Rodrigo Flores Méndez Rodrigo Flores Méndez

Gerunds and infinitives
B2 level


In this lesson, students will practice and review gerunds and infinitives in the context of celebrities. After a short lead-in, students read and answer a personality quiz about their compatibility with celebrity life. Then, they are provided with interactive guided discovery activities (categorization task + "complete the rule") for the TL. Feedback follows and the stage ends after briefly eliciting appropriacy and doing two pronunciation drills with model sentences. Controlled practice is given in the form of gap-fills. Then freer practice engages with the content of the gap fills and has students discuss which behaviors and attitudes fit celebrity life. Language feedback ends the lesson.


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Main Aims

  • To provide practice and review of gerunds and infinitives in the context of celebrities

Subsidiary Aims

  • To provide speaking practice in a conversation in the context of celebrities


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

Students are prompted with the question: What does it take to be a celebrity? What kind of personality must a celebrity have to succeed? Nominate students

Exposure (6-6 minutes) • To provide context for the target language through a text or situation

Students read and answer a personality quiz about their compatibility with celebrity life. (4 minutes )OCFB, about the content of the task, follows. (2 minutes) ICQ's: How many minutes do you have? 3. Is the quiz about you, or is it a grammar quiz? It's about us, a personality quiz. FB: what's your score? So would you_____(question 1)? / what's your score? So would you______(question 2)?

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

Provide a brief review of parts of speech with an in-text example (nouns, verbs, adjectives, prepositions) Highlight the two types of TL (gerunds or to+infinitve) that the students will categorize in the guided discovery task. Set up the instructions and materials for the guided discovery tasks (issue Jamboard copies) and do a first example. Eliciting: what do nouns, verbs, etc. have in common? They are parts of speech Noun- person, place thing. Verb-action. Adjective- characteristic/quality. Prep.- relationships (time, place, direction, location) Divide students in pairs and share one interactive Jamboard copy with each team. Let them know which team they belong to and make sure they can access the Jamboard.

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

After setting up teams and handouts, students do the first guided discovery activity in BOR's. (4 min) FB follows. (2 min) Then, students do the second GD activity. (4 min) FB follows. (2 min) Appropriacy is elicited from the students and a short pronunciation drill ends the stage. ICQ's: Which pages of the Jamboard do you have to do? say the pages that correspond to each activity. What can you read if you don't know the answer? The Review section/ page 1. CCQ's: Do we treat the gerund like a noun or like a verb? Like a noun. Can a gerund be the object or subject of the sentence? Both What ALWAYS goes after a preposition? The gerund. To+infinitive goes after which parts of speech? verb, noun, adjective (elicit example) What do we use to express purpose? to+infinitve. (example)

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

In pairs, students do a gap-fill activity with gerunds or to + infinitives. (5 min) FB follows (2 min)

Free Practice (9-9 minutes) • To provide students with free practice of the target language

Students engage with the content of the gap fill --a series of would-you-rather questions about attitudes and behaviors that fit the "celebrity personality". They must ask the questions to their partner, and then switch roles. (3 minutes per person: 6 minutes) FB follows (2 min) Language Feedback ends the class (1-2 min)

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