Objectives (5 - 7 minutes)

1. Understand the Concept of Verbs: The students will be able to define what a verb is and understand its role in a sentence. They will learn that a verb is a word that expresses an action, occurrence, or state of being.

2. Identify Verbs in Sentences: The students will learn how to identify verbs in sentences. They will be taught to look for the word that describes an action, occurrence, or state of being.

3. Different Types of Verbs: The students will learn about the various types of verbs, including action verbs, linking verbs, and helping verbs. They will understand the different roles these verbs play in a sentence.

Secondary Objective:

• Application of Verbs in Writing: The students will be encouraged to use their understanding of verbs to enhance their writing skills. They will be given exercises to practice incorporating different types of verbs in their writing.

Introduction (8 - 10 minutes)

1. Recap of Previous Knowledge: The teacher begins the lesson by reviewing the parts of speech that the students have already learned, with a particular focus on nouns and adjectives. The teacher reminds the students that nouns are words that name a person, place, thing, or idea, and adjectives are words that describe or modify nouns. The teacher explains that verbs are the next part of speech they will be studying, and that verbs, like nouns and adjectives, are essential in constructing sentences.

2. Problem Situations: The teacher presents two problem situations to the students. In the first situation, the teacher writes a sentence on the board without a verb, and asks the students to identify the missing part of speech. In the second situation, the teacher writes a sentence with a verb that doesn't make sense, and asks the students to identify the problem and suggest a better verb.

3. Real-world Context: The teacher explains the importance of verbs in communication and how they are used in everyday life. For example, the teacher can say, "When you tell a story, you use verbs to describe what happened. When you give instructions, you use verbs to tell people what to do. Even when you're just talking about how you feel, you use verbs to describe your state of being."

4. Topic Introduction: The teacher introduces the topic of verbs by telling the students an interesting fact. The teacher can say, "Did you know that the longest verb in the English language is 'antidisestablishmentarianism'? It means the opposition to the withdrawal of state support or recognition from an established church, especially the Anglican Church in 19th-century England. While we won't be using this verb today, it's a fun example of how powerful verbs can be in expressing complex ideas."

5. Engaging the Students: The teacher then grabs the students' attention by sharing a riddle or a short story that involves verbs. For instance, the teacher can share the riddle, "I am taken from a mine, and shut up in a wooden case, from which I am never released, and yet I am used by almost every person. What am I? The answer is 'a pencil', and the verb 'used' is what gives us the clue."

6. Connecting Theory to Practice: The teacher then explains how the study of verbs will not only help them understand English grammar but also improve their writing and communication skills. The teacher says, "Understanding verbs will make your writing more powerful and engaging. Instead of saying 'I saw a bird,' you can say 'I watched a beautiful bird soaring in the sky.' Can you see how the verb 'watched' and 'soaring' give the sentence more life and energy?"

Development (20 - 25 minutes)

1. General Understanding (5 - 7 minutes)

   1. The teacher starts by defining what a verb is and how it functions in a sentence. The teacher explains that a verb is a word that expresses an action, an occurrence, or a state of being. (1 minute)

   2. The teacher elaborates on the function of verbs in constructing sentences, explaining that a sentence cannot be complete without a verb. The teacher demonstrates this by writing a simple sentence on the board without a verb, such as "The cat on the mat." The teacher then shows how adding a verb, like "is," completes the sentence, "The cat is on the mat." (2 minutes)

   3. The teacher introduces the importance of verbs in expressing time and action. The teacher provides an example: "If I say 'I run,' it means I do it now. But if I say 'I ran,' it means I did it in the past. And if I say 'I will run,' it means I will do it in the future." (2 minutes)

   4. The teacher reinforces the definition and function of verbs by asking the students to provide their own examples of verbs. The teacher writes these examples on the board and discusses them with the class. (2 minutes)

2. Types of Verbs (10 - 12 minutes)

   1. Action Verbs:

      1. The teacher introduces the first type of verbs, action verbs, which express physical or mental actions. The teacher provides examples such as run, jump, think, etc. (2 minutes)

      2. The teacher writes a few sentences on the board and asks students to identify the action verbs in them. The teacher walks around the class, guiding and correcting as necessary. (3 minutes)

   2. Linking Verbs:

      1. The teacher introduces the second type of verbs, linking verbs, which describe a state of being or connect the subject of a sentence with its complement. The teacher provides examples such as am, is, are, etc. (2 minutes)

      2. The teacher writes a few sentences on the board and asks students to identify the linking verbs in them. The teacher walks around the class, guiding and correcting as necessary. (3 minutes)

