Using Simple Verbs from Stories in New Sentences for Primary 1

Class: Primary 1
Term: Second Term
Week: 7
Age: 6 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Grammatical Accuracy
Focal competence: Using verbs correctly in simple sentences
Key competencies/values: Communication; Environmental Literacy; Critical Thinking; Creativity and Innovation; ICT and Digital Competencies
Skills:

• Speaking using appropriate verbs

Previous Lesson: Retelling key events with beginning, middle and end
Topic: Introducing Simple Verbs
Subject Matter: Introducing Simple Verbs, Using verbs from the story in new sentences

Specific Objectives

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

Cognitive Domain

• Identify simple verbs as action words.
• State examples of simple verbs.

Affective Domain

• Appreciate the role of verbs in forming complete sentences.

Psychomotor Domain

• Use simple verbs correctly to form short oral sentences.
• Write short sentences 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
• Macmillan Primary English 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., pictures of children running, eating, sleeping)
• Exercise books and pencils
• Story books

Rationale for the Lesson

Understanding simple verbs is fundamental to building grammatical accuracy in English. This lesson helps pupils identify and use action words, enabling them to construct meaningful sentences and improve their communication skills. It lays a crucial foundation for more complex sentence structures in later stages.

Prerequisite/Previous Knowledge

Pupils can identify letters and simple words. They can also form very basic sentences.

Lesson Content/Board Summary

Introducing Simple Verbs

What are Verbs?

Verbs are words that show action or doing. They tell us what someone or something is doing.

We call them “doing words” or “action words”.

Examples of Simple Verbs (Doing Words)

Here are some simple verbs:

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

Using Verbs in New Sentences

We can use verbs to make sentences. The verb tells us the action in the sentence.

Examples:

1. The boy runs fast.
2. I eat my food.
3. Baby sleeps in the cot.
4. We play football.
5. She reads a book.
6. They write in their books.
7. The girl jumps high.
8. Birds sing sweetly.
9. We dance to the music.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Individual Practice

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 mention some things they do every day. The teacher writes some of their responses on the board (e.g., eat, play, sleep).

Pupils’ Activity: Pupils greet the teacher and mention daily activities like ‘I eat’, ‘I play’, ‘I sleep’.

Learning Point: Daily activities recalled

Step 2: Explanation of Verbs

Time: 8 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains that words that show action or what someone is doing are called “doing words” or “verbs”. The teacher demonstrates actions like running, jumping, eating, and asks pupils to name the action.

Pupils’ Activity: Pupils listen, watch the demonstrations, and name the actions (e.g., run, jump, eat).

Learning Point: Verbs as action words

Step 3: Identifying Simple Verbs

Time: 7 minutes

Teaching Skill: Identification/Questioning

Teacher’s Activity: The teacher shows picture cards of different actions (e.g., a child reading, a child writing, a child singing) and asks pupils to identify the action in each picture. The teacher then introduces the verb word for each action.

Pupils’ Activity: Pupils identify the actions in the pictures and repeat the verb words after the teacher.

Learning Point: Simple verb identification

Step 4: Using Verbs in Sentences (Oral Practice)

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher gives simple examples of using verbs in sentences (e.g., “I run fast,” “She eats rice”). The teacher then asks pupils to use some of the identified verbs to form their own simple oral sentences.

Pupils’ Activity: Pupils listen to the examples and form simple oral sentences using verbs like ‘play’, ‘sleep’, ‘jump’.

Learning Point: Oral sentence construction

Step 5: Using Verbs from a Story

Time: 5 minutes

Teaching Skill: Application

Teacher’s Activity: The teacher reads a short, simple story and asks pupils to listen for action words. After reading, the teacher points out some verbs from the story and guides pupils to use them in new sentences.

Pupils’ Activity: Pupils listen to the story, identify some action words, and try to use them in new sentences with teacher’s help.

Learning Point: Verbs from stories

Step 6: Written Practice

Time: 4 minutes

Teaching Skill: Individual Practice

Teacher’s Activity: The teacher writes a few simple verbs on the board (e.g., “walk”, “drink”, “draw”) and asks pupils to write one simple sentence for each verb in their exercise books.

Pupils’ Activity: Pupils write one sentence for each given verb in their notebooks.

Learning Point: Written sentence practice

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 are verbs?
2. Mention two examples of verbs.
3. Use the verb “play” in a simple sentence.
4. What action does “sleep” show?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Verb understanding assessed

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 on “What are Verbs?” and “Examples of Simple Verbs” into their notebooks.

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

Learning Point: Key concepts recorded

Step 9: Conclusion

Time: 5 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher briefly reminds pupils that verbs are action words and are very important for making sentences. The teacher encourages them to look for action words in everything they read and hear.

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

Learning Point: Verbs concept reinforced

Continuous Assessment/Further Study

Type: Homework

Instruction: Complete the following tasks in your notebook:

1. Write down three more verbs you know.
2. Use each of the three verbs you wrote in a simple sentence.
3. Draw a picture of someone performing an action, then write the verb for that action below it.

Lesson Keywords

• Verbs – Words that show action or doing.
• Action words – Another name for verbs.
• Sentence – A group of words that makes complete sense.

Differentiation

For weaker learners: Provide more direct examples and guide them to complete sentences by filling in missing verbs. Use more picture cards to help them associate actions with words. Encourage oral responses before written tasks.

For faster learners: Challenge them to create longer sentences using verbs or to identify verbs in a short paragraph from a storybook. Ask them to think of verbs that describe feelings or states of being (e.g., ‘is’, ‘am’), though focus remains on action verbs.

Suggested Lesson Videos

For further understanding, search on YouTube for: primary 1 simple verbs action words

Teacher Guide for Using This Lesson Plan

Before the lesson, gather various picture cards depicting simple actions like running, eating, sleeping, reading, and playing. Prepare word cards for these verbs. Start by engaging pupils with familiar activities to introduce the concept of “doing words.” Use demonstrations and oral practice extensively to ensure understanding before moving to written tasks. Guide pupils through sentence construction, providing ample opportunities for them to speak and write sentences using new verbs. During Step 8, ensure pupils copy the Board Summary accurately. Regularly check for understanding and provide immediate feedback. Encourage faster learners to explore more verbs, while supporting weaker learners with focused, repetitive practice.