Thiết kế bài dạy môn Tiếng Anh 11 - Unit 3: A party - Period 1 đến period 5

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Period 1: 
I. Objectives:
By the end of the lesson, Ss will be able to:
- Develop such reading mico-reading skills as scanning for specific ideas, and identifying and correcting statements
- Use the information they have read to discuss celebrations in their culture.
II. Teaching aids:
Textbook, handouts, 
III. Anticipated problems:
Ss may need to be provided vocabulary related to celebrations and festivals so that they can complete various learning tasks.
IV. Procedure:
Steps and time
Work arrangement
 WARM-UP (7')
A matching game
- Divide the class into groups of 4 Ss, then distribute them the following handout for Ss to do the matching task in groups. The group finishes it first and has all the correct answers will be the winner.
Match the celebrations with correct images below 
 1. Christmas 2. Easter 3. Graduation
 4. Halloween 5. Thanksgiving 6. Mother's Day
 7. Wedding 8. Valentine's Day 9. Birthday
 a b c
d e f	
 g h i
 Answers.
 1. Christmas : b 2. Easter : d 3. Graduation : g
 4. Halloween: i 5. Thanksgiving : c 6. Mother's Day: h
 7. Wedding : e 8. Valentine's Day: f 9. Birthday : a
- Ask Ss to give some more celebrations and events in Vietnamese culture.
- Give some information about these celebrations.
Some information about the celebrations
1. To celebrate Christmas Day, Western families often buy Chistmas trees, which are often real or plastic pine trees and decorate them with ornaments and gift boxes.
2. On Halloween night, children often dress in costumes and go door-to-door to collect sweets and fruits. Houses are decorated with pumpkins which are carved into scary faces and decorated with lights or candles.
3. This picture shows pairs of wedding horseshoes. Horseshoe is the symbol of good fortune and ability to have many children. So on wedding days, many Western brides carry a replicia 0f a horseshoe for good luck.
4. This picture 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.
5. Thanksgiving is the celebration that exists in only America. On this day, people pray to god and eat roasted turkey.
6. On valentine's day, people often send cards and buy chocolates for the one they love.
7. Mother's day is the celebration that honours mothers. On this day, people often send cards and gifts to their mothers to show how they love and appreciate their mothers.
8. Birthday is the name given to the date of the anniversary of a person's birth. People in many cultures celebrate this anniversary. In some languages, the word for birthday literally translates as "anniversary". Birthdays are traditionally marked by celebrations including a birthday party or, in some particular cases, a rite of transition
9 Graduation is the action of receiving or conferring an academic degree or the associated ceremony. The date of event is often called degree day. The candidates will almost always wear academic dress, At the college and university level, the staff will usually wear academic dress at the formal ceremonies, as will the trustees and degree candidates. "Graduation" at the college and university level occurs when the presiding officer confers degrees upon candidates, either individually or en masse, even if graduates physically receive their diploma later at a smaller college or departmental ceremony
 PRE-READING: (8')
- Get Ss to work in pairs and try to make sense of the pictures on page 32 and then get them to answer the questions on this page.
- Call on some Ss to give answers to the questions and explain their answers.
- Check with the class and ask Ss to guess the content of the passage they are going to read about.
* Suggested answers:
1. - The people in the first picture may belong to a family. The young man and the young woman may be the parents and the three kids may be their children.
 - The people in the 2nd picture may belong to a family, too. It may be a three-generation-family. The old man and the old lady who are standing might be the parents. The young man and the young lady 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 girl is blowing out the candles) and the people in the second picture are celebrating a wedding anniversary.
 VOCABULARY PRE-TEACH
 mark (v)/ n
 milestone (n)= An important event or stage in one's life.
 lasting (adj) = continuing a long time
 golden (adj) = 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.
- Get Ss to read the word in chorus.
- Present the meanings of these words.
- Ask Ss to make sentences with these words.
- Give corrective feedback.
WHILE YOU READ:
Set the scene: Ss, now you are going to read a passage about how American people celebrate birthday and wedding anniversaries, then do the TASKS that follow.
 TASK 1: (8')
- Get Ss to read the passage silently and then do TASK 1. 
- Get Ss to check their answers with a friend.
- Call on some to write their answer on the board and explain their answers.
- Check the answers with the whole class. 
