Thiết kế bài dạy môn Tiếng Anh 11 - Period no 12 đến period no 17

 Date of preparing: 4- 9- 2009 Date of teaching: 8- 9- 2009 Class:11A5, 11A9, 11A7, 11A6
Unit 3
A party
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Period No 12 - Lesson 1: Reading
I. Aim:
- Reading for specific information about a party.
II. Objectives: By the end of the lesson, Ss will be able to:
- Develop such reading skills as scanning for specific ideas, and identifying and correcting false statement
- Use the information they have read to discuss celebrations in their culture
III. Teaching aids:
- Textbook, handouts, cassette tapes .
IV. Anticipated problems:
- Ss may need tobe provided vocabulary related to celebrations and festivals so that they can complete various learning tasks
V. Procedure:
Time
5’
5’
2’
10’
10’
10’
3’
Teacher’s activities
- get Ss to look at the pictures on page 32.
- give questions.
- get Ss to listen and ask some Ss to answer in front of the class.
- give feedback.
- read word by word.
- ask Ss to repeat in chorus and individual.
- write them on the blackboard.
- say some words in Vietnamese and ask Ss to speak them out in English.
- ask Ss to read the passage silently and do the Task 1.
- check the answer with whole class.
-give the correct answers.
- get Ss to read through all the 7 sentences in Task 2. 
- ask them to read the text again and locate these words.
- ask Ss to check their answer with a friend.
- call on some Ss to present and explain their answers.
- give feedback and correct answers.
- ask Ss work in small group of 3 or 4 and discuss the questions.
- go around to check and offer help.
- call on the groups to tell and explain their choice.
- give the correct feedback.
- summarize the main points.
- assign homework.
Content
A. Warm- up: Chatting
Questions:
1. What is the relationship between the people in the pictures?
2. What are they celebrating?
3. How do they look? 
Answers
1. The people in the 1st picture might belong to a family. The young man and the young woman might be the parents and three kids might be their children.
- In the 2nd picture : the people might belong to a family, too. The old lady&man might be parents. The woman and the man who are sitting in front might be their son and daughter in law. The boy and the girl might be their grandchildren
2. The people in the 1st picture are celebrating a birthday. In the 2nd picture people are celebrating a wedding anniversary.
3. They are happy.
B. Pre- reading
I. Vocabulary
- anniversary (n ) [,ổni'və:səri]: ngày kỷ niệm
- to celebrate (v) ['selibret]: làm lễ kỷ niệm
- to mark (v) [mɑ:k]: đánh dấu 
- milestones (n) ['mailstoun]: = important event or stage in one’s life: sự kiên quan trọng, giai đoạn quan trọng trong cuộc đời ai
- to blow out ['blou'aut]: thổi
-lasting (a): ['lɑ:stiη]: bền vững, lâu dài
- golden (a) ['gouldən] = made of gold: bằng vàng
- Golden anniversary/jubilee /'dʒu:bili:/: celebration of the 50th wedding anniversary 
- Silver anniversary: celebration of the 25th wedding anniversary
- Diamond anniversary: celebration of the 60th wedding anniversary
III. Checking vocabulary:
C. While- reading
I. Task 1: Read and Tick
 Answers:
Birthday
Wedding
1. People sing a song
ệ
2. People eat cakes
ệ
ệ
3. People receive cards and gis from friends and relatives
ệ
ệ
4. People joke about their ages
ệ
5. People remember their wedding days
ệ
6. People go out to dinner
ệ
7. People blow out candles, one for each year
ệ
II. Task 2: 
Correct answers:
1. eighth —> seventh (line 1, paragraph 1, part A)
2. makes —> eats (line 2, paragraph 3, part A)
3. food —> presents (line 3, paragraph 3, part A)
4. anniversaries —> age (line 4, paragraph 4, part A)
5. months —> years (line 2, paragraph 1, part B)
6. 5th —> 50th (line 2, paragraph 3, part B)
7. silver —> golden (line 5, paragraph 3, part B)
D. Post- reading: Answer the following questions.
1. Where do you prefer to celebrate your birthday, at home or in the restaurant? Why?
2. Do your parents celebrate their wedding anniversaries?
3. Are you going to celebrate your weeding anniversaries in the future? Why (not)?
E. Wrapping
Students’ activities
- look at the pictures on page 32.
