Using Simple Verbs to Describe Actions in Pictures and Passages for Primary 1

Class: Primary 1
Term: Second Term
Week: 4
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: Commands used during classroom and play activities
Topic: Introducing Simple Verbs
Subject Matter: Introducing Simple Verbs, Using verbs to describe actions in a passage or picture

Specific Objectives

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

Cognitive Domain

• Identify simple verbs in sentences.
• State that verbs are action or doing words.
• Describe actions in pictures or short passages using appropriate verbs.

Affective Domain

• Show willingness to collaborate with peers during activities.
• Appreciate the importance of using correct verbs for clear communication.

Psychomotor Domain

• Use simple verbs correctly in short oral and written sentences.
• Match actions shown in pictures with the correct verbs.

Social Domain

• Communicate effectively using simple verbs to describe actions.

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 like ‘running’, ‘eating’, ‘sleeping’, ‘reading’, ‘jumping’)
• Exercise books and pencils
• Interactive activities (e.g., flashcards, simple action charades)

Rationale for the Lesson

This lesson introduces pupils to simple verbs, which are fundamental to forming coherent sentences and expressing actions. Understanding verbs helps pupils improve their grammatical accuracy and communicate more clearly about what people or things are doing. It lays a strong foundation for more complex sentence structures in the future.

Prerequisite/Previous Knowledge

Pupils should be able to identify simple nouns (naming words) and understand basic sentence structures.

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 action words (verbs) are:

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

Using Verbs to Describe Actions

We use verbs to talk about what is happening in pictures, stories, or passages.

Look at a picture and say what the person or animal is doing. The word that tells the action is a verb.

Examples:

1. The boy is running. (Running is the verb)
2. The girl is eating. (Eating is the verb)
3. The baby is sleeping. (Sleeping is the verb)
4. The bird is flying. (Flying is the verb)

Matching Actions with Verbs

We can match pictures of actions with the correct verb word.

For example:

1. Picture of a child jumping → Jump
2. Picture of a child reading → Read
3. Picture of a child writing → Write

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Pair Work, 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 name some naming words (nouns) they remember. The teacher then performs a few simple actions (e.g., jumping, clapping) and asks pupils to say what the teacher is doing.

Pupils’ Activity: Pupils respond by naming nouns and describing the teacher’s actions.

Learning Point: Recalling naming words

Step 2: Introduction to 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 various actions (e.g., run, eat, sleep) and says the action word for each. The teacher then writes these words on the board.

Pupils’ Activity: Pupils observe the pictures and listen to the teacher say the action words. They repeat the words after the teacher.

Learning Point: Verbs as action words

Step 3: Identifying Verbs in Pictures

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher holds up more picture cards one by one and asks pupils to identify the action shown in each picture. The teacher guides them to say the verb that describes the action.

Pupils’ Activity: Pupils identify the actions in the pictures and say the corresponding verbs. For example, “The boy is running.”

Learning Point: Identifying verbs in pictures

Step 4: Using Verbs in Simple Sentences (Oral)

Time: 7 minutes

Teaching Skill: Oral Practice

Teacher’s Activity: The teacher gives simple examples of sentences using the verbs identified. For instance, “I can run,” “She is eating.” The teacher then encourages pupils to form their own simple sentences orally using the verbs.

Pupils’ Activity: Pupils practice forming simple sentences orally using the verbs and picture cards as prompts.

Learning Point: Forming oral sentences

Step 5: Using Verbs to Describe Actions in a Short Passage

Time: 5 minutes

Teaching Skill: Reading/Application

Teacher’s Activity: The teacher reads a very short, simple passage or a few sentences aloud that describe actions (e.g., “Musa plays football. He runs fast and kicks the ball. Then he scores a goal.”). The teacher asks pupils to identify the action words in the passage.

Pupils’ Activity: Pupils listen to the passage and point out the action words as the teacher reads or after the reading.

Learning Point: Verbs in passages

Step 6: Matching Actions with Verbs (Written)

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher writes a few verbs on the board (e.g., jump, read, write). The teacher then draws simple stick figures performing these actions or uses picture cards and asks pupils to match the picture to the correct verb in their exercise books.

Pupils’ Activity: Pupils match the actions to the written verbs in their exercise books.

Learning Point: Matching verbs to actions

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 action words called?
2. Name two action words you learned today.
3. Look at this picture (shows a child sleeping). What is the child doing?
4. Complete the sentence: “The dog can _______.” (e.g., bark, run)

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 action words” into their notebooks.

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

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 0 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher briefly reminds pupils that verbs are action words and help us describe what people, animals, or things do. The teacher encourages them to look for action words in their daily activities and stories.

Pupils’ Activity: Pupils listen and acknowledge the summary.

Learning Point: Reinforcing verb concept

Continuous Assessment/Further Study

Type: Homework

Instruction: Look at the pictures below and write the correct action word (verb) for each one in your notebook.

1. (Picture of a girl dancing)
2. (Picture of a boy kicking a ball)
3. (Picture of a cat sleeping)
4. (Picture of a bird flying)
5. (Picture of a child drawing)

Lesson Keywords

• Verb – A word that shows action or doing.
• Action word – Another name for a verb.
• Describe – To tell what something is like or what it is doing.
• Sentence – A group of words that tells a complete thought.

Differentiation

Support for weaker learners: Provide more one-on-one guidance with picture cards and simple sentence completion exercises. Allow them to point to actions rather than always verbalizing. Use physical actions to demonstrate verbs.
Extension for faster learners: Encourage them to form longer sentences using the verbs or to identify more verbs from a slightly longer story. Ask them to act out a verb for others to guess.

Suggested Lesson Videos

You can search for “Simple verbs for kids Primary 1” or “Action words for children” on YouTube for relevant video resources.

Teacher Guide for Using This Lesson Plan

Before the lesson, prepare a good collection of clear picture cards showing various actions. You can also prepare a short, simple passage with easily identifiable action words. During the lesson, emphasize the concept of verbs as “doing words” through physical demonstrations and repetition. Guide pupils carefully through oral and written sentence construction. Encourage collaboration during group activities. Ensure all pupils have copied the Board Summary notes on what verbs are and examples of action words before the lesson concludes. Pay attention to pupils’ responses during evaluation to check their understanding and provide immediate feedback. For weaker learners, use more visual aids and allow them to respond non-verbally where appropriate. For faster learners, challenge them to create more complex sentences or identify verbs in different contexts.