Original In-class Activities 

Age & Level:  Predominantly low-to-high B2, with some C1 students

Learning Objectives: 

By the end of the lesson, students will be able to:

 #1 recall verbs with an irregular simple past form and/or an irregular past participle.

#2 identify the verb tenses most commonly used in academic/formal English (i.e., simple present, simple past, and present perfect).

#3 apply their knowledge about verb tense usage in formal English writing to complete a brief expository article.

#4 engage in meaningful conversation regarding the uses of different verb tenses and how moving between the tenses can affect meaning. 

Class Time Needed for Activity: 20-25 min

Instructor Preparation Time: ~3-5 min for printing needed worksheets 

Materials Needed: computer, projector, white/blackboard, extra writing utensils for students who may need them, printed copies of Appendices B & E so that every two students have a copy of each (*or so that every student has their own, if the class size is smaller than 10 people), and printed copies of Appendix D so that every student has their own 

Activity Summary: At this point, students should have reviewed simple present/past verb conjugations and practiced distinguishing between the two (see Writing for Success, 2.3 Verb tense, Exercises 1, 2-3, and 4 : https://open.lib.umn.edu/writingforsuccess/chapter/2-3-verb-tense/). To elaborate on this topic in the context of academic writing, this activity highlights the tenses most commonly used in formal English - namely, simple present, simple past, and present perfect - and discusses how they are often used in essays/articles.

Procedure: 

• Warm-up (~5 min; materials needed: computer, projector, Appendix A)

1. Introduce the activity by telling students that they will be doing some more advanced practice with English verb tenses. Emphasize that it is very important that they master these tenses and their uses so that their writing can be well-understood.

2. Tell the students that they will be getting “warmed-up” with a game. Ask them to get out their device (phone, laptop, tablet, etc.) and go to kahoot.it. While they are doing this, make sure that the Kahoot  quiz (Appendix A) is pulled up on your computer and the game pin is projected on the screen (**you will need to have your computer connected to a projector**). Students should enter the pin into the box that comes up once they reach kahoot.it. 

3. Right before starting the quiz, explain to students that for each quiz item, they will be given a sentence with the base form of a verb. The answer options are possible conjugations of the given base form. They should select the option that correctly completes the sentence.

4. Guide students through the quiz, making sure to pause as needed for questions/comments from the students. 

• Review - Part 1 (~7 min; materials needed: printed copies of Appendix B (enough so that either every pair of students or every student gets one of each); computer w/ projector; Appendix C; white/blackboard; students will need writing utensils)

5. After finishing the Kahoot game, segway into the next part of the activity by asking students if they noticed anything interesting/odd about the last few questions on the game. After giving them a moment to reflect/offer any observations, explain that they were all sentences selected from an article about video game restrictions, which they will be looking at next. 

6. Pass out the “Example - UNANNOTATED” article (Appendix B) so that every pair of students has one copy (**if there are <10 students, each may have their own**). As you pass out the copies, ask the students to make sure they have writing utensils (**if working in pairs, at least one student should have a writing utensil**).

7. Once students have the article, ask them to skim it twice - the first time to get a basic idea about what the article is about, and the second time to identify the verbs (**students should underline the verbs with their writing utensils**). Give students about 3 minutes to accomplish this, letting them know that it’s okay if they don’t finish. 

8. After either most students seem to be done skimming the article or about 3 min have passed (whichever comes first), ask students to share some of the verbs that they identified. For each verb that is shared, ask follow-up questions about what form the verb is in and why this type of form was used in the context in which it was identified (**it might help to take notes on the board, if applicable, of what students share**). Try to get at least one example of each of the following forms: simple present, simple past, and present perfect; be prepared to prompt students if necessary. After getting these examples, present the project the annotated copy of the article (Appendix C) from your computer so that students can see all of the verbs/verb forms used (**this sub-step can be omitted if running low on time**).

