Present Tense for Now

Overview

Lesson 1 of 4 in Using Verb Tenses Clearly. Students build control of present-tense verbs for routines, facts and actions happening now, preparing them for the clear, controlled writing expected in NCEA English.

Learning intentions

• WALT identify present-tense verbs and the time clues that signal them.
• WALT choose accurate present-tense verbs for a clear audience and purpose.
• WALT maintain subject–verb agreement, including he/she/it + -s.
• WALT write clear sentences and a short paragraph in the present tense.

Success criteria

• I can identify present-tense verbs.
• I can choose a correct present-tense verb.
• I can match the verb to the subject, including he/she/it + -s.
• I can write a clear present-tense paragraph using time words.

Curriculum links

• Create crafted writing for a specific audience and purpose: students produce a clear school-day paragraph.
• Use language features accurately: students control present-tense verbs, subject–verb agreement and time words.
• Develop ideas and organise writing: students sequence activities into a coherent paragraph.
• NCEA preparation: builds accuracy, control, editing and audience awareness needed for later unfamiliar-text and writing assessments.

Lesson structure (50 minutes)

1. 0–5 minutes – Retrieve and sort

Open with the hook and retrieval slides. In pairs, students sort teacher-prepared familiar word cards into “action words” and “naming words”. Briefly clarify that verbs show actions, states or what is happening. Orally complete: “I ___ every day” and “She ___ after school.”

2. 5–15 minutes – Model the tense choice

Use the modelling slides and display the examples “I walk to school every day” and “Mia walks to school every day.” Think aloud: identify the time clue, find the subject, then select the correct verb. Model editing “He play football” to “He plays football”, explaining that singular third-person subjects usually need -s in the present tense. Include a quick check: students show one finger for walk and two fingers for walks.

3. 15–27 minutes – Match and correct

Distribute the present-tense matching and editing worksheet and provide subject, time-clue and verb cards to pairs. Students match each subject with a suitable time clue and verb, then jointly correct six sentences. Circulate, prompting: “What is the subject?”, “What time clue do you see?” and “Does the verb agree?” Students underline each verb and explain one choice to their partner.

4. 27–32 minutes – Share and explain

Return to the guided-practice discussion slides. Invite pairs to share answers, including one corrected sentence. Record useful patterns such as I/you/we/they play and he/she/it plays. Address common errors without naming individual students, and have the class chorally read two corrected examples.

5. 32–47 minutes – Independent application

Students write a 6–8 sentence paragraph titled “How I spend a school day”. They must use present tense, at least two time words such as every morning, usually, after school or today, and accurate subject–verb agreement. Open the independent-writing instruction and model slides to show a short model paragraph and remind students to underline their verbs. Circulate with the checklist in the self-check and teacher-feedback section, asking selected students to explain one verb choice and giving immediate corrective feedback.

6. 47–50 minutes – Exit ticket

Display the exit-ticket slide. Students correct “The students walks to class every morning” and write one present-tense sentence about today. Collect responses to identify students needing further practice in Lesson 2.

Resources

• the complete present-tense teaching deck
• the present-tense practice and writing worksheet
• Teacher-prepared subject, time-clue and verb cards
• Whiteboard and markers
• Highlighters
• Verb bank and sentence frames
• Model paragraph
• Teacher checklist for verb accuracy and subject–verb agreement
• Accessible digital document and optional speech-to-text

Assessment

• During pair work, check whether students identify the subject, time clue and present-tense verb accurately.
• During writing, use the checklist to monitor verb identification, subject–verb agreement, time words and paragraph clarity.
• Use the exit ticket to group students for follow-up: secure understanding, developing control or targeted support.

Differentiation

• Year 9 support: provide a verb bank, sentence frames and mostly regular verbs, such as play, walk, eat and read. Allow oral rehearsal before writing.
• Year 10 challenge: require varied subjects, adverbs, one negative sentence and one question, followed by a brief explanation of how the choices suit the intended school audience.
• Diverse learners: use visuals, bilingual glossaries, partner scribing, speech-to-text and mixed-ability pairing. Accept oral responses before written responses where appropriate.
• Dyslexia-friendly access: provide short, uncluttered examples in a clear sans-serif font, 1.5 line spacing and left alignment. Highlight verbs, avoid dense text and offer teacher or audio read-aloud.