Complex Gerunds and Infinitives in the Context of State and Society (Grammar Lesson) Part 2

Lesson Plan: Complex Gerunds and Infinitives in the Context of State and Society

Level: B2/B2+
Age Group: Teenagers (16–17 years old)
Topic: State and Society
Focus: Practicing complex forms of gerunds and infinitives (active, passive, continuous, perfect, perfect continuous, complex object, complex subject) through various activities
Duration: 45 minutes (with an optional extension to 60 minutes)
Objective: By the end of the lesson, students will be able to confidently use complex forms of gerunds and infinitives to discuss social issues and government actions, both in controlled and freer speaking contexts.
Materials Needed:

• Printed handouts of the Matching Activity, Controlled Practice, Semi-Controlled Practice (Complete the Text and Open the Brackets), and role-play cards for Freer Practice.
• Whiteboard or projector to display grammar forms and vocabulary.
• Access to Quizlet flashcards for vocabulary review: State and Society B2/B2+ Flashcards.

https://quizlet.com/ua/1034356871/state-and-society-b2b2-flash-cards/?new

Lesson Stages

1. Warm-Up and Vocabulary Introduction (5 minutes)

Objective: Activate prior knowledge of vocabulary and introduce the grammar topic.
Procedure:

• Greet the students and briefly introduce the topic: “Today, we’ll talk about state and society—things like unemployment, taxes, and social justice—and practice complex grammar forms.”
• Share the Quizlet link for vocabulary: State and Society B2/B2+ Flashcards.
• Display key vocabulary on the board: citizen, inequality, implement, strict policies, elections, poverty, taxes, unemployment, rural education, contribute, welfare program, social justice, unfair, external.
• Ask quick questions to activate vocabulary:
  • “What does social justice mean to you?”
  • “How do you feel about taxes in your country?”
  • “What can young people do to contribute to reducing poverty?”
• Briefly mention that they’ll use complex gerunds and infinitives (e.g., being informed, to have been working) to talk about these topics.

Teacher’s Tip: Keep this stage short and engaging—teenagers respond well to relatable questions. Encourage them to explore the Quizlet flashcards at home for further practice. https://quizlet.com/ua/1034356871/state-and-society-b2b2-flash-cards/?new

2. Grammar Introduction and Matching Activity (10 minutes)

Objective: Introduce complex forms of gerunds and infinitives and match them to rules.
Procedure:

• Write the target grammar forms on the board:
  • being informed (Passive Gerund)
  • having been chosen (Perfect Passive Gerund)
  • to have been working (Perfect Continuous Infinitive)
  • to be implemented (Passive Infinitive)
  • not having participated (Perfect Gerund)
  • to have been completed (Perfect Passive Infinitive)
  • to be addressing (Continuous Infinitive)
• Hand out the Matching Activity (below).
• Students work in pairs to match the 10 sentences with the correct rules.
• After 5 minutes, go over the answers as a class using the keys.
• Highlight one or two examples on the board (e.g., “Why do we use to have been working here? It’s a continuous action up to now.”).

Matching Activity: Complex Gerunds and Infinitives

Part 1: Sentences with Complex Forms of Gerunds and Infinitives
Below are 10 sentences related to state and society. Each sentence contains a complex form of a gerund or infinitive. Read them carefully — you’ll match them with the correct rules in Part 2.

1. The government is believed to have been working on new social reforms for over a year.
2. Citizens often appreciate being informed about changes in local laws in advance.
3. Many activists regret not having participated in the protest against inequality last month.
4. The president appears to have implemented strict policies to reduce corruption recently.
5. The society expected the new law to be passed by the parliament before the elections.
6. Volunteers were happy about having been chosen to help with the community project.
7. The minister denied having been influenced by foreign organizations during the negotiations.
8. The organization seems to be addressing the issue of poverty more effectively this year.
9. People in rural areas dislike being ignored by the government when it comes to healthcare access.
10. The committee expected the report to have been completed by the team before the deadline.

Part 2: Matching Activity
Instructions: Match each sentence (1–10) with the correct rule (a–j) that describes the form of the gerund or infinitive used. Write the letter (a–j) next to the sentence number. Work in pairs if needed.

