UNIT 3 - TEST YOURSELF A - 11CB

- 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

Date of preparing: 4- 9- 2009

Date of teaching: 8- 9- 2009

Class:11A5, 11A9, 11A7, 11A6

Unit 3

A party -oOo -Period N o 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’

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

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

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

10’

3’

- 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

1 People sing a

2 People eat

3 People receive cards and gis from friends and relatives

4 People joke about their ages



remember their wedding days



6 People go out

to dinner



7 People blow out candles, one for each year



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

- 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 9 - 2009

Class:11A5, 11A9, 11A7, 11A6

Unit 3

A party -oOo -Period N o 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’

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

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

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:

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

2’

conversations in front of

the class

- give comments

- introduce the task

- teach some necessary

questions

- ask Ss to work in

groups

representative of each

group to report about the

party they have planned

- provide corrective

feedback

- summarize the main

points

- assign homework

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

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 – 9 - 2009 Listening

Date of preparing:7- 9 -2009

Date of teaching:10 – 9 - 2009 9 - 2009

Class: 11A5, 11A9, 11A7, 11A6

Unit 3

A party -oOo -Period N o 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

5’

4’

4’

2’

20’

- 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

representative of each

group to come to the

board and write their list

- get the whole class to

count Each correct word

gets one point Which

group has more points

will win the game

- get Ss to cover their

books and show them the

pictures in the book, then

ask them to guess what

they are going to listen

about

- give feedback and get

them to open their books

- get Ss to work in pairs

to answer the questions

on page 36

- call on some Ss to

answer the questions and

explain their reasons

- check with the class

- read word by word

- ask Ss to repeat in

chorus and individua

- write them on the board

- read some words and

ask Ss to read again in

the right order

-ask Ss to read the

statements to understand

them and underline the

key words For example,

the key words in the first

statement are “at home”

and “evening”

-play the tapes once for

Ss to listen and do the

task

- check the answer with

the whole class

- play the tape again and

pause at the answers for

them to catch

- ask Ss to read all

questions in Task 2

- play the tape again for

Ss to listen and answer

the questions

- get Ss to check their

A Warm- up: Network: Birthday and

Birthday party Suggested answers:

balloon, birthday, blow out, cake, candle, cards, candy, cookies, chocolate, decoration, gift/present, icing, flowers, fun, party, song, dancing…

B Pre- listening:

I.Ask and answer the questions:

Answers:

1 I like to organize my birthday party in the evening because it is romantic and my friends , relatives can come because they have free time

2 Cakes, candy, biscuits, wine, coke, mineral, lots of fruit……

3 We often dance, sing, talk……

II Vocabulary:

- gathering ['gæ əriη]] əriη] (n): get together: cuéc héi häp, sù tô häp

- to decorate (v)['dekəreit]:trang trÝ

- icing (n)['aisiη]]:líp kem phñ b¸nh

- to clap (v)[klæp]:vç tay

- slice (n)[slais]:l¸t, miÕng

- prize (n): phÇn thëng

- eagerly (adv) ['i:gəli] : h¨ng h¸i, thiÕt tha III Checking vocabulary

C While- listening

I Task 1 :True or false

Answers:

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

2 F (about 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)

II Task 2:

Answers:

1 She was 16 years old

2 Because it’s noisy and expensive

- work in groups of 10 to generate as many word related to birthdays and birthday parties as possible

- the representative of each group comes to the board and write their list Each correct word gets one point Which group has more points will win the game

- cover their books and guess what they are going to listen about

- open their books

- work in pairs to answer the questions on page 36

- some Ss answer the questions and explain their reasons

- listen to the teacher and repeat in chorus and individual

- write new words in their notebooks

- do the task individually

- read the statements to understand them and underline the key words

- listen to the tape carefully to do the task

- give the answers

- listen again to give the correct answers

- ask Ss to read all questions in Task 2

- listen carefully and answer the questions

- check their answer

8’

2’

answer with a partner

- check with whole class

- play the tape again and

pause at difficult points if

many Ss can not

complete the task

- give the correct

answers

- put Ss in pairs and do

the task

- distribute the following

handout for Ss to do the

role play

- call on some pairs to

perform the role play in

front of the class

- summarize the main

points

- assign homework

3 She served them soft drinks and biscuits

at the beginning of the party

4 The birthday cake was brought out at about 4:30

5 It was beautifully decorated with white and pink icing and 16 colorful candles sat in the middle of the cake

6 They clapped their hands eagerly and sang “Happy birthday”

7 It finished at about six in the evening

D Post- listening:

