Lesson Plan of Verbs: Be, Do and Have_1 English Grade IV

Lesson Plan of Verbs: Be, Do and Have_1

English Grade IV

Students’ Learning Outcomes

·         Recognize helping verb as aiding the main verbs.

·         Identify the use of verbs be, do and have as helping verbs.

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

Information for Teachers

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

(Example: 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”

·         We usually use helping verbs with main verbs. They “help” the main verb (which has the real meaning).

(Example: I am reading my favorite novel. (Am-helping verb, reading-main verb)

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

·         The verb be is used as a helping verb to make continuous tenses.

(Example: He is watching cartoons.(is-helping verb, watching –main verb)

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

(Example: Do you sleep early at night? (Do-helping verb, sleep-main verb) She doesn’t drink coffee. (Does-helping verb, drink-main verb the word “not” is not part of the verb). I do sleep early. Do-helping verb, sleep-main verb)

·         Forms of helping verbs of Do, Be, and Have:

Present (infinitive)	Past	Past participle
Verb to be Is/am/are	Was/were	Been
Verb to do Do/does	Did	Done
Verb to have Have/has	Had	had

Material Resources

Chalk/marker, board, worksheet

Worm up activity

·         Review the students’ existing knowledge of different form of verbs b, do and have by asking questions:

Ø  What are b, have and do verbs?

Ø  Write some sentences on the board using be, do and have as main verbs.

Ø  Be quite!

Ø  She has beautiful long hair.

Ø  This exercise is easy to do.

Ø  Do your work.

Ø  They have a lot of money.

Ø  It is a good book.

Ø  My grandfather was a doctor.

·         Explain to the students that the verb be is used as the main verb to state what someone or something is like or that something or someone exists. (She is a good teacher)

·         Tell the students that when the verb have is used as main verb it shows possession. (I have a computer at home. They had two Persian cats).

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

·         Write a few sentences on the board for students to recognize that helping verbs are helping the main verbs (to show when the action happened).

Ø  He is watching television.

Ø  I don’t like you.

Ø  I have finished my work.

Ø  They are going to the zoo.

Ø  She was not crying.

Development

Activity 1

·         Write the following sentences on the board.

Ø  We are going to market.

Ø  Everyone had gone to bed.

Ø  We have finished our work.

Ø  I was writing a story.

Ø  My brother is running in the playground.

Ø  He had left his books on the table.

·         Ask students to recognize the main verb and helping verb in these sentences.

·         Students may do this work in their notebooks.

·         After that, ask a few students to read se3ntenceas in turn and tell main verb and helping verb in these sentence

Activity 2

·         Distribute worksheet to the students or write the sentences on the board if worksheets can’t be photocopied.

·         Tell he students to read the sentences and write the type of helping verb (be, have, do) in the blank given in front of each sentence.

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

·         Ask a few students to read their sentences and also tell the type of helping verb used in that sentence.

·         Students will do this work in their notebook.

Sum up / Conclusion

·         Ask the students the following questions:

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

Ø  What is the function of helping verb in the sentence?

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

Assessment

·         Assess students’ understanding of the forms of be, do, and have verbs through their correct responses during worm up activity.

·         Assess students’ understanding of helping verbs through the correct examples given in the worm up activity.

·         Assess students’ ability to recognize helping verb as aiding the main verb through the correct responses.

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

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

Follow up

·         Read a story with students. After the story is finished, (a) ask the students to look for all ‘be’, ‘do’, and ‘have’ as the main verbs in the story.