Lesson Plan of Verb (be, do, and have)-II English Grade IV

Lesson Plan of Verb (be, do, and have)-II

English Grade IV

Students’ Leaning Outcomes

·         Distinguish between b, do and have as main and helping verbs.

·         Identify and make simple sentences with the verbs be, do and have as main and helping verbs.

Information for Teachers

·         Auxiliary (or Helping) Verbs. Auxiliary (or Helping) verbs are used together with a main verb to show the verb's tense or to form a negative or question. The most common auxiliary verbs are have, be, and do.

·         The main verb is the one that tells you the main action the subject does or the condition of the subject. The helping verb adds more information, such as tense or negation, etc. "Have," "do," and "be," are three helping verbs that can also be main verbs. "He drives a large car."

·         Main verb is the type of verb that has the meaning in the word itself. Without main verbs in a sentence, we would not know about the meaning of the sentence. There are thousands of main verbs:

(Examples: watch, clean, see, run, speaks, divide, collect, copy, construct, etc.)

·         Some sentences have more than one verb. They have a main verb-the verb that shows the main action or state of being. They also have a helping verb.

·         A helping verb helps us know when the action of the verb happened. It tells the tense of the verb. Helping verbs are also called “auxiliary verbs”.

·         The verb be, have, and do can be used as main verbs or as the helping/auxiliary verbs.

·         The verb be (is, am, are) is used as a helping verb to make continuous tenses.

(Example: He is watching cartoons. (‘is’ as the helping verb, ‘watching’ as the main verb)

·         The verb have, has, had is used as a helping verb to make perfect tenses.

(Example: I have finished my class work. (‘Have’ as the helping verb. ‘Finished’ as the main verb)

·         The verb do is used as a helping verb to ask questions, make negatives and to make emphasis.

(Examples: Do you sleep early at? (‘Do’ as the helping verb, ‘sleep’ as the main verb). She does not drink coffee. (Does as the helping verb, drink as the main verb. The word “not” is not part of the verb). Do sleep early. (Do as the helping verb, sleep as the main verb)

Material / Resources

Chalk/board, worksheet for each student

Worm up activity

·         Revise helping verbs by asking questions:

Ø  What is the other name for helping verbs?

Ø  Does a helping verb come before the main verb or after the main verb?

Ø  What does the verb ‘to be’ do as a helping verb?

Ø  Give examples of sentences in which verb be, have and do are used as helping verbs etc.

·         Write a sentence on the board e.g.

Ø  “Ayesha smiled at the teacher”.

·         Ask the students:

Ø  What is the verb in the sentence? Is it a main verb or a helping verb?

·         Encourage the students if they gave correct answer (smiled,   main verb). Tell them the correct if they give incorrect answer.

·         Ask the students which helping verb we need to change the tense (Smiled). From past to past continuous (Smiling)?

·         Write on the board “Ayesha is/was smiling at the teacher” with the help of students.

·         Write another sentence on the board e.g. “it is a tall tree”. Ask the students: Which word is the verb in the sentence? Is it a main verb or a helping verb? (is, main verb)

Development

Activity 1

·         Give each student a worksheet or write the sentences on the board if worksheet can’t be photocopied.

·         Tell the students that they have to read the sentences and identify in which sentences verbs ‘be’, ‘d’ and ‘have’ are used as helping verbs and in which sentences as main verb.

·         Do one sentence on the board for students’ understanding.

·         Students will do this work in their notebooks.

·         After that, take their feedback and as a few students to read sentences and tell helping or main verb in their sentences.

Activity 2

·         Write am, is, was, were, have, has, had, do, done, did on the board.

·         Ask the students to make two sentences with each verb. In one sentence the verb should be used as helping verb. Write a few examples for their better understanding.

Ø  I am genius.( MV)

Ø  I am doing my work. (HV)

Ø  She has long hair. ( HV)

Ø  She has got a letter. (HV)

Ø  She has done her work. (HV)

·         Move around to monitor the students. Provide help them.

(Some students learn fast than other and do their work quickly. Make such students help the students who are slow learners. Students learn better from peers but keep an eye on them to ensure that they are working together.

Sum up / Conclusion

·         Ask them:

Ø  What auxiliary words are and also give examples.

Ø  What is the difference between main verb and helping verb?

                                                                 Assessment

·         Assess students’ understanding of helping verbs through their correct responses.

·         Assess students’ ability to identify and distinguish between ‘be’, ‘do’ and ‘have’ as main and helping verbs.

·         Assess students’ ability to make simple sentences with ‘be’, ‘have’ and ‘do’ as main helping verbs through the activity,

·         Assess students’ ability to identify the use of be, do, and have as main and helping verbs through the number of correct answers given during the follow up activity.

·         Arrange a written test after a few days to further assess students; ability to identify, distinguish and use the verbs ‘be’, ‘have’ and ‘do’  as main and helping verbs.

Follow up

·         Give students five verbs (e.g. talk, play, read, help and wash). Ask them to make sentences using these verbs as main verbs and verbs ‘be’, ‘do’ and ‘have’ as the helping verbs. Make one sentence on the board for student’s understanding. E.g. move: I am moving the heavy box).