Name: Zuyeon Kim

Student Number: 201658040

Lesson Plan 1

Objective:

1. SWBAT identify the verb and tense in a sentence by circling and

labeling.
2. SWBAT write a sentence using the past, present, or future tense.

Lesson Materials:

1. Verb Tense Chart - Enlarged for T and a copy for Ss

2. Verb Tense Lesson Assessment
3. Verb Tense Lesson Exit Ticket
4. Past, Present, Future Sentences handout

Greeting (2 min):

T greets the class and engages in small talk with the class.

Warm up (7 min):

The goal is to get the Ss to think about learning objectives.

1. Start by showing Ss the enlarged Verb Tense Chart, with past, present and future

simple tense definitions, descriptions and examples.

2. Tell Ss to take a moment with their partners and discuss whats on the chart. This
is meant for Ss to have an opportunity to make observations and discuss things that they
might already know, and things they don't.
3. Have Ss share their observations whole class. This will help T set the stage for the
objective and essential question.
4. Explain that verb tense tells us when an action takes place. The past tense tells
what has already happened, the present tense tells us what is happening, and the future tense
tells what will happen.
5. Tell Ss that by the end of the lesson and SWBAT identify the past, present, and
future tenses, and write a sentence using a tense.
6. To set the purpose for the lesson, introduce the essential question: How does
knowing the past, present and future tense of verbs help us communicate? Have this on the
board with the objectives. T will revisit this question at the end of the lesson when Ss
complete the exit ticket.

Practice (10 min): Ss work in pairs.

1. Demonstrate how to circle and label verb tenses on the whiteboard or projector,
using a simple sentence. One example is: Mrs. Strand is closing her eyes. Replace Ts name
here to get Ss invested in the lesson's content.
2. Verbalize Ts thought process through the steps listed below, to model the
objective.
3. Write them on the board as T goes, or before starting the lesson, so Ss can
reference the steps with their partners, and independently.
4. Stress that writing two additional sentences is important to meet the second
objective of the lesson.
5. Refer to the handout of additional sentences. The handout includes eleven sets of
three sentences each, one for each verb tense. T only needs to model this one set.
6. Model these three sentences on the Verb Tense Assessment Handout: Mrs. Strand
is closing her eyes. Mrs. Strand will close her eyes. Mrs. Strand closed her eyes.

Production (15 min): Problems and Advice Activity

Activity Steps
1. Read a sentence.
2. Circle the verb. (On this step, think aloud using the verb tense chart from the
introduction of the lesson)
3. Label the verb using this system: p = past, pr = present, f = future. Write the
appropriate abbreviation above the circled word.
4. Write two sentences that use the other two tenses. For example, Mrs. Strand will
close her eyes. Mrs. Strand closed her eyes.
Guided Practice/Interactive Modeling (15 minutes)

1. Pass out individual copies of the Verb Tense Chart.

2. Have Ss follow the steps T modeled to complete 2-3 sentences on the Verb Tense
Assessment handout with a partner. T knows Ts Ss best. Depending on the group and level
of Ss, T may have certain groups complete 2 sets and others 3 sets.
3. After Ss have tried 2-3 sentences with a partner, have a pair of Ss join together
with another pair of Ss to create groups of 4.
4. Have the pairs compare their work, making any changes if necessary. Be sure to
facilitate these discussions so that Ss are not off-track. Now is the time to catch any errors
and decide who may need to be pulled for a small group during independent time.
5. Have one group share one of their three sentences. The class must identify the verb
tense used.
Independent Working Time (8 minutes)
1. Ask Ss to complete the rest of the Verb Tense Lesson Assessment on their own,
using the steps T modeled for them.
Enrichment:
Ss who finish early will prepare a sentence to act out in front of the class. Have each
student circle and label the verb. The rest of class will have to guess the verb and tense.
Support:
Give Ss who are struggling with a copy of the Past, Present, Future Sentences
handout. These Ss can circle and label the verb in each sentence.
Review (5 min): Quick review of todays lesson
Assessment (5 minutes)
1. Independent Working time can be used as a final assessment of the skill.
2. When analyzing their work, look to see if Ss first were able to circle and label the
correct verb tense.

