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Pair work 7’ Grammar and vocabulary Presentation and Practice 2 Keep Ss in pairs and ask them to make questions for the responses.. We must distinguish it from the to-infinitive, where

/a:/: first pronounce the sound /a:/ then put your

tongue down and back

/a:/ is a long sound

5’ Play the tape and ask them to repeat Practice 1

Call on some Ss to repeat the sounds clearly to in

front of the class

Ask Ss to work in pairs and practice the sentences

Introduce peer correction

Go around the class and provide help if necessary

Pair work

7’

Grammar and vocabulary Presentation and Practice 2

Keep Ss in pairs and ask them to make questions for

the responses

Note: This is an easy activity so it can be carried out

in a short time There will be various acceptable

questions

Call on some pairs to read the questions and

responses aloud in front of the class

Give suggested answers:

1 When did you come back from Ho Chi Minh

City?

2 How long did you stay there?

3 Who did you come with?

4 Where did you live?

5 Why do you learn English?

6 What time is it?

7 How many children have they got?

Pair work

10’ Presentation 3

Distinguish the infinitive and -ing form

The base form of a verb often functions as an

infinitive It is called the bare infinitive because it is

used without to We must distinguish it from the

to-infinitive, where to is always used in front of the

base form of the verb The -ing form of a verb

sometimes functions as a gerund (a kind of noun)

and sometimes as a present participle Many verbs

and adjectives, and some nouns, can be followed by

one of these forms, and in some cases by more than

one form From the student’s point of view, the

problem is knowing which form is appropriate This

may be because only one form is grammatically

correct, e.g: enjoy doing or fail to do Or it may be

because only one form suits what we want to say,

e.g: remember to do or remember doing

The following list are the verbs which can only

followed by to-infinitive and -ing:

The verbs can only be followed by to-infinitive:

agree refuse manage fail decide plan hope expect seem tend

Whole class

The verbs can only be followed by -ing form:

enjoy

avoid

mind

consider

practice

miss

postpone

risk

The to-infinitive and -ing never mean the same when

we use after these verbs: remember, forget, try, and

stop

Remember + to-infinitive refers to an action in the

future (or to a “future” action as seen from the past.):

Remember to post the letters (= don’t forget to)

I remembered to post the letters (= I didn’t forget to)

Remember + -ing refers to the past:

I remember posing the letters

(= I posted them and I remember the action)

Forget + to-infinitive refers to future actions (or to a

future action as seen from the past):

Don’t forget to ask Tom I forgot to ask Tom

Forget + -ing refers to the past:

Have you forgotten meeting her?

Regret + to-infinitive refers to future or present:

We regret to inform you that you failed in the exam

Regret + -ing refers to present or past:

I regret buying so many newspapers

Try + to-infinitive means “make an effort”:

You should try to get high marks in the final exam

Try learning French and you will find it interesting

Stop + to-infinitive refers to a purpose

On the way to school, I stopped to buy a newspaper

Stop + -ing: -ing is the object of the verb:

We couldn’t stop laughing because of his funny story

7’ Ask Ss to read the letter carefully and fill in each Practice 3

blank with an -ing and to-infinitive form of the verb

in brackets

Tell Ss to compare their answers with a friend

Call on some Ss to read the completed letter

Make necessary corrections

Give correct answers:

Dear Lisa,

I expected (1) to hear from you I hope you are OK

I’m busy but happy

Last night I went to a party at one of my classmates’

home I was really nervous You know how I usually

avoid (2) going to parties because I have trouble (3)

remembering people’s names Well, last night things

were different Before the party, I read a book about

improving your memory, I practice (4) doing some of

the memory exercises They really helped As a

result, I stopped (5) worrying about what people

would think of me, and I tried (6) to pay attention to

what people were saying And guess what? I had a

good time! I’m even planning (7) to go dancing with

this guy from my class

Why don’t you consider (8) visiting me? I really miss

(9) seeing you Please write I always enjoy (10)

hearing from you

Best wishes,

Sonia

Individual work

6’

Practice 4

Further practice with –ing and to-infinitive form

Ask Ss to work in pairs and complete the sentences

using an –ing or to-infinitive form of the verbs in the

box

Call on some Ss to read their answers aloud in front

of the class

Feedback and give correct answers:

1 It was a nice day, so we decided to go for a

walk

2 I’m not in a hurry I don’t mind waiting

3 They were hungry, so she suggested having

dinner early

4 I’m still looking for a job, but I hope to find

something soon

5 We must do something We can’t go on living

like this

6 Could you please stop making so much

noise?

