unit 5- Illiteracy

Family planning-> ke hoach hoa gia dinh 10’ While reading Task 3 - T lets Ss to read each paragraph and find out the main content in it - T gives some suggested questions for each parag

Unit 5: Illiteracy

Lesson 1: Reading

I Aims

By the end of the lesson , Ss will be able to

- Develop such reading micro- skills as scanning for specific ideas,

identifying main ideas, and identifying meaning in context

- Use the information they have read to discuss illiteracy issues

II Materials

Textbook, handouts, pictures

III Procedure

arrangement

7’

Warm- up

- T writes the word “ ILLITERACY” on the board

- T divides the class into groups of 10 and introduces the

game: the groups should generate as many words

related to this word as possible in 5’

* Suggested words: illiteracy rate, literacy rate, ethic

minority groups, poverty, mountainous areas……

Whole class, group

works, Pair works

8’

Before reading

- T lets Ss to work in pairs and try to make sense of the

picture on page 56

- T calls on some Ss to describe the picture If Ss have

difficulty talking about the picture T may gives some

suggested questions T may gives some suggested

questions:

+ What can you see in the picture?

+ Who is the teacher?

+What about the students?

+ Where do you think the class is place?

Whole class, group

works, Pair works

( Ss should give reason for their answers?)

“This is a class for ethnic minority children in

mountainous area May be, the teacher is a border

soldier and works as a volunteer teacher because he is

wearing a soldier s uniform The children are listening’

very attentively to their teacher The class is very

simple”

- T gives Ss some new words

1 Universalisation of Primary Education: all children

who are at the age of going to school will have to be

learnt.-> pho cap giao duc

2 The Vietnam Society of leaning Promotion:

( explaining each word for Ss to guess)-> hoi khuyen

hoc Vietnam

3 Illiteracy Eradication: make children know to write

and read-> -xoa mu chu

4 campaign: movement , advertising

5 ethnic minority

6 the fight: struggle, scrap

7 farming techniques-> ky thuat canh tac

8 Family planning-> ke hoach hoa gia dinh

10’

While reading

Task 3

- T lets Ss to read each paragraph and find out the main

content in it

- T gives some suggested questions for each paragraph

* para 1

+ What was the rate of literacy in Vietnam in 2000

(94% of the population)

*para 2

Whole class, Pair works

+ What campaign was started by the Vietnam Society of

Learning Promotion?

( The campaign for illiteracy eradication )

+ How many Ss participated in the campaign in 2000

and how many in 2001?

( 600 in 2000 and 800 in 2001)

+ What will happen if more and more ppl take part in

the struggle against illiteracy?

(illiteracy will soon be eradicated)

8’

Task 2

- T asks Ss to read carefully all sentences( or 4 titles ) in

Task 1 and sure that they can understand their meaning

Then go back the passage

- Ss choose the most one individually and then work in

pair

- T calls on some Ss to give their answers by reading

aloud or writing on the board

- T check their results with the whole class and gives

corrective feedback

* Answer : D

A is too general; B and C are too specific

Whole class, individual works, Pair works

12 After reading

Work in groups: Ask and answer the questions

- T gives Ss 2 questions in book to answer

- T may draw a net to give suggested answers

Whole class , individual works, group works

- T summarizes the main points of the lesson

- T gives homework for Ss

Whole class, individual works

Unit 5: Illiteracy

The ways of literacy eradication

Opening

school

Sending

volunteers

Buying books for Ss

Fund-raising

Training local people to be teacher

Lesson 1: Speaking

I Aims

By the end of the lesson , Ss will be able to

- Talk about schooling and literacy related problem

- Suggest solution to these problems

II Materials

Textbook, handouts, pictures

III Procedure

Time Steps Work

arrangement

5’

Warm-up

Matching game

- T divides the class into small groups of 3-4 students

Then T distributes the following handouts for SS to do

the matching task in their own groups Which group

finishes first and has appropriate answers * will be the

winner

- T introduces the topic of the lesson: talk about school

problem

Whole class

7’

While speaking Task 1

- T introduces the task and gets Ss to do in pairs T

should encourage Ss to guess the meanings of the new

words

- T calls on a St to read out the answers

- T checks with the class and gives corrective feedback

T might also provide other similar expression

Eg:

Enforce a law/ a regulation

Offer special tutoring lesson/ private lessons

Whole class, individual works, pair works

Provide transportation to school/ school buses

Set up an English speaking club/ learning centers/

study groups

Suggested answer

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

13’

Task 2

- T introduces the task and call on one or two pairs of Ss

to read aloud the sample dialogue

- T elicits the structures that are used for asking for

asking for and giving suggestions

Asking for opinion

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

want too do?