3. Next, assess if they correctly wrote two new sentences that included different verb
tenses: one present, one past, and one future sentence.
4. An additional form of assessment is the exit ticket, which will be addressed in the
Review and Closing.
Review and Closing (7 minutes)
1. If time permits, allow 1-2 students to share their newly created sentence. Let the
class guess the verb and the verb tense.
2. Go back to the Verb Tense Chart. Ask students to turn to a partner and tell them
one new thing they learned from this lesson. Make sure students speak in complete sentences.
3. Review the essential question.
4. Provide the exit ticket handout. The handout includes a scrambled sentence. Ss
must unscramble the sentence, put it in order, then circle and label the verb and tense. They
must also answer the essential question in writing.

Name: _______________________________
Past, Present, Future Sentences
Objective: I can identify the verb and verb tense by circling and labeling.
The leprechaun searched for the pot of gold at the end of the rainbow.
He is searching for a pot of gold right now!
He will search for the pot of gold tomorrow.
Mrs. Contreras is smiling at her smart students.
She will smile at her students tomorrow.
She smiled at her students yesterday.
Eduardo is playing his favorite video game.
He will play his favorite video game after school.
He played his favorite video game last night.
Benny sharpened all the pencils after school.
He will sharpen all the pencils after school.
He is sharpening all the pencils now.
The students learned to write correct sentences yesterday.
They are learning to write sentences write now.
They will learn to write sentences tomorrow.
The teachers will decorate their bulletin boards tomorrow.
They are decorating their bulletin boards now.
They decorated their bulletin boards over the weekend.
Ms. Pitts will sing the star spangled banner tomorrow morning.
She is singing the Star Spangled Banner on the announcements.
She sang the Star Spangled banner yesterday on the announcements.
Abraham is studying for his test right now.
He will study for his test tonight at home.
He studied for his test last night.
Evelyn will dance to her favorite song at the party.
She danced to her favorite song at the party.
She is dancing to her favorite song at the party.
Yazmin is painting a picture of Spongebob.
She will paint a picture of Spongebob.
She painted a picture of Spongebob.
The ball bounced high into the air.
It will bounce high into the air.
It is bouncing high into the air.

Tells us WHEN an action is taking place!

PAST
An action that already took
place

PRESENT
An action that is happening
right now

FUTURE
An action that is going to
happen

Subject + verb + ed +
ROS

Subject + is/are + verb +

ing + ROS

Subject + will + verb +

ROS

Examples

Examples

Examples

The cat + jump + ed + onto

the bed.
The cat jumped onto the
bed.

The cat + is + jump + ing +

onto the bed.
The cat is jumping onto the
bed.

The cat + will + jump +

onto the bed.
The cat will jump onto the
bed.

Name: ______________________________________
Objective:
1. I can identify the verb and verb tense by circling and labeling.
2. I can write a complete sentence using past, present, or future tense.
Mrs. Strands Model:

1. Mrs. Strand will close her eyes.

2. ______________________________________________________
3. ______________________________________________________

Guided Practice:
1. Ms. Contreras is smiling at her smart students.
2. ______________________________________________________
3. ______________________________________________________

1. The students learned to write correct sentences yesterday.

2. ______________________________________________________
3. ______________________________________________________

You try:
1. Ms. Pitts will sing the Star Spangled Banner tomorrow morning.
2. ______________________________________________________
3. ______________________________________________________

1. Benny sharpened all the pencils after school.

2. ______________________________________________________
3. ______________________________________________________
1. Eduardo is playing his favorite video game.
2. ______________________________________________________
3. ______________________________________________________

Extension:

1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________

Name: _______________________________________
Exit Ticket
Unscramble my sentence. Write it on the line. Then, circle the verb and label the verb tense.
bring
tomorrow.
a
will
treat
you
I
___________________________________________________________________________
How does knowing this help you and I communicate?
_____________________________________________________________________________________
_________________________________________________________________

Name: _______________________________________
Exit Ticket
Unscramble my sentence. Write it on the line. Then, circle the verb and label the verb tense.
bring
tomorrow.
a
will
treat
you
I
___________________________________________________________________________
How does knowing this help you and I communicate?
_____________________________________________________________________________________
_________________________________________________________________

Lesson Plan 2

Summary: Students may have difficulty knowing when to use the simple past versus the present perfect as
both are used to talk about events in the past. This lesson helps students understand the difference by asking
them to analyze the speakers current perspective on the events rather than the actual time it took place.
Additional sentence level strategies are also introduced.

