Osman Osman

INFINITIVES AND GERUNDS
A2 level

Description

In this lesson the students will learn infinitives and gerunds through a guided discover based on a listening about health care in the context of keeping healty.

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of infinitives and gerunds in the context of keeping healthy

Subsidiary Aims

  • To provide gist listening practice using a text about staying healthy
  • To provide fluency and accuracy speaking practice in a conversation in the context of keeping healhty

Procedure

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

T displays the images "hospital, health centre, pharmacy and alernative medicine" T: WHAT CAN YOU SEE IN THE PICTURE? WHY DO PEOPLE GO TO THESE PLACES?(HEALTH CENTRE IS A LOCAL MEDICAL SERVICES OR THE PRACTICE OF A GROUP OF DOCTORS GP) HOW OFTEN DO YOU VISIT A HEALTH PROFESSIONAL?

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T: LOOK AT THE PAGE 60, PART 2 MATCH THE WORDS WITH THEIR MEANINGS DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T REVEALS THE KEY: 1-C, 2-D, 3-B, 4-E, 5-A T: LOOK AT THE PAGE 60, PART 3 READ THE QUESTIONS NOW LISTEN TO THE AUDIO AND ANSWER THE QUESTIONS. DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T REVEALS THE KEY T: LISTEN TO THE AUDIO AGAIN AND FILL THE GAPS DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T REVEALS THE KEY: 1)PREFER TO USE, 2) TO PREVENT 3)TO SEE

Highlighting (2-4 minutes) • To draw students' attention to the target language

T writes the marker sentences on the board " A lot of people prefer to use more natural remedies. I go to the local health clinic to see the nurse. I work out every day to prevent being ill. T: LOOK AT THE SECOND SENTENCE WHAT KIND OF SENTENCE IS IT?(PURPOSE) PREFER AND PREVENT, ARE THEY VERBS?(YES) WHAT COMES AFTER PREFER?(TO USE) IS TO USE IS A VERB?( YES, IT IS TO FORM OF THE VERB) WHAT COMES AFTER PREVENT?(BEING) IS BEING A VERB?(NO, IT IS A NOUN) WHAT IS THE BASE FORM OF BEING?(BE) WHAT DO WE DO TO MAKE A NOUN?(WE ADD "ING") WHAT IS THE BASE FORM OF BEING?(TO BE)