What do you think about….?

What…s your opinion bout…?

What do you have in mind….?

Giving suggestions

Maybe we can…

We might want to….

Probably we should…

We could….

- T puts Ss into groups of 3-4 and gets them to define

the problems of their own school and suggest as many

solutions as possible

- T goes around to check and offer help

- T write these ideas on the board as Ss talk Then - T

goes around to check and offer help

Whole class, individual works, pair works

17’ Task 3

- T introduces the task : Ss are going to work together to

identify the problems of their own classroom and offer

solutions

- T goes around and checks

- T calls on each group to report their ideas to the class

and elicits comments from the class

- T goes around to check and offer help and final

comments

Suggested answer

1 Class size: an ideal class size is 10-15 Ss, so the

school should recruit more teachers and open new classes

2 Desks: buy larger desks or if they are new

classes, the current number of desks is adequate.

3 Equipment: buy/hire facilities such as

computers and OHPs , upgrade the classroom

Whole class, individual works, pair works

- T summarizes the main points of the lesson

- T gives homework for Ss

Whole class

Unit 5: Illiteracy

Lesson 1: Listening

I Aims

By the end of the lesson , Ss will be able to

- Develop extensive listening skills

- Use the information they have listened to for other communicative tasks

II Materials

Textbook, cassette tapes, handouts

III Procedure

Time Steps Work

arrangement

7’

Warm- up

- T prepares a small survey and copies it on the board

T gets Ss to copy it down in their own notebooks T

explains new words and how to do the task

- T gets SS to move around and collect their friends’

opinion They should interview at least 3 ppl

Whole class

8’

Before listening

-T sets 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

Maturity(n): su truong thanh

Academic(a0 : co tinh hoc thuat

Performance(n) su thuc hien

- T helps Ss to pronounce the word in their book

correctly T may want to play the tape or model first

and then ask Ss to repeat after the tape after him or her

in chorus and individually

- T present or elicits the meaning of these words from

the class

Whole class, individual works, pair works

While listening

10’

9’

Task1

Listen and choose the best option to complete these

sentences

- Before Ss listen and do the task, T instructs Ss how

to do this kind of exercise:

+ Ss have to read the sentences carefully and

understand them

+ underline the key words

+ Try to work out what they are going to hear

- After that, Ss listen to the tape and take notes of the

answers

- T plays the tape once for Ss to do the task

- T asks for Ss’ answers and writes them on the board

- T plays the tape the second time for Ss to check their

answers

- T gives the correct answers:

Suggested answer

1.D 2.B 3.B 4.C

Task2

Listen again and answer the question.

- Before Ss listen and do the task, T may ask them to

try answer the questions with the things they

remember from the previous times of listening

- T plays the tape again for Ss to do the task

- T asks for Ss’ answers and writes them on the board

- T plays the tape the second time for Ss to check their

answers

- T gives the correct answers:

Suggested answer

1 in Perth, Western Australia.

Whole class, individual works, pair works

Whole class, individual works, pair works

2 80%

3 they felt that they should be allowed to have a say in the school decision making.

8’

After listening

- T gets Ss to work in groups to summarize the story

about Spring School, using the suggestions

- T goes around to offer help and collect Ss’ mistakes

- T calls on some Ss to present their summary

- T gives feedback and final comments

Whole class, individual works, pair works

3’

Wrapping up

-T summarizes the main point of the lesson

- T gives homework

Whole class

Unit 5: technology and you

Lesson 1: Reading

I Aims

By the end of the lesson , Ss will be able to

- Develop such reading micro- skills as scanning for specific ideas,

identifying main ideas, and identifying meaning in context

- Use the information they have read to discuss technology issues

II Materials

Textbook, handouts, pictures

III Procedure

Time Steps Work

arrangement

7’

Warm- up

- T read aloud or write on the board the following

sentence

1 What/ machine is used to type/ watch a film/listen to

music/ do the collations/ play game?

