Giáo án môn Tiếng anh lớp 11 - Unit 3: Party

Unit 3: party
Lesson 1: Reading
Date of preparing:	Date of teaching:
Time: 45mins
Period: 
Objectives
Aims: Reading comprehension about parties
Lexical items: Word/phrases related to birthday party and wedding anniversary such as blow out, candle, anniversary
Teaching aids: (A ptcture of a party)
Skills: Reading for gist and specific information.
Method: Integrated, communicative
Procedure:
T's activities
Students' activities
Warm up (5mins)
Jumble letters: 
thdabriy
ewn arey
nniaasyrvre
T: Which word can go with these words?
 T leads to the new lesson: Party
* Pre- reading (10mins)
T goes around to check and help
T controls the class and checks their answers.
T give ss handouts
T comments and corrects
1e 2b 3c 4f 5a 6d 7g.
T leads to the reading.
Ss work in groups: re-order the letter to give the correct words
Examples:
S1: birthday
S2: New year
S3: anniversary
Ss work in pairs: answer the qs.
Some give answers
They are the member in a family
They are celebrating a birthday party and a golden wedding.
Ss do the hand out in pairs: Match the Verbs on the left with the words on the right
tell
say
sing
eat
blow out
receive
open
the candle
happy anniversary
a birthday song
flower
someone a joke
some cake
a gift/ a present.
Some give the answer
Other comment
While- reading (20mins)
T reads or plays the recording of the reading text and let ss read the text after the tape.
T has ss do tasks.
Task 1: Putting a tick in the box
T explains some new words and has ss do task 1
T comments and corrects:
Birthday party
Wedding anniversary party
1. People sing a song
v
2. People receive cards and gifts from friends and relatives
v
v
3. People eat cakes
v
v
4. People joke about their age.
v
5. People remember their wedding day
v
6. People go out to dinner
v
v
7. People blow out candles, one for each year.
v
Task 2: Underlining the wrong word and provide the correct one.
T goes around to check and help.
T corrects: 
 eighth-seventh
makes- eats
food-presents
anniversary-ages
months- years
5th -50th 
silver- golden
Ss both listen and read silently the text.
Ss work in pairs and explain where they can get information
Some go to the bb and give the answer
Others comment
Ss work in pairs: read the text carefully and then discuss the answers.
Some do orally
Other comment
after reading (10mins)
T introduces the situation
T guides ss to give their ideas 
T comments
Ss work in groups: discuss the qs.
Some present
Homework: 
- Ss learned the new words by heart and write about their birthday party or their friend’s birthday party.
- Prepare the next period.
Comments after the lesson:
Unit 3: party
Lesson 2: speaking
Date of preparing:	Date of teaching:
Time: 45mins
Period: 
Objectives
Aims: Ss learn to talk about their past experiences and how they affected their life.
Structures: 
Have you ever...
How did it happen?
When did it happen?
How did the experience affect you?
Method: Integrated, communicative
Procedure:
T's activities
Students' activities
Warm up (5mins)
T: Have you had some personal experiences?
How do you feel when you meet Dan Truong?
How do you feel if you forget to learn the old lesson?
T leads to the new lesson: today we will learn to speak about past experiences and how they affected out life.
Examples:
Ss: I feel very excited/ frightened/worried...
Task 1: Matching
T comments and corrects
Answers:1d; 2. c; 3. a; 4. b; 5. e.
Task 2: Reordering the dialogue
T goes around to check and help.
T corrects
Task 3: Making the similar dialogues
T explains the requirement carefully and guides ss to speak more.
T comments and corrects
Ss work in pairs: match the sentences in the column A with their half in the column B
Some give the answer
Others comment
Ss work in pairs: read all the sentences carefully and try to put them in the correct order.
Some present and practice speaking.
Other comment
Ss work in pairs: using the structure and then choose ones of the ideas in the task 1 and make a similar dialogue in the task 2.
Some pairs do orally.
Homework: 
- Ss learned the new words by heart and write about their past experiences (50-70 words).
