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Level: Advanced 1 Goal: To identify and correctly use gerunds as a noun, subject, object, or object of a preposition and to use either a gerund or infinitive correctly. Objectives: Students will be able to: 1. Identify different types of gerunds (noun, subject, object, object of a preposition) 2. Write sentences using different types of gerunds 3. Use either a gerund or infinitive correctly
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survey on pg 44, Dealing with Ss Disagreement. In groups, they will then find and classify all the gerunds in the survey as either the ing form of a verb used as a noun, subject of a sentence, object of verb, or following a preposition Gerund sentences w/ envelopes Ss will get in groups of 2. Each group Ss will receive an envelope containing sentences that are missing the gerund or infinitives. Ex: The sentence My father was made when I went to bed without _____ should be matched with brush my teeth. Ss would have to change brush to its gerund form brushing http://www.esllounge.com/student/grammar/3g16infinitive-or-gerund.php Writing examples of noun, subject, object Ss on butcher paper (keeping with theme of conflict resolution/disagreements). Ss will go around the room in pairs and write different examples of gerunds as nouns, subject, or object on butcher paper (Each pair will write 2 sentences). T will go over the sentences at the end. Ss will listen to a short listening comprehension exercise that focuses on the theme of begging to differ. Ss must first listen and then write what they think the subject of the conflict (example: a mother and daughter arguing about the daughter staying out late) T will also discuss any idioms that come up in the T-Ss activity (ex: You snooze you lose) Exit card- Ss will write one thing the Ss-T learned and 1 thing they still have questions about T-Ss Ss
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Wrap-up
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Materials: Textbook, survey on pg 44, gerund sentences in envelopes, butcher paper, markers, CD player and CD for listening exercise Anticipated Problems: These activities may take more or less time than anticipated. Also, since these students are advanced, I am not sure if this is a review for them, and if so, if it will be too easy. Contingency Plans (what you will do if you finish early, etc.): I have a 4 activities planned, so I think if one activity finishes faster than anticipated there will still be plenty to do. However, if all 4 are finished and there is still time left, there are exercises in the workbook Ss could do in pairs.
Post-Lesson Reflections: Teaching gerunds was harder than I thought it would be! Students found it very challenging, and this is a capable group. However, I think most of the activities went well and helped students grasp the concept. At the end of the lesson I think they were just starting to get it. We might have to spend 2 weeks on this.
My father was angry when I went to bed without ________________ Brush my teeth Our parents think we are too young to get married, so we have decided ______________ To wait John, having spent to years in Paris, is very good at _______________ Speak French My mother taught me to never go to bed before ______________ Say goodnight Dont worry about the stove; I remember_______________ Turn it off
I was upset that he cut in front of me in line, so I decided ______________ To yell at him __________ wont solve your problems, but it might make you feel better. Cry I believe in _____________ when you are in a fight with someone you care about. Try to make a compromise Not _____________ angry is sometimes hard if someone is very rude to you. Get He needs to stop _________ other people for his issues and take responsibility for his actions. Blame
Anna always avoids ___________ with my friends and me. Go out Every time Lisa sleeps late, her mother says she is _________lazy. Be Joe always accuses his little brother of __________ his toys. Hide ___________ at people rarely solves an argument. Scream