T will draw an empty timeline on the board. Then T will ask Ss to work in pairs, and go through the text, and underline all the year and time markers. After a couple minutes, T will ask Ss which year should go at the beginning according to Erich Lejeune's life. T will continue to elicit years that are in the text and put them in chronological order according to the Ss' eliciting.

T will then have Ss work in pairs to fill out ex. 2 (self-guided discovery table). T will closely monitor to see which past time expressions the Ss have a good understanding of, and which ones they don't. After a couple minutes, T will ask Ss to come up on the board and write the correct answers.

T will focus on the marker sentences on from the self-guided discovery, and use CCQs to elicit the meanings for each word. The table is divided into two groups: 'How long?' and 'When?' T will use the timeline that was already elicited from the lead-in stage, and ask Ss if 'for' is a length of time (using hand gestures), or a set time (using hand gestures). T will then go through the next three asking if they are either a length of time or a set time. For 'until,' T will clarify that 'until' is a stretch of time to the date, but does not include the date.

T will give out a handout with four questions. Ss will work in pairs and circle the correct past time expression according to the sentence. After a couple minutes, T will have Ss come up and write their answers on the WB.

T will have Ss do exercise 3 in pairs; before Ss do the exercise, T will do the first one with them as an example. After a couple minutes, T will have Ss come to the WB and fill in their answers.

T will put her own timeline on the WB, using at least 8 time markers. Then, T will hand out a handout with five questions, where Ss will need to complete the sentences according to the T's timeline. Ss will work in pairs. After a couple minutes, T will have the Ss write the correct answers on the board.

T will have Ss put their own lives on a timeline, using at least 8 different time markers. T will point to her own timeline on the WB as an example. Ss will do this individually. After a couple minutes, T will then write a couple example sentences on the WB, and have Ss write down their timeline/life story. After Ss are finished writing, T will have them explain their timelines to their partners.

T will then have all the Ss leave their timelines at their desks and have them come to the front of the room. The Ss will face each other in two lines. T will explain that they will have to tell their own life stories to the people in front of them. After a couple minutes, T will have the Ss switch partners, and re-tell their stories to their new partners. At the end of the activity, T will have a couple people share their own life stories (or their partner's life stories depending on how well the activity goes).