ACTIVITY 1: Aims: to test the Ss ability to: - recognize the verbs in the sentences told by the T and their

tenses, - recognize the time adverbs used in the sentences, - define and give the structure of present simple and present progressive, -give examples of time adverbs used with these tenses. Timing: 10 minutes Interaction: whole class, T-Ss Procedures: The T writes on the blackboard two sentences in which she used a verb in present simple and another in present continuous. They have lunch every day. They are having lunch now. The Ss recognize the verbs, their tenses and the time adverbs used. The T announces the title of the lesson and writes it on the blackboard. Revision of Present Progressive and of Can/Cant. The T asks the Ss to define and give the structure of present simple and present progressive. She writes the information told by her Ss on the blackboard, making a parallel between the two tenses. The Ss are also asked to give examples of time adverbs used with these tenses. They do this task. ACTIVITY 2: Aim: to develop the Ss ability to choose the right variant out of two when it comes to two different tenses. Timing: 5 minutes. Interaction: work group, T-Ss, Ss-T Procedures: The T proposes the Ss to identify the right tense that is to be used in each sentence in exercise 2 from the worksheet, paying attention to the time adverb used. The Ss solve the exercise and one of them reads it. The others correct him/her, if necessary. ACTIVITY 3: Aim: to test the Ss ability to recognize the grammar mistakes from a text in a short period of time and correct them. Timing: 8 minutes. Interaction: work group, T-Ss, Ss-T Procedures: The T asks the Ss to read a text attentively. They have to pay attention

to the tenses used in it, knowing that there are 9 mistakes from the point of view of the time used. The Ss will underline them and write the correct variant on the worksheets. After solving the exercise, they will read it. If there are any mistakes, the T will correct them. ACTIVITY 4: Aims:-to raise the Ss interest in revising the verb can/cant with the help of a guessing game, -to develop Ss speaking skills, -to enrich the Ss vocabulary with the aid of a poster. Timing: 15 minutes. Interaction: work group, T-Ss, Ss-Ss. Procedures: The T puts a poster on the blackboard showing 18 actions. Then she asks the leader of each group to come in front of the class, in turns. The T whispers one of the verbs from the poster into his/her ear. By asking questions, the Ss from the other four groups try to guess what he/ she can do. The team which finds out the verb told by their T using the fewest questions wins 10 points. ACTIVITY 5: Aims: -to test the Ss vocabulary -to make them practice the use of the verb can/ cant by giving personal information about certain actions. Timing: 5 minutes Interaction: work group, T-Ss, Ss-T. Procedures: The T asks the Ss to write down in a chart as many things as possible they can or cant do. They will do this task in only 3 minutes. For each written action each team wins one point. The T gives the Ss the homework: exercises A and B, page 59, from their textbook. Timing: 2 minutes. The T congratulates the winning team and encourages the others.