Unit 5-English11

-Sts answer the questions chorally - T reads the reading text first - T explains the new words to help the sts understand the text New words: illiteracy n: nạn mù chữ  illiterate n, a:

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Date of planning:

Period 25: Reading

Unit 5: ILLITERACY

***

A OBJECTIVES:

I Knowledge: Help Sts understand the fight against illiteracy

II Skills: Speaking, Writing, Reading

B PROCEDURE:

I Settlement: Checking attendance

II Checking: Giving example of Gerund and Present participle III New lesson: Reading

Warm- up:

- 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?

4 What is this class different from other

classes?

-Sts answer the questions chorally

- T reads the reading text first

- T explains the new words to help the sts

understand the text

New words:

illiteracy (n): nạn mù chữ

 illiterate (n, a): người mù chữ, mù chữ

campaign (n): chiến dịch

ethnic (a): dân tộc

to eradicate (v): xóa bỏ

Task 1:

- T asks sts to read the text to find the

Vietnamese equivalent to the following

expressions

Task 2:

-Sts read the text silently

- Sts do the task

Keys:

1 Phổ cập giáo dục tiểu hoc

2 Hội khuyến học VN

3 Xóa mù chữ

4 Kĩ thuật canh tác

5 Kế hoạch hóa gia đình

- Sts work in pair

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Tan Lam High School Lesson plan English 11

- T asks sts to read the text again to do text 2

Task 3:

- T asks sts to answer the following sentences:

- T corrects them

Keys: D

-Sts answer the questions

Keys:

94% of the population The campaign for illiteracy eradication

600 students in 2000 and 800 students in 2001

They willingly/ voluntarily spent their vacations teaching ethnic minority illiterate people to read and write illiteracy will soon be eradicated

- T asks sts to answer the following questions

1 Are there any illiterate people in your

neighbourhood?

2 What do you think we should do to help them

read and write?

- Sts work in groups to answer the question

IV Consolidation: Revise the lesson

V Homework: - Learn by heart the new words

- Prepare part 2: Speaking

Period 26: Speaking

***

A OBJECTIVES:

I Knowledge: Students can talk about literacy problems and offer solutions.

II Skills: Speaking, writing, reading

B PROCEDURE:

II Checking: New words III New lesson: Speaking

Teacher in charge: Đặng Hồng Liên

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1 Warm up

- 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?

2 Pre – speaking

- Today we will discuss some problems that many

schools are facing and the solutions for these

Task 1

- 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)

- Have students sit in pairs and asks them to do task 1

- Teacher corrects the students’ mistakes

3 While – speaking

Task 2

- T has sts work in groups of three

- Ask Sts to read the information in task 2 and to use the

suggestions in Task 1 as example

A: Many students cannot 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

families.

C: We should collect used textbooks for school

libraries.

- Teacher listens to the students and observes them

- Then teacher corrects the students’ mistakes

4 Post – speaking

Task 3

- 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 think about the school

problems they are experiencing

Teacher’s help is needed at this stage :

1 Many classes are overcrowded.

2 School infrastructure is underdeveloped : inadequate

toilets and washrooms …

3 Many schools have no playground equipment or

extra activities.

- Walks around the class and observes the students’

activities, offers ideas, comments when students need

help

- Choose one student of every group to talk before class

- Students listen to the teacher and answer the questions

1.Over 45students in a class

2 35 students

3 Students’ answers may vary

- Students do the task individually, and then in pairs they compare their answers

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

Then they read out their answers

- Class organization: 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

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

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

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IV Consolidation: Revise the lesson

V Homework: - Rewrite what students have discussed in class

- Prepare the next lesson: Listening

Period 27: Listening

***

A OBJECTIVES:

I Knowledge: Listening to pieces of the reading to get information to make a

survey in English

B PROCEDURE:

II Checking: How to reduce illiteracy III New lesson: Listening

1 Warm up

A survey about school

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

- Get Ss to move around and collects their friends’ opinions

They should interview at least 3 Ss

- T teaches expressions of quantifiers and calls on Ss to

report the result of their survey

School survey

Do you agree with the following statements?

