GRADES 3-5; 6-8; 9-12
OBJECTIVES
Students will:
- Use the new vocabulary in a Story Impression activity.
- Differentiate between gerund and infinitive sentences with the same and different meanings.
- Think-Pair-Share an alternative ending to the movie.
VOCABULARY
General Vocabulary
act (n)
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dizzy (adj)
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perform (v)
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applause (n)
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example (n)
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plate (n)
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audience (n)
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gymnastics (n)
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regret (v)
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can/can’t stand (v)
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joke (n)
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stage (n)
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discourage (v)
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juggle (v)
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turn (n)
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MATERIALS
- BrainPOP ESL and BrainPOP
- Visuals to reinforce the new vocabulary
- Same or Different sentence pairs
- Interactive white board (optional)
PREPARATION
- Gather visuals to help reinforce the vocabulary words.
- Prepare sentences for the Same or Different activity. For each verb, prepare a sentence with the same meaning, and one with a different meaning. Sentences can be sentence strips or written or projected on a board. Examples of sentences are:
a. He remembered to call his mom.
b. He remembered calling his mom.
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a. I tried to juggle three plates.
b. I tried juggling three plates.
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a. We began to watch the movie.
b. We began watching the movie.
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a. Do you prefer to walk?
b. Do you prefer walking?
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a. They love to dance.
b. They love dancing.
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a. I forgot to read that book.
b. I forgot reading that book.
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a. She stopped to buy books.
b. She stopped buying books.
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a. We continued to walk.
b. We continued walking.
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LESSON PROCEDURE
Vocabulary
- Watch the Vocabulary movie to introduce the new words, stopping to ask questions, give examples, and ask students to make connections to the words.
- Have pairs of students write a Story Impression with the new vocabulary words.
- Project the picture side of Flash Words onto the board or interactive white board. Students label the words they know and then flip the pictures to check if they are correct.
Grammar
- Watch the Grammar movie.
- For homework, have students bring in a picture of a past event, such as a birthday or vacation. Use the pictures the next day to illustrate the difference between “remember to do something” and “remember doing something.” Have pairs of students discuss their pictures with each other, relating things they remember doing at the time. Then tell them to make a list of things they should remember to do when they go on vacation, plan a birthday party, or whatever their pictures are about.
- Same or Different? Show a pair of sentences together. Partners must decide if the sentences have the same or different meaning. They can write down SAME or DIFFERENT, or hold up signs.
Movie
- Ask students if they have ever been in a talent show. What acts did they perform? What acts could they perform if they had a talent show in their school? Tell the students that the movie is about a Talent Show (L3U4L4). Ask what acts they expect to see in the talent show. What do they think Moby will perform?
- Stop the movie right before the end, when Ben pushes Moby onto the stage. Have partners Think-Pair-Share an idea about the ending. What do they think Moby will do? Students can share their ideas with the class.
Features
- Watch Hear It, Say It. Students may listen and repeat sentences from the movie.
- Students do the remaining interactive features of the lesson: Play It, Warm Up, and You Can Do It.
ACTIVITIES
- Have students put on a talent show.
- Try to demonstrate juggling, or see if a student can do it.
- Tell a joke. Have students prepare a joke for homework.
- To practice using verbs that take a gerund or infinitive, but with different meanings, put students in small groups. Give each group one of the verbs: regret, remember, forget, stop, try. Students must illustrate the two meanings of these verbs (used with an infinitive and a gerund) in two short skits or pantomimes they perform. The class/audience will guess the sentence they have performed, including whether the verb is in the gerund or the infinitive. Students can refer to the Know More for more information about the grammar.
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