• Review - Part 2 (~3 min; materials needed: white/blackboard, printed copies of Appendix D (enough so that every student gets one))

9. After recording and briefly commenting on students’ observations about the example article’s verb usage, highlight the three aforementioned tenses (simple present, simple past, and present perfect), and explain that these three tenses are generally the most commonly used tenses in academic/formal English writing, as each can help a writer express a certain type of information in crafting their argument. 

10. To elaborate on the uses/purposes of these three main tenses, hand out copies of Appendix D, “Verb Tenses in Academic Writing” (from UNC Chapel Hill) to students, this time ensuring that every student gets their own copy. Review the information on the hand-out together as a class (**you might choose to have students take turns reading the material aloud and/or write main points from Appendix D on the board, if time permits**), making sure to leave time for further questions/observations from the students.  

• Practice (~5-7 min; materials needed: printed copies of Appendix E (enough so that every pair of students or every student gets one); extra writing utensils) 

11. Now that students have thoroughly reviewed both irregular verb conjugations and verb tense changes most commonly used in academic English, they should engage in more hands-on practice. 

a. First, make sure that students are in pairs, ideally different from the ones they were in last time (**again, if there are so few students, you can either choose to have students work individually or as an entire group**). 

b. Once students have paired up, hand out copies of  the “Practice” text (Appendix E) so that every pair gets one. Tell students that they should work with their partner to try to conjugate the given verbs into the tenses that would make the most sense in context.

c. Be sure to consistently monitor students as they work (check the progress of each pair and see if they have any questions).

• Review/Wrap-up (3-5 min; materials needed: white/blackboard; computer with projector; Appendix F) 

12. With 3-5 minutes left in the time allotted for the activity, bring the students back together so everyone can review their work as a class. Some options for review include:

• Go through 1-2 paragraphs of the practice text, calling on students to share how they filled in the blanks

• Pick a few random blanks throughout the text and call on students to share their answers for them, if they filled them out

• Ask students to pick and share 1-2 blanks that they filled in (can be from anywhere in the paper)

**You may choose to write some of the students’ responses on the board.** 

**Additionally, don’t be afraid to take time discussing a questionable answer and/or a blank that at least 2 students have filled in differently. If you don’t end up with time to review the entire text, that’s okay.**

13. In the last 1-2 minutes of the period, share the “Practice Text KEY” (Appendix F) via the projector for students to compare with their answers.

14. While students are finishing reviewing and starting to transition to the next period, encourage them to self-reflect on what they would do if the amount of time they were allowed to play video games was restricted (can encourage a few students to share, if there’s time).

Caveats and Possible Alterations: As this activity was originally designed for a class of ~14 students, some specific challenges may arise in a class of significantly more or fewer students. Several recommended alterations have been already listed intermittently throughout the above procedure for a class of few students - e.g., having students work individually first and then share their work with each other. For larger class sizes, there is the option of having students work in small groups rather than pairs; however, it is recommended that students are kept in pairs, if possible, to maximize discussion and equal participation among all students (obviously, if there is an odd number of students, there may be one group of three). Regardless of the class size, there is also the challenge of keeping all students engaged throughout the activity. Some methods to try to combat this include, as already mentioned, changing the students’ pairing for each new part of the activity, as well as having pairs share some of their answers with each other before sharing with the entire class. Another solution to the disengagement problem could be to simply start the activity with a brief pair and/or class discussion about video games, particularly as they relate to the students’ personal lives (e.g., what kinds of games they usually play, how much they probably play per day and/or week, etc.). One last potential problem that should be mentioned is the length of this lesson, which can be difficult to fit inside a hard time limit of 20-25 minutes - especially if the class is relatively large. In addition to the optional omissions mentioned in the procedure, the Kahoot warm-up could also be omitted and/or saved for an earlier point in the lesson; as mentioned previously, a brief discussion about video games could substitute as a shorter and easier warm-up. 