- listen to the teacher’s questions carefully.
- some Ss answer in front of the class.
- listen carefully.
- repeat in chorus and individual.
- write them down on the notebooks.
- do the task individually.
- read the passage silently and do the Task 1.
- explain the answers.
- read through all the 7 sentences in Task 2. 
- read the text again and locate these words.
- check their answer with a friend.
- some Ss present and explain their answers.
- work in small group of 3 or 4 and discuss the questions.
- groups tell and explain their choice.
- learn by heart all new words and structures and give examples.
- prepare for the next lesson.
 Date of preparing:6- 9 -2009 Date of teaching: 9 – 9 - 2009 Class:11A5, 11A9, 11A7, 11A6
Unit 3
A party
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Period No 13 - Lesson 2 : Speaking
I. Aim: 
	- Talking about talk parties and how to plan parties.
II. Objectives:By the end of the lesson, Ss will be able to:
- Use appropriate language to talk about parties and negotiate how to plan them.
- Use appropriate language to invite people to come to parties.
III. Materials:
- Textbook.
IV. Anticipated problems:
- Ss may have little experience negotiating in English, so T should be ready to provide them with appropriate language to do so.
V. Procedure:
Time
5’
10’
20’
10’
2’
Teacher’s activities
- ask Ss to work in groups to do the task. - check the answers with the whole class.
- give correct answers.
- get Ss to do the task individually.
- encourage Ss to take notes while doing so.
- go around the class to check and offer help.
- call on some Ss to give their answers.
- give comments.
- teach necessary language to talk about parties
- put Ss to work in pairs and tell them to tell each other about the party they have been to, base on the outlines they have made in Task 1.
- call on some pairs to perform their conversations in front of the class.
- give comments.
- introduce the task.
- teach some necessary questions.
- ask Ss to work in groups.
- call on the representative of each group to report about the party they have planned.
- provide corrective feedback.
- summarize the main points.
- assign homework.
Content
A. Warm- up: Put the words in the box below in the right column:
coloured lights, dancing, dress, milk, pizzas, flowers, pop, balloons, suit, playing games, fruit juice, water, meat souvenirs, jazz, mineral
 1. decoration: coloured lights, flowers, 
 balloons
 2. gifts: souvenirs, flowers
 3. activities: dancing, playing games
 4. clothes: dress, suit
 5. food and drink: milk, fruit juice, 
 6. music: pop, jazz
B. Pre- speaking: Task 1:
Expected answers: 
1. It was my friend’s party.
2. It was her birthday party.
3. Yes, of course.
4. I went with other friends
5. The party was held in a restaurant
6. Yes, it was decorated beautifully.
7. No, just some of her close friends.
8. Yes. I knew most of them.
9. We had coke, mineral, ate delicious food.
10. The music was interesting.
11.
12
13. It lasted about 3 hours, from 6 p.m to 9 p.m.
14. Yes, I stayed to the end.
II. Eliciting and introducing useful structures
- Occasions: A birthday/housewarming party
A family/social gathering 
To have//organize/hold/celebrate/give a party
To celebrate one’s birthday/wedding anniversary/graduation...........
- Gifts: flowers, souvenirs, a bottle of wine, chocolate............
- Decorations: balloons, flowers, lamps, pictures.
- Food and drinks: starters, main courses, deserts, cakes, ice-cream, sweets, soft drink
Music: pop music, jazz, classical music
C. While- speaking: 
I. Task 2:
Suggested answer:
S1: Have you ever been to a party?
S2: Yes. I have just been in a party last Sunday.
S1: Whose party was it?
S2: It was my cousin’s.
.
Sample speaking:
 Last week I went to my friend’s birthday party. It was Lan’s party. She was 14 years old last week and she celebrated her party at home. I went with some friends. We gave her gifts and flowers. We went to her house early to help her prepare for the party. We decorated the room with flowers, balloons and coloured lights. We helped her lay the table. At the beginning of the party, we said happy birthday to her end sang the song merrily. Then we ate cakes, fruits and drank. We danced and sang for about 2 hours. The party ended and we helped her clear the table.
