teaching resource

Strong Verbs Teaching Slides

Updated: 16 Jul 2024

Discover how to use strong verbs in sentences with this set of teaching slides.

Editable: Google Slides, PowerPoint
Pages: 1 Page
Years: 3 - 6

Curriculum

VC2E3LA07

Understand how verbs represent different processes for doing, feeling, thinking, saying and relating <ul> <li>exploring ‘doing’ and ‘saying’ verbs in narrative texts to understand how they give information about what characters do and say</li> <li>exploring the use of ‘sensing’ verbs and how they allow readers to understand what characters think and feel, for example ‘He remembered his first day at school.’</li> <li>exploring the use of ‘relating’ verbs in constructing definitions and descriptions; for example, identifying the relating verb ‘is’ or ‘are’, ‘has’ or ‘have’ in descriptions of animals</li> <li>identifying different types of verbs and the way that they control meaning in a clause</li> </ul>
VC2E3LA08

Understand that verbs are anchored in time through tense <ul> <li>learning how time is represented through the tense of a verb (for example, ‘She arrived.’ or ‘She is arriving.’) and adverbials of time (for example, ‘She arrived yesterday.’ or ‘She is arriving in the morning.’)</li> <li>learning that tenses for some verbs are formed by changing the word, for example ‘She catches the ball.’ or ‘She caught the ball.’</li> </ul>
VC2E4LA06

Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality <ul> <li>creating richer, more specific descriptions by using adjectival clauses; for example, ‘Crossing the mountain range was difficult.’ becomes ‘The mountain pass was dangerous when it rained.’</li> <li>creating more precise and detailed sentences by adding adverbial clauses; for example, ‘They crossed the mountain range.’ becomes ‘Although the path was overgrown, they crossed the mountain range.’</li> </ul>
VC2E6LA06

Understand how the choice of verb, elaborated tenses and a range of adverb groups can expand and sharpen ideas <ul> <li>knowing that the simple present tense is typically used to talk about present states (for example, ‘He lives in Darwin.’) or actions that happen regularly in the present (for example, ‘He watches television every night.’) or that represent ‘timeless’ happenings, such as in informative reports (for example, ‘Bears hibernate in winter.’)</li> <li>knowing that there are various ways in English to refer to future time, such as using the auxiliary ‘will’ (for example, ‘She will call you tomorrow.’), using the present tense (for example, ‘Tomorrow, I leave for Hobart.’) and using adverbials of time (for example, ‘She arrives in the morning.’)</li> <li>using precise verbs (for example, ‘slice’, ‘dice’, ‘fillet’ and ‘segment’) rather than general words (for example, ‘cut’)</li> </ul>

teaching resource

Strong Verbs Teaching Slides

Updated: 16 Jul 2024

Discover how to use strong verbs in sentences with this set of teaching slides.

Editable: Google Slides, PowerPoint
Pages: 1 Page
Years: 3 - 6

Discover how to use strong verbs in sentences with this set of teaching slides.

Build Good Writers with Strong Verb Knowledge

This set of slides has been created to help children learn about strong verbs. Strong verbs provide more description than weak verbs. Teaching your students about strong verbs will not only enrich their language skills but also engage readers by making the writing more dynamic and compelling.

Strong verbs:

put a detailed picture in the reader’s mind
are concise and keep the reader’s attention
convey the level of meaning to a reader
connect the subject and the action in the sentence.

Strong Verbs Activities for Kids

Are you looking for some fun activities to do with your students in conjunction with this set of strong verbs teaching slides? We have you covered…

Write a list of sentences on the white board using weak verbs. Ask your students to replace the weak verbs with stronger, more descriptive verbs.
Play a game of verb charades!
Go on a verb scavenger hunt – provide a list of strong verbs and get students to search through books and magazines for the words.
Verb sort – give students cards with weak and strong verbs and get students to sort them into their groups.

Download and Teach Strong Verbs Today!

Use the dropdown menu to choose between the PowerPoint or Google Slide version of this resource.

More Verb Resources

Looking for more resources to use when looking at verbs in the classroom? We have you covered…

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Strong Verbs Word Wall

Print a set of strong verbs word wall cards to help your students boost their writing skills!

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Verb Charades Active Game

Practise action verbs with this fun active charades game!

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Building Strong Sentences Teaching Presentation

Share this 15-slide teaching presentation with your students to help them understand the key grammar concepts of compound sentences, coordinating conjunctions and clauses.

Curriculum

VC2E3LA07

Understand how verbs represent different processes for doing, feeling, thinking, saying and relating <ul> <li>exploring ‘doing’ and ‘saying’ verbs in narrative texts to understand how they give information about what characters do and say</li> <li>exploring the use of ‘sensing’ verbs and how they allow readers to understand what characters think and feel, for example ‘He remembered his first day at school.’</li> <li>exploring the use of ‘relating’ verbs in constructing definitions and descriptions; for example, identifying the relating verb ‘is’ or ‘are’, ‘has’ or ‘have’ in descriptions of animals</li> <li>identifying different types of verbs and the way that they control meaning in a clause</li> </ul>
VC2E3LA08

Understand that verbs are anchored in time through tense <ul> <li>learning how time is represented through the tense of a verb (for example, ‘She arrived.’ or ‘She is arriving.’) and adverbials of time (for example, ‘She arrived yesterday.’ or ‘She is arriving in the morning.’)</li> <li>learning that tenses for some verbs are formed by changing the word, for example ‘She catches the ball.’ or ‘She caught the ball.’</li> </ul>
VC2E4LA06

Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality <ul> <li>creating richer, more specific descriptions by using adjectival clauses; for example, ‘Crossing the mountain range was difficult.’ becomes ‘The mountain pass was dangerous when it rained.’</li> <li>creating more precise and detailed sentences by adding adverbial clauses; for example, ‘They crossed the mountain range.’ becomes ‘Although the path was overgrown, they crossed the mountain range.’</li> </ul>
VC2E6LA06

Understand how the choice of verb, elaborated tenses and a range of adverb groups can expand and sharpen ideas <ul> <li>knowing that the simple present tense is typically used to talk about present states (for example, ‘He lives in Darwin.’) or actions that happen regularly in the present (for example, ‘He watches television every night.’) or that represent ‘timeless’ happenings, such as in informative reports (for example, ‘Bears hibernate in winter.’)</li> <li>knowing that there are various ways in English to refer to future time, such as using the auxiliary ‘will’ (for example, ‘She will call you tomorrow.’), using the present tense (for example, ‘Tomorrow, I leave for Hobart.’) and using adverbials of time (for example, ‘She arrives in the morning.’)</li> <li>using precise verbs (for example, ‘slice’, ‘dice’, ‘fillet’ and ‘segment’) rather than general words (for example, ‘cut’)</li> </ul>

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