Home Gets the students to write a letter of Listen to the teacher and take work invitation at home and to prepare for notes.. 5mins the next lesson.[r]
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Class(es):11A
UNIT 3: A PARTY (READING)
I.AIMS AND OBJECTIVES
1.Language content: To provide the students with some words about celebrations
2.Language function: Discussing celebrations in their culture.
3.Educational aim:
4.Language: Vocabulary: blow out, celebrate, diamond anniversary
II.TEACHER’S AND STUDENTS’ PREPARATION
1 Method: Communicative Approach
2 Skills: Integrated skills
3.Techniques: questions-answers, explanation, repetition, …
4 Teaching aids needed: colour chalk, textbook, pictures, …
5.Students’ preparation: Prepare the lesson at home
III.PROCEDURE IN CLASS
1.Stabilization:(1min) Greeting.
2.Checking up the previous knowledge: No checking
3.Presentation of the new materials:
Teaching
steps, time
location
Teacher’s activities Students’ activities The lesson content
I.Prese
ntation
of the
new
materi
al
34mins
I Warm up:
- Has students answer the question:
+ What do people often do on these
occasions?
- Tells the aim of the new lesson
II Pre-reading:
- Helps the students know the
meaning of some words:
+ blow out(v)
+ celebrate(v)
+ anniversary(n)
+ mark(v)
+ milestone(n)
III.While-reading:
* Task 1:
- Has students decide which of the
activities takes place at a birthday
party or at a wedding anniversary
party or at both
- Checks the answers with the whole
class and gives correct answers
* Task 2:
- Has students underline the wrong
word and provide the correct one in
pairs
- Checks with the class and gives the
correct answers
IV Post-reading:
- Has students discuss the questions:
1 Where do you prefer to celebrate
your birthday, at home or in the
restaurant? Why?
I Warm up:
Listen to the teacher
II Pre-reading:
Listen, guess the meaning
of the word and take notes
III.While-reading:
* Task 1:
Listen to the teacher and take notes
* Task 2:
Listen to the teacher and take notes
IV Post-reading:
Discuss the questions in pairs:
UNIT 3: A PARTY (READING)
I Vocabulary:
+ blow out(v) + celebrate(v) + anniversary(n) + mark(v) + milestone(n)
II/ Reading comprehension:
* Task 1:
Task 2:
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III.Home
work
5mins
wedding anniversaries?
- Makes comments
No consolidation
Gets the students to learn new
words, read the text, answer the
questions again and to prepare for
the next lesson
Listen to the teacher and take notes III/ Homework- Learn new words, read the text and
answer the questions again
- Prepare for the next lesson
* Self-evaluation:
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Class(es):11A
UNIT 3: A PARTY (SPEAKING)
I AIMS AND OBJECTIVES
1 Language content: To help students know how to talk about parties and how to plan parties
2 Language function: Talking about parties and how to plan parties
3 Educational aim:
4 Language: Vocabulary: house-warming party, farewell party, ….
II TEACHER’S AND STUDENTS’ PREPARATION
1 Method: Communicative Approach
2 Skills: Integrated skills
3 Techniques: questions-answers, explanation, pairwork, groupwork,
4 Teaching aids needed: colour chalk, textbook, chart,
5 Students’ preparation: Prepare the lesson at home
III PROCEDURE IN CLASS
1 Stabilization:(1min) Greeting.
2 Checking up the previous knowledge No checking
3.Presentation of the new materials:
Teaching
steps, time
location
Teacher’s activities Students’ activities The lesson content
I.Prese
ntation
of the
new
material
34mins
I Warm up:
- Has students answer the questions:
+ Have you ever been invited to one
of these parties?
+ How was it organized?
