Simple Present and Past Tenses for JSS 2

Class: JSS 2
Term: First Term
Week: 7
Age: 13 years
Duration: 45 minutes
Subject: English Language Studies
Curriculum Theme: Grammar
Previous Lesson: Argumentative Composition, Elements and Logical Arrangement
Topic: Grammatical Accuracy
Subject Matter: Simple present and past tense; Identify in given passage; Indicate when used e.g simple present – for action currently going on: he works in the city etc; Simple past e.g. regular or repeated action in the past:- the children attended the local primary school

Specific Objectives

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

Cognitive Domain

• Identify simple present and simple past tenses in a given passage.
• State the appropriate uses of the simple present tense.
• State the appropriate uses of the simple past tense.

Affective Domain

• Appreciate the importance of using correct tenses in communication.
• Show willingness to correct grammatical errors in their writing.

Psychomotor Domain

• Formulate grammatically correct sentences using the simple present tense.
• Formulate grammatically correct sentences using the simple past 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 Language textbook for JSS 2
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Selected passages from textbooks or newspaper cuttings
• Whiteboard/Blackboard
• Markers/Chalk
• Flashcards with different verb forms

Rationale for the Lesson

Understanding simple present and past tenses is fundamental for clear and accurate communication in English. This lesson helps students correctly express actions and events in relation to time, which is essential for both spoken and written language. Mastering these basic tenses builds a strong foundation for more complex grammatical structures.

Prerequisite/Previous Knowledge

Students should have a basic understanding of verbs and their role in sentences, and some familiarity with different forms of verbs.

Lesson Content/Board Summary

Grammatical Accuracy: Simple Present and Past Tenses

Simple Present Tense

The simple present tense is used to describe:

1. Habitual actions or routines: Actions that happen regularly or repeatedly.

• Example: He works in the city.
• Example: She goes to school every day.

• Example: The sun rises in the east.
• Example: Water boils at 100 degrees Celsius.

• Example: The train leaves at 7:00 AM.
• Example: Our lesson starts at 9 o’clock.

Simple Past Tense

The simple past tense is used to describe:

1. Completed actions in the past: Actions that started and finished at a specific time in the past.

• Example: They visited their grandparents last weekend.
• Example: She ate an apple this morning.

• Example: The children attended the local primary school.
• Example: My father always told us stories when we were young.

Identifying Simple Present and Past Tenses in a Passage

To identify these tenses, look for the verb forms and any time indicators:

1. Simple Present: Verbs often end in -s or -es for third-person singular subjects (he, she, it), or take their base form for other subjects (I, you, we, they). Look for words like “always,” “often,” “every day,” “usually.”
2. Simple Past: Regular verbs usually end in -ed. Irregular verbs have different past tense forms (e.g., go-went, eat-ate). Look for words like “yesterday,” “last week,” “ago,” “in 2020.”

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Guided Practice, Individual Practice, Group Work

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating prior knowledge

Teacher’s Activity: The teacher greets the students and asks them to recall what a verb is and its function in a sentence. The teacher then introduces the topic of simple present and past tenses, explaining that they help us talk about when actions happen.

Pupils’ Activity: Students respond to questions about verbs and listen attentively to the introduction of the new topic.

Learning Point: Prior grammar recall

Step 2: Introduction to Simple Present Tense

Time: 8 minutes

Teaching Skill: Explanation

Teacher’s Activity: The teacher explains the simple present tense, focusing on its primary uses for habitual actions, general truths, and scheduled events. The teacher provides clear examples like “He works in the city” and “The sun rises in the east.”

Pupils’ Activity: Students listen and ask questions for clarification regarding the uses of the simple present tense.

Learning Point: Simple present usage

Step 3: Practicing Simple Present Tense

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher writes several sentences on the board and asks students to identify the verbs in the simple present tense. The teacher also guides students to form their own sentences using the simple present tense, ensuring correct subject-verb agreement.

Pupils’ Activity: Students identify verbs and construct sentences orally, with guidance from the teacher.

Learning Point: Simple present examples

Step 4: Introduction to Simple Past Tense

Time: 8 minutes

Teaching Skill: Explanation

Teacher’s Activity: The teacher introduces the simple past tense, explaining its uses for completed actions in the past and regular/repeated actions in the past. The teacher provides examples such as “The children attended the local primary school” and “They visited Lagos last year.”

Pupils’ Activity: Students listen to the explanation and note the differences between simple present and simple past tense usage.

Learning Point: Simple past usage

Step 5: Practicing Simple Past Tense

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher provides more sentences containing verbs in the simple past tense (both regular and irregular) and asks students to identify them. The teacher also guides students in forming sentences using the simple past tense.

Pupils’ Activity: Students identify past tense verbs and practice forming sentences using the simple past tense.

Learning Point: Simple past examples

Step 6: Identifying Tenses in a Passage

Time: 5 minutes

Teaching Skill: Application

Teacher’s Activity: The teacher distributes a short passage (from textbooks or newspaper cuttings) to students. The teacher instructs them to identify and underline all verbs in the simple present and simple past tenses, and to state their usage.

Pupils’ Activity: Students read the passage and identify the verbs, underlining them as instructed.

Learning Point: Tense identification skill

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. What is the simple present tense used for?
2. Give two examples of sentences in the simple present tense.
3. When do we use the simple past tense?
4. Identify the tense of the verbs in the following sentences: “She sings beautifully.” “They visited Lagos last year.”

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Tense usage understanding

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

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

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

Learning Point: Notes copying accuracy

Step 9: Conclusion

Time: 1 minute

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarises the key learning points about simple present and past tenses and encourages students to practice using them correctly in their daily communication.

Pupils’ Activity: Students listen and acknowledge the summary.

Learning Point: Tense concept consolidation

Continuous Assessment/Further Study

Type: Homework

Instruction: Complete the following tasks in your English notebook:

1. Write five sentences describing your daily routine using the simple present tense.
2. Write five sentences describing things you did last weekend using the simple past tense.
3. Read a short story or newspaper article and identify ten verbs, stating whether they are in the simple present or simple past tense.

Lesson Keywords

• Tense – A grammatical category that indicates the time of an action or event.
• Simple Present Tense – Used for habitual actions, general truths, and scheduled events.
• Simple Past Tense – Used for completed actions in the past and past habits.
• Verb – A word that describes an action, state, or occurrence.
• Habitual Action – An action done regularly or repeatedly.

Differentiation

For weaker learners: Provide simpler passages with highlighted verbs for identification. Offer sentence starters for constructing sentences. Focus on one tense at a time before combining them.

For faster learners: Challenge them to write a short paragraph using both simple present and simple past tenses correctly. Ask them to explain the nuances of irregular verbs in the past tense.

Suggested Lesson Videos

For further understanding, search on YouTube for:

• “Simple present tense for JSS 2”
• “Simple past tense for JSS 2”
• “Identifying tenses in sentences English grammar”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have a variety of age-appropriate passages (from textbooks, storybooks, or newspaper cuttings) ready for the identification activity. Begin by reviewing verbs to ensure students have a foundational understanding. Introduce the simple present tense first, providing clear explanations and ample examples before moving to the simple past tense. Emphasise the time indicators associated with each tense. During guided practice, encourage students to explain their choices when identifying tenses. Allow students to copy the Board Summary notes after the main teaching and practice activities, typically towards the end of the lesson. Circulate to check for understanding and provide individual support. For students struggling, offer simplified sentences and more direct prompts. For those who grasp the concepts quickly, encourage them to create more complex sentences or identify tenses in longer texts.