Group work
Whole class
Pair work
Whole class
Pair work 
whole class
Individual work & whole class
Steps and time
Work arrangement
Answers:
Birthday party
wedding anniversary
1. People sing a song.
√
2. People eat cake.
√
√
3. People receive cards and gifts from friends and relatives
√
√
4. People joke about their age.
√
5. People remember their wedding day.
√
6. People go out to dinner.
√
7. People blow out candles, one for each year.
√
 TASK 2: (10')
Direction: Ss, there are 7 statements about the reading text with one wrong word in each one. You have to correct these sentences. Please read text again and replace the wrong word with a right one. 
- Ask Ss to go back to the passage and locate these words. Ss should read around the words carefully to find the answers.
- Get Ss to check their answers with their friends.
- Call some to present and explain their answers.
- Give feedback and give correct answers if necessary.
 Answers:
eighth → seventh ( line 1 paragraph 1 part A)
make → eats ( line 2 paragraph 2 part A)
foods → presents ( line 3 paragraph 2 part A)
anniversaries → ages ( line 4 paragraph 3 part A)
months → years ( line 2 paragraph 1 part B)
5th → 50th ( line 2 paragraph 3 part B)
silver → golden ( line 5 paragraph 3 part B)
 POST-READING: (10')
 Introduction: Ss, please work in groups of four and discuss the questions.
- Give some structure that can be used for giving comparison and contrast.
Ex: In the US, people ................. but in Vietnam, people ..........................
 Americans .......................... while Vietnamese ....................................
 Americans ........................, In contrast, Vietnamese ............................
- Go around to check and offer help.
- Call on some groups to tell and explain their choice.
- Give corrective feedback.
Individual work and whole class
Group work & 
whole class
 WRAPPING: (2'-- Whole class )
- Summarize the main points of the lesson. 
- For homework, Ask Ss to write a short paragraph about how Vietnamese people celebrate their birthday or wedding anniversaries.
Period 2: 
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. Teaching aids:
Textbook, handouts, 
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:
Steps and time
Work arrangement
WARM-UP:(7')
- Give some questions for Ss to answer to lead Ss to the topic
 + Have you ever been to parties? + Whose party was it?
 + On what occasion ? + When was it ?
 + Was it fun ? ................
- Give Ss some necessary language for Ss to talk about parties:
 a birthday / housewarming / social party / class meeting
A family / social gathering
A potluck dinner ( a 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 oneself / to have fun.
To kick 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 foods to share with other)
Snack / pizza / chips / soft drinks
Cookies / munchies / finger food
- Give examples when presenting these words or phrases
- Introduce the topic: Talking about parties.
TASK 1: ( 7')
- Introduce the task and go over the questions with the class. Explain new words if necessary.
- Get Ss to work individually: Ss choose the details they want to talk about and plan their stories. Encourage Ss to take notes while doing so.
- Go around the class to check and offer help.
TASK 2: (7')
- Ask Ss to work in pairs to tell each other about the party they have been to.
based on the outlines they have made for TASK 1.
Whole class
Individual work
group work and whole class
Steps and time
Work arangement
 - In the meantime, go around to check and offer help.
- Call on some pairs to perform their conversations in front of the class.
- Elicit feedback from the class and then give final comments.
 TASK 3: (7')
- Introduce the task and ask if Ss have ever planned a party with someone else.
Elicit things they consider when planning a party. 
- Ask Ss to look at TASK 3 for the answers and while pulling their ideas, write them on the board:
Planning a party
When ( date and time )
Where ( home or restaurant)
Dressing code + formal
 + informal
 + costumes
4. Who to invite ? + family ?
 + relatives ?
 + friends ?
 + classmates ?
 + teachers ?
5. Decorations + flowers ?
 + coloured light bulbs ?
6. Entertainment ?
 + dance ? music ? games ?
7. Budget ?
 + how much to spend ?
 + how much to contribute ?
8. Food and drink ?
 + cook our own or order ?
 + vegetarian food ?
- Teach vocabulary items like those above boxes.
- Ask Ss to review the useful expressions ( asking for and giving opinions, expressing agreements or disagreements, suggesting ...... ) for negotiating given in the last period.
Suggesting
starting preferences
May be we could........
Perhaps we can.........
Let's.........
Why don't we ......... ?
What about ...............?
How about ...................?
Should we ....................?
Would it be a good idea if ..........?
Perhaps we would prefer ................
I'd rather ......................... ... he game.
 Suggested words: age, balloon, birthday, blow out, cake, candle, cards, candy, cookies, chocolate, confetti, decoration, gift/ present, icing, flowers, fun, party, song, dance, ....
 PRE-Listening (7')
- Get Ss to answer the questions on page 36 in pairs.
