Gerund/Infinitive Lesson
Upper-intermediate level


In this lesson, students will learn the difference between gerund and infinitive form of the verbs through guided discovery based teaching in the context of memories. The lesson will start remembering the content of the text. It will be followed by some exercises to show the context. After the meaning, form and pronunciation activities, the lesson will continue with the controlled activity. And finally, the lesson will come to end with a freer practice via questions.


Abc Gap fill handout
Abc Rules worksheet
Abc Powerpoint presentation
Abc Underlining the correct alternative

Main Aims

  • To provide clarification and practice of gerund and infinitives in the context of memories.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of siuations and experiences


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students in the language in he context of reading about memories.

T first show a picture and the title of the reading text which read before. T ask questions about the reading text. Do you remember the reading that you have read in the previous lesson? Did you find it interesting? What was it about? I found it interesting because we generally trust to our memories a lot.

Exposure (7-11 minutes) • To provide a model of the task and highlight useful words and phrases in the context of sentences related to article.

T shows 3 sentences by using PPT. T asks students to choose the correct alternative in the sentences in 1 minute. Then they will check the answers in pairs. After that, the teacher asks Ss what they understand from these words in 2 minutes. Ss are going to share their ideas. Then the teacher gives them a handout and wants them to work in pairs and they are going to check what they know? in 5 minutes. Are we going to write something?(No) How many minutes do you have? ( 5 minutes) Then T wants Ss to share what they understood and the meaning of the sentence. CCQ's: In the first sentence, which action happens first, remember and set the alarm? ( To remember) In the second sentence, are we talking about the present? (No) Are you thinking the situation which happened in the past? (Yes) Are we talking about a responsibility? (Yes)

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

T gives an HO about the rules and wants them to match the rules first individually in 3 minutes and then wants them to check their answers in pairs in two minutes. Use the examples in exercise 3B. MEANING was given with the help of the sentences. Are you going to work in pairs at first? (No) How many minutes do you have? ( 5 minutes) T points out the FORM using elicitation. I remembered to set the alarm before ı left. _____+_____+_____+_____ I remember thinking the building was quiet. ______+_____+________ Then the teacher asks them to come and match the correct rules. T wants them to take a piece of paper and write sentences about 5 sentences that are going to listen now? Are you going to read something ? ( No) Are you going to write something ? (yes) Cross out the letters that you are not pronounced. The difference between the sounds /d/ and /t/ will be clarified. The pronunciation will be given in this activity.

Controlled Practice (6-8 minutes) • To allow students to practise the target language that they have learnt.

T gives them an HO about to fill in the blanks with the correct form of the words. First, they are going to do this activity individually and then they are going to check their answers in pairs. (2 minutes and 3 minutes) The correct answers will be given by the students and it will be written on the board. At first, are you going to work alone? (Yes) What are you going to do in this activity?( fill in the blanks)

Freer Practise (6-8 minutes) • To provide a practise useful language of gerunds and infinitives in the context of questions.

This time they are going to talk about the questions which were filled with the correct answers in a minute ago. They are going to answer questions in their opinions in pairs. ICQ: Are you going to do this activity individually? (no) Are you going to write something? (No) What are you going to do? ( Speak in pairs)

Feedback (5-6 minutes) • To provide students with practice of the task language and provide them to produce sentences about the topic.

T wants to learn what they think about the answers of their partner?

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