II. Task 3:
1. budget: How much money do you spend on 
 the party
2. date & time: When do you organize?
3. Who to invite: Who do you intend to invite?
 Who are they? 
4. place: Where do you organize your party?
5. formal or informal clothes: What kind 
 of clothes do you wear?
6. decorations: How do you decorate the 
 party?
7. entertainment: What activities will take
 place?
 8. food and drink: What food and drink
 will be served?
D. Post- speaking: Task 4
Suggested answer:
 We are having a Halloween party at 7 p.m on October 30th. Would you like to come? We have also invited our English teacher. When coming to our , you can dress up as witches, ghosts or monsters. There will be lot of food and drink that you like such as pizzas, hamburgers, coke, fruit juice. Of course there will be dancing and some exciting games with interesting prizes for the winners.
E. Wrapping
Students’ activities
- work in groups to do the task
- do the task individually.
- take notes while doing so.
- some Ss to give their answers.
- listen carefully and note down.
- work in pairs and tell them to tell each other about the party they have been to, base on the outlines they have made in Task 1.
- some pairs perform their conversations in front of the class.
- listen carefully and take notes.
- work in groups.
- the representative of each group reports about the party they have planned.
- write about the party you have ever been to.
( about 100 words )
- prepare for the next lesson: Unit 3 – Listening.
 Date of preparing:7- 9 -2009 Date of teaching:10 – 9 - 2009 Class: 11A5, 11A9, 11A7, 11A6
Unit 3
A party
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Period No 14 - Lesson 3 : Listening
I. Aims
- Listening about Mai’s birthday party
II. Objectives:By the end of the lesson Ss will be able to:
- Develop such listening micro-skills as intensive listening for specific information
III. Teaching aids:	
- Textbook, handouts, cassette tapes .
IV. Anticipated problems:
- Ss may not have sufficient vocabulary to talk about the topic,so they should be ready to assist them
V. Procedure
Time
 5’
 4’ 
 4’
 2’
 20’
 8’
 2’
Teacher’s activities
- divide the class into groups of 10 and introduce the game: The groups should generate as many words related to birthdays and birthday parties as possible. 
- call on the representative of each group  ... e, so it will be a small gathering and hopefully, people can socialize more easily. I will order some pizzas and buy snacks and fruit. However, you might want to bring some drinks to be shared. There will be dancing and karaoke competition. So, there’ll be a lot fun. 
Please let me know if you are keen by Saturday. Just leave me a message on the phone you can’t catch me at home.
See you.
Long
D. Post- writing
E. Wrapping 
Students’ activities
- work in groups of 4.
- re- order the sentences into a letter of invitation.
The winner will be the group which has the quickest and correct answer.
- work in pairs to answer the questions in Task 1.
- some Ss answer the questions in front of the class. 
- do the task individually and then compare their answers with a partner.
- some Ss give the answers and write them on the board.
- read Task 3 and work out the questions.
- note down.
- write their letters in 15 minutes, based on the outlines they have produced.
- work in pairs, exchange their letters and correct each other.
- listen to the teacher attentively.
- write a letter to invite their friends to their birthday party.
 - prepare for the next lesson: Unit 3 – Language focus.
 Date of preparing:13- 9- 2009 Date of teaching: 16 - 9 -2009 Class: 11A5, 11A9, 11A7, 11A6
Unit 3
A party
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Period No 16 - Lesson 5 : Language focus
I. Aims:
	- Distinguishing the sounds [l], [r] and [h]
	- Pronouncing the words and sentences containing these sounds.
- Distinguishing the uses of infinitive and gerund in active and passive voices
II. . Objectives: By the end of the lesson, Ss will be able to: 
- Distinguish the sounds [l], [r] and [h]
- Pronounce the words and sentences containing these sounds correctly
 - Distinguish the uses of infinitive and gerund in active and passive voices
III. .Materials . 
 	- Textbook, handouts. 
IV. Anticipated problems
- Ss might have difficulty distinguishing and using infinitives and gerunds. Therefore, T should be ready to assist them.
V. Procedure:
Time
 3’
 10’
10’
 9’
 5’ 
 5’ 
 5’
 1’ 
Teacher’s activities
- ask Ss to put the given words into 3 groups logically.
- check the answer with the whole class.
