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Authentic
Practice: Gerunds, Infinitives and Emergencies
Objectives:
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The learner will define lesson
vocabulary. |
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The
learner will identify infinitives and gerunds in emergency-related
scenarios. |
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The learner will
replace gerunds with infinitives in written and spoken exercises. |
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The
learner will create and perform an emergency dialogue using gerunds and
infinitives. |
Duration:
4 hours
Materials:
Activities:
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Teacher
allows for review of previous lesson by directing learners to complete
Gerund
and Infinitive Review worksheet; teacher forms mixed-ability pairs and
learners compare answers. Learners read answers aloud. Learners review the
definition of a gerund and an infinitive, plus the verbs used with each from
the Gerunds and Infinitives reference sheet
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Teacher
asks class to identify the exercises that talk about emergencies or possible
emergencies (nos. 1, 2, 4, 6, 7, 8). Teacher explains that gerunds and
infinitives are important when emergencies happen.
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In
a
think-pair-share
activity, teacher again forms mixed-ability pairs and asks learners to
write all the "emergency" gerunds they can think of. Learners then
do the same for infinitives. Teacher writes the responses on the board in
two columns: gerunds and infinitives. Responses will vary: to
faint/fainting, to fall/falling, to drown/drowning, to flood/flooding, to
breath/breathing, to choke/choking, to bleed/bleeding, to have/having (a
heart attack), to have/having (an allergic reaction), to help/helping, to
cry/crying, to moan/moaning, to give/giving (CPR), to throw up/throwing up,
to vomit/vomiting, to poison/poisoning, to overdose/overdosing.
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Teacher
directs learners to choose the verbs from parts A, B and C,
Gerunds and
Infinitives reference sheet that they could use in an emergency with
either the gerund or the infinitives on the board (gerunds and infinitives:
begin, cease, continue, start; gerunds only: stop; infinitives only: try,
want). Teacher assists throughout as needed. As teacher approves each match,
learners receive a 4 x 6 card on which to write their verb/infinitive or
verb/gerund match (for example, "stopped bleeding," began to
choke," tried to give CPR," etc.
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Teacher
collects and shuffles 4 x 6 cards and distributes them to mixed-ability
pairs. Teacher directs pairs to write complete sentences using the pronouns
"she," "he," "they," or "we."
Teacher works with each pair to write sentences that are as authentic as
possible. Learners write sentences on sentence strips cut from large, easel-sized
pad of paper. Teacher tapes sentence strips to a wall as learners finish
them. Class reads and discusses sentence strips.
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Teacher
distributes "I Want to Report an Emergency" dialogue models to
class. Teacher selects six students to read the three dialogues aloud.
Teacher allows time for comments and definitions of unfamiliar words or
phrases as needed. Mixed-ability pairs choose one of the three model
dialogues, selects as many sentence strips as desired, and writes a new
dialogue on a sheet of large, easel-sized pad of paper. Teacher assists as
necessary. Learners practice their dialogues so that they will act as
naturally as possible during their presentations.
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Each
learner pair posts dialogue on the wall and reads it while standing in front
of the class. Teacher allows time for comments. Following class, teacher
types all dialogues and distributes them in a packet to each learner during
next class.
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Learners
complete "Talking About Emergencies" worksheet
and correct as a class.
Assessment:
Teacher evaluates and records scores from Gerund and Infinitive Review
worksheets, monitors and evaluates written and spoken quality of dialogues.
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