 References and Further Reading:

(N.d.). 2.3 Verb tense. In Writing for success [eBook edition]. University of Minnesota 

Libraries Publishing. Retrieved May 15, 2023, from https://open.lib.umn.edu/writingforsuccess/chapter/2-3-verb-tense/ 

https://academicguides.waldenu.edu/writingcenter/grammar/verbtenses  https://writingcenter.unc.edu/wp-content/uploads/sites/346/2013/12/Verb-Tenses-in-Academic-Writing.pdf

https://www.nbcnews.com/tech/video-games/three-hours-week-play-times-chinas-young-video-gamers-rcna1816  

https://www.nbcnews.com/tech/video-games/chinese-state-media-slams-video-games-warns-addiction-children-rcna1584 

Appendices:

Appendix A: Kahoot - Verb Tense Review 

Appendix B: Video Game Tense-Change Activity - Example Text UNANNOTATED  

Appendix C: Video Game Tense-Change Activity - Example Text ANNOTATED 

Appendix D: Verb Tenses in Academic Writing reference sheet (UNC Chapel Hill) 

Appendix E: Video Game Tense-Change Activity - Practice Text 

Appendix F: Video Game Tense-Change Activity - Practice Text KEY

Age & Level:  Predominantly low-to-high B2, with some C1 students; mostly young (~ college-aged) adults 

Learning Objectives: By the end of the lesson, students will be able to:

#1 recall the three most commonly used verb tenses used in academic English writing (simple present, simple past, & present perfect) and how they are used.

#2 identify common relative pronouns in English (where, which, that, when, who) and in which contexts each is most appropriate.

#3 distinguish between the two main types of participial phrases (those using the present participle and those using the past participle).

#4 apply their knowledge of the above three grammar points (as well as paragraph structure, vocabulary, and other grammar points not explicitly mentioned) to complete a coherent, logical piece of writing. 

Class Time Needed for Activity: 20-25 min

Instructor Preparation Time: <5 min for printing needed worksheets

Materials Needed: computer or other electronic device that can be connected to a projector and that has a decent sound output; projector; printed-out copies of Appendices B & C (enough of each for half the students in the class); extra pens/pencils

Activity Summary: By this point in the course, students should have thoroughly reviewed upper-level English grammar points and writing techniques such as relative clauses, participial phrases, and verb tense changes. This activity is intended to serve as a comprehensive review of these three points by involving students in negotiation for meaning and collaborative critical thinking as they work to complete the outline of a famous speech.

Procedure:

• Warm-up (~5 min; materials needed: computer/other tech. device; projector; recording of Pres. Obama’s 2009 Cairo speech) 

1. Ask students what they know (if anything) about U.S. President Barack Obama, as well as any significant political events from the earlier 2000s that involved the U.S. and/or the Middle East. Listen to & engage with at least a couple of responses, then summarize/reiterate the main points to remember related to these topics (Obama was president from 2008-2016, a democrat, and entered his first term at the time when the US had already become significantly involved in Middle Eastern conflicts).

2. Tell students that they will be listening to the beginning of a “much anticipated” speech that Obama gave in 2009 in which he sought to repair the relationship between the U.S. and the Muslim world, which was severely damaged under previous U.S. president George W. Bush (https://www.reuters.com/article/ObamaEconomy/idUSTRE54754920090508?feedType=RSS&feedName=ObamaEconomy&virtualBrandChannel=10441). After providing this contextual info, play from the beginning to about the 1:00 mark of the speech: https://www.npr.org/2009/06/04/104923292/transcript-obama-seeks-new-beginning-in-cairo#:~:text=I've%20come%20here%20to,need%20not%20be%20in%20competition

3. After students have listened, let them know that they will now be working together to complete the next part of Obama’s speech. Students should draw from all of their knowledge of strong English writing practices, but will likely end up focusing on verb tense changes in academic/formal English, participial phrases, and relative clauses the most. 

• Practice (10-15 min; materials needed: printed-out copies of Appendices B & C - **make sure to have enough copies so that half of the students have Appendix B and the other half have Appendix C**; extra pens/pencils for any student who may need one)

4. Divide students into pairs, then pass out paper copies of Appendices B and C, making sure that each pair gets one of each. 

