Construct Descriptive Paragraphs Using Regular and Irregular Verbs

Grade 7 · English

Semester 2 | Period 5 | Week 25

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Subject: English

Semester: 2

Period: 5

Week: 25

School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 7
Date:
Lesson Duration: 45 minutes
Week & Period: Week 25, Period 5
Topic: Construct Descriptive Paragraphs Using Regular and Irregular Verbs
Sub-topic: Using Verbs to Enhance Descriptive Writing

Learning Objectives
By the end of the lesson, students should be able to:

  1. Define regular and irregular verbs and explain their functions in sentences.
  2. Identify and use regular and irregular verbs correctly in descriptive writing.
  3. Construct descriptive paragraphs that incorporate both regular and irregular verbs effectively.

Previous Knowledge
Students already know:
• Basic sentence structure (subject + predicate).
• Action and linking verbs.

Instructional Materials
• Textbook: English Language textbooks for Grade 7
• Teaching aids: Charts showing regular and irregular verbs, sample descriptive paragraphs, chalkboard/marker board
• Students’ notebooks and writing materials

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• Can you give examples of verbs you used yesterday?
• What is the difference between “walked” and “went”?
The teacher will record responses on the board.
Teacher’s Role: Guide a short discussion to activate prior knowledge and introduce descriptive paragraph writing using verbs.
Learner’s Role:
• Share examples of regular and irregular verbs.
• Respond verbally and participate in the warm-up discussion.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role (Expanded with Examples)

  1. Review verbs
    • Definition: A verb is an action word or a word that expresses a state of being.
    • Function: Verbs tell what the subject of a sentence does or is.
    • Examples: run, eat, sing, is, are, seem.
  2. Explain Regular Verbs
    • Rule: Regular verbs form their past tense by adding –ed (or –d if the verb ends in e).
    • Examples:
      • walk → walked
      • jump → jumped
      • dance → danced
      • love → loved
    • Note: Some spelling changes occur:
      • stop → stopped
      • carry → carried
  1. Explain Irregular Verbs
    • Irregular verbs do not follow the –ed rule. Their past tense changes completely or stays the same.
    • Examples:
      • go → went
      • eat → ate
      • sing → sang
      • run → ran
      • cut → cut
  1. Demonstrate how to incorporate both types in descriptive writing
    • Example:
      Yesterday, I walked (regular) to the river. I saw (irregular) children playing. They ran (irregular) along the bank and jumped (regular) into the water. The birds sang (irregular) as the wind danced (regular) through the trees.
  2. Model writing a short descriptive paragraph
    • Teacher writes on the board and reads aloud:
      Last Saturday, I visited (regular) my grandmother’s village. She gave (irregular) me a bowl of rice and soup. I enjoyed (regular) the food and then sat (irregular) under a big mango tree. Children played (regular) nearby while their father came (irregular) from the farm.

 

Learners’ Activities (Expanded)

  • Listening & Notetaking: Students copy rules and examples from the board.
  • Identification Activity:
    Teacher provides a short passage:
    Mary looked out of the window and saw a rainbow. She jumped with joy and ran outside to call her brother. He came quickly and they played under the rain.
    • Students underline regular verbs (looked, jumped, played) and circle irregular verbs (saw, ran, came).
  • Guided Practice:
    Students are given prompts to write short descriptive sentences.
    Example prompts:
  1. Describe what you did yesterday after school.
  2. Write three sentences about what happened in your village last week.
  3. Describe how you celebrated your last birthday.
  • Independent Activity:
    Each student writes a 5–6 sentence descriptive paragraph that mixes regular and irregular verbs.

 

Assessment Checks (Expanded)

  1. Teacher walks around the class to observe students’ writing.
  2. Oral questions:
    • Give me two regular verbs in past tense.
    • Give me two irregular verbs in past tense.
    • Why is “go → goed” wrong?
  3. Written check:
    • Students underline regular verbs and double–underline irregular verbs in their own paragraphs.

 

Notes (Expanded & Detailed)

  • Regular verbs make writing predictable and easy to learn.
  • Irregular verbs are common and must be memorized because they don’t follow normal rules.
  • Good writing uses a balance of both types to sound natural and descriptive.
  • Paragraph structure reminder: A descriptive paragraph should:
    • Begin with a topic sentence.
    • Use details to describe a scene, event, or person.
    • End with a concluding sentence.

 

Extra Examples for Practice

  • Regular verb sentences:
  1. The boy played football after school.
  2. She visited her aunt yesterday.
  • Irregular verb sentences:
  1. The farmer gave us fresh cassava.
  2. We went to the market last Saturday.
  • Mixed (descriptive paragraph):
    This morning, I woke up early. I washed my face and went to the farm. My sister helped me to carry water. We ate cassava bread before we walked back home.

 

Assignment (Expanded)

  1. Write 10 regular verbs in their past tense forms.
  2. Write 10 irregular verbs in their past tense forms.
  3. Write a short descriptive paragraph (8–10 sentences) about “A Day in My School”, using at least 5 regular verbs and 5 irregular verbs.
  4. Underline the verbs and label them (R for Regular, IR for Irregular).

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• Teacher asks students to recall the difference between regular and irregular verbs and how they were used in descriptive paragraphs.
Evaluation Method (Expanded):
• Exit slip/quiz:

  1. Identify regular and irregular verbs in a short passage.
  2. Write a short paragraph using at least two regular verbs and two irregular verbs.
  • Teacher collects and reviews for understanding, providing oral feedback.
    Assignment (Expanded):
    • Write a one-page descriptive paragraph about a market, school, or home scene using a mix of regular and irregular verbs.
    Follow-up Activity:
    • Peer review: Students exchange paragraphs and highlight the regular and irregular verbs used.

Differentiation / Inclusive Strategies
• Struggling Learners: Provide a list of regular and irregular verbs for guided writing practice.
• Advanced Learners: Challenge them to write a descriptive paragraph with varied sentence structures and multiple irregular verbs.
• Students with Disabilities: Use oral demonstration, visual aids, and peer-assisted writing activities.

Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low