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

Wedding

Birthday
Answer:
Celebrations

Imagines

Christmas

E

Halloween

A

Wedding

D

Easter

C

Thanksgiving

I

Valentine’s day


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.

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.

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

- 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

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


&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,


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


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


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


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.

- 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.

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


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

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 :