Giáo án Tiếng Anh 11 Unit 5: Illiteracy

What is this class different from the - T reads the reading text first - T explains the new words to help the sts understand the text - T asks sts to read the text to find the Vietnamese

GIÁO ÁN TIẾNG ANH 11

Unit 5 ILLITERACY

III/ Teaching aids:

- Chalk, textbook, handout, pictures,

-T asks sts to look at the picture

-T asks sts to answer the questions:

1 Where do you think the class is?

2 What do you think of the people in

the class? Are they at the same age?

3 What do you think of the teacher?

-Sts answer the questions chorally

4 What is this class different from the

- T reads the reading text first

- T explains the new words to help the

sts understand the text

- T asks sts to read the text to find the

Vietnamese equivalent to the

following expressions

Task 2:

-T asks sts to read the text again to do

-Sts read the text sislently

to read and write

5 illiteracy will soon be eradicated

Stages Time Teacher’s activities Students’ activities

Warm-up 3ms Teacher asks students some

questions

1 How many students are there in a common class in vietnam ?

2 How many students are there in your class ?

3 Do you find it difficult to invest your study in such a crowded class ?

Students listen to the teacher and answer the questions

1.Over 45sts in a class

2 45sts

3 Students’answers may vary

12ms Today we will discuss some

problems that many shools are facing and the solutions for these

Some of these problems are listed in column A , please combine each problem in A with its appropriate

solution(s) in column B in textbook (page59)

Teacher has students sit in pairs and asks them to do task 1

Teacher corrects the students’ mistakes

1 b-g 2 a-e 3 d-f

Students sit in groups Students do the task individually, then in pairs they compare their answers.1… 2… 3… 4… 5…

Then they read out their answers

Class organization :

information in task 2 and

to use the suggestions in Task 1 as example

A: Many students can not buy all the required textbooks What do you think we should do to help them ?

B: I think we should ask the school head-master to provide free textbooks for students from low-income

Students sit in groups

A good group of students is asked to demonstrate the example to make sure the whole class understand the task

Sts: Look at task 2 (p 59) and do as directed

Teacher listens to the students and observes them

Then teacher corrects the students’ mistakes

Teacher asks sts to work in groups of five Ask them to think of three or four

problems which their class

is experiencing , one student

of each group will note down the information to report before class

T also gives students time to

Sts sit in groups

Sts thinks of some problems , their solutions and then discuss them Sts can use the cues given

in P.60,

or ask teacher for more information

1 Many classes are overcrowded

2 School infrustructure is underdeveloped :

inadequate toilets and washrooms …

3 Many schools have no playground equipment or extra activities

T walks around the class and observes the students’

activities , offers ideas, comments when students need help…

Some representatives report their results before class, the others give the

comment

Rewrite what students have disscussed in class

Teacher listens to the students and observes them

Then teacher corrects the students’ mistakes

Prepare the next lesson: Listening

Unit 5 ILLITERACY

Skill: Listening for gist and for special information

* Method: Integrated, mainly communicative

- T shows a letter with a survey on it

- T asks guiding questions:

1 What do people do a survey for?

- Listen and answer the questions

- Yes / No

* While-

listening

( 26

minutes )

2 Have you ever done a survey?

3 Do you know where Perth is?

- T introduces some new words / explains them:

effective ( a ) maturity ( n ) » mature ( a ) » maturely ( adv ) performance ( n ) self- respect ( n ) academic ( a ) Perth ( n ) : Western of Australia

- T leads ss to read the new words

* Post-

listening

( 12

minutes )

- T asks some ss to read their answers

- T plays the cassette again

- T gives correct answers:

1 D / 2 B / 3 B / 4 B

Task 2 / 6`1

- T asks ss to read the questions carefully

- T plays the tape 2 times

- T asks 2 ss to read their answers

- T checks again and gives correct answers

1 It took place in Perth

2 80 percent of the students

3 They felt that they should be allowed to give some input into school decision making

- T ask ss to discus 2 questions ( textbook )

- T goes around and provides some new words if necessary

- T calls 2 ss to read their answers in front

of the class

* Homework ( 2 minutes )

Unit 5 ILLITERACY

b TASK 1(5’)

Pair work

Listen carefullyTake note

Have the class read the

instruction and do Task 1

- Give the answer key

TASK 2( 25’)

Ask students to read the

information in the table

Give instructions for Task 2

Ask students to work in groups to

describe the information in the

table by using Useful language

Go around the class and help

Ask some students to write some

paragraph on the board to correct

them

Give feedback 10’

Ask students to write a paragraph

of about 100 words, describing

the literacy rates in Vietnam

Unit 5 ILLITERACY

Part E: Language Focus

I Aims:

1 Pronunciation: Students can pronounce /pl/, /bl/, /pr/ and /br/ in words

and sentences correctly

2 Grammar: Students will be able to report some special sayings such as

invitations, requests, advice,… using infinitives

III Teaching aids: Textbook, Cassette player and Tape, Handout.

- Instruct the way to pronounce:

+ /pl/, /pr/ : Close your lips

hard, push air forward in your mouth Then open your lips quickly

+ /bl/, /br/: Close your lips

hard, push air forward in your mouth Then use your voice to make /b/.

-Ask them to listen to the tape and repeat in chorus

-Call some students to repeat the words clearly

-Ask students to work in pairs and practise the sentences

-Introduce peer correction

-Ask them to pay attention to the special case:

4 remind + O + to V: ask s.b to remember (or not to forget) to do s.th

5 warn + O + to V: tell s.b to do or not to do s.th in order to avoid danger

2.Practice:

a.Exercise 1:

-Ask students to work individually and complete the second sentence so that it has a similar meaning to the first one using the words given

-Ask them to compare the answers with a friend

-Call some students to go to the BB and write their answers down

-Correct the answers

(Make the same steps)

• The special case:

S+V+O: “If I were you, I would+V’…”S+V+O: “Why don’t you + V’…?”

S+V+O: “You’d better +V’…”

 S+ advise + O+ to V’…

• Key:

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 the next day

6 My mum wanted Lan to become a doctor

7 My sister reminded me to lock the door before going to school

8 His boss advised him to go home and rest for a while

b.Exercise 2:

3.Homework:

-Ask them to do some more exercises (Handout)

3 John asked me not to smoke in his car

4 He told Sue to give him her phone number

5 He reminded me to give the book back to Joe

6 He promised not to do it again

7 He agreed to wait for me

8 John asked her to lend him some money