Target: Intermediate level adult ESL learners

Objectives:

By the end of this lesson students will be able to

1. Recognize the basic form of past perfect (have + past participle)

2. Determine when to use simple past and present perfect appropriately
Time: 1 hour

Warm--up: (3 min)
Very short activity designed to help students activate their language, just like stretching before exercise or
tuning an instrument before a performance. The goal is to have students begin class ready to practice and
actively participate, not wait for the instructor to tell them what to do.
On screen directions: Complete the sentences with your own words
1. I got up at

today. (time)

2. I have been awake since

3. I have come to this class

. (time)
times so far this month. (number)

4. I took my first English class in

. (year)

In which sentences does the action start and end in the past?
Which sentences have an action that starts in the past and continues until now?
What do you notice about the verb tenses?

Review: Simple Past (2 min)

We use simple past to talk about actions that begin and end in the past
I bought a new pair of shoes on Saturday.
Pair Activity (5 min)Student directions: Work in pairs to write down 3--4 complete sentences describing
what you did over the weekend. Work with your partner to identify all of the past tense verbs. I walked to the

caf yesterday.
Pairs read examples to class.

Ask students to identify verb and say if it is regular (--ed ending) or

irregular

Discussion Questions (3 min)

Solicit answers from students, refer to warm--up sentences if needed
5. What are the differences between the simple past and present perfect?
6. How can you recognize present perfect?
7. When do you use present perfect?

Introducing: Present Perfect (3 min)

Present Perfect is used to talk about an action that began in the past and continues up to
now Affirmative: Subject + Have / Has + Past Participle
Negative: Subject + Haven't / Hasn't + Past Participle
Question: Have / Has + Subject + Past Participle
Pair Activity (5 min) In pairs have students complete sample sentences using forms.
Think, Write, Share (5--8min)
Think of some interesting and unusual things you have done in the past.
Write 4--6 sentences, some of them true some of them false.
Share your sentences with a partner.
Guess if your partners sentences are true or false.

Direct Instruction: When do we use the Present Perfect Tense? (10 min)
1. An action that occurred sometime in the past, but has a result in the present (now)
We can't find our luggage. Have you seen it?
2. To talk about an action that began sometime in the past and have not changed up to now.
a. since + a specific point in time
b. for + a length of time
Alice has worked at Emirates for 3 years.
Bob has worked as a Flight officer since September of last year.
3. To talk about general experiences (ever/never) or events that have or havent happened.
a. The exact time may be unstated.
b. ever, never, yet, still, already are often used with present perfect.
Has she ever traveled alone before?
Are Carlos and Rodrigo here? No, they haven't arrived yet.
4. To talk about an action that occurring over a period of time or multiple times in the past.
We have had three tests so far this term.
The value of the stock has doubled in the last year.

Simple Past vs. Present Perfect (5min)

Review examples of simple past and present perfect usage. Have students come up with their own
examples based on each.
5. The simple past may be used with specific time references: yesterday, last year, 2011. While Past
Perfect will often use more general time adverbs: already, since, yet, etc.
a. Exceptions include negative forms: I havent seen her/I havent seen her since yesterday.
i. Refer students to item #2 above
6. The simple past is used for a completed time period. Use present perfect to talk about a time
period that has not ended.
My grandfather loved to travel. My grandfather loves to travel.
7. Present perfect is used for an indefinites versus a definite question.
Have you ever visited Toronto? Did you visit Toronto? (You said you went to Canada last year)

Verb Conjugation (2 min) It may be helpful to provide students a list of verb forms

Worksheet (10 min)

Students complete worksheet individually or in pairs. Review answers as a class

Wrap--up (3min)
Refer to discussion questions and warm--up sentences

Additional Resources (3min)

Refer students to these opportunities for more practice

Worksheet
Instructions: Complete the sentences. Use the simple past or present perfect
for of the verb in parentheses.

1.Fatima is from a hot, arid part of the region. She (see, never)

snow.

2.Last January I traveled to Switzerland. I (see)

for

the

first time in my life.

3.Yesterday my team and I (start)

(go)

a new project, so we

to the training center for orientation.

4.Since classes began, I (have, not)

much free time.

My classes keep me really busy.

5.Abed (be)

in the class for three months. His English is

getting better and better. He plans to take this class until the end of May.

6.Mrs. Perez (be)

in our class for three months, but then

she left for a new job.

7.A major earthquake (occur, just)

in southern California.

It (occur)

at 9:25 a.m. Pacific

Standard Time.

8.A: Are you taking simulation training this month?

B: No, I (take, already)

it.

9.Greg Adams? Yes, I know him. I (knew)

college.
10.Joe North passed away? Im sorry to hear that.
I (know)_________him well when we were in college together.

him

since

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