Giáo án Tiếng Anh 11
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UNIT 3:
A.

A PARTY

READING

I. Objectives: By the end of the lesson, Ss will be able to:
- Guess meaning in context.
- Scan for specific information.
- Use the information they have read to discuss the related topic.
II. Materials: Textbook, pictures, handout.
III. Anticipated problems:
- Ss can need to be provided vocab related to celebrations so that they can
complete various learning tasks.
IV. Procedure:
Stages/

PROCEDURE

Interaction

Time
Warm up

T gives some gifts & cards and asks Ss :
1. What are they? - They are gifts and cards
2. When do they usuallu use them?

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Or: What do people usually use them for?
- People usually use them to give their relative on
birthday or anniversary etc.

Whole class.


T asks some questions:
1. Have you ever taken part a birthday or an anniversary
Pre reading

party?

Individual.

2. What did they do on birthday or anniversary?
3. What did people prepare for the party?
Lead in: To day you will “ take part” a birthday and an
anniversary by reading the passage.
T gives two pictures in the text and guides Ss to guess :
Which picture is a birthday and Which one is an

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anniversary?
Before teaching T gives out some key words.


Whole class.

T helps Ss to pronounce them correctly.
T may want to model first and then ask Ss to repeat.
T presents or elicits the meanings of these words from the
class.
While

Set the scene: You are going to read about how American

reading

people celebrate birthday and wedding anniversary. Then
you do the tasks that follow.
Task 1:
T gets Ss to read the passage silently and then do task 1
Devide Ss into two groups to discuss. Then call two Ss to

Group work


write their group answer on the board and compare.
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( May be devide Ss in to small groups, each group one
statement).
T give feedback.
Task 2:
T checks if Ss can identify and correct the wrong
information after their first reading of the passage. If they

can’t, T can simply the sentences using multiple choice.
1. Lisa’s family and friends are at her eight birthday

Group work

party.

or Individual

A

B

C

D

2. Everyone makes cake and ice cream at the birthday
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party.

A

B

C

D


3. Lisa opens birthday cards and food from her family &
friends.

A

B

C

D

4. Many American over the age of 30 don’t like to talk
about their anniversaries.

A

B

C

D
5. Fifty months ago , Rosa and Luis got maried .
A

B

C

D


6. People call the 5th wedding anniversary the “ golden
anniversary.”

A

B

C

D

7. Rosa and Luis are happy to be together for their silver


anniversary.

A

B

C

D

Asks Ss to work in pairs to answer the questions in the
Post

book.

reading


Feedback.

Pair work

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Wrapping
2

Summarise the main points
Assign homework

Whole class


UNIT 3:
B.

A PARTY

SPEAKING

I. Objectives: By the end of the lesson, Ss will be able to:
- Use appropriare language to talk about party and negotiate how to plan them.
- Use appropriate language to invite people tocome to party.
II. Materials: Textbook, , handout.
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:

Stages
Warm up

Procedure

Interaction

T asks the Ss if they like parties and have they ever been Individual
to a party ? If Ss say yes ,T asks follow- up
questions like:
Whose party was it ?

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What was the occasion?
Where was it?
Was it fun?. . . etc
T helps Ss to answer the questions by providing them
appropriate vocab and expresstions ( if no Ss have been to

Whole class


a party ,T may get them to ask him/ her about a party
Present

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”.

Task 1
T introduces the task and goes over the questions with the Individual/

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class. T explains new words if necessary.

Group work

T gets Ss to do the task individual or group . Ss needs to
choose the details they want to talk about and plan their
stories. T encourages ss to take notes while doing so.
practice

T goes aroud the class to check and offer help.
Task 2
T puts ss in pairs and get them to tell each other about the

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Pairs work

parties they have been to, based on the outlines they have
made for task 1.
In the meantime, T goes to check and offer help.
T calls on some pairs to perform their conversations in
front of the class.
Task 3.

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Group work
Asks Ss to work in groups to do the task:you are going to
take part in a competition to organize the best party.decide


Product

on the following :budget,date and time,who to invite…
Feedback and gives suggested answers.

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Task 4.
Asks Ss to tell the rest of the class about your party.

Individual
work

Try to convince them to talk as much as possible.
Wrapping
2

Correct the mistakes if necessary.
T summaries the main points of the lesson.
T asks ss to write a paragraph about a party they have
been to.

Whole class



UNIT 3:
B:

A PARTY

LISTENING

I. Objectives: By the end of the lesson, Ss will be able to:
-Develop such listening micro-skills as intentive listening for specific information
and take notes while listening
II. Materials: Textbook, , handout, cassette tapes
III. Anticipated problems:
- Ss may not have sufficient vocab to talk about the topic , so T should be ready to
assist them.
IV. Procedure:
Stages/

Interaction

Procedure

Time
Warm up

T devide the class into groups of 6 and introduces the Group work
game: the groups should generate as many words & whole
related to birthday and birthday parties as class

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possible in five minutes.
Suggested

Pre listening

words:

cake,

candle,

cards,

candy,

flowers. . . .
T gets Ss to close their books and shows them the
pictures which in thebook, then asks them to
guess what they are going to listen about. T gives
feedback and gets them to open their books.

Pairs work
& whole


T gets ss to work in pairs to answer the questions on class
page 36.
8


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

& whole

Pre- teaching vocabulary:

class

T play the tape or model first and then asks Ss to
repeat after the tape or after the teacher in chorus
and individually.
T presents or elicits the meanings of these words from

listening

the class.
Task 1:
Instruction: You are going to listen to a girl telling about
a birthday party that she has been to. Listen and
put a tick True or False in the appropriate box.

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pairs work

T checks with the class.

T guige ss to pronouce the words on page 36 correctly.


While -

Individual,

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 keywords
in the first statement are “ at home”, and “
evening”.
T checks with the whole class and asks them to guess
what the party might have been like (there was a
birthday cake,the party lasted some hours. . .)


T plays the tape ( or read the tapecript) 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

Individual,
pairs work

cannot answer the questions, T plays the tape one or two

& whole

more time s and pauses at the answers for them to catch.

class


Task 2.
Instruction: You are going to listen to the story again
and answer comprehension questions.
T checks if Ss can answer the questions in Task 2
without listening again . If they cannot, T play the tape
10

for them to listen again but before doing this,

Group work
& whole
class

Then T plays the tape again for Ss to listen to and answer
the questions.
Post listening
7

T gets Ss to check their answers with a partner. Then T
checks with the whole class.
Asks Ss to work in groups to take turns to talk about
Mai’s birthday party.
Goes around the class to give help if necessary.

Wrapping

Whole class



2

T summaries the main points of the lesson.
For homework, Ss write a paragraph about their own
birthday parties.


UNIT 3:
D:

A PARTY
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, handout.
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:
Stages/
Time
Warm up

Procedure

Interaction

Competition game


Group work

- T prepares handdouts of a jumbled letter in advance

& whole

and divides the class into groups of 4. Then T

class

distributes the handouts & introduces the task: Ss are
going to re-order the sentences into a letter of
invitation.
- In their groups Ss discuss to complete the 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


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complete letter again & elicits the features of an
informal invitation letter. T might want to tell Ss that
an invitationletter normally includes:
+ The event( what you invite your friends to): a
wedding party, a birthday party, etc.
+ The place: restaurant, at home. . .etc.
+ The time & date:
+ The invitation itself (Would you like to come?How

about . . .etc).
* The jumbled letter
1. This is my address: 142A Nguyen Du Road.
2. It’s a beautiful house and it is near Ho Chi Minh
square.
3. Dear Lan,
4. Guess what! I’ve just moved to a new house in Vinh
city.
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


Sunday everning, around 6.30 p m.
9. Mai
10. I think Nam and Lien are coming , too.

Individual &
whole class

11. We’ll have “Pho” and some other special dishes.
T gives feedback.
Key: 3- 4 - 2 - 8 - 11 - 5 - 10 - 1 - 6 - 7 - 9

* Preparing Ss to write.
Task 1
- T sets the scene: you are going to write a friend letter
to invite your classmate to aparty that you hold.

- T gets Ss to work out the content of their letters by
Present

answering the question in the Task 1.
- T calls on some Ss to answer the questions and
elicitsmore ideas from the class. T writes them on the
board.
Eg:
+ Occasions for giving the party: birthday, moving to
a new house, family gathering, Chrimas. . .etc
+ Dressing codes:
- Formal: dresses , high- heel shoes for women,

Individual,
pairs work
& whole
class


suits & ties for men.
- Informal: anything can do: jeans , T- shirt,
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skirts…
+ Presents to give: anything can do as flowers, books,
CDs, hats. . . etc.

Task 2
- T gets Ss to do the task individually & then compare


Individual &
pair work

their answer with a peer.
- T calls on Ss to give the answers & write them on the
board.
- T helps Ss to revise the format of a personal /
informal letter by analyzing the letter that they have
just completed for Task 2. T might also want to get Ss
Practice

to analyze the letter further by asking questions about
its organization and languege.
Eg: What is the purpose of the first sentence?

