Class: Pre-School Level 4
Term: Third Term
Week: 8
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Identifying simple words and their meanings.
Topic: Sentence Construction with Nouns and Verbs
Subject Matter: Sentence Construction with Nouns and Verbs. Sight Words: Because, Them, Put.

Specific Objectives

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

Cognitive Domain

Define a noun as a naming word.
Define a verb as an action word.
Identify nouns and verbs in simple sentences.
Form simple sentences using given nouns and verbs.

Affective Domain

Show enthusiasm for learning new words.
Listen attentively to the teacher’s instructions.
Participate actively in classroom activities.

Psychomotor Domain

Match pictures of nouns and verbs to simple sentences.
Point to nouns and verbs on flashcards.
Use the sight words “Because,” “Them,” and “Put” in guided sentences.

Take turns when speaking or demonstrating.
Work collaboratively 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 workbook

Instructional Materials

Flashcards with pictures of people, animals, places, and things (nouns)
Flashcards with pictures showing actions (verbs)
Charts displaying simple sentences
Reading book with simple sentences
Sentence strips with words
Small whiteboard and markers

Rationale for the Lesson

This lesson is important for 5-year-olds as it lays the foundation for understanding how words combine to form meaningful sentences. By learning about nouns and verbs, pupils begin to grasp the basic structure of language, which is crucial for developing strong reading and writing skills in the future.

Prerequisite/Previous Knowledge

Pupils can recognise and name familiar objects, people, and actions. They can also identify and say simple words.

Lesson Content/Board Summary

Sentence Construction with Nouns and Verbs

A sentence is a group of words that makes complete sense.

Every sentence needs a naming word (noun) and an action word (verb) to tell us who or what is doing something.

What is a Noun?

A noun is a naming word. It names a person, an animal, a place, or a thing.

Person: boy, girl, teacher, mummy, daddy
Animal: dog, cat, bird, lion
Place: school, home, market, park
Thing: ball, book, table, car

What is a Verb?

A verb is an action word. It tells us what someone or something is doing.

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

Building Simple Sentences

We put a noun and a verb together to make a simple sentence.

Boy runs. (Boy = noun, runs = verb)
Girl eats. (Girl = noun, eats = verb)
Dog barks. (Dog = noun, barks = verb)
Bird flies. (Bird = noun, flies = verb)

Key Words

Noun – A naming word (person, animal, place, thing).
Verb – An action word (what someone or something does).
Sentence – A group of words that makes complete sense.

Sight Words in Sentences

Let’s use our new sight words:

Because: The boy is happy because he plays.
Them: Put them on the table.
Put: I will put the book down.

Nouns and Verbs Song

Tune: Twinkle, Twinkle Little Star

Nouns are names for you and me,
People, places, things we see.
Verbs are actions, what we do,
Run and jump and play for you.
Nouns and verbs, a special pair,
Sentences we make with care!

Actions: Point to self for “you and me,” point around for “people, places, things,” mime running, jumping, playing for “verbs are actions.”

How to use the rhyme: Sing the song together, encouraging pupils to perform the actions. Repeat several times to reinforce the concepts of nouns and verbs.

Watch and Learn: Nouns and Verbs

Let’s watch a fun video to help us understand nouns and verbs even better!

https://www.youtube.com/watch?v=A2dNYTq3-yY

What the Teacher Should Show or Draw

Display flashcards of various nouns (e.g., a picture of a girl, a dog, a school, a ball).
Display flashcards of various verbs (e.g., a child running, a child eating, a bird flying).
Write simple sentences on the whiteboard or chart, highlighting the noun and verb in different colours.
Show sentence strips where pupils can arrange noun and verb cards to form sentences.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and reviews the previous lesson by asking them to name some familiar objects or actions they know. “Who can tell me the name of something in our classroom?” “What do you do when you are happy?”

Pupils’ Activity: Pupils respond by naming objects (e.g., chair, table, book) and actions (e.g., jump, sing, clap).

Learning Point: Pupils recall prior knowledge of words and actions, preparing for the new lesson.

Step 2: Introducing Nouns

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher introduces nouns as “naming words.” Using flashcards, the teacher shows pictures of people (e.g., ‘boy’, ‘girl’), animals (e.g., ‘dog’, ‘cat’), places (e.g., ‘school’, ‘house’), and things (e.g., ‘ball’, ‘book’). The teacher says each word and explains it’s a name.

