Verbs of Motion

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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.

W skrócie

Poziom CEFR :A2

Poziom klasy :Level 3

Typ :Ćwiczenia i arkusze

Kultura i cywilizacja :Życie codzienne

Arkusz ćwiczeń

Sprawdź wiedzę swoich uczniów za pomocą gotowego do użycia arkusza ćwiczeń, zaprojektowanego w celu utrwalenia gramatyki i słownictwa.

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Przewodnik pedagogiczny

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" type exercise composed of seven lines of verbs in the infinitive. In each line, the majority of words describe movement, while the intruder 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

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 some of them.
Introduction to the plot: Remind students of the 'Odd One Out' rule. Emphasize that this time, the mistake 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

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? »
Step 2: Peer Verification and Justification (5-10 min). In pairs, students compare their choices. They prepare their 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

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).
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

To simplify: Provide a translation of the intruder verbs (e.g.: *to eat* = manger, *to sing* = chanter) to facilitate category identification without getting stuck on vocabulary.
To elaborate: Use the verbs of motion from the list to introduce the concept of **intransitive** verbs (which do not require an object, e.g.: *to walk*) versus **transitive** (e.g.: *to drive a car*), asking students to formulate complete sentences.