Using Action Verbs from Notices in Complete Sentences for Primary 1

Class: Primary One
Term: Third Term
Week: 10
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; Critical Thinking; Creativity and Innovation
Skills:

• Speaking using appropriate verbs

Previous Lesson: Making Polite Requests for Clarification and Help
Topic: Introducing Simple Verbs
Subject Matter: Introducing Simple Verbs, Using action verbs from the notice in complete sentences

Specific Objectives

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

Cognitive Domain

• Identify action verbs in simple sentences.

Affective Domain

• Appreciate the role of action verbs in clear communication.

Psychomotor Domain

• Use simple verbs correctly in short sentences.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• New Oxford Primary English for Primary 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Primary English textbook
• Letter, word and picture cards showing various actions (e.g., running, eating, reading)
• Exercise books and pencils
• Sample school or community notices (e.g., “Do not litter,” “Keep Left”)
• A “Please and Thank You” game board (if available, for general classroom engagement)

Rationale for the Lesson

This lesson is important because understanding verbs is fundamental to constructing meaningful sentences and communicating effectively. It helps pupils identify the ‘doing’ part of a sentence, which is essential for developing grammatical accuracy and expressing actions clearly in both spoken and written English.

Prerequisite/Previous Knowledge

Pupils can identify individual words and have some experience forming very simple 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.

For example:

1. The boy runs. (runs is the action)
2. The girl eats. (eats is the action)

Examples of Action Verbs

Some common action verbs are:

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

Using Action Verbs in Sentences

We use action verbs to make complete sentences. They tell us what is happening.

Examples:

1. I read a book.
2. We play football.
3. She sings a song.
4. The children jump high.

Action verbs can also be found in notices we see around the school or community.

Examples from notices:

1. “Do not litter.” (litter is the action)
2. “Keep quiet.” (keep is the action)
3. “Walk on the grass.” (walk is the action)

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Demonstration, Guided Practice, Individual Practice, Role-play

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Review/Engagement

Teacher’s Activity: The teacher greets the pupils and asks them to recall what a sentence is, giving simple examples of sentences they know.

Pupils’ Activity: Pupils respond to greetings and give examples of simple sentences.

Learning Point: Recall simple sentences

Step 2: Explaining Verbs

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains that some words in a sentence tell us what someone or something is doing. These words are called “action words” or “verbs.” The teacher gives simple examples like “The bird flies” (pointing to ‘flies’).

Pupils’ Activity: Pupils listen attentively and try to identify the action words as the teacher speaks.

Learning Point: Meaning of verbs

Step 3: Identifying Action Verbs

Time: 5 minutes

Teaching Skill: Visual Aid/Identification

Teacher’s Activity: The teacher shows various picture cards depicting actions (e.g., a child running, a person eating, someone reading). For each card, the teacher asks, “What is happening in this picture?” and guides pupils to say the action word.

Pupils’ Activity: Pupils observe the pictures and identify the action words (e.g., run, eat, read).

Learning Point: Identification of action words

Step 4: Practicing Action Verbs

Time: 5 minutes

Teaching Skill: Repetition/Role-play

Teacher’s Activity: The teacher writes a few action verbs on the board (e.g., jump, sing, write). The teacher says each word and asks pupils to repeat it and act out the action.

Pupils’ Activity: Pupils repeat the verbs and perform the actions.

Learning Point: Recognition of action verbs

Step 5: Forming Simple Sentences

Time: 8 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher demonstrates how to use the identified action verbs in simple sentences (e.g., “I jump.”, “We sing.”, “They write.”). The teacher then asks pupils to form their own simple sentences orally using the verbs.

Pupils’ Activity: Pupils practice forming simple sentences orally, using different action verbs.

Learning Point: Sentence formation with verbs

Step 6: Using Verbs from Notices

Time: 8 minutes

Teaching Skill: Application/Contextualisation

Teacher’s Activity: The teacher presents a simple school or community notice (e.g., “Do not litter,” “Keep quiet”). The teacher reads the notice and helps pupils identify the action verbs within it. The teacher then guides pupils to use these verbs in simple sentences.

Pupils’ Activity: Pupils identify verbs from the notices and practice using them in short sentences, orally or in their exercise books.

Learning Point: Verbs from notices 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 an action word called?
2. Mention two action words.
3. Use the word “read” in a simple sentence.
4. Identify the action word in the sentence: “The pupils play.”

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding action 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 about verbs and examples into their notebooks.

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

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher briefly reminds pupils that verbs are action words and help us understand what is happening in a sentence. The teacher encourages them to look for action words in their daily activities.

Pupils’ Activity: Pupils listen and affirm their understanding.

Learning Point: Lesson summary

Continuous Assessment/Further Study

Type: Homework

Instruction: Write five simple sentences using action verbs you learned today. Underline the action verb in each sentence.

1. ____________________________________
2. ____________________________________
3. ____________________________________
4. ____________________________________
5. ____________________________________

Lesson Keywords

• Verb – a word that shows action or doing.
• Action – something that is done.
• Doing – performing an action.
• Sentence – a group of words that makes complete sense.
• Notice – a written or printed announcement.

Differentiation

For pupils who need more support, provide more picture cards and one-on-one guidance to identify actions and form very short, simple sentences. For faster learners, encourage them to form longer sentences or identify more action verbs from storybooks or other classroom materials.

Suggested Lesson Videos

For further understanding, pupils can watch videos on action verbs for primary school on YouTube:

https://www.youtube.com/results?search_query=Primary+1+action+verbs+sentences

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have a variety of clear picture cards depicting different actions and a simple, legible school or community notice. Begin by engaging pupils with familiar sentences and gradually introduce the concept of verbs as “doing words” using the visual aids. Encourage pupils to act out verbs to make the learning interactive and memorable. Guide them step-by-step from identifying verbs to using them in simple sentences, including examples from the provided notice. During the note-taking stage (Step 8), ensure pupils copy the Board Summary accurately. Regularly check for understanding throughout the lesson and provide individual support where needed. Emphasize that verbs are crucial for telling us what is happening.