7 Our neighbour threatened to call the police if

we didn’t stop the noise

8 Lan was in a difficult situation, so I agreed to

lend her some money

9 Suddenly everybody stopped talking

10 Don’t forget to post the letter I gave you

Pair work

Unit 3

Period 1 (Reading)

I Aim

Reading for general ideas and specific information

II Objectives

By the end of the lesson, Ss will be able to:

- read better through Matching and True or False exercises

- improve background knowledge about famous scientists especially about Marie Curie

III Materials

Textbook, whiteboard markers,…

Pictures of some famous scientists,…

IV Anticipated problems

Ss may lack of information about Marie Curie

V Procedure

arrangement

Networks

Have Ss work in groups of 3 to 4

Ask them to make a list of famous scientists

After 5 minutes, the group with the longest list will be

the winner

Group work

Famous scientists

Note: Ss may give the wrong spellings of some

scientists Accept them and make necessary

corrections

Ask further questions about some scientists regarding

their specialisations and achievements

Ask Ss to work in pairs and answer the following

questions:

Have you ever heard of Marie Curie?

What do you know about her?

Set the scene

Marie Curie is the world famous scientist She made

great contributions to the world’s science Today, we

will learn about her life and her research Firstly,

let’s have a quick look at some new words and

phrases that you will come across in the passage

Vocabulary pre-teach

general education (n): comprehensive study of all

subjects and skills (giáo dục phổ thông)

brilliant (a): clever, quick at learning (thông minh,

sáng dạ)

mature (a): fully-grown/developed in character and

power (trưởng thành)

harbour the dream of: foster/keep in mind the dream of

doing smt (nuôi ước mơ trở thành…)

Pair work and Whole class

flying colours: (leave university) with excellent grade

(tốt nghiệp đại học loại ưu)

PhD: Doctor of Phylosophy (Tiến sĩ)

tragic death: die painfully, tragically (cái chết đau

khổ)

to be awarded: to be presented with (được trao cái gì)

atomic weight of radium: (translation) (trọng lượng

nguyên tử)

humanitarian wish: (translation) (mong muốn nhân

đạo)

7’

7’

While you read

Task 1 - Matching

Ask Ss to read the passage individually and match the

words or phrases in A with their meanings in B

Tell Ss to refer to Vocabulary pre-teach for help and

encourage them to try to guess the meanings of the

words in the context of the reading

Call on some Ss to read and explain their answers

aloud in front of the class

Feedback and give correct answers:

1 c 2 e 3 a

4 d 5 b

Task 2 - True or False

Have Ss read the passage more carefully and decide

whether the statements are true (T) or false (F)

Correct the false information

Ask Ss to highlight or underline the information in the

passage that helps Ss find the correct answers

Call on some Ss to explain their answers It’s up to Ss’

level, T may ask further questions such as:

Why is it true / false?

Individual work

Individual work

7’

Can you give me the information in the passage?

Feedback and give correct answers:

1 T

2 F (Her dream was to become a scientist.)

3 T

4 F (She married Pierre Curie in 1895.)

5 T

Task 3 - Answering Questions

Ask Ss to do the task in pairs to answer the questions

Tell Ss to compare their answers with other pairs Let

them discuss and correct for one another

Feedback and give correct answers:

1 Marie Curie was born in Warsaw on November

7, 1867

2 She was a brilliant and mature student

3 She worked as a private tutor to save money

for a study tour abroad

4 She was awarded a Nobel Prize in Chemistry

for determining the atomic weight of radium

5 No, it wasn’t Her real joy was “easing human

suffering.”

Pair work

Make sure Ss understand all the adjectives in the

book

Further explain if necessary

Instruct the task:

Above are five adjectives we may use to describe

Marie Curie Find the evidence from the passage to

prove each of them

Ask Ss to work in groups and highlight or underline

the evidence that they find in the passage

Group work

Give suggested answers:

strong-willed (She haboured the dream of scientific

career, which was impossible for a woman at that

time.)

ambitious (In spite of her difficult situation, she

worked extremely hard and earned a degree in

Physics with flying colours )

hard-working (She works extremely hard.)

intelligent (As a brilliant student,…)

humane (She had a humanitarian wish that ease

human suffering.)

3’ Summarise the main points Wrapping

Assign homework

Whole class

Supplements

Further reading about Marie Curie

Marie Curie, a Polish-born French chemist

Birth November 7, 1867

Death July 4, 1934

Place of

Birth Warsaw, Poland

Principal

Residence Paris, France

Pioneering the study of radioactivity and discovering the radioactive elements radium and polonium

Winning the 1903 Nobel Prize in physics with her husband, Pierre Curie, and Antoine Henri Becquerel

Known for

Winning the 1911 Nobel Prize in chemistry, and becoming the first scientist to receive the award in two different scientific categories