- Prepare the next period.
Comments after the lesson:
Unit 3: party
Lesson 3: listening
Date of preparing:	Date of teaching:
Time: 45mins
Period: 
Objectives
Aims: Listening comprehension about an unforgettable experience to get information about events of the story and know about someone's feelings.
Lexical items: Word/phrases related to the listening such as memorable, scream, embraced...
Procedure:
T's activities
Students' activities
Warm up (5mins)
T give the picture of a building on fire and asks ss:
1. What is it?
2. How do you feel when you see it?
3. What would you do if you saw a fire?
* Pre- listening (10mins)
T introduces the situation and elicits ss:
1. What do you see in the picture?
2. Who are they?
3. Where are they?
4. What are they doing?
T controls the class and checks their answers.
Listen and repeat
T guides ss to read all the words and explains some new words:
- Memorable, embrace, escape
T leads to the listening: Chirtina is being intervied about the most unforgettable experience in her life. Listen to the interview.
Ss :
A fire
frightened/terrifid
I would call the fire brigrade.
Ss work in groups: look at the picture and say what is happening.
There is a fire. They are screaming in panic.
They are two sisters or mother and daughter.
They are in the house.
They are running out of the fire/ escaping. Firemen are puting out the fire.
Ss imagine the situation based on the words.
While- listening (20mins)
T has ss do tasks.
Task 1: T/F statements
T explains some new words (reascue...) and palys the recordings
T goes aroud to check ss’ notes.
T comments and corrects
Answers: 
T
f (13 years ago)
F (because of the gas stove)
F (sleeping)
T
Task 2: Filling in the gaps.
T plays the recordings.
T goes around to check their notes.
T comments and corrects
Answer:
small
everthing
family
replaced
took
love.
Sts look though all the tasks they have to do while listening.
 Sts read all the sentences carefully and try to guess the information is T/F using their notes.
Sts listen to the tape once
Sts listen to the tape once more.
Some sts give the answers.
Sts listen again 
Ss read the summary carefully and try to guess information from the task 1.
Sts listen to the tape once 
Ss share their answer with their partner
Some give their answer
Other comments
after listening (10mins)
T guides ss to give their ideas about Chritina’s idea.
T comments
Guidelines: Family is more important than everthing else because it cannot be replaced and it give us love, support.
Ss work in groups: discuss the question in the book: agree or disagree with Christina’s idea.
Ss give their idea freely.
Some present
Other comments
Homework: 
- Ss learned the new words by heart and summary the story.
- Prepare the next period.
Comments after the lesson:
Unit 3: party
Lesson 4: writing
Date of preparing:	Date of teaching:
Time: 45mins
Period: 
Objectives
Aims: Write a personal letter to describe a past experience.
Lexical items: Word/phrases related to past experiences 
Method: Integrated, communicative
Procedure:
T's activities
Students' activities
Warm up (5mins)
T draws a plan on the bb and asks ss to fill in the blank
Personal Experience
* Pre- writing (10mins)
T has ss work in groups.
T goes around to check and help.
T comments and corrects their handouts.
Examples:
Ss: most embarrassing/ frightening/ unhappy/ happiest/ funniest experience.
Ss work in groups nof two tables: choose one of their experiences and make an outline:
When it happened: when I was in grade 8/ when I was 12
How it happened: When I was sleeping/ When we were have dinner
Where it happened: In my house/ in the street/ in a holiday
How the experience affected you: It changed my outlook on life/ it made careful whenever I
Some ss go to the bb and write down
While- writing (20mins)
T has ss write a letter.
T goes around to check and help.
Dear Trang,
I’m writing to tell you my most embarrassing experience which I never forget in my mind. It happened when I was in grade 9. 
Ss do individually: Complete their letter and then share their writing with their partner to correct.
after reading (10mins)
T comments and corrects.
Dear Trang,
I’m writing to tell you my most embarrassing experience which I never forget in my mind. It happened when I was in grade 9 
Some present
Other comment
Homework: 
- Ss complete their writing.
- Prepare the next period.
