A SEMI-DETAILED LESSON PLAN IN GRADE 9 ENGLISH

DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

AGOO, LA UNION
LABORATORY HIGH SCHOOL

I. Objectives

By practicing the grammar topic, the students will be able to:

A. recognize the different types of verbals in sentences,

B. understand the concepts of verbals in speaking and writing; and
C. apply the proper uses of verbals in constructing sentences.

II. Subject Matter

A. Topic: Verbals
B. Materials: PowerPoint presentation, Chalk Board, TV
C. References:

The Learning Centre, Marianopolis College. Verbals: Gerunds, Participles,

Infinitives.
http://www.vaniercollege.qc.ca/tlc/files/2016/08/Verbals.pdf
Utah Valley University. Verbals.
https://www.uvu.edu/writingcenter/docs/handouts/grammar-
usage/verbals2018.pdf

III. Procedure

Teacher’s Activity Student’s Activity

Premilinaries

“Good morning sir, good morning

teachers, good morning sir Almonte”
“Good morning class, how are you all today?”

“Is there anyone absent?” “No one is absent today sir, we are
complete.”

A. Motivation
The teacher asks the students the describe
some pictures on the screen using only one word.
These can be either adjectives or nouns.

“Can you describe the pictures on the screen using Expected Answers: “Shiny, Fighting,
only one word?” Intense, Expensive, Tiring.”

B. Lesson Proper

The teacher proceeds with the discussion of

verbals to the class. “Sir, these are words that are verbs
but do not act as verbs”
“Verbals are verbs that do not act as they should in
a sentence.”

The teacher transitions to the different types of

verbals

“There are three types of verbals, these are your

gerunds, participles, and infinitives.
Gerunds
 - These are verbs that act as nouns or
adjectives in the sentence.

The teacher provides some examples to the

students:

1. My favourite past time is hiking.

- Hiking is the subject complement in
the sentence, and is used to give
more information on what is the
speaker’s favourite past time.

2. He dived into the swimming pool.

- Swimming is an adjective in this
sentence and describes the subject in
the sentence: pool

The teacher proceeds to the next type of verbal,

the participle.

“Our next type of verbal is the participle; can “Sir the different types of participles
anyone give me the different participles?” are the present and past participle.”

“That is correct, participles are generally used to

describe the current ‘state’ of an object.”

“Participles act more as adjectives in a sentence.”

The teacher shows some examples of participles:

1. Practically steaming with frustration,

the commuters wait for their delayed
train to arrive.
- Steaming and delayed are used to
describe the current state of the
objects they are modifying. Steaming
is the adjective for commuters, while
delayed is for ‘train’.

The teacher uses the gerund from the second

example to explain when a participle becomes a
gerund, and when a participle stays as is.

 He waved to the swimming children.

- Swimming in this sentence acts more
like a participle rather than a
gerund; this is because it used to
describe the object: ‘children’

The teacher proceeds with the last type of verbal,

the infinitive.

“The last type of verbals are the infinitives”

“Infinitives are verbs that act either as nouns,

adjectives, or adverbs in a sentence.”

“It is usually in its base form followed by the

preposition ‘to’. Can anyone define what a
preposition is?”
The teacher shows examples of some infinitives to
the class:

 To fly would be fun.

- ‘To fly’ acts as the subject of the
sentence therefore acting as a noun.

 Erika is the woman to visit.

- ‘To visit’ is describing “what kind” of
woman Erika is. So, the infinitive
here is an adjective.

The teacher next discusses the different errors in

using verbals or modifiers.

“We have three common errors in using verbals,

these are your dangling modifiers, misplaced
modifiers, and sentence fragments.”

“Sentence fragments occur when a sentence

contains two different ideas.”

The teacher shows different examples:

 Making our party complete. Erin brought

the cake.
- The sentence contains two separate
ideas, one is incomplete and one
gives a complete thought.

 Removing his coat. Jack rushed to the

river.

“The next error is the Dangling Modifiers; these are

modifiers that do not modify an object in the
sentence.”

The teacher shows different examples of dangling

modifiers:

 Having sent the letter overnight, it will

probably arrive on time.
- The modifying phrase features an
action done; however, the doer of
the action is not present in the
sentence.
 Putting on my pajamas, a mouse ran
across the floor.
- The sentence once again features an
action done, however while it does
modify another noun, it isn’t logically
correct. But it isn’t a misplaced
modifier due to the proper noun not
being present.

The teacher proceeds to the last type of error, the

misplaced modifier.
“The last type of error is the misplaced modifier.
These are modifying or verbial phrases put in the
wrong position of the sentence.”
The teacher shows different misplaced modifiers to
the class:

 Joe ate the chicken sitting in the chair.

- The modifying phrase is modifying
the noun ‘chicken’ therefore making
it seem that the chicken was sitting
in the chair.
 The man walked toward the car carrying
a brief case.
- The modifying phrase is not in its
correct location.

“Has everyone understood what verbals are? Can we “Yes sir, we can now do the
move on with the activity?” activity.”

C. Guided Practice

The class will be shown different sentences

on the screen, then they will need to identify what
kind of verbal has been underlined in the sentence.

Answers:
- Delores noticed her cousin walking -Participle
along the shoreline.
- Being the boss made Jeff feel -Gerund
uneasy.
- The police arrested him for -Gerund
speeding.
- Mom left to buy milk. -Infinitive
- We were exhausted after cleaning -Participle
up the shed.
- The sheep had already jumped -Participle
over the fence.
- I’m happy to be here. -Infinitive
- Finding a needle in a haystack -Gerund
would be easier than what we are
trying to do.
- She bought a new pair of running -Participle
shoes.
- To love someone requires patience -Infinitive
and understanding.

D. Independent Practice

The following sentences have errors that had

been discussed in the lesson. The students will need
to identify what type of error is present in the
sentence, and then write the correct sentence
after.
1. Having fixed the sentence, it
now made more sense.
2. We are really going to have to
hurry. Because we overslept
and missed the bus.
Answers (Note: some answers may
vary due to the existence of 2
solutions, the teacher will make sure
it is grammatically correct to merit a
point):
Dangling Modifier, Having fixed the
sentence, he now made more sense.
Sentence Fragment, We are really
going to have to hurry because we
overslept and missed the bus.
 3. She saw a kitten and puppy on
the way to the store.
4. Spitting out hot lava, my friend
took photos of the volcano.
E. Generalization
Misplaced Modifier, On her way to
the store, she saw a kitten and
puppy.
Misplaced Modifier, My friend took
photos of the volcano spitting out hot
lava.

The teacher summarizes the lesson to the class.

“Verbals are verbs that do not act as verbs in a

sentence. Your different verbals are the gerunds,
participles, and infinitives.”

“The common errors of using verbals are sentence

fragments, dangling modifiers, and misplaced
modifiers.”

“Are there any more questions regarding verbals?”

“None sir, we have understood the
“Then that will be all, Good bye class.” lesson.”
“Good bye and thank you sir Josef.”

Prepared by:
Samaranayake, Rahul Josef R.
Student teacher, English 4A