2 Can you know to use this machine?

- Ss listen and answer

1 The computer

2 Yes, I am

Whole class group works

8’

Before reading

- T lets Ss to work in pairs and try to make sense of the

picture on page 56

- T calls on some Ss to describe the picture If Ss have

difficulty talking about the picture T may gives some

suggested questions T may gives some suggested

questions:

+ What can you see in the picture?

+ What do people use computers for?

What can be other purposes of using Computers in the

future?

- Ss work in groups to answer questions

- T checks with the class and writes their answers on th

board

Now

- to get information

- to send or receive mail

- to type documents

- to entertain

Whole class , individual works, group works

- to teach and study

Future

- to do the shopping

- to design house, bridges, building…

- to give advice…

- to cure diseases

10’

While reading

Task 1

Match each number with one of the words or phrases in

the box

- T guides Ss to open their book and do the task 1

- T lets Ss to read each paragraph and find out the

main content in it

- Ss work in pair to discuss and match them

- T goes around to check and offer help

- T calls on some Ss report their ideas to the class

and elicits comments from the class

Suggested answer

Task2 : Decide which of the three options below is the

best title for the passage

- T introduces the task : Ss are going to work in

groups choose the best title

- T guide Ss check information in the passage

Suggested answer : b

Task 3

Whole class , individual works, group works

Whole

9’

- T introduces the task - Work in pair Answer

these question, using the cues below

- T asks Ss to read carefully the requirement in task

3 then find out key words

- Next Ss skim the passage to answer the questions

- T goes around and checks

- T calls on each group to report their ideas to the

class and elicits comments from the class

- T goes around to check and offer help and final

comments

Suggested answer

1 computer can help us send and receive mail in a

very short time

2 It’s miraculous device because :

- it capable of doing anything you ask

- it can speed up calculation

- it can manage large/collection of data

class , individual works, group works

8’

After reading

- Work in groups: Ask and answer the questions

Talk about the advantages of using a computer

- T may draw a net to give suggested answers

- T calls on some Ss to give their answers by reading

aloud or writing on the board

- T check their results with the whole class and gives

corrective feedback

Whole class group works

3’

Wrapping- up

- T summarizes the main points of the lesson

- T gives homework for Ss

Whole class

Unit 5: technology and you

Lesson 2: Speaking

I Aims

By the end of the lesson , Ss will be able to

- Talk about technology and its usefulness

II Materials

Textbook, handouts, pictures

III Procedure

Time Steps Work

arrangement

5’

Warm- up

- T asks Ss to look at pictures and answer

Pic 1 TV Pic 2 Computer

Pic 3 Cassete Pic 4 Cooker

Pic5 Air conditioner Pic 6 Refrige

Whole class

- Ss look at pictures and matching their name

- T gives some question:

What is the machine s used for?

7’

While speaking Task 1

- T introduces the task and gets Ss to do in pairs T

should encourage Ss to guess the meanings of the new

words

- T calls on a St to read out the answers

- T checks with the class and gives corrective feedback

T might also provide other similar expression

Eg:

Enforce a law/ a regulation

Offer special tutoring lesson/ private lessons

Provide transportation to school/ school buses

Set up an English speaking club/ learning centers/

study groups

Suggested answer

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

Whole class, individual works, pair works

13’

Task 2

- T introduces the task and call on one or two pairs of Ss

to read aloud the sample dialogue

- T elicits the structures that are used for asking for

asking for and giving suggestions

Asking for opinion

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

want too do?

What do you think about….?

Whole class, individual works, pair works

What…s your opinion bout…?

What do you have in mind….?

Giving suggestions

Maybe we can…

We might want to….

Probably we should…

We could….

- T puts Ss into groups of 3-4 and gets them to define

the problems of their own school and suggest as many

solutions as possible

- T goes around to check and offer help

- T write these ideas on the board as Ss talk Then - T

goes around to check and offer help

17’ Task 3

- T introduces the task : Ss are going to work together to

identify the problems of their own classroom and offer

solutions

- T goes around and checks

- T calls on each group to report their ideas to the class

and elicits comments from the class

- T goes around to check and offer help and final

comments

Suggested answer

4 Class size: an ideal class size is 10-15 Ss, so the

school should recruit more teachers and open new classes

5 Desks: buy larger desks or if they are new

classes, the current number of desks is

Whole class, individual works, pair works