Sentences:

1. ____ The government is believed to have been working on new social reforms for over a year.
2. ____ Citizens often appreciate being informed about changes in local laws in advance.
3. ____ Many activists regret not having participated in the protest against inequality last month.
4. ____ The president appears to have implemented strict policies to reduce corruption recently.
5. ____ The society expected the new law to be passed by the parliament before the elections.
6. ____ Volunteers were happy about having been chosen to help with the community project.
7. ____ The minister denied having been influenced by foreign organizations during the negotiations.
8. ____ The organization seems to be addressing the issue of poverty more effectively this year.
9. ____ People in rural areas dislike being ignored by the government when it comes to healthcare access.
10. ____ The committee expected the report to have been completed by the team before the deadline.

Rules:
a) Perfect Gerund (active) – used to describe a completed action before another past action, e.g., having done.
b) Perfect Infinitive (active) – used to show a completed action in relation to the main verb, e.g., to have done.
c) Passive Gerund (simple) – used to describe an action happening to the subject, e.g., being done.
d) Perfect Continuous Infinitive – used to show a continuous action that started in the past and may still be ongoing, e.g., to have been doing.
e) Passive Infinitive (simple) – used to show an action that will happen to the subject, e.g., to be done.
f) Perfect Passive Gerund – used to describe a completed action that happened to the subject, e.g., having been done.
g) Continuous Infinitive – used to show an ongoing action in relation to the main verb, e.g., to be doing.
h) Perfect Passive Infinitive – used to show a completed action that happened to the subject, e.g., to have been done.
i) Complex Subject with Perfect Infinitive – used with verbs like appear/seem to describe a completed action, e.g., is believed to have done.
j) Complex Subject with Perfect Continuous Infinitive – used with verbs like seem/believe to describe a continuous action, e.g., is believed to have been doing.

Follow-Up Discussion:
After completing the activity, discuss with a partner:

• Which sentence was the most interesting to you? Why?
• Can you create your own sentence about state and society using one of these forms?

Keys (Answers for Teacher):

1. j – The government is believed to have been working on new social reforms for over a year. (Complex Subject with Perfect Continuous Infinitive)
2. c – Citizens often appreciate being informed about changes in local laws in advance. (Passive Gerund, simple)
3. a – Many activists regret not having participated in the protest against inequality last month. (Perfect Gerund, active)
4. i – The president appears to have implemented strict policies to reduce corruption recently. (Complex Subject with Perfect Infinitive)
5. e – The society expected the new law to be passed by the parliament before the elections. (Passive Infinitive, simple)
6. f – Volunteers were happy about having been chosen to help with the community project. (Perfect Passive Gerund)
7. f – The minister denied having been influenced by foreign organizations during the negotiations. (Perfect Passive Gerund)
8. g – The organization seems to be addressing the issue of poverty more effectively this year. (Continuous Infinitive)
9. c – People in rural areas dislike being ignored by the government when it comes to healthcare access. (Passive Gerund, simple)
10. h – The committee expected the report to have been completed by the team before the deadline. (Perfect Passive Infinitive)

Teacher’s Tip: Encourage peer discussion during the matching task—teenagers often learn better when collaborating.

3. Controlled Practice: Choose the Correct Form (10 minutes)

Objective: Practice complex forms of gerunds and infinitives in a controlled setting.
Procedure:

• Hand out the Controlled Practice Activity (below).
• Students work individually or in pairs to choose the correct form for the 12 sentences.
• After 5–7 minutes, check answers as a class using the keys.
• Discuss one or two tricky sentences (e.g., “Why is being informed correct in sentence 2? It’s a passive action happening to the citizens.”).

Controlled Practice Activity: Choose the Correct Form
Instructions: Below are 12 sentences related to state and society. Each sentence has a gap with two options for a gerund or infinitive form. Choose the correct form by circling the right option (a or b). Work individually or in pairs. Be careful — think about the meaning and grammar rules!

