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[r]
Trang 1Period:
READING
Date of preparation:
Date of teaching:
A Objectives:
1 Educational aim: By the end of this lesson, students 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
2 Knowledge: - General knowledge: Students learn about illiteracy
- New words: Words related to illiteracy
3 Skills: - Dictionary skills
- Identifying main idea
- Passage comprehension
B Method : Intergrated, mainly communicative
C Teaching aids : Student’s book, pictures showing illiteracy
D Procdure:
I 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?
Lead – in : What is “illiterate” ?
When you don’t know how to read or write , you are
illiterate Our lesson today will help you know about
illiteracy in Vietnam over the last few years
2 Pre – reading:
Pre-teaching vocabulary:
1 campaign (N) : chiến dịch
2 eradicate (V) (synonym) –eradication
3 ethnic minority(N) : dân tộc thiểu số
4 expand (V) –become larger
-Ask students to fill in with suitable words in the
following sentences
a You all know general VO NGUYEN GIAP? He
was the leader of DIEN BIEN PHU …………
b What is the synonym of “to eliminate or to get rid
of “ ?
c These people live in the mountainous areas They
are the Tay ,Nung etc They are ………
people
-Sts answer the questions chorally
- Listen and copy them down
- Work individually and fill in the blanks
Trang 2Checking : Rub out and Remember.
- Rub out the words and leave the Vietnamese
meaning, synonym or explanation on the board
- Point at each explanation or synonym and have
students speak out the English word
3 While – reading:
a Task 1: Read and Underline
- Ask students to read the text silently and underline
the expressions given in task 1on page 58
- Ask students to find out the Vietnamese equivalent
to the expressions and exchange the ideas with the
one sitting next to them
- Give feedback
b Task 2 : Finding the main ideas.(task 2, p.58)
- Ask students to work in pairs to choose the main
idea of the passage
- Invite some students to give the answers
c Task 3: Questions and Answers(task3, p,58)
- Ask students to work in pairs to answer the
questions
- Call on some students to write the answers on the
board
- Check with the class
4 Post – reading: Discussion
- Ask students to work in groups of four to discuss
the following question: Imagine that there are some
illiterate people living in your neighborhood, what
should you do to help them read and write?
- Call on some groups’ representatives to report their
ideas
- Give comments
5 Home – work :
- Ask students to summarize the text
- Prepare the next lesson
- Read the text
- Work in pairs to find out the Vietnamese equivalent
Expected answers:
1 Phổ cập giáo dục tiểu học
2 Hội khuyến học Việt Nam
3 Kỹ thuật canh tác
4 Kế hoạch hóa gia đình
- Work in pairs and choose the main idea
Expected answers :
The fight against illiteracy
- Work in pairs and answer the questions
Expected answers :
1 94% of the population
2 The campaign for illiteracy eradication
3 600 students in 2000 / 800students in 2001
4 They voluntarily spent their summer vacations teaching illiterate people to read and write
5 Illiteracy will soon be eradicated
- Work in group
- Discuss the questions
Trang 3Period:
SPEAKING
Date of preparation:
Date of teaching:
A Objectives:
1 Educational aim: By the end of this lesson, students will be able to:
- Talk about schooling and literacy related problems
- Suggest solutions to these problems
2 Knowledge: - General knowledge: Students learn about schooling and literacy problems
- New words: Words related to literacy
3 Skills: Talking about literacy problems and offering solutions
B Method : Intergrated, mainly communicative
C Teaching aids : Student’s book, pictures showing illiteracy
D Procdure:
1 Warm – up :
Brainstorming
-Ask students to brainstorm the problems they often
encounter at school
Making noise
Cutting classes
cheating
forgetting testing
doing homework
Lead-in: Do you meet with these problems in your
class?
How do you solve them?
Today, we will discuss the problems your class
cope with and offer some solutions to these
problems
2 Pre – speaking:
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:
a 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
- Work in groups
- 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
- Sit in groups
- A good group of students is asked to demonstrate the example to make sure the whole class understand the task
Trang 4B: 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
b 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.
- Walk 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
- Teacher listens to the students and observes them
- Then teacher corrects the students’ mistakes
4 Post – speaking: Colored topics :
- Prepare cards with four different colors and assign
each topic to each color
Example : Red = making noise
Blue = teasing
Green = play truant (cutting classes )
- Divide the class into groups of four and each
group to take one card at random
- Ask students in each group to talk about the
problem presented by the card they have chosen
and offer solutions
- Go around the class to give help with vocabulary
- Invite some groups to report their ideas
- Give comments
5 Home – work :
- Rewrite what students have discussed in class
- Prepare the next lesson: Listening
- Look at task 2 (p 59) and do as directed
- sit in groups
- Think 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
- Work in group
- Disscuss
Trang 5Period:
LISTENING
Date of preparation:
Date of teaching:
A Objectives:
1 Educational aim: By the end of this lesson, students will be able to:
- Develop extensive listening skills
- Use the information they have listened to for other communicative tasks
2 Knowledge: - General knowledge:
- New words: Words related to literacy
3 Skills: - Extensive listening: multiple-choice questions
- Comprehension questions
B Method : Integrated, mainly communicative
C Teaching aids : Student’s book, tape, cassette player
D Procdure:
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