Pupils’ Activity: Pupils look at the flashcards, repeat the names, and identify other familiar nouns in the classroom.

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

Step 3: Introducing Verbs

Time: 5 minutes

Teaching Skill: Explanation/Practical Demonstration

Teacher’s Activity: The teacher introduces verbs as “action words.” The teacher demonstrates various actions (e.g., running in place, jumping, eating a pretend apple, sleeping) and says the corresponding verb (run, jump, eat, sleep). The teacher then shows flashcards of actions.

Pupils’ Activity: Pupils imitate the actions, repeat the verbs, and identify actions from the flashcards.

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

Step 4: Combining Nouns and Verbs to Form Simple Sentences

Time: 6 minutes

Teaching Skill: Guided Practice/Modelling

Teacher’s Activity: The teacher explains that we can put a noun and a verb together to make a simple sentence. Using sentence strips or the whiteboard, the teacher combines noun cards and verb cards (e.g., “Boy” + “runs” = “Boy runs”). The teacher says the sentence clearly and asks pupils to repeat.

Pupils’ Activity: Pupils repeat the simple sentences after the teacher and try to identify the noun and verb in each sentence.

Learning Point: Pupils learn that nouns and verbs combine to form basic sentences.

Step 5: Practising with Sight Words

Time: 4 minutes

Teaching Skill: Application/Repetition

Teacher’s Activity: The teacher introduces the sight words “Because,” “Them,” and “Put.” The teacher uses these words in very simple sentences and asks pupils to repeat. For example: “Put the book on the table.” “I like them.” “He is happy because he plays.”

Pupils’ Activity: Pupils repeat the sentences and try to use the sight words in their own simple oral sentences with teacher guidance.

Learning Point: Pupils begin to recognise and use the sight words in context.

Step 6: Matching and Sentence Building Activity

Time: 3 minutes

Teaching Skill: Activity/Reinforcement

Teacher’s Activity: The teacher provides pupils with picture cards (nouns) and action cards (verbs). The teacher guides pupils to match a noun picture with a verb picture and say a simple sentence (e.g., “Girl” picture + “eating” picture = “Girl eats”).

Pupils’ Activity: Pupils work individually or in pairs to match the cards and say the simple sentences.

Learning Point: Pupils reinforce their understanding of sentence construction through practical matching.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

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

“What is a naming word called?”
“What is an action word called?”
Show a picture of a boy running. “Who can tell me a sentence about this picture?”
Show a flashcard with the word “Put.” “Can you use this word in a sentence?”

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: Summarisation

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) and how to put them together to make simple sentences. The teacher encourages them to look for nouns and verbs in their daily activities.

Pupils’ Activity: Pupils listen and acknowledge the summary.

Learning Point: Pupils consolidate their learning and are encouraged to apply it outside the classroom.

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.
Because – For the reason that.
Them – Referring to people or things previously mentioned.
Put – To move something to a particular place.

Differentiation

Support: For pupils who are struggling, use larger picture cards and focus on identifying only one noun and one verb at a time. Provide more repetition and hand-over-hand guidance for forming sentences with sentence strips. Use only two-word sentences initially (e.g., “Boy runs”).
Extension: For pupils who grasp the concept quickly, encourage them to create slightly longer sentences (e.g., “The happy boy runs fast”). Ask them to identify nouns and verbs in sentences from a simple storybook or chart. Challenge them to use two sight words in one sentence.

Note for teachers using this lesson plan

Prepare a variety of clear, colourful flashcards for nouns (people, animals, places, common objects) and verbs (common actions). Real objects can also be used to introduce nouns. Emphasize oral practice and physical actions when introducing verbs. The main idea children must understand is that nouns are “naming words” and verbs are “action words,” and they work together to tell a story. Repeat the Nouns and Verbs Song frequently throughout the lesson to reinforce the concepts. When teaching sentence construction, start with very simple two-word sentences and gradually introduce the sight words in simple contexts. Observe pupils’ ability to point to and name nouns/verbs, and to construct simple sentences orally or by matching cards. This observable action will show their understanding.