Oct 28, 2015
A CBI Grammar Lesson Plan on Verbs and Verbals
Year Level: 1st year High School
Time Allotment: 1 hour
This grammar lesson plan discusses identifying and differentiating
between verbs and verbals. Prior to instruction, the students are expected to know the
forms of the verb (base, -ed, -ing), subject-verb agreement, as well as verb tense and
aspect and the active and passive voice. The lesson is meant to be implemented in one
1 hour class session but the teacher can follow it up with additional lessons that focus
on one kind of verbal and its uses.
I. Objectives
At the end of the lesson, the students should be able to:
a. General Objectives
1. Appreciate the culture and legends of the Australian Aborigines
2. Analyze the differences between verbs and verbals
b. Specific Objectives
1. Give their opinion about the Aborigine legend
2. Relate their own experiences to the experience of the other animals
in the story
3. Identify the verbs in sentences
4. Identify the words that function as verbs and verbals in sentences
5. Distinguish whether verbals function as nouns, adjectives or
adverbs
6. List down the differences between verbs and verbals
II. Subject Matter
a. Language focus
Verbs and Verbals:
I. Differences between the two
II. Identifying verbs and verbals
b. Other topics
Legends of Australian Aborigines
III. Materials
a. Text
Reed, A.W. (1980). The strange shape of animals. In Aboriginal
stories of Australia (pp. 15-16). New South Wales: Reed Books
PTY LTD.
Resture, J. (n.d.). Aboriginal Dreamtime. Retrieved from
http://www.janesoceania.com/australia_aboriginal_dreamtime/in
dex1.htm
b. Materials
Overhead projector, transparencies, white screen, OHP markers,
handouts, whiteboard and markers
c. Other references
Leech, G. & Svartvik, J. (2002). Communicative grammar of
English. 3rd ed. London: Pearson Education Ltd.
IV. Procedure
a. Pre-reading
i. Motivation (2mins)
The teacher will present a transparency with pictures of
Australian wildlife: the kangaroo, emu, wombat, and platypus. (1)
Has anyone ever seen these animals before? Do you know
what they are called? (The students will answer. If there are
animals still unidentified, the teacher will provide the name.) What
do you think of their appearance? Does anyone know where these
animals are usually found? (Australia).
1. Motive Question
Yes, these animals can only be found in Australia. Today,
we are going to read a legend told by a native tribe in Australia, the
Aborigines. The legend tells about how these animals came to have
such strange appearances. According to the legend, these animals
were not contented with their appearance so they asked the gods
to change it. Later we are going to find out if you would do the
same.
ii. Activating Prior Knowledge (5mins)
The teacher will flash the transparency of Westernized
Australia and Aboriginal Australia. (2)
Whats the first thing that comes to your head when you
think about Australia? (Students might give references to famous
landmarks, famous people from Australia, or other facts about
Australia today.)
Most of the things youve mentioned are things about
Australia as it is now. You probably think its a country similar to the
USA or Britain. But, actually, the people who originally lived in
Australia had more in common with the tribes of Africa. They are
called Australian Aborigines. They have such a rich culture and a
wealth of legends, most of them about the Dreamtime. According
to them, the Dreamtime was the period before time itself, when
people still lived with gods, animals still had human form, and time
and life as we know it hadnt started yet. Aborigines had their own
sets of gods and goddesses, and the chief among them were
Baiame, the Great Spirit (similar to our Bathala), and Yhi, the sun
goddess. Do you know of any tribe or group here in the Philippines
who also have their own rich culture and beliefs? (The students
may mention the tribes in the Cordilleras.)
The story that we are about to read centers upon the
goddess Yhi and Baiamas animal creations. You see, there was a
time when all these animals became unhappy and restless. Were
going to see why.
iii. Unlocking of Difficulties (3 mins)
But first, lets tackle some of the words we will encounter in
the text.
The teacher will flash another transparency with the
vocabulary building activity below. The students will answer on the
transparency.
Underline the word on the right column that has a similar meaning to the word on the right
vague indefinite, false, certain
discontent pleasure, hate, dissatisfaction
surged crashed, searched, rushed
craved created, desired, disliked
bizarre weird, commonplace, extraordinary
transfiguration conception, change, ruin
wistful happy, uncaring, reflective
b. Oral Reading (10mins)
The teacher will hand out copies of the story to the class.