1. The mayor is expected __________ a new policy on public transportation next month.
   a) to announce
   b) to have been announcing
2. Many citizens dislike __________ about changes in taxes without proper explanation.
   a) being informed
   b) to be informing
3. The activists admitted __________ the petition before the deadline.
   a) not having submitted
   b) not to have submitted
4. The government seems __________ on the issue of unemployment for several months now.
   a) to have been working
   b) to have worked
5. Volunteers appreciate __________ to participate in community projects.
   a) being invited
   b) to be inviting
6. The new law is believed __________ by the parliament before the end of the year.
   a) to be passed
   b) to have been passing
7. The organization regrets __________ enough funds to support rural education last year.
   a) not having raised
   b) not to have raised
8. The minister appears __________ the new healthcare reforms successfully last month.
   a) to have implemented
   b) to be implementing
9. Many people in the society expected the report __________ by the committee before the conference.
   a) to have been completed
   b) to be completing
10. The charity group was excited about __________ to help with the disaster relief efforts.
    a) having been chosen
    b) to have been choosing
11. The politician denied __________ by the media during the campaign.
    a) having been influenced
    b) to have been influenced
12. The local council seems __________ the issue of homelessness more seriously this year.
    a) to be addressing
    b) to have been addressed

Follow-Up Discussion:
After completing the activity, discuss with a partner:

• Which sentence was the most difficult to choose? Why?
• Can you create your own sentence about state and society using one of these forms?

Keys (Answers for Teacher):

1. a – The mayor is expected to announce a new policy on public transportation next month. (Simple Infinitive, active – expected future action)
2. a – Many citizens dislike being informed about changes in taxes without proper explanation. (Passive Gerund, simple – ongoing action happening to the subject)
3. a – The activists admitted not having submitted the petition before the deadline. (Perfect Gerund, active – completed action in the past)
4. a – The government seems to have been working on the issue of unemployment for several months now. (Perfect Continuous Infinitive – continuous action up to now)
5. a – Volunteers appreciate being invited to participate in community projects. (Passive Gerund, simple – ongoing action happening to the subject)
6. a – The new law is believed to be passed by the parliament before the end of the year. (Passive Infinitive, simple – expected future action)
7. a – The organization regrets not having raised enough funds to support rural education last year. (Perfect Gerund, active – completed action in the past)
8. a – The minister appears to have implemented the new healthcare reforms successfully last month. (Perfect Infinitive, active – completed action in the past)
9. a – Many people in the society expected the report to have been completed by the committee before the conference. (Perfect Passive Infinitive – completed action expected in the past)
10. a – The charity group was excited about having been chosen to help with the disaster relief efforts. (Perfect Passive Gerund – completed action that happened to the subject)
11. a – The politician denied having been influenced by the media during the campaign. (Perfect Passive Gerund – completed action that happened to the subject)
12. a – The local council seems to be addressing the issue of homelessness more seriously this year. (Continuous Infinitive – ongoing action)

Teacher’s Tip: If students finish early, ask them to create their own sentence using one of the forms (e.g., “I dislike being ignored by…”).

4. Semi-Controlled Practice: Open the Brackets and Complete the Text (10 minutes)

Objective: Practice complex forms in a more flexible context with a focus on accuracy.
Procedure:

• Hand out the Semi-Controlled Practice Activity: Open the Brackets (below).
• Students complete the 12 sentences by opening the brackets with the correct form (e.g., “Many young people dream of (contribute) ____ to a more equal society in the future”).
• They can work individually or in pairs. After 5 minutes, check answers using the keys.
• If time allows, hand out the Semi-Controlled Practice Activity: Complete the Text (below) and give students 5 minutes to fill in the gaps. Alternatively, assign this as homework.
• Check answers for both activities using the keys.
• Briefly discuss one or two examples (e.g., “Why do we use having been bribed in sentence 7 of Open the Brackets? It’s a past action that happened to the mayor.”).

Semi-Controlled Practice Activity: Open the Brackets
Instructions: Below are 12 sentences related to state and society. Complete each sentence by using the correct form of the gerund or infinitive for the verb in parentheses. Choose the appropriate form (active, passive, continuous, perfect, etc.) based on the context and grammar rules. Work individually or in pairs.

1. Many young people dream of (contribute) __________ to a more equal society in the future.
2. The senator is rumored (work) __________ on a new environmental bill for the past six months.
3. The community appreciates (consult) __________ before any major decisions are made by the local council.
4. The protesters regret (not / speak) __________ out against the unfair policies earlier.
5. The new welfare program is expected (launch) __________ by the government next spring.
6. The activists were proud of (recognize) __________ for their efforts to promote social justice last year.
7. The mayor denied (bribe) __________ by a large corporation during the election campaign.
8. The organization appears (support) __________ local charities more actively this year.
9. Many citizens dislike (treat) __________ unfairly by the authorities during public events.
10. The public expected the new tax law (introduce) __________ before the budget was finalized.
11. The youth group admitted (not / prepare) __________ well enough for the debate on climate change.
12. The committee seems (discuss) __________ solutions to urban overcrowding for quite some time now.

