Nouns and Verbs, Identifying Naming and Action Words for Pre-School Level 4

Class: Pre-School Level 4
Term: Third Term
Week: 6
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Identifying and recognising simple words.
Topic: NOUNS AND VERBS: IDENTIFYING NAMING AND ACTION WORDS
Subject Matter: Nouns and Verbs: Identifying Naming and Action Words. Sight Words: Yellow, There, Your.

Specific Objectives

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

Cognitive Domain

• Identify naming words (nouns) in pictures and simple sentences.
• Identify action words (verbs) in pictures and simple sentences.
• Recognise and read the sight words: Yellow, There, Your.

Affective Domain

• Show interest in learning new words.
• Participate actively in identifying naming and action words.

Psychomotor Domain

• Point to nouns and verbs when asked.
• Circle or underline nouns and verbs in simple sentences.
• Copy simple sentences from the board.

Social Domain

• Take turns in identifying words.
• Work cooperatively during group activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education curriculum resources
• Relevant early-years literacy workbooks

Instructional Materials

• Chart on nouns and verbs (showing examples with pictures)
• Flashcards with pictures of people, animals, places, and things (e.g., boy, dog, school, ball)
• Flashcards with pictures of actions (e.g., running, eating, sleeping, jumping)
• Flashcards with sight words: Yellow, There, Your
• Objects found in the classroom (e.g., table, chair, book, pen)
• Whiteboard and markers
• Pupils’ notebooks and pencils

Rationale for the Lesson

Understanding nouns and verbs is fundamental to building language skills and comprehending sentences. This lesson helps pupils identify the core components of language, enabling them to better understand and express themselves, which is crucial for their communication and early literacy development.

Prerequisite/Previous Knowledge

Pupils can recognise and name familiar objects and actions around them. They can also recognise some simple words and letters.

Lesson Content/Board Summary

NOUNS AND VERBS: IDENTIFYING NAMING AND ACTION WORDS

What are Naming Words (Nouns)?

• Naming words tell us the names of:
  • People: Mummy, Daddy, teacher, boy, girl
  • Animals: Dog, cat, bird, fish
  • Places: School, home, market, park
  • Things: Table, chair, book, ball, car

What are Action Words (Verbs)?

• Action words tell us what someone or something is doing.
  • Examples: run, jump, eat, sleep, play, sing, dance, read, write

Examples of Naming Words and Action Words

• Naming Words:
  • Boy, girl, cat, house, apple, car, flower
• Action Words:
  • Run, jump, eat, sleep, play, sing, dance

Identifying Nouns and Verbs in Simple Sentences

• The boy can run. (Boy = Naming Word, Run = Action Word)
• The girl will sing. (Girl = Naming Word, Sing = Action Word)
• The dog likes to play. (Dog = Naming Word, Play = Action Word)
• Mummy will cook. (Mummy = Naming Word, Cook = Action Word)

Nouns and Verbs Sight Words

These are words we should learn to recognise quickly:

• Yellow
• There
• Your

What the Teacher Should Show or Draw

• A chart with pictures of a boy, a dog, a school, a ball (for nouns).
• A chart with pictures of children running, eating, jumping, sleeping (for verbs).
• Simple sentences written clearly on the board for pupils to copy and identify.

Naming and Action Words Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:

Naming words tell us what things are,
Like a book or a shining star.
People, places, animals too,
Naming words for me and you.
Action words tell what we do,
Run and jump, and sing a tune!

Actions:

• “Naming words tell us what things are”: Point to different objects in the class.
• “Like a book or a shining star”: Point to a book, then make a star shape with fingers.
• “People, places, animals too”: Point to self, then around the room, then make animal gestures.
• “Naming words for me and you”: Point to self and then to pupils.
• “Action words tell what we do”: Make a “doing” gesture.
• “Run and jump, and sing a tune!”: Mimic running, jumping, and singing.

How to use the rhyme: Sing the rhyme slowly, performing the actions. Repeat several times, encouraging pupils to join in the actions and words. This helps reinforce the concept of naming and action words in a fun, memorable way.

Watch and Learn About Nouns and Verbs

Let’s watch a short video to learn more about naming words and action words!

https://www.youtube.com/watch?v=N4tP0t1u0_k

Teaching Methods/Instructional Techniques

Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Question and Answer, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and asks them to name some objects they see in the classroom. The teacher also asks them to show some actions they can do (e.g., clap, jump).

Pupils’ Activity: Pupils respond by naming objects (e.g., “chair,” “table,” “book”) and performing actions (e.g., clapping hands, jumping). They also greet the teacher.

Learning Point: Pupils recall familiar objects and actions, preparing them for the lesson.

Step 2: Introduction to Naming Words (Nouns)

Time: 5 minutes

Teaching Skill: Explaining/Demonstrating

Teacher’s Activity: The teacher introduces “naming words” (nouns) using the chart and classroom objects. “Everything we can see and touch has a name. These are naming words!” The teacher shows flashcards of people, animals, places, and things, asking pupils to name them. The teacher also introduces the sight words: Yellow, There, Your, asking pupils to repeat them.

