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.