Students will be asked to read the story. (3-4)
c. Post-reading
i. Discussion (5mins)
1. What do you think about the story? Did you like it? Why/why
not?
2. Does the legend seem familiar? Have you heard a similar
legend or story coming from your province?
3. Pretend that you are one of these animals. Would you ask
the goddess Yhi to change your appearance too?
ii. Identifying verbs that act in the sentence (5mins)
Now Id like to see how much you understood the legend.
When I call your name (student) Id like you to identify a sentence in
the story that describes what an animal wanted to change in his
appearance and why he wanted to change it. Write the sentence
down on the board. Then I want another one of your classmates to
encircle all the words in the sentence that you think are verbs.
For example:
He was followed by Kangaroo, who wanted strong legs for leaping and a
tail with which to balance himself.
Okay, you encircled a lot of verbs here. But I want to know
which verb, among all the ones encircled, is doing the action in the
sentence. (was)
To make it easier to understand, lets pick out the main
clause of the sentence. Can anyone tell me what it is? (He was
followed by Kangaroo.) Right. This is because if you get rid of the
rest of the sentence, the idea would still be there; but if you get rid
of this clause, the sentence would not make sense anymore.
Now, what would happen if we got rid of was in the
sentence? Would it still make sense? Try to recall the basic
definition of verbs. (verbs are the words that do the action in a
sentence) Do you think was here functions as a verb?
iii. Identifying verbals (10mins)
Then again, if was is the only word that functions as a verb
in the sentence, what do all the other words that look like verbs
do?
The teacher will go through all the other encircled words in
the sentence and ask the students what their functions are in the
sentence.
1. followed functions as a past participle, together with the
verb was, it forms the passive voice.
2. leaping functions as a gerund, or a verb functioning as a
noun
3. to balance functions as an infinitive, also as a noun
d. Recapitulation/Summary (10mins)
As you can probably see, these words, even if they look like they
are verbs, actually function differently. These verbs that function as nouns,
or adjectives are called verbals. Dont they remind you of the animals in
the story who wanted to change their appearance? Why? The animals
wanted to change their appearance because they were discontented. But
why do you think we need to change the function of verbs? Why do we
need verbals? (They enrich the language and give us new ways to
express ourselves)
So how do you know if a verb in a sentence is actually a verbal?
The teacher will flash the next transparency of the table below
showing sentences where verbs are used as verbs and as verbals.
Verbs Verbals
Platypus could not decide on what he
wanted when Yhi was granting the other
animals wishes.
The goddess will listen to our requests.
Those animals who lived in the water
wanted to be on dry land.
Yhi knew that the granting of their wishes
would not bring contentment to her little
ones.
Yhi was patient enough to listen to the
requests of the animals.
The animals became unhappy when they
started to want to change their
appearance.
Yhi came back to find out why the animals
had become so unhappy.
The animals lives have changed because
of the changes they asked for.
Yhi knew the animals will never learn to
become contented with what they have
been given.
Changing their appearances may have
made the animals look strange, but they at
least they were happy.
She knew that the restless surge of life
that seeks and demands would take the
animals away from her.
Wombat longs for a body that could
wriggle into shady places where he could
hide.
All animals learn how to use their body to
adapt to their environment.
Yhi knew that the animals will never cease
to seek and demand for things they dont
have.
All the animals were seized with a longing
to change their appearance.
Pelican would have to learn to stand
motionless with his long legs in the water
before he could snap up an unwary fish.
Study the sentences in the table. On the left side, the underlined
verb functions as a verb. It is used as a verbal in the right column. Lets
see if we can identify what the difference is between verbs and verbals. By
studying the sentences, what are the things that a verb can do that the
verbal cannot? (Verbs can take inflections that come with tense [first set
of sentences], aspect [second set] and number [third set])
e. Practice or Review(5mins)
Okay, now lets try using creating sentences with verbs and
verbals. In your notebook, Id like you to write a short paragraph (no less
than three sentences) answering this question:
If you were also given the opportunity to change your appearance,
to look like someone else, will you do it? Why or Why not?
Be sure to use verbs and verbals in your paragraph.
The teacher can check their answers after the class.
f. Closure (5mins)
Ask a few students to read their paragraphs out loud.
(name of a student who wrote in the exercise that he wanted to
change his appearance) and the animals in the story wanted to change
their appearance for a reason. Its similar with these verbals. English
speakers dont just decide that they want to use verbs as nouns. They
have a reason for doing so. Do you still remember what it was?
g. Evaluation
The students will be given an exercise that they can answer in
class (if there is still time) or that they can answer at home.