   3. Helping Verbs:

      1. The teacher introduces the third type of verbs, helping verbs, which help the main verb in a sentence by extending its meaning. The teacher provides examples such as has, have, had, do, does, did, etc. (2 minutes)

      2. The teacher writes a few sentences on the board and asks students to identify the helping verbs in them. The teacher walks around the class, guiding and correcting as necessary. (3 minutes)

3. Verb Tenses (5 - 6 minutes)

   1. The teacher introduces the concept of verb tenses, explaining that verbs can change their form to show different times. The teacher provides examples of past, present, and future tense verbs. (2 minutes)

   2. The teacher writes a few sentences on the board and asks students to change the underlined verb to its past tense. The teacher walks around the class, guiding and correcting as necessary. (3 minutes)

   3. The teacher explains the importance of using the correct verb tense in communication. The teacher provides an example: "If I say 'I go to the park,' it means I do it now. But if I say 'I went to the park,' it means I did it in the past. And if I say 'I will go to the park,' it means I will do it in the future." (1 minute)

By the end of this stage, students should have a clear understanding of what verbs are, their role in a sentence, and the different types of verbs and their functions. They should also be able to identify verbs in sentences and change verbs to different tenses.

Feedback (5 - 7 minutes)

1. Group Discussion (2 - 3 minutes)

   1. The teacher instructs students to form small groups of 4 or 5. Each group is asked to discuss and share their answers to the following questions:

      1. What was the most important concept learned today about verbs?
      2. What questions do you still have about verbs?

   2. The teacher walks around, listening to the discussions, and providing clarification or additional examples as needed. The teacher should encourage students to explain concepts in their own words, fostering a deeper understanding of the material.

2. Connecting Theory, Practice, and Applications (2 - 3 minutes)

   1. The teacher then gathers the whole class's attention and asks a few groups to share their answers. The teacher reinforces the main concepts that were shared and addresses any common questions or misconceptions.

   2. The teacher then asks the students to reflect on how the lesson's content will be useful in their everyday life. For example, the teacher can ask, "How can understanding verbs help you in your writing?" or "How can identifying verbs improve your communication skills?"

   3. The teacher also encourages students to think about how they can use verbs in their future assignments and projects, emphasizing the practical application of what they have learned.

3. Reflection (1 - 2 minutes)

   1. The teacher wraps up the lesson by asking the students to take a moment to reflect on their learning. The teacher can pose questions such as:

      1. What was the most important concept you learned today?
      2. Which questions do you still have about verbs?
      3. How will you apply what you learned today in your writing and communication?

   2. The teacher collects these reflections, either verbally or in writing, to assess the students' understanding of the lesson and to identify any areas that may need further clarification or reinforcement in future lessons.

By the end of the feedback stage, the teacher should have a clear understanding of the students' grasp of the verb concept. The students should also have a better understanding of the importance and application of verbs in their daily lives and academic work.

Conclusion (5 - 7 minutes)

1. Summary and Recap (2 - 3 minutes)

   1. The teacher begins the conclusion by summarizing the main points of the lesson. The teacher reiterates that a verb is a word that expresses an action, occurrence, or state of being.
   2. The teacher reminds the students about the different types of verbs: action verbs, linking verbs, and helping verbs. The teacher also recaps the concept of verb tenses.
   3. The teacher then highlights the importance of verbs in constructing sentences and how they convey meaning and time.

2. Connection of Theory, Practice, and Applications (1 - 2 minutes)

   1. The teacher explains how the lesson connected theory (the definition and types of verbs), practice (identifying verbs in sentences, changing verb tenses), and applications (using verbs to communicate effectively and write better).
   2. The teacher emphasizes that the goal of the lesson was not only to understand the concept of verbs but also to apply this knowledge in everyday communication and writing.

3. Additional Resources (1 minute)

   1. The teacher suggests some additional resources for students who want to further their understanding of verbs. This could include online grammar resources, interactive verb games, and verb worksheets for practice.
   2. The teacher also recommends that students make use of their English textbooks, which usually have comprehensive sections on verbs and their usage.

4. Relevance to Everyday Life (1 - 2 minutes)

   1. Lastly, the teacher concludes by emphasizing the importance of verbs in everyday life. The teacher explains that verbs are fundamental to our communication, whether in speaking or writing.
   2. The teacher provides examples of how verbs are used in various contexts, such as in storytelling, giving instructions, describing experiences, and expressing thoughts and feelings.
   3. The teacher encourages students to be mindful of the verbs they use, as these can greatly impact the clarity and effectiveness of their communication.

By the end of the conclusion, students should have a solid understanding of the verb concept, its types, and its usage in different tenses. They should also understand the relevance of this knowledge in their daily lives, particularly in their communication and writing skills.