Pupils’ Activity: Pupils look at the charts and objects, name them, and repeat the sight words after the teacher. They point to examples of naming words.

Learning Point: Pupils understand that nouns are naming words for people, animals, places, and things, and begin to recognise the sight words.

Step 3: Introduction to Action Words (Verbs)

Time: 5 minutes

Teaching Skill: Explaining/Demonstrating

Teacher’s Activity: The teacher introduces “action words” (verbs) by performing simple actions and asking, “What am I doing?” (e.g., running in place, jumping, eating an imaginary apple). The teacher then shows flashcards with pictures of various actions and asks pupils to identify the action.

Pupils’ Activity: Pupils observe the teacher’s actions and identify them. They also identify actions shown on flashcards (e.g., “running,” “eating,” “sleeping”).

Learning Point: Pupils understand that verbs are action words that tell what someone or something is doing.

Step 4: Guided Practice – Identifying Nouns and Verbs

Time: 5 minutes

Teaching Skill: Guiding/Facilitating

Teacher’s Activity: The teacher displays a mix of noun and verb flashcards. The teacher asks pupils to pick out all the “naming words” and then all the “action words.” The teacher guides them to say the words aloud.

Pupils’ Activity: Pupils take turns coming forward to pick out flashcards, identifying them as either a “naming word” or an “action word,” and saying the word aloud.

Learning Point: Pupils practice distinguishing between naming words and action words in isolation.

Step 5: Rhyme and Movement Activity

Time: 3 minutes

Teaching Skill: Reinforcing/Engaging

Teacher’s Activity: The teacher leads the pupils in singing the “Naming and Action Words Rhyme” with actions. The teacher encourages energetic participation.

Pupils’ Activity: Pupils sing the rhyme along with the teacher, performing the actions for naming words and action words.

Learning Point: Pupils reinforce their understanding of nouns and verbs through a fun, interactive rhyme and movement.

Step 6: Identifying Nouns and Verbs in Sentences and Copying

Time: 5 minutes

Teaching Skill: Applying/Supervising

Teacher’s Activity: The teacher writes 2-3 simple sentences on the board (e.g., “The boy can run.”, “The girl will sing.”). The teacher reads each sentence and guides pupils to identify the naming word and the action word. The teacher then asks pupils to copy the sentences into their notebooks and circle the naming words and underline the action words.

Pupils’ Activity: Pupils orally identify the nouns and verbs in the sentences. They then copy the sentences into their notebooks and circle the nouns and underline the verbs as instructed.

Learning Point: Pupils apply their knowledge to identify nouns and verbs within simple sentences and practice guided writing.

Step 7: Evaluation/Review

Time: 4 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “What do we call words that name people, animals, places, or things?”
2. “Show me an action word by doing it.”
3. “Point to a naming word in this sentence: ‘The cat can jump.'”
4. “Read the sight words on these cards: Yellow, There, Your.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarising/Assigning

Teacher’s Activity: The teacher praises the pupils for their participation and summarises that they have learned about naming words (nouns) and action words (verbs). The teacher encourages them to look for naming and action words around them. The teacher may assign a simple homework like drawing a naming word and an action word.

Pupils’ Activity: Pupils listen to the summary and acknowledge the homework. They say “Thank you, teacher.”

Learning Point: Pupils consolidate their learning and are encouraged to continue observing language in their environment.

Lesson Keywords

• Nouns – Naming words for people, animals, places, or things.
• Verbs – Action words that tell what someone or something is doing.
• Yellow – A sight word, a colour.
• There – A sight word, indicating a place.
• Your – A sight word, showing possession.

Differentiation

• Support: For pupils who struggle, use larger picture cards with fewer options. Provide hand-over-hand guidance for tracing/circling. Focus on identifying only one type of word at a time (e.g., only nouns first). Use more repetition and direct modelling.
• Extension: For pupils who grasp the concept quickly, ask them to provide their own examples of naming and action words. Encourage them to create a very short oral sentence using a naming word and an action word. Ask them to identify more than one noun or verb in a slightly longer simple sentence.

Note for teachers using this lesson plan

Before the lesson, ensure you have all flashcards, charts, and classroom objects ready. The main idea children must understand is that some words name things (nouns) and some words describe actions (verbs). Use concrete examples and encourage physical actions to demonstrate verbs. Repeat the definitions and examples frequently. For the sight words “Yellow,” “There,” and “Your,” introduce them as words to recognise and read, but do not attempt to classify them as nouns or verbs within this lesson, as they are not. The primary focus is on identifying actual naming and action words. Observe pupils’ ability to point, say, and demonstrate understanding. Patience and positive reinforcement are key for this age group. Ensure adequate space for movement activities.