Thiết kế bài giảng tiếng anh 10 tập 1 part 3

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/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

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

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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

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The verbs can only be followed by -ing form:

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

Trying + -ing means “experiment”:

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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

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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

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

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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

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

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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

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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

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

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

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7’

Can you give me the information in the passage?

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

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

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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

Further reading about Marie Curie

Marie Curie, a Polish-born French chemist

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

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1891 Entered the Sorbonne (now part of the Universities of Paris) to

study physics and mathematics

1898 Discovered the radioactive elements radium and polonium with

her husband, Pierre Curie

1903 Received her doctorate in physics from the Sorbonne

1906 Became professor of general physics and the first woman to

teach at the Sorbonne

1914 Equipped ambulances with X-ray equipment to be used on the

front lines of World War I

Career

1918-1934 Directed the Research Department at the Radium Institute

of the University of Paris

Marie Curie was the first woman to teach at the Sorbonne in Paris, and the first woman to receive a Nobel Prize

Marie Curie died of leukemia brought on by her prolonged exposure

to radioactivity The notebooks she used are still radioactive

Marie Curie's daughter, Irène Joliot-Curie, won the 1935 Nobel Prize

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III Materials

Textbook, whiteboard markers…

Interview forms, posters and small cards,…

Ss may not understand the term background clearly

Ask Ss to work in groups

Stick the big poster on the board and give each group

the copy of the word square

The word square contains 10 words about Marie Curie

Tell the groups find the words by circling the words

and write them down below the word square

The group which has the correct first will be the

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Answers:

→ brilliant, mature, radium, Nobel, atomic

↓ humane, hard, chemist, intelligent, ambitious

Explicit the term “background”

Ask Ss to work in pairs and decide which items can

tell somebody’s background

Encourage Ss to discuss the items and choose the

Ask Ss to discuss the questions that can be used to

get information for each item

Call on some Ss to give questions for each item

Give suggested answers:

Family

How many people are there in your family?

What does your father do?

Education

Where did you study at high school?

What subjects do you like best?

What degree do you have?

Experience

How long have you worked as a doctor/teacher…?

What experience do you have?

Whole class

15’

Practice Set the scene

Imagine you are a journalist Use the cues below to

interview a classmate about his/her background or

Pair work

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that of a person he/she knows well Change the role

when you have finished

Give Ss the interview form (See supplements) or ask

Ss to draw a form by themselves

Note: Before carrying out the interview, Ss should

study the items of information carefully and find the

questions for each item

Give questions for the information items:

Greeting: Good morning!

Date of birth: When were you born?

Place of birth: Where were you born?

Home: Where do you live?

Parents: Can you tell me about your parents?

Brother(s): How many brothers /sisters have you got

/ Do you have…?

Primary school: What’s the name of your primary

school / secondary school?

Schoolwork: Have you ever been a leader of…/

Were you a member of any clubs?

Favourite subject: What subjects do you like best?

Experience: How do you work at school?

Thanking: Thank you very much!

Ask Ss to carry out the interview in pairs Rearrange

Ss’ seats to make them sit face to face

Go around the class and offer help if necessary

Make sure that all Ss have the form filled before

moving to the next activity

Ask Ss to work in groups and talk about the person

they have known through interview

Call on some Ss to give a small talk in front of the

class

Comment on Ss’ performance and make necessary

corrections

Group work

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