Lesson Plan of Spelling Change

Lesson Plan of Spelling Change

Subject English

Grade III

Students` Learning Outcomes

  • Recognize and apply spelling change in plural form of nouns and regular verb forms.

Information for Teachers

  • This lesson plan will focus on recognizing and applying spelling changes in regular verb forms only.
  • This simple present tense expresses daily habits/routine activities/facts.
  • First form of verb is used.
  • When the subject is third person singular (e.g. he, she, it), add a final –s, -es, to the verb for example:
      • Wash = washes,
      • Catch = catches,
      • Pass = passes,
      • Write = writes, etc.
  • Generally when verbs end in ‘sh’, ‘ch’, ‘o’, or ‘x’ we add ‘es’ (washes, catches, goes, boxes).

Spelling Change

  • While teaching the lesson, the teacher should also consult the textbook where needed.

Material / Resources

Writing board, chalk/marker, duster, charts, textbook


  • Ask the students what they can do with their hands?
  • Let the students come up with different ideas.
  • You can add these verbs (if required) clap, write, slap, wave, prick, click, pinch, etc.
  • Write about five words or small sentences, given by the students, on the writing board.


Activity 1

  • Once they are done with writing, tell them we use simple present tense to talk about our habits and daily routines.
  • Ask some students to tell:
      • When do you wake up in the morning?
      • When do you reach home after school?
      • When do you take lunch?
  • Write the following 10 words on the board that tell us about routine activities:
      • Wake up
      • Wash
      • Wear
      • Take
      • Breakfast
      • Get ready
      • Go
      • Reach
      • Com back
      • Play
      • Work
      • Sleep, etc.
  • Ask the students to tell about their daily routine by using the action words written on the board.
  • As each student says a sentence, repeat it by using he/she/name of the student:
      • Student: I wake up.
      • Teacher: He wakes up.
      • Student: I take breakfast.
      • Teacher: She/Amana takes breakfast.
  • Write each verb by adding –s, -es when talking about ‘he’, ‘she’ or a singular noun.

Spelling Change

  • Tell the students that the verb form used is infinitive (first).
  • Once all the verbs have been used in talking about routines, ask students to note the change in spellings in the second set of verb forms you have written on the board.
  • Students should be able to tell the difference, as in how action verbs either have a –s or an-es added when we talk of singular form (he, she, and it).

Spelling Change

  • Also highlight that when action words end in sh, ch, o, we add –es.

Activity 2

  • Have a drill with students on s, and es forms using the following verbs:
      • Take
      • Make
      • Wake up
      • Play
      • Help

Activity 3

  • Write the following sentences on the writing board and ask the students to copy them in their notebooks.
  • When they are done with writing, ask them to circle the action words in these sentences.

1 I read books.

      1. We play together.
      2. I help my mother.
      3. I teach my brother.
      4. You write with a pen.
  • Now ask the students to convert the sentences using, he/she and also applying the spelling change in the verb form.

Sum up / Conclusion

  • Ask the students:
  • When do we put –s, or –es to the verbs? Ask them to give examples of words.

Spelling Change

  • When do we not put –s, or –es with verbs? Ask them to give examples of words.


  • Write the following words on the writing board and ask the students to write simple sentences using, he/she or their friend`s name in their notebooks:
      • Reach
      • Teach
      • Run
      • Jump
      • Sit
      • Take
      • Make
      • Walk
      • Talk
      • Cut
      • Shut
      • For example:
      • Ali runs fast
      • He runs fast, etc.

Follow up

  • Involve the students in solving problems given in exercise at the end of unit/chapter.


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