New lesson plan: gerunds and infinitives

Robbie Mitchell

gerunds and infinitives - Upper-Intermediate level

gerunds and infinitives
Upper-Intermediate level

Description

Using the context of an audio about how jsuic makes us feel students practice using gerunds and infinitives. Students are given a chance to orally practice the TL

Materials

No materials added to this plan yet.

Main Aims

To provide clarification and practice of gerunds and infinitives in the context of listening to music and how it makes us feel

Subsidiary Aims

To provide Ss speaking with fluency practice whilst using the TL of the lesson (gerunds and infinitives)

Procedure (44-55 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Play mastermind with music themed words/Leads to gerund

Highlighting, test 1 (10-12 minutes) • To draw students' attention to the target language, test Ss knowledge of

Introduce Tl for the lesson, gerunds and infinitives through a test Give Ss quiz handout. Ss work along to quickly answer all the questions, changing verbs to infinitive or gerund form.. Give answer key, Ss mark their quick quiz. See how well Ss did. Use the key from the book to guage how well they did 25-30: Excellent- striaght to further rpactice 16-24; Quite good, spend a little time on clarification 0-15: SPend more time on clarification. More in depth

Clarification (7-8 minutes) • To clarify the meaning, form and pronunciation of the target language

Depending on results from quiz: Elicit what a gerund is (verb acting as a noun with an ing ending) what an infinitive is (add to) Use two setences "I remember bringing the concert tickets" and " Please remember to bring the concert tickets" Which uses gerund, which uses infinitives? Which one is about remembering the past? Which one is about remembering something for the future? Introduce idea that the same verb can have an infinitive or gerund. Use sample sentences to show how sometimes meaning changes depending on the gerund or infinitive and soemtimes it doesn't eg, I srated to listen, I started listening (same). remember to bring the tickets, I remember bringing the tickets (different) I won't forget losing the tickets. I forgot to bring the tickets. Try to play the guitar. Try playing that song n a different key.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Task Ss with completing the second gap activity from worksheet, Ss must use either a gerund or infinitive form of a verb from the list. Peer checking and then use answer key. Then task Ss with the circling actiivy if time left (and if neceassary after quiz). Same procdure, work alone then peer checking. Give answer key. WC feedback to go through any problems that came up in monitoring. Any Ss questions

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Ss are split into A and B. They fill in their respective work sheet using the correct verb form. Check with the person next to them . They then go roudn the room finding someone from the other group and ask them a question on their sheet. Keep askign people until they have asked (practiced every question on their sheet. If time WC feedback, what did they discover about each other?

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Divide Ss into pairs for final task. Tell each other things from task e, pg 57. Turn it into a covnersation tell them to ask why Swap partners, do again. WC feedback, check some answers, elicit longer answers, ask "why"