Comments after the lesson:
Unit 3: party
Lesson 5: Language focus
Time: 45 mn
Objectives:
Knowledge: Sts practise the 3 consonants: /m/, /n/, and /ng/ and understand the use of present simple indicating past time, revise the past simple, past progressive and past perfect.
Skills: Sts practise exchanging their ideas
Subskill: Speaking, listening and writing.
Method: Communicative approach
Teaching aids
- Book, ruler, chalk, bb, reference book
* Procedure
Teacher’s activities
Warm up (5mn)
T gives ss handouts: 
1. Maybe, my small son has runny nose in the summer.
2. Mr King often sings in the morning.
3. What’s wrong with Nancy on anice summer afternoon? 
- T introduces the consonants: / m/, /n/, and /ng/
* Listen and repeat (10mins)
- T guides ss to read after
T corrects and explains something:
1. When /n/ follows “m” in the same syllable, it is usually not pronouced. Eg: column, autumn, solemn
2. “ng” or ‘ngue’ at the end of the words are always pronouced “ng”. eg: sing, tongue,walking
3. the letter ‘n’ before ‘g’ or ‘k’ is pronouced ‘ng’eg: kings, hungry, thank, think
Students’ activities
Ss work in groups: write words in the correct column of the table.
/m/
/n/
/ng/
Maybe
Sts read after T chorally all the words and sentences in the textbook.
 Sts work in pairs to find out these words containing the 3 consonants.
Ss practise reading aloud these sentences.
Aim: To help sts to pronunce more correctly and fluently
* Exsercise 1 (10mins)
- T explains the requirement of the exsercise 1 and some new words.
T explains more:
1. The present simple tense: express habit, truth, and fact and in some cases, it indicates the past time to express events morelively and interesting.
2. The present progressive tense: express an ectivities which is happening at the moment of speaking.
3. The present perfect tense: express result, an action happened in the past and continues to present
T guides ss to do the exercises
T goes around the class to check and help some sts.
T corrects
Ss work in groups: discuss the present tense form of the verbs
1. The present simple tense
2. The present progressive tense.
3. The present perfect tense
Some present
Ss work in pairs
Some present
Other comment
Aim: To help sts know how to use present simple tense to express past time.
Answer: 
1. Invites; 2. sets; 3. gets; 4. waves; 5. promises; 6. carries; 7. contains; 8.has baked; 9. is; 10. is shining; 11. are singing; 12. is. 
* Exsercise 2 (10 mins)
T introduces the example and encourages sts to give their ideas abt the examples.
T explains more
T explains the requirement and some new words
- T checks some sts’ answers
- T explains and corrects 
Ss look at the examples and identify the use of the past simple and past progressive
The past simple:
 Form: S+was/were+Complement
 S+ V+ed/V (irregular)
Use: Express an action happened and ended in the past.
The past progressive:
Form: S+was/were+V+ing
Use: Express an activity was happening at the definite time in the past. Or an activity was happening at the definite time in the past when ac action interupted.
Ss work in pairs: Rewrite the sentences
Ss go to the board and write their sentences
Other comment
Aim: To help ss remember the past and the past progressive tense.
Answer:
1. broke/was palying
2. wrote/was
3. was working/broke
4. started/ were walking
5. told/were having
* Exsercise 3 (10 mins)
T introduces the example and encourages sts to give their ideas abt the examples.
T explains more
T explains the requirement and some new words
- T checks some sts’ answers
- T explains and corrects 
Ss look at the examples and discuss the use of the past perfect
Form: S+had+Ved
Use: Express an action happened before another action in the past. 
Ss work in pairs
Ss go to the board and write their sentences
Other comment
Aim: To help ss remember the past perfect tense.
Answer:
1. had eaten/ arrived
2. found, had taken
3. got/ had closed
4. got/ had left
5. got/ had arrived
* Consolidation
- T gives the feedback of the lesson
* Homework
- Sts do all the exsercises in the unit 1 in the workbook.
- Sts prepare all the new words in the next period.
* Comments after the lesson: