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Foundations of English Language Teaching and Learning
Detailed Lesson Plan
Intended year-level: Elementary specifically Grade 5
Method: Total Physical Response (TPR) Method and Presentation, Practice and
Production (PPP) Method
I. Objectives (SMART)
By the end of the lesson, students should be able to:
1. Cognitive: Identify the simple tenses in sentences that describe actions in different
timeframes.
2. Affective: Demonstrate a positive attitude towards learning verb tenses by
expressing their thoughts about the importance of using correct tenses in
communication.
3. Psychomotor: Perform role-play activities where they physically act out scenarios
that require the use of simple tenses, enhancing their ability to convey actions and
events in real-time.
II. Subject Matter
Topic: Simple Present, Past and Future Tense
Focus: Describing actions in different timeframes (now, yesterday, tomorrow)
III. Materials
TPR:
Verb flashcards (present, past, future forms): “eat”, “sleep”, “play”, “read”,
“walk”, “draw”, “jump”, “sing”
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Pictures or objects related to verbs (optional)
Props for acting out scenarios (e.g., a clock, a calendar, a picture of a sunny day)
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PPP:
Sentence strips with examples of each tense (e.g., "I wake up at 7:00 am."
[Simple Present], “I went to the park yesterday.” [Simple Past], “I will eat pizza
for dinner tonight.” [Simple Future])
Whiteboard and markers
Worksheet with mixed tense exercises
Timelines or charts to visually represent tenses
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IV. Resources
Grammar Book:
Mehrotra, M. (2023). The book of English Grammar Tenses. Prabhat Prakashan PVT
LTD
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Online resources/videos: Search for “simple present, past and future tense for
kids”
[Link]
V. Motivation: (Opening Activity)
Teacher’s Activity Students’ Activity
“Good morning class” “Good morning teacher”
“Let us pray first” (The assigned student will lead the
Prayer)
(Checking of attendance)
(Students will tell who’s absent for the
day)
“So, class, what do you remember
about the lesson we had last
meeting?” (Students will answer what they
remember)
“Very good! Before we go to our next
lesson let’s do a class activity first!”
“Yes teacher!”
“The activity is called “Hot Potato!”.
Now I will explain the instruction of
the activity. “Okay teacher”
“Every round, I will hand a crumpled
paper which is the “potato” with a
single letter that spells a word when “Yes teacher!”
we completed all the rounds, to any of
you, then I will play a music and if you
have the potato, you must give it to
one of your seatmates, either left side
or right side. You must pass it to your
classmate quickly because when I
stop the music, the one who has the
potato must open it and write the
letter written using your body and
write the letter on the board. That
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makes one round of the game, are you
ready?”
(Activity starts)
(Students will do the activity)
(Activity ends)
“Great job! You guys deserve a big
round of applause!” (Students will clap)
“Now that the word is completed,
what does it spell?” “Tenses”
“Can anyone tell me, what did the
class do with the potato/paper?” “We passed it around the class”
“Very good! Now can you make a
sentence about it?” “The class passed the crumpled paper
around.”
“Very good! I can see that you
enjoyed the activity.”
“We did, teacher!”
VI. Lesson Proper
Teacher's Activity Students' Activity
After the "Tenses" game, the teacher says: (Students listen and prepare for the
"Great job spelling out 'Tenses!' That gives lesson.)
us a clue about today's lesson. Let us
explore more about how we use tenses in
our daily lives."
(Students watch the video carefully.)
The teacher shows a short video of daily
routines (e.g., brushing teeth, eating
breakfast). "Watch this video and think
about the actions being performed. We’ll
talk about them after!"
[Link]
feature=shared
After the video, the teacher asks: "Can you
describe what actions you saw in the video?
What do we call these kinds of actions in
English grammar?" Students respond with answers like:
"Brushing teeth," "Eating," or "They
The teacher explains: "Excellent! These are are verbs."
verbs, and we describe them using different
tenses: present, past, and future. Let me
show you an example for each tense." (Students listen and observe.)
