify why their selection is the
only correct sentence in the group.

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 EXERCISE 13. Listening. Page 75. Part I
Time: 10–15 minutes • Put students in pairs and have them role-play each
situation.
Part I
• Have the audio ready to go. Part II
• Explain that students need to write T or F for each item. • Assign a brief article as homework.
• Play the audio and have students complete each item. Expansion
If there is time, have students read their articles aloud.
Part II
Invite students to correct grammar and usage. After
• Play the audio again, having students complete each
they read their articles, students can reveal the identity
item as they hear it.
of the famous person interviewed.
• Review all the completions at the end of the audio.
• Discuss any unclear sentences by referring to the
listening script. EXERCISE 16. Let’s talk. Page 77.
Time: 10–15 minutes
EXERCISE 14. Looking at grammar.
Page 76. Time: 10–15 minutes This exercise can be carried out over a number
of days at the beginning of class. Have students
Part I
bring to class articles on recent events that they can
• Give this exercise to students as seatwork. summarize in a few sentences, taking care to use
• Review the correct verbs as a class, discussing time the correct tenses. Only a few students will give
references and why the verb chosen is correct. summaries per day. Students who are not speaking
should take notes in order to practice their listening
Part II skills. They can also note 1) questions to ask for
• Ask students to use the example in Part I to write their additional information and 2) problems with verb
own email. tenses or pronunciation. These notes can be used
for discussion after each summary is given.
Part III
• After having students underline all verbs, ask them As preparation for these summaries, you can bring
newspaper articles to class or have students bring
to exchange papers with a peer and correct the verb
in items that they have read about on the Internet
tenses. that day.

EXERCISE 15. Speaking and writing.

Page 77. Time: 10–15 minutes

Decide on famous people for students to role-play

beforehand. Doing so can help ensure all students
“recognize” the famous person. Be prepared with
enough famous living people that you can assign
one name to each pair. Make sure that students
know what a “nosy” reporter is, and help them get
the most from this activity by preparing a list of nosy
questions with students and keeping it on the board
throughout the exercise.

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