- lead in the new lesson.
- model the three sounds
[l], [r] and [h] for a few times and explain the differences in pronouncing them.
- read once for Ss to hear the words containing these three sounds.
- read the words in each column out loud for a few more times and ask Ss to repeat in chorus.
- call on some Ss to read the words loud.
- listen and correct.
- ask Ss to work in pairs and take turn to read aloud the given sentences on page 39.
- go around to listen and take notes of the typical errors.
- call on some Ss to read the sentences again and provide corrective feedback.
- review the verbs that followed by an infinitive, a gerund and both.
- give some examples.
- review the forms of passive infinitive and gerund and emphasise their uses.
- give some examples.
- get Ss to do Exercise 1 individually and then find a partner to check their answers with.
- call on some Ss to answer in front of the class.
- check with the whole class and provide corrective feedback.
- get Ss to do Exercise 2 individually and then find a partner to check their answers with.
- call on some Ss to answer in front of the class.
- check with the whole class and provide corrective feedback.
- get Ss to do Exercise 3 individually and then find a partner to check their answers with.
- call on some Ss to answer in front of the class.
- check with the whole class and provide corrective feedback
- summarize the main points.
- assign homework.
Content
A. Warm- up: Put the given words into 3 groups logically:
lion, rabbit, log, racket, house, horse, run, local, hat.
Keys: 
1. lion, log, local
2. house, horse, hat
3. run, rabbit, racket
B. Pronunciation:
I. Distinguishing sounds[l], [r] and [h]
/ r /: Ss curl the tongues more backwark than when they pronounce / l / 
/ h /: Ss move their vocal folds from wide apart to close together
II. Pronouncing words containing the sounds
III. Practicing sentences containing the target sounds
C. Grammar
I. Presentation 1: Infinitive and Gerund
Infinitive only
Gerund only
Both
agree
arrange
ask
choose
decide
demand
deserve
expect
fail
hesitate
hope
intend
learn
manage
offer
plan
refuse
seem
wait
admit
 avoid 
deny 
enjoy
 keep 
* Verbs that are followed by prepositions
* Some expressions + gerund
 - can’t risk
 - can’t stand/ bear
 - can’t help/ resist
 - look forward to
 - It’s no use/ good
 - It’s worth
 - be busy
begin, start, continue, stop
love, like, hate, try, remember, forget, regret, 
Examples:
- He decided to stop working for that company last year.
- Who will you intend to invite to your birthday party?
- She seemed to be tired yesterday.
- Mai always avoids meeting him.
- I enjoy eating chocolate.
- I am looking forward to seeing you soon.
- This book is worth reading.
- I remember meeting you somewhere.
- Remember to lock the door before going to school.
II. Presentation 2: Passive infinitive and gerund
+ Form:
* Passive infinitive: to be + Past Participle
* Passive gerund: being + Past Participle
+ Use: to emphasise the action / event rather than the agent.
Eamples:
- I remember being taken to the zoo when I was a child.
- She expected to be admitted to the university but she wasn’t.
- The new students hope to be included in many of the school’s social activities.
- Does Dr Johnson mind being called at home if his patients need his help.
- I can’t stand being laughed at.
D. Practice
I. Exercise 1:
Answers: 
1. having 
2. getting 
3. to tell 
4. practicing 
5. to see
II. Exercise 2:
Answers: 
1. B 
2. A 
3. B 
4. B 
5. A
III. Exercise 3:
Answer:
 1. D 
 2. C 
 3. B 
 4. B 
 5. C
E. Wrapping
Students’ activities
- to put the given words into 3 groups logically.
- give the answer.
- listen attentively.
- listen and repeat in chorus.
- some Ss read the words loud in front of the class.
- work in pairs and take turn to read aloud the given sentences on page 39.
- some Ss read the sentences again.
- listen and take notes.
- listen and take notes.
- do Exercise 1 individually and then find a partner to check their answers with.
- some Ss answer in front of the class.
- do Exercise 2 individually and then find a partner to check their answers with.
- some Ss answer in front of the class.
- do Exercise 3 individually and then find a partner to check their answers with.
- some Ss answer in front of the class.
- redo exercises.
- prepare for the next lesson. 
