Class level: Elementary – High school Lesson Time: 55 minutes
English level: Beginner to Advanced Expected number of students: 20 - 40
Context: Understanding and recognizing selected Verbs.
Teaching aids: White/chalk board. Verbs diagram page (this can be reused from the past lesson where the verbs diagram page was completed) or verb flashcards, the verb detective activity page that accompanies this lesson, and a soft foam ball for playing conversation hot-potato
Learner objectives: Teacher aims:
For all students to speak in English using the verbs studied and for advanced students to also use English to describe how the verbs are done, when they are done and who does them. Students should also have the opportunity to practice correct pronunciation.
Procedure
Involve all students in an engaging lesson. Assess student learning.
Expose students to speaking English in a structured learning environment.
Phase Timing
Before class starts, the teacher will need to write the names of the verbs you will use during your lesson. You should cover the words and reveal them as you introduce them during the lesson.
Ask the students what verbs they know. Next ask them to describe the verbs and their use. Also ask them to demonstrate the verbs.
*Prior to this lesson, the students need to have completed the lesson “Verbs Vocabulary an Introductory Lesson,” completing the verb diagram page (the third page of this file)
Review either the verb diagram page or the verb flashcards one verb at a time with the class to draw upon prior knowledge of verbs for this lesson.
(1) Ask the class to say the verbs displayed on the diagram page.
(2) The teacher models the correct pronunciation by reading the verb.
(3) The class re-reads the verb.
(4) The teacher asks the class as a whole or calls one student to demonstrate the verb. (For students who need a lot of attention from their classmates or adults, this is a great way to have them focused on the lesson, yet at the same time get the individual attention they crave.)
Complete the Verb Detective Page in pairs
Ask students to get with a partner for the activity.
After completing the detective pages review the answers by going around the room having one student in the pair read the
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question and the corresponding partner student read the answer.
Closing Activity
1. The teacher demonstrates a verb studied and asks the class
“What am I doing?
2. The teacher, gently toss the foam ball to a student to answer the question.
3. If the student responds correctly the teacher says “Yes, you are right, I am _(names the verb demonstrated)_. If the student does not answer correctly the teacher says “No, sorry
I am _(names the verb demonstrated)_.
4. The student who answered then demonstrates a verb studied and asks the class
“What am I doing?”
5. The student doing the action tosses the foam ball to a different classmate who did not yet answer and.
6. Again, if the responding student responds correctly the student doing the action says “Yes, you are right, I am
_(names the verb demonstrated)_. If the responding student does not answer correctly the student doing the action says
“No, sorry I am _(names the verb demonstrated)_.
7. The process repeats itself with the responding student then taking a turn at doing an action and asking the class to name the action.
Continue to toss the ball until all students have taken a turn
The point of the activity is to have students attempt speaking in
English and become familiar with the verbs studied. If the students do not respond correctly it is still okay as long as they are gently corrected and the class can hear the correct answer.
+If students decide they want to do an action not in the cards
(dancing, cooking, driving, skiing, swimming, etc.) that is okay also. Just inform the class that the student will be doing a new verb for them and challenge the class to try to guess what the action is demonstrating.
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Closure/
Study
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Name . Date
1.
What is it called when someone walks very, very, very fast? _________________________
2.
What do you do when you are hungry? _________________________
3.
How does a bird move through the air? _________________________
4.
What is it called when you speak? _________________________
5.
How do people usually get from their desk to the classroom door? _______________________
6.
What does a hammer do to a nail? _________________________
7.
What do you do in the forest with a tent? _________________________
8.
What do you do when you are tired and need to rest? _________________________
9.
How does a monkey get to the top of a tree? _________________________
10.
What means the same as to hear someone talking?________________________
11.
How can you move to a new place without moving your legs? _________________________
12.
How could people 300 years ago have their image recorded?
13.
What can you do if a ball is thrown to you?
14.
How does a frog move from one place to another?
15.
What do you do with a camera to get a picture?
16.
What do you do with a book to understand what is printed in it? _____________________
Camp Catch, Climb, Eat, Fly, Hit Jump Listen
Paint Photograph Read, Run, Sleep, Slide, Talk, Walk
Bonus questions
17.
What is it called to put your body on a chair?
18.
What is it called when people give money for things at a store? _____________________
19.
What are you doing when you fry an egg, bake bread, or roast meat?___________________
20.
In sports how can one player give a ball to another player who is far away?_______________
21.
What are people doing when they put words on paper?_________________
22.
What is it called when people send letters to another person through the internet?___________
23.
What is it called to send a written message through your cellular phone?__________________
24.
What do children like to do with toys to have fun? _________________________
25.
What means the same thing as to look at something for a long time?_________________
Bonus words for bonus questions
Buy Cook Email Play Sit Text Throw Watch Write
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