- Call on some Ss to answer the questions and explain their reasons.
- Check the answers with the class.
- Teach some new vocabulary:
+ gathering (n) = meeting (n)
+ slice (n) Eg: Cut the potato in to thin slices.
+ clap (v, n) Ex: While watching a football match, we often lap our hands when there is a goal. 
- Get Ss to pronounce the words given on page 36 correctly.
WHILE-LISTENING
 TASK 1: (10')
 Introduction: You are going to listen to a girl telling about a birthday party she has been to. Listen and answer True or False questions. Put a tick (√) in the appropriate box.
- Get Ss to read through the statements to understand them and underline key words.
- Play the tape once for Ss to listen and do the task. 
- Ask Ss to exchange the answers with a partner to check.
- Check the answers with the whole class. ( Play the tape once more time, pause at the answers if Ss can't answer the questions)
Answers:
1. F ( The party began at 3 in the afternoon )
2. F ( about 20 )
3. F ( The cake was cut at 4:30)
4. T
5. F ( Only one kid stayed to help, others left )
 TASK 2: (10')
 Instruction: You are going to listen to the story again and answer comprehension questions :
- Ask Ss to read the questions, identify the information they need to look for in each question. 
- Check if Ss can answer the questions without listening again. If Ss can't, play the tape for Ss to listen again. Ask Ss to note down the answers while listening ( the main point only, not full sentences. ).
- Get Ss to check the answers with a partner.
- Check with the whole class.( Play the tape again and pause at difficult points Ss can't answer the question).
 Answers:
1. 16 2. Because it is noisy and expensive.
3. Soft drink and biscuits 4. At about 4:30
5. It was beautifully decorated with white and pink icing and 16 colorful candles in the middle.
6. They clapped their hands eagerly and sang " Happy birthday "
7. At about 6 p.m.
Group work and whole class
Pair work and whole class
Individual work, pair work & whole class
Individual work, pair work & whole class
Steps and time
Work arrangement
POST-LISTENING: (8')
 Introduce the task: Supposed that Mai is your common friend. Yesterday was her birthday but you couldn't come. Now work in pairs and ask others about Mai's party.
- Distribute handouts for Ss to do the task. Remind Ss to use the correct verb tense.
- when all Ss have finished, call on some pairs to perform their role-play in front of the class.
- Elicit feedback from the class and give final comments.
Pair work and whole class
V. Wrapping: ( whole class - 2')
	- Summarizing the main points of the lesson.
	- For homework, ask Ss to write a paragraph about their own birthday parties.
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Period 4: 
I. Objectives:
By the end of the lesson, Ss will be able to:
- Define the format and structure of an informal letter of invitation.
- Write an informal letter of invitation.
II. Teaching aids:
Textbook, handouts, 
III. Anticipated problems:
Ss may not have sufficient vocabulary to write detailed letter of invitation, so T should be ready to help them.
IV. Procedure:
Steps and time
Work arrangement
WARM-UP ( Competition game )
- Prepare handouts of a jumbled letter in advance and divide the class into groups of 4. Then distribute the handouts and introduce the task: Ss, you are going to re-order the sentences into a letter of invitation.
- Ss in groups, discuss to complete the task. The group which has the quickest and correct answer will be the winner.
Re-order the following jumbled letter
1.This is my address: 150 Au Co Road.
2. It's a beautiful house and it look over the West Lake and the water park.
3. Dear Tom,
4. Guess what! I've just moved to a new house in Tay Ho District.
5. Would you like to come ?
6. Please let me know your answer as soon as possible.
7. See you
 8. My parents are giving a housewarming party this Saturday evening, around 6:30 p.m.
9. Hoa
10. I think Jim and Jane are coming, too.
11. We'll have "Vietnamese Pho" and some other special dishes.
 Answer: 
 Dear Tom, 
 Guess what! I've just moved to a new house in Tay Ho District. It's a beautiful house and it look over the West Lake and the Water Park. My parents are giving a housewarming party this Saturday evening, around 6:30 p.m. We'll have "Vietnamese Pho" and some other special dishes. Would you like to come ? I think Jim and Jane are coming, too. This is my address: 150 Au Co Road.
 Please let me know your answer as soon as possible.
 See you
 Hoa
- After the game, ask Ss to read the letter again and elicit the features of an informal invitation letter.
