Giáo án Tiếng Anh 11 Unit 5: Illiteracy

- Ss read the text in silent to do task 1 in textbook in pairs - T asks Ss read the text again to do task 2... Group work T and 2 Ss act out the model then has st work in groups of three

GIÁO ÁN ENGLISH 11 UNIT 5: ILLITERACY

Reading

Objectives: Improve the Ss' vocabulary, skim for main content and scan for specific details

Method: Communicative Approach

Teaching aids: textbook, objects, pictures

Procedure:

* Warm – up: Guessing Game:

- T prepares a bag/ box with some objects:

pen, book, ruler, notebook, blackboard,

chair, table…

PRE - READING

1/Task 1: Question answering:

- T divides Ss into 4 groups and chooses

a leader

- The leader touches the thing in the bag (without seeing) and uses some words, phrases to describe it so that the others can guess what it is

- The winner is the group which has more answers than the others

- T shows real objects and makes questions

- Ss answer individually

- What is it? + It's a pen / a ruler / a

blackboard

- What is it used for? + It's used for

writing/ drawing …

- Do you have them?

- Why do you need them? + I'm a student I

used them for studying

2/Task 2: Picture describing:

* Suggested questions:

- Where do you think the class is?

- What do you think of the people in the

class?

- Are they at the same age?

- What do you think of the teacher?

- Is this class different from your class?

* Suggested words/ phrases to answers:

- remote, mountainous areas

- ethnic minority

- soldier…

WHILE - READING

1/ Task 1: Vocabulary:

- Find the Vietnamese equivalent to the

following expressions:

-T leads Ss to task 2 + Textbook

- T shows the picture and asks Ss to describe in groups of 4

- Ss can ask and answer to get more information about the picture

- T calls some Ss to present their ideas in front of the class

- T reads through the text once

- T calls some Ss to read the text paragraph by paragraph

- Ss read the text in silent to do task 1 in textbook in pairs

- T asks Ss read the text again to do task 2

* Feedback:

1 Phổ cập giáo dục tiểu học 4 Kĩ thuật

canh tác

2 Hội khuyến học Việt Nam 5 Kế hoạch

hóa gia đình

3 Xóa mù chữ

2/ Task 2: Scanning for main content:

* Suggested answer:

D The fight again illiteracy

3/ Task 3: Answering the questions:

* Answer:

1 94% of the population.

2 The campaign for illiteracy eradication

3 600 students in 2000 and 800 students in

2001

4 They willingly/ voluntarily spent their

vocations teach

ethnic minority illiterate people to read

and write.

5 Illiterate will be soon eradicated.

POST - READING

Discussion: Discussing the two questions

below:

1 Are there any illiterate people in your

- Ss can discuss in groups of 4

- T calls some students to talk about their choice

- Ss do this task in pairs

- T plays the tape and asks Ss to pass the envelop around the class When T pauses the tape, st holding the envelop will open

it and pick a question to answer

- T divides Ss into 2 big groups to answer 2 questions in textbook

- Ss in each big groups work in groups of 4

- After 5 minutes, T asks Ss to write their ideas on poster and tick them on the board

- T calls 2 group's leaders to present in front of the class

2 What do you think we should do to help them read and

write?

* Suggested ideas:

- prepare books, notebooks, pen, pencil…

- teach them how to write / read at night, every Sunday, on

summer vocation…

- …

* Homework

- Read the text again and translate into Vietnamese

- Comment:

UNIT 5: ILLITERACY

Speaking

A/ AIMS: - To enable students to talk about literacy problem and offer solutions

- To improve the students’ speaking skill

B/ TEACHING-AIDS: posters, pictures, textbooks

C/ METHOD: Communicative approach

D/ PROCEDURE:

Teacher ‘s activities Students’ activities

I Lead-in:

1 Are there still illiterate people in the

highland?

2 What do you think we should do to

help them read and write?

→1 asking about literacy problem

→2 asking for solutions

II New lesson:

1 Pre speaking: Matching

Ac.1: Vocabulary

Match a verb in A with a phrase in B

A B

1 Cheat a old clothes

T has Ss answer the questions to introduce the lesson

Pair work

T delivers handouts and asks Ss to do the matching in pairs He may give them some Vietnamese meanings if needed

Suggested answers:

1.c 2.e 3.b 4.a 5.d

Pair work

T has Ss read the table given in the textbook (p.59) carefully and do the matching

2 Enforce b a club

3 Set up c in a game

4 Collect d education for children

5 Provide e traffic regulations

Ac.2: Match each problem with its

solutions (Textbook p59)

Suggested answers

1.b-g 2.a-e 3.d-f 4.c 5.h-i-j

Ac 3: Useful expressions

* Asking for solutions: What do you

think we should do to

* Offering solutions: I think we

should

2 While speaking: Talking about school

problems and offering solutions

3 Post speaking: Talking about class

problems

Some Ss are asked to read the answers Others listen and give comments

T shows Ss ways to ask for and offer solutions

Group work

T and 2 Ss act out the model then has st work in groups of three to talk about the problems and offer solutions

T has Ss think of some problems their class have besides the ones given in the textbook

Group work

Ss talk about the problems their class often have and try to think of some effective solutions to these problems

T goes round and offer some help

Ac.1: Brainstorming

Make too much noise ?

