Past, Present and Future Tenses: Identification of past, present and future tenses for Primary 4

Class: Primary 4
Term: First Term
Week: 2
Age: 9 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Grammatical Accuracy
Focal competence: Appropriately using verbs (in various tenses), nouns and adjectives
Skills:

• Using past, present and future tenses in sentences

Previous Lesson: Modal Auxiliaries: Uses of modal auxiliary verbs in sentences and conversations
Topic: Past, Present and Future Tenses
Subject Matter: Identification of past, present and future tenses

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify past, present and future tenses in sentences.

Affective Domain

• Show interest in learning about different verb tenses.

Psychomotor Domain

• Point out the verbs that indicate past, present, or future tense.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• A suitable English Studies textbook for Primary 4
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Newspaper articles
• Flash cards with sentences
• Video material (if available)
• Course books

Rationale for the Lesson

Understanding verb tenses is fundamental for clear and accurate communication in English. This lesson helps pupils grasp how actions relate to time, which is essential for constructing grammatically correct sentences and comprehending written and spoken language effectively.

Prerequisite/Previous Knowledge

Pupils should have a basic understanding of verbs as ‘doing words’ and be able to recognise simple sentences.

Lesson Content/Board Summary

Past, Present and Future Tenses

Identification of Past Tense

The past tense tells us about actions that have already happened. Words like ‘yesterday’, ‘last week’, ‘ago’ often indicate the past tense.

1. The verb usually changes its form (e.g., eat becomes ate, walk becomes walked).
2. Example: I ate yesterday.
3. Example: She played with her friends last Saturday.
4. Example: They went to the market an hour ago.

Identification of Present Tense

The present tense tells us about actions happening now, or actions that happen regularly. Words like ‘every day’, ‘now’, ‘always’ often indicate the present tense.

1. The verb usually stays in its base form or adds ‘s’ for singular subjects (e.g., eat, eats).
2. Example: I eat every day.
3. Example: He reads a book every night.
4. Example: We are singing a song now.

Identification of Future Tense

The future tense tells us about actions that will happen later. Words like ‘tomorrow’, ‘next week’, ‘soon’ often indicate the future tense.

1. The verb usually uses ‘will’ or ‘shall’ before the base form (e.g., will eat, will play).
2. Example: I will eat tomorrow.
3. Example: They will visit their grandmother next month.
4. Example: She is going to travel soon.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Guided Practice, Demonstration, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher greets the pupils and asks them to mention some ‘doing words’ (verbs) they know. The teacher then asks them to think about when these actions happen (now, before, or later).

Pupils’ Activity: Pupils respond by mentioning verbs and discussing when actions occur.

Learning Point: Verbs and action timing

Step 2: Presenting Past Tense

Time: 8 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains what past tense is, using simple language. The teacher then writes sentences on flashcards or the board, such as “I ate yesterday” and “She walked to school.” The teacher asks pupils to identify the ‘doing word’ and when the action happened.

Pupils’ Activity: Pupils listen, observe the sentences, and identify the verbs and the time of action.

Learning Point: Past tense identification

Step 3: Presenting Present Tense

Time: 8 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains what present tense is, using examples like “I eat every day” and “He reads a book.” The teacher highlights how the verb changes or stays the same. The teacher asks pupils to identify the verbs and discuss when the action happens.

Pupils’ Activity: Pupils listen, observe the sentences, and identify the verbs and the time of action.

Learning Point: Present tense identification

Step 4: Presenting Future Tense

Time: 8 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains what future tense is, using examples like “I will eat tomorrow” and “They will play football.” The teacher emphasizes the use of ‘will’ or ‘shall’. The teacher asks pupils to identify the verbs and discuss when the action will happen.

Pupils’ Activity: Pupils listen, observe the sentences, and identify the verbs and the time of action.

Learning Point: Future tense identification

Step 5: Guided Practice – Identifying Tenses

Time: 6 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher presents a mix of sentences on flashcards or from newspaper articles. For each sentence, the teacher asks pupils to identify the verb and state whether it is in the past, present, or future tense.

Pupils’ Activity: Pupils identify verbs and state their tenses with teacher guidance.

Learning Point: Mixed tense practice

Step 6: Reinforcement Activity

Time: 4 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher writes three columns on the board: Past, Present, Future. The teacher calls out verbs and asks pupils to place them in the correct column orally, then provide a simple sentence for each.

Pupils’ Activity: Pupils orally classify verbs and form simple sentences.

Learning Point: Tense classification

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Identify the tense in “I walked to school yesterday.”
2. Identify the tense in “We play games every afternoon.”
3. Identify the tense in “She will sing a song tomorrow.”
4. Give one example of a sentence in the past tense.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Tense identification assessment

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on past, present, and future tenses into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Board summary recording

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher briefly reminds pupils that knowing tenses helps them talk and write about things that happened, are happening, or will happen. The teacher encourages them to practice identifying tenses in their daily reading.

Pupils’ Activity: Pupils listen and reflect on the importance of tenses.

Learning Point: Tenses application

Continuous Assessment/Further Study

Type: Homework

Instruction: Read the following sentences and identify the tense of the verb in each. Write ‘Past’, ‘Present’, or ‘Future’ next to each sentence.

1. My mother cooked a delicious meal.
2. Birds sing in the morning.
3. We will travel to the village next week.
4. The dog barked loudly.
5. I am doing my homework now.

Lesson Keywords

• Past Tense – Actions that have already happened.
• Present Tense – Actions happening now or regularly.
• Future Tense – Actions that will happen later.
• Verb – A doing word.

Differentiation

For weaker learners: Provide simpler sentences with clear time markers (e.g., “yesterday”, “now”, “tomorrow”). Use flashcards with pictures to help them connect actions to time. Focus on one tense at a time before mixing them.

For faster learners: Encourage them to create their own sentences for each tense. Ask them to identify verbs and tenses in more complex sentences from their textbooks or storybooks.

Suggested Lesson Videos

For video resources, search on YouTube for: “Primary 4 English tenses past present future”

Teacher Guide for Using This Lesson Plan

Before the lesson, prepare flashcards with the example sentences provided in the content scope, as well as additional simple sentences for each tense. Ensure you have newspaper articles or storybooks ready for pupils to practice identification. During the lesson, clearly explain each tense with its corresponding examples, emphasizing the time markers and how the verb changes. Guide pupils through the identification process, correcting errors gently. Encourage active participation throughout. Pupils should copy the Board Summary notes during Step 8. Check their understanding frequently through questions and observe their participation in activities.