PGD TEFL: Lesson Plan
Kinds of Phrase
5663
Submitted by:
Muhammad Ibrahim
CE591408
Submitted to:
Dr. Rashida Imran
Allama Iqbal Open University
Introduction
This report deals with how to teach phrases and its kinds at secondary level. For this purpose, a
step by step lesson plan has been drawn to guide how to teach phrases successfully. Each point
is shortly defined and followed by real life examples. Phrases are highlighted in bold letters.
And clear direction is given for each step to execute the lesson plan. At last, it is followed by a
short conclusion.
Outlines for the Lesson Plan
1. Outline Learning Objectives
Topic: kinds of phrases at secondary level.
➢ Noun Phrase
• A noun phrase is a group of words which functions as a noun in a sentence.
Example:
Spring time is the most beautiful.
Beyond was a green and pleasant valley.
➢ Adjective Phrase
• An adjective phrase severs the same purpose as an adjective. That means it modifies a
noun.
Examples:
The king was wearing a crown made of gold.
Have you ever seen an elephant with a white skin?
➢ Verb Phrase
• Verb phrases are one of the eight types of phrases in a sentence. They include the
helping verb and main verb in a sentence.
Example:
The author is writing a new book.
The author wrote a new book.
You may finish your homework tomorrow.
➢ Adverbial Phrase
• An adverbial phrase is a group of words that act together as an adverb, giving more
information about a verb, adjective, or other adverb in a sentence. The adverbial phrase
answers phrase answers the same questions as a regular adverb: how/how much,
when, or where.
Example:
We expect our grandparents to arrive in about an hour.
My cousin watches television almost as much as you do.
The weatherman says it will rain all day.
➢ Prepositional Phrase
• A prepositional phrase is a group of words consisting of a preposition, its object, and any
words that modify the object. Most of the time, a prepositional phrase modifies a verb
or a noun.
Examples:
He arrived in time.
They were sitting by the tree.
➢ Gerund Phrase
• When our context is general/wide/informal, we use gerund phrases.
Examples:
Eating ice-cream.
Walking early in the morning is healthy.
➢ Infinitive Phrase
• We use infinitive phrase when we are more specific/narrow in context/limited. Or
talking in limited context.
Examples:
I like to sing.
To park in front of the shop is not allowed.
Purpose: Make students familiar with phrases.
➢ Examples:
• leaving behind the dog
• before the first test
• in the east
Result: By the end of lesson students must be able to use phrases.
• Phrase expresses an idea in a unit to give additional meanings to the text.
2. Develop the Introduction
“Socratic Method”: First of all, ask the student what do they know about the phrase, then, its
different kinds.
• Ask students’ opinion about the phrase.
• Example: “What is a phrase”?
Introduce it yourself: Explain in a way what students already know about the phrase.
• Phrase is a group of words that gives incomplete meaning. A group of words that makes
sense, but does not give a complete meaning itself.
Define: Define the phrase and give some examples:
• A phrase is a short group of words that people often use as a way of saying something.
The meaning of a phrase is often not obvious from the meaning of the individual words
in it. (Collins dictionary)
3. Plan the Specific Learning Activities
Explain the phrase from real-life examples:
➢ Phrase is a group of words which makes sense, but does not give a complete meaning.
• “The Sun rises in the east and set in the west.”
Phrase
Write the examples on the white board or use slides:
➢ Examples:
• The book was on the table. (Prepositional Phrase)
• To donate money is an honorable thing. (Infinitive Phrase)
• Walking in the rain can be difficult. (Gerund Phrase)
• He was eager to eat dinner. (Verb Phrase)
• The flu clinic had seen many cases of infectious disease. (Noun Phrase)
Let the students participate in the class. in order to know how to teach them better:
➢ Encourage the students to make examples from their own. Let them make mistakes.
Ask students’ feedback in order to know how to teach them better
➢ Takes suggestions from the students for better understanding of the phrase.
4. Plan to Check for Understanding
Ask realistic questions from the students that are suitable at their level
➢ Begin with asking the students about “basic sentence structure”:
• Subject + Verb-1 + Object.
Make pair of students to practice the phrase
➢ Divide students into two pair.
Engage the students in making of different examples from their mental lexicon
➢ Encourage the students to make example from their own.
5. Develop a Conclusion
Summarize the lesson briefly and draw the conclusion
➢ Thus, phrase does not carry subject and predicate, and depend upon them. It makes
sentence more specific. A phrase modifies a sentence by providing extra information
about a sentence, and to add something to it.
➢ There are different types of phrases:
Examples:
• Noun Phrase
• Adjective Phrase
• Verb Phrase
• Adverbial Phrase
• Prepositional Phrase
6. Create a realistic Timeline
Take care of the time management:
➢ Design and execute the topic (phrase) at given time which is practically doable.
Answer the remaining questions
➢ Give final touch to phrase in the form of a quick review
Sum up the key points
➢ Draw students’ attention to focus on main points of the phrase:
➢ i.e. Like Phrase is a group of words which does not have a subject and predicate, but it
makes sense. It cannot stand alone, because it depends on the predicate to complete its
meaning.
Do self-reflection
➢ Evaluate your presentation in order to see where you were weak and things could have
been better.
Conclusion
The whole point of this report has been to design a lesson plan suitable for teaching phrases
and its different kinds to the secondary level students. Therefore, a lesson plan of six steps is
outlined: (1) Outline Learning Objectives; (2) Develop the Introduction; (3) Plan the Specific
Learning Activities; (4) Plan to Check for Understanding; (5) Develop a Conclusion; (6) Create a
realistic Timeline. Each step has a direction for the teacher to execute the lesson plan. Which is
then followed by a number of definition for each point along with examples. Thus, the report
concludes, if students are systematically taught, they can even understand difficult topic like
phrases.
