1 hour long class with pre-intermediate students Pre-
Intermedia te
Target grammar item: Gerunds and Infinitives
Lesson objective (The outcome is not the GRAMMAR POINT. Your objective says what learners will be able to do (to read, to write, to say, to listen for) employing the target grammar. )
By the end of the lesson, learners will be able to
• Write a paragraph using gerunds and infinitives
• Identity and sort verbs that take gerunds, infinitives, or both
Stage Time Activity
Presentation 5-10 m Warm up: • How will you engage the students /arouse their 1. T will distribute a “Find someone who” tailored to the interest in what is to follow? learners that employs gerunds and infinitives. • How will you introduce the
target grammar item? How Discussion: 10-15 will you situate it / contextualize it? m 1. T writes two sentences on the board. One using a gerund • What examples will you give? and one using an infinitive. Underline this grammar point. How can you make sure that the examples are effective, Ex: He likes swimming /He like to swim. memorable and meaningful? 2. T ask Ss to explain the difference between these two • How will you check learners’ sentences. understanding? 3. T explains that one sentences uses a gerund and the other uses an infinitive. Elicit what Ss already know about this grammar point.
4. T reviews the uses of gerunds and infinitives and provides
the Ss with example categories of verbs that a gerund, infinitive, or both
Restricted (Guided) 15 m Pair Sentences:
Practice • How will you help learners 1. T distributes worksheets with sentences that only differ in focus on the target grammar their use of a gerund or infinitive. item? • Is the practice activity 2. Ss discuss if the sentences mean the same thing and how contextualized? those meaning may change.
This is a program of the U.S. Department of State administered by
FHI 360 and delivered by WORLD LEARNING
• How will learners get 1 Do you like dancing? feedback on their accuracy? Would you like to dance? 2 I remember leaving the key for you. I remembered to leave the key for you. 3 We love going to the movies. We love to go to the movies
Sentence correction exercises
1. T will write sentences with errors on the board and
distribute a worksheet with the same sentences to Ss.
Ex: Janie hopes studying physics at the University this fall.
2. Ss will work alone or in pairs to correct the sentences.
3. T will ask for volunteers to correct the sentences on the
board
4. Discuss the justifications behind the changes if needed.
Freer /Communicative 20-25 Text
Practice m • How will you structure a safe 1. T distributes short text to Ss environment for 2. T reads the text aloud and defines any unknown word for experimentation? Ss • How will learners employ the target structure to 3. Ss underline the verbs in the text that take a engage in meaningful gerund/infinitive. • Communication? (Speaking, Writing) 4. Students sort these verbs into one of three categories”
• Followed by a gerund • Followed by an infinitive • Followed by both
Fill in the blank
1. T distributes another short text to Ss
2. T explains that Ss will use what they learned today to fill in
blanks in the text with a gerund or an infinitive that best completes the sentences and makes sense in the context of the paragraph.
3. Review answers with Ss
This is a program of the U.S. Department of State administered by FHI 360 and delivered by WORLD LEARNING
Rubric for Grammar Lesson Plan Does not meet criteria Approaches criteria Meets criteria
Target grammar item is Target grammar Target grammar
only explained and no item is presented in item is presented in Presentation examples are given OR context and context, illustrative component examples are not explained, but the examples /situation contextualized at all explanation are effective, /example ratio is not explanations are quite balanced brief, concise and effective
Guided practice Required practice Not all required All required practice component components are practice components components are minimally included and are included. included and are /or are minimally suitable Restricted practice suitable for the for the context and activities are context and lesson lesson objective. included. objectives.
Semi-guided or Only mechanical practice Students are Students have at
free practice is included. informally invited to least one well- use the target item planned opportunity to talk about to use the target themselves. item to talk about themselves and /or express their own ideas.