- Tells the aim of the lesson.(In our
speaking lesson today, we talk about
parties and how to plan them)
II Pre-speaking:
- Helps students understand the
meaning of some words
+ house-warming party
+ farewell party
+ a potluck dinner
+ to throw /give a party
III.While-speaking:
* Task 1:
- Has students think of a party they
have been to and choose from the
list the things they want to talk
about
- Goes around the class and provides
help if necessary
* Task 2:
- Puts students in pairs and gets
them to tell each other about the
parties they have been to
- Goes around the class and provides
help if necessary
- Calls on some pairs to perform teir
conversations in front of the class
* Task 3:
I Warm up:
Answer the questions
Listen to the teacher
II Pre-speaking:
Listen, guess the meaning
of the words and take notes
III.While-speaking:
* Task 1:
Think of a party they have been to
Listen to the teacher
* Task 2:
Tell each other about the parties they have been to
Listen to the teacher
* Task 3:
Answer the questions
UNIT 3: A PARTY (READING)
I Vocabulary:
+ house-warming party + farewell party
+ a potluck dinner + to throw /give a party
II/ Speaking tasks:
* Task 1:
Choose from the list the things they want to talk about
* Task 2:
Tell each other about the parties they have been to
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olidation
III Home
work
5mins
following things to come up with a
plan for their parties
- Calls on some representatives of
each group to present in front of the
class
IV Post-speaking: * Task 4:
- Has students work in groups to
convince them to come to the
parties
- Goes around the class and provides
help if necessary
- Calls on some students to report
about the parties they have planned
- Makes comments
No consolidation
Gets the students to write a
paragraph about a party they have
been to and to prepare for the next
lesson
things to come up with a plan for their parties
Listen to the teacher
IV.Post-speaking: *Task4:
Convince them to come to the parties
Listen to the teacher
Listen to the teacher and take notes
Decide on the following things to come up with a plan for their parties
III/ Homework
- Write a paragraph about a party they have been to
- Prepare for the next lesson
* Self-evaluation:
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Class(es):11A
UNIT 3: A PARTY (LISTENING)
I.AIMS AND OBJECTIVES
1.Language content: To help students listen some information about the parties.
2.Language function: Listening some information about the parties.
3.Educational aim:
4.Language: Vocabulary: clap, decorate
II.TEACHER’S AND STUDENTS’ PREPARATION
1 Method: Communicative Approach
2 Skills: Integrated skills
3.Techniques: question-answer, explanation, groupwork…
4.Teaching aids needed: colour chalk, textbook, pictures…
5.Students’ preparation: Prepare the lesson at home
III.PROCEDURE IN CLASS
1.Stabilization:(1min) Greeting.
2.Checking up the previous knowledge(5mins)* Questions: Talk about a party you have taken part in.
3.Presentation of the new materials:
Teaching
steps, time
location
Teacher’s activities Students’ activities The lesson content
I.Prese
ntation
of the
new
materi
al:
34mins
I Warm-up:
- Gets the students to answer the
questions:
1 What are the pictures about?
2 When do you like to organise
your birthday party, during the day
or in the evening?
- Tells the aim of the new lesson
II Pre-listening:
- Pre- teaches vocabulary:
+ clap(v)
+ decorate(v)
+ icing(n)
+ slice(n)
III.While-listening:
* Task 1
- Has students listen and decide
whether the statements are
True/False
- Gives the correct answers
* Task 2
- Has students listen again and
answer the following questions in
pairs
- Calls on some pairs to practise
asking and answering the questions
- Makes comments and gives correct
answers
IV Post-listening:
- Has students work in groups to talk
about Mai’s birthday party
- Calls on some students of each
group to report their group’s ideas in
I Warm up:
Answer the questions
Listen to the teacher
II Pre-listening:
Listen, guess the meaning of the words and take notes
III.While-listening:
* Task 1
Listen and decide whether the statements are True/ False
*Task 2
Listen to the tape again and answer the following questions
in pairs
Listen to the teacher and take notes
IV Post-listening:
Talk about Mai’s birthday party in groups
Listen to the teacher
UNIT 3: A PARTY (LISTENING)
I Vocabulary:
+ clap(v) + decorate(v) + icing(n) + slice(n)
II.Listening tasks:
* Task 1
1 F (the party began at about 3 in the afternoon)
2 F (over 20)
* Task 2
1 She was 16 years old
2 Because it is noisy and expensive
3 She served them soft drinks and biscuits at the beginning of the party
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olidation
III.Home
work
5mins
No consolidation
Gets the students to write a short
passage to describe Mai’s birthday
party and to prepare for the next
lesson
Listen to the teacher and take notes
III Homework
- Write a short passage to describe Mai’s birthday party
- Prepare for the next lesson
* Self-evaluation:
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Class(es): 11A
UNIT 3: A PARTY (WRITING)
I.AIMS AND OBJECTIVES
1.Language content: To help students know how to write an informal letter of invitation.
