Julia Julia

Gerunds and Infinitives
Upper intermediate level


In this lesson, students review the use of gerunds and infinitives in the context of reading and talking about boredom. The lesson starts with a lead-in activity in which students discuss the situations that make them feel bored. This is followed by exposure to a text describing someone's experiences of being bored during lockdown. Students identify the use of gerunds and infinitives in the text, and meaning is checked through CCQs. Students undertake a guided discovery task to analyse form, then the teacher elicits pronunciation including stress, linking and intonation. Controlled practice is provided through a gap-fill exercise about the five types of boredom in which students choose the correct form of the verb, and this is followed by free practice in which students discuss their own experiences of boredom during lockdown. Finally, delayed error correction is provided at the end of the class.


Main Aims

  • To provide review of the use of gerunds and infinitives in the context of reading and talking about boredom

Subsidiary Aims

  • To provide practice in listening and speaking during a conversation
  • To provide practice in reading for gist and scanning for specific information


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

Instructions: Think about what situations make you feel bored. Share with your classmates in BORs for 3 minutes. Teacher introduces the task, gives a demonstration, then allocates student to breakout rooms to discuss. Teacher brings Ss back to main room and elicits a few answers.

Exposure (7-8 minutes) • To provide context for the target language through a text or situation

Gist task instructions: Read the text quickly to get the general idea. How does she feel about being in lockdown? You have just one minute. Teacher gives instructions and provides link to the text in the chatbox. Teacher gives Ss 1 minute to read the text, then elicits answers. Intensive task instructions: Read the text again. Identify at least 4 gerunds and 4 infinitives. Write them down. You have 3 minutes, then I'll put you in BORs to check with each other and add any missing ones. Teacher gives instructions and asks ICQs. After 3 minutes Teacher allocates the Ss to BORs for a further 2 minutes to compare answers. Teacher then brings Ss back to main room and elicits answers.

Clarification (11-12 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning: Teacher asks CCQs about the phrases identified by the students in the text. Form: Students undertake a GD discovery task in which they move the identified phrases into the correct form category. Teacher gives instructions and a demonstration, asks ICQs, then allocates Ss to BORs for 3 minutes to undertake the task. Teacher brings Ss back to the main room, elicits answers and asks FCQs. Pronunciation: Teacher shares a slide with phrases from the text, then elicits stress, linking and intonation from Ss.

Controlled Practice (6-7 minutes) • To concept check and prepare students for more meaningful practice

Teacher gives instructions and shares the link to the gap-fill exercise in the chatbox. Ss spend 3 minutes working through the questions on their own, then Teacher allocates them to BORs for 2 minutes to check answers with their classmates. Teacher brings everyone back to the main room and elicits answers.

Free Practice (7-8 minutes) • To provide students with free practice of the target language

Teacher asks students to talk about their own experiences of lockdown, shares the link to a slide with helpful language in the chatbox, then allocates students to BORs. Ss take turns sharing their experiences and asking each other questions for more information. Teacher monitors the BORs.

Delayed Error Correction (4-5 minutes) • To enable students to understand and correct mistakes

Teacher shows a slide with sentences overheard during monitoring of the breakout rooms, then elicits reformulations and corrections from Ss.

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