Verbs, Action Words, Adding -ing and Sight Words for Pre-School Level 4

Class: Pre-School Level 4
Term: Third Term
Week: 5
Age: 5 years
Duration: 30 minutes
Subject: Literacy
Curriculum Theme: Language Domain
Previous Lesson: Naming words (nouns) and identifying objects.
Topic: VERBS: ACTION WORDS, ADDING -ING AND SIGHT WORDS
Subject Matter: VERB SIGHT WORDS Upon Little What. Weekly focus: Verbs: Action Words, Adding -ing and Sight Words.

Specific Objectives

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

Cognitive Domain

• Identify action words (verbs) in simple sentences.
• State the meaning of a verb as a “doing word.”
• Add the suffix ‘-ing’ to simple action words to show present action.
• Spell the sight words “Upon,” “Little,” and “What.”

Affective Domain

• Participate enthusiastically in action word games and activities.
• Show interest in learning new words and making sentences.

Psychomotor Domain

• Perform actions corresponding to various verbs.
• Trace or write simple verbs and sight words.
• Make simple oral sentences using verbs and sight words.

Social Domain

• Take turns when performing actions or saying words.
• Share ideas with classmates during group activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Early Childhood Care and Education resources
• Reading book, Grammar book, Workbook (as supplied in seed)

Instructional Materials

• Chart on verbs with pictures of actions (e.g., running, jumping, eating)
• Flashcards with common verbs (e.g., run, jump, eat, sleep, play)
• Flashcards for sight words: “Upon,” “Little,” “What”
• Whiteboard or chalkboard and markers/chalk
• Pupils’ workbooks or plain paper
• Crayons or pencils

Rationale for the Lesson

This lesson introduces pupils to verbs, which are essential for forming complete sentences and expressing actions. Learning sight words helps children recognise common words quickly, improving their reading fluency and comprehension at an early age. These skills are foundational for developing strong literacy abilities.

Prerequisite/Previous Knowledge

Pupils can identify common objects and people around them. They can also recognise some letters of the alphabet and follow simple instructions.

Lesson Content/Board Summary

VERBS: ACTION WORDS, ADDING -ING AND SIGHT WORDS

What are Verbs? (Action Words)

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

• Examples:
  • Run: The boy can run fast.
  • Jump: The frog can jump high.
  • Eat: We eat food to grow strong.
  • Sleep: Babies sleep a lot.
  • Play: Children love to play.
  • Sing: We sing songs in class.

Adding -ing to Verbs

When we add ‘-ing’ to a verb, it means the action is happening NOW or it is still going on.

• Examples:
  • Run + -ing = Running (The boy is running.)
  • Jump + -ing = Jumping (The frog is jumping.)
  • Eat + -ing = Eating (We are eating lunch.)
  • Sleep + -ing = Sleeping (The baby is sleeping.)
  • Play + -ing = Playing (They are playing outside.)
  • Sing + -ing = Singing (She is singing a song.)

Movement Rhyme: Action Words

Tune: “Mary Had a Little Lamb”

I can jump and I can run,
I can jump and I can run,
Action words are so much fun,
Doing things all day!

I can eat and I can play,
I can eat and I can play,
Action words we use each day,
Doing things all day!

Actions: Pupils perform the actions (jump, run, eat, play) as they sing each line.

How to use the rhyme: Sing the rhyme together, encouraging pupils to perform the actions for each verb mentioned. Repeat several times to reinforce the concept of action words.

Sight Words

Sight words are words we learn to recognise quickly, just by looking at them. We don’t always sound them out.

• Upon:
  • Spell: U-P-O-N
  • Sentence: The book is upon the table.
• Little:
  • Spell: L-I-T-T-L-E
  • Sentence: I have a little pencil.
• What:
  • Spell: W-H-A-T
  • Sentence: What is your name?

Watch and Learn: Action Words

Let’s watch a fun video about action words and do the actions together!

Key Words

• Verb – A word that shows an action or doing.
• Action – Something you do.
• -ing – A suffix added to verbs to show an action happening now.
• Upon – On top of something.
• Little – Small in size.
• What – Used to ask a question about something.

What the Teacher Should Show or Draw

• Display the chart of verbs with pictures (e.g., a child running, a child eating).
• Write simple verbs and verbs with ‘-ing’ on the board.
• Show flashcards for “Upon,” “Little,” “What.”
• Demonstrate the actions for various verbs.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Review

Teacher’s Activity: The teacher greets the pupils and reminds them about naming words (nouns) by asking them to name objects in the classroom. The teacher then introduces the idea of “doing words.”

