TENSES | Teaching Modules | English | Form 1 | CBC

NAME OF SCHOOL DEPARTMENT ENGLISH TEACHING MODULE FORM 1 TERM 3 Topic 1: TENSES Introduction This module covers the tense forms listed in the selected syllabus rows: Present Simple Tense and Present Continuous Tense. Both tenses are fundamental for expressing actions in everyday Zambian life — routines such as going to school, selling produce at a market stall, attending church, or chores at home. Teachers will link examples to pupils’ daily routines (e.g., Sampa walks to school every day; We are learning English now) and use familiar local contexts (market, classroom, home) to make the grammar meaningful and practical. General Competences: • Analytical Thinking • Collaboration • Communication • Critical Thinking • Problem Solving • Attention to Detail Sub-Topic 1: 1.4.2.1. Present Simple Tense Introduction The Present Simple Tense describes repeated actions, occurrences and habitual behaviour in the present. Pupils will learn how to form affirmative sentences for different subjects and apply spelling rules when adding the third-person singular ending. Teaching emphasises recognising habits and routines in the Zambian context and forming correct sentences using appropriate verb endings. Specific Competence(s): 1.4.2.1.1. Use Present Simple Tense in sentences Key Terms: • Present Simple - tense used for repeated actions, occurrences and habits in the present • Subject-verb agreement - matching the verb form to the subject (I, you, he/she/it, we, they) • Third person singular - the subject form he/she/it requiring a different verb ending • Base verb - the verb in its basic (infinitive without to) form (e.g., walk, eat) • Suffix '-s'/'-es' - endings added to verbs in third person singular (e.g., walk → walks; go → goes) • Adverb of frequency - words that show how often (e.g., always, often, never) • Spelling rule - rule for adding '-es' when verb ends in o, ch, sh or ss Key Concepts: • Present Simple expresses habits, routines and repeated actions. • For most subjects, the base verb is used; for third person singular, add '-s' or '-es'. • Verbs ending in o, ch, sh or ss take '-es' in third person singular (go → goes; watch → watches). • Use adverbs of frequency to show how often an action occurs (e.g., every day, always). • Sentence construction follows Subject + Verb (+ object/complement) in affirmative forms. Learning Activities: Learning Activity 1: Discussing the Present Simple Tense (…used for repeated actions/occurrences and habits in the present). This activity helps learners recognise and describe repeated actions and habits using the Present Simple. Activity 1.1: Classroom discussion of daily routines Purpose: To elicit examples of habitual actions from learners and identify Present Simple verbs. Suggested Teaching and Learning Materials: • Artificial Materials: whiteboard or chalkboard, marker/chalk, prepared flashcards with verbs (walk, go, watch, wash, kiss), worksheets with routine prompts. • Natural Materials: school timetable, a list of common chores at home, local market opening schedule, pupils’ real daily routine examples. Learning Environment Set-up: • Artificial Environment: Classroom with seating arranged for whole-class discussion and pair talk; board visible to all pupils. • Natural Environment: Use schoolyard or nearby market for real-life prompts if available. HOOK: Ask: "What does your older sister do every morning before school?" Use answers to find Present Simple verbs. Teacher's Roles: • Introduce the Present Simple by explaining its use for habits and repeated actions. • Elicit examples from learners about daily routines; write several example sentences on the board. • Highlight subject-verb agreement and model third person singular forms. • Teach the spelling rule: verbs ending in o, ch, sh, ss add '-es'. Show examples (go → goes; wash → washes; kiss → kisses; watch → watches). • Demonstrate sentence construction using local examples (e.g., The bus arrives at 7:00; Mother cooks nshima every evening). • Guide learners to practice in pairs, circulate to monitor and correct gently. • Consolidate by writing a summary on the board: Subject + base verb (add -s/-es for he/she/it). • Summarise key points and give a short written task. Learners' Tasks: • Say and write sentences about their own and family routines. • Work in pairs to convert base verbs into third person singular. • Read aloud sentences and identify verbs requiring '-s' or '-es'. • Present one sentence to the class. Assessment: • Observe oral responses for correct Present Simple usage and correct third person singular endings. • Review written sentences on worksheets for correct spelling of '-s'/'-es'. • Use a short in-class quiz where pupils supply the correct verb form for given subjects and routines. Explanation (Conceptualisation) The Present Simple is used to talk about actions that happen regularly or facts. Affirmative structure (for most subjects): Subject + base verb. For