2.Language function: Writing an informal letter of invitation.
3.Educational aim:
4.Language: Vocabulary: no
II.TEACHER’S AND STUDENTS’ PREPARATION
1 Method: Communicative Approach
2 Skills: Integrated skills
3.Techniques: questions-answers, explanation, translation
4 Teaching aids needed: colour chalk, textbook, charts
5.Students’ preparation: Prepare the lesson at home
III.PROCEDURE IN CLASS
1.Stabilization:(1min) Greeting.
2.Checking up the previous knowledge(5mins) * Questions: Talk about Mai’s birthday party.
3.Presentation of the new materials:
Teaching
steps, time
location
Teacher’s activities Students’ activities The lesson content
I.Prese
ntation
of the
new
materi
al:
34mins
I Warm up:
- Asks the students:
+ What is the name of the letter?
- Tells the aim of the new lesson
II Pre-writing:
* Task 1:
- Gets students to complete the letter
of invitation with the words/phrases in
the box individually and then compare
their answers with a peer
- Calls on students to give the answers
and write them on the board
* Task 2:
- Helps students revise the format of a
personal / informal letter by analyzing
the letter that they’ve just completed
III.While-writing: Task 3:
- Has students write a letter of
invitation, using the following
questions in their books
- Collects students’ writings
IV Post-writing:
- Has students work in groups of five,
deliver each group five pieces of
writings and tell them to read and
correct their friends’ writing
- Calls on a student from each group
to read their group’s best writing, and
ask students to give comments
- Gives feedback
I Warm up:
Answer the question
+ letter of invitation Listen to the teacher
II Pre-writing:
* Task 1:
Complete the letter of invitation with the words/
phrases in the box individually, then compare their answers with a peer
Listen to the teacher
* Task 2:
Revise the format of a personal/informal letter
III.While-writing: Task 3:
Write a letter of invitation, using the following questions
in their books
IV Post-writing:
Work in groups of five, read and correct their friends’
writing
UNIT 3: A PARTY (WRITING)
* Writing tasks:
* Task 1:
* Task 2: Letter Completion
1 at my house 2 to come
3 refreshments 4 to cook
* Task 3:
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II.Conso
lidation
III Home
work
5mins
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
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….
