English 9

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English – Grade 8
Quarter 3 – Module 11: Using Verbals: Gerunds
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Joanne Almoete

Editor: Julie P. Policarpio
Technical Reviewer: Rowena D. Roxas
Management Team:
Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Rivera, CESE
OIC-Assistant Schools Division Superintendent
Manuel A. Laguerta EdD
Chief Curriculum Implementation Division
Victor M. Javena, EdD
Chief - School Governance and Operations Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD
(MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD
(Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City

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 English 9
Quarter 3
Self-Learning Module 11
Using Verbals: Gerunds

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Introductory Message

For the Facilitator:

Welcome to the English Grade 9 Self-Learning Module on Using Verbals:

Gerunds

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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 For the Learner:

Welcome to the English 9 Self-Learning Module on Using Verbals: Gerunds

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.

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 EXPECTATIONS

This is your self-instructional learner module in English 9. All the

activities provided in this lesson will help you learn and understand: Using
Verbals: Gerunds

Specifically, you will learn about the following:

1. Functions of Gerunds
2. Identifying Gerund Phrases

PRETEST

Directions: Fill in the gaps with the appropriate form of the verbs in the
parentheses.

1. I can't stand ________________ in queues. (to wait)

2. I am tired ________________ next in line. (to wait)

3. Jim loves ________________ in Palawan. (to work)

4. I hate ________________ the shopping on Saturday. (to do)

5. In the end, we decided ________________ in. (to stay)

6. I need ________________ some information about Masbate. (to find)

7. Claire refused ________________ clean up after the party. (to help)

8. My parents like ________________ for long walks at the weekend. (to go)

9. Marie gave up ________________ years ago. (to smoke)

10. Do you mind not ________________? (to smoke)

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 RECAP

In our previous lesson, we have learned how to interpret the message

conveyed in a material viewed or read. We have learned that people view or
read materials for many reasons. Whatever the reasons we have in viewing
or reading materials, our experiences play a big factor in understanding the
material/s.

LESSON

Gerunds are words that are formed with verbs but act as nouns. They’re
very easy to spot, since every gerund is a verb with ing tacked to its tail. There
are no exceptions to this rule.

Like all things grammar, gerunds do take a tiny bit of detective work to
spot. The problem here is that present participles also end with the letters
ing. Besides being able to spot gerunds, you should be able to tell the
difference between a gerund and a present participle. As you read these
examples of gerunds, notice the verbs they contain, and notice that every
single one of them ends in ing.

The active gerund form and the passive gerund form usually serves to
denote a simultaneous action with one that is expressed by the main verb.
The perfect active gerund form and the perfect passive gerund denotes an
action that precedes the main verb.

● A gerund phrase is created when a gerund has a modifier, object

or both. The gerunds/gerund phrases can function as the
subject of the sentence, the direct object, the subject
complement or as an object of the preposition.
1. The gerund or gerund phrase always has the same functions as a
noun. As a subject it shows what the sentence is all about.

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 As the subject of a clause:

Examples : Cycling is good for your health.

Riding motorcycle makes me nervous

2. Gerunds and gerund phrases can act as direct objects when used
with another verb. Direct objects answer the question ‘what?’:

As a direct object:

Examples: Janna enjoys cooking.

(Janna enjoys what? Janna loves cooking.)

Sam avoided washing the dishes.

3. Sometimes gerunds and gerunds phrases can be used as indirect

object. Indirect objects are used with a verb and a direct object
(another noun). They often answer the question ‘to what?’:
As an indirect object:
Examples: I will give my dancing my best shot.
(give my best shot ‘to what’? To dancing)
Jack gives studying his best effort.
4. Gerunds/gerund phrases can be used after linking verbs and
complement the subject of the sentence.
As the subject complement:

Examples: His talent is performing magic tricks.

One of his duties was feeding the dogs.

5. The gerund must be used when a verb comes after a preposition.

This is also true of certain expressions ending in a preposition, for
example the expressions ‘in spite of’ and ‘there’s no point in’.

As an object of the preposition:

Examples: I did my homework before going out.

Jenny is good at singing.

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Guided Practice

Identify the function of the gerund phrase on each sentence below:

1. Swimming in the ocean has been Sharon’s passion since she was five
years old.

Answer: subject

2. One of her favorite hobbies is collecting perfume bottles.

Answer: complement

3. I delayed telling Jerry the bad news.

Answer: direct object

4. Holly decided to walk instead of taking the bus.

Answer: object of the preposition

5. I gave loving you a chance.

Answer: indirect object

ACTIVITIES

Activity 1: Gerunds/Gerund Phrases Used as Object of the Preposition

Complete the sentences with prepositions + gerunds (-ing forms).

