Giáo án Tiếng Anh 11 Unit 5: Illiteracy

Give the feedback Activity 2: Task2 Ask Ss to work in pairs to choose the main idea of the passage Invite some Ss to give the answer: T asks others to comment.. Activity 3: Task 3 Ask Ss

Giáo án Tiếng Anh 11

Unit 5 : ILLITERACY Lesson1 : Reading

I Aims: By the end of the lesson , students will be able to :

- scan read for specific information

- skim read for detailed information

- know about illiteracy problems

II Method: - Communicative approach

III Skills : Integrated skills (especially reading)

IV Teaching –aids: pictures, handouts, cassette player, text book.

V Teaching stages :

Warm-up

5’s

Divide the class into groups of four or five

Deliver handouts with the groups of four words Each word in the groups of four words is connected with the same thing

Ask Ss to write down the missing word in each group

Ask Ss to find out the key word which is formed by the initial letters of all the words

Game: Word association Example: horn, graze, milk, hay-COW

Expected answers:

1 insect 2 library 3 luggage

4 income 5 tree 6 eyes

7 river 8 animal 9 tea 10 earth

The key word: ILLTERACY

Lead-in :- What is :”illiterate”

When you don’t know how to read or write, you are illiterate Our lesson

Pre-reading

7’

they have found

the group who finds out the

word first wins

Activity 1:Describing the

picture

-T gets Ss to work in pairs

and try to make sense of the

picture on page 56, using the

prompts

-T calls on some students to

describe the picture

-T checks with the class and

asks Ss to guess what they are

going to read about

-T introduces the new lesson

Activity2: Pre-teaching

vocabulary:

T explains the words

T also asks Ss to give the

meaning of the vocabulary

today will help you to know about illiteracy in Vietnam over the last few years

Activity 1:Describing the picture: Suggested answer:

This is a class for ethnic minority children in a mountainous area.

Perhaps the class takes place in the morning because I can see the sunlight outside The children are listening very attentively to their teacher, who is wearing a soldier’s uniform It seems that this is a very poor area because the class is poorly equipped and the children are wearing old clothes.

Pre-teaching vocabulary:

1 campaign (n): chiến dịch

2 eradicate (v)- eradication(n)

3 ethnic minority (n) dân tộc thiểu số

4 expand (v) to become larger:

5 illiterate (adj): the opposite of literate

→ illiteracy (n)

6 honorable (adj): Cao quý, vinh dự

While –

reading

20’

Activity 1: task 1 Ask Ss to

read the text silently and

underline the expressions

given in task 1 on page 58

Ask Ss to find out the

Vietnamese equivalent to the

expressions and exchange the

ideas with the one sitting next

to them

Give the feedback

Activity 2: Task2

Ask Ss to work in pairs to

choose the main idea of the

passage

Invite some Ss to give the

answer:

T asks others to comment

T gives the feedback and

corret answer

Activity 3: Task 3

Ask Ss to work in pairs to

answer the questions

Call on some Ss to write the

answer on the board

Check with the class

Activity 1: Read and Underline (task 1)

Expected answers:

1 Phổ cập giáo dục tiểu học

2 Hội khuyến học Việt Nam

3 Xóa mù chữ

4 Kỹ thuật canh tác

5 Kế hoach hóa gia đình

Activity 2 : Finding the main ideas (task2)

Expected answer:

D the fight against illiteracy

Activity 3: Questions and answers (task 3)

Expected answers:

1 94% of the population

2 the campaign for illiteracy eradication

3 600 students in 2000/ 800 students in 2001

4 They voluntarily spent their summer vacations teaching illiterate people to read and write

5 Illiteracy will soon be eradicated

4

Post-reading

12mins

Ask Ss to work in groups of

four or five to discuss the

following question: Call on

some groups’ representatives

to report their ideas

Give comments

Discussion

- Imagine that there are some illiterate people living in your neighborhood, what should you do to help them read or write?

