Upper Intermediate level


Abc Google Jamboard
Abc New Cutting Edge- Upper Intermediate
Abc Google Docs - Choose the correct answer

Main Aims

  • To review and practise gerunds vs infinitives

Subsidiary Aims

  • To provide fluency speaking practice agreeing or disagreeing to some statements


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

T will show a slide T will ask: "Who are the people in the pictures?" Ss may answer, "Marilyn Monroe or Woody Allen" T: "Here we have some quotes from famous people. You will read them and discuss if you agree or disagree with them. You will have 3 min". Ss will be sent to BORs Then OCFB

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

T will ask Ss "How do you identify a gerund?" Ss may answer "The word ends in -ing" T: "Perfect and how do you identify an infinitive?" Ss may answer "the word to is before the verb" T: "Great aswers. Now let's do the following activity, read the instructions and word individually. You have four minutes". Then T conducts OCFB

Clarification (12-14 minutes) • To clarify the meaning, form and pronunciation of the target language.

MEANING T shows a slide with The use of gerunds as a title. The slide shows the examples of three structures and three different headings, Ss have to match the headings to the examples. T gives Ss one minute to do it. Then a quick FB T: "Ok, What's the answer for number 1?" Ss: "As subject or object of the sentence" T: "What about number 2?" Ss: "After a preposition" T: "Great, what about number 3?" Ss: "Certain verbs are followed by a gerund" The next slide has a similar dynamic. using infinitives this time. T: "What's the answer for number 1?" Ss: "Certain verbs are followed by an infinitive with to" T: "what about number 2?" Ss: "Many adjectives are followed by an infinitive with to" T: "Excellent, what about number 3?" Ss: "The following adjectives are followed by and infinitive with to: chance, decision, effort, opportunity, time". T "what about number 4?" Ss: "We use infinitive with to, to explain the reason of something" I'm using this exercise so students can identify themselves the use of gerunds and infinitives. FORM T shows a slide with examples of verbs that are followed by a gerund T shows this slide so Ss can become familiar with these verbs T also provides another structure for the gerunds Then T shows a slide with examples of verbs that are followed by a infinitive T shows the structure of adjectve + infinitive and infinitive for purpose T asks Ss "why did she buy a ticket?" Ss, "to fly home" T, "that is the purpose, so we can use an infinitve to show why we do something" Quick review T asks Ss “what is the form of a verb after a preposition?” Ss, “a gerund or –ing form” T: “what is the form of the verb after an adjective?” Ss, “infinitive” T: “what’s the form of the verb when you express purpose?” Ss, “infinitive” PRONUNCIATION T shows a slide and explains that the pronunciation of "to" is often unstressed T shows two examples, and makes Ss listen and repeat T also explains that the final g sound in gerunds is not pronunced or pronunced very quietly T provides two examples Ss listen and repeat T: “Look at the sentences” examples:  she WANTS to PLAY FOOTball.  we NEED to CLEAN the HOUSE.  PLAYing FOOTball is GOOD  she LOVES DANcing

Controlled Practice (7-8 minutes) • To concept check and prepare students for more meaningful practice.

T gives Ss a link with a google document where they are going to complete sentences using a gerund or an infinitive T explains the activity Ss will work individually They have 4 min to do it Then, they will be sent to BORs to discuss their answers Then T conducts OCFB

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

T will show a slide with the correct answers from the previous exercise The statements are opinions so it is a good practice to ask Ss if they agree or disagree with them So they can use similar ideas using the structures and verbs we learned in the lesson Ss will be sent to BORs for 4 min T monitors Then T conducts OCFB

Web site designed by: Nikue