Motion verbs are among the most frequently used verbs in the Persian language, representing a wide range of events and activities. According to Talmy (2000), a basic motion event involves an object, referred to as the 'Figure,' moving or being positioned close to another object, known as the 'Ground’. Moreover, its semantic structure has consists of two internal components: ‘Path’ and ‘Motion’. Path describes the trajectory followed by the Figure object relative to the Ground object, while Motion refers to the presence of either movement or stasis (location) in the event. Considering the difficulties of learning and teaching of Persian motion verbs to second language (L2) learners, we begin by stating that current educational approaches are not sufficient for instruction, assessment, and most importantly, learning of the motion verbs. We demonstrate how teachers can integrate ontology-based activities into their classroom teaching to teach the verbs implicitly. Ontology is a conceptual model that explicitly and formally models real entities in a specific domain and the relationships between them. It plays a key role in the exchange of information and the development of the semantic web. The main problem with the application of the approach in L2 teaching is that it takes time to manually prepare teaching materials, not to mention that the fact that the outcome is most likely error-prone. To overcome this problem, we used Protégé, a tool which allows to build ontology by categorizing all the motion verbs based on their semantic web, to identify the boundaries between the categories. Practical examples of how the approach can be used to teach motion verbs in to Persian language learners will be provided.