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Vocabulary: Verbs (Learning, p. 68) — Lesson Plan, English, Grade 5

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Lesson plan
Section
Vocabulary: Verbs and Actions
Lesson title
Vocabulary: Verbs (Learning, p. 68)
Class
5
Lesson objectives according to program
5.4.1.1 recognize a minimal core of vocabulary including an expanding range of frequently used and descriptive words; 5.1.2.1 use speaking and listening skills to provide constructive feedback to peers
Lesson objectives
Students know the meanings of common verbs related to learning and can match each verb to an appropriate action or example.
Students know how to use learning-related verbs in simple spoken sentences.
Students know how to listen to a peer and give one specific, respectful piece of feedback.
Values
Respectful communication and cooperation are developed as students listen attentively, share ideas, and give peers supportive, constructive feedback.
Lesson progress
Lesson stage/time Teacher's action Student's action Evaluation Resources
Warm-Up and Goals
5 min
Organisational moment:
Greet students, check readiness, and introduce the lesson topic: learning-related verbs.
State the lesson goals: identify and use common verbs and give a peer constructive feedback.
 Students greet the teacher and prepare their materials. Students listen to the lesson goals and share any learning-related verbs they already know. Students name one relevant verb — 1 point. Students state one lesson goal in their own words — 1 point. Stage maximum — 2 points. board, notebooks
Introduce the Lesson Problem
5 min
Problem statement:
Ask: “How can we describe what learners do in class using clear action words?”.
Ask: “What is the difference between a verb and a noun?”.
Invite students to predict which verbs they may need to talk about learning.
 Students suggest actions learners do in class, such as read, write, listen, speak, and study. Students explain that a verb names an action, while a noun names a person, place, or thing. Students give one suitable learning-related verb — 1 point. Students distinguish a verb from a noun with an example — 1 point. Stage maximum — 2 points. board, verb and noun cards
Present New Vocabulary
10 min
New material explanation:
Present the learning-related verbs: read, write, listen, speak, study, learn, practise, remember, ask, and answer.
Explain each verb with a simple example or gesture; model pronunciation and have students repeat.
Use the presentation to show each verb with a clear action or image, then model sentences such as “I read a book” and “We practise English.”.
Slide 1 — Learning Verbs
Slide 2 — You can look at a page without making a sound, then tell a friend what it says.
Slide 3 — By the end of this lesson you will be able to…
Slide 4 — Reading and Writing
Slide 5 — Listening and Speaking
Slide 6 — Which helps you learn more in a new activity: listening first or speaking first, and why?
Slide 7 — Studying and Learning
Slide 8 — Practice and Recall
Slide 9 — Key Takeaways
Slide 10 — Recall and Apply
Students look at the images, repeat each verb, and connect each word with its action. Students say or write a simple sentence using a presented verb. Students correctly pronounce or identify four verbs — 1 point each, max 4 points. Students produce one accurate example sentence — 1 point. Stage maximum — 5 points.
Play the Verb Game
10 min
Instructions:
Explain the game: a student draws a verb card, acts it out without speaking, and classmates guess the verb in English.
Ask the class: “What is the student doing?” and “Can you use that verb in a sentence?”.
Give brief prompts when needed and ensure turns are shared fairly.
 Students take turns acting out a verb and guessing the action in English. Students answer “What is the student doing?” with a verb and make a simple sentence using it. Students correctly guess a verb — 1 point. Students use the verb in an accurate sentence — 1 point. Students take a respectful turn — 1 point. Stage maximum — 3 points.
Peer Practice and Feedback
10 min
Instructions:
Ask pairs to choose three learning-related verbs and create a short exchange using them.
Remind students to listen without interrupting and give feedback using the frame: “I liked …” and “You could improve …”.
Ask: “What makes feedback constructive?” and “How can you show that you listened carefully?”.
Answers: Constructive feedback is specific, kind, and helpful; attentive listening includes looking at the speaker and responding to their ideas.
 Students work in pairs to say a short exchange using three verbs. Students listen to a partner and give one specific, respectful suggestion using the feedback frame. Students explain that constructive feedback is kind and helpful. Students use three suitable verbs — 1 point each, max 3 points. Students give one specific, respectful feedback statement — 2 points. Students listen and respond appropriately — 1 point. Stage maximum — 6 points. verb cards, notebooks
Reflection
5 min
Runs the "How much did this lesson grow you?" reflection. Students rate how much the lesson 'watered' their understanding — more drops mean the lesson grew more in them.
 Students complete the "How much did this lesson grow you?" reflection and assess their understanding of the topic. Students name one correctly used verb — 1 point. Students complete both reflection prompts with relevant responses — 1 point each. Stage maximum — 3 points.
Health and safety compliance
Health and safety compliance Keep walkways clear during the acting game, and remind students to use safe, controlled movements without touching or startling classmates. Encourage respectful language and listening when peers speak.

Material details

Material type
Lesson Plan
Subject
English
Grade
Grade 5
Language
English

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