Home

-work

Ask Ss to prepare for next

period

summarize the text

Learn the words by heart Prepare lesson 2 : “ Speaking”

Unit 5 : ILLITERACY LESSON 2 : Speaking

I Aims : By the end of the lesson , students will be able to :

- talk about illiterate problems

- offer solutions to the problems

II Teaching aids : cards

III Teaching stages :

Check-up

5’

Pre-speaking

7’

-T calls two Ss to go to the board

+One student answers some questions related to the content of the passage in the reading part that they learnt in the past period

+Another write down the vocabulary

- T comments and gives marks

Task 1 :Matching-up

Ask Ss to work in pairs to match each problem in A with its appropriate in B

Call on some pairs to give the answers One reads the problem

- Ss anwer and write down vocabulary

Lead-in :

Today , we will discuss the problems your class cope with and offer some solutions to these problems

Matching-up (task 1) Expected answers:

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

and one reads the solutions Check with the whole class

While

-speaking

30’

Activity 1: Task2:

-Ask Ss to work in pairs to talk about problems and offer solutions, using suggestions in task 1

- T work with a student to give a model

-Go around to control and give help

-Ask some pairs to role play in front of the class

-Make corrections and give comments

Activity 2: Task3:

T introduces the task: Ss are going to work together to identify the problems of their own classroom and offer situations T gets Ss to look at the given cues, elaborate on them and elicits come more problems, of possible

T writes the ideas on the board

Then T puts Ss into groups of 3-4 and gets them to add more problems if they can, and work out the solutions

Activity 1: Substitution Drill (task 2)

Eg:T : Many students cannot buy all

the required textbooks What do you think we should do to help them?

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

T : We should also collect used textbooks for school library.

Asking for opinion :

What do you think we need to/ could/ should/ might want to do?

What do you think about?

What’s your opinion about?

What do you have in mind?

Giving suggestions

Maybe we can…

We might want to….

Probably we should……

We could……

Activity 2:Task 3: Suggested answers:

1 Class size : ans ideal class size is 10-15 students, so the school should recruit more teachers and open new classes T should encourage Ss to work

Then T goes around and checks.

T calls on each group to report their ideas to the class and elicits comments from the class

T gives corrective feedback and final comments

with different groups, not with the same group all the time.

2 Desks: buy larger desks or if there are new classes, the current number of desk is adequate.

3 Equipment : buy/ hire facilities such

as computers and upgrade the classroom.

Wrapping

up:

(3’)

-T summaries the main points of the lesson

- For homework -T asks sts to prepare for next period

-T asks Ss to write a paragraph about a school problem and one or two

solutions to it

- Prepare lesson 3 “ Listening”

Unit 5 : ILLITERACY LESSON 3 : Listening

I Aims: by the end of the lesson , students will be able to:

- listen for specific information

- talk about condition for better learning

III Skills : Integrated skills (especially listening)

IV Teaching aids : cards, text books, chalks.

V Teaching stages :

Warm- up

5’

Deliver handouts with the above words these words have something in common, but there is one that is

different

Ask Ss to work in groups of four or five to underline the word that is different in each numbered line

Ask Ss to rearrange the initial letters of the words to find out the group word which

means : an investigation of the opinion, behavior of a particular group of people.

Lead-in: Have you ever done

a survey? Our listening lesson

Game: Odd man out

1 elephant donkey horse lion

2 packet tin box vase

3 potato carrot tomato raspberry

4 beer soda coke yoghurt

5 sister doctor student teacher

6 tennis swimming uniform football

Key: 1.Elephant 2 Vase

3 Raspberry 4 Yoghurt

5 Sister 6 Uniform

=> SURVEY

Pre-listening

5’

today is about a survey in a city in Western of Australia It’s Perth

Pre-teaching vocabulary:

T introdues or elicits the meanings of these words from the class

T gets Ss to make sentences with some important words

T gives corretive feedback

Pre-teaching vocabulary:

1 self-respect(n)(definition) : in a feeling of pride in yourself that what you do say ect is right and good: lòng tự trọng

2 maturity (n) (transltion):sự trưởng thành, chín chắn

3 weakness (n) (antonym): What is the opposite of the “strength”

4 Academic (adj): Cĩ tính học thuật

5 Performance (n): Sự thực hiện

While

-listening

20’

Play the tape and ask Ss to listen and choose the best option to complete each sentence

Ask Ss to compare the answers with their partners

Let Ss listen again and check with the class

Let Ss listen to the tape and find the answers to the questions

Ask them to compare the answers in pairs

Activity 1: Multiple-choice (task1)

Expected answers:

1 D 2 B 3.B 4

Activity 2 : Questions and answers (task 2)

Expected answers:

1 The survey took place in Perth

2 80% of the students

3 They think they should be allowed to give some input into school

Call some Ss to write the answers on the board

Give feedback

decision making

Post-listening

14’

Ask Ss to work in groups of four or five to discuss the questions:

Move around to give help if necessary

Call on some group representatives to report their opinions

Give comments

Discussion

“What do you think is a condition for better learning-good teachers or good textbooks?”