Card A Ask your friend about Mai’Ss birthday

- place where the party was held

- when it began and ended

- who came

- what you did there Card B

Tell your friend about Mai’s birthday party

- It was held at Mai’s house

- It lasted about 3 hours(3-6pm)

- About 20 guests came

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

E Wrapping

with a partner

- listen again if many Ss can not complete the task

- work in pairs to do the task

- some pairs perform the role play in front of the class

- write a paragraph about their own birthday parties

- prepare for the next lesson: Unit 3 – 9 - 2009 Writing

Date of preparing:12- 9- 2009

Date of teaching: 15- 9- 2009

Class: 11A5, 11A9, 11A7, 11A6

Unit 3

A party -oOo -Period N o 15 - Lesson 4 : Writing

I Aims

- Writing an informal letter of invitation

II 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

III Materials:

- Textbook, handouts………

IV Anticipated problems:

- Ss may not have sufficient vocabulary to write a detailed letter of invitation, so T should be ready to help them

V Procedure

Time

5’

Teacher s activities’

- divide the class into

groups of 4

- distribute the handouts

of a jumbled letter and

ask Ss to re- order the

sentences into a letter of

invitation

- go around the class to

help if necessary

- check the answer with

the whole class

- declare the winner

Content

A Warm- up: Competition game

1 This is my address: 150A Au Co Road

2 It’s a beautiful house and it looks over the West Lake and the Water Park

3 Dear Patricia,

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

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

5’

5’

18’

- ask Ss to work in pairs

to answer the questions

in Task 1

- call on some Ss to

answer the questions

and elicit more ideas

from the class

- write them on the

board

- get Ss to do the task

individually and then

compare their answers

with a partner

- call on some Ss to give

the answers and write

them on the board

- comment and give

correct answers

- get Ss to read Task 3

and work out the

questions

- give some suggestions

for Ss to write

- get Ss to write their

letters in 15 minutes,

based on the outlines

they have produced

- ask Ss to work in pairs,

exchange their letters

and correct each other

- go around and offer

help

8 My parents are giving a house-warming party this Saturday evening, around 6:30 p.m

9 Hoa

10 I think Chris and Kim are coming, too

11 We’ll have “Pho” and some other special dishes

Answer:

Dear Patricia, Guess what! I’ve just moved 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-warming 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 address:

150A Au Co Road Please let me know your answer as soon as possible

See you!

Hoa

B Pre- writing:

I Task 1:

Occasions for giving parties birthday, graduation, weddinganniversary, 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: jeans, T- shirt, skirts, etc

Presents give to

books, CDs, flowers, scarves, ties, paperweights, pens, bags, hats, etc Sometimes people might want to bring wine as a gift

II Task 2:

Answers:

1 at my house

2 to come

3 refreshments

4 to cook

5 winners

6 by Monday

C While- writing:

Suggestions:

+ Party: birthday party, farewell party, house

warming party…

+Where: at home, in a restaurant, outdoor,

……

+When: during the day, in the evening………

+ Guests: friends, classmates, relatives……

+ Activities: singing, playing games……

+ Foods and Drinks: cakes, wine, beer, soft

drinks, fruits, fruit juice………

Sample writing:

Hanoi 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 7p.m this

- 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

produced

- work in pairs, exchange their letters and correct each other

10’

2’

- choose one letter and

read it to the class

- elicit corrective

feedback from the class

an give final comments

afterwards

- summarize the main

points

- assign homework

coming Sunday I intend to invite about 10 people, 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

- listen to the teacher attentively

- write a letter to invite their friends to their birthday party

- prepare for the next lesson: Unit 3 – 9 - 2009 Language focus

Date of preparing:13- 9- 2009

Date of teaching: 16 - 9 -2009

Class: 11A5, 11A9, 11A7, 11A6

Unit 3

A party -oOo -Period N o 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’

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

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 /

Students activities’

- to put the given words into 3 groups logically

- give the answer

- listen attentively

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

/ 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

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

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

- 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

9’

5’

5’

5’

1’

- 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 - 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 - 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 N o 17 – 9 - 2009 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: