Thiết kế bài giảng Tiếng Anh 11 tập 1 part 4 pps

7 | Talking about a party Whole class — T asks the class if they like parties and why to lead Ss to the topic.. TASK 2 7 |-T puts Ss in pairs and gets them to tell each other about | Pa

8 A Valentine's Day treat

12 Go ona Go somewhere with your boyfriend or girlfriend

13 What cupid shoots

14 Present

15 Something a poet writes

Down

1 A day for love

2 in love Start to love someone

3 The flower of love

7 Valentine's Day color

9 The symbol of love

10 People often exchange these on

Period 2: 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

Ss may have little experience negotiating in English, so T should be ready

to provide them with appropriate language to do so

7 | Talking about a party Whole class

— 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 part 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:

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Work

Time Steps arrangement

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 organized? 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?

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 /

Work

to bring your own (B.Y.O) (to bring your own drinks)

to bring a plate (to bring food to share with others)

— T gets Ss to make sentences with these words / phrases

—T introduces the topic: talking about parties

TASK 1

7 | — T introduces the task and goes over the questions with | Individual the class T explains new words if necessary work

— 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

TASK 2

7 |-T puts Ss in pairs and gets them to tell each other about | Pair work the parties they have been to, based on the outlines they & Tế

class

have made for Task 1

— In the meantime, T goes around to check and offer help

— T calls on some pairs to perform their conversations in

front of the class

—T elicits feedback from the class and gives final

comments

B7

Work

Task 3 for the answers and while pooling their ideas, T

write them on the board:

Where? Entertainment?

(date & time) restaurant?) music?

games?)

Ậ

codes (how much to

(ormar’ | Planning spend? how

informal’ a part much to

costumes?) pany contribute?)

invite? Decorations drinks? (cook

(family? (colored light our own or

relatives? bulbs? order?

friends? flowers? vegetarian

classmates? foods?)

teachers)

—T elicits or teaches necessary vocabulary items like

those in the above boxes

— T elicits or teachers useful expressions for negotiating,

1.e asking for and giving opinions, expressing agreements

and disagreements, suggesting and stating preferences

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Time Steps arrangement Work

Asking for opinions Giving opinions

What do you think about ?

What's your opinion about ?

How do you feel about ?

Do you have any opinions

about ?

I'm thinking about

(ordering some pizzas)

I agree Well, maybe, but

I think so, too That might be true, but

Well, my feeling is that

Would it be a good idea if ?

That's right, and Well, I don't think so I think

Suggesting Stating preferences

Maybe we could Perhaps I would prefer

Perhaps we can I'd rather

Maybe (pizzas) could be

a better choice

I would go for (ordering

What about ? food)

— T gives examples and gets Ss to do some practice with

these expressions

— Now T divides the class into small groups of 3 or 4 and

gets them to do Task 3, which is planning a party in the

best way they can for a party competition In groups, Ss

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Time Steps Work

arrangement

will negotiate in order to come up with a plan for their

parties

— T goes around to check and offer help While doing so,

T listens and takes note of their errors T provides

corrective feedback when necessary

— After checking that all the groups have finished Task 3,

T introduces Task 4: Ss informing of their coming parties

and inviting people to come

— T elicits the verb tenses and structures Ss might want to

use when informing the class about their coming parties

(i.e future with "going to", "plan to do something",

"intend to do something", "expect to do something") T

gives examples and gets Ss do some practice with the

structures E.g.:

We're planning to have a famous students' music band

play in our party

We're expecting 200 people to come and have fun with us

Etc

—T elicits or teaches expressions for inviting and

persuading E.g

Would you like to come ?

We would love to have you

We welcome your presence

Please do come

It’s our pleasure to invite you

You don't know what you'll miss out on if you don't come

etc

— T gets Ss do some practice with these structures

Group work

& whole class

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Work

Time Steps arrangement

— Then T calls on the representative of each group to

report about the parties that they have planned T gets

other groups to take notes while listening to their peers

and after all groups have finished, T gets the class to

decide which parties would be most attractive and they

would most love to come to

— While Ss are speaking, T listens and takes note of their

errors T provides corrective feedback after that

— T summarises the main points of the lesson

— For homework, Ss write a paragraph about a party they

have been to

Period 3: LISTENING

I Objectives

By the end of the lesson, Ss will be able to:

