Verb Forms Revision Q&A Method: T asks SS to suggest some content words connected with a given topic T selects the most interesting and writes 4-6 words on the board T asks SS: “Can you think of a word that goes well (collocates) with each word?” then selects the best answers and writes them either before or after the words T asks SS: “Choose two tenses that you want to practice.” T writes them on the board, then elicits the auxiliary verb(s) and time in each one, e.g tense: present simple present continuous auxiliary verb(s): / does am / is / are time: regular time now or future (with a time phrase) SS could use the verb forms revision sheet on p.121 to help them Or, T could choose the tenses that they want to practice with the SS, e.g linked to a syllabus T elicits the various functions of each tense, with examples of use T models the activity with the whole class, by saying a sentence in the first tense using one of the collocations and asking SS repeat it Then T chooses a SS to say the sentence T corrects and SS repeats the sentence correctly, if wrong first time T asks the SS questions based on the sentence, e.g if the sentence is: “I go for a walk by the river every morning.” T could ask several different questions, e.g Where you go every morning? What you every morning? When ? How often? Do you ? and so on Then T says the original sentence and the SS has to make the question forms T elicits corrections from the other SS if they make errors Optional: T could repeat this activity with a different SS using the same collocation Next, SS work in pairs with a new sentence that has a different collocation and/or tense; then group feedback T chooses different pairs to present their dialogues, eliciting correction of errors where necessary Then SS work in their pairs and repeat the activity using different collocations in both tenses T allows a short period for this, e.g 10 mins T monitors, checks, and corrects Group feedback: T asks different pairs to present their dialogues, eliciting correction of errors where necessary Tips: • T could ask two of the stronger SS to model the activity with the tenses with the first collocation, rather than T doing it • T can vary the length of this activity: to make it shorter, use fewer collocations and only one tense; to make it longer, use more collocations and more tenses You Are The Course Book – Lesson Plans 66