Class: Pre-School Level 4
Term: Third Term
Week: 7
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Identifying common objects and actions.
Topic: Nouns and Verbs in Simple Sentences
Subject Matter: Nouns and Verbs Sight Words: Yellow, There, Your. Weekly focus: Nouns and Verbs in Simple Sentences.

Specific Objectives

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

Cognitive Domain

Identify nouns as naming words for people, animals, places, or things.
Identify verbs as action words.
Read simple sentences containing nouns and verbs.
Recognise and read the sight words: “yellow,” “there,” and “your.”

Affective Domain

Show interest in learning new words and making sentences.
Participate actively in classroom activities.

Psychomotor Domain

Point to objects that are nouns.
Demonstrate actions that are verbs.
Form simple sentences orally using nouns, verbs, and sight words.

Take turns responding to questions during guided practice.

Reference Materials

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

Instructional Materials

Chart on nouns and verbs with pictures
Picture cards showing people, animals, places, and things (nouns)
Picture cards showing various actions (verbs)
Flashcards with the sight words: “yellow,” “there,” “your”
Real objects in the classroom (e.g., table, chair, book, bag)
Whiteboard and marker

Rationale for the Lesson

This lesson is important because it introduces pupils to the basic building blocks of sentences: nouns and verbs. Understanding these concepts helps children to form clearer thoughts, express themselves better, and develop early reading and writing skills, which are crucial for effective communication in their daily lives.

Prerequisite/Previous Knowledge

Pupils can identify common objects and people around them. They can also recognise and name some basic actions. They have some experience with simple word recognition.

Lesson Content/Board Summary

Nouns and Verbs in Simple Sentences

What are Nouns?

Nouns are naming words. They name people, animals, places, or things.

People: Mummy, Daddy, boy, girl, teacher
Animals: dog, cat, bird, fish
Places: school, home, market, park
Things: table, chair, book, ball, pencil

What are Verbs?

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

Actions: run, jump, eat, sleep, play, read, sing, walk

Simple Sentences:

We can put nouns and verbs together to make simple sentences. A sentence tells a complete idea.

The boy (noun) runs (verb).
The girl (noun) eats (verb).
The dog (noun) jumps (verb).

What the Teacher Should Show or Draw

Display a chart showing pictures of nouns (e.g., a boy, a dog, a school, a book) and verbs (e.g., running, eating, sleeping).
Point to real objects in the classroom and name them as nouns.
Act out different verbs and ask pupils to name the action.
Write simple sentences on the board using a noun and a verb.

Nouns and Verbs Rhyme

Tune: “Twinkle, Twinkle Little Star”

Lyrics:
Naming words are nouns, nouns, nouns,
Like people, places, and our towns.
Boy and girl, and school and ball,
Nouns are names for one and all.
Action words are verbs, verbs, verbs,
Like jump and run and sing with verbs!

Actions: Pupils point to a classmate when “people”, point outside when “places”, point to objects when “things”. They act out “jump”, “run”, “sing”.

How to use the rhyme: Sing the rhyme together, emphasizing the words “nouns” and “verbs” and performing the actions. This helps reinforce the definitions in a fun, memorable way.

Sight Words

These are words we learn to recognise quickly without sounding them out.

Yellow: The colour of the sun.
- Example: The sun is yellow.
There: Used to show a place or position.
- Example: Look over there!
Your: Belongs to you.
- Example: This is your book.

Watch and Learn: Nouns and Verbs

The teacher will show a short educational video to visually reinforce the concepts of nouns and verbs.

https://www.youtube.com/watch?v=Fj-eOQ_36_g

Key Words

Noun – a naming word for a person, animal, place, or thing.
Verb – an action or doing word.
Sentence – a group of words that tells a complete idea.
Yellow – a bright colour, like the sun.
There – in or at that place.
Your – belonging to you.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Review/Engagement

Teacher’s Activity: The teacher greets the pupils and reviews previous knowledge by asking them to name some objects in the classroom (e.g., “What is this?”). The teacher then introduces the topic: “Today, we will learn about naming words and doing words, and how to put them together to make sentences!”

Pupils’ Activity: Pupils greet the teacher and name objects in the classroom. They listen attentively to the introduction.

Learning Point: Pupils recall familiar objects and prepare for the new lesson.

Step 2: Presentation (Nouns)

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains that nouns are naming words for people, animals, places, and things. The teacher uses the “Nouns and Verbs” chart and points to pictures of nouns, and also points to real objects in the classroom (e.g., “This is a table. Table is a noun.”). The teacher asks pupils to name other nouns they see.