Follow-Up Discussion:
After completing the activity, discuss with a partner:

• Which sentence was the most interesting to you? Why?
• Can you create your own sentence about state and society using one of these forms?

Keys (Answers for Teacher):

1. contributing – Many young people dream of contributing to a more equal society in the future. (Simple Gerund, active – used after "dream of")
2. to have been working – The senator is rumored to have been working on a new environmental bill for the past six months. (Perfect Continuous Infinitive – continuous action up to now, complex subject)
3. being consulted – The community appreciates being consulted before any major decisions are made by the local council. (Passive Gerund, simple – ongoing action happening to the subject)
4. not having spoken – The protesters regret not having spoken out against the unfair policies earlier. (Perfect Gerund, active – completed action in the past)
5. to be launched – The new welfare program is expected to be launched by the government next spring. (Passive Infinitive, simple – expected future action)
6. having been recognized – The activists were proud of having been recognized for their efforts to promote social justice last year. (Perfect Passive Gerund – completed action that happened to the subject)
7. having been bribed – The mayor denied having been bribed by a large corporation during the election campaign. (Perfect Passive Gerund – completed action that happened to the subject)
8. to be supporting – The organization appears to be supporting local charities more actively this year. (Continuous Infinitive – ongoing action)
9. being treated – Many citizens dislike being treated unfairly by the authorities during public events. (Passive Gerund, simple – ongoing action happening to the subject)
10. to have been introduced – The public expected the new tax law to have been introduced before the budget was finalized. (Perfect Passive Infinitive – completed action expected in the past)
11. not having prepared – The youth group admitted not having prepared well enough for the debate on climate change. (Perfect Gerund, active – completed action in the past)
12. to have been discussing – The committee seems to have been discussing solutions to urban overcrowding for quite some time now. (Perfect Continuous Infinitive – continuous action up to now)

Semi-Controlled Practice Activity: Complete the Text
Instructions: Below is a text about state and society. Fill in the gaps with the correct form of the gerund or infinitive using the verbs in parentheses. Choose the appropriate form (active, passive, continuous, perfect, etc.) based on the context and grammar rules. Work individually or in pairs.

State and Society: Building a Better Future
In recent years, many governments around the world have been working hard (1) __ (address) social issues like inequality and poverty. Some leaders are believed (2) __ (introduce) innovative reforms over the past decade, which has inspired citizens everywhere. However, not all societies appreciate (3) __ (tell) what to do by their governments without proper discussion.
Last year, a group of activists regretted (4) __ (not / participate) in a major protest against unfair laws. They felt they could have made a difference if they had joined. Meanwhile, the government denied (5) __ (influence) by external organizations during the decision-making process, despite rumors.
The new education policy is expected (6) __ (implement) by the ministry next year, which has caused mixed reactions. Some communities dislike (7) __ (ignore) when it comes to their needs, such as better healthcare and schools. On the other hand, volunteers in rural areas were excited about (8) __ (choose) to help with local development projects last month.
The prime minister appears (9) __ (work) on these issues for several months now, which has given people hope. Many citizens expect the new social programs (10) __ (complete) before the next election, as promised. The organization in charge of the programs seems (11) __ (make) significant progress this year, which is a good sign.
Finally, many people in society dream of (12) __ (build) a future where everyone has equal opportunities, and they hope their voices will be heard.

Follow-Up Discussion:
After completing the activity, discuss with a partner:

• Which sentence was the most challenging to complete? Why?
• What social issue mentioned in the text is the most important to you? Why?

Keys (Answers for Teacher):

1. to have been addressing – In recent years, many governments around the world have been working hard to have been addressing social issues like inequality and poverty. (Perfect Continuous Infinitive – continuous action up to now)
2. to have introduced – Some leaders are believed to have introduced innovative reforms over the past decade, which has inspired citizens everywhere. (Perfect Infinitive, active – completed action in the past)
3. being told – However, not all societies appreciate being told what to do by their governments without proper discussion. (Passive Gerund, simple – ongoing action happening to the subject)
4. not having participated – Last year, a group of activists regretted not having participated in a major protest against unfair laws. (Perfect Gerund, active – completed action in the past)
5. having been influenced – The government denied having been influenced by external organizations during the decision-making process, despite rumors. (Perfect Passive Gerund – completed action that happened to the subject)
6. to be implemented – The new education policy is expected to be implemented by the ministry next year, which has caused mixed reactions. (Passive Infinitive, simple – expected future action)
7. being ignored – Some communities dislike being ignored when it comes to their needs, such as better healthcare and schools. (Passive Gerund, simple – ongoing action happening to the subject)
8. having been chosen – On the other hand, volunteers in rural areas were excited about having been chosen to help with local development projects last month. (Perfect Passive Gerund – completed action that happened to the subject)
9. to have been working – The prime minister appears to have been working on these issues for several months now, which has given people hope. (Perfect Continuous Infinitive – continuous action up to now)
10. to have been completed – Many citizens expect the new social programs to have been completed before the next election, as promised. (Perfect Passive Infinitive – completed action expected in the future relative to the past)
11. to be making – The organization in charge of the programs seems to be making significant progress this year, which is a good sign. (Continuous Infinitive – ongoing action)
12. building – Finally, many people in society dream of building a future where everyone has equal opportunities, and they hope their voices will be heard. (Simple Gerund, active – used after "dream of")

Teacher’s Tip: If time is running short, assign the Complete the Text activity as homework to focus on the speaking practice.

5. Freer Practice: Speaking Activity (Role-Play) (10 minutes)

Objective: Use complex forms of gerunds and infinitives in a real-life speaking context.
Procedure:

• Transition to the speaking activity: “Now that you’ve practiced the grammar, let’s use it in a real-life situation. You’ll role-play scenarios about state and society.”
• Hand out the Freer Practice Activity: Role-Play Cards (below).
• Divide students into groups of 3–4 and assign roles (e.g., government official, activist, citizen, journalist).
• Students discuss their scenario for 7 minutes, aiming to use at least 3–4 complex forms.
• Each group presents a 1-minute summary to the class.
• Provide feedback, praising correct usage and gently correcting errors.

Freer Practice Activity: Speaking Practice on "State and Society"

Instructions for Students:

1. You will work in groups of 3–4. Each group will get a role-play card describing a scenario related to "State and Society."
2. Each person in the group will take on a role (e.g., a government official, an activist, a citizen, a journalist).
3. Discuss the scenario in your group, using the complex forms of gerunds and infinitives we’ve practiced (e.g., being ignored, to have been working, having been chosen). Try to use at least 3–4 different forms during the discussion.
4. After 10 minutes of discussion, each group will present a short summary (1–2 minutes) of their scenario and their ideas to the class, again using the target grammar structures.
5. Be creative and think like a teenager—how would you feel about these issues? What solutions would you suggest?

Role-Play Cards
Card 1: Youth Unemployment Crisis

• Roles: A government official, a young unemployed citizen, an activist, a journalist.
• Scenario: The government is rumored to have been working on a new program to reduce unemployment among young people, but many citizens feel being ignored by the authorities. The activist regrets not having participated in a recent protest, while the journalist wants to be informed about the government’s plans in advance. Discuss the situation and suggest solutions.

Card 2: New Welfare Program Debate

• Roles: A government official, a citizen from a rural area, a social justice advocate, a journalist.
• Scenario: A new welfare program is expected to be implemented next year to help with poverty, but rural citizens dislike being treated unfairly in terms of access to education and healthcare. The advocate is proud of having been chosen to speak at a conference, while the journalist thinks the program should to have been completed earlier. Discuss the program’s benefits and challenges.

Card 3: Election Promises and Taxes

• Roles: A politician, a citizen, a student activist, a journalist.
• Scenario: The politician appears to be addressing citizens’ concerns about high taxes before the elections, but the citizen regrets not having spoken out earlier about inequality. The student activist appreciates being consulted by the politician, while the journalist believes the tax reforms to have been influenced by external organizations. Discuss whether the politician’s promises are realistic.

