Lesson Plan of Helping Verbs
English Grade V
Students’ Learning Outcomes
· Demonstrate the role of be, do together with get got equally chief together with helping verbs inward sentences.
Information for Teachers
· Helping verbs help the chief verb depict activity that happened inward the past, is happening inward the present, or volition move on inward the future.
· Main verbs have pregnant on their ain (unlike helping verbs). There are thousands of chief verbs. Such like: watch, clean, see, run, speaks, divide, collect, copy, construct, etc.
· Helping verbs are likewise called “auxiliary verbs”. We unremarkably role helping verbs amongst chief verbs. They “help” the chief verb (which has the existent meaning).
· Helping verbs ('auxiliary verbs') get got no pregnant on their own
· Helping Verbs. Helping verbs perform other specific tasks to farther modify the activity or pregnant of the chief verb.
· A helping verb helps us know when the activity of verb happened. It tells the tense of the verb.
· Some sentences get got to a greater extent than than 1 verb. They get got a chief verb-the verb that shows the chief activity or dry soil of being. They likewise get got a helping verb.
· A helping verb ever comes earlier the chief verb inward a sentence.
(For example: I am reading my favorite novel. (Am helping verb, reading chief verb)
· The verb be, have, together with do tin hold upwards used equally main verbs or equally the helping/auxiliary verb.
· The verb be used equally a helping verb to brand continuous tenses.
(For example: He is watching cartoons. (Is equally the helping verb, watching equally the chief verb)
· The verb have is used equally a helping verb to brand perfect tenses.
(For example: I get got finished my cast work. (Have equally the helping verb, finished equally the chief verb)
· The verb do is used equally a helping verb to enquire questions, brand negatives together with to brand emphasis
o For example: Do you lot slumber early on at night? (Do equally the helping verb, slumber equally the chief verb)
o She doesn’t drinkable coffee. (Does equally the helping verb, drinkable equally the chief verb. The give-and-take “not” is non part of the verb)
o I do slumber early. (do equally the helping verb, slumber equally the chief verb)
· Time allotment is flexible together with tin alter equally per demand of the activity.
· This lesson must hold upwards expert inward some other lesson till students empathise the concept.
Material / Resources
Chalk/marker, board, textbook
Worm upwards activity
· Note: The students studied the role of verbs be, done together with get got equally helping together with chief verbs inward the previous grades.
o Write a judgement on the board together with enquire students to lay the verb inward it. E.g. she is walking on the road.
o If students lay both verbs (is, walking), praise them. If they arrive at exclusively 1 verb, tell them that at that spot are ii verbs inward the sentence.
· Underline the verbs equally students say them. Tell the students that 1 verb is the helping verb together with 1 verb is the chief verb inward the sentence. Ask students to lay them.
· Praise the students if they lay the helping verb (is) together with the chief verb (walking).
· Re-teach them briefly near helping verbs together with chief verbs if they didn’t lay correctly.
· Reinforce that am, is, does are used for singular nouns, had tin hold upwards used for both singular together with plural, were, have, do, did are used for plural nouns. Tell the students near the exceptions for ‘I’ together with ‘you’
Development
Activity 1
· Ask students to accept out their textbooks.
· Read aloud a judgement from the textbook inward which verb be, do or get got is used equally a chief verb. Ask 1 of the students to lay whether the verb is used equally a chief verb or a helping verb.
· Praise the students if he/she gives right response. If the pupil did non arrive at right response. Ask some other pupil to explicate to him why his/her reply was non correct.
· Re-ask the showtime pupil to await inward the mass together with read some other example.
· Ask different students to arrive at examples of the sentences together with tell whether the verbs am, is, was, were, have, has, had, do, done, did are used equally chief or helping verbs.
· Do the activity equally long equally fourth dimension allows.
Activity 2
· Write am, is, are, was, were, have, has, had, do, does, did on the board.
· Ask the students to accept out their notebooks.
· Tell the students to brand 1 judgement using each verb equally a helping verb.
· Students may get got employment using do, did, does equally helping verbs. You tin write 1 event on the board if they demand help. E.g. delight do come upwards to the wedding. He does cleaning. She did count the eggs.
· Give the students some verbs to role equally chief verbs amongst am, is, are, was, were, have, has, had, do, does, did. Do this exclusively if students get got difficulty thinking verbs.
· Move unopen to to monitor students are working. Provide assistance to the students where together with when need.
· Some students larn fast than others together with their operate quickly. Make such students assistance the students who are tiresome learners.
· Students larn improve from peers, simply proceed an oculus on them to ensure they are working together.
Sum upwards / Conclusion
· Sum upwards the lesson past times bespeak students would they hold upwards able to recognize be, do, together with get got verbs equally chief or helping verbs where ever they read or listen inward their schoolhouse book, story books, magazines, television.
Assessment
· Assess students’ agreement of helping together with chief verbs through their right responses during worm upwards activity.
· Assess students’ mightiness to lay together with distinguish betwixt be, do together with get got equally chief together with helping verbs during the activity 1.
· Assess students’ mightiness to brand elementary sentences amongst be, get got together with do equally chief together with helping verbs through the activity 2 together with follow up.
· Arrange a written seek later on few days to farther assess students’ mightiness to role verbs be, get got together with do equally chief together with helping verbs.
Follow up
· Give students 5 verbs am, is, are, was, were, have, had, did together with enquire them to brand sentences using them equally chief verbs.
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