- Tell Ss what an invitation letter normally includes:
+ The event (What you invite your friends to): a wedding/ birthday party/ etc
+ The place : My parents' house / my room / my school/ etc
+ Time and date: 
+ The invitation itself ( would you like to come? How about .......... ? etc 
 PRE-WRITING: (8')
 Set the scene: You are going to write a friendly letter to invite your classmates to a party you hold.
- Get Ss to work out the content of their letter by answering the questions in TASK 1.
- call on some Ss to answer the questions and elicit more ideas from the class and write them on the board.
Individual work & whole class.
Individual work & whole class.
Steps and time
Work arrangement
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.
Presents to give
anything you can do: books, CDs, flowers, scarves, ties, pens, bags, hats, or a bottle of wine as a gift
TASK 2: 
- Get Ss to do the task individually and then compare their answer with a peer.
- Call on some to write the answers on the board.
- Elicit comments from the class and give correct answers.
- Help Ss to revise the format of a personal/ informal letter by analyzing the letter that they have just completed for task 2.
 Answers:
 1. at my home 4. to cook
 2. to come 5. winners
 3. refreshments 6. by Monday
 WHILE-WRITING:
 - Ask Ss to read TASK 3 and work out the questions. Ss should note down the answers in their notebooks. Offer help if necessary.
- Get Ss to write their letters in 10' based on the outlines they have done.
- Ask Ss, in pairs, exchange their letters and correct each other.
- Go around to offer help.
A sample letter:
 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 17h30 this coming Sunday. I intend to invite about 10 people, so it will be a small gathering and hopefully, people can socialize more easily. I'll 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 of fun.
 Please let me know if you are keen by Saturday. Just leave me
a massage on the phone if you can't catch me at home.
 See you,
 Jim.
- Feedback on Ss' writing.
+ Choose one letter and read it to the class.
+ Elicit corrective feedback from the class and give final comments afterwards.
+ Ask Ss to pay more attention to the format of the letter, the organization of ideas and language used.
Individual work and pair work
Individual, pair work & whole class 
V. Wrapping up:
- Summarize the main points of the lesson.
- For homework, ask Ss to revise their letters according to their peer's suggestions and submit for marking in the next lesson.
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Period 5: 
I. Objectives:
By the end of the lesson, Ss will be able to:
- Distinguish the sounds: / l / ; / r / ; / h /
- Pronounce the words and the 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. Teaching aids:
Textbook, handouts, 
III. Anticipated problems:
Ss may have difficulty distinguishing and using infinitives and gerunds.
Therefore T should be ready to help them.
IV. Procedure:
Steps and time
Work arrangement
I. Pronunciation: (7')
- Model the sounds / l /; / r / and / h / for a few times and explain the differences in producing them.
- Read the words for Ss to hear the words containing these sounds.
- Ask Ss to repeat in chorus a few times.
- Call on some to read aloud to check and correct if necessary.
* Ask Ss to work in pairs to take turn to read the sentences loudly.
- Go around to listen and take note of the typical errors.
- Call on some to read aloud to check and give corrective feedback.
II. Grammar:
1. Exercise 1: (10')
- Ask Ss to review the verbs that followed by an infinitive, a gerund, and both.
- Get Ss to do exercise 1 individually then find a partner to check the answers with.
- Check with the whole class and provide corrective feedback.
 Answers:
 1. having 2. getting 3. to tell
 4. practicing 5. to see
2. Exercise 2. 
- Review the forms of passive infinitive and gerund, their uses.
- Get Ss to do exercise 2 individually and then find a partner to check the answers with.
- Check with the whole class and provide corrective feedback.
 1. B 2. A 3. B
 4. B 5. A
 3. Exercise 3. 
Do the same as Exercise 2.
 Answers: 1. D 2. C 3. B
 4. B 5. C 
Individual, pair work, whole class
Individual, pair work, whole class
Individual, pair work, whole class
Individual, pair work, whole class
Steps and time
Work arrangement
III. Production: (10')
- Ask Ss, in groups of 4, to do role-play practice in pairs to talk about their likes and dislikes , their future plan. One is the interviewer, another is the representative, the other two are interviewees.
- Get Ss to make an outline of what to interview:
Name
likes
dislikes
future plan
Model questions:
 + What do you like doing ?
 + What do you hate doing ?
 + What do you 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 ?
 to make your dream come true ?
 etc
- When all Ss have finished, call on some representatives of groups to retell the class about their future plan.
Group work and whole class
V. Wrapping up: (Whole class - 2')
- Summarize the main points of the lesson.
- For homework, ask Ss to review the uses of different verb tenses covered in the lesson.