Edenne Beljour Edenne Beljour

Teaching Practice 7
Upper-Intermediate level

Description

In this lesson, learners will have learned the grammatical breakdown for gerunds and infinitives in the context of summer vacation. The lesson will start with a brief lead-in where learners will look at some pictures and describe what comes to mind. Learners will then have a few minutes to personalize the topic by briefly discussing summer vacations with a partner. Learners will then predict what the reading text will be about, which will then be followed by the learners reading the text for gist. Following the presentation through text, the language will be clarified through MFP(A), which will then be followed by a controlled practice where learners will complete a mechanical exercise to identify the gerunds and infinitives and a freer practice where they will practice the TL for the purpose of fluency. Lastly, there will be a final OCFB and error corrections.

Materials

Abc Reading Text
Abc Phonetics

Main Aims

  • By the end of the lesson; learners will be better able to use TL Gerunds and Infinitive when expressing life events.

Subsidiary Aims

  • Learners will have also practiced reading for gist. Learners will have also practiced speaking for fluency during the freer task.

Procedure

Setting Context (Lead-in) (2-4 minutes) • To engage learners and contextualize the lesson

-Greet Learners and welcome them to class -Show 4 pictures of summer vacation on the screen -Ask learners, what comes to mind when you see these pictures? -Write a couple ideas on the screen -Dismiss learners to breakout room (for 4 mins) to discuss what they enjoy doing on summer vacations -T Monitor the breakout rooms (with camera and microphones off) - Give learners a 1 minute warning before returning them to them main room - Once time is up, return learners to the main room.

Presentation through Text (6-8 minutes) • To prepare learners for reading for gist to help identify the TL of the lesson

-Once learners return from the breakout rooms after their discussion about summer vacations, announce that they will be reading a brief text for gist, but before they do, they need to predict what they believe it will be about. - T elicit responses from learners. - Zaira, what do you think? Will it be about vacations? -T write up to 3 predictions on the board -T share screen - Learners are given a couple minutes to read the text below for gist This summer my family decided to stay home and not go on vacation because, well, you know…Coronavirus. However, normally every summer, we take a trip somewhere within the United States or overseas. In fact this has been our tradition since I was a child. I can still remember when my sister and I were teenagers, we were about 14, 15 years old; we would stay up all night talking about the upcoming trip and packing our bags, because we would be too excited to sleep. Some of my favorite memories are our trips to the beach. I love the beach! My sister and I enjoyed running and chasing each other from our chairs to the water and back. I especially enjoyed being in the water, feeling the waves crashing into me, which is crazy because I can’t swim and I am very afraid of drowning. At the end of our trip, we would sleep in, and then we would take time to eat breakfast at the hotel as a family, before we returned, even though we were all returning to the same home. It was our special tradition. I am an adult now and of course I still love the beach, but I have to admit that it’s not the same. Now when we go, I just eat and lay there in the sun until I fall asleep. We talk about getting the water, but we’re usually too lazy to do it. - Once finished, T reshare the prediction screen. - T elicit answers from learners on the accuracy of their predictions. - Were your predictions correct? - Learners respond yes/no - Using imperatives, T tells learners to click on link that will be posted in the chat and complete the google form. - T instruct class to not submit the form once completed. - T instruct learners to compare answers with a (designed) partner in the chat once finished. - T copy and paste google form link in the chat and verify learners can access it. - Once learners are finished comparing answers with their partners, T share her screen to show the answer key below to the google form. 1. This summer my family decided to stay 2. …we would be too excited to sleep. 3. My sister and I enjoyed running and chasing each other 4. I am very afraid of drowning 5. …then we would take time to eat breakfast at the hotel as a family, 6. We talk about getting the water, but we’re usually too lazy to do it. - T conduct a brief OCFB as needed

Language Clarification (10-12 minutes) • To cover MFP for the purpose of clarifying the TL

