Lesson Plan of Action Verbs
Students’ Learning Outcomes
· Recognize and use more action verbs from extended environment including other subjects in speech and writing.
Information for Teachers
· An action verb is a verb that states physical or mental action. The action verb tells us what the subject of our clause or sentence is doing-physically or mentally.
· A verb is the most important parts of the sentence. It tells the subject actions, events, or state of being.
· A verb is often defined as a word which shows action or state of being. Every sentence must have a verb. Recognizing the verb is often the most important step in understanding the meaning of a sentence.
· Action verbs are verbs that specifically describe what the subject of sentence is doing. These types of verbs carry a great deal of information in a sentence and can convey emotion and a sense of purpose.
· Action verbs are time-telling verbs. They also tell when something takes place.
Ø I walk every day (simple present).
Ø I am walking (present continuous).
Ø I walked every day (simple present).
Ø I am walking (present continuous).
Ø I walked yesterday (simple past).
Ø I was walking yesterday when I saw an accident (past continuous).
Ø I ran yesterday (simple past tense)
· There are regular and irregular action verbs.
Ø For example: to walk is a regular action verb and to run is an irregular action verb.
· Time allocation will be flexible and can change as per need of the activity.
Material / Resources
Worm up activity
· Assess the students’ existing knowledge of the action verbs.
· Begin the lesson by writing some action verbs (jump, climb, run, dance, bounce, laugh, etc.) on the board.
· Ask the students “Are these words nouns, pronouns or verbs?” After taking their feedback ask them “What are verbs?”
· Briefly tell them that action verbs express action, something that a person, animal, force of nature or thing can do. As a result, we call these words action verbs. For example: reach, watch, buzz, smile, etc.
· Ask students to make sentences (orally) using the verbs written on the board.
· Encourage them by saying, ‘well done! Or Good!’
· Ask them to give more examples of action verbs.
· Tell the students to listen to the story carefully.
· Read aloud the story to the students with expressions.· When the story is finished, ask the students what action verbs they can recall from the story.· Give the students the printed story or write the story on the board.· Ask the students to underline all the action verbs in the story. If the story is written on the board, ask the students to write the action verbs in their notebooks.· Tell the meaning of difficult words to the students.· Now ask students to use these words in their sentences in their notebooks.Sample story:· Read the story and sort out all the action verbs.v Amina jumped from bed in the morning. She ran to the dining table to take her breakfast. “Amina, you are too active!” said her mother. “so?” Amina replied as she leapt out the door. She raced her firend Maria all the way to school. But she couldn’t sit still. Ms Perveen, the teacher, tapped her ruler on her desk and said “Aminsa, SIT STILL!” “yes, ma,am, “ Amins said as she picked up her pencil. When the class lined up for Art aqctivity, Zara whispered, “you should stop moving. You will get inti trouble. But Amina was seeing how long she could hop on one foot and not trip over Maria.The art teacher, Ms Zahida was showing the class how to draw clouds when Amina tipped over in her chair. Then she bumped in to a table. Amina got a bruise on her forehead and had to go to the doctor.The principal wrote a note to amina’s parents. Guess what Amina’s parents decided? They told Amina that she would not go to the park to play with her neighbor friends for a week.· Answer key: Jumped, ran, eat, said, replied, leapt, reached, sit, tapped, picked, lined up, whispered, stop, seeing, hop, trip, showing, draw, tipped, bumped, go, wrote, told, play.
· Write some sentences on the board.
· Tell the students that each sentence has a verb in it. The students will have to recognize the verbs.
· Write the first sentence on the board.
· Ask them to raise their hand when they recognize the action verb.
· Encourage the students if he/she gives the correct answer. Tell the students to re-think if he/she gives a wrong answer.
· Ask the class what could be the meaning of the verb they just recognized. Tell the class the meaning of the verb.
· Now ask students to use these words in their own sentences in their notebooks (add, select, listen, repair, collect, rise, mix).
· After that students will take turns and read their sentences for the whole class.
· Make corrections if it is required. (Some students are more active and confident. Involve all the students including those are low achievers or slow learners)
Sum up / Conclusion
· Quickly revise the lesson by asking the students questions:
Ø What are action verbs?
Ø What are the verbs we have learned in today’s lesson?
· Assess students’ understanding of action verbs through their correct responses.
· Assess how will students recognize action verbs in speech and writing through the correct verbs recalled and underlined in the activity 1.
· Assess students’ ability to recognize action verb including other subjects through the correct words (verbs chosen in the activity 2.
· Arrange an oral or written quiz after a few days to further assess students’ understanding of action verbs.
· Write five action verbs on the board. Ask the students to write a story by using the given action verbs.