Possible answers:
1. verb: realized, verbal: looking
2. verb: wanted, verbal: to be
3. verb: wished, verbal: to feel
4. verb: beckoned, verbal: to wriggle
5. verb: was tired, verbal: to support
6. verb: said, verbal: to fly
7. verb: would need, verbal: to remain
8. verb: came, verbal: to live
h. Assignment
Have the students write their own legend. It can be about the
origin of a place, animal or plant; anything as long as it the story is
original. Then they have to underline the verbs and encircle the verbals in
their story.
In the sentences below, underline the main verb and encircle one verbal.
1. Looking down in her slow crossing of the sky, Yhi realized that sorrow lay heavily on
the earth.
2. Those who lived in the water wanted to be on dry land.
3. Those who walked on the earth wished to feel the freedom of the sky.
4. She beckoned to Wombat, who craved a small body to wriggle into shady places where
he could hide from others.
5. Lizard was tired of wriggling on his belly and needed legs to support himself.
6. Bat said he wanted wings to fly through the air like a bird.
7. Stick Insect would need to remain unmoving for hours on the branches of trees till he
almost turned into a twig.
8. When men and women came to live in the great continent, they invented strange tales
to account for the habits of the creatures that Baiame had given to them.
The Strange Shape of Animals
When animals were brought to life from the frozen depths of earth by the
sun goddess, who shall tell what they were like? There are some who say that they had
the form of men and women, and others that they had many different shapes. We can
be certain of only one thingthat after a time they grew tired of the forms that Baiame
had given them, and were seized by vague longings.
Those who lived in the water wanted to be on dry land. Those who walked
on the earth wished to feel the freedom of the sky. There was not a single animal that
was not possessed by this strange discontent. They grew sad and hid themselves away
from Yhi. The cheerful sound of their voices was no longer heard, and the green plants
wilted in sympathy with their friends the creatures.
Looking down in her slow crossing of the sky, Yhi realized that sorrow lay
heavily on the earth. For the last time she descended from the sky and stood on the
Nullarbor Plain. From every direction a tide of animal life flowed in towards her.
She has come back! The goddess will listen to our requests, they
shouted.
Come closer, she called to them. Tell me what is troubling you.
A babble of voices answered her. Waves of sound surged around her.
She held up her hands.
Stop! Stop! she called. I cannot hear what you are saying when you
speak all at once. One by one, please.
She beckoned to Wombat, who craved a body that could wriggle into
shady places where he could hide
from others.
He was followed by
Kangaroo, who wanted strong legs for
leaping and a tail with which to
balance himself.
Bat said he wanted
wings so that he could fly through the
air like a bird.
Lizard was tired of
wriggling on his belly and needed legs to support himself.
1
2
3
4
5
6
7
8
9
10
11
Poor Platypus could not make up his mind what he wanted, and ended up
with parts of many animals.
Yhi smiled as they came and made their wants known to her. She smiled
because their forms were so bizarre; she smiled because she realized that with the
transfiguration of their bodies, life would change for the little creatures.
Mopoke, who had asked for large, shining eyes, would have to hide in dim
places and hunt only by night.
Stick Insect would need to remain unmoving for hours on the branches of
trees till he almost turned into a twig.
Pelican would have to learn to stand motionless with his long legs in the
water before he could snap up an unwary fish.
She smiled wistfully because she knew that the granting of their wishes
would not bring contentment to her little ones. The restless surge of life that seeks and
demands would take them away from her. Other changes would come, suddenly or
slowly, in mysterious ways, and by strange adventures. The world was to be full of
change.
She dismissed them and watched them disperse to every quarter of the
earth before she rose up for the last time into the sky.
The story of these changes has been told round campfires for a thousand
years. When men and women came to live in the great continent, and saw the creeping,
crawling, jumping, swift-running, flying, burrowing wildlife on which they depended for
their food, they invented strange tales to account for the habits of the creatures that
Baiame had given to them. As we crouch round the embers with them, sheltered from
the wind by the low fence of woven branches, let us also listen to tales that have come
from the heart of a people who are closer than we are to the gods of nature.
Reed, A.W. (1980). The strange shape of animals. In Aboriginal stories of Australia (pp. 15-16). New South Wales: Reed Books PTY LTD.
12
13
14
15
16
17
18
19