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The teacher uses flashcards with images
and sentences: "This is the Simple Present
Tense: 'I eat breakfast every day.' Repeat
after me; (The teacher demonstrates) Students repeat: "I eat breakfast every
day."
"Now, the Simple Past Tense: 'Yesterday, I
ate breakfast.' Can you repeat that?"
Students repeat: "Yesterday, I ate
breakfast."
"And the
Simple Future Tense: 'Tomorrow, I will eat
breakfast.' Try saying it"
Students repeat: "Tomorrow, I will eat
breakfast."
The teacher models actions like walking,
jumping, or reading, prompting students:
"Stand up and do the action with me. Say (Students stand, perform actions, and
the sentence aloud: 'I am jumping,' 'I repeat sentences for each tense.)
jumped,' and 'I will jump.”
The teacher divides the class into five
groups and says: "Each group will pick a
flashcard. Your representative will act out Groups work together, with one
the action, and the group will say the student acting while others say
sentence in present, past, and future sentences like: "She is cooking," "She
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tenses." cooked," "She will cook."
The teacher displays a classroom scene and
asks: "What do you see happening in this Students describe the scene, saying
picture? Use the simple present, past, and sentences such as: "The teacher is
future tense to describe the actions." teaching," "The teacher taught," or
"The teacher will teach."
The teacher introduces a game of charades:
"One representative from your group will Groups take turns acting and guessing,
silently act out an action. The other groups saying sentences like: "He is running,"
must guess the verb and say a sentence in "He ran," or "He will run."
the correct tense
The teacher asks students: "What are some
routines you do every day? Let’s share one Students respond, for example: "I wake
routine in all three tenses!" up at 7:00 (present). Yesterday, I woke
up at 7:00 (past). Tomorrow, I will wake
up at 7:00 (future)."
The teacher concludes with a quick review:
"What did we learn about tenses today? Can Students volunteer answers, like:
someone share an example of each tense?" "Present: I read a book. Past: I read a
book yesterday. Future: I will read a
book tomorrow."
VII. Evaluation and Valuing
PPP
EVALUATION
ACTIVITY: SIMPLE PRESENT TENSE
Part I. Instructions: Complete the following sentences by using the appropriate
verbs.
Simple Present Tense
1. She always _________ in the class. (participate, participates, participated)
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2. He ______ to school very early. (go, goes, went)
3. Mom and I ______ to travel together. (love, loves, loved)
4. I _______ the movie, it was fantastic! (enjoy, enjoys, enjoyed)
5. Jessa ______ in Angeles near the barangay hall. (live, lives, lived)
Simple Past Tense
6. Andrew _______ to the zoo last week. (go, goes, went)
7. Clarice ________ sports last year. (do, does, did)
8. After a long while, he ______. (die, dies, died)
9. Elisha and her friends _______ badminton yesterday. (play, plays, played)
10. I ______ Korean movies last night. (watch, watches, watched)
Simple Future Tense
11. My mom __________ a new car next month. (will buy, will have buy, going to
buy)
12. Jenny and I ________ a picnic next week. (will have, is having, have)
13. Grandpa and grandma ________ our home tomorrow. (will visited, will visit,
visited)
14. The grade 12- Jophiel __________ soon. (will graduate, graduated, graduates)
15. Someday I _________ to the USA and Japan. (travels, traveled, will travel)
Answers: 1. Participates 2. Goes 3. Love 4. Enjoy 5. Lives 6. Went 7. Did
[Link] 9. Played 10. Watched 11. Will buy 12. Will have 13. Will visit 14. Will graduate
15. will travel
Part II. Write a five-sentence paragraph using simple present, past and future tense.
Answering the question, “If you were a superhero what super power do you want to
possess?”. Do it in a ½ crosswise paper and underline the verb tenses (present, past
and future).
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PARAGRAPH RUBRIC
EXCELLENT GOOD SATISFACTO NEEDS RATING
(5) (4) RY IMPROVEME
(3) NT
(2)
Completenes There are five There are There are There are
s sentences in four three only two
the paragraph. sentences in sentences in sentences in
the the the
paragraph. paragraph. paragraph.
Conventions Capitalization, There are There are The
spelling, and some errors minimal conventions
punctuation are in errors in the of the
all correct capitalization spelling and paragraph
. capitalization need
. improvement
.
Content The structure of The structure The structure The usage of
sentence and of sentence of sentence simple tense
the usage of is well- is good and is not
simple tenses completed there are few accurate in
are all correct. but there are misuses the sentence.
minimal simple tenses
errors in in the
using simple sentence.
tenses.
Neatness The paper is The paper The paper is There are a
clean and there has minimal being lot of
is no erasure. erasures. crumpled and erasures and
The writing is there are the writing is
understandable many difficult to
. erasures. understand.
TOTAL
/20 pts
VALUING
Instigate students to reflect the importance of using simple present, past and future
tense in daily communication and understanding one another. Discuss the significance
of correct usage of grammar in sharing information to avoid misunderstanding and
misleading information.
VIII. Enrichment/Assignment
PPP and TPR
For the learner’s take-home activity, this emphasizes the importance of considering
their perspectives and experiences in the learning process. By doing so, educators can
create more effective and engaging educational environments.
As a home activity, students will participate in a daily routine role-play and survey.
Task Overview:
Students will work in groups to carry out a mini-survey regarding their daily routines,
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focusing on their family members. After gathering this information, they will develop a
role-play that reflects the insights gained from their survey findings, utilizing the
present simple tense to convey their observations accurately.
Instructions:
1. Conduct a Mini-Survey:
- Ask at least three family members about their daily routines. You can use the
following questions or you may create your own.
What time do you wake up?
What do you eat for breakfast?
What time do you go to bed?
What do you do after school/work?
Do you exercise? If so, what do you do?
2. Compile your Findings:
- Write a simple report that summarize your survey results using present simple
sentences. Include at least one sentence for each member you surveyed.
My mother wakes up at 5 a.m.
My brother eats eggs and hotdogs for breakfast
My dad goes to bed at 9 p.m.
3. Create a Role-play:
- From your groupings, create a short role-play where one person can act as a
teacher, asking questions about daily routines, and the other person answers
based on the survey results.
Example Dialogue:
- Teacher: “What time does your mother wakes up?”
- Student: “My mother wakes up at 5 a.m.”
- make sure to include at least 5 questions and answer in your
role play
4. Presentation:
- Write down the questions and answers
- Perform the role-play in our class in a 2–3-minute time.
- You can use different props for example:
Small toy clock—to act out waking up or keeping time.
Uniform or Hat: to present getting dressed or preparing for school Toys for
sports activities.
Favorite book—for routines like reading or studying.
Notebook: To show that you are writing homework or doing assignments.
Criteria Excellent Good (4) Satisfactor Needs
(5) y (3) Improveme
nt (2)
Survey Questions 5 thoughtful 4 relevant 3 questions Fewer than 3
questions questions questions
Survey Responses Clear and Mostly clear Some Unclear or
accurate responses unclear missing
responses responses
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Role-Play Script Well- Organized; 4 Some Lacks
organized; 5 Q&A organization; organization;
Q&A with 3 Q&A fewer than 3
correct use Q&A
of present
simple
Creativity/ Very Good Some Little
Engagement engaging engagement engagement engagement
and
expressive
Total Points: /20
Grading Scale
16-20: Excellent
11-15: Good
6-10: Satisfactory
1-5: Needs Improvement
Submitted by: Perez, Xyra S. Submitted to:
Arcilla, Aljen Soriano, Francheska Mrs. Edna Padilla
Domingo, Jeraldine Torno, Criselda
Lazatin, Raffael BAELS 203 (GROUP 04)
