GA 11. U3+U4 CB

Unit 3: A Party
Period 1: Reading
I. Objectives
1. Aims:
By the end of the lesson, the students can be able to:
- Develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false
statements.
- Use the information they have read to discuss celebrations in their culture.
2. Lexical items:
- Mark (v): ®¸nh dÊu - Milestone (n): cét mèc
- Lasting (adj): bÒn v÷ng - Golden anniversary / jubilee: ®¸m cíi vµng
- Silver anniversary: ®¸m cíi b¹c - Diamond anniversary (n): ®¸m cíi kim c¬ng
II. Materials
- Textbook, handouts, lesson plan, chalks.
III. Teaching techniques
- Presentation
- Questions and answers.
IV. Anticipated problems
Ss may need to be provided vocabulary related to celebrations and festivals so that they can complete
various learning tasks.
V. Procedure
Steps/Time Teacher s activities’ Students activities’
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Warm-up
5’
Cross words game
- T delivers handouts with a cross word and gives
instruction.


1. Your friends often give you on your birthday.

2. What is the day “14-2” called?
3. It’s a celebration in England beginning with “E”.
4. We can see Santa Claus on this day.
5. This day is to celebrate the time you were born.
- T calls some Ss to give their answers.
- T checks and gives the correct answers and gives some
information about 3- Easter.
- T asks Ss to find the key word.
- T leads in the lesson.
- Ss get handouts and
listen to the T’s
instruction.
- Ss do the cross words.
- Ss work in pair to
make comparison.
- Ss answer:
1- Present
2- Valentine
4- Christmas
5- Birthday.
-Ss answer: It’s
“Party”.
-Ss listen
Pre-
Reading
10’
1. Describing pictures
- T asks Ss to look at the pictures, work in pair to answer
the questions.
1. What is the relation between the people in the pictures?

2. What are they celebrating?
- T calls some Ss to give their answers.
- T gives comments and suggested answers:
Picture 1: they belong to a family. They are celebrating a
birthday.
Picture 2: they might belong to a family. They are
celebrating a wedding anniversary.
2. Pre-teaching vocabulary:
Mark(v): ®¸nh dÊu
Milestone(n): cét mèc
Golden(a): b»ng vµng
Golden anniversary/jubilee: ®¸m cíi vµng
Silver anniversary/jubilee: ®¸m cíi b¹c
Diamond anniversary/jubilee: ®¸m cíi kim c¬ng
- Before teaching these words, T helps Ss to pronounce
them correctly.
- T presents or elicits the meanings of these words from the
class.
- T gets Ss make sentences with these words.
- T gives corrective feedback.
Work in pair
- Ss work in pair and
answer the questions.
- Ss give their answers.
- Ss listen.
- Ss write new words in
their notebooks.

- Ss practice
pronouncing these

words.
- Ss make sentences.
- Ss listen.
- T sets the scene: You are going to read about how
- Ss listen.
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7’
While you
read
10’
American people celebrate birthdays and wedding
anniversaries. Then you do the tasks that follow.
1. 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 statements to understand
them. As Ss do this they underline the key words to decide
what information they need to find in the Text.
+ Then they should go back to the passage and locate the
key words in the passage.
+ Then they should read the key words carefully to find the
answer.
- T gets Ss to check their answers with a peer.
- T calls on some Ss to give their answers and asks them to
explain their choices.
- T checks the answers with the whole class.
Answers:
birthday wedding
1. People sing a song


2. People eat cakes.
 
3. People receive cards and
gifts from friends and relatives.
 
4. People joke about their ages.

5.People remember their wedding
days.

6. People go out to dinner.

7. People blow out candles, one for
each year.

2. Task 2
- T checks if Ss can identify and correct the wrong
information in Task 2 after their first reading the passage. If
they cannot, T gets Ss to read through all the 7 questions in
Task 2 and identify the key words in each question. For
example, in question 1, these might be “Lisa s family and ’
friends ” and eighth birthday .“ ”
- 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.
- Then T gets Ss to check their answers with their friend.
- T calls on some Ss to give answers and explain their
answers.
- T gives feedback and correct answers.
Answers:

1. eight  seven
2. makes eats
3. food presents
4. anniversaries ages
5. months years
6. 5
th
 50
th

- Ss listen to the
teacher and take note
some tips to do this
task.
- Ss may ask the
teacher to give some
examples.
- Ss check their
answers.
- Ss answer and
explain.
- Ss listen and check.
- Ss listen to the T’s
instruction.
- Ss do as conducted.
- Ss check their
answers.
- Ss listen and check.
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7. silver golden.