What makes effective school Yes No

1 to look for ways of learning

2 to set realistic goal for learning

3 teachers should be motivated

4 more clubs should be set up

5 learning should focus on writing

and reading skills

6 teachers should be interested in

what students are doing

7 students should be allow to give

some input into school decision

2 Before you listen

* Setting the scene: you are going to listen about the results

of a school survey carried out in Perth, a city in Western

Australia The school asked its Ss what makes an effective

school

* Pre-teaching vocabulary:

Effective (a)

maturity (n) /mə'tjuəriti /

Perth (n)

academic(a) / , ổkə'demik/

performance (n)

seft - respect (n) /ri'spekt/

Set realistic goals

Be involved in

Whole class

Pay attention Write down the word and practice pronouncing them

có hiệu quả

Sự trởng thành

Có tính học thuật

Sự thể hiện

tự trọng

đặt mục tiêu cần đạt đợc

đợc tham gia vào

Teacher in charge: Đặng Hồng Liờn

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Weaknesses (n)

- Help Ss to pronounce the word in their textbook correctly

- Present or elicits the meaning of these word from the class

- Get Ss to make sentences with some importance words

3 While you listen

Task 1

- Get Ss to read the options in each question carefully and

underline the words that make them different

- Get Ss to guess the answer to each questions and tell

them they need to listen attentively to check if their guesses

are confirmed

- Play the tape once for Ss to listen and do the task

- Get Ss to find a partner to check their answers with

- If many Ss can’t answer the questions, T plays the tape

one or two more times and pauses at the answers for them

to catch

Task 2

- Get Ss to read the questions in task 2 and answer the

questions without listening again If they can’t, T plays the

tape for them to listen again

- Get Ss to check their answers with a partner Then check

with whole class

- Play the tape again and pause at difficult point if many Ss

can’t complete the task

4 After you listen

- Divide the class into small group of 3 or 4 and get them to

discuss the question in textbook

- Go around to check and offer help

- After checking that all the group have finished, T calls on

the representative of each group to report their peers’ ideas

- Listen and take note of their errors and give feedback after

that

adequate /'ædikwit/ đủ, đầy đủ

syllabus /'siləbəs/ vấn đề, bài thuộc một giáo trình; chương

trình học

motivate /'moutiveit/ (v) thúc đẩy

stimulating /'stimjuleitiη/ khuấy động, kích thích; khuyến

khích

®iÓm yÕu, nhîc ®iÓm, khuyÕt ®iÓm Make sentences from these words

Individual work and pair work

1 D

2 B

3 B

4 B

Pair work Suggested answers:

1 In Perth, Western Australia

2 80%

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

Group work

Suggested answer:

Textbook are essential teaching and learning materials in any program and syllabus Having good textbooks

is very important A good textbook provides Ss with adequate

knowledge, skills and practice and therefore they do not need to look anywhere for these A good textbook also guides Ss how to learn and helps them study effectively on their own However, I think having good teachers might be more important than having good textbooks because

a good teacher can turn a poor quality textbook into an interesting and stimulating one In fact, a good teacher can even replace the textbook, motivate students to learn, and train them to use self-study skills

so that they can take responsibility for their own learning.

IV Consolidation: Summarises the main point of the lesson

V Homework: Ask Ss to learn by heart new words and make sentences with them

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Period 28: Writing

***

A OBJECTIVES:

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

- Interpret information presented in tables

- Identify language to be used for describing tables

- Write descriptions of tables

B PROCEDURE:

II Checking: Answer the questions III New lesson: Writing

1 Warm up

A matching game

Match these expressions with the correct graphs

1 fluctuate ['flkueit] dao đô ̣ng, lên xuống

2 gradually decrease

3 slightly increase

4 remain the same

5 drop sharply

6 rise considerably /kən'sidərəbli/ đáng kể, lớn lao

A B C

2 Before writing

Task 1

- Get Ss to read the task requirements and work on the

task with a partner

- Call on Ss to read out their answer and check with the

class

3 While writing

Task 2

- Ask Ss to study the table in task 2 and analyses it

with a friend by asking these questions:

1 What is the topic of the tables? Does it describe the

past, the present, or the future?

2 What patterns are shown? How are the pieces of

Group work

1 D 2 F 3 E

4 B 5 C 6 A

D E F

Group work

1 varied 3 declined 5 went up

2 rise 4 different

6 dramatically

Individual work and pair work

Sample writing:

The table desribes the trends of literacy rates in Sunshine country from 1998 to

2007 The literacy rate of pollution differs greatly in 3 areas of the country

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information related?

a Which region had the highest rate of literacy in

1998? 2002? 2004? 2007?

b Which region had the lowest rate in each year?

c Did the rate of literacy in the Lowlands increase or

decrease between 1988 and 2007?

d What about that rate for Midlands and Highlands?

- T checks the answer with the whole class

- Based on their analysis of the table, Ss now write up

a description individually

- Go around to check and offer help

- Ask Ss to work in pairs and correct each other’s

writing

4 Post writing(7m)

- Choose one description and reads it to class

- Elicit corrective feedback from the class and give

final comments afterwards

Lowlands, Midlands and Highlands; there has been a gradual rise in number

of literate people from 1998 to 2004, but a sharp rise in 2007 In Lowlands, for example, the rates were 50%, 53% and 56% in 1998, 2002, and 2004 In

2007, the rate sharply rose to 95%, which was a remarkable progress

During that 10 years, the Midlands sees

a steady increase in the literacy rate, from 70% to 85% On the contrary, the Highlands area has to face the problem

of falling literacy rate After 10 years, its literate people has decreased 20%

So each area must have different plan for its education development

Pay attention Whole class

IV Consolidation: Summarise the main point of the lesson

V Homework: Rewrite their descriptions based on T’s and other Ss’ suggestions

and corrections

Period 29: Language Focus

***

A OBJECTIVES:

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

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

- Understand reported speech with infinities and use these structures to solve communicative tasks

B PROCEDURE:

II Checking: Writing task III New lesson: Language Focus

1 Pronunciation

Distinguishing the sounds

- T models the three clusters /pl/, /bl/, /pr/, /br/ for a few times

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and explains how to produce them

- Play the tape once for Ss to hear the words containing these

clusters Then T plays the tape (or read) again and this time ask

Ss to repeat

- Ask Ss to read the words in each column aloud in chorus for a

few times Then T calls on some Ss to read the word aloud T

listens and corrects their pronunciation

Practicing sentences containing the target sounds

- Ask Ss to work in pairs and take turn to read aloud the given

sentences

- Call on some Ss to read the sentences again and provides

corrective feedback

2 Grammar

a Presentation: Reported speech with infinitive

we usually use an infinitive structure to report order, request,

advice, suggestion, threats, warning, promises, agreements,

disagreements

 Verb + object + (not) to - Infinitive

The verbs go with this structure:

Advise, allow, ask, tell, , order, invite, urge, remind, request,

beg, expect, warn, command, recommend, forbid, implore =

entreat (khẩn nài, khẩn khoản, nài xin), encourage, want,

persuade

 Verb + (not) to - Infinitive

Agree, refuse, offer, promise, threaten, hope, propose

- T gives some direct speech sentences and ask Ss to change

into reported speech

b Practice

-T gets Ss to do exercise1 individually and then find a partner

to check their answer with

- T checks with the whole class and provides corrective

feedback

-T gets Ss to do exercise1 individually and then find a partner

to check their answer with

- T checks with the whole class and provides corrective

Whole class pay attention

Repeat after the tape or T Individual work

Pair work

Whole class take notes

“You had better hurry, Bill” she said

 She advised Bill to hurry

“Don’t swim out too far, boys” I said

 I told the boys not to swim too far

“If I were you, I’d stop smoking”

I said

 I advised him to stop smoking

“I will help you” she said

 She promised to help me

“Let me give you some money”

he said

 He offered to give me some money

Individual work

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 encourage 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

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Answer:

1 He advised me not to drink too much beer

2 She invited me to come and see her whenever I wanted

3 John wanted 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 wait for me

7 He agree to wait for me

8 John asked me to lend him some money

c Production

- T prepares the following sentences and gives one sentence to

each student

- T picks a student at random to report what one student said T

corrects the response as appropriate, presenting the form

- T repeat with another student

I can buy you a drink, if you like

the door before going to school

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

- Student A reads out his/her sentence to the whole class, others write it down

- Student B reads out his/her sentence to the whole class, others write it down and this continues until all of the sentences have been read out

IV Consolidation: Summarises the main points of the lesson

V Homework: Revise reported speech with infinitives and do exercises in the

workbook

You should go to see Paris, that’s a beautiful city

We’re having a party tonight, would you like to

come?

We have a class this Monday, don’t forget

I will email you as soon as I get there

I can buy you a drink, if you like Let’s play tennis this weekend Don’t leave your bag unattended, it might be stolen

Please see me at 6 o’clock

Tiêu đề	Illiteracy
Người hướng dẫn	Đặng Hồng Liờn
Trường học	Tan Lam High School
Chuyên ngành	English
Thể loại	lesson plan

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Số trang	9
Dung lượng	3,64 MB