GIÁO ÁN ENGLISH 11 UNIT 3: A PARTY READING Objectives: By the end of the lesson, Ss will be able to:  Read for gist  Study some new words relating to the topic: Party Skills: reading Teaching aids: text books, hand-outs PROCEDURE Teacher ‘s activities Students’ activities I Warmer: (5 minutes)  Expected answer:  Chatting: T elicits some information relating to a party from the Ss - Have you ever been to a party?  Expected answer: Yes - Do you enjoy going to a party?  Expected answer: Yes - Could you tell me some kinds of party you have been invited to? Lead – in: T introduces the lesson: “Today we will learn about some kinds of parties that people are celebrating” I Pre-reading: (10 minutes)  Pre-teaching vocabulary: blow out (v) thổi tắt (Miming: T asks the Ss to look at him or her T does the action of blowing out the candles then asks the Ss: “What I have done?”  Expected answer: blow out the candles) couple (n) anniversary (n) + golden anniversary + silver anniversary + wedding anniversary gift (n) milestone (n): Checking vocabulary: RUB OUT AND REMEMBER I While reading: (20 minutes)  Ss to work in pairs and read the text again Ss ask and answer then tick () in the right box Activity 1: Task 1:  T delivers the hand-outs (taken from the textbook, p.34)  Activity 2: Task 2:  T asks Ss to read the text again T checks and gives feedbacks PAIR WORK o Answer keys: individually birthday party  both T asks Ss to work in pairs and the exercise  T reminds the Ss that there is only ONE wrong word  T calls some Ss to stand up and give their answers  T checks and gives feedbacks both wedding anniversary party wedding anniversary party wedding anniversary party birthday party PAIR WORK o Answer keys: o Lisa’s family and friends are at her seventh birthday party Everyone eats cake and ice cream at the birthday party Lisa opens birthday cards and presents from her family and friends Many Americans over the age of 30 don’t like to talk about their age Fifty years ago, Rosa and Luis got married People call the 50th wedding anniversary the “golden anniversary” Rosa and Luis are happy to be together for their golden anniversary III Post-reading (9 minutes) PREPARE YOUR BIRTHDAY PARTY Time to start Place to celebrate your birthday party in a park, at home, at a restaurant, at a coffee shop… Number of gueSs coke, cake, candies, milk, … Foods and drinks Playing games, singing, dancing, taking photos, … Interesting activities DISCUSSION - T asks Ss to work in groups of - T asks Ss to discuss the reasons why they prefer to celebrate their birthday party at home / in the restaurant T checks and gives feedbacks II Homework (1 minutes) Write a short paragraph (about 70  100 words) about the preparation for Write-it-up: your birthday party Using the information given in the chart above UNIT 3: A PARTY SPEAKING Objectives: By the end of the lesson, Students will be able to: + Talk about the party they have been to + Tell how they organize a party Skills: speaking, writing Teaching aids: Textbooks, hand-outs PROCEDURE Teacher ‘s activities I Students’ activities Warmer: (5 mins) • Brainstorming: • T divides the class into groups: Ss to clap their hands Tom and Jerry - T asks each group to choose a representative to come to the board - T asks Ss to find some words related to the topic PARTY then write Ss read the list of questions on p 35 Ss choose from the list or questions to answer their words on the board - T checks the Ss' answers The group that has more correct words will be the winner Ss to work in pairs Lead-in: T introduces the lesson: " Today, you will learn to talk about the parties you've been to and how to organize a party." II Pre-speaking: (10 mins) • Activity: Task T asks them to write their answers on a piece of paper T reminds them to use The Past Tense T calls some Ss to stand up and talk about their answers III While-speaking: (20 mins) Activity 1: Task T asks them to tell their friends about the party they've been to T asks them to use the information in the previous activities T goes around to check and offers help if necessary T calls some Ss to stand up and tell about the party they have been to T gives feedbacks Activity 2: Task PARTY-ORGANIZER'S COMPETITION II Post-speaking: (10 mins) - T asks the Ss to work in pairs T gives some cues Game: Hide and Seek, Beauty Contest, etc BIRTHDAY PARTY GueSs: Interesting friends and famous singers Foods and Drinks: coke, fruit juice, cake, biscuits, etc - T asks Ss to plan an interesting party - Ss to discuss in their groups (using the cues) then tell their friends to invite them to come to that party - T calls some Ss to stand up and talk about their parties - T checks and gives feedbacks IV/ HOMEWORK: 2’ T asks Ss to make sentences, using the three structures above UNIT 3: A PARTY LISTENING Objectives: By the end of the lesson, Students will be able to: + Listen for gist + Listen to get some specific information to answer the questions Lexical items: words related to a party / parties Skills: listening Teaching aids: hand-outs, tapes, cassette-player, pictures or real objects PROCEDURE Teacher ‘s activities Students’ activities I Warmer: (5 mins) - T elicits some information related to through the hand-outs parties from the Ss by asking the - following questions: to decide if the statements are True (T) or - When you like to organize your False (F) birthday party, during the day or in the - evening? their answers - What foods and drinks are often served - Ss work individually to read Ss listen to the tape once and try Ss to work in pairs and discuss Answer keys: at your birthday party? What act … II Pre-listening: (10 mins) Teaching vocabulary: + gather (v) (picture …) + decorate (v) (explanation) F F F T F + slice (n) (realia) + clap (v) (miming) + icing (n) (picture) Checking vocabulary: WHAT AND WHERE III While _listening: (20 mins) • Activity 1: Task • T delivers handouts (taken from the textbook, p.37) T call some Ss to stand up and give their answers • T plays the tape again to check with the whole class • T gives feedbacks Activity 2: Task MULTIPLE CHOICES How old was Mai? A.6 B.16 C.60 D.26 Why didn’t she like having her party at a restaurant? A noisy and expensive C noisy and cheap B quiet and cheap D quiet and comfortable What did Mai’s mother serve the gueSs at the beginning of the party? A ice-cream and biscuits C coffee and cake B soft drinks and biscuits D fruits and milk 4 What time was the birthday cake brought out? A 6.30 a.m B 5.00 p.m C 4.30 a.m D 4.30 p.m It was beautifully decorated with A pink and white icing B brown and yellow icing C green and white icing D black and yellow icing What did all the gueSs while Mai was cutting the cake? A they danced and sang C they took photos B they played the Bingo game D they clapped their hands and sang What time did the birthday party finish? A 6.30 a.m IV 6.00 p.m C 6.30 p.m Post listening: (9 mins) D 6.00 a.m - Ss to work in group of T asks them to talk about Mai’s - Ss choose a secretary and a presenter birthday party Write a short paragraph about Mai’s birthday T asks the secretary to take notes party (5070 words) Homework: (1 min) UNIT 3: A PARTY WRITING Objectives: By the end of the lesson, Ss will be able to:  Write a letter of invitation Lexical items: Words / phrases used in letters of invitation Structures: Would you like to…? Skills: Writing Teaching aids: Hand-outs, posters PROCEDURE Teacher ‘s activities Students’ activities T devides the class into groups: Apple and Ss the exercise in the hand-out Orange T asks each group to choose a representative to come to the board T asks Ss to find words related to LETTER I Lead – in: - T introduces the lesson: “One of the kinds of letter we will study today is letter of invitation“ II Pre-writing: (10 mins) Vocabulary teaching: -refreshments (n) -serve (v) -take place - T elicits some information from the Ss: Answer keys: refreshments would you like - - served took place Answer keys: at my house to come refreshments to cook winners Would you like to go to the cinema with me? Would you like to … Structure: by Monday Ss work in group of o  Form I often bring a lot of ….when I go on a picnic What … to be … at the party? The 2002 World Cup … in Korea and Japan I am going to organize a birthday party I intend to organize the party in the park on July 25th I will invite about 50 friends / III While writing: (20 minutes) Activity 1: Task - T asks the Ss to work in pairs - T asks them to complete the letter in the textbook - T calls Ss to give their answers - T checks and gives feedbacks Activity 2: Task T asks the Ss to find the answers for the questions in the textbook Activity 3: -T asks Ss to work in groups again III Suggested answer: Post-writing (9 minutes) T calls the Ss to stick their poster on the board classmates I will organize some interesting games such as hide and seek, Bingo, ect Fast food and fruits will be served V Home work (1 minutes) T asks Ss to rewrite the letter of invitation in their notebooks UNIT 3: A PARTY E LANGUAGE FOCUS A Aims: After the lesson, students will be able to: - distinguish the sounds /l/ - /r/ - /h/ - know about infinitive and gerund - apply to the exercises B Teaching aids: - Textbook - Pictures of a plate of salad, a restaurant, and a house C Procedure: Teacher ‘s activities Students’ activities A Class stabilization: B New lesson: I Warm-up: - T uses pictures of a plate of salad, a restaurant, and a house to lead to pronunciation - T asks Ss to repeat the II Pronunciation: words Activity 1: Listen and repeat Activity 2: Practise reading aloud these sentences Hello, Mr Allen You’re early for lunch It’s only eleven o’clock I’d like a plate of salad, a glass of lemonade, a slice of melon and some jelly, please - T asks Ss to read the Laura is a really pretty librarian in the public sentences library Her parents own a restaurant in a country in central Europe Hello, Harry Have you heard the news? There’s been a horrible accident A helicopter has hit Helen’s house Helen and her husband will have to spend their holiday in hospital III Grammar: A INFINITIVE AND GERUND I Examples: List what people often at a birthday party Ss some questions to lead to give presents sing birthday song Birthday Party get l eat and drink blow out the candles - I hope to receive many presents on my birthday - We enjoy singing birthday song - T gives a situation and asks the grammar point II Verbs followed by V-ing and To-inf Verb + (O) + V-ing + V (To-inf) Verbs followed by To-inf V + (O) + To-inf - T presents - decide, expect, try, attempt, tend, ask, want, refuse, desire, wish, order, require, demand, fail, advise, hesitate - would like / love, agree, be willing, hope, tend - intend Ex: - I expect to meet him tomorrow - She fails to solve this problem - Don’t hesitate to contact me when you ‘re here Other structures: - It + (be) + adj + to-inf - S + V + too … + to-inf - S + V + … enough … + to-inf Verbs followed by V-ing V + (O) + V-ing - avoid - mind - deny - delay / postpone - consider - keep - appreciate - miss - dislike/ hate / detest - enjoy - practise - finish * Expressions: - look forward to - be worth - There ‘s no point in - It ‘s no good / use - can’t help / bear / stand - be busy - be / get used to - be accustomed to Ex: - I deny having stolen money - The book ‘s worth reading * Adj phrase with preposition + V-ing III Exercise 1: Most passengers dislike _ to sit in small, uncomfortable seats on long flights.(have) I must drive more carefully I can’t risk another speeding ticket (get) Did Dick mean _ Sue about the party, or did it slip out accidentally?(tell) You must keep on the computer until you understand how to use all of the programs (practise) The judge demanded _ the original document, not the photocopy (see) IV Homework: - Prepare Language Focus (cont) - T has Ss the exercise - T gives correction and comments Key: having, getting, to tell, practising, to see UNIT 3: A PARTY E LANGUAGE FOCUS (cont) A Aims: After the lesson, students will be able to: - know about passive infinitive and gerund - apply to the exercises B Teaching aids: - Textbook C Procedure: Teacher ‘s activities Students’ activities A Class stabilization: B New lesson: B PASSIVE INFINITIVE AND GERUND Usage: - used in passive meaning I Passive Infinitive - T presents the usage of Exercise 2: passive infinitive or gerund Ms Thompson is always willing to help, but she doesn’t want at home unless there is an emergency - T has Ss the exercise A to call - T gives correction and B to be called The children agreed the candy equally comments A to divide Key: B to be divided I expected to the party, but I wasn’t A to invite B, A, B, B, A B to be invited I expect .at the airport by my uncle A to meet B to be met Mr Steinberg offered us to the train station A to drive B to be driven II Passive Infinitive and Gerund Exercise 3: The new students hope in many of the school’s social activities A including B being included C to include D to be included - T asks Ss to the Jack got into trouble when he refused his briefcase exercise for the customs officer - T gives correction and A opening B being opened C to open D to be opened comments Barbara didn’t mention about her progress report Key: