Introducing Simple Verbs: Identifying verbs in spoken and written sentences for Primary 1

Class: Primary 1
Term: First Term
Week: 6
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Grammatical Accuracy
Focal competence: Using verbs correctly in simple sentences
Key competencies/values: Collaboration; Respect; Tolerance; Communication; ICT and Digital Competencies

Skills:

• Speaking using appropriate verbs

Previous Lesson: Oral Communication: Introducing a classmate
Topic: Introducing Simple Verbs
Subject Matter: Identifying verbs in spoken, written sentences

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify verbs as action words.
• Recognise verbs in spoken sentences.
• State verbs found in written sentences.

Affective Domain

• Participate actively in identifying verbs.
• Appreciate the importance of verbs in forming meaningful sentences.

Psychomotor Domain

• Use simple verbs correctly in short oral sentences.
• Match actions or pictures with the correct verbs.
• Write simple sentences using appropriate verbs.

Social Domain

• Collaborate with classmates during group activities involving verbs.
• Communicate ideas clearly using simple verbs.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• A suitable English Studies textbook for Primary 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Approved publisher-neutral text
• Letter, word and picture cards (e.g., cards showing “run”, “eat”, “play”, “sleep”)
• Exercise books and pencils
• Real objects or charts depicting actions (e.g., a child running, eating, reading)
• Whiteboard or chalkboard
• Markers or chalk

Rationale for the Lesson

This lesson is important because verbs are fundamental building blocks of sentences, allowing pupils to express actions and events. Understanding verbs helps pupils construct grammatically correct sentences and improve their communication skills both orally and in writing. It also lays a foundation for more complex grammar concepts in later primary years.

Prerequisite/Previous Knowledge

Pupils should be able to recognise simple words, identify common objects, and understand basic sentence structures.

Lesson Content/Board Summary

Introducing Simple Verbs

What is a Verb?

A verb is a word that shows an action or doing. Verbs tell us what someone or something is doing.

Examples of verbs:

1. Run
2. Eat
3. Play
4. Sleep
5. Jump
6. Read
7. Write
8. Sing
9. Dance

Identifying Verbs in Sentences

To find the verb in a sentence, ask yourself: “What is the person or thing doing?” The answer is usually the verb.

Examples:

1. The boy runs fast. (What does the boy do? Runs)
2. Birds fly in the sky. (What do birds do? Fly)
3. I eat rice. (What do I do? Eat)
4. She sings a song. (What does she do? Sings)
5. We play football. (What do we do? Play)

Matching Actions with Verbs

We can match actions we see with the correct verb words.

For example:

1. Seeing someone move quickly – match with the verb “run”.
2. Seeing someone put food in their mouth – match with the verb “eat”.
3. Seeing someone look at a book – match with the verb “read”.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Individual Practice, Pair Work.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating prior knowledge

Teacher’s Activity: The teacher greets the pupils and asks them to perform simple actions like “stand up,” “sit down,” “clap your hands.” The teacher then asks what they just did.

Pupils’ Activity: Pupils respond to greetings and perform the actions. They tell the teacher what they did.

Learning Point: Actions and words

Step 2: Explanation of Verbs

Time: 8 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains that words that show action are called “verbs” or “doing words.” The teacher shows picture cards of actions (e.g., running, eating, sleeping) and says the corresponding verb for each, asking pupils to repeat.

Pupils’ Activity: Pupils listen attentively, observe the picture cards, and repeat the verb words after the teacher.

Learning Point: Verbs as action words

Step 3: Identifying Verbs in Spoken Sentences

Time: 8 minutes

Teaching Skill: Oral Practice/Questioning

Teacher’s Activity: The teacher says simple sentences aloud and asks pupils to identify the action word (verb) in each sentence. For example: “The bird sings.” “What does the bird do?” “The girl plays with a ball.” “What does the girl do?”

Pupils’ Activity: Pupils listen to the sentences and identify the verbs orally. They raise their hands to give answers.

Learning Point: Verbs in spoken sentences

Step 4: Identifying Verbs in Written Sentences

Time: 8 minutes

Teaching Skill: Guided Practice/Observation

Teacher’s Activity: The teacher writes simple sentences on the board (e.g., “I read a book,” “He jumps high”) and underlines the verbs, explaining why they are verbs. Then the teacher writes new sentences and asks pupils to identify the verbs.

Pupils’ Activity: Pupils observe the sentences on the board, identify the verbs, and point them out or say them aloud.

Learning Point: Verbs in written sentences

Step 5: Matching Actions/Pictures with Verbs

Time: 8 minutes

Teaching Skill: Visual-Kinesthetic Learning

Teacher’s Activity: The teacher uses picture cards or performs simple actions. Pupils are asked to match the action or picture with the correct verb word from a set of word cards or by saying the verb.

Pupils’ Activity: Pupils actively participate by matching actions or pictures to the correct verb words, either by selecting cards or speaking the words.

Learning Point: Action-verb matching

Step 6: Guided Practice

Time: 4 minutes

Teaching Skill: Application/Reinforcement

Teacher’s Activity: The teacher asks pupils to use a given verb (e.g., “run,” “eat”) to form a short, simple sentence orally or to write one in their exercise books.

Pupils’ Activity: Pupils form short sentences orally or write them down using the given verbs.

Learning Point: Using verbs in sentences

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is a verb?
2. Say one action word (verb).
3. In the sentence “The boy kicks the ball,” which word is the verb?
4. Give a sentence using the verb “play.”

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Verb identification and usage

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes about verbs and examples into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Verbs definition and examples

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Summarisation

Teacher’s Activity: The teacher briefly reminds pupils that verbs are action words and are very important for telling us what people or things do. The teacher encourages them to look for verbs in everything they read and hear.

Pupils’ Activity: Pupils listen and acknowledge the importance of verbs.

Learning Point: Importance of verbs

Continuous Assessment/Further Study

Type: Homework / Practice Exercise

Instruction: Complete the following tasks in your English exercise book:

1. Underline the verb in each sentence:
   a. My mother cooks.
   b. Birds sing.
   c. The baby cries.
   d. We learn English.
2. Write one sentence for each of these verbs:
   a. run
   b. sleep
   c. draw

Lesson Keywords

• Verb – A word that shows an action or doing.
• Action word – Another name for a verb, showing what someone or something does.
• Sentence – A group of words that makes complete sense.

Differentiation

For weaker learners: Provide more one-on-one assistance with identifying verbs. Use highly visual aids and allow them to only identify verbs in spoken sentences first. Give them fewer sentences to work with for written tasks. Focus on 2-3 common verbs.

For faster learners: Challenge them to create longer sentences using different verbs. Ask them to identify verbs in a short story or passage. Encourage them to act out verbs for their classmates to guess.

Suggested Lesson Videos

For further understanding, pupils can watch videos on identifying verbs. Search on YouTube for: Primary 1 verbs action words for kids

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have a variety of picture cards depicting simple actions and some word cards with verbs. The lesson should be highly interactive, encouraging pupils to actively participate in identifying and using verbs. Start by demonstrating actions and linking them to words. Gradually move to identifying verbs in spoken and then written sentences. Pay close attention to pupils’ understanding during the guided practice and offer immediate feedback. Allow pupils to copy the Board Summary notes during the designated note-taking step to reinforce learning. Encourage collaboration during activities and provide extra support for those struggling, while challenging faster learners with more complex tasks.