Giáo án Tiếng Anh 11 Unit 5: Illiteracy

Anticipated problems: - Students may not know some phrases relating to illiteracy such asUniversalisation of Primary Education ; The Vietnam Society of LearningPromotion; illiteracy era

Giáo án Tiếng Anh 11

UNIT 5: ILLITERACY

A: READING

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

- Identify the main idea of the reading passage

- Extract detailed information through reading comprehension

II Materials:

Textbooks

III Anticipated problems:

- Students may not know some phrases relating to illiteracy such asUniversalisation of Primary Education ; The Vietnam Society of LearningPromotion; illiteracy eradication

IV Procedure:

I Lead-in - Teacher holds the book upside down and ask these

question?

1 What am I doing? ( reading)

T-S

2 Can I read ? Why not? (No, because they areholding the book upside down)

Lead-in sentence: Some people can not read

because they don’t know how to read and they have not learnt how to read They are illiterate The topic

of the unit: ILLITERACY

( using the picture on page 56 to elicit the words)

in Vietnamese on BB and ask students to match

with English expressions in Task 1, page 57

E Phổ cập giáo dục tiểu học

Option 1: If students are good enough, get them to

ask and answer the questions in Task 3 in pairs

Groupwork

- After feedback, ask students to work in pairs ask and answer bout questions in Task 3

Teacher - led

UNIT 5: ILLITERACY

B: SPEAKING

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

- Talk about illiteracy problems and school or class problems

- Offer solutions to overcome the above mentioned problems

II Materials:

Textbook, a word puzzle

III Anticipated problems:

Students might not have enough vocabulary to talk about school or educationproblems They may not also be confident enough to discuss the ways of offeringsolutions to the given problems

Keys: school; problem; regulation; cheat; tutoring

(If students are not very good, give them the initial letters of these 5 words)

If teachers have time and energy, they can prepare 5 pictures relating to 5 problems in column A and ask students to match pictures with problems When they finish, ask them to use solutions in column B to match with problems in column A.

Keys: in Teachers’ book

- Pre-teach vocab: regulation; low-income

Asking advice: What do you think we should …… or

What should we do to help…?

Offering solutions: I think we should …….or they

Individual

Teacher – led

should ….

- Divide the class into 5 groups Each group will be

given one problem from column A Ask them to use the

above structures to offer solutions to their problems

- Feedback to plenary

TASK 3:

- Ask students to work in groups to brainstorm problems

relating to their class

- Ask each group to choose two or three problems and discuss solutions they can offer to overcome these problems

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

- Extract detailed information about the listening text of school survey in Perth,Australia

II Materials:

Textbook, tape, cassette player

III Anticipated problems:

Students may not know how a survey is!

IV Procedure

1.Warm up - Ask students to do a survey or do the task called “Find

someone who…………” then help students know the notion of a survey and tell them they are going to study about “survey” today

Groupwork

2Pre

-listening

-Set the scene: You are going to listen about the results

of a school survey carried out in Perth, Western Australia The school asked its students what makes an effective school

Pre-teaching vocabulary

- Help students to pronounce the words in their bookcorrectly T may want to play the tape or model first andthen ask Ss to repeat after the tape or after him/ her in

Teacher-led

chorus and individually.

- Elicit the meanings of these words from the class

- Check the meaning with a gap-filled exercise

- Get students to read the options in each questioncarefully and underline the words that make themdifferent T checks with the whole class (e.g in question

1 these are “express attitudes”, “deliver speech”,

“exchange ideas”, “give opinions”; in question 2 they are

“develop styles”, “set goals”, “develop strategies”,

“consult teachers”, etc.)

-Ask students to guess the answer to each question and

Individual

then tells them they need to listen attentively to check if

their guesses are confirmed

- Play the tape (or reads the tapescript) once for Ss to

listen and do the task

-Then get them to find a partner to check their answers

with

-Check the answers with the whole class If many Ss

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

more times and pauses at the answers for them to catch

Task 2 without listening again If they cannot, T playsthe tape for them to listen again but before doing this, Tshould encourage Ss to read through all the questions,identify the information they need to look for in eachquestion (by finding the key words and the questionword, e.g “what’, “where’, “when”, “how”, etc.) and ifpossible, predict the answers

-Then play the tape again for students to listen andanswer the questions

-Get students to check their answers with a partner Thencheck with the whole class T should play the tape againand pause at difficult points if many Ss cannot completethe task

Keys:

1 In Perth, Western Australia

- Divide the class into small groups of 3 or 4 and getsthem to discuss the question in the textbook T mightwant to appoint a group leader for each group Thisperson will monitor the discussion, note down friends’ideas and appoint a representative to present the outcome

of their discussion to the class

- Go around to check and offer help

-After checking that all the groups have finished, T calls

on the representative of each group to report their peers’ideas T checks if other groups would have the same ordifferent ideas

- Listen and take notes of their errors T providescorrective feedback after that

Homework

- Wrap up the contents of the lesson and provide themhomework

UNIT 5: ILLITERACY D: WRITING

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

Describe information from table/ transfer information from table into text

II Materials:

- Textbook, tickets

III Anticipated problems:

- Students might not know how to transfer information from a table into a text.They also may not know phrases used to describe information from a table

IV Procedure

1.

