Enhancing Verb Tenses

Overview

In this one-to-one lesson, the student practises using a range of verb tenses accurately and fluently in spontaneous spoken narrative, building confidence and precision as part of the Mastering English Speaking Skills unit.

Learning intentions

• Students will understand how different verb tenses create meaning and sequence in spoken narrative.
• Students will be able to switch between tenses accurately during spontaneous speaking tasks.
• Students will reflect on their own spoken language use and identify areas for improvement.

Success criteria

• I can use past, present, and future tenses correctly when telling a story aloud.
• I can identify and self-correct tense errors in my own speech.
• I can sustain a spoken narrative for at least two minutes using varied tenses.
• I can explain why I chose a particular tense in context.

Curriculum links

• IB MYP English Language and Literature — developing communication skills through spoken interaction and language analysis.
• MYP key concept of Communication — expressing ideas clearly and purposefully in spoken form.
• MYP related concept of Style — understanding how grammatical choices, including tense, shape meaning.
• Preparation for IB DP English Language and Literature individual oral and higher-level paper tasks.

Lesson structure (60 minutes)

0–5 min | Warm-up: Tense Sorting Card Activity Present the student with 12 printed sentence cards featuring the same event described in different tenses (e.g. simple past, past continuous, present perfect, future simple, conditional). Ask them to group the cards by tense and explain what each version implies. This activates prior knowledge and exposes any immediate gaps.

5–15 min | Mini-Lesson: Tenses in Narrative Speaking Using a short whiteboard or A4 reference sheet, briefly outline the six tenses most useful in spoken narrative: simple past, past continuous, past perfect, present simple (for dramatic effect), present perfect, and future forms. Give one spoken example of each in a brief storytelling context. Keep this teacher-led section tight — this is a speaking lesson, not a grammar lecture. Prompt the student with: "Which of these do you use most? Which do you avoid?"

15–30 min | Structured Speaking Task: Photo Prompt Narrative Show the student a thought-provoking image (e.g. an abandoned building, a crowded market, a person at a crossroads). Ask them to narrate a story inspired by the image for two to three minutes, aiming to use at least four different tenses. While they speak, note tense errors or missed opportunities on a simple observation sheet. Do not interrupt — let fluency develop. Afterwards, share two specific observations: one strength, one area to develop.

30–42 min | Tense Switching Drill Run a structured dialogue: pose open questions that require different tenses in the response. For example — "What happened just before this scene?" (past perfect); "What is happening right now in the image?" (present continuous); "What will the character do next?" (future); "How has this place changed over time?" (present perfect). The student must respond in full sentences. After each response, ask them to identify the tense they used. This builds metacognitive awareness alongside accuracy.

42–52 min | Spontaneous Speaking: Personal Narrative Ask the student to speak for two minutes on a topic of their choice — a recent experience, a memory, or a plan — with the explicit goal of consciously varying their tense use. This time, give them a brief self-monitoring checklist to glance at before they begin (e.g. "Have I planned how I'll shift tenses?"). Record the session on a phone or device if the student consents, so they can listen back independently.

52–60 min | Reflection and Target-Setting Review the session together. Ask the student: "Which tense felt most natural? Which was hardest to use spontaneously?" Collaboratively write one specific speaking target for the next lesson (e.g. "I will use the past perfect at least twice when explaining background events"). Log this in the student's unit learning journal or speaking portfolio.

Resources

• 12 printed tense sorting cards (teacher-prepared, same event in varied tenses)
• A4 tense reference sheet covering six narrative tenses with spoken examples
• One or two high-interest photo prompts (printed or on screen)
• Teacher observation/note sheet for tracking tense use during speaking
• Student self-monitoring checklist (simple, 4-point)
• Student speaking/learning journal or portfolio
• Phone or tablet for optional audio recording
• Whiteboard or paper for jotting examples during mini-lesson

Assessment

• Formative observation during the photo prompt narrative and tense switching drill — teacher notes patterns of accuracy and fluency without interrupting the student's flow.
• Student self-assessment at the close of the lesson against the four "I can" success criteria, recorded in their speaking portfolio.
• A collaboratively agreed speaking target, written into the portfolio, which will be revisited at the start of lesson 5.

Differentiation

• Support: Provide the tense reference sheet throughout all tasks rather than only during the mini-lesson; reduce the required number of tenses in the photo prompt task from four to two, and allow brief planning time before each speaking activity.
• Extension: Challenge the student to use more complex or nuanced forms such as the past perfect continuous or mixed conditionals during spontaneous speech, and to articulate aloud why they chose each tense.
• EAL/SEN: Allow written notes or a brief spoken plan before each task; use familiar, culturally accessible photo prompts; accept pauses and self-correction as positive indicators of monitoring rather than as errors.
• One-to-one context: Use the intimate setting to give immediate, specific feedback after each task and to adjust pacing in real time based on the student's confidence and energy.