Session 1:

Pre requisite knowledge: Students should have a basic knowledge of action words.

Objective: Students should be able to define & identify verbs.

Aim: Students should be able to form proper sentences

Resources: Text book, Reference books, Internet.

 Introduction

Informal introduction with an activity.

Teacher calls out 4-5 students & whispers some action words like jump, dance,
pray, etc. into students ears & asks them to mime. The rest of the class watch
them mime & guess the action word. The teacher writes them on the black board.

Ask students to now form sentences with those action words & write them on the
board. Get more students to give sentences & write them on the blackboard

 Procedure
A verb is an action word. It expresses what we want to say. It tells us what
persons or things do.

* A verb is a very important part of a sentence. It is the heart of a sentence. We

cannot form a sentence without a verb.

 Closure
Read & explain Pg 57 from Grammar Roots.

Session 2

Pre requisite knowledge: Students should have learnt that a verb is an important part of
a sentence.

Objective: students should be able o point out verbs in a sentence

Aim: To access the previously learnt knowledge

Resources: reference books

Procedure: solve C.W. stencil 1

Session 3

Pre requisite knowledge: students should be able to express orally in a sentence or two
the importance & use of verbs.

Objective: students should distinguish between main verbs and helping verbs

Aim

Resources: reference books

Procedure: what are helping verbs? Ask students this question. They’ll come up with
answers like,” something that helps”& so on. After getting answers, tell the students
that verbs which help express an action are called helping verbs.

E.g. they were quarrelling over a beyblade

Were=helping verb
Quarrelling = main verb

Were is the helping word which expresses the action quarrelling

Give students more examples like
1] I am writing on the blackboard.
2] The sun is shining.
Similarly get students to give a few more examples

Closure: Solve King Vikram’s wisdom page 58 from Grammar Roots. While
solving it explain the helping verbs to students.

Session 4

Solve C.W. stencil 2

Session 5

Pre requisite knowledge: students should have a clear knowledge of main and
helping verbs.

Objective: Students should be able to distinguish between Transitive &

Intransitive verbs.

Aim: Students should know what the object & subject of the sentence is.

Resources : text books , reference books , internet.

 Procedure: Explain that verbs are of 2 types – Transitive & Intransitive.
Transitive verbs require an object while Intransitive verbs do not .

Explain clearly the meaning of the word ‘object’

Verbs
Transitive verbs Intransitive verbs

Require an object Do not require an object

E.g. the cat killed a rat. E.g. the child cries.

Cat=subject Child=subject
Killed= verb Cries=verb
Rat= object

Read pg. 58,59 from Grammar Roost textbook & explain .

SESSION 6

Solve c.w. stencil 3.

SESSION 7, 8

Recap the chapter & complete pg 60 in Grammar roots textbook. Catch up with
the pending work .
Play scrabble with children on the blackboard. Give one verb like jump & ask
each student to come up one by one to the blackboard to join & connect another verb
with the previous verb.
SESSION9, 10

Pre requisite knowledge: Students should list down & indicate singular & plural
nouns.

Objective: students should use the singular & plural forms of verbs.

Aim: Students should be able to form correct sentences using Singular & Plural forms
Of verbs .

Resources: text book, reference books, internet.

Procedure: Children are already familiar with Singular & plural. Explain that a
singular noun takes a singular verb & the plural noun takes a plural verb.

e.g.1 – The book is on the table

Singular noun singular verb

e.g.2 – The books are on the table

Plural noun
Plural Verb

Ask students to give more sentences using the same noun as singular & plural.

Explain clearly that when 2 singular Nouns/Pronouns are joined by ‘and’ , it becomes
plural & takes a plural verb.

E.g.- Sita & Gita are best friends

Sita=singular
Gita=Singular
Are=plural

●Collective noun is taken as a singular unit & therefore possesses a singular verb.

E.g. Our class is the best.

Class=collective noun
Is= singular verb
Read & explain pg 61 from grammar roots

SESSION 10
Solve c.w. stencil 5
SESSION 11,12,13.

Pre requisite knowledge: Students should know the usage of ‘is , am , are’ verbs .

Objective: Students should use correct ‘was , were’ past tense verbs.

Aim: forming proper sentences using the above verbs.

Procedure: Explain the concept of was/were, has/have, verbs

Was, were; are used with past tense sentences. Was is used with singular noun/
pronoun and were is used with plural noun/ pronoun.

Singular Plural

1 The book was on the table. 1 The books were on the table

2 I was happy when I got the present. 2 We were happy when the teacher declared a
Holiday

*However with you, we always use WERE , whether YOU stands for singular or
plural.
E.g. – you were the head boy last year (singular)
- you were late yesterday (plural)

We use ‘has’ with singular noun/pronoun & ‘have’ with plural noun/pronoun.
We use ‘has/have’ with present tense sentences

Singular plural

1 A triangle has 3 sides . 1Triangles have 3 sides

2 Ash has a pokemon 2 We have many pokemon

*However with YOU & I, we always use HAVE.

Closure: End the session by solving exercises 1, 2, 3, 4 (pg 62,63,64) from Grammar
Roots according to session 11, 12, 13.

SESSION 14

Solve C.W. stencil 6,7

SESSION 15

Recap the chapter by asking students to silently read the chapter – Verbs Singular
Plural from Grammar Roots.

Activity
Divide the class into 5 groups. Give each group a set of words (already provided) to
form a proper sentence. Go round each group encouraging children while they’re
doing the activity. When the children have finished, ask them to come forward with
their sentences, forming a story. Write those 5 sentences on the blackboard & call
students to underline all the verbs.