Pupils’ Activity: Pupils respond to greetings, name objects, and listen attentively.

Learning Point: Pupils recall previous knowledge and are prepared for the new topic.

Step 2: Introduction to Action Words (Verbs)

Time: 5 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains that verbs are “action words” or “doing words.” The teacher performs simple actions like “run,” “jump,” “eat,” “sleep,” and asks pupils, “What am I doing?” The teacher then displays the chart of verbs.

Pupils’ Activity: Pupils observe the teacher’s actions, guess the actions, and repeat the action words after the teacher.

Learning Point: Pupils understand that verbs describe actions.

Step 3: Identifying Action Words

Time: 5 minutes

Teaching Skill: Guided Practice/Interaction

Teacher’s Activity: The teacher calls out different action words (e.g., “clap,” “dance,” “read,” “write”) and asks pupils to perform the actions. The teacher also asks pupils to suggest other actions they do every day.

Pupils’ Activity: Pupils perform the actions as called out by the teacher and suggest their own action words.

Learning Point: Pupils can identify and demonstrate various action words.

Step 4: Adding -ing to Verbs

Time: 5 minutes

Teaching Skill: Concept Building/Rhyme Integration

Teacher’s Activity: The teacher explains that adding ‘-ing’ to an action word means it’s happening right now. The teacher demonstrates with examples like “I am running,” “You are jumping.” The teacher then leads the pupils in singing the “Action Words” rhyme, performing the actions with ‘-ing’.

Pupils’ Activity: Pupils listen to the explanation, repeat the ‘-ing’ verbs, and sing the rhyme while performing the actions.

Learning Point: Pupils understand how to form and use verbs with ‘-ing’.

Step 5: Introducing Sight Words

Time: 5 minutes

Teaching Skill: Word Recognition/Visual Learning

Teacher’s Activity: The teacher introduces the sight words “Upon,” “Little,” and “What” using flashcards. The teacher shows each word, says it clearly, and asks pupils to repeat it. The teacher also shows the video on action words to reinforce learning.

Pupils’ Activity: Pupils look at the flashcards, repeat the sight words, and watch the video attentively.

Learning Point: Pupils begin to recognise and pronounce the new sight words.

Step 6: Practising Sight Words

Time: 3 minutes

Teaching Skill: Spelling/Sentence Building

Teacher’s Activity: For each sight word, the teacher guides pupils to spell it out loud and then uses it in a very simple sentence. The teacher asks pupils to try making their own simple sentences orally.

Pupils’ Activity: Pupils spell the sight words and attempt to make simple sentences using them.

Learning Point: Pupils can spell and use the sight words in basic sentences.

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. “Show me the action for ‘sleep’.”
2. “What word do we add to ‘play’ to show it’s happening now?” (Expected: -ing)
3. “Spell the word ‘Little’.”
4. “Make a simple sentence using the word ‘What’.”

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: Reinforcement/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and effort. The teacher reminds them that verbs are “doing words” and that they learned new sight words. The teacher assigns a simple activity from their workbook or asks them to draw pictures of people doing actions.

Pupils’ Activity: Pupils listen to the teacher’s summary and instructions for the activity.

Learning Point: Pupils consolidate their learning and receive a task for practice.

Lesson Keywords

• Verb – A word that shows an action or doing.
• Action – Something you do, like run or jump.
• -ing – A part added to a verb to show it is happening now.
• Upon – On top of.
• Little – Small.
• What – A word used to ask a question.

Differentiation

• Support: For pupils who struggle, the teacher should provide more one-on-one demonstration of actions, use larger flashcards, and give more opportunities for repetition. Hand-over-hand guidance can be used for tracing words.
• Extension: For quicker learners, the teacher can ask them to identify verbs in short storybooks, form longer sentences with the sight words, or suggest more verbs and add ‘-ing’ to them.

Note for teachers using this lesson plan

Ensure you have all flashcards, charts, and a whiteboard/chalkboard ready before the lesson. Start with physical actions to make the concept of “verbs” concrete for the children. Emphasise the “doing” aspect. When introducing ‘-ing’, use clear examples and link it directly to actions happening at that moment. For sight words, frequent repetition and visual exposure are key. Encourage pupils to say the words, spell them, and use them in simple sentences orally. Observe pupils’ participation in actions and their attempts to use the words. This will be the primary way to assess their understanding at this level.