Using Simple Verbs to Describe Routines and Interests for Primary 1

Class: Primary 1
Term: Third 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: Communication; ICT and Digital Competencies; Collaboration
Skills:

• Speaking using appropriate verbs

Previous Lesson: Giving a short oral presentation about oneself or a friend
Topic: Introducing Simple Verbs
Subject Matter: Introducing Simple Verbs, Using verbs to describe routines, interests

Specific Objectives

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

Cognitive Domain

• Identify simple verbs in sentences.
• State examples of verbs that describe routines and interests.

Psychomotor Domain

• Use simple verbs correctly to form short sentences.
• Match actions or pictures with the correct verbs.

Affective Domain

• Show interest in learning new action words.

Social Domain

• Collaborate with peers to identify and use 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 showing actions (e.g., eating, sleeping, playing, reading)
• Exercise books and pencils
• Real objects or charts depicting routines and interests

Rationale for the Lesson

Understanding verbs is fundamental to forming meaningful sentences and expressing actions. This lesson helps pupils develop grammatical accuracy by teaching them to identify and use simple verbs to describe their daily routines and personal interests. This skill is essential for clear communication in both spoken and written English.

Prerequisite/Previous Knowledge

Pupils can identify and name some common objects and people. They can also form very simple sentences using nouns.

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.

Examples of verbs:

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

Verbs for Everyday Routines

We use verbs to talk about things we do every day. These are our routines.

Examples:

1. I wake up early.
2. I brush my teeth.
3. I eat breakfast.
4. I go to school.
5. I study my books.
6. I sleep at night.

Verbs for Interests

We also use verbs to talk about things we like to do for fun. These are our interests.

Examples:

1. I play football.
2. I read storybooks.
3. I draw pictures.
4. I sing songs.
5. I dance to music.
6. I watch cartoons.

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, asks them what they did before coming to school, and shows some action pictures (e.g., a child running, eating). The teacher then asks pupils to describe the actions in the pictures.

Pupils’ Activity: Pupils respond to greetings, share their morning activities, and describe the actions in the pictures.

Learning Point: Recalling daily activities

Step 2: Explaining Verbs as Action Words

Time: 8 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains that words that show action are called verbs. The teacher demonstrates various actions (e.g., jump, clap, walk) and asks pupils to name the action. The teacher writes some examples on the board.

Pupils’ Activity: Pupils observe the teacher’s actions, name them, and repeat the word “verb.”

Learning Point: Verbs are action words

Step 3: Identifying Verbs for Routines

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher uses picture cards or charts showing daily routines (e.g., brushing teeth, eating, sleeping, going to school). For each picture, the teacher asks, “What is he/she doing?” and guides pupils to identify the verb.

Pupils’ Activity: Pupils look at the pictures and identify the action words (verbs) for routines.

Learning Point: Routine action words

Step 4: Identifying Verbs for Interests

Time: 7 minutes

Teaching Skill: Question and Answer

Teacher’s Activity: The teacher asks pupils about their favourite things to do for fun (interests). The teacher then uses word cards or writes on the board, guiding pupils to identify the verbs in sentences describing interests (e.g., “I like to play football,” “I like to read books”).

Pupils’ Activity: Pupils share their interests and identify the verbs in sentences about them.

Learning Point: Interest action words

Step 5: Using Verbs in Simple Sentences (Oral)

Time: 6 minutes

Teaching Skill: Oral Practice

Teacher’s Activity: The teacher provides simple sentence starters (e.g., “I…”, “He…”, “She…”) and asks pupils to complete them using a verb to describe a routine or interest. The teacher corrects pronunciation and usage.

Pupils’ Activity: Pupils form short oral sentences using given verbs and sentence starters.

Learning Point: Oral verb usage

Step 6: Matching Actions/Pictures with Verbs

Time: 5 minutes

Teaching Skill: Matching/Application

Teacher’s Activity: The teacher displays various action pictures and corresponding verb word cards. Pupils are asked to match each picture with the correct verb. The teacher observes and provides support.

Pupils’ Activity: Pupils match the action pictures with the appropriate verb word cards.

Learning Point: Verb-picture matching

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. Mention two verbs you use to describe your daily routine.
3. Mention two verbs you use to describe your interests.
4. Use the verb “eat” in a simple sentence.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding simple verbs

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 verbs for routines and interests into their notebooks.

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

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher briefly reminds pupils that verbs are action words and are important for telling what people do. The teacher encourages them to look for action words in their daily activities.

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

Learning Point: Verbs show action

Continuous Assessment/Further Study

Type: Homework

Instruction: Write three simple sentences using verbs to describe what you do every morning. Underline the verbs.

1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________

Lesson Keywords

• Verb – A word that shows action or doing.
• Action word – Another name for a verb.
• Routine – Things we do every day.
• Interest – Things we like to do for fun.

Differentiation

For weaker learners, provide more picture cards and focus on identifying verbs orally before attempting written sentences. For faster learners, encourage them to create more complex sentences or identify verbs in short story passages.

Suggested Lesson Videos

For additional visual learning, search on YouTube for: simple verbs for kids primary 1 nigeria

Teacher Guide for Using This Lesson Plan

Begin by ensuring you have a variety of clear picture cards or real objects depicting common actions and routines. Engage pupils with interactive questions about their daily activities to connect the lesson to their experiences. During the lesson development, demonstrate actions yourself to make the concept of “doing words” very clear. Encourage pupils to participate actively in identifying verbs and forming sentences. For the note-taking stage, guide pupils to copy the key points from the board summary. Pay attention to common errors like confusing verbs with nouns and provide immediate, gentle correction. Ensure all pupils, including those who may struggle, have opportunities to practice using verbs orally and in writing.