Getting to know and distinguishing the sixteen English tenses formula for some students, even college students, is not simple and straightforward. The construct of verb changes and modification in English is carefully considered one of the sources of the learning problem, and this concept – verb form changes - cannot be found in any Indonesian "dictionary". By means of conceiving the verb changes concept presented hierarchically (contractedly), comprehensively, simply, and fun, it is expected that the sixteen tenses formula can be facilely understood. This article aims at presenting descriptively (qualitatively) a learning design of sixteen English tenses with a constructivist approach. Those namely sixteen tenses formula are to be simplified through the classification of two tenses. Those two distinct tenses are namely present and past. All the English tenses are explained through the concept of the two tenses. The construct of present and past tenses is explained through understanding the minimum requirements for the formation of a sentence, namely the existence of a subject and predicate. Some of the previous research results are selected in order to elucidate the intended learning design.

Ecology has long been a part of processes in current education. Hence it has become gentle evidence that the instillation of ecological values has been carried out extensively and thoroughly to students. One of the ecological promotion media is textbooks. This study aimed to analyze the ecological content of reading materials and instructions in the Skillful Reading and Writing book – a compulsory student book in the Critical Reading and Writing I course. Reading materials and instructions were on the analysis from the aspects developed by Rule and Atkinson (1994) namely appreciation of nature, realistic ecological problems, positive tone, appropriate illustrations, and hope for a solution. This study belongs to qualitative descriptive research with document study data collection techniques. The content analysis results revealed - at least - half of all readings in the book treat the natural environment. Of the five ecological aspects, they could be sorted according to the degree of conformity, namely positive tone (4.9), appreciation of nature (4.05), realistic ecological problems (4.15), appropriate illustrations (3.5), and hope for a solution (2.0). However, not all those selected readings are supplemented with learning instructions leading to real actions to preserve and appreciate environments. Therefore, teachers should make a purposively instructional adjustment to students’ conservation practices.