Constructing Sentences According to Kinds

Grade 7 · English

Semester 1 | Period 1 | Week 2

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Subject: English

Semester: 1

Period: 1

Week: 2

School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 7
Date:
Lesson Duration: 45 minutes
Week & Period: Week 2, Period 1
Topic: Constructing Sentences According to Kinds
Sub-topic: Declarative, Interrogative, Imperative, and Exclamatory Sentences

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

  1. List and explain the four main kinds of sentences.
  2. Identify punctuation marks that go with each kind of sentence.
  3. Construct and write sentences correctly according to their kinds.

Previous Knowledge
Students already know:
• The meaning of a sentence.
• Features of effective sentences.

Instructional Materials
• Textbook: English Language textbooks for Grade 7
• Teaching aids: Flash cards, chart with examples of sentence kinds, 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 tell me a sentence that gives information?
• How would you ask me a question in a sentence?
The teacher will write their examples on the board and highlight differences.
Teacher’s Role: Guide brainstorming and lead students to notice different sentence purposes.
Learner’s Role:
• Provide examples of sentences they use in daily communication.
• Respond verbally and observe the teacher’s corrections.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role (Expanded)

  1. Explain the four kinds of sentences with clear definitions and examples
  2. a) Declarative Sentences (Statements)
  • A sentence that states a fact or opinion.
  • It ends with a full stop (.).
  • Examples:
    • The sun rises in the east.
    • Liberia is in West Africa.
    • My best subject is English.
    • Dogs are faithful animals.
  1. b) Interrogative Sentences (Questions)
  • A sentence that asks a question.
  • It ends with a question mark (?).
  • Examples:
    • What is your name?
    • Did you finish your homework?
    • When will the rain stop?
    • Why are you late to class?
  1. c) Imperative Sentences (Commands/Requests)
  • A sentence that gives a command, instruction, or request.
  • It may end with a full stop (.) or an exclamation mark (!) if the command is strong.
  • Examples:
    • Close the door.
    • Please sit down.
    • Bring me some water!
    • Do not talk while I am teaching.
  1. d) Exclamatory Sentences (Strong Feelings)
  • A sentence that shows strong emotion (surprise, joy, anger, excitement).
  • It ends with an exclamation mark (!).
  • Examples:
    • What a beautiful day!
    • Oh no! I forgot my book!
    • Wow! That was amazing!
    • Help! The house is on fire!

 

  1. Teach punctuation marks for each type of sentence
  • Full stop (.) → declarative & imperative (mild commands)
  • Question mark (?) → interrogative
  • Exclamation mark (!) → exclamatory & strong imperative

Examples with punctuation focus:

  • Declarative: She is my friend.
  • Interrogative: Is she your friend?
  • Imperative: Be my friend. / Be my friend!
  • Exclamatory: What a good friend she is!

 

  1. Provide comparative examples to show differences
  • You are coming to the party. (Declarative)
  • Are you coming to the party? (Interrogative)
  • Come to the party. (Imperative)
  • What a fun party it will be! (Exclamatory)

 

  1. Give structured practice exercises
  • Teacher writes 10 mixed sentences on the board. Example:
  1. The market is very crowded today.
  2. Please open your books.
  3. What is your favorite color?
  4. Hurray! Our team has won the game!
  5. The dog is barking loudly.
  6. Did you see my pencil?
  7. Stop talking now!
  8. It is raining heavily outside.
  9. How wonderful the music sounds!
  10. Wash your hands before eating.
  • Learners classify each sentence into the correct type.

Learners’ Activities (Expanded)

  • Listen carefully and take notes on definitions and examples.
  • Read aloud sample sentences for correct intonation (flat for declarative, rising tone for interrogative, firm for imperative, excited for exclamatory).
  • Work in groups: teacher provides slips of paper with different sentences, groups sort them under the correct category (Declarative, Interrogative, Imperative, Exclamatory).
  • Construct 2 sentences of their own for each type (total 8).
  • Share sentences with class; peers correct punctuation and classification.

 

Assessment Checks

  • Teacher asks oral questions such as:
    • “What punctuation mark ends an interrogative sentence?” (Answer: Question mark)
    • “Which type of sentence expresses strong feeling?” (Answer: Exclamatory)
    • “Say a declarative sentence about your school.”
  • Pair activity: learners exchange exercise books, read each other’s sentences, and classify them.
  • Teacher listens and corrects where needed.

 

Notes (Expanded & Detailed)

  • Kinds of sentences:
  1. Declarative – statement → ends with a full stop. (The sun is hot.)
  2. Interrogative – question → ends with a question mark. (Are you coming to class?)
  3. Imperative – command/request → ends with a full stop or exclamation mark. (Close the door. / Stop immediately!)
  4. Exclamatory – strong feeling → ends with an exclamation mark. (What a beautiful day!)
  • Punctuation marks to remember:
    • Full stop (.)
    • Question mark (?)
    • Exclamation mark (!)

Additional Examples:

  • Declarative: Monrovia is the capital of Liberia.
  • Interrogative: Who is the president of Liberia?
  • Imperative: Read your book carefully. / Leave me alone!
  • Exclamatory: Wow! That was a great performance!

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• The teacher will ask students to recall: the four kinds of sentences, their functions, and punctuation marks used.
Evaluation Method (Expanded):
• Exit slip/quiz: Students will write short answers to:

  1. Name the four kinds of sentences.
  2. Write an example of each kind with the correct punctuation.
  3. Match each punctuation mark to the correct sentence type.
    Teacher reviews quickly and gives oral feedback.
    Assignment (Expanded):
    • Write two examples each of declarative, interrogative, imperative, and exclamatory sentences in your notebook. Underline the punctuation marks.

Follow-up Activity:
• Practice identifying kinds of sentences in storybooks or newspapers.

Differentiation / Inclusive Strategies
• Struggling Learners: Provide sentence starters and model answers.
• Advanced Learners: Challenge them to write compound or complex versions of each kind of sentence.
• Students with Disabilities: Use oral response and visual charts for support.

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