Thiết kế bài dạy môn Tiếng Anh 11 - Unit 3: A party - Part A đến part D

Week: 
Period:
Date:
Unit 3 :	A PARTY 	
Part A : READING 
I. Objectives
	By the end of the lesson, Ss will be able to:
- Develop such reading-micro skills scanning for specific ideas, and identifying and correcting false statements.
- Use the information they have read to discuss celebrations in their culture.
II. Materials
	Textbook, handouts.
III. Anticipated problems
Ss may need to be provided vocabulary related to celebrations and festivals so that they can complete various learning task.
IV. Procedure
Time
Steps
Work arrangement
7’
WARM UP
A matching game
(To teach vocabulary related to celebrations and festivals)
- T divides the class into small groups of 3-4 Ss. Then T distributes the following handouts for Ss to do the matching task in their own groups. Which group finished it first and has all the correct answers will be the winner.
- T might want to get Ss to tell if there are similar celebrations and events in Vietnamese culture to check Ss’ understanding of the new words.
- T might also give some details about these celebrations.
Matching the celebrations with the correct imagines below:
Christmas Easter Graduation Halloween Thanksgiving
Moher’s day Wedding Valentine’s day Birthday
Answer: 
Celebrations
Imagines
Christmas
E
Halloween
A
Wedding
D
Easter
C
Thanksgiving
I
Valentine’s day
H
Graduation
F
Mother’s day
G
Birthday
B
 About the celebrations:
- T celebrate Christmas day Western families often buy Christmas trees, which are often real or plastic pine trees and decorate them with ornaments and gift boxes.
- On Halloween night children often dress in costumes and go door-to-door to collect sweets and fruits. Houses are decorated with lights or candles.
- Picture d shows a wedding horseshoe. It is the symbol of good fortune and ability to have many children. So on weddind days many weatern brides carry a replica of a horseshoe for good luck.
- Picture c shows Easter eggs. It’s a custom to eat eggs on this day because eggs are symbol of life. Today people often eat chocolate eggs instead of real eggs.
- Thanksgiving is the celebration that exists only in America.On this day people pray to God and eat roasted turkey.
- On Valentine’s day people often send cards and buy chocolates for the ones they love.
- Mother’s day is the celebration that honors mothers. On this daypeople often send cards and gifts to their mothers to show how they love and appreciate their mothers. 
Group work and whole class
8’
7’
BEFORE YOU READ
- T gets Ss to work in pairs and try to make sense of the pictures on page 32. Then T gets them to answer the questions on this page.
- T calls on some Ss to answer the questions. T should ask Ss to give reasons for their answers.
- T checks with the class and asks Ss to guess what they are going to read about.
Suggested answers:
1. The police in the first picture might belong to a family. The young woman and the young man might be the parents and the 3 kids might be their children.
The people in the second picture might belong a family, too. The old lady and the old man who are standing might be the 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 first picture are celebrating a birthday(the little girl is blowing out the candles). And the people in the second picture are celebrating a wedding anniversary(the words on the wall read “50th anniversary).
Pre-teaching vocabulary
Mark(v): 
Milestone(n): an important event or stage in one’s life
Lasting(a): continuing a long time
Golden(a): made of gold
Golden anniversary/jubilee: celebration of the 50th wedding anniversary
Silver anniversary/jubilee: celebration of the 25th wedding anniversary
Diamond anniversary/jubilee: celebration of the 60th wedding anniversary
- Before teaching these words, T helps Ss to pronounce them correctly. T may want to model first and then ask Ss to repeat after him/her.
- T presents or elicits the meanings of these words from the class.
- T gets Ss to make sentences with these words.
- T gives corrective feedback .
WHILE YOU READ
Set the scene : You are going to read about how American people celebrate birthdays and wedding anniversaries . Then you do the tasks that follow .
TASK 1
- T gets Ss to read the passage silently and then do Task 1 .T may want to give them some tips to do the task .
