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Aspects of the Verb

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Material

The teacher’s writing tray.
Box of grammar symbols (for game IV only).
A set of commands, color-coded red, on which are written transitive verb commands – open the door, bring a chair – in a box or envelope marked with the verb symbol and a #2.

Presentation

The different Aspects of the Verb are presented after presenting the Adverb. These are four little games or experiences.  

Game 1. Transitive and Intransitive Commands, Verb Box #2 
  1. Invite two or three children to the lesson. 
  2. Bring the writing tray to the table. 
  3. For one child, write a verb command that does not have a definitive stop, such as walk, swim, or skate. 
  4. For the other child write a verb command that does have a definitive stop, such as strike a bell or bring a flag. 
  5. Once the child with the definitive stop command finishes the command, ask the other child to stop performing his command.  
  6. With the children, discuss how some actions go on and on, but how come to an end. 
  7. “Some actions just keep going, like walking. You walked and walked until I asked you to stop. But you just had to go to a bell, strike it, and come sit down and you were finished right then.” 
  8. For each child, write one more verb command but give the child who received an intransitive verb a transitive one this time, and the child who received a transitive verb an intransitive one. 
  9. Wait for the child to finish his transitive command and then ask the child with the intransitive command to stop. 
  10. With the children, reinforce through discussion what was already talked about regarding some actions that just keep going and some actions that come to an end. 
  11. Ask a child to bring the grammar symbol box.  
  12. Ask the children to now symbolize their command cards, this will give them a visual of the difference between the two commands. 
  13. Once the children finish, show them the printed labels in Verb Box #2. 
  14. “You can play this a game with these labels, and you don’t even need my help to play.” 
Game 2. Changing Tense 
  1. Invite the child to the lesson. 
  2. Bring the writing tray to the table. 
  3. Write a transitive verb command such as “bring a flag.” 
  4. Let the child read the command. 
  5. Ask the child to tell you what he is doing while he does it. 
  6. “While you are doing this, I want you to tell me what you are doing.” 
  7. Once the child completes the command, ask him about what just happened. 
  8. “You were bringing the flag, now you brought the flag. It’s all done. You brought the flag.” 
  9. Repeat this process with one more command and be sure to ask him what happened and discuss it like you did with the other command. 
  10. One does not have to symbolize in this game, but the child may use symbols if he desires. 
Game 3. Actions of the Mind  
  1. Invite the child to the lesson. 
  2. Bring the writing tray to the table. 
  3. Write a mental action such as “think of someone special.” 
  4. Ask the child to read it. 
  5. Wait a few moments for the child to carry out the command. 
  6. Ask the child “Alright, did you do it?” 
  7. “You did something, you did the command, but your body didn’t move. You didn’t move but you still did it.” 
  8. Write another mental action such as “think of a fun place.” 
  9. Repeat the above steps for this command too, and be sure to ask him what happened and discuss it like you did with the other command. 
  10. One does not have to symbolize in this game, but the child may use symbols if he desires. 
Game 4. Relativity of Word Function   
  1. Invite the child to the lesson. 
  2. Bring the writing tray to the table. 
  3. Write “polish the shoe” and ask the child to read it. 
  4. Ask the child to perform the command or pretend to perform it. 
  5. Ask the child to bring the grammar symbol box. 
  6. Ask the child to symbolize the command. 
  7. Cut out the words and transpose them. 
  8. Find which transpositions make sense, such as “the shoe polish” and which don’t, such as “shoe the polish.” 
  9. Ask the child to place the proper symbols over the transposed words when they make sense. 
  10. With the child, discuss how some words can be moved to different spots and make sense and have a new meaning, but how some words can be moved and don’t make sense and don’t mean anything. 
  11. “Sometimes we can move words and it makes sense, but sometimes when we move words it doesn’t mean anything at all because it doesn’t make sense.” 
  12. Write “rub your tummy” and ask the child to read it. 
  13. Ask the child to perform the command. 
  14. Repeat the same steps you followed for the previous command and be sure to ask him what happened and discuss it like you did with the other command. 

Purpose

To bring awareness of different aspects of the function of the adverb.  

Age

5

Notes

The games can be presented in any order, in addition, these games may be offered to the child while he is working with adverbs.
Game 3 words to consider using: think, remember, dream, imagine, wish, wonder, hope, guess, etc.
Game 4 phrases to consider using: brush your hair, pet the dog, cut a flower, etc. 

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