Whole class

What about the second sentence? Etc

Task 3
-T gets to read Task 3 and work out the questions.Ss
should note down the answers in their notebooks. In

Whole class


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the mean time, T goes around to check & offer help.
- Then T gets Ss to write their letters in 10 minutes ,


10

based on the outlines they have produced.
- Next,T asks Ss toget in pairs, exchange their letters &
correct each other.
-T goes around to offer help.

- T chooses one letter & read it to the class. Then T
correct the mistakes & gives final comments
Product

afterwards.T should draw Ss’ attention to the format of
the letter, the organisation of ideas & language use.

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- T summaries main point of the lesson & prepare next
lesson.
Wrapping

2

UNIT 3:
E:

A PARTY

LANGUAGE FOCUS

I. Objectives: By the end of the lesson, Ss will be able to:



- Distinguish the sound / l /, / r /, and / h/ .
- Pronounce the words and sentences containing these the sounds correcttly.
- Distinguish the uses of infinitive and gerund in active and passive voices.
- Use these structures to solve communicative tasks.
II. Materials: Textbook, handout.
III. Anticipated problems:
- Ss might have difficulty distinguishing and using infinitives and gerunds.
Therefore, T should be ready to assist them.
IV. Procedure:
Stages/ Tme

Procedure

INTERACT
ION

Presentation I. Pronounciation.
1
Distinguishing sounds .

Iidividual,
pairs work
& whole

- T models the three sounds / l/, / r/ and / h/ for a few
times.
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- T plays the tape ( or reads) once for Ss to hear the
words containing these three sounds. Then T plays
the tape (or read) a gain & this time asks Ss to repeat
after the tape (or T ).
* Practising sentences containing the target sounds.
- T asks to work in pairs and take turn to read aloud
the given sentences(p.39, practise these sentences).

class


-T goes around to listen and takes notes of the typical
errors.
T calls some Ss to read the sentences again and
provides corrective feedback.
II. Grammar
1. Exercise 1
Presentation
2

a. Presentation:
T asks S to repeat the verbs that are followed by an
infinitive, a gerund,and both. If Ss can’t remember, T
should review some verbs.
Eg:

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+ Infinitive only: agree, arrange, ask, choose, decide,


Individual,

hope, plan,intend. . . . etc.

pairs work

+ Gerund only: admit, avoid, enjoy, keep, deny. …

& whole

,verbs that are followed by preposition: succeed (in),

class

think ( about), dream ( of), look forwards ( to). . .etc.
+ Both: begin, start, continue, stop, love, remember . .
.
- T should point out which verbs have different
meanings when are used with an infinitive or a
gerund. Eg:stop, hate, remember . . .etc.
b. Practice:


- T gets Ss to do Exercise 1 individually and then find
a partner to check their answers with.
-T checks with the whole class and provides
corrective feedback.

Exercise 2
a. Presentation:

- If necessary, T reviews the forms of passive
infinitive and gerund and emphasises their uses.
+ Form:
* Passive infinitive: to be + Past Participle
* Passive gerund: being + Past Participle
+ Use: to emphasise the action / event than the agent.
b. Practice
- T gets Ss to do Exercise 2 in groups of 6 and asks Ss
to mark A,B,C or D in piece of paper . When the time
up T asks groups raise their key.
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- feedback and T gives the correct answers.
Exercise 3
-T guides Ss the way to do exercise 3 the same

Group work/
whole class


Exercies 2
- Feedback and gives the correct answers

-T summaries the main point of the lesson.
- For homework, Ss review the uses of different verb
tenses that have been covered in the lesson.
10

Wrapping
Whole class
2


TEST YOURSELF A

I.Objectives: By the end of the lesson Ss will be able to know how to do a test
II.Mareials: tape,cassette,book
III. Anticipated problems:
Ss may need help with the exercises,so T should be ready to help them.


IV.Procedure:
I.Listening:-T play the tape twice
- Let Ss to do the exercise in the book.
- Check their answers
- Feedback and give the correct answer.
II.Reading:
-T maybe give out some new words of the passage.
-Ask Ss to read the passage and answer the questions in the book.
-Check their answers.
-Feedback and give the correct answers.
III.Pronunciation and grammar:
A.Pronunciation.
-play the tape and ask Ss to tick in the right box.
-check the answers.
-Feedback and give the correct answer.
B.Grammar.
-Complete the sentences,using the right form of the infinitive.
-Let Ss do the exercise.
-Check their answers.



-Feedback and give the correct answer.
IV.Writing: Ask Ss to write about their birthday party following the questions
Below.
-whose birthday party was it?
-Where and when was it held?
-what did you do there?
-How did you enjoy it?
If the time is not enough,let Ss do at home.