+ First , Ss should skim the seven statemments to understand them . As Ss do this they underline the key words to decide what information they need to find in the text For erxample , the key word is “song ” for the first statement and cake for second one .
+ Then they should go back to the passage and locate the key words in the passge .
+ Then they should read around the key words carefully to find the answer .
- T get Ss to check their answers with a peer .
- T calls on some Ss to write their answers on the board and ask them to explain their choices.
- T checks the answers with the whole class.
Answers:
Birthday
Wedding
1. people sing a song
V
2. People eat cake
V
3. people receive cards and gifts from friends and relatives
V
4. people joke about their ages
V
5. people remember their wedding days
6. people go out to dinner
V
7. people blow out candles, one for each year
V
V
TASK2
- T checks if Ss can identify and correct the wrong information in TASK2 after their first reading of the passage. If they can’t, T gets Ss to read through all the 7 questionsin TASK2and identify the key words in each question. For example, in question 1, these might be “Lisa’s family and friends”, and “8th birthday”. In question 2, these might be “make cakes and ice-creams” and “birthday” etc.
- Now T instructs Ss to go back to the passage and locate these words. Ss should read around these words carefully to find the answers to the questions.
- Then T gets Ss to check their answers with a friend.
- T calls on some Ss to present and explain their answers.
- T gives feedback and correct answers.
Answer:
eighth >sevenths (line 1, paragraph 1, part A)
makes > ears (line 2, para 3,part A)
foods > presents (line 3, para 3, part A)
anniversaries > ages (line 4, para 4, part A)
months > years(line 2, para 1, part B)
5th > 50th (line 2, para 3, part B)
silver > golden(line 5, para 3, part B)
Pair work & whole class
10’
AFTER YOU READ
- T introduces the task: Ss work in small groups of 3 or 4 and discuss the questions
- T teaches structures that can be usedfor giving comparison and contrast. E.g: “In the US, people .....but in Vietnam, people....”, “Americans....while Vietnamese...”, “Americans .... .in contrast, Vietnamese ...”, etc.
- T goes around to check and offer help.
- T calls on the groups to tell and explain their choices.
- T gives corrective feedback.
Group work & whole class
3’
WRAPPING UP
- T summarises the main points of the lesson.
- For homework, T asks Ss to write a paragraph about how Vietnamese people celebrate their birthdays or wedding anniversaries, based on the text they read in class.
Whole class
EXTRA ACTIVITY
Valentine’s day
Cross: 
2. The month of Valentine’s day
4. A Valentine’s day emotion
	5. He shoots love arrows
	6. Touch lips
	7. Something you wear on your finger
	8. A Valentine’s day treat.
	12. Go on a .......... . Go somewhere with your boyfriend or girlfriend.
	13. What cupid shoots
	14. Present.
	15. Something a poet writes
Down: 
1. A day for love
............in love. Start to love someone.
The flower of love
7.Valentine’s day colour
9. The symbol of love
10. People often exchange these on Valentine’s day.
11. Something often written on Valentine’s day cards
Answers:
Cross:	Down:
1. february	1. Valentine’s day	
4. love	2. fall
5. cupid	3. rose
6. kiss	7. red
7. ring	9. heart
8. chocolate	10. cards
12. date	11. be mine
13. arrow
14. gift
15. poem
Week: 
Period:
Date:
Unit 3 :	A PARTY
Part B: SPEAKING
I. 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.
II. Materials
	Textbook
III. Anticipated problems
Ss may have little experience negotiating in English, so T should be ready to provide them with appropriate language to do so.
IV. Procedure
Time
Steps
Work arrangement
7’
WARM UP
Talking about a party
- T asks the class if they like parties and why to lead Ss to the topic. Then T asks if they have ever been to a party. If Ss say Yes, T asks follow-up questions like “Whose party was it ?” , “On what occasion?” , “Where was it?” , “Was it fun ?” etc. T helps Ss to answer the questions by providing them appropriate vocabulary and expressions (if no Ss have ever been to a party, T might want to get Ss to ask him/her about a party he/she has been to )
- Then T sets the scene: “Supposed you have been to a party and now you want to tell your friends about it.What do you want to tell them?”
