Giáo án Tiếng Anh 11 Unit 3: A party

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.
IV. Procedure
Time

Steps

7’

WARM UP
A matching game
(To teach vocabulary related to celebrations and
festivals)

Work arrangement
Group

work

whole class

and


- 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

Birthday
Answer:
Celebrations

Imagines

Christmas

E

Halloween

A

Wedding

D

Easter

C

Thanksgiving

I

Valentine’s day

Valentine’s day

H

Graduation

F

Mother’s day

G

Birthday

B

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.
- 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.
8’

BEFORE YOU READ
- 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 & whole
class


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 50th
wedding anniversary
Silver anniversary/jubilee: celebration of the 25th wedding
anniversary
Diamond anniversary/jubilee: celebration of the 60th
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
7’

American people celebrate birthdays and wedding
anniversaries . 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 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:
Birthday
1. people sing a V

Wedding


song
2.

People

eat V

cake
3. people receive V
cards and gifts
from friends and
relatives
4. people joke V
about their ages
5.

people

remember

their

wedding days
6. people go out

V

to dinner
7. people blow V

V

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 “8 th 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. 5th > 50th (line 2, para 3, part B)
10’

7. silver > golden(line 5, para 3, part B)
AFTER YOU READ

- 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.

Group work & whole
class


- T calls on the groups to tell and explain their choices.
- T gives corrective feedback.
3’

WRAPPING UP
- 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
Time

Steps

Work
arrangement

7’

WARM UP
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 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 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.
7’

TASK 1
- 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

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.

Individual
work

- T calls on some pairs to perform their conversations in front of
the class.
- T elicits feedback from the class and gives final comments.

12’

TASK 3
- 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


Where?
(home
/restaurant ?

When?
(date & time

Entertainment ?
(dance/music/
games)

Planning a
party

Dressing
codes(formal/
informal/
Costunes ?
Who to invite?
(family,

Decorations

relatives,friends,
classmates,

(colored light
bulbs,
flower?)

teacher ?)

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

Food & drinks?
(cook our own or
order?/vegetaria
n foods)

- 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:
Asking for opinions

Giving opinions

What do you think about... ?

I think maybe...

What’s your opinion about... ?

I feel...

How do you feel about...?

In my opinion, ...

Do

you

have

any

opinions I’m considering...(cooking our

about..?

own foods)
I’m

thinking

about...(ordering

some pizzas)

Expressing agreements

Expressing disagreements

I agree

Well, maybe, but...

I think so,too

That might be true, but ...

That’s true, and ...

Well, my feeling is that...

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 ...

Let’s ...

Maybe ...(pizzas) could be a

Why don’t we ...?
How about ...?

better choice
I would go for ...(ordering
food)

What about... ?
Should we ...?
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.
10’

TASK 4
- 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
and
class

work
whole


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.
2’

WRAPPING UP
- T summarises the main points of the lesson.
- For homework, Ss write a paragraph about a party they have
been to.

UNIT 3 : A PARTY
lesson 3 : Listening

Whole class

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

Steps

Work
arrangement

7’

WARM UP
- 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.

7’

BEFORE YOU LISTEN
- 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

Pair

work

whole class

&


the class.
10’

WHILE YOU LISTEN
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 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)

8’

AFTER YOU LISTEN

Pair work and

- 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

CARD B

Ask your friend about Tell
Mai’s

birthday.

your

friend

about

Ask Mai’s birthday party. Use

whole class


about:

the following information:

- Place where the party - It was held at Mai’s
was held

place.

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

(3-6 p.m)

- Who came

- About 20 guests came.

- What you did there

- Mai opened gifts, you

Add more questions if
you like

played chess, then Mai cut
cake
Add more information as
you like

3’

WRAPPING UP
- T summarises the main points of the lesson.
- For homework, Ss write a paragraph about their own
birthday parties.

UNIT 3 : A PARTY
LESSON 4 : WRITING
I . Objectives
By the end of the lesson , Ss will be able to :

Whole class


- Define the format and structure of an informal letter of invitation
- Write an informal letter of invitation
II. Materials :
Textbook , handouts .
III. Anticipated problems
Ss may not have sufficient vocabulary to write a detailed letter of invitation ,
so T should be ready to help them .
IV Procedure
Time

Steps

Work
arrangement

7’

WARM – UP
Competition game
- T prepares handouts of a jumbled letter in advance and
divides the class into groups of 4 . Then T distributes the
handouts and introduces the task : Ss are going to reorder the sentences into a letter of invitation
- In their groups Ss discuss to complete tha task. The
winner will be the group which has the quickest and
correct answer.
- After the game, T might want to get Ss to read the
completed letter again and elicits the features of an
informal invitation letter. T might want to tell Ss that an


invitation letter normally includes:
+ The event (what you invite your friends to): a wedding
party, a birthday party, etc.
+ The place: my parents’ place, my school, etc.
+ The time and date: 2:30 p.m, May 20, 2007, etc.
+ The invitation itself (Would you like to come ? How
about ...? etc.)
The jumbled letter
1. This is my address: 150 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
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 special dishes .
Answer :