1. Tell students they must have something to write their answers down on today. 2. Display photos of celebrities on G-slide. Ask students who these folks are. Ask them what connects all of these people together. Elicit words: "famous people", "celebrities", "fame" 3. Say: "These people are all connected through 'being famous'". Ask: "Would you like 'to be' famous?" These two sentences will introduce the gerund and the infinitive.

GIST READING TASK 1. Tell students they will read a short story. Show the two comprehension questions on board. 2. Pass out the short story. Tell students they will have 4 minutes to read the story. 3. Regroup as class. Ask the two gist questions to the class. Take answers. INTENSIVE READING TASK 1. Display chart of gerund vs infinitive. Tell students to look at the text again. 2. Ask them to find verbs that end in "--ing". Show example: "being". Tell them to shout out answers. As they shout out the gerunds, record the gerunds onto the G-slide chart. 3. Next, ask them to find verbs that have "to" before them. Show example: "to be". Tell them to shout out answers. As they shout out the infinitives, record them onto chart. 4. Ask CCQ: Are these verbs that end in --ing gerunds or infinitives? Answer: gerunds. CCQ: Are these verbs that have "to" before them gerunds or infinitives? Answer: infinitives

~~~~~~~~~~~~~~~~~MEANING~~~~~~~~~~~~~~~~~~~~~ 1. Display two sentences on the screen. "I stopped smoking cigarettes" vs "I stopped to smoke cigarettes". *CCQ: Do these sentences mean the same thing? Answer: No. *CCQ: Which sentence means I quit smoking? Which sentence means I stopped what I was doing and smoked some cigarettes? Answer: First is quitting, second is smoking. 2. Tell students this is why it is important to know when to use the gerund vs infinitive, it can really alter the meaning. ~~~~~~~~~~~~~~~~~~`FORM~~~~~~~~~~~~`~~~~~~~` 1. Show four "rules" of when to use gerund vs infinitive on G-slide. Read each rule and elicit from students the proper answer between the gerund or infinitive for each example. *CCQ: Can someone tell me another good form of exercise? Answer: running, biking, etc *CCQ: Is 'to' a preposition? Answer: Yes. Explanation: So you can’t use the infinitive after a preposition otherwise you would have double prepositions. *CCQ: Who did you tell? Answer: The boy. Explanation: That's the direct object. *CCQ: Why did you leave home? Answer: To find a better life. 2. Hand out gerund vs infinitive activity of 9 sentences. Tell students that although there are rules, sometime they must simply remember whether the gerund/infinitive goes after particular verbs. 3. Point to the verbs in the word box and tell them these are verbs that will have either a gerund or infinitive follow them. Tell them to choose the gerund or infinitive for each sentence. They will have 1.5 minutes to complete the activity. 4. Tell students to compare their answers with their group. Place them into groups of 3 to share answers for 1.5 minutes. 5. Regroup as a class. Display answers on G-slide. Form CCQs.. **CCQ: #1a: "Going" is used as a noun or verb here? Answer: noun. = gerund is used **CCQ: #8: Is "people" a preposition or an indirect object? Answer: indirect object. = infinitive is used Meaning CCQs.. **CCQ: Does "show up" mean to arrive to an event or to display something to people? Answer: arrive to an event **CCQ: If she "has trouble" with something is she struggling or is she doing well? Answer: struggling **CCQ: What is another word of diminish? Answer: degrade, downplay, etc PRONUNCIATION 1. Write the sentences on board. Tell students to listen to the audio and write down the words that are stressed in each sentence. Play audio. 2. Regroup as class and go through each sentence asking students to shout out the stressed words. Underline them on board

1. Hand out the fill-in-the-blank activity. Tell them to fill in the blank with the gerund or infinitive form of the verb in parentheses. Give students a moment to look over it and ask if they have questions. Tell them they have 2 minutes to complete it. 2. Regroup and have students read the sentences complete with their answers.

1. Display the prompts on the G-slide. Tell students that they will speak with a partner about being famous. They must answer the following questions in conversation with their partner. Remind them to use the verbs learned that use particular gerund or infinitive. 2. Give students 20 seconds to read over the questions and ask them if they have questions. 3. Place them into pairs for 7 minutes to talk with partners. 4. If time allows, regroup for a couple of minutes of DEC and feedback.