Post-
reading
10’
- T introduces the task: Ss work in small group of 3 or 4 and
discuss questions.
- T teaches structures that can be used for 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 checking and offering help.
- T calls on some groups to tell and explain their choices.
- T gives corrective feedback.
- Ss listen.
- Ss listen and take
note.
- Ss work in group.
- Some groups give
their answers.
- Ss listen and check.
Wrapping
up
3’
- T summarizes 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.
- Ss listen and write
down homework.
Period 2: 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 the parties.
II. Materials
- Textbook, lesson plan, chalks.
III. Teaching techniques
- Presentation
- Questions and answers.
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
Steps/Time Teacher s activities’ Students activities’
Warm-up
7’
Talking about the parties.
- T raises some questions and asks Ss to work in pair to
discuss them.
1. Do you like parties?
2. Have you joined a party?
3. Whose party was it?
4. On what occasion?
5. Where was it?
6. Was it fun?
- 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?”
- T calls on some Ss to make conversations using the
questions above.
- Ss work in pair to

discuss these questions.
- Ss listen.
- Ss make
conversations.
- Ss listen.
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- T gives comments.
Pre-teaching necessary language.
A birthday/ housewarming party.
A family/ social gathering
To give a party
To enjoy oneself
To have fun.
Soft drink
Snack
- T gives examples when presenting these words.
- T introduces the topic: Talking about the parties.
-Ss listen and take note
some new words.
- Ss listen.
Task 1
7’
Task 2
7’
- 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 note while doing so.
- T goes around the class to check and often help.

- T calls on some Ss to deliver their talks.
- T gives comments.
- T puts Ss work 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 checking and offering
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.
- Ss listen and take not
some new words if
necessary.
- Ss work individually
and do as instructed.
- Ss work.
- Some Ss deliver their
talks.
- Ss listen.
- Ss listen and work in
pairs –
- Ss make
conversations.
-Some Ss perform their
conversations.
- Ss listen.
Task 3
12’
- 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
writes them on the board.

- Ss listen, look at the
task 3 and give their
ideas.
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When?
(date&time)
Where?
(home/
restaurant)
Entertainment?
(dance/music/
games)
Dressing
codes
(formal/
informal)
Planning a
party
Budget?
spend/
contribute)
- T teaches some useful expressions for negotiating, i.e.
asking for and giving opinions, expressing agreements and
disagreements, suggesting and stating preferences.
- T gives examples and gets Ss to do some practice.

- T asks Ss to work in group of 3 or 4 to negotiate so as to
come up with a plan for their parties.
- T goes around to check and help.
- T calls on some Ss to give their talks.
- T gives comments.
- Ss listen and take not
some useful
expressions.
- Ss do some practice.
- Ss work in group.
- Ss give their talks.
- Ss listen.
Task 4
10’
- T introduces Task 4: Ss informing of their coming parties
and inviting people to come.
- T elicits the verb tenses and structures Ss might use.
- T teaches some expressions for inviting and persuading.
E.g.
Would you like ?…
We would love to have you .…
We welcome your presence…
It s our pleasure to invite you’ …
- T gets Ss to do some practice with these structures.
- T asks Ss to work in group.
- 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.
- T gives comments.
- Ss listen.

- Ss listen and take
note.
- Ss do some practice.
- Ss work in group.
- Ss deliver their
reports.
- Ss listen.
Wrapping
up
2’
- T summarizes the main points of the lesson.
- For homework, T asks Ss to write a paragraph about a
party they have been to.
- Ss listen and write
down homework.
Period 3: Listening
I. Objectives
1. Aim:
By the end of the lesson, Ss will be able to:
Develop such listening micro-skills as intensive listening for specific information.
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Who to
invite?
family/
relatives/
friends
Decorations
(colored light
bulbs/ flowers)
Food &

