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Verbs of Motion
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Acesso à Academia
Master the dynamism of language with "Odd One Out - Verbs of Motion", an essential thematic classification exercise for A2 level students. This resource helps consolidate verbs describing movement (to arrive, to travel, to fly, to sprint...) in an analytical way. By requiring students to find the odd verb out (from other categories like singing, eating, or seeing), the activity reinforces their semantic understanding of verbs and their ability to differentiate fields of action. It's the perfect tool for a sequence on travel, hobbies, or instructions.
Sua folha de exercícios
Avalie o conhecimento dos seus alunos com esta folha de exercícios pronta para usar, projetada para reforçar pontos gramaticais e de vocabulário.
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Guia Pedagógico
Objective & Plot Summary
The main pedagogical objective is to reinforce the recognition and memorization of A2 level vocabulary related to verbs of motion (to travel, to drive, to run, to return, etc.) by developing the ability to categorize and identify a verb that does not imply movement or dynamic physical action. The resource is an "Odd One Out" exercise consisting of seven lines of verbs in the infinitive form. In each line, the majority of words describe movement, while the odd one out is a verb from another field of action (e.g.: to paint (creation), to eat (eating), to sing (expression), to listen (sense), to watch (sense)). The student must circle the verb unrelated to the theme of motion.
Suggested Procedure
Before the activity (~5 min): MIME AND CONJUGATE
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Getting started: The teacher distributes the worksheet. Write 'Verbs of Motion' on the board. Ask students to orally list as many verbs of motion as possible (including irregular verbs already known) and quickly mime a few.
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Plot introduction: Remind students of the 'Odd One Out' rule. Emphasize that this time the error is a verb that cannot be a synonym for **to move** or **to get around**.
During the activity (~15-20 min): ANALYZE THE FIELD OF ACTION
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Step 1: Individual Resolution (10 min). Students read and circle the odd one out. Encourage students to ask themselves: « Is this verb a way of moving? »
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Step 2: Verification and Justification in pairs (5-10 min). In pairs, students compare their choices. They prepare an oral justification using the structure: « To paint is the odd one out because **to arrive, to start, and to travel** are **verbs of motion** (or **action verbs**). »
After the activity (~10-15 min): DESCRIBE A DYNAMIC MOMENT
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Collective correction: Proceed with oral correction. Write the verbs of motion on the board and categorize them (e.g., Speed: to run, to sprint; Type of transport: to drive, to ride, to fly).
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Written/oral production: Ask students to choose two verbs of motion from the list and conjugate them in the simple present or Be + ING to describe an action scene (e.g.: « The bus is **driving** fast. I **run** to **catch** it. »).
Adaptations
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To simplify: Provide a translation of the odd verbs out (e.g.: *to eat* = manger, *to sing* = chanter) so that category identification is facilitated without getting stuck on vocabulary.
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To deepen: Use the verbs of motion from the list to introduce the concept of **intransitive** verbs (which do not need an object, e.g.: *to walk*) versus **transitive** (e.g.: *to drive a car*), asking students to formulate complete sentences.
