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The fourth unit focused on four present tenses and gave the form, usage and activate stage activities to use. The first was "present simple" with three forms (subject + base form [+s/es]) for the affirmative "I/he/they drive", (subject + aux. verb "do" + not + base form) for the negative "I/ he/ they don't drive" and (aux. verb "do" + sub. + base form) for the question "Do I/they drive?". The second was "present continuous" and is the present progressive tense made with the present simple tense of the aux. verb "to be" and the present participle of the main verb. An affirmative example is "I am eating", a negative example is "I am not breathing", and a question is "Am I laughing?". The third was present perfect and it relates the past to the present. An affirmative example is "I have eaten", a negative example is "I haven't danced" and a question example is "Have I eaten?". This section elaborated on the rules for four words: for, since, gone and been. For is used with periods of time whereas since is used with points of time. Gone means that the subject is still on the trip while been means that the trip is done. I liked the activate stage activity suggestion where the students mime an activity therefore having the other students ask "Have you washed your hair?". The fourth was present perfect continuous, which relates past activities to the present and will continue into the future. It is used to communicate an ongoing activity or to describe a recently finished, uninterrupted activity. The survey activate stage activity to see what the students have been doing the longest (e.g. played basketball, spoke English) allows the students to be creative in asking what activity focusing more on that rather than the new grammar .