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T divides the board into two and writes "Infinitive= to + verb in base form and Gerund= base form of the verb + ing T writes "use infinitive after and use gerund after" T writes under the "use infinitive after" T: LOOK AT THE SECOND SENTENCE? WHAT KIND OF SENTENCE IS THIS?(PURPOSE) WHY DOES HE GO TO THE LOCAL HEALTH CLINIC? WHAT INFORMATION DID I LEARN?( PURPOSE) 1) to express purpose T ask the students to give example form: subject + verb + infinitive T: PREFER. WHAT COMES AFTER PREFER?(INFINITIVE) CAN YOU TELL ME OTHER VERBS FOLLOWED BY INFINITIVE?(WANT, AGREE, ARRANGE, DECIDE, HOPE, LEARN, OFFER, WAIT) 2) after certain verbs T ask the students to give example form: want/decide/ hope/learn etc. + infinitive T: WHAT DO WE USE AFTER I WOULD LOVE/LIKE/HATE/PREFER?(INFINITIVE) 3) after I'd like/love/hate/prefer T ask the students to give example form: subject + would love/like/hate/prefer + infinitive T: DO WE USE INFINITIVE AFTER ADJECTIVES?(YES) CAN YOU THINK AN EXAMPLE? 4) after an adjective T ask the students to give example form: adjective + infinitive T; DO YOU REMEMBER ADVERBS OF DEGREE? WHAT ARE THE ADVERBS OF DEGREE?(ENOUGH, TOO) DO WE USE INFINITIVE AFTER TOO AND ENOUGH?(YES) 5) after too and enough T ask the students to give example: He's too old to drive. I'm tall enough to reach. form: too + adjective + infinitive adj + enough + infinitive T; WHAT ARE THE QUESTION WORDS?(WHAT, WHICH, WHEN, WHERE, WHO, HOW) CAN WE USE INFINITIVE AFTER THE QUESTION WORDS?(YES) CAN YOU MAKE A SENTENCE? 6) after the question words: what, which, who, when, where, how. don't use infinitive after why. T ask the students to give example form: subject + main verb + question word + infinitive T; HOW DO WE MAKE INFINITIVES NEGATIVE?(WE PUT NOT IN FRONT OF THE INFINITIVE) T writes on the board "to make an infinitive negative, add "not" before the infinitive " form: (-) not + infinitive T; BEING. IS IT A NOUN OR VERB?(NOUN) IS IT AN OBJECT IN THIS SENTENCE?(YES) CAN WE USE AS A SUBJECT TOO?(YES) 1) as a noun T ask the students to give example; Smoking is a bad habit. I like smoking T; WHAT ARE YOUR HOBBIES?( I LIKE READING, I LOVE WALKING) WHAT DO YOU HATE MOST?( I HATE LYING) 2) after the verbs like/love/hate when talking about hobbies and dislikes T ask the students to give example form; subject + like/love/hate + verb + ing T; CAN YOU THINK OTHER VERBS WE USE VERB+ING AFTER?(ENJOY, DENY, DISLIKE DELAY, KEEP, MISS, MIND, SUGGEST) 3) after certain verbs T ask the students to give example form: enjoy/dislike/keep/miss/mind/suggest + verb + ing T: SWIM, WALK, RUN. WHAT ARE THEY? (VERBS) WHAT TYPES OF VERB ARE THEY?(ACTION OR PHYSICAL ACTIVITY) DO WE USE I GO TO SWIM OR I GO SWIMMING?( I GO SWIMMING) 4) after the verb go when talking about physical activities T ask the students to give example form: subject + go + physical activity verbs(swim/dance/run/walk etc) + ing T: WHAT ARE THE PREPOSITIONS?(FROM/BEFORE/AFTER//AT/WITHOUT/OF/FOR) WHAT DO WE USE AFTER THESE PREPOSITIONS? INFINITIVE OR GERUND? 5) after the prepositions from/before/after/at/without/of/about T ask the students to give example: He left without taking his coat. She apoligised for being late I think about going to England. form: subject + main verb + preposition + verb + ing T: WE USE GERUND AFTER SOME EXPRESSIONS LIKE IT'S WORTH, IT'S NO GOOD, IT'S NO USE, THERE IS NO POINT IN, 6) after some expressions; It's worth/no good/no use, there is no point in T asks the students to give examples: It's worth seeing the film. There is no point in arguing. It's no good talking to you. T; HOW DO WE MAKE GERUNDS NEGATIVE?(WE PUT NOT IN FRONT OF THE GERUND) T writes on the board "to make a gerund negative, add "not" before the gerund" form: (-) not + gerund

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

T gives the handout "Exercises Unit 52" T: LOOK AT 52.1 LOOK AT THE VERBS IN THE BRACKETS PUT THE VERBS IN THE RIGH FORM, TO OR GERUND AND FILL THE GAPS DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T REVEALS THE KEY:

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

T: LOOK AT 52.2 LOOK AT THE VERBS CHOOSE THE CORRECT VERB AND FILL THE GAPS WITH INFINITIVE OR GERUND DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T REVEALS THE KEY:

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

T: LOOK AT THE PAGE 60, PART 4 ASK THESE QUESTIONS TO YOUR PARTNER AND GIVE YOUR PARTNER ADVISE ON WHAT YOUR PARTNER CAN DO TO KEEP FIT AND HEALTHY USE INFINITIVES AND GERUNDS USE ADVERBS OF FREQUENCY ICQ: WHAT DO YOU DO? T monitors and notes the errors. T writes the errors on the board for correction T gives the handout " vocabulary list keeping healthy" T: MATCH THE WORDS WITH THEIR MEANINGS WORK AS A TEAM ICQ; WHAT DO YOU DO? T reveals the key: 1-C, 2-D, 3-B, 4-E, 5-A, 6-H, 7-I, 8-G, 9-J, 10-F, 11-M, 12-N, 13-K, 14-L T: LOOK AT THE PAGE 61. PART 5 READ THE QUESTIONS AT THE BOTTOM FIRST READ THE TEXT AND ANSWER THE QUESTIONS DO IT ALONE ICQ: WHAT DO YOU DO/ T: CHECK WITH YOUR PARTNER? T reveals the key. T: THINK SOME IDEAS ABOUT WHAT YOU SHOULD AND YOU SHOULDN'T DO KEEP HEALTHY THINK ABOUT WHAT YOU HAVE LEARNED AND ADD YOUR IDEAS USE INFINITY AND GERUND USE THE VOCABULARY YOU HAVE LEARNED USE THE LANGUAGE BOX TALK TO YOUR PARTNER T monitors, notes the errors and writes the errors on the board for the students to correct them

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