Card 4: Social Justice Protests

• Roles: An activist leader, a government official, a citizen, a journalist.
• Scenario: Activists are organizing a protest to promote social justice, and the leader is excited about having been recognized for their efforts. The government official denies having been influenced by unfair policies, while the citizen expects new laws to be passed soon. The journalist wants to be informed about the protest details in advance. Discuss the impact of the protest and possible outcomes.

Teacher’s Role During the Activity:

• Monitor the groups, encouraging the use of target grammar structures. For example, if a student says, “The government is working on unemployment,” prompt them: “Can you use a more complex form, like to have been working?”
• Provide feedback after each group’s summary, praising correct usage and gently correcting mistakes.
• Keep the atmosphere lively—teenagers might enjoy adding humor or personal perspectives to their roles (e.g., “As a citizen, I hate being ignored by the government because I can’t even afford Wi-Fi!”).

Example Dialogue (for Teacher’s Reference):
Scenario: Youth Unemployment Crisis

• Government Official: I understand your concerns, but our team is believed to have been working on a youth employment program for months now.
• Young Citizen: I don’t like being ignored by the government! We need jobs now, not promises.
• Activist: I regret not having participated in the last protest—it might have made a difference.
• Journalist: I’d appreciate being informed about the program details in advance so I can write a fair article.

Follow-Up Reflection (5 minutes):
After the role-plays, ask the class:

• Which scenario was the most interesting to discuss? Why?
• How did it feel to use complex grammar forms in a real-life scenario?
• What social issue from today’s discussion would you like to learn more about?
  Encourage students to share their thoughts, and if time allows, let them brainstorm one more scenario they’d like to role-play (e.g., “What if the government raised taxes to fund rural education?”).

Teacher’s Tip: Keep the atmosphere lively—teenagers might add humor or personal perspectives. Encourage creativity!

6. Wrap-Up and Reflection (5 minutes)

Objective: Reflect on the lesson and consolidate learning.
Procedure:

• Ask reflection questions:
  • “Which activity did you enjoy the most today? Why?”
  • “What social issue from today’s lesson is the most important to you?”
  • “How did it feel to use complex grammar forms in speaking?”
• Assign homework: Complete the Semi-Controlled Practice: Complete the Text activity (if not done in class).
• Remind students to review the Quizlet flashcards at home: State and Society B2/B2+ Flashcards.

Teacher’s Tip: End on a positive note—praise their efforts and creativity in the role-plays.

Optional Extension (15 minutes to reach 60 minutes)

If the lesson runs faster than expected or you have extra time:

• Spend more time on the Semi-Controlled Practice: Complete the Text activity in class (if not assigned as homework).
• Allow more time for the role-play discussions and summaries in the Freer Practice stage, encouraging deeper conversations about the social issues.
• Add a quick writing task: “Write a short paragraph about a social issue you care about, using at least two complex forms of gerunds or infinitives (e.g., I dislike being ignored…, I expect the government to have been working…).”

Lesson Notes for the Teacher

• Timing: The lesson is designed for 45 minutes, but the optional extension brings it to 60 minutes if needed. Adjust the timing of each stage based on your class’s pace.
• Engagement: The role-play activity is particularly engaging for teenagers as it allows them to express opinions on relatable topics like unemployment and taxes. Encourage humor and creativity to keep them motivated.
• Differentiation: For stronger students, challenge them to use more complex forms in the role-play (e.g., to have been influenced). For weaker students, provide more scaffolding by writing example sentences on the board during the speaking activity.
• Vocabulary Support: Keep the vocabulary list visible (on the board or handouts) so students can refer to it during the speaking activity. Encourage them to use the Quizlet flashcards for extra practice: State and Society B2/B2+ Flashcards.
• Assessment: Monitor students during the role-play to assess their use of complex gerunds and infinitives. Note their accuracy and fluency for feedback.

Why This Lesson Works for Teens

• Structured Progression: The lesson moves from controlled (matching, choosing forms) to semi-controlled (open the brackets, complete the text) to freer practice (speaking), allowing students to build confidence gradually.
• Relevant Content: Topics like unemployment, social justice, and taxes resonate with 16–17-year-olds as they start thinking about their role in society.
• Interactive Elements: Pair work, group discussions, and role-plays keep the lesson dynamic and collaborative, which suits teenagers’ social nature.
• Real-Life Application: The speaking activity connects grammar to real-world scenarios, making the lesson meaningful and engaging.