ESL Basic Subject-Verb Sentences Lesson

Teaching Elementary Grammar Structures

Jan 23, 2009
Kyle Timmermeyer

Kyle's ESL Lesson 10.0 - Kyle Timmermeyer

This lesson plan was written to teach elementary school children basic sentences with the most common verbs, and subjects I, we, and the imperative you.

Before introducing new words to the students, it's always good to start class with a hello. A longer and more complicated greeting conversation would be even better, with the teacher asking, "How are you?" so that the students respond with how they are feeling: "I'm happy/hungry/sleepy," or simply "I'm fine, thank you."

"I like" Review

It is expected that students are able to understand and produce "I like (something)," sentences. (See ESL Basic Colors Lesson.)

The teacher should ask the students, "What do you like?" Taking a volunteer's answer, the teacher should write it on the board, for example "I like red."
After reviewing pronunciation a few times, the teacher should emphasize the word "I," pointing to himself.
In the same way, the teacher should put his hands over his heart for the word "like."
The students should mimic the words and gestures of the teacher, informed that the gestures will be important for the game to follow.

Verbs and We Introduction

Continuing with the "I" gestures, the teacher introduces new verbs, including "eat," "drink," and "run."
Associating an appropriate gesture with each word, the teacher may also demonstrate the word with a picture. As necessary, the sentences should be translated into the students' native language.
A hamburger-eating gesture can work well for "I eat," and a water bottle drink for "I drink," and arm-pumping for "I run," (since actual feet stomping can become excessive very quickly in the classroom).
After practicing each sentence, with the appropriate gesture, several times, the teacher should be able to prompt a response from the class by presenting the gesture alone.
As the students become familiar with the new verbs, they should also become prepared for a new subject: "we."
Gesturing an inclusive circle about the class, the teacher explains the difference between, for example, "We eat," and "I eat." As necessary, the grammatical distinction should be explained in the students' native language.

More New Verbs

The teacher continues the pattern with new verbs. "Swim," "listen," "speak," "read," and "write" comprise a good list, though depending on the particular maturity and English ability levels of each class, the list should be expanded or contracted.
Each verb should be introduced with an appropriate gesture, as verbs are practiced with both subjects several times. For example, the teacher says, "I listen." (He cups an ear.) The class responds, "We listen." (Everyone cups an ear.)
The verb pictures should be positioned with the written verbs on one side of the chalkboard, and subjects written on the other side.
After a few rounds, the teacher should try prompting the class using only gestures, only words, and/or have the students translate from their native language into English.

Teaching Commands with Stand Up and Sit Down

The teacher tells the students "Stand up," offering a gesture as appropriate (though the teacher should already be standing at this time).
Then the teacher tells the students to "Sit down," and the students should sit at their desks (though the teacher remains standing).
Next, the teacher should sit at a chair in front of the class, saying, "I sit down."
The teacher then says, "I stand up," and stands. Any students who stand at this time should be corrected and should sit down.
After returning to his seat with an "I sit down," the teacher says, "We stand up," and everyone should stand.
With a "We sit down," everyone should sit.
The teacher then uses the I/we/command variations with different verbs to test the students understanding. For example, "I eat," "We eat," "Eat."
It will probably be necessary to explain the three structures in the students' native language, referring to the subjects and verbs arranged on the board.
The three sentence structures should be repeated with each verb, for a final review before the game.

Leader Game

The students are rewarded for participation and concentration with the announcement of a game.
All the students stand. ("We stand up.") Then with a "we" example sentence – for example, “We drink" – if students do not make the drinking gesture along with the teacher, they have to sit down; they are out of the game.
With a command sentence, for example, “Listen,” the teacher shouldn’t make any gesture hint: the students should each cup an ear. If any student doesn’t make the appropriate gesture, he or she is out, and must remain seated.
For an "I" sentence –“I eat,” for example – only the teacher should make the eating gesture. Students who mimic the teacher or perform another gesture are out.
Once the rules are clear (and explained in the students' native language as necessary), everyone can stand, and the game begins in earnest.
The seated “out” students can police the students who are still in the game.
The game ends when only one person remains standing.
The winner is rewarded with applause and the option to take the place of the teacher as the new leader.
A properly motivated student should have the chance to lead, to play the game again, until class time expires.

Class ends with the teacher telling the students goodbye, and the class returns the goodbye.

The teacher should then be able to leave the classroom with the satisfaction of thoroughly teaching the students very useful words using simple activities that can be fun for both elementary school students and teachers alike. The basic sentence structures are an excellent base to build from, to be used and expanded upon in subsequent lessons.

Kyle Timmermeyer photo, Kyle Timmermeyer

Kyle Timmermeyer - I'm a Catholic, a novelist, an ESL teacher, a Japanese language buff, and Bucketman. I have been writing since I was first able to tell ...