| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | Verbs |
| What length (min) | 30 |
| What age group | Year or Grade 4 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
English
Verbs
Year/Grade 4
30 minutes
20 students
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Homework Check | 5 mins | Collect and review homework without student presentations. Use answer sheets to quickly assess understanding and address any common mistakes as a class. |
| 2 | Introduction to Verbs | 5 mins | Briefly explain what verbs are, providing examples and discussing their types (action vs. linking). Utilize visual aids if available. |
| 3 | Interactive Verb Activity | 10 mins | Distribute printable verb cards to each student. Instruct students to fill them in with verbs based on guided examples provided on the board. |
| 4 | Random Checking | 5 mins | Walk around the classroom to randomly check students' completed cards, offering feedback and assistance as needed. |
| 5 | Assign Homework | 3 mins | Assign homework relevant to the lesson and provide instructions, ensuring clarity on what is expected for completion. |
| 6 | Conclusion and Q&A | 2 mins | Summarize key points from the lesson and open the floor for any questions, ensuring students understand the material before leaving. |
"Good morning, class! Before we dive into today's lesson, I want to take a moment to check your homework. Please pass your assignments to the front. I’m going to take a quick look and will return with feedback shortly.
While I collect them, please refer to your homework answer sheets. If you notice any common mistakes we discussed last time, make a mental note. (Pause to collect homework)
Okay, I have graded your homework. Let’s review the answers together. (Discuss any common errors and reinforce correct answers). This helps us make sure everyone understands the topic. Great effort, everyone!"
"Now, let’s get started on today’s topic: verbs!
First, does anyone know what a verb is? (Pause for student responses)
That’s right! A verb is an action word—it tells us what someone or something does. For example, in the sentence ‘The dog runs,’ ‘runs’ tells us what the dog is doing.
There are two main types of verbs: action verbs and linking verbs.
An action verb shows what a subject is doing, like ‘jump,’ ‘play,’ or ‘read’. A linking verb connects the subject to more information about it, like ‘is’ in the sentence ‘She is happy.’
Let’s look at some examples! (Use visual aids to illustrate verbs). Do you see the difference? Excellent! Let’s get to some hands-on practice."
"I’m going to give each of you a verb card. Your task is to think of verbs that fit into two categories: action verbs and linking verbs.
On your card, write down three action verbs and three linking verbs. I will show you a couple of examples on the board. (Write examples on the board for guidance: e.g., ‘run,’ ‘is’).
Ready? You have 10 minutes to complete this! Go ahead and start writing! (Circulate and provide assistance as students work)."
"Alright, everyone, time’s up! Now I’m going to walk around and check your verb cards. Please hold them up so I can see what you’ve written.
As I check, I might ask you about one of the verbs you’ve listed. Don’t worry, it’s a friendly check! If you need any help or have questions, just raise your hand. (Move around the classroom, providing feedback).
Good job, everyone! It’s great to see your understanding of verbs taking shape."
"For your homework, I would like you to write five sentences. In each sentence, include at least one action verb and one linking verb. Underline the verbs so I can see them easily when you hand it in.
Please make sure to bring your sentences back to class tomorrow. Do you have any questions about the homework? (Answer any questions). Great! Let’s keep practicing!"
"To wrap up, today we learned about verbs and practiced identifying different types. Remember, action verbs show what someone does and linking verbs connect the subject to more information.
Do you have any questions about today’s lesson? (Pause for questions) If not, I’m looking forward to reading your homework tomorrow! Have a wonderful day!"
| Question | Answer |
|-------------------------------------------------------------------------------------------|--------|
| What is the definition of a verb? | |
| Can you give an example of an action verb? | |
| What are the two main types of verbs? | |
| What is the purpose of a linking verb in a sentence? | |
| Name three examples of action verbs. | |
| How do linking verbs differ from action verbs? | |
| Why is it important to understand different types of verbs? | |
| In the sentence "The cat sleeps," what type of verb is "sleeps"? | |
| How many action verbs and linking verbs were you asked to write on your card? | |
| What did we practice in today's interactive verb activity? | |
| What should you underline in your homework sentences? | |
| What were the main points covered in today's conclusion? | |