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This unit is a bit hard to chew, it has a lot of information and it was necessary to go through the information slowly and thoroughly before progressing. In ESL we use three different tenses or times when using verbs. These are the past, present, and future. With each tense we can use four different aspects, these are simple, continuous, perfect, and perfect continuous. While there are specific times when each of these is most appropriate to use, some times they will overlap depending on the speakers intent. For simple continuous appropriate times of use are for habitual actions, stories happening presently, facts, commentaries, headlines, etc. and some activities to use in the activate portion of ESA are having students do questionnaires, students make guesses about given situations (information, profession, etc.), finding other students in the class who do certain things on a daily basis, etc. Present continuous is used when talking about background actions in a present story, things that are happening at the time of speaking, describing a developing situation, in order to emphasize frequent actions, and more and some ways to activate this verb tense with students is through questionnaires, having students guess what actions are being mimed, playing out a game or role-play and having students narrate the action as though telling someone who can't see it happening, telling or writing stories of their own, or to compare to things and talk about the difference between them as though the difference is happening at the time they are looking. The present perfect is used when talking about general experiences that have been had in the past, when talking about things that began in the past are still true now but are unknown into the future, and for other reasons. This verb tense knowledge can be activated by having students do questionnaires or find a partner who has done things, interviews by students to see what things their classmates have done, and role-played interviews as well as other things. This tense is commonly used by native speakers, but as it can present a lot of difficulty to English language learners, it should be dealt with patiently and thoroughly to make sure students understand. Additionally, the fact that one uses the past participle to create the present perfect makes things difficult for students as past participles don't really have a lot of rules for forming them and have to be memorized. Also, using 'since' and 'for' with present perfect further confuses students, so this seems like a verb tense to be very careful and rigorous about effectively teaching to students. Finally, for present tenses, there is the present perfect continuous tense which is used to talk about ongoing incomplete actions when we want to specify how long they've been going on for or for talking about recently finished actions that have a present result. Activities to activate this verb tense knowledge seem to be slightly fewer. Students can conduct questionnaires or surveys of classmates to see what others have been doing that day or for the longest amount of time or shortest amount of time or whatever, or present a result and then have the class try to guess the guess what the action is. This tense seems like it would also potentially cause a lot of difficulty to students because it involves a lot of different pieces and it doesn't seem like this would be a very common tense in many languages (if there is only one verb tense in most asian languages and only three in slavic languages, it seems likely that this would be one that is missing).