Type

of Class: Level:

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.

© 2017 by World Learning. MOOC Task 2.9c_Sample Lesson Plan for the AE –Teacher Program, sponsored by the U.S.
Department of State and administered by FHI 360. This work is licensed under the Creative Commons Attribution 4.0 License,
except where noted. To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/

This is a program of the U.S. Department of State administered by
FHI 360 and delivered by WORLD LEARNING