Giáo án Tiếng Anh 11 Unit 3: A party

Procedure arrangement Talking about a party - T asks the class if they like parties and why to lead Ss to the topic.. - T introduces the task and goes over the questions with the class..

Giáo án Tiếng Anh 11

UNIT 3: A PARTY Lesson1: 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.

- T divides the class into small groups of 3-4 Ss Then Tdistributes the following handouts for Ss to do thematching 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 similarcelebrations and events in Vietnamese culture to checkSs’ 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

Valentine’s day H

About the celebrations:

- T celebrate Christmas day Western families often buyChristmas trees, which are often real or plastic pine treesand decorate them with ornaments and gift boxes

- On Halloween night children often dress in costumesand go door-to-door to collect sweets and fruits Housesare decorated with lights or candles

- Picture d shows a wedding horseshoe It is the symbol ofgood fortune and ability to have many children So onweddind days many weatern brides carry a replica of ahorseshoe for good luck

- Picture c shows Easter eggs It’s a custom to eat eggs onthis day because eggs are symbol of life Today peopleoften eat chocolate eggs instead of real eggs

- Thanksgiving is the celebration that exists only inAmerica.On this day people pray to God and eat roastedturkey

- 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

- 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

Pair work & wholeclass

people in the second picture are celebrating a weddinganniversary(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 50 th wedding anniversary

Silver anniversary/jubilee: celebration of the 25 th wedding anniversary

Diamond anniversary/jubilee: celebration of the 60 th wedding anniversary

- Before teaching these words, T helps Ss to pronouncethem 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 fromthe 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 weddinganniversaries 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 tounderstand them As Ss do this they underline the keywords to decide what information they need to find in thetext For erxample , the key word is “song ” for the firststatement and cake for second one

+ Then they should go back to the passage and locate thekey 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 boardand ask them to explain their choices

- T checks the answers with the whole class

Answers:

cards and gifts

from friends and

out candles, one

for each year

TASK2

- T checks if Ss can identify and correct the wronginformation in TASK2 after their first reading of thepassage If they can’t, T gets Ss to read through all the 7questionsin TASK2and identify the key words in eachquestion 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:

1 eighth >sevenths (line 1, paragraph 1, part A)

2 makes > ears (line 2, para 3,part A)

3 foods > presents (line 3, para 3, part A)

4 anniversaries > ages (line 4, para 4, part A)

5 months > years(line 2, para 1, part B)

6 5 th > 50 th (line 2, para 3, part B)

7 silver > golden(line 5, para 3, part B)

- 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

Group work & wholeclass

- T goes around to check and offer help.

- T calls on the groups to tell and explain their choices

- T gives corrective feedback

- 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

UNIT 3: A PARTY

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

arrangement

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

Whole class

answer the questions by providing them appropriate vocabularyand 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 andnow you want to tell your friends about it.What do you want to tellthem?”

- 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

- 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 thedetails 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 conversations in front of

the class

- T elicits feedback from the class and gives final comments

Individualwork

- T introduces the task and asks if Ss have ever planned a party

with someone else T elicits things they consider when planning a

party T may want to ask Ss to look at Task 3 for the answers and

while pooling their ideas, T write them on the boar

Group work

&whole class

- T elicits or teaches necessary vocabulary items like those in theabove boxes

- T elicits or teaches useful expressions for negotiating, i.e askingfor and giving opinions, expressing agreements anddisagreements, suggesting and stating preferences

E.g:

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

Decorations (colored light bulbs, flower?)

Entertainment ? (dance/music/

games)

Budget ?(how much to spend /to contribute?)

Food & drinks?

(cook our own or order?/vegetaria

about ? own foods)

I’m thinking about (ordering some pizzas)

Expressing agreements Expressing disagreements

I agree

I think so,too

That’s true, and

That’s right, and

Well, maybe, but

That might be true, but

Well, my feeling is that

Well, I don’t think so I think

Would it be a good idea if ?

Perhaps I would prefer

- 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 , which is planning a party in the best way they

can for a party competition In groups, Ss will negotiate in order to

come up with a plan for their parties

- T goes around to check and offer help While doing so, I liestens

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 to do some practice with the structure 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

- I elicits or teaches expressions for inviting and persuading

E.g:

Group workand wholeclass

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 to do some practice with these structures

- 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

Whole class

UNIT 3 : A PARTY lesson 3 : Listening

I Objectives

By the end of the lesson, Ss will be able to develop such listening skills as intensive listening for specific information.

micro-II Materials

Textbook, cassette tapes, handouts.

III Anticipated problems

Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them.

IV Procedure

arrangement

- T divides the class into groups of 10 and introduces the

game: The groups should generate as many words related

to birthdays and birthday parties as possible in 5 minutes

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

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

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

Suggestion words:

Group work &whole class

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

pictures in the book, then asks them to guess what they

are 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

individually

- T presents or elicits the meanings of these words from

Pair work &whole class

the class.

TASK1 Instruction: you are going to listen to a girl telling about

a birthday party that she has been to Listen and answer

True or False questions Put a tick in the appropriate box

- 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 aaks 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

can’t 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)

Individual work,pair work &whole class

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

Instruction: You are going to listen the story again and

answer comprehesion questions.

- T checks if Ss can answer the questions in Task 2without listening again If they can’t, T plays the tape forthem to listen again but before doing this, T shoudencourage Ss to read through all the questions, identifythe information they need to look for in each question(byfinding the key words and the question word, e.g “What/why/when/how ) and if possible, predict the answers

- Then T plays the tape again for Ss to listen and answerthe questions While Ss are listening, T should encouragethem to note down the answers T should remind Ss towrite down only main points in note forms but not fullsentences

- T gets Ss to check their answers with a partner Then Tchecks with the whole class T should play the tape againand pause at difficult points if many Ss can’t completethe 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: (in Teacher’s book)

- 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

meantime, 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

CARD A

Ask your friend about

Mai’s birthday Ask

about:

CARD BTell your friend aboutMai’s birthday party Usethe following information:

Pair work andwhole class

- Place where the party

was held

- When it began and

ended

- Who came

- What you did there

Add more questions if

- About 20 guests came.

- Mai opened gifts, you played chess, then Mai cut cake

Add more information asyou like

- T summarises the main points of the lesson

- For homework, Ss write a paragraph about their own

birthday parties

Whole class

UNIT 3 : A PARTY LESSON 4 : WRITING

I Objectives

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

- Define the format and structure of an informal letter of invitation