Meaning: -T share the meaning below with learners - T tells learners Gerunds and Infinitives verbs that replace the noun in a sentence. -T tells learners Gerunds and Infinitives are determined by the main verb, the adjective or preposition of that sentence. -T for ex. I love watching TV on the weekends. –OR Remind me to tell you something later. -T will elicit responses from learners with one or two of the CCQs below for clarification meaning (as needed) CCQs: Do both verbs indicate an action in the sentence? No Does the –ing verb in the sentence determine the gerund or the main verb? The main verb How do you know which verb is followed by a gerund and which is followed by an infinitive? You have to memorize them. Problems and Solutions with Meaning: P: Learners may not realize that the gerunds or infinitives are determined by the main verb. S: Emphasize that the main verb determines whether a gerund or infinitive can be used. Form: -T share the grammatical breakdown of the TL below. -T elicit responses from learners using the words or phrases in the parenthesis so learner can create the gerunds and infinitives Gerunds= -ing form of verb (Ex. enjoy; afraid of; talk about Verb + verb (ing) Adjective + preposition + verb (ing) Verb + preposition + verb (ing) Infinitives - to + verb (base form) (Ex. Decide; too excited; time Verb + to + verb (base form) Too + Adjective + to + verb (base form) Noun + to + verb (base form) -T will elicit responses from learners with one or two of the CCQs below for clarification of form (as needed) CCQs: Can the main verbs be conjugated to other tenses? Yes Can I use any verb as a gerund? No Can I use any verb as an infinitive? No Problems and Solutions with Form: P: Learners may think they can use all verbs with gerunds and infinitives? S: Explain that only certain verbs can be used with gerunds and others with infinitives (few verbs can be used with both). The way to know the difference is to memorize them. P: Learners may not know that the main verb can be conjugated to any verb tense. S: Demonstrate a couple examples to show that the main verb can be conjugated to past, present, future, ect. Pronunciation: -T select numbers 2 and 4, elicit responses from learners to identify for the stress and linkings of TL -T conduct pronunciation chorally and individually if necessary 1. This summer my family decided to stay. (ˌdɪˈsaɪdɪd tə steɪ) 2. …we would be too excited to sleep. (tu ɪkˈsaɪtəd tə slip) 3. My sister and I enjoyed running and chasing each other. (ɛnˈʤɔɪd ˈrʌnɪŋ) 4. I am very afraid of drowning. (əˈfreɪd əv ˈdraʊnɪŋ) 5. …then we would take time to eat breakfast at the hotel as a family. (taɪm tʊ it) 6. We talk about getting the water, but we’re usually too lazy to do it. (tɔk əˈbaʊt ˈgɛtɪŋ) Problems and Solutions with Pronunciations: P: Learners may pronounce each word individually and neglect the links. S: Highlight the arrow emphasizing the link. P: Learners may not pay attention to the antonation. S: Refer them to the dots and remind them to use intonations when they see them.

Controlled Practice (6-8 minutes) • Mechanical exercise for the practice of accuracy

- T instruct learners to that she will post a link in the chat - T instruct learners to not submit once completed - T instruct learners to compare answers with a (different designated) partner - T copy and paste the link in the chat. -T confirm learners can access the link -Once google for is completed, and learners have compared answers, T shares her screen to show the answers to the task. Controlled Practice Answer Key 1. She enjoys teaching English. 2. The talk about going on vacation all the time. 3. I’m too excited to study for my test. 4. Don’t be afraid of running in this park. 5. We’ve decided to sleep early tonight. 6. You never have time to listen to me. T conduct a brief OCFB as needed

Freer Practice (6-8 minutes) • To allow learners an opportunity to practice the TL for the purpose of fluency

- T instruct learners that they will be place in the breakout room and discuss some of your favorite childhood memories with your partner. -T instruct learners to use the questions below as a guide to help with the TL -T create breakout rooms -T rotates through breakout rooms to monitor learners conversations and not areas in need of further clarification. 1. What did you enjoy? 2. Were you afraid of anything? 3. What did you make time to do? 4. Share about a time you were too excited to do something? 5. What did you and your friends or siblings talk about? - Once the allotted approaches, T give learners a 1 minute warning before closing the breakout room and returning learners to the main room

Feedback (3-5 minutes) • To provide learners with feedback and conduct error correction at the completion of the task.

-T share screen -T conduct final OCFB or give praise for correct use of language from her observation of the breakout room

Web site designed by: Nikue