| 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 as second |
| What topic | Verb |
| What length (min) | 30 |
| What age group | Year or Grade 5 |
| 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 as a Second Language
Verbs
Year 5
30 minutes
20
This lesson plan aligns with the National Curriculum for England for Key Stage 2, focusing on developing students' understanding of grammatical terms and building their vocabulary.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Verbs | 5 | Briefly explain what verbs are. Provide examples and highlight their importance in sentences. |
| 2 | Identifying Verbs | 10 | Distribute verb flashcards. Have students work in pairs to find verbs in sentences provided on the whiteboard. Encourage discussion on why these words are verbs. |
| 3 | Group Activity | 7 | Divide students into small groups. Assign a short activity where they create sentences using a list of verbs. Collect and display sentences for later discussion. |
| 4 | Class Discussion | 5 | Review sentences created in groups. Discuss the verbs used and correct any mistakes together. Reinforce the role of verbs in the structure of sentences. |
| 5 | Assigning Homework | 3 | Provide students with a worksheet for further practice on identifying and using verbs. Explain that homework will be collected for review, but no presentations are required. |
| 6 | Wrap-Up | 0 | Quick recap of what was learned. Answer any final questions before closing the lesson. |
“Good morning, class! Today, we are going to learn about verbs! Can anyone tell me what a verb is? That’s right! A verb is a word that describes an action, a state, or an occurrence. For example, run, think, and play are all verbs. Verbs are important because they tell us what someone or something is doing in a sentence. Can anyone think of a verb that describes something you did before coming to school today? Great examples! Let’s get ready to find out more about verbs."
“Now, everyone, I’m going to hand out some verb flashcards. In pairs, I want you to look at the sentences I’ve written on the whiteboard. Your task is to find the verbs in these sentences and discuss with your partner why you think those words are verbs. Remember, they indicate actions or states. You have ten minutes for this activity. Let’s start now, and don’t forget to help each other!”
Timer starts
After ten minutes.
“Okay, everyone! Time’s up! Let’s see what you discovered. Can anyone share the verbs you found in the sentences? Excellent work! It’s so important to identify verbs as they help us understand what is happening in a sentence.”
“Now, let's move into small groups. I will divide you into groups of four. Each group will receive a list of verbs, and I want you to create a few sentences using those verbs. Be creative! After you’ve written your sentences, we will collect them and share them with the class. You have seven minutes for this activity. Let’s go!”
After seven minutes.
“Time’s up! I want to see what fantastic sentences you have created. Please pass your sentences to me, and I’ll collect them.”
“Thank you all! Now, I’m going to read some of the sentences your groups came up with. As I read them, I want everyone to listen carefully and think about the verbs used in each sentence. After reading them, we’ll discuss if the verbs were used correctly or if any corrections are needed.”
Reads sentences and facilitates discussion.
“Great job identifying and discussing the verbs! Remember, verbs are crucial in our sentences because they tell us what action is happening.”
“For your homework, I’m giving you a worksheet. This worksheet will have exercises to help you practice identifying and using verbs. I’d like you to complete it and bring it back to our next lesson. Don’t worry; you don’t have to present it, but I will collect it for review. Does everyone understand? Fantastic!”
“Let’s have a quick recap. Who can tell me what a verb is? Yes, correct! Verbs are action words! What did we do today? That’s right! We learned how to identify verbs, created sentences, and discussed their importance. Do you have any final questions before we finish? No? Wonderful! Thank you for your hard work today. Have a great day, everyone!"
Define a verb in your own words. Give two examples of verbs that describe actions you do every day.
Look at the following sentences and underline the verbs:
a. The cat sleeps on the sofa.
b. She enjoys reading books in the evening.
c. They play football every Saturday.
Choose five verbs from the list below and write a sentence for each:
a. jump
b. sing
c. swim
d. laugh
e. dance
f. think
g. write
h. draw
Identify the verbs in this paragraph and explain what action or state they represent:
"The children laughed as they played in the park. Their dog ran around happily, chasing after a frisbee."
Create a short story (3-5 sentences) using at least three different verbs. Underline the verbs in your story.
In your own words, explain why verbs are important in a sentence.
Find a short passage from a book or article that you enjoy and write down all the verbs you can identify.
Write three questions that you could ask someone to find out about their daily activities, making sure to use verbs in your questions.