Writing Sentences Using Action and Linking Verbs

Grade 7 · English

Semester 1 | Period 3 | Week 13

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Subject: English

Semester: 1

Period: 3

Week: 13

School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 7
Date:
Lesson Duration: 45 minutes
Week & Period: Week 13, Period 3
Topic: Writing Sentences Using Action and Linking Verbs
Sub-topic: Action vs Linking Verbs

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

  1. Differentiate between action verbs and linking verbs.
  2. Construct correct sentences using both action and linking verbs.
  3. Identify verbs in sample sentences.

Previous Knowledge
Students already know:
• Basic sentence structure (subject + predicate).
• Types of sentences (declarative, interrogative, imperative, exclamatory).

Instructional Materials
• Textbook: English Language textbooks for Grade 7
• Teaching aids: Charts with examples of action and linking verbs, sentence strips, 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 identify the “doing” word in these sentences: “The boy runs fast.” or “She feels happy.”?
• What is the difference between “runs” and “feels” in meaning?
The teacher will record their responses on the board.
Teacher’s Role: Guide a short brainstorming session and correct misconceptions about verbs.
Learner’s Role:
• Share their existing ideas about verbs.
• Respond verbally and participate in warm-up discussion.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role (Expanded with More Examples)

  1. Explain Action Verbs
  • Action verbs show physical or mental activities.
    • Physical: run, dance, eat, clap, sing, sweep, build.
    • Mental: think, imagine, remember, decide, love, hate.
  • Examples:
    • The boy runs to the river.
    • Mother cooks rice for dinner.
    • I think about my lesson.
    • The farmer plants cassava in the field.
  1. Explain Linking Verbs
  • Linking verbs do not show action. They connect the subject with a description, identity, or state of being.
  • Common linking verbs: is, am, are, was, were, seem, become, appear, look, taste, feel, remain.
  • Examples:
    • The sky is blue.
    • She seems tired after the long walk.
    • The soup tastes delicious.
    • The boy became a good leader.
    • My friend looks happy today.
  1. Demonstrate Sentence Construction
  • Write sample pairs of sentences to compare action vs linking verbs.
    • The children play football in the schoolyard. (action)
    • The children are excited after the game. (linking)
    • The teacher explains the lesson clearly. (action)
    • The teacher is patient with her students. (linking)
    • The old man walks slowly to the farm. (action)
    • The old man seems weak today. (linking)
  1. Connect to Everyday Liberian Life
  • The market woman sells vegetables. (action)
  • The vegetables are fresh and green. (linking)
  • The driver honks the car horn. (action)
  • The car is noisy. (linking)
  • The student writes notes carefully. (action)
  • The student feels ready for the test. (linking)

 

Learners’ Activities (Expanded)

  • Listening & Note-taking: Students copy definitions and examples.
  • Identification Drill: Teacher reads 10 sentences aloud (mixed action and linking verbs); students shout “Action!” or “Linking!” when they hear the verb.
    • Example: The girl dances well. (Action) → Students: “Action!”
    • Example: The girl is happy. (Linking) → Students: “Linking!”
  • Pair Work: In pairs, students receive verb cards (e.g., run, is, become, think, are, cook, taste). Each pair makes one action sentence and one linking sentence.
  • Group Writing: Groups of 4–5 write 5 action verb sentences and 5 linking verb sentences from daily experiences (at home, in school, at the market, in church).
  • Mini Role-play: Students act out an action verb (e.g., jump, clap, eat) while others guess the verb.

 

Assessment Checks (Expanded)

  1. Quick Oral Questions:
  • “Is appear an action or linking verb?” (Linking)
  • “What kind of verb is in this sentence: The farmer plants rice.?” (Action)
  • “What about this one: The rice is ready.?” (Linking)
  1. Board Exercise: Teacher writes 6 sentences on the board; students underline the verbs and classify them.
    • The sun shines brightly. (Action)
    • The soup smells good. (Linking)
    • We sing the national anthem. (Action)
    • He is my brother. (Linking)
    • The boy thinks deeply. (Action)
    • The girl feels sick. (Linking)
  2. Peer Review: Students exchange notebooks, underline verbs in each other’s sentences, and label them correctly.

 

Notes (Expanded & Detailed)

  • Action Verbs = Doing words
    • Show what the subject does (physically or mentally).
    • Examples: jump, kick, study, sleep, pray, write, think, hope.
  • Linking Verbs = Being words
    • Do not show action, but connect subject with description or identity.
    • Examples: is, am, are, was, were, seem, appear, become, look, taste, feel.
  • Why Important?
    • Helps learners construct clear, correct sentences.
    • Improves expression in writing and speaking.
    • Useful for storytelling, descriptions, and composition.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• The teacher will ask the students to recall: the difference between action and linking verbs, and how to construct sentences using them.
Evaluation Method (Expanded):
• Exit slip/quiz: Students will write short answers to:

  1. Identify the verb type in three given sentences.
  2. Construct one sentence with an action verb and one with a linking verb.
    Teacher will collect and quickly review for understanding.
    • Provide oral feedback before class ends.
    Assignment (Expanded):
    • Write five sentences using action verbs and five using linking verbs.
    Follow-up Activity:
    • Identify and underline verbs in a short paragraph from the textbook.

Differentiation / Inclusive Strategies
• Struggling Learners: Provide a list of action and linking verbs to use in sentences.
• Advanced Learners: Challenge them to write complex sentences combining action and linking verbs.
• Students with Disabilities: Use oral examples, visual aids, and peer assistance.

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