Thiết kế bài dạy môn Tiếng Anh 11 - Unit 3: A party - Trường Trung Học Phổ Thông Tân An

Procedure Time Steps Work arrangement 7’ Group work & WARM UP - T divides the class into groups of 10 and introduces the game: The groups whole class should generate as many words relate[r]

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Giáo án Tiếng Anh 11 (CTC) Theme: You and me Topic: Parties

Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Trường Trung Học Phổ Thông Tân An1

Part A : 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.

IV Procedure

arrangement

A matching game

(To teach vocabulary related to celebrations and festivals)

- T divides the class into small groups of 3-4 Ss Then T distributes the

following handouts for Ss to do the matching 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 similar celebrations and events in

Vietnamese culture to check Ss’ 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

Answer:

About the celebrations:

- T celebrate Christmas day Western families often buy Christmas trees, which

are often real or plastic pine trees and decorate them with ornaments and gift

boxes

- On Halloween night children often dress in costumes and go door-to-door to

collect sweets and fruits Houses are decorated with lights or candles

Group work and whole class

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- Picture d shows a wedding horseshoe It is the symbol of good fortune and

ability to have many children So on weddind days many weatern brides carry

a replica of a horseshoe for good luck

- Picture c 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

- Thanksgiving is the celebration that exists only in America.On this day

people pray to God and eat roasted turkey

- 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 people in the second picture are celebrating

a wedding anniversary(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 pronounce them 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 from the 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 wedding anniversaries Then you do the tasks that follow

Pair work & whole class

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7’

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 to understand them As Ss do

this they underline the key words to decide what information they need to find

in the text For erxample , the key word is “song ” for the first statement and

cake for second one

+ Then they should go back to the passage and locate the key 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 board and ask them to

explain their choices

- T checks the answers with the whole class

Answers:

1 people sing a song V

2 People eat cake V

3 people receive cards

and gifts from friends

and relatives

V

4 people joke about

their ages

V

5 people remember

their wedding days

6 people go out to

dinner

V

7 people blow out

candles, one for each

year

TASK2

- T checks if Ss can identify and correct the wrong information in TASK2 after

their first reading of the passage If they can’t, T gets Ss to read through all the

7 questionsin TASK2and identify the key words in each question 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)

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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

- T goes around to check and offer help

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

- T gives corrective feedback

Group work & whole class

- 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

EXTRA ACTIVITY

Valentine ’s day Cross:

2 The month of Valentine’s day

4 A Valentine’s day emotion

5 He shoots love arrows

6 Touch lips

7 Something you wear on your finger

8 A Valentine’s day treat

12 Go on a Go somewhere with your boyfriend or girlfriend

13 What cupid shoots

14 Present

15 Something a poet writes

Down:

1 A day for love

1 .in love Start to love someone

2 The flower of love

7.Valentine’s day colour

9 The symbol of love

10 People often exchange these on Valentine’s day

11 Something often written on Valentine’s day cards

Answers:

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13 arrow

14 gift

15 poem

Part B: 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

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 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 party 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:

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

Whole class

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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 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

- 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

Individual work

- 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 board

Where?(home /restaurant ?

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Planning a party

Decorations (colored light bulbs, flower?)

Entertainment

?(dance/music/

games)

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

Food & drinks?

(cook our own or order?/vegetaria

n foods)

When?

(date & time

Dressing codes(formal/

informal/

Costunes ?

Who to invite?(family, relatives,friends, classmates, teacher ?)

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

- T elicits or teaches useful expressions for negotiating, i.e asking for and

giving opinions, expressing agreements and disagreements, suggesting and

stating preferences

E.g:

What do you think about ?

What’s your opinion about ?

How do you feel about ?

Do you have any opinions about ?

I think maybe

I feel

In my opinion,

I’m considering (cooking our own foods)

I’m thinking about (ordering some pizzas)

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

Maybe we could

Perhaps we can

Let’s

Why don’t we ?

How about ?

What about ?

Should we ?

Perhaps I would prefer

I’d rather

Maybe .(pizzas) could be a better choice

I would go for (ordering food)

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Would it be a good idea if ?

- 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:

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

Group work and whole class

- T summarises the main points of the lesson

- For homework, Ss write a paragraph about a party they have been to

Whole class

Part C: 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.

II Materials

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Textbook, cassette tapes, handouts.

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:

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 page 36

- T calls on some Ss to answer the questions and explain their reasons

- T checks with the class

Pre-teaching vocabulary

Icing(n): sweet, creamy spread for covering cakes

Clap(v/n): vç tay

- 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 the class

Pair work & whole 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

Individual work, pair work & whole class

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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

Instruction: You are going to listen the story again and answer comprehesion

questions.

- T checks if Ss can answer the questions in Task 2 without listening again If

they can’t, T plays the tape for them to listen again but before doing this, T

shoud 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 ) 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 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 can’t

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: (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:

- Place where the party was held

- When it began and ended

- Who came

CARD B Tell your friend about Mai’s birthday party Use the following information:

- It was held at Mai’s place.

- It lasted about 3 hours (3-6 p.m)

- About 20 guests came.

Pair work and whole class

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