Lesson 1

Teacher’s name:

D.K.Kalzhanova

M.K.Zhumadilova

K.B.Kalieva

G.K.Ormantaeva

K.B.Pusyrmanova

N.M.Kulbarakov

Date:

02.06.2026

Grade: 5-8

Number of people present

Number of people absent

The Theme of the lesson

My brother wants to study English. Verbs +ing form\to infinitive

Objectives according to the Curriculum

identify verbs followed by -ing and to-infinitive;

use both structures correctly in sentences;

communicate using the target grammar in speaking activities

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

distinguish between verb + -ing and verb + to-infinitive;

make at least 5 correct sentences;

participate actively in games and pair work.Some learners will be able to:

Evaluation criteria

• Read and identify the main idea in the text

• Identify details in a text with little support

Level of thinking skills

Low order thinking

During the lesson:

The stage of the lesson/timing

Actions of the teacher:

Actions of the pupils:

Student actions with special educational needs

Assessment

Resources

The beginning of the lesson/

min

Greetings (1 min)

The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up (4 min)

Greets students and creates a positive atmosphere. "Good morning, everyone! Let's start with a quick and fun game."

Explains the rules clearly.

"I will read some sentences. If you hear a sentence with a verb ending in -ing, stand up. If you hear a sentence with to + verb, stay seated."

Demonstrates the activity with examples.

"For example: 'I enjoy reading books.' What should you do?" (Students stand up.)

"My brother wants to study English.' What should you do?" (Students stay seated.)

Reads the sentences one by one, giving students time to react.

• "I enjoy reading books."

• "My brother wants to study English."

• "We love watching films."

• "She hopes to travel abroad."

• "They finish doing their homework."

• "I plan to visit my grandparents."

Checks students' understanding after each sentence.

• "Why did you stand up?"

• "Which form did you hear: -ing or to-infinitive?"

Praises students and transitions to the lesson. "Excellent job! You already know that some verbs are followed by -ing, while others are followed by to + infinitive. Today we will learn more about these grammar patterns."

students respond to greeting and take their places.

Listen carefully to the teacher's instructions.

Observe the teacher's example and learn the rules of the game.

Listen to each sentence read by the teacher.

Stand up when they hear a sentence with verb + -ing.

Remain seated when they hear a sentence with verb + to-infinitive.

Respond to the teacher's questions by identifying the grammar structure.

Explain their answers using grammar terms:

"I stood up because I heard enjoy reading."
"I stayed seated because I heard want to study."

 Participate actively and respectfully in the game.

 Create their own examples when invited by the teacher.

 Demonstrate understanding of the difference between verb + -ing and verb + to-infinitive.

students respond to greeting and take their places.

Traffic Light Strategy

🟢 Green – I can use verb + -ing and verb + to-infinitive correctly.

🟡 Yellow – I understand the topic but need more practice.

🔴 Red – I need more help with the grammar structures.

Interactive whiteboard / projector

Presentation slides (PowerPoint or Google Slides)

Whiteboard and markers

Grammar chart: Verb + -ing / Verb + To-Infinitive

The middle of the lesson – 35 min

1. Presentation (7 minutes)

Introduces the grammar topic Verb + -ing and Verb + To-Infinitive.

Displays a grammar chart on the board or screen.

Presents model sentences:

• I enjoy reading books.

• My brother wants to study English.

Highlights the target structures using different colors.

Explains the grammar rules and provides additional examples.

Checks understanding by asking concept-checking questions.

Encourages students to repeat the examples and identify the patterns.

Provides feedback and clarification where necessary.

3. Game 1: "Grammar Sorting Race" (8 minutes)

4. Divides the class into small groups.

Distributes verb cards to each group.

Explains the rules of the game: "Sort the verbs into two categories: Verb + -ing and Verb + To-Infinitive."

Demonstrates one example with the class.

Monitors group work and provides support when needed.

Encourages teamwork and participation.

Checks answers with the whole class.

Awards points or praises groups for correct sorting. Reviews any incorrect answers and reinforces the grammar rule.

Game 2: "Find Your Partner" (7 minutes)

Gives students sentence starter cards and sentence ending cards.

Explains the task:

"Walk around the classroom and find the card that completes your sentence."

Game 3: "Hot Ball" (7 minutes)

Students stand in a circle.

The teacher throws a ball and says a verb.

The student catches the ball and makes a sentence. Each correct sentence earns one point.

5. 7. Practice Activity: "Correct the Mistakes" (5 minutes)

Displays or distributes sentences containing grammar mistakes.

Explains the task:

"Read the sentences and correct the mistakes."

Models the correction of one example.

Allows students to work individually or in pairs. Monitors students' work and offers guidance.

Invites volunteers to share their answers.

Checks answers as a class.

Explains the reasons for each correction.

Pupils understand the basic difference between verb + -ing and verb + to-infinitive and are ready to use them in games and practice activities.

Pupils correctly classify verbs into -ing form and to-infinitive categories while developing teamwork, speed, and accuracy.

Pupils correctly match sentence parts and produce grammatically correct sentences using verb + -ing and verb + to-infinitive structures.

Pupils are able to produce quick, correct oral sentences using verb + -ing and verb + to-infinitive structures in a fast-paced speaking game.

Pupils are able to identify and correct mistakes in sentences using verb + -ing and verb + to-infinitive, showing understanding of correct grammar usage.

Students with special educational needs recognize the difference between verb + -ing and verb + to-infinitive and participate in the lesson using appropriate support strategies.

Students with special educational needs are able to participate in sorting verbs into correct categories using visual, peer, and teacher support, and demonstrate basic understanding of verb + -ing and verb + to-infinitive.

Students with special educational needs successfully participate in matching sentence parts and demonstrate understanding of verb + -ing and verb + to-infinitive through adapted support.

Students with special educational needs can recognize and correct simple mistakes in verb + -ing and verb + to-infinitive structures using visual, verbal, and teacher support.

The teacher monitors students' responses to questions and checks whether they can correctly identify and explain the two grammar patterns.

Traffic light cards (green, yellow, red)

Teacher checklist for observation

oral performance

written work + teacher observation)

Whiteboard and markers

Interactive board or projector (if available)

Grammar chart: Verb + -ing / Verb + to-infinitive

Flashcards with verbs (e.g., enjoy, finish, avoid, want, decide, hope, plan, learn, love, mind)

Word cards for sorting activity

Sentence starter cards

Sentence ending cards

Flashcards with verbs Visual prompts/pictures for verbs (optional) Timer (for quick response control)

The end of the lesson – 5 min

Asks students simple reflection questions:

• “What did we learn today?”

• “When do we use -ing?”

• “When do we use to-infinitive?”

Motivates students for next lesson:

“Next time, we will practice these structures in speaking and writing more.”

Answer teacher’s questions about the lesson.

Share what they have learned in simple sentences.

Give examples using verb + -ing and verb + to-infinitive.

Participate in class discussion.

Reflect on their own understanding using traffic light cards:

• 🟢 I understand well

• 🟡 I need more practice

• 🔴 I need help

Listen to classmates’ answers and learn from them.

Express difficulties or ask questions if something is unclear.

Show engagement through verbal or non-verbal responses.

Answer using short words, phrases, or gestures.

Use visual support cards to express understanding.

Participate with teacher or peer assistance.

Point to traffic light cards instead of speaking if needed.

Repeat key phrases after the teacher.

Receive encouragement for any participation.

self-assessment + oral feedback

Traffic light cards:

Green = I understand Yellow = I need more practice

Red = I need help

Reflection worksheet (short answers or smiley faces)

Exit tickets (1–2 short questions)