third person singular (he, she, it) add '-s' or '-es'. Spelling rule taught here: when a verb ends in o, ch, sh or ss, add '-es' for the third person singular (e.g., go → goes; watch → watches; wash → washes; kiss → kisses). Use adverbs of frequency (always, often, sometimes, never) to show how often an action occurs. Example sentences: Sampa walks to school every day. He watches TV in the evening. The shop opens at 6:00. Competencies Developed: • Analytical Thinking • Communication • Collaboration • Critical Thinking • Attention to Detail Expected Standard(s): Present Simple tense correctly used in sentences Assessment Questions: Part A: Multiple Choice Questions 1. Which sentence is correct? A. He go to school every day. B. He goes to school every day. C. He going to school every day. D. He gone to school every day. 2. Choose the correct form: The teacher ____ the lesson every morning. A. start B. starts C. starting D. started 3. Which verb needs '-es' in third person singular? A. play B. eat C. wash D. run Part B: Short Answer Questions 1. Write the correct Present Simple form: My mother (cook) ____ nshima every evening. 2. Change to third person singular: I (go) ____ to the market on Fridays. → He/She ____. 3. Use an adverb of frequency: Write a sentence about your daily routine using 'always'. Part C: Essay/Application Questions 1. Write five sentences describing a classmate’s daily routine. Use Present Simple tense for repeated actions and include at least one verb that requires '-es'. 2. Explain in two short paragraphs why we add '-s' or '-es' to verbs in the Present Simple for third person singular, giving three examples. Key Learning Points: • Present Simple expresses repeated actions, habits and general truths. • Use Subject + base verb; add '-s' or '-es' for he/she/it. • Verbs ending in o, ch, sh or ss take '-es' in third person singular. • Use adverbs of frequency to show how often actions occur. Sub-Topic 2: 1.4.2.2. Present Continuous Tense Introduction The Present Continuous Tense describes actions that are happening now, at the moment of speaking. Teaching concentrates on forming affirmative sentences with the correct form of the verb "to be" plus verb+ing, and applying the provided spelling rule for adding '-ing' (doubling 'l' when the verb ends in 'l' after a single vowel, e.g., travel → travelling). Specific Competence(s): 1.4.2.2.1. Use Present Continuous Tense in sentences Key Terms: • Present Continuous - tense used for actions happening now • Present participle - verb form ending in '-ing' • Auxiliary verb 'to be' - forms am, is, are used with present continuous • Verb+ing - main verb form used after the auxiliary (e.g., learning) • Doubling rule - double the 'l' if verb ends in 'l' after a single vowel before adding '-ing' (travel → travelling) • Contracted forms - examples: I am → I'm; they are → they're • Action happening now - an event occurring at this moment Key Concepts: • Present Continuous expresses actions happening at the moment of speaking. • Structure: Subject + am/is/are + verb+ing. • Spelling rule (as given): if the verb ends in 'l' after a single vowel, double the 'l' and add '-ing' (travel → travelling). • Distinguish Present Continuous from Present Simple by focusing on actions happening now vs. habitual actions. Learning Activities: Learning Activity 2: Discussing the Present Continuous Tense (…used for actions that are happening now). This activity helps learners identify and describe actions taking place at the moment of speaking. Activity 2.1: Class observation and live-action sentences Purpose: To observe peers performing simple actions and describe them using Present Continuous. Suggested Teaching and Learning Materials: • Artificial Materials: whiteboard/chalkboard, action cue cards (e.g., read, write, clap, travel), worksheets for sentence completion, simple picture prompts showing actions. • Natural Materials: classroom objects to act with (book, pen), school environment actions (someone sweeping, pupils reading), examples from community (a vendor selling maize). Learning Environment Set-up: • Artificial Environment: Classroom with space for short role-play or demonstration; seating allowing clear view of actions. • Natural Environment: School corridor or playground for real-time observation tasks if available. HOOK: Ask: "What is the person next to you doing right now?" Use responses to elicit Present Continuous sentences. Teacher's Roles: • Explain the use of Present Continuous for actions happening now. • Introduce structure: Subject + am/is/are + verb+ing. Write model sentences on the board (I am reading; She is writing; They are playing). • Teach and demonstrate the spelling rule: if a verb ends in 'l' after a single vowel, double the 'l' before adding '-ing' (travel → travelling). Give examples and contrast with verbs that do not double. • Lead a short live-action activity: ask a pupil to perform an action; elicit a sentence from the class describing