?

? Problems carve on the

tables/walls

play truant ? fights between A&B

Ac 2: Talking about

A: Talk about class problems

B: Offering solutions

Example:

A: Some students in our class are

always go to school late, which affects our study What do you think we should

do to put an end to this?

B: I think we should tell this to our form

teacher so that he can have ways to deal with this.

III Homework:

Write about the problems in studying

English that high school students have

and suggest an effective way to solve

them

UNIT 5: ILLITERACY LISTENING

A Objective: Help students improve their listening skill and listening for gist

B Method: Communicative approach

C Teaching aids: Textbooks, poster, tape

D Procedure:

Teacher ‘s activities Students’ activities

I Check-up:

II Warm-up:

Group work T asks Ss to answer the question:

”What does this means?”

Game: Crossword puzzle

1.A public garden or an area in a town where

people go to walk, play, relax

2 The first meal of the day

3 An area of land and the buildings on it used

for growing crops of keeping animals

4.A thing to play with: especially for a child

5.A building made for people to live in,

usually for one family

III Pre-listening:

Task 1 Asks and answer the questions

1 Do you know where Perth is?

2 Have you ever done a survey?

Task 2: Listen and repeat

Students answer

* Across

1 Park

2 Breakfast

3 Farm

4 Toy

5 House

* Down: PERTH

-Teacher and students’ activities -T asks students some questions to lead students to new content

-T and students ’activities -T reads and asks students to repeat

Effective Maturity Weaknesses

Performance Self-respect Academic

Perth Western Australia

IV While-listening:

Task 1: Multiple choice

-Teacher introduces the situation: Listen and

choose the best option to complete the

following sentences

-Teacher opens the tape twice

-Teacher lets students listen again with some

pauses and help them correct their answer

* T’feedback: 1D 2B 3B 4B

Task 2: Answer the questions:

Suggested answers:

1 In Perth

2 80% of the students

3 They think that they should be allowed to

give some in put into school decision making

V Post-listening: Discussion

-T asks students to discuss the question:

Pair work -Teacher asks students to read the sentences and guess the answer

-Students listen to the tape and work in pairs

-Students listen again to correct their answer

-T’s feedback

-T asks Ss to read the questions -Ss listen to the tape twice

-Ss compare their answer with the others

-Ss listen again to correct their answer

Group work -T divides class into 4 groups and asks

Ss to discuss in group, using the cues -T goes around the to help Ss if necessary

”Which do you think is more essential for

better leaning good teachers or good

textbooks?”

* The cues:

- Method of learning

- Timetable

- Guidance

- Exercise

VI Homework:

-T has the representative of each group present their talk in front of the class The others listen and give comment

UNIT 5: ILLITERACY

Writing

A Aims: - Helping Ss know how to describe trends from a table

B Teaching aids: Textbooks, table, posters

C Procedure:

Teacher ‘s activities Students’ activities

I Check-up:

What do you think your school should do to

help you learn better?

What do you expect from your teacher?

II New lesson: Writing: Describing trends

T: Checks one or two Ss Ss: gives answers

Possible answers:

1 Before writing:

* T: Introducing some kinds of charts:

- Table / Bar chart / Circle (Pie) chart /

Graph

* Task 1: Filling in the blank with a suitable

word from the box:

- Suggested answers:

1 varied 2 rise 3 who 4 number 5 rate

6 different 7 dramatically

Regions Lowlands Midlands Highlands

Males

Females

2 While writing:

 A suggested outline:

A B (1)Introduction a

Trends at different times

(2)Body b Overall trend

(3) Conclusion c A general statement

(Title)

 Some useful words and

expressions to describe trends:

* Intro.: - The table shows / describes/

illustrates

* Body: - As can be seen from the table/

- Provide modern facilities

- Give Ss more practical lessons

- Encourage Ss' creative ability

- Make Ss more active

- Make the lessons more interesting

T: Shows the pictures to illustrate Ss: Name kinds of charts if possible

Read the passage and do task 1 as required

T: Asks Ss read the complete passage again

Ss: One reads, the others correct the mistakes if necessary

T: has Ss draw a table for the reading passage

T: From the model, has Ss underline the words or phrases

describing trends

chart / graph

- As shown in the bar chart

- It can be seen from the chart

that

- There was a ADJ + NOUN

slight rise

gradual increase

steady decrease(in the number of )

sharp decline

dramatic fall/drop

- VERB + ADV

rise slightly

increase gradually from to

decrease steadily by %

decline sharply

fall /drop dramatically

- on the increase / decrease

- fluctuate (v)