Homewor

k

Write a short passage to answer the question above

Prepare “ writing”

Unit 5 : ILLITERACY LESSON 4 : Writing

I Aims : by the end of the lesson, students can :

- describe information in the table

- write a paragraph based on the information in the table

II Method: - Communicative approach

III Skills : Integrated skills (especially writing)

IV Teaching aids : charts, chalks, blackboard, textbooks.

V Teaching stages

Warm-up

3’

T divides the class into groups of four or five

T hang on a chart with the words and asks sts to close the books , then sorts the words into four groups : nouns, verbs, adjs, and adverbs

Sts work in groups

T limits the time The group who first finishes wins

Increase gradually drop fall

Steadily steady slight decrease gradual sharply rise sharp slightly

Expected answer : Nouns verbs adjectives adverbs increase increase sharp

sharply drop drop gradual gradually rise rise slight slightly fall fall steady steadily decrease decrease

Before you

write

T asks sts to read the passage and choose a

Task 1 : Gap-fill ( page 61) Expected answer :

12’ suitable word from the

box to fill in each space

of the passage Sts work in individuals then compare the answers in pairs

T checks with the class

T asks sts to work in groups of four or five to

informationin the table

T calls on some group representatives to report their ideas

T give feedback on what sts have

1 varied 2 rise 3 decline

4 different

5 went up 6 dramatially

Task 2 : Describing the table ( page 62)

Suggested ideas:

- The table shows / describes the trend

of literacy rates in Sunshine county from 1998 to 2007

- As can be seen from the data in the table, the literacy rates in Sunshinecounty rose a steady rise again and it reached 90% in 2007

- In Highland, there was a slight decreasein the first four years from

1998 to 2002 In the last six years, the literacy rates dropped sharply from 45% to 30%

- In general, the literacy rates in Sunshine county had tendency to increase over ten years

While you

write

17’

T asks sts to write a paragraph of 100 words

to describe the information in the table

Write a paragraph ( task 3 page 62) Sts do by themselves

T goes around and helps them

T collects sts’ writing

After you

write

12’

T asks a st to write his or her writing on the board Sts read and correct the mistakes

T gives feedback and comments

Sts’ writing

Homework

1’

T asks sts to prepare for the next period

Learn by heart the words used to describe information in a table

Prepare for the next lesson

Unit 5 : ILLITERACY Lesson 5 : Language forus

I Aims : by the end of the lesson, students can :

- practise pronunciation and distinguish the sounds : /pl/, /pr/, /bl/, and /br/

- understand and use reportes speech with to-inf

II Method: - Communicative approach

III Skills : Integrated skills

IV Teaching aids : pictures, charts, chalks, black board, textbooks.

V Teaching stages

Warm-up

2’

T hangs on the chart with the following words

Sts work in groups and circle the one that is different

The group who has correct answer and first finish is the winner

- Ask Ss to underline the initial consonant sounds of the words they have just circled

- Introduce th sounds

1 wear please hair

2 bull wool prune

3 brandy flower hour

4 come some blame

Expected answer :

1 please 2 prune 3 brandy 4 blame

/ pl/, /pr/, /br/, /bl/.

Pronuncition

10’

- T models three clusters / pl/, /pr/, /br/, /bl/ for a few times and explains how to produce them E.g: When producing /pl/, Ss should produce / p/

first and then quickly switch to /l/, and so on

T reads the words and asks sts to listen

T reads the words again and asks sts to repeat

T calls on some student to read aloud the words

T asks sts to work in pair to practise reading the diologue

T makes correction

* words : /pl/ /bl/ /pr/ /br/

Please black pride brown pleasure blouse pretty bread play blue

precious brother plenty blow practise broad

* Dialogue :

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

A ; What clothes are you going to wear, Pretty?

B Black brown blouse and jeans

Grammar

Presentation

13’

T gives three sentences and

asks sts to work in pairs to complete the

Sentences :

1 I want to get to the station

A woman told