 Date of preparing:14- 9- 2009 Date of teaching: 17 - 9 -2009 Class: 11A5, 11A9, 11A7, 11A6
Period No 17 – Test yourself A
I. Aims:
- Helping Ss to do all the given exercises, using vocabulary and structures they have learned in Units 1, 2, 3.
II. . Objectives: By the end of the lesson, Ss will be able to: 
- Do all the given exercises, using vocabulary and structures they have learned in units 1, 2, 3.
III. .Materials . 
 - Textbook, handouts, cassette tapes .
IV. Anticipated problems
 - T may not have enough time to teach
V. Procedure:
Time
 3’
 10’
10’
10’
10’
2’
Teacher’s activities
- ask Ss some questions.
- ask Ss to read the sentences before listening.
- ask Ss to complete the sentences after the 1st listening & then check the answer again after the 2nd & the 3rd listening. 
- correct
- introduce some new words.
- rub out some words and ask Ss to remember.
- ask Ss to read the passage and then answer the questions in Reading.
- call some Ss to stand up and answer the questions in front of the class.
-check the answers with the whole class and give the feedback.
- ask Ss to listen and put a tick in the right box.
- read the words for Ss to put a tick.
- check the answers with the whole class and give correct answers.
- revise Ss the grammar about active infinitive and gerund and passive infinitive and gerund.
- ask Ss to do exercise, then call some Ss to go to the board to write the answers. 
- correct their mistakes.
- guide Ss to write about a birthday party, based on the given suggested questions in their books.
- ask Ss to write about a birthday party using suggesed words. 
- summarize the main points.
- assign homework.
Content
A. Warm- up: Chatting
B. Listening:
Answers:
1. A ( 25 years)
2. D ( live next door to each other)
3. B ( moved to Scotland)
4. D ( 1999)
5. C ( at James’ wedding)
C. Reading:
I. Vocabulary:
- virtually (adv) ['və:t∫uəli]:hầu như, gần như
- prominently ( adv) ['prɔminəntli]:nổi bật
- brand-new outfit (np) [brổnd- nju: 'autfit]: quần áo mới tinh
- to grin (v)[grin]:cười toe toét
- to hug (v)[hʌg]:ghì chặt
- smart (a) [smɑ:t] : chỉnh tề
II. Checking vocabulary
III. Answer the questions:
Answers:
1. Because the young couple had been childless for 10 years after they got married and so they were thrilled to finally have a child after they had virtually given up.
2. The writer brought a camera to the party to take some photographs of the family
3. The boy was dressed in a smart, brand-new outfit and looked like a little prince
4. He didn’t enjoy thehugs or kids from the guests very much because he was interested in the toys.
5. He felt that it was delightful and looked forward to the next day to have the film developed.
D. Pronunciation and Grammar 
I. Pronunciation
Answers:
1. nine 
2. hour 
3. matching 
4.jam
II. Grammar
Answers:
1. to see 
2. to be 
3. to phone
4. pay 
5. to be met 
6. to be appointed
E. Writing: Use suggested words to write about a birthday party.
 Last Saturday/ my birthday. My parents/ help/ hold/ birthday/ home. I/ invite/ friends/ and/ have/ a great time.
 The party/ at 7 p.m. We/ special dishes/ mum/ cook. Then mom/ a beautiful cake/, decorate with fruit/ 17/ candles/ middle. I/ candles. My friends and family/ “ Happy birthday” song. They/ congratulate/ give/ gifts. Then mom/ cut the cake/. We/ have the cake/ fruits/. After that/ play games/ dance/sing/ tell jokes.
 The party/ 8.30. My friends/ clean up the mess. I feel/ happy.
F. Wrapping
Students’ activities
- answer the teacher’s questions.
- read the sentences before listening.
- complete the sentences after the 1st listening & then listen again, check the answer after the 2nd & the 3rd listening.
- note down.
- do the tast individually.
- read the passage and then answer the questions in Reading.
- some Ss stand up and answer the questions in front of the class.
- pay attention to the pronunciation of the underlined part of the word.
- listen and put a tick in the right box.
- listen carefully.
- do exercise and some Ss to go to the board to write the answers. 
- listen carefully.
- work in pairs, exchange their letters and correct each other.
- revise and prepare for the written test.