- T elicits Ss’ ideas and writes on the board:
Who ?
Who gave the party ?
What ?
What exactly was it about ? A family gathering ? A social party? Etc.
Where ?
Where did it take place ? was it a nice place ?
When ?
When did it take place ? What time did it start and end ?
Why ?
On what occasion was the party held ? Why was it held ? For whom ? etc.
How ?
How was it organised ? How did it go ? What activities did you do there ? Did you have a good time ? How were the people like ? What about music ?What about foods and drinks ? etc. 
- T teaches necessary language for talking about parties. 
E.g: 
A birthday/housewarming party
A family/social gathering
A potluck dinner (dinner to which people bring foods to be shared)
To party/ to throw/give a party/to celebrate one’s birthday/ wedding anniversary/graduation
To enjoy yourself
To have fun
To pick up one’s heels (to have a really good time)
To bring your own (B.Y.O) (to bring your own drinks)
To bring a plate (to bring food to share with others)
Snake, pizza, soft drinks, chips, cookies/munchies, finger food
- T gives examples when presenting these words / phrases.
- T gets Ss to make sentences with these words /phrases.
- T introduces the topic: talking about parties. 
Whole class
7’
TASK 1
- T introduces the task and goes over the questions with the class. T explains new words if necessary.
- T gets Ss to do the task individually. Ss need to choose the details they want to talk about and plan their stories. T encourages Ss to take notes while doing so.
- T goes around the class to check and offer help 
7’
TASK 2
- T puts Ss in pairs and gets them to tell each other about the parties they have been to , based on the outlines they have made for Task 1.
- In the meantime, T goes around to check and offer help.
- T calls on some pairs to perform their conver ... heir groups Ss discuss to complete tha task. The winner will be the group which has the quickest and correct answer.
- After the game, T might want to get Ss to read the completed letter again and elicits the features of an informal invitation letter. T might want to tell Ss that an invitation letter normally includes:
+ The event (what you invite your friends to): a wedding party, a birthday party, etc.
+ The place: my parents’ place, my school, etc.
+ The time and date: 2:30 p.m, May 20, 2007, etc.
+ The invitation itself (Would you like to come ? How about ...? etc.)
The jumbled letter
This is my address: 150 Au Co Road.
It’s a beautiful house and it looks over the West Lake and the Water Park.
Dear Patricia,
Guess what! I’ve just moved to a new house in Tay Ho district.
Would you like to come ?
Please let me know your answer as soon as possible
See you 
MY parents are giving a house- warming party this Saturday evening , around 6 : 30 p.m 
Hoa 
 I think Chris and Kim are coming , too. 
We’ll have “Pho ” and some special dishes .
Answer : 
Dear Patricia ,
Guess what ! I”ve moded to a new house in Tay Ho District . It’s a beautiful house and it looks over the West Lake and the Water Park . My parents are giving a house- warmung party this Saturday evening , around 6 : 30 p.m . We’ll have “Pho” and some other special dishes . Would you like to come ? I think Chris and Kim are coming , too . This is my adress : 150A Au Co Road . 
Please lest me know your answer soon as posssible . 
See you !
Hoa 
10’ 
PREPARING SS TO WRITE
TASK 1
 - T sets the scene : you are going to write a friendly letter to invite your classmates to a party that you hold .
- T gets Ss to work out the content of their letter by answering the questions in TASK 1 .
- T call on some Ss to answer the questions and elicits more ideas from the class . T writes them on the board .
E.g : 
Occasions for giving parties 
Birthday , graduation , wedding , anniversary, moving to a new house , family gathering Christmas , New Year , etc 
Dressing codes 
Formal : dresses , high- heel shoes for women ; suits and ties for men .