Develop such listening micro-skills as intensive listening for specific information

to birthdays and birthday parties as possible in 5 minutes class

— T divides the board into as many sections as the number

of groups is When time is up, T calls on the

representative of each group to come to the board and

write their list Then T gets the whole class to count Each

correct word gets one point Which group has more points

wins the game

Suggested words:

age, balloon, birthday, blow out, cake, candle, cards,

candy, cookies, chocolate, confetti, decorations, gift /

present, icing, flowers, fun, party, song, etc

— T gets Ss to cover their books and shows them the| & whole pictures in the book, then asks them to guess what they are class

going to listen about T gives feedback and gets them to

open their books

— T gets Ss to work in pairs to answer the questions on

— T helps Ss to pronounce the words on page 36 correctly

T may want to play the tape or model first and then ask Ss

to repeat after the tape or after him / her in chorus and

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Work

— T presents or elicits the meanings of these words from

the class

WHILE YOU LISTEN TASK 1

10' | Instruction: You are going to listen to a girl telling about | Individual

a birthday party that she has been to Listen and answer | work, pair True or False questions Put a tick (“) in the appropriate work &

— Before Ss listen and do the task, T gets them to read

through the statements to understand them and underline

key words For example, the key words in the first

statement are "at home" and "evening"

— T checks with the whole class and asks them to guess

what the party might have been like (there was a birthday

cake, the party lasted some hours, etc.)

— T plays the tape (or reads the tapescript) once for Ss to

listen and do the task

— Then T gets Ss to find a partner to check their answers

with

— T checks the answers with the whole class If many Ss

cannot answer the questions, T plays the tape one or two

more times and pauses at the answers for them to catch

Answers:

1 F (the party began at about 3 in the afternoon)

2 F (over 20)

3 F (at 4:30 they cut the cake)

4 T (the party ended at about 6)

5 F (other kids left, only one stayed to help)

TASK 2

10' | Instruction: You are going to listen to the story again and | Individual

93

Time Steps Work

arrangement

— T checks if Ss can answer the questions in Task 2

without listening again If they cannot, T plays the tape for

them to listen again but before doing this, T should

encourage Ss to read through all the questions, identify the

information they need to look for in each question (by

finding the key words and the question word, e.g "what',

"why', "when", "how", etc.) and if possible, predict the

answers

— Then T plays the tape again for Ss to listen and answer

the questions While Ss are listening, T should encourage

them to note down the answers T should remind Ss to

write down only the main points in note forms but not full

sentences

— T gets Ss to check their answers with a partner Then T

checks with the whole class T should play the tape again

and pause at difficult points if many Ss cannot complete

the task

Answer:

1 16

2 Because it's 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

Tapescript:

Mai is my neighbour She turned 16 recently and her

parents held a birthday party for her I was one of those

work & whole class

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Time Steps arrangement Work

The party began at about 3 in the afternoon There were

about 20 of us gathering in Mai’s house She didn't like

having the party at a restaurant because it is noisy and

expensive

We gave presents to Mai and she happily opened them It

must really be exciting to receive all those presents After

that Mai’s mother served us soft drinks and biscuits We

then listened to music and played cards The winners were

given prizes At about four thirty Mai's mother brought

out the birthday cake It was beautifully decorated with

pink and white icing Sixteen colourful candles sat in the

middle of the cake We all clapped our hands eagerly and

sang "Happy birthday" as she blew out the candles and

cut the cake We helped ourselves to slices of the delicious

cake and sang all the songs that we knew

Finally, at about six in the evening the party came to an

end We were all tired but happy The parents of other

children came to collect them by motor bikes I helped

Mai and her mother clean up the mess we had made After

that I walked home, which was only 3 doors away

— T puts Ss in pairs and introduces the task: "Supposed

that Mai is your common friend Yesterday was her

birthday but one of you couldn't come Now you ask the

other person about Mai's party"

— T distributes the following handouts for Ss to do the role

play T reminds them to use the correct verb tense In the

mean time, T goes around to check and offer help

— After checking that all Ss have finished, T calls on some

pairs to perform the role play in front of the class T elicits

feedback from the class and gives final comments Pair work

& whole class

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Ask your friend about Mai's Tell your friend about

birthday Ask about: Mai's birthday party Use

the following information:

— Place where the party was —It was held at Mai's

held place

— When it began and ended — It lasted about 3 hours

— What you did there — About 20 guests came

Add more questions as you ~ Mai opened gifts, you

cake

Add more information as you like

WRAPPING UP 3’ | — T summarises the main points of the lesson Whole class

— For homework, Ss write a paragraph about their own

birthday parties

EXTRA ACTIVITY

Read the text and answer the questions that follow:

How did the tradition of birthday parties start?

Birthday parties are always among the highlights of a child's year, but did you ever wonder how the tradition of birthday parties started?

The tradition of birthday parties started in Europe a long time ago It was feared that evil spirits were particularly attracted to people on their birthdays To protect them from harm, friends and family would come to be with the birthday person and bring good thoughts and wishes Giving gifts brought even more good cheer to ward off the evil spirits This 1s how birthday parties began

At first it was only kings who were recognized as important enough to have

a birthday celebration (maybe this is how the tradition of birthday crowns

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