drinks
(sweets/meat/
wine/…)
2. Lexical items:
Gathering (n): cuộc hội họp decorate (v): trang trí, trang hoàng
Slice (n): lát clap (v, n): vỗ tay
Refreshments (n): đồ ăn nhẹ
II. Materials
- Textbook, lesson plan, chalks, handouts.
III. Teaching techniques
- Presentation
- Questions and answers
IV. Anticipated problems
Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them.
V. Procedure
Steps/Time Teacher s activities Students activities
Warm-up
7
Game.
- T divides the class into group of 10 and introduces the
game: The group should generate as many words related to
birthdays and birthday parties as possible in 5 minutes.
- T divides the board into many sections as the number of
groups is.
- T calls on the representative of each group to write their
list on the board.
- T gets the whole class count. Each correct word gets one
point. Which group has more points wins the game.
Suggested words:
Age, balloon, birthday, blow out, cake, candle, cards,

candy, cookies, decorations, presents, flowers, fun, song,
party, etc.
- Ss listen and work in
group.
- The representatives of
each group write their
list.
- Ss count.
- Ss take note some
words.
Before
you listen
7
- T gets Ss to cover their books and show them the pictures
in the book, and asks them to guess what they are going to
listen about. T gives feedback and gets them to open the
books.
- T gets Ss to work in pairs to answer questions on page 36.
- T calls on some Ss to give their answers and explain.
- T checks and comments.
Listen and repeat
- T pronounces the words and asks Ss to repeat.
- T calls on some Ss to pronounce the words.
- T presents the meanings of these words.
- Ss cover the books,
look at the pictures and
guess.
- Ss work in pairs to
answer questions.
- Ss answer.

- Ss listen.
- Ss listen and repeat.
- Ss pronounce.
- Ss listen and take
note.
1. Task 1
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.
- T gets Ss to read through the statements to understand
- Ss listen to the
instruction.
- Ss read the statements
and underline the key
35
10’
While you
listen

10’
them and underline the key words.
- T checks and asks Ss to guess what the party might have
been like.
- T reads the tape script once for Ss to listen and do the
task.
- T asks Ss to check their answers with their partners.
- T calls some Ss to give their answers.

- T read the tape script again and asks Ss to listen and
check.
- T checks and gives the correct answers.
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)
2. Task 2
Instruction: You are going to listen to the story again and
answer comprehension questions.
- T asks Ss to read through questions and find out key
words.
- T checks if Ss can answer the questions without listening
again.
- T reads the tape script again and asks Ss to answer
questions.
- T encourages Ss to take note answers by writing down
main points.
- T asks Ss to check their answers with their partners.
- T calls on some Ss to give their answers.
- T reads the tape script again and pauses at difficult points.
- T checks and gives correct answers.
Answers:
1. 16
2. Because it s noisy and expensive.’
3. Soft drinks 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.
words.
- Ss listen and guess.
- Ss listen and do the
task.
- Ss work in pairs,
- Ss answer.
- Ss listen and check.
- Ss listen.
- Ss read questions and
find out key words.
- Ss answer.
- Ss listen and find
answers.
- Ss work in pair.
- Ss answer.
- Ss listen and write
down correct answers.
After you
listen
- 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 delivers the handouts.
CARD A
Ask:

Where the party was held.
CARD B
Answer:
-at Mai’s house.
- Ss listen and work in
pairs.
- Ss get handouts.
- Ss work.
36
8’
When it began and ended.
Who came.
What you did there.
………………….
-3-6p.m
-about 20 guesses
-Mai opened gifts, cut
cake, etc.
- T goes around and helps.
- T calls on some Ss to perform.
- T checks and comments.
- Ss perform.
- Ss listen.
Wrapping
up
3’
- T summarizes the main points of the lesson.
- T asks Ss to write a paragraph about their own birthday
parties.
- Ss listen and write

down homework.
Period 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.
- Write an informal letter of invitation.
II. Materials
- Textbook, lesson plan, chalks, handouts.
III. Teaching techniques
- Presentation
- Questions and answers
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
Steps/Time Teacher s activities’ Students activities’
Warm-up
7’
Competition game
- - T prepares handouts of a jumbled letter and divides the
class into groups of 4.
- - T delivers handouts and introduces the task: re-order the
sentences into a letter of invitation.
- - T gets Ss to read the completed letter and elicits the features
of an informal letter of invitation.
- + The event: a wedding party or a birthday party.
- + The place
- + Time and date
- + The invitation
- - Ss listen

- Ss get handouts.
- Ss read the letter,
listen and take note.
Task 1
- T sets the scene: You are going to write a friendly letter to
invite your classmates to a party that you hold.
- T gets Ss to work out on the content of their letters by
answering questions in Task 1.
- Ss listen
- Ss work in pair to
answer the questions.
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