Informal : anything can do : jeans , T shirt , skirts , etc 
Presents to give 
Anything can do : books , CDs , flowers , scaves , ties , paperweights , pens bags , hats , etc . Sometimes people might want to bring wine as a gift
TASK 2
- T gets SS to do the task individualy and then compare their answers with a peer .
- T calls on Ss to give the answers and write them on the board .
- T elicts comments from the class and gives correct answers .
- T helps Ss to revise the format of a personal / informal letter by analyzing the letter that they have just completed for TASK 2 . T might aslo want to get Ss to analyze the letter further by asking questions about it orgaization and language .
E.g: What is the purpose of the first sentence ? What about the second sentence ? What exactly did Duc write to express his invitation .etc.
Answer : 
1 at my house 
2 to come 
3 . refreshments 
4 to cook 
5 . winners 
6 . by Monday 
Individual work & whole class 
20’ 
WRITING
- T gets Ss to reads TASK 2 and work out the questions . Ss should note dwon the answers in their notebooks . In the meantime , T goes aroud to check and offer help .
- Now T gets Ss to write their letter in 10 minutes , based on the outlines they have produced .
- T then asks Ss to get in pair , exchage their letter and correct each other 
- T goes around to offer help 
A sample letter :
Ha Noi May 19 , 2007 
Dear Ha ,
AS the school year is coming to an end , I’m giving a farewell party for people to meet up before they go away for holiday . Would you like to come ? It will be at my place at 7 p.m this coming Sunday . I intend to invite about 10 people , so it will more easily . I will order some pizzas and and buy snacks and fruit. Howver, you might want to bring some drinks to be shared. There will be dancing and karaoke competition . So there will be a lot of fun.
Please let me know if you are keen by Saturday. Just leave me a message on the phone if you can’t catch me at home.
See you.
Long
Individual work & pair work 
5’
FEEDBACK ON SS’ WRITING
- T chooses one letter and reads it to the class.
- Then T elicits corrective feedback from the class and gives final comments afterwards. T should draw Ss’ attention to the format of the letter, the organisation of ideas and language use.
Whole class
3’
WRAPPING UP
- T summarises the main points of the lesson.
- For homework, T asks Ss to revise their letters according to their peer’s suggestions and submit for marking in the next lesson.
Whole class
EXTRA ACTIVITY
Fill the blank with appropriate words.
	Most weddings in the UK take the form of either a ....(1)...(conducted at the Registry Office) or a traditional ...(2)..., held in a church . (There are other ceremonies for different religions.) If the couple chooses a church service, the planning can become quiten complex. The church must be booked, the service has to be chosen, flowers arranged and so on. Other arrangements (for both traditional and civil) are to ...(3)..., send out invitations, book a ...(4)...(for after the ceremony), choose ...(5)...(the girls who traditionally accompany the bride in the church) and the ...(6)...(the bridegroom’s friend who accompanies him to the ceremony), buy the wedding dress, arrange a ..(7)...(the holiday after the wedding), compile a ...(8)...(a list of presents that guests can choose to buy the couple) and of course, to select the ...(9).. .
Reception venue best man wedding rings honey moon wedding list 
white wedding Bridesmaids civil ceremony draw up a guest list
Answer:	1. civil ceremony	2. white wedding	3. draw up a guest list	4. reception venue
5. bridesmaids	6. best man	7. honey monn	8. wedding list	9. wedding rings
Week: 
Period:
Date:
Unit 3 :	A PARTY
	Part E:: LANGUAGE FOCUS	
I. 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.
	- Use these structures to solve communicative tasks.
II. Materials
	Textbook, handouts.
III. Anticipated problems
Ss might have difficulty distinguishing and using infinitives and gerunds. Therefore, T should be ready to assist them.
IV. Procedure
Time
Steps
Work arrangement
7’
PRONUNCIATION
Distinguishing sounds
- T models the 3 sounds / l /, / r / and / h / for a few times and explains the differences in producing them (e.g: when producing / r / Ss curl the tongues more backward than when they produce / l /; whrn producing / h / they move their vocal folds from wide apart to close together).
