Verb Tenses: Present, Past, and Future

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Objective

SWBAT form and use the simple verb tenses by creating their own sentences.

Big Idea

English language learners often need explicit instruction in the verb tenses. Students use technology to practice this important skill.

Modeling and Guided Practice

15 minutes

I explained to students that verbs have different tenses, past, present and future, and wrote them as headings on the board. I invited them to tell me the meaning of each. I did this to make sure students understood the vocabulary of the three tenses. I am glad I did this because a few students did not know the definition of future, even though they understood the concept of something that has yet to happen. I wrote the verb walk above the headings. Then I wrote the verb tenses for I under the appropriate heading: I walk, I walked, and I will walk. I did the same with you, he/she/it, we, and they.

Students copied the same headings in their grammar journal. I guided them in forming the verb tenses for the verb play. I called on them to tell me the verb tenses for I (I play, played, and I will play) and recorded them on the board underneath the appropriate heading. Students did the same in their journals. We did the same with you, he/she/it, we, and they. I repeated the process with the verbs talk and laugh.

Independent Practice

20 minutes

For independent practice, students formed verb tenses by using them correctly in sentences. I knew they would be able to complete a chart like we did during guided practice, so I wanted to provide them the opportunity to practice the different tenses by creating their own sentences. I wanted to increase student engagement in this simple assignment, so I decided to incorporate technology. They used iPads to type sentences for each given verb in the past, present, and future. While students worked, I walked around the room providing assistance as needed. Students who needed additional help were placed in a small group for additional guided practice. (See attached practice sheets.)

Assessment

15 minutes

I informally assessed students as they worked by reading their sentences. I used a checklist to document their level of proficiency. The results guided my teaching as I planned for future lessons.