Pupils’ Activity: Pupils listen, observe the chart, and point to and name various nouns in the classroom (e.g., chair, book, window, door, teacher, friend).

Learning Point: Pupils understand that nouns are naming words for people, animals, places, and things.

Step 3: Presentation (Verbs)

Time: 5 minutes

Teaching Skill: Explanation/Demonstration/Practical Activity

Teacher’s Activity: The teacher explains that verbs are action words, telling us what someone or something is doing. The teacher acts out simple verbs (e.g., jumping, running, eating) and asks pupils to name the action. The teacher then shows picture cards of different actions.

Pupils’ Activity: Pupils watch the teacher’s actions, name the verbs, and then act out some simple verbs themselves (e.g., “jump,” “clap,” “wave”). They identify actions in picture cards.

Learning Point: Pupils understand that verbs are action words and can identify various actions.

Step 4: Guided Practice (Nouns & Verbs in Sentences)

Time: 6 minutes

Teaching Skill: Guided Practice/Reinforcement

Teacher’s Activity: The teacher guides pupils to combine nouns and verbs to make simple sentences. Using picture cards (e.g., a boy and a picture of running), the teacher says, “The boy runs.” The teacher asks pupils to make similar sentences. The class sings the “Nouns and Verbs Rhyme.” The teacher shows the video on nouns and verbs.

Pupils’ Activity: Pupils repeat sentences after the teacher and try to make their own simple sentences using picture cards. They sing the rhyme with actions and watch the video.

Learning Point: Pupils begin to form simple sentences using nouns and verbs and reinforce learning through song and video.

Step 5: Presentation (Sight Words)

Time: 4 minutes

Teaching Skill: Word Recognition/Repetition

Teacher’s Activity: The teacher introduces the sight words “yellow,” “there,” and “your” using flashcards. The teacher says each word clearly, spells it, and uses it in a simple sentence. Pupils repeat the word and the sentence.

Pupils’ Activity: Pupils look at the flashcards, repeat the sight words, and say the simple sentences after the teacher.

Learning Point: Pupils recognise and practice reading the sight words and understand their use in simple sentences.

Step 6: Application

Time: 3 minutes

Teaching Skill: Application/Individual Practice

Teacher’s Activity: The teacher asks individual pupils to make a simple sentence using a noun and a verb, or to use one of the sight words in a sentence. The teacher provides prompts and support as needed.

Pupils’ Activity: Individual pupils attempt to make simple sentences or use the sight words correctly. This provides evidence of individual understanding.

Learning Point: Pupils apply their knowledge by constructing simple sentences and using sight words.

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.

“Point to a noun in the classroom.”
“Show me an action word (verb).” (Teacher prompts by saying “run” or “jump” and pupils act it out).
“Say a sentence using the word ‘yellow’.”
“What is an action word?” (Pupils respond orally).

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

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summary/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and summarises that they have learned about naming words (nouns), action words (verbs), and some new sight words. The teacher leads a final round of the “Nouns and Verbs Rhyme.”

Pupils’ Activity: Pupils respond to praise and sing the rhyme one last time.

Learning Point: Pupils feel a sense of accomplishment and reinforce the lesson’s main points.

Lesson Keywords

Noun – a word that names a person, animal, place, or thing.
Verb – a word that shows an action or doing.
Sentence – a group of words that expresses a complete thought.
Yellow – the colour of a lemon or the sun.
There – pointing to a specific place.
Your – something that belongs to you.

Differentiation

Support: For pupils who are struggling, the teacher will provide more one-on-one guidance, use larger picture cards, and offer more repetition of simple sentences. They can focus on identifying just one type of noun (e.g., only things) or one common verb.
Extension: For pupils who grasp the concepts quickly, the teacher can challenge them to create slightly longer sentences (e.g., “The big dog runs fast”) or to identify nouns and verbs in short storybooks. They can also be asked to use all three sight words in different sentences.

Note for teachers using this lesson plan

Before the lesson, ensure you have a clear chart or separate picture cards for nouns and verbs. Having real objects in the classroom to point to will make the concept of nouns very concrete for the pupils. When introducing verbs, encourage pupils to act out the actions themselves; this kinesthetic learning is very effective for this age group. Repeat the rhyme frequently throughout the lesson to aid memorization and understanding. For sight words, ensure pupils see the word, hear it, and say it multiple times. Observe what pupils *do* (pointing, acting, speaking) to assess their understanding, rather than relying solely on verbal explanations. Encourage all pupils to participate, especially the quieter ones, by giving them simple, direct tasks.