BA&BEd Programme, Faculty of Education, The University of Hong Kong

Prepared by Yan Hao Nam, Yan Page 1

My Ideal Job Using Gerunds and To-infinitives &
Peer Sharing

Teacher: Mr. Yan Hao Nam, Yan
Date: 5
th
March, 2014
Time: 8:40 9:35
Venue: Room 206
Class: Form 2, EN2
Class size: 21

Objectives:

Language Form and Use

Gerunds and To-infinitives
- The basic form of gerund (demarcation from the progressive aspect) and to-infinitive
- Its use (as noun)
- Some common verbs that are followed by gerunds, to-infinitive or both

Language Skills

Reading
- Skimming and identifying the use of gerunds and to-infinitives in the text The coolest job in
the world

Speaking
- Sharing their ideas with their peers
- Presenting their findings to the class


Students Level and Prior Knowledge:

The class has quite a wide learning diversity. Some students are the top students in form while some are
the lowest achievers.
In the previous lesson students have already done some reading activities on the article The coolest job
in the world and they have done some preparatory work at home (page 16 of the learning booklet).

Anticipated Problems and Possible Solutions:




STEPS
Class
Organisation
Duration Purpose
Lead-in / Set
Teacher asks students whether they have
done the preparation work in their booklet.
Teacher will ask students to recall the
coolest jobs that were read in previous

T C
C T 3 min
- To consolidate
students learning in
the previous lesson
BA&BEd Programme, Faculty of Education, The University of Hong Kong

Prepared by Yan Hao Nam, Yan Page 2
lesson.
Teacher tells students the run down of the
lesson very briefly.
Step 1 Activity 4
Teacher introduces gerunds and to-
infinitives to students. Teacher will elicit
students to answer questions on the nature
of gerunds and to-infinitives in the given
examples.
T C 7 min
- To scaffold students
existing knowledge on
gerunds and to-
infinitives
- To make sure that
students understand the
concept
Step 2
Teacher tells students that there are many
words that are usually followed by gerunds,
to-infinitives or both. They are going to use
their own memory to find out.
T C 1 min
- To scaffold students
existing knowledge on
gerunds and to-
infinitives
Step 3
Teacher distributes the word map to
students and asks them to form in the group
as in the previous lesson.
Teacher instructs students how to run the
game and has some demonstration.
After this, students are given 5 minutes to
discuss and finish the game.
T C
Ss Ss
7 min
- To make sure students
can understand the
instructions
- To allow students to
discuss and bargain
grammar item based on
their prior language
knowledge
Step 4
Teacher exchanges students work and will
show the correct answers on screen.
Students are asked to help each other check
the answers. The group with the highest
score gets a prize.
T C
Ss Ss
6 min
- To encourage peer
marking
- To incorporate some
elements of
competition to
motivate students
Step 5
Teacher asks students whether the meanings
expressed when the verb is followed by a
gerund / to-infinitive are the same.
Teacher shows students the example of
stop with a to-infinitive and gerund and
discuss with the whole class.
After this, teacher distributes a brief
summary on the differences in meaning
expressed by to-infinitives and gerunds after
the same verbs.
T C 6 min
- To demarcate the use
of gerund and to-
infinitive
- To raise students
awareness on the
difference of gerunds
and to-infinitives
Step 6
Teacher asks students to find some more
examples of gerunds and to-infinitives from
the article the coolest jobs in the world.
Teacher then goes through the passage with
students to identify the use of gerunds and
to-infinitives with students.
T C 1 min
- To further familiarize
students with the use of
gerunds and to-
infinitives in an
authentic text
Step 8
Students are asked to share their own ideal
jobs with their peers.
T C
Ss Ss
5 + 5 min
- To enable students to
think, share and discuss
ideas in a pair
BA&BEd Programme, Faculty of Education, The University of Hong Kong

Prepared by Yan Hao Nam, Yan Page 3
Closure / Follow-up
Teacher tells students they are going to
finish their writing on my ideal job after
the break. Students are suggested to read the
question requirement and writing plan in the
booklet.
T C 5 min
- To allow students to
plan and think about
their writing
assessment

Teaching Materials and Aids:

Hardware
- Learning Booklet on My Ideal Job (Students Version)
- Blackboard
- Word Map (Appendix )

Software
- PowerPoint Presentation

Extended Task(s):

-

Follow-up Task(s):

- Students will be asked to write an article on My Ideal Job. Following this, they will be asked to
have self-assessment and peer assessment.

Evaluation:

- Students word maps are collected and assessed by other students by counting the correct answers.
- Students quality of discussion will be evaluated.
- Students understanding on the use of gerunds and to-infinitives is assessed through their final
writing on My Ideal Job.