it in Present Continuous. • Provide guided practice with picture prompts and cue cards; monitor and correct pronunciation and form. • Consolidate by asking pupils to write three sentences about actions happening in the classroom right now. Learners' Tasks: • Observe and describe actions performed by classmates using Present Continuous. • Convert base verbs into verb+ing forms and apply the doubling rule where appropriate. • Work in small groups to create short role-plays showing actions that classmates will describe. • Write sentences describing actions occurring now. Assessment: • Listen for correct use of auxiliary verb (am/is/are) and correct verb+ing spelling in oral responses. • Check written sentences for correct application of the doubling rule (e.g., travelling) and correct structure. • Use short in-class exercises where pupils change prompts into Present Continuous sentences. Explanation (Conceptualisation) Present Continuous is used for actions taking place at the moment of speaking. Construct affirmative sentences with the auxiliary am/is/are followed by the main verb with '-ing'. Example: We are learning English now. Pay attention to the spelling rule given in the syllabus: when a verb ends in 'l' after a single vowel, double the 'l' before adding '-ing' (travel → travelling). Use contracted forms in speech (I'm learning) but teach full forms for writing until pupils are confident. Competencies Developed: • Analytical Thinking • Communication • Collaboration • Critical Thinking • Attention to Detail Expected Standard(s): Present Continuous Tense used correctly in sentences Assessment Questions: Part A: Multiple Choice Questions 1. Which sentence is correct? A. She are singing now. B. She is singing now. C. She singing now. D. She be singing now. 2. Choose the correct form: They ____ (play) football at the moment. A. plays B. are play C. are playing D. playing 3. Which is the correct spelling when adding '-ing' to 'travel' as given in the syllabus? A. travelling B. travellng C. travelling D. travelinging Part B: Short Answer Questions 1. Complete the sentence: I (read) ____ a book now. (Write the full correct form.) 2. Change to Present Continuous: The children (play) ____ in the yard right now. 3. Apply the doubling rule: Write the correct '-ing' form of 'travel' as taught in the syllabus. Part C: Essay/Application Questions 1. Observe three people in the classroom for one minute. Write four sentences describing what each person is doing now, using Present Continuous. 2. Write a short paragraph (5–6 lines) about what you and your family are doing today right now. Use at least two verb+ing forms and apply the doubling rule if relevant. Key Learning Points: • Present Continuous shows actions happening at the moment of speaking. • Structure: Subject + am/is/are + verb+ing. • Apply the specified spelling rule: double 'l' if verb ends in 'l' after a single vowel before adding '-ing' (travel → travelling). • Distinguish Present Continuous from Present Simple by focusing on 'now' actions versus habitual actions. TOPIC 1 SUMMARY: TENSES Key Learning Points for the Entire Topic: • Present Simple (Sub-Topic 1: 1.4.2.1. Present Simple Tense) - Use: repeated actions, occurrences, and habits in the present. - Formation: Subject + base verb; add '-s' or '-es' for third person singular. - Spelling rule from syllabus: verbs ending in o, ch, sh or ss take '-es' in third person singular (e.g., go → goes; watch → watches). - Practice: constructing sentences describing daily routines and habits. • Present Continuous (Sub-Topic 2: 1.4.2.2. Present Continuous Tense) - Use: actions happening now (at the moment of speaking). - Formation: Subject + am/is/are + verb+ing. - Spelling rule from syllabus: double 'l' when verb ends in 'l' after a single vowel before adding '-ing' (e.g., travel → travelling). - Practice: observing and describing current actions in the classroom and community. SYLLABUS COVERAGE CHECKLIST: • Topic: 1.4.2. TENSES - Sub-topic: 1.4.2.1. Present Simple Tense - Specific competence: 1.4.2.1.1. Use Present Simple Tense in sentences - Learning activity covered: Discussing the Present Simple Tense (…used for repeated actions/occurrences and habits in the present); Applying spelling rules when constructing sentences; Constructing sentences using the Present Simple Tense. - Expected standard covered: Present Simple tense correctly used in sentences • Topic: 1.4.2. TENSES - Sub-topic: 1.4.2.2. Present Continuous Tense - Specific competence: 1.4.2.2.1. Use Present Continuous Tense in sentences - Learning activity covered: Discussing the Present Continuous Tense (…used for actions that are happening now); Applying spelling rules when constructing sentences; Constructing sentences using the Present Continuous Tense. - Expected standard covered: Present Continuous Tense used correctly in sentences END OF TOPIC 1: TENSES

teaching-module — English (1.4.2. TENSES)

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