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Subject: English
Semester: 2
Period: 4
Week: 20
School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 8
Date:
Lesson Duration: 45 minutes
Week & Period: Week 20, Period 4
Topic: Composition
Sub-topic: Verbal and verbal phrases (Gerunds, Participles, Infinitives); Writing short passages using verbals
Learning Objectives
By the end of the lesson, students should be able to:
- Define verbals and identify their types (gerunds, participles, and infinitives).
- Construct sentences using gerunds, participles, and infinitives correctly.
- Write short passages that incorporate different kinds of verbals.
Previous Knowledge
Students already know:
• The functions of verbs in sentences
• How to construct simple and compound sentences
Instructional Materials
• Textbook: English Language textbooks for Grade 8
• Teaching aids: Charts showing examples of verbals and verbal phrases
• Students' notebooks and writing materials
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• What do verbs usually do in a sentence?
• Can verbs take other forms to act like nouns, adjectives, or adverbs?
The teacher will record their responses on the board.
Teacher’s Role: Guide a short brainstorming session and correct misconceptions.
Learner’s Role:
• Share their existing ideas about verbs.
• Respond verbally and participate in warm-up discussion.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role
• Explain the concept of verbals
– A verbal is a form of a verb that does not function as the main verb in a sentence. Instead, it acts as a noun, adjective, or adverb.
– Three types: Gerunds, Participles, Infinitives.
- Introduce and illustrate each type with examples
- Gerunds (verb + –ing used as a noun)
– Function: subject, object, or complement.
– Examples:
– Swimming is fun. (subject)
– I enjoy reading. (object)
– His favorite hobby is painting. (complement)
– Notes: Gerunds can also take objects: She enjoys reading novels. - Participles (verb forms used as adjectives)
– Present participles (-ing): The crying baby needs care.
– *Past participles (-ed, -en, irregular forms): The broken glass was on the table.
– Participles may form phrases:
– Walking down the street, the boy saw his friend.
– Frightened by the noise, the dog hid under the bed. - Infinitives (to + verb; used as noun, adjective, or adverb)
– As noun: To learn is important. (subject)
– As adjective: She has a book to read. (modifies book)
– As adverb: He came to help. (tells why he came)
– Infinitives can also form phrases: He wants to play football with his friends.
- Provide examples of verbals in short passages
– Example Passage 1 (Gerund focus):
Running keeps me healthy. I like swimming in the pool, but my brother prefers playing football. Reading also makes me happy in my free time.
– Example Passage 2 (Participles):
The tired workers rested under the hot sun. Smiling children greeted their parents. The repaired car was ready for the journey.
– Example Passage 3 (Infinitives):
To succeed in life, one must work hard. I need a place to study. She stayed late to complete her assignment. - Supervise practice
– Walk around, check if students correctly identify verbals.
– Guide pairs/groups in writing their own sentences and passages.
– Correct common errors (e.g., mistaking verb tense for participle).
Learners’ Activities (Expanded)
• Listen attentively to the explanation of verbals.
• Copy down examples of gerunds, participles, and infinitives.
• Work individually to:
– Write three sentences with gerunds.
– Write three sentences with participles.
– Write three sentences with infinitives.
• In pairs: compose a short passage (6–8 sentences) that includes at least one gerund, one participle, and one infinitive.
• Exchange passages with another pair for peer review, underlining each verbal.
• Share passages aloud in class.
Assessment Checks
• Oral questions:
– “Which type of verbal is used in the sentence: Singing makes her happy?” (Gerund)
– “Identify the participle in: The fallen leaves covered the ground.” (fallen)
– “What function does the infinitive play in: I came to study?” (Adverb)
• Written identification: Teacher writes 5 sentences on the board; students underline verbals and label them.
1. Climbing trees is dangerous.
2. The stolen money was recovered.
3. To forgive is noble.
4. The barking dog frightened the children.
5. He likes cooking for his family.
• Teacher monitors group passages and provides corrective feedback.
Notes (Expanded & Detailed)
• Gerund: always ends in -ing and functions as a noun. Example: Dancing is her passion.
• Participle: can be present (-ing) or past (-ed, -en, irregular) and functions as an adjective. Example: The written exam was difficult.
• Infinitive: “to + verb” and can serve as a noun, adjective, or adverb. Example: She wants to learn.
• Verbals make writing richer by:
– Adding variety to sentence structure.
– Avoiding repetition of plain verbs.
– Giving more descriptive details in writing.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• The teacher will ask the students to recall:
– What are verbals?
– Name and explain the three types of verbals.
– Give one example of each in a sentence.
Evaluation Method (Expanded):
• Exit slip/quiz: Students will answer:
Define a gerund with one example.
Write one sentence each using a participle and an infinitive.
• Teacher will collect and quickly review for understanding.
• Provide oral feedback before class ends.
Assignment (Expanded):
Write a short passage (8–10 sentences) about “A Day at the Market,” making use of at least two gerunds, two participles, and two infinitives. Underline the verbals in your work.
Follow-up Activity:
In the next class, students will exchange their written work with peers to underline and label the verbals used.
Differentiation / Inclusive Strategies
• Struggling Learners: Provide sentence starters and highlight verbals in examples for guidance.
• Advanced Learners: Challenge them to write a longer passage (12–15 sentences) using all three types of verbals extensively.
• Students with Disabilities: Offer oral explanation support, larger print charts, and allow group work for easier participation.
Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low