5. Once every student has a copy, explain:

a. The copies of the speech that I’ve given out are missing the verbs, relative pronouns, and participles. Your job is to enter the correct word for each blank using the information that you and your partner have been provided.

b. The versions of the speech that you and your partner have all have the same blanks; however, each blank only asks for half of the information - either the verb form of the verb itself (**the relative clause blanks are the same for everybody**). You will need to ask your partner for the other half in order to complete your sheet. 

c. Take a minute to independently read/skim the article and start choosing which options out of the information you’re given might make the most sense. Then, once you and your partner have finished reviewing, help each other fill in the blanks completely. 

6. Ask the students the following CCQs:

• What types of words do I need to put in the blanks? (verbs, relative pronouns, and participles)

• Where do I find the information to help me fill in the blanks? (you have half of the information and your partner should have the other half; however, you each still have to choose which option from the given information is correct - e.g., if I’m given the possible tenses of “present perfect” and “simple present”, I have to determine which one would make the most sense in context)

7. Once students appear to have a solid understanding of the task, let them work for most of the rest of the activity period as you consistently monitor and provide assistance when needed. 

• Review/Wrap-up (~5 min; materials needed: computer/other tech. device; projector; Appendix A)

8. With ~5 minutes left in class, bring students back together as a full class and ask for initial feedback about the activity (e.g., how difficult/easy it was, any particularly troublesome spots, things they liked/disliked, vocab/content questions, etc.). After leaving ~1 minute for discussion, present Appendix A (the complete, original speech) on the projector for students to compare their work. If time permits, ask about a few of the verb tenses and/or relative pronouns used - i.e., why students think they were used instead of others. 

9. To officially close the activity, feel free to leave ~1 minute for students to share any last thoughts they have about the grammar and/or the subject matter of the speech; then, thank them for their participation and help them transition to the next period. 

Caveats & Possible Alterations: As with other activities originally designed for pair work, this activity can be slightly modified to accommodate for significantly smaller or larger class sizes - i.e., those smaller than 10 students or greater than 25 students. For smaller classes, an option could be to divide the class in half and give one half the first version of the incomplete speech and the other half the second version, with the instruction for each half of students to work together to fill in their version before pairing up with a student from the other half to share info and fully complete the speech. A similar option could work for larger classes, only such that each half of students would be divided into slightly smaller groups in order to still maximize participation among all students. Having students work on only one version of the speech at a time regardless of the class size might also be more effective in the sense that it could prevent confusion and/or frustration that might arise in the students from trying to combine so much information all at once. If the instructor chooses to stick with the original version, but runs into the problem of an odd number of students, one group of three should still work (the third person can still contribute to discussions between the other two and help them fill in the blanks). 

Given the politically charged tone of this speech, it is also important for the instructor to be mindful of their students’ political beliefs/backgrounds when choosing to deliver this activity. While generally, Obama received positive feedback from the international community during his presidency, there may be some who disagree with his policies regarding the U.S.’ interaction with the Muslim world and/or feel triggered/offended by the content of this particular speech. If the instructor suspects that there is at least one student who might be made uncomfortable by the speech, it’s recommended that they make sure to preface the activity with a brief statement highlighting the fact that while the main focus of the activity is on grammar in formal English, there are some political and ethnic references in the content, and if anyone would rather not participate in the activity because of this, that is completely fine. If it’s likely to be a sensitive topic for more than half the class, the instructor should probably choose a different activity. 

References and Further Reading: 

https://www.npr.org/2009/06/04/104923292/transcript-obama-seeks-new-beginning-in-cairo#:~:text=I've%20come%20here%20to,need%20not%20be%20in%20competition  

https://www.reuters.com/article/ObamaEconomy/idUSTRE54754920090508?feedType=RSS&feedName=ObamaEconomy&virtualBrandChannel=10441  

Appendices:

Appendix A: Complete Speech/Answer Key 

Appendix B: Incomplete Speech Version 1 

Appendix C: Incomplete Speech Version 2