 - T plays the tape (or read ) once for Ss to hear the words containing these 3 sounds. Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape(or T).
- T asks Ss to read the words in each column out loud in chorus for a few more times. Then T calls on some Ss to read the words out loud. T listens and corrects if Ss pronounce the target words incorrectly. If many Ss don’t pronounce the words correctly, T may want to get them to repeat after the tape (or himself) again in chorus and then individually.
Practising sentences containing the target sounds
- T asks Ss to work in pairs and take turn to read aloud the given sentences(p.39, practise these sentences).
- T goes around to listen and takes notes of the typical errors.
- T calls on some Ss to read the sentences again and provides corrective feedback.
Individual , pair work & whole class
10’
GRAMMAR
Exercise 1
a.Presentation:
- If necessary, T reviews the verbs that are followed by an infinitive, a gerund and both.
E.g:
+ Infinitive only
+ Gerund only
+ Both
Agree
Arrange
Ask
Choose
Decide
Demand
Deserve
expect
Admit
Avoid
Deny
Enjoy
Keep
Verbs that are followed by prepositions
Begin
Start
Continue
Stop
Love
Like
Hate
Remember
Forget
Try
Fail
Hesitate
Hope
Intend
Learn
Manage
Offer
Plan
Refuse
Seem
Wait
Note: T should point out which verbs have different meanings when are used with an infinitive or a gerund.
E.g: stop, hate, love, regret, etc.
b. Practice:
- T gets Ss to do Exercise 1 individually and then find a partner to check their answers with.
- T checks with the whole class and provides corrective feedback.
Answer: 1. having 2. getting 3. to tell 4. practising 5. to see
Individual, pair work & whole class
8’
Exercise 2
a. Presentation:
- If necessary, T reviews the forms of passive infinitive and gerund and emphasises their uses.
E.g:
+ Form:
 * Passive infinitive: to be + Past Participle
 * Passive gerund: being + Past Participle
+ Use: to emphasise the action / event rather than the agent.
b.Practice
– T gets Ss to do Exercise 2 individually and then find a partner to check their answers with.
- T checks with the whole class and provides corrective feedback.
Answer: 1. b 2. a 3. b 4. b 5. a 
7’
Exercise 3
b. Practice:
- T gets Ss to do Exercise 3 individually and then find a partner to check their answers with.
- T checks with the whole class and provides corrective feedback.
Answer: 1. d 2. c 3. b 4. b 5. c
10’
COMMUNICATIVE PRACTICE( PRODUCTION STAGE)
- T divides the class into small groups of 4. Then T introduces the task “A Celebrity Interview”: “Now you are going to work in groups of 4. Two of you will act as a celebrity and his/her manager. The other two will act as reporters for a local paper. Discuss among yourselves which celebrity you would like to act and interview. The celebrity and the manager then will prepare some background information about the celebrity, based on the questions in the worksheet. The reporters will work out the interview questions that they want to ask about the celebrity. They can use the questions in the worksheet as guidelines. After 5 minutes, you are going to do the interviewin your own groups”.
- T distributes the worksheets to Ss. Then T guides how to ask interview questions and answer them and reminds Ss to use infinitive and gerund when completing the tasks.
- T gets Ss to work in groups, then goes around and offers help.
- T gives final comments and provides correction if necessary.
Worksheet for the celebrity
Name:
Likes
Dislikes
Future plan
Worksheet for the reporters
Likes
Dislikes
Future plan
Model questions:
What do you like/love doing ?
What do you hate doing ?
What do plan to do in the future ?
What award do you hope to achieve in this year’s competition ?
What do you think you need to do to achieve your objectives/ make your dream come true ?
Etc.
Group work & whole class
3’ 
WRAPPING UP
- T summarises the main points of the lesson.
- For homework, Ss review the uses of different verb tenses that have been covered in the lesson.
Whole class