LESSON PLAN

Teacher: Nicoleta Anca Alexa

Date: 6th June 2017
School: Colegiul Naţional “Elena Ghiba Birta” Arad
Grade: 9th B
Number of students: 15
Level: B1
Classroom Management: Student centered
Types of interaction: T -> S, S ->S, S -> T
Lesson Type: Combined

Lesson: Gerund or Infinitive?

Aims:
1. To introduce the most common verb patterns.
2. To enable the students to use gerunds and infinitives correctly after certain verbs;
3. To make the students realize that there are no fixed rules about using the Gerund or the
Infinitive after certain verbs;
4. To raise awareness about the difference in meaning when using the Gerund or the Infinitive
after certain verbs.

Objectives: By the end of the lesson, students will be able to:

1. Make sentences using some of the most common verb patterns.

2. Use correctly the verbs which can be followed both by the Infinitive and the Gerund, with a
change in meaning (stop, remember, try, go on).
3. Identify the verb patterns from a written text and use them to write their own composition.

Skills: Reading, Writing, Speaking

Assumed knowledge: Students are already familiar with some of the verb patterns.

Anticipated problems: Some students might look for a specific set of rules to identify the verb
patterns.

Materials: Student’s Book, handouts, whiteboard

Bibliography: - The National Curriculum
- Harmer, Jeremy, The Practice of English Language Teaching, Longman, UK
- Acklam, Richard; Crace, Araminta, Going for Gold, Upper Intermediate, Coursebook,
Longman, UK
- Soars, Liz; Soars, John, New Headway Intermediate, Student’s Book, Oxford University
Press, UK

LESSON STAGES

Activity 1: Warm-up – whole class 3’

- The teacher greets the students and introduces herself. She asks the students to write their
names on a sheet of paper and place it in a visible place on their desk.
- The teacher checks the homework.

Activity 2: Predictive activity to introduce the topic of the lesson - whole class, miming 5’

- The teacher writes two sets of sentences on the whiteboard and asks two students to mime the
actions in the second sentence from each set:

1. Mary and John met on the street. They stopped to talk to each other.
2. Mary and John had an argument. They stopped talking to each other.

- The teacher asks the students about the difference between the two actions. After the students
give their opinion, she explains that the difference is given by the use of the verb talk in either
the Infinitive or the Gerund form.

- The teacher writes the two forms on the whiteboard and explains how each of them is formed.
(Infinitive=to + verb; Gerund=verb+-ing). She also explains that a sentence can have different
meanings depending on the form of the verb we decide to use.

Activity 3: Learn by doing activity; pair work 10’

- The teacher asks the students to work in pairs and decide on the meaning of each of the
situations illustrated in exercise 1, page 127.
- The students give the answer. The teacher pays attention to their answers and explains
thoroughly that the difference in meaning is given by the use of the Gerund or the Infinitive
form after the main verb.
Activity 4: Practice; individual work 5’

- The students work individually exercises 3, page 127

- The students and the teacher check the exercises

Activity 5: Introducing Verb Patterns 10’

- The teacher tells the students that the use of the Infinitive and the Gerund is required by certain
verbs but there are no specific rules for using them.
- The teacher gives the students a list of verbs and a handout containing a table. She asks them to
put the verbs in the correct place in the table. The students will become aware of the fact that
they are already familiar with many of the verb patterns.
- The teacher checks the answers and helps the students write all the verbs in the right place.
- As they complete the task, the teacher asks the students to form oral sentences with the specific
verb patterns.

Activity 6: Writing an e-mail using verb patterns; group work 15’

- The teacher divides the class into 4 groups and gives each group a handout containing an e-mail
that some young travellers have written to their parents.
- The students are asked to read the e-mail and underline all the verb patterns they can find.
- Each group of students has to write the parents’ reply using the same verb patterns.
- At the end, each group names a student to read both the travellers’ and the parents’ e-mail.

Activity 7: Ending the lesson; homework 2’

- The teacher gives the students a handout containing the homework.