See you,
Nam
No consolidation
Gets the students to write a letter of
invitation at home and to prepare for
the next lesson
Listen to the teacher and take notes
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 be a small gathering and hopefully, people can socialize more easily I will order some pizzas and buy snacks and fruit… See you,
Nam
III/ Homework
- Write a letter of invitation
- Prepare for the next lesson
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Class(es):11A
UNIT 3: A PARTY (LANGUAGE FOCUS) I.AIMS AND OBJECTIVES To help the students distinguish the sounds /l/, /r/ and /h/ and pronounce the words and sentences containing these sounds correctly * PRONUNCIATION: /l/, /r/ and /h/ * GRAMMAR: Infinitive and Gerund; …
II.TEACHER’S AND STUDENTS’ PREPARATION 1 Method: Communicative Approach 2 Skills: Integrated skills 3 Techniques: questions-answers, explanation, sentence completion 4 Teaching aids needed: colour chalk, textbook, handouts 5 Students’ preparation: Prepare the lesson at home III.PROCEDURE IN CLASS 1 Stabilization:(1min) Greeting 2 Checking up the previous knowledge(5mins)* Questions: Complete the letter of invitation with the words/phrases in the box: At my house winners to come to cook by Monday refreshments 3.Presentation of the new materials: Teaching steps, time location Teacher’s activities Students’ activities The lesson content I.Prese ntation of the new materi al: 34mins A PRONUNCIATION I Lead-in: - Gets students to pick out the words containing the ending sounds /m/, /n/ /ŋ/ in the Tongue Twisters and put them into the right column of the three sounds - Introduces the sounds /m/, /n/, /ŋ/ II Pre-practice: - Models the two sounds /l/, /r/ and /h/ for a few times and explains the differences in producing them - Calls on some students to read the words out loud - Corrects if students pronounce the target words incorrectly III Controlled -practice: - Has students take turn to read aloud the given sentences in pairs - Corrects their mistakes IV Free-practice: - Has students give examples with the sounds /l/, /r/ and /h/ - Gives comments B GRAMMAR VERB FORM REVIEW I Lead-in: - Provides the students with some handouts and has the students underline the verbs followed by “TO-INFINITIVE” A PRONUNCIATION I Lead-in: Pick out the words containing the ending sounds /m/, /n/, /ŋ/ in the Tongue Twisters Listen to the teacher II Pre-practice: Listen to the teacher and take notes Listen to the teacher III.Controlled -practice: Read aloud the given sentences Listen to the teacher IV Free-practice: Give examples with the sounds /l/, /r/ and /h/ Listen to the teacher B GRAMMAR VERB FORM REVIEW I Lead-in: Underline the verbs followed by “TO-INFINITIVE” UNIT 3: A PARTY (LANGUAGE FOCUS) A PRONUNCIATION + When producing /m/, close tips + When producing /n/, your tongues touch the roof of your mouths
B GRAMMAR VERB FORM REVIEW
* Infinitive and gerund in active and passive voices:
+ Infinitive and gerund in active:
Form: V+to-infinitive/V+V+ing (gerund)
+ Infinitive and gerund in passive:
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III.Hom
ework
5mins
II Pre-practice:
- Elicits the forms and usages of
infinitive and gerund in active and
passive voices from students
+ Infinitive and gerund in active:
Form: V+to-infinitive/V+V+ing
(gerund)
+ Infinitive and gerund in passive:
Form: to be + Past participle
being + Past participle
III.Controlled -practice:
* Exercise 1:
- Has students complete the sentences
with the correct form, gerund or
infinitive, using the words in brackets
individually; then check their answers
with a partner
- Checks the answers with the whole
class and provides correct answers
* Exercise 2:
- Has students choose the correct
answer to complete the sentences
- Checks the answers with the whole
class and gives correct answers
* Exercise 3:
- Has students choose the correct
answer to complete the sentences
individually; then check their answers
with a partner
- Checks the answers with the whole
class and gives correct answers
IV Free-practice:
1 We/decide/not go out/cold weather
2 He /finish/clean/the floor
3 I/not interested/discuss/the
problems
4 It/no use/do exercises/every
morning
5 I/not mind/be kept/wait
No consolidation
Gets the students to review the
grammar points they have learnt and
to prepare for the next lesson
II Pre-practice:
Listen to the teacher, answer the question and take notes
II.Controlled -practice:
* Exercise 1: completion:
Complete the sentences with the correct form, gerund or infinitive, using the words in brackets individually; then check their answers with a partner
* Exercise 2:
Choose the correct answer
to complete the sentences individually;
* Exercise 3:
Listen to the teacher and take notes
IV.Free-practice:
Listen to the teacher and take notes
being + Past participle
* Exercise 1:
answers:
1 having 2 getting 3 to tell
4 practicing 5 to see
* Exercise 2:
→ Suggested answers:
1 B 2 A 3 B 4 B 5.A
* Exercise 3:
→ Suggested answers:
1 D 2 C 3 B 4 B 5 C
III/ Homework
- Review the grammar points the students have learnt
- Prepare for the next lesson
* Self-evaluation: