Lesson Plan Date of Demonstration (25April2012)

CONTEXT A. Topic Verbals (Gerunds, Participles and Infinitives) B. Time Allotment 60 minutes C. Context of Learners The third year high school students should already have discussed the basic parts of grammar. They must be able to identify what nouns/pronouns, adjectives, verbs and other parts of speech. Learning Strategies Oral Recitation Strategy, Big Group Discussion, Drill and Practice D. Specific Learning Outcomes At the end of 60 minutes, the students should be able to: 1. Distinguish the differences of the different types of verbals. 2. Spot errors and identify what gerunds, participles and infinitives in a sentence. 3. Construct sentences that use verbals and identify what type of verbal is used. E. Essential Questions: How do verbals help you in creating a good sentence? Are there differences between the three verbals discussed? What are those differences? Does it help you to completely know all the types of verbals? EXPERIENCE A. Prelection B. Instructional Procedures Input 1. If the room is untidy or in a mess, the teacher will ask the learners to clean their room before they start the class with a prayer.

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2. For the students to be guided with the outcomes expected of them at the end of the lesson, the teacher will state the objectives. 3. After stating the objectives, the teacher will post verbs on the board and ask the student to do the action. Afterwards, he will ask the students if they know that there are certain verb forms that do not state or do action. 4. The teacher will then introduce verbals. Verbals are words that function as nouns, adjectives or adverbs which are in verb forms. The differences between verbs and verbals are verbs basically have subjects while verbals do not and verbals have 3 types: Gerunds, Participles and Infinitives. 5. Gerunds are verbals used as nouns and most of the time, they end in ing. (The teacher will give appropriate examples.) 6. On the other hand, participles are verbals used as adjectives which usually end in ing, -d, -ed, -t or en. (The teacher will also give appropriate examples.) 7. Lastly, the third verbal are infinitives which are used as nouns, adjectives or adverbs and are usually preceded by the word to plus the basic form of the verb. (The teacher will then give appropriate examples. Checking for Understanding 8. After the three types of verbals are discussed, the teacher will provide activity sheets for the students. With the papers given, they will first answer examples 1-10. After 10 minutes, they will look for a partner, exchange their papers and discuss their answers. Before the teacher will reveal their answers, the teacher will ask the students to share their answers to the big group and explain how they decided to figure out the type of verbal used. After the 10 items has been answered and properly checked, the students will return the papers to the owners and individually answer items 11-20. Closure 9. After the activity sheets are answered, then, the teacher will randomly pick a student if s/he has any clarification with the topic discussed in class. If there is, the teacher will reinforce the part where the student was confused. 10. If the class is satisfied, the teacher will then collect the papers. 11. The class will be closed in prayer. REFLECTION A. Content-focused How did the learning of the different verbals help you in your English subject? Page 2 of 4

Does it make a difference if we know which verbal is to be used in a sentence? Why? Why not?

ACTION 1. After the discussion, the students will then be tasked to do a 20-item drill. First 10 items will be answered individually yet discussed by pair and for items 11-20, it will be then checked in a bigger group. EVALUATION At the end of the instruction, students will be given time to ask questions on verbals. To further enhance the mastery of the use of verbals, the students will be given an agreement that they will construct a 1-paragraph essay that uses at least 5 verbals. The topic is Its more fun in the Philippines because. They are required to submit it the next day. DRILL: INSTRUCTIONS: Identity the verbal being used; whether gerund, participle or infinitive. Write your answers on the space provided before each number. Participle Participle Gerund Participle Gerund Participle Participle Gerund Infinitive Gerund Participle Participle Gerund Participle Gerund Infinitive Participle 1. 2. 3. 4. 5. The thief arrested for the robbery shot at the security guard. The flag waving in the wind is inspirational. They are sure the extra planning will make a difference in the end. Justin's confusing message did nothing to solve the mystery. Godzilla made a game of smashing all of the red cars parked near the lake. 6. The politician's broken promises were all that the voters remembered. 7. Delighted with the opportunity to learn, Christine took the internship in New York. 8. While playing the tuba, Mark felt as if his world was perfect. 9. The show offers everyone a chance to be a millionaire. 10. Samuel decided that missing the lecture every day was hurting his grade. 11. The kittens crouching under the bed have refused to come out. 12. The swimmer, driven by the need to be the best in the world, made himself sick with anxiety. 13. My friend was surprised by the lighting in the theater. 14. Brenda seemed surprised with the team's decision to withdraw. 15. Completing the obstacle course is harder than it looks. 16. Billy refused to accept the idea that his birthday cake was gone. 17. The marathon runner, pushed to the edge of endurance, Page 3 of 4

Gerund Gerund Participle

collapsed at the finish line. 18. Fred's arguing every call is getting frustrating. 19. Al hopes that giving the players a break will improve their attitudes. 20. The completed meal was so beautiful that we hesitated to eat it.

Prepared by:

Mr. Alain Delon L Serino for a demonstration in Corpus Christi High School.

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