Warmer

- Prepare a set of tickets:

- Draw this table on the board

Groupwork

- Divide the class into two teams Ask students from each

team to go to the board and pick up the tickets and put them

into correct column with given symbols

- Feedback to the whole

(If teachers are good at mining, you can you your arms to

express

This is much more funny and you also can teach adverbs:

sharly, slightly, gradually ………… )

2

Pre –

writing

TASK 1

- Ask students to have a look at the words from the box on

page 61 and ask them whether there are any new words If

yes, explain the meanings Suggested words: dramatically;

varied

- Tell them that they are going to read a text about literacy rate

Individual

in Fancy and ask them to use them to use the words from the

box to fill in the spaces in the text

- Ask them then to work in pairs to exchange their works

- Feedback to plenary

- Then ask them to look at the text a gain and answer the

following questions in pairs

Remind students the ways to use on the contrary, while,

dramatically, steadily, sharply

TASK 2:

- Get students to look at the table of Literacy rates in

Sunshine country from 1998 – 2007

- Ask them some questions orally to help them get some

information

1 What does the table describe?

2 How did the rate increase from 1998 -2004 in the

Lowlands?

3 How did it increase from 2004 – 2007 in the Lowlands?

4 How did the rate increase from 1998 – 2007 in the

Pairwork

Wholeclass

Pairwork

- Tell them that they are going to describe the trends of

literacy rates in Sunshine from 1998 to 2007 But before

writing a paragraph, ask them to complete the following

sentences by matching two parts from column A and B

- Now ask them to look at the table again and in groups write

a paragraph beginning like this

The table describes the trends of literacy rates in Sunshine

country from 1998 to 2007………

3.

Post –

writing

- Ask groups to read their paragraphs and ask other groups to

provide comments During the presentation, T should take

notes of good things and errors for feedback afterwards

4. - Consolidate the ways we use to describe information from a

Wrap –

up

table into a text

- Assign homework

UNIT 5: ILLITERACY

E: LANGUAGE FOCUS

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

- Distinguish the clusters /pl/, /bl/, /pr/, /br/ and pronounce the words andsentences containing them correctly

- Understand reported speech with infinitive(s) and use these structures to docommunicative tasks

II Materials:

Textbook, handouts

III Anticipated problems:

- Students might have some difficulties in pronouncing the clusters

prepare/bring/please/to/blue pens/the/ posters / small/to/class.

Key: Please bring blue pens to the class to prepare

posters

- Ask Ss to read aloud the sentence and pay attention

to the underlined words to lead into the lesson

Individual work, pair work & whole class

the tape (or T)

- Ask Ss to read the words in each column out loud inchorus for a few more times Then T calls on some Ss

to read the words out loud T listens and corrects if Sspronounce the target words incorrectly If many Ss donot pronounce the words correctly, T may want to getthem to repeat after the tape (or himself) again inchorus and then individually

Practising sentences containing the target sounds

- Ask Ss to work in pairs and take turn to read aloudthe given sentences (p 63, Practise these sentences)

- Go around to listen and takes notes of the typicalerrors

- Call on some Ss to read the sentences again andprovides corrective feedback

2.Grammar a- Presentation:

- Asks 2 Ss ( A & B ) to come to the board T says to

T and Ss

A: “Close the window, please” and to B: “Sing a

short song” After A & B performed the actions, T

asks the whole class: Why did A close the window?

Why did B sing a song?

- Write the model sentences on the board:

“Close the window, please” the teacher said to A

The teacher asked A to close the window.

- Then continue

“Sing a short song”, the teacher said to B.

The teacher told B to sing a short song.

- Ask Ss to look at the examples to elicit the

Keys:

1 They promised to come back again

2 The lifeguard advised us not to swim too far from

the shore

3 John asked Peter to close the window

4 The teacher encouraged Eric to join the football

team

5 John promised to give it to him tomorrow

6 My mum wanted Lan to become a doctor

7 My sister reminded me to lock the door before

- “ Keep quite.” The teacher said to us

- The teacher told us to keep quite.

Pairwork

Then work with them the question 1 as

demonstration After that ask them to do the same

with the rest

When they finish, ask them to have a look at

sentences they have written and ask them whether

they work out the grammatical structure hidden

behind this exercise They may come with your

expected answer)

Exercise 2:

- Divide the class into groups of 4

- Give each group 4 direct sentences and 4 reported

verbs (taken from the text book)

- Ask them to match the sentences with the verbs

- Feedback to the whole

- Ask them to write reported sentences

- Feedback

Groupwork

- Groups swap the direct sentences

- Each group reads out their direct sentences, othergroups have to read out the corresponding reportedsentences

Communicative practice (production stage)

- Divide the class into groups

- Give each group a different picture of people talking(their speech is written out on the pictures)-Ss have to report what the people in the pictures are talking-Feedback

Groupwork

3.Wrap- up -T summarises the main points of the lesson

-For homework T asks Ss to revise reported speechwith infinitives and do exercises in the workbook

Teacher-led