Now and Yesterday

Overview

This first lesson in the four-part unit Talk, Tense, and Tell introduces Year 2 students to the difference between actions happening now and actions that have already happened. Through talk, picture prompts, action cards and partner rehearsal, students plan and say short sentences using present- and past-tense verbs with the time words today and yesterday.

Learning intentions

• We are learning to identify verbs that tell about actions.
• We are learning to use present-tense verbs for actions happening today.
• We are learning to use past-tense verbs for completed actions yesterday.
• We are learning to say a sentence clearly before writing it.

Success criteria

• I can find the action word in a sentence.
• I can use today with an action happening now.
• I can use yesterday with an action that has finished.
• I can say my sentence clearly to a partner.

Curriculum links

• English — Writing Processes: planning a short series of sentences through talk and careful thinking.
• English — Writing Processes: working towards a specific writing goal.
• English — Composition: sentence structures, grammar and punctuation.
• Oral language supports students to listen, rehearse and communicate ideas clearly.

Lesson structure (30 minutes)

1. 0–4 min · Hook: What changed? Teacher opens the hook image showing a child engaged in a familiar routine today and yesterday, then asks, “What is happening now? What has already happened?” Students quietly notice details, share with a partner and listen for the difference between today and yesterday.

2. 4–9 min · Teach the time words and verbs. Teacher uses the today-and-yesterday teaching slides to introduce today = happening now and yesterday = already finished. Model and say: “Today I walk.” “Yesterday I walked.” Highlight the action words and explain that the verb changes when the action is finished; students echo each sentence chorally, noticing the ending in walked.

3. 9–15 min · Sort and rehearse actions. Teacher displays familiar picture prompts and gives each pair a small set of action cards, such as play, jump, wash, look and help; students sort actions under Today or Yesterday using the action-sorting instruction slide. Pairs choose one card and orally complete either “Today I ___” or “Yesterday I ___”, with the teacher modelling irregular examples such as “Today I go” and “Yesterday I went” if they arise.

4. 15–22 min · Partner sentence practice. Teacher demonstrates the routine on the partner-talk slides: Partner A chooses a picture and says a complete sentence; Partner B repeats the sentence and identifies the time word and verb. Students swap roles, rehearse at least four sentences, and give kind feedback using “I heard…” or “Say it again slowly, please.” Circulate, prompting students to use the correct verb form and a clear voice.

5. 22–27 min · Plan and record. Teacher distributes the today-and-yesterday sentence worksheet and completes the first example orally before students work independently or with a partner. Students draw or match a familiar action, say the sentence to an adult or partner, then record one Today sentence and one Yesterday sentence, using the word bank and picture support.

6. 27–30 min · Share and exit check. Teacher shows the plenary slide and asks several students to share one sentence; the class listens for the time word and action verb. Each student tells the teacher or a partner one sentence beginning “Today I…” and one beginning “Yesterday I…”, while the teacher records who can distinguish and use each tense.

Resources

• the Now and Yesterday slide deck
• the today-and-yesterday sentence worksheet
• Familiar action picture prompts
• Sets of simple action cards for pairs
• Board and markers
• Pencils and colouring pencils
• Optional mini whiteboards for oral sentence rehearsal

Assessment

• During modelling, check whether students can identify the verb and explain whether an action is happening now or has finished.
• During partner talk, listen for accurate use of today/yesterday and present/past forms, noting students who need further support with regular or irregular verbs.
• Use the final two spoken sentences and worksheet responses as an exit assessment: students should communicate one present-tense and one past-tense sentence.

Differentiation

• Support learners with picture prompts, oral rehearsal before writing, the sentence frames “Today I ___” and “Yesterday I ___”, and a small verb word bank.
• Accept drawing plus oral explanation when writing limits a student’s ability to show understanding; scribe or repeat the student’s sentence back for confirmation.
• For EAL learners, explicitly gesture and act out now and finished, model pronunciation slowly, and allow rehearsal with a confident peer.
• Extend ready learners by asking them to add where or when: “Today I play outside.” “Yesterday I played at Nana’s house,” or to use an irregular verb such as go/went.