Christopher Sanders Christopher Sanders

Transitions/Infinitive of Purpose
Intermediate level


In this 2-block lesson, students will review and expand their ability to recognize and use the infinitive of purpose and certain transitions (so that, such that, etc) as mandated by our curriculum's objectives. The students have encountered these structures briefly earlier in the lesson, so they will not be entirely novel. However, they will need more exposure and practice with these structures in order to have the ability to produce them accurately and naturally.


Main Aims

  • By the end of the lesson, students will have a better understanding of how and when to use 'infinitives of purpose' and the transition structures 'so that', 'such that' and related forms.

Subsidiary Aims

  • Students will have opportunities to write creatively and practice speaking in a novel role-playing scenario to build confidence and fluency ahead of speaking exams.


Warmer/Lead-in (9-14 minutes) • To set lesson context and engage students

After checking attendance and asking a few questions to the students, Ss will listen to Adele's "Hello" and fill in the blanks to the lyrics on a prepared worksheet. The blanks will cover some instances of infinitives of purpose, modals, and a few other relevant words/expressions. After listening to the song, Ss will check their answers with each other, then with the answer key on the projector.

Highlighting (9-13 minutes) • To draw students' attention to the target language

After the Ss have corrected their answers to Adele's "Hello", T will highlight "I was wondering if after all these years you'd like to meet / To go over everything" and indicate the infinitive of purpose in the sentence. T will ask the Ss to try to explain what "meet to go over everything" means. T will then show Ss more sample sentences and check Ss' competence.

Expansion (12-16 minutes) • To introduce additional grammar/function structures

In order to cover our curriculum objectives, we will also cover "such...that" and "so...that", which might be somewhat confusing for the students in close sequence with "so that" and "such that". T will show some pictures on the projector and elicit descriptive sentences from Ss about what they see. After some elicitation, T will demonstrate the target structures on whiteboard and PowerPoint.

Clarification (3-5 minutes) • To clarify the meaning, form and pronunciation of the target language

After all the forms have been elicited and highlighted, T will show Ss the formal rules for all forms and ask if their are any problems with the target grammar/functions.

Controlled Practice (11-14 minutes) • To concept check and prepare students for more meaningful practice

Ss will work in pairs to complete a set of 10 rewrites. When they finish, they will compare their answers with another pair. Finally, T will show the answer key on the projector.

Semi-Controlled Practice (12-15 minutes) • To concept check further and prepare students for free practice

T will distribute pictures to students. Working in pairs, students will discuss the picture using the target language, then they will write these descriptions down on a separate piece of paper. After finishing their description, they will place their picture on the wall and give their descriptions to T. T will redistribute the descriptions to pairs, who will try to find the matching picture.

Free Practice (15-20 minutes) • To provide students with free practice of the target language

Ss will be divided into groups and given cards with specific roles and basic information about the roles. One of the roles is "documentary filmmaker". She will interview the other Ss, who are members of a space expedition to Mars. They will have a few minutes to prepare their ideas, then they will record a "documentary" about their mission. Some suggestions for language use will be given to help them use the target grammar/functions.

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