Example: My dad is used ______________ up early. (get)

My dad is used to getting up early.

1. My brother is good _______________ (dive)

2. I'm not very keen _______________ computer games. (play)

3. I have no objection ______________ the football match tonight. (watch)

4. She is afraid ______________ her boyfriend. (lose)

5. We are fed ______________ nothing all the weekend. (do)

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6. I'm tired _______________ in the queues at the airports. (wait)

7. We had difficulty _______________ the way to the museum. (find)

8. Are you interested _______________ your professional career? (build)

9. There's no point ________________ an old car. (buy)

10. We are excited ___________ her perform in the TV show. (see)

Activity 2

Fill in blanks with the correct forms of the verbs.

1. They like ________ up at any time. (show)

2. The man denied ________ the crime. (commit)

3. Their memories of ________ in Africa will stay with them forever. (travel)

4. He has always been afraid of ________. (fly)

5. _________ is good for your health. (swim)

6. Would you mind _________ me the sugar? (pass)

7. She promised _________ the report as soon as possible. (read)

8. I had a hard time _________ the situation to my parents. (explain)

9. She had some problems __________ without glasses. (read)

10. Paul gave up __________ five years ago. (smoke)

Activity 3

Supply each sentence with correct gerund.

1. I remember _____ the President in Davao.

a. meet c. meeting
b. to meet d. to meeting

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2. Did you remember _____ the letter?
a. post c. posting
b. to post d. to posting

3. I'm not used _____ up this early.

a. get c. getting
b. to get d. to getting

4. I do not appreciate _____ to the gymnasium with her.

a. go c. going
b. to go d. to going
5. Father loves _____ some presents for us, but he doesn't have enough time
today.

a. to c. buying
b. to buy d. to buying

Activity 4

Write a paragraph about “COVID- 19 Vaccine” using the correct form of

gerunds. Develop the paragraph in at least 3-5 sentences. Observe the
given rubric below. Do this activity on a separate sheet of paper.

Criteria Beginning Developing Accomplished Exemplary Score

1 2 3 4

Form Uses an May use an Effectively uses Creatively uses

inappropriate appropriate an appropriate an appropriate
gerund form. gerund gerund form. gerund form.
form.
Word Student’s use Student’s use of Student’s use of Student’s use of
Usage of vocabulary is vocabulary is vocabulary is
vocabulary is more telling than routine and precise, vivid,
very basic. showing. workable and paints a
strong clear and
complete picture
in the reader’s
mind.
Langua May contain May contain Has mainly grade Has grade-level
ge frequent and many level appropriate
Conven numerous errors in spelling, appropriate spelling,
tions errors in grammar, and/or spelling, grammar, and

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 (spellin spelling, punctuation that grammar, and punctuation;
g, grammar, and may interfere punctuation; contains few, if
gramma punctuation with the reader’s contains some any, errors that
r, that interferes understanding. errors that do not do not interfere
punctua with the interfere with the with the reader’s
tion) reader’s reader’s understanding.
understanding understanding.
.

WRAP-UP

The following are the things I have learned about the lesson:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

VALUING

Gerund is essential in writing and speaking. It brings art and impact to

the text read. It is used by different authors to fully express their thoughts on
masterpiece created.

Learning this topic can help us understand word combinations

correctly and could be of great help in creating your own writing style,
especially in this time of new normal. Spreading positivity through written
text or song incorporated in different media platform could mitigate the
toxicity and stress around the world.

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 POSTTEST

Directions: Identify the function of the underlined the gerund or gerund

phrase in each of the following sentences. Before each number, write S for
subject, DO for direct object, IO for indirect object, C for complement, or OP
for object of the preposition.

______1. Spending holiday in Boracay will be memorable for all of us.

______2. What about having a last drink?

______3. Solving the puzzle takes a lot of time.

______4. I don't remember calling him during the party.

______5. They accused me of breaking the window.

______6. There was a very good reason for not believing in what he said.

______7. Myra’s phobia is speaking in public.

______8. The students enjoyed performing their task.

______9. The main goal of the club is helping the less fortunate.

______10. She gave practicing her new skill her best effort.

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 KEY TO CORRECTION

References
https://www.litcharts.com/gerund -language
https://lgerund.net/verbals/
https://www.ereadingworksheets.com/gerundphrases -quiz/
https://www.spps.org/cms/lib/MN01910242/Centricity/Domain/770/Figu
rative%20Language%20Practice%20Worksheet.pdf
https://www.masterclass.com>articles
grammartop,com

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