- remain unchanged

* Conclusion: -In conclusion / In

summary /

Task 2: Writing a paragraph of about 120

words, describing the information in the table:

Ss: Read the model and identify the outline of this kind of writing T: Elicits some useful languages

T: has Ss write in groups,

Suggested answers:

The table describes the trend of literacy

rates in different parts of Sunshine country

from 1994 to 2003

As can be seen from the data in the table,

there was a gradual rise in the number of

literate people in both the East and the West

In 1994 the literacy rate was 50% in the East

and 70% in the West but in 2003 it increased

by 95 % and 85 % respectively This shows

that the number of literate people in the East

went up more sharply than that in the West

On the contrary, in the South this rate

declined steadily from 50% in 1994 to 30% in

2003

These data suggest that more plans for

education development should be made in

these areas of the country, especially in the

South

III Homework:

T goes round to observe and give help

if possible

T: has the representative of two groups write their writing on the chalkboard for the others to remark

do exercises in Workbook

UNIT 5: ILLITERACY Language Focus

Objectives: Help Ss pronounce 4 consonants sounds /pl/,/bl/, /pr/, and / br/ correctly Help Ss know reported speech with infinitives

Method: Communicative Approach

Teaching aids: textbook, objects, handouts, cassette tape

Procedure:

Teacher ‘s activities Students’ activities

* Warm – up: Whispering Game:

- Black brown blouse and jeans.

- Please give me a precious ring

PRONUNCIATION

1/ Presentation:

- black brown please precious

/bl/ /br/ /pl/ /pr/

2/Activity 1: Listen and repeat:

/ pl/ /bl/ /pr/ /br/

please black pride brown

pleasure blouse pretty bread

play blue precious brother

plenty blow practice

3/ Activity 2: Practice reading aloud the

dialogue:

- T divides Ss into 2 groups and each group chooses 7 Ss to play the game

- T whispers the sentences to the first

st then he / she whisper them to the next st and does the same to the last one

- The last student writes what he/ she heard from his / her friends

The group having less mistakes will win

- T underlines the 4 words to introduce the lesson

- T pronounces these sounds first, Ss observe T's mouth

A: Brian, what is Bretty presenting on

Sunday?

B: She 'll teach us how to play English

pronunciation games.

A: Are you going to prepare for it?

B: Yes My brother is going to play the guitar

and I'll sing the blues.

4/ Activity 3: Listen to the sentences and

check the sounds:

1 The boys played football all day long

2 His presence frightened the children

3 The table was broken yesterday

4 She won a special prize

GRAMMAR

1/Presentation:

Nam was ill You are his classmate What will

you say to advise him?

Ex: You should see the doctor.(direct speech)

I advise him to see the doctor (indirect

speech)

* Structure: Reported Speech with Infinitive.

- Reported orders, requeSs, offers and

suggestions:

tell/ ask / advise

- Textbook - page 63

- T plays the cassette recorder, Ss listen

to the tape then repeat

- Ss listen to the tape first, then practice in pairs

- T asks some pairs to present in front

of the class

- T reads the sentences

- Ss listen to the sentences Stand up when you hear the consonant

/pl/, clap your hand when you hear the consonant/bl/

stamp your feet when you hear /pr/ and raise your hand when you hear?br/

- Ss work individually

- T sets situation, Ss listen and do the task in pairs

- T has Ss look at the reported speech and give the structure

- T asks Ss to give some more verbs having the same structure

- Textbook - page 64

- T asks Ss to complete the second sentence so that it has a similar

S +V remind/ offer/ order + O +(not) TO

Infinitive

request/ beg / want…

2/ Practice:

* Exercise 1: Sentence completing:

Feedback:

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.

* Exercise 2: Sentence rewriting:

Feedback:

1 He advised me not to drink too much beer.

meaning to the first one

- Ss work in pairs

- T's feedback

- Textbook - page 65

- T asks Ss to write the following sentences in reported speech, using the right form of the words given in the brackets

- Ss work individually, then share their answer in the groups of 4

- T calls some Ss go to the board and write

- Ss work in groups of 4

- First, Ss write in the slip of paper one verb that can be used in reported speech with infinitive

- then, T exchanges their paper and asks them to make a full sentence with the verb they had

- Ss take turn to read aloud their groups' sentences

- The most interesting, correct sentence will be the winner