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):
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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.