Verbs Bingo – Lesson Plan & Verb Diagram Page
Class level: Elementary – High school
Lesson Time: 55 minutes
English level: Beginner to Advanced
Expected number of students: 20 - 40
Context: Identifying and using verbs.
Teaching aids: White/chalk board. Verbs diagram page (this can be reused on subsequent lesson as a
learning reference) or verb flashcards, 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.
Involve all students in an engaging
lesson.
Teach a fun lesson with a game that
adapts to the learner’s abilities.
Procedure
Phase
Timing
Engage
5 minutes
Study
10 minutes
Activate
30 minutes
Before class starts, the teacher will need to write the names of the
verbs you will use during your lesson. Cover the words and reveal
them as you introduce them during the lesson.
Ask the students what verbs they know. Also ask them to describe
the verbs and where they do these activities.
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.)
Make student bingo boards.
1. Demonstrate to students how they need to each fold a piece of 8
inch by 11 inch bond paper four times to get their papers folded into
nine squares of equal size for their bingo game board. (See the
diagram below this lesson plan).
2. Have students make their bingo game cards by randomly writing
one verb into each of the nine game spaces on their folded paper.
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Play verbs bingo with the class.
Go around the class and ask students to call out a verb to be used
for one turn. Continue to have the students calling out their choice of
verbs until one student calls “bingo.”
***Students can mark their called squares by placing a small check
in the corner of the called square. The teacher should demonstrate
how to make a small mark in the called square so that the cards can
be used for multiple games throughout the lesson.
Two types of bingo.
Start by playing one or two games that are won by the students
having three called verbs in a row on their bingo card.
Continue the verbs bingo lesson by playing Blackout Bingo, where to
win the game all verbs on the card must have been called.
When a game is won, the student who called bingo needs to read
the verbs they have on their card that won them the game.
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.
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Closure/
Study
10 min
minutes
+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.
Diagram of how to fold paper into nine equal sized rectangles:
On the following page is the Verb Diagram Page
to be used as a resource during this lesson.
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