unit 3 a party tiếng anh 11 trần xuân trường thư viện giáo án điện tử

- 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 answ[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 people often 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: Where you prefer to celebrate your birthday, at home or in the restaurant? Why?

2 Do your parents celebrate their

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:

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:

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II.Cons

olidation III.Home

work

5mins

- 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

III/ Homework

- Learn new words, read the text and answer the questions again

- Prepare for the next lesson

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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

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

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

- Calls on some pairs to perform teir conversations in front of the class

* Task 3:

- Has students decide on the

I Warm up:

Answer the questions

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

* Task 2:

Tell each other about the parties they have been to

* Task 3:

Answer the questions Decide on the following

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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II.Cons olidation III Home work

5mins

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

- 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

plan for their parties Listen to the teacher

IV.Post-speaking: *Task4:

Convince them to come to the parties

come up with a plan for their parties

III/ Homework

- Write a paragraph about a party they have been to

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Class(es):11A

UNIT 3: A PARTY (LISTENING)

1.Language content: To help students listen some information about the parties

2.Language function: Listening some information about the parties

4.Language: Vocabulary: clap, decorate

3.Techniques: question-answer, explanation, groupwork…

4.Teaching aids needed: colour chalk, textbook, pictures…

2.Checking up the previous knowledge(5mins)* Questions: Talk about a party you have taken part in

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? When you like to organise your birthday party, during the day or in the evening?

II Pre-listening:

- Pre- teaches vocabulary: + clap(v)

+ decorate(v) + icing(n) + slice(n)

III.While-listening:

* Task

- Has students listen and decide whether the statements are True/False

- Gives the correct answers

* Task

- 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 front of the class

I Warm up:

Answer the questions

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

IV Post-listening:

Talk about Mai’s birthday party in groups

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 in the afternoon)

2 F (over 20)

* Task 2

1 She was 16 years old Because it is noisy and expensive

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II.Cons olidation III.Home work

5mins

Gets the students to write a short passage to describe Mai’s birthday party and to prepare for the next lesson

III Homework

- Write a short passage to describe Mai’s birthday party

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Class(es): 11A

UNIT 3: A PARTY (WRITING)

1.Language content: To help students know how to write an informal letter of invitation

2.Language function: Writing an informal letter of invitation

4.Language: Vocabulary: no

3.Techniques: questions-answers, explanation, translation 4 Teaching aids needed : colour chalk, textbook, charts

2.Checking up the previous knowledge(5mins) * Questions: Talk about Mai’s birthday party.

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

* A sample letter:

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

Listen to the teacher and take

UNIT 3: A PARTY (WRITING)

* Writing tasks:

* Task 1:

* Task 2: Letter Completion

1 at my house to come refreshments to cook

* Task 3:

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II.Conso lidation III Home work

5mins

Dear Lan,

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

Hanoi May 10, 2004 Dear Lan,

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 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

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Class(es):11A

UNIT 3: A PARTY (LANGUAGE FOCUS)

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; …

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

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

II Pre-practice:

III.Controlled -practice: Read aloud the given sentences

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:

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II.Conso lidation III.Hom ework

5mins

- 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 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

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:

IV.Free-practice:

Form: to be + Past participle being + Past participle

* Exercise 1: answers:

1 having getting to tell practicing to see

* Exercise 2:

→ Suggested answers:

1 B A B B 5.A

* Exercise 3:

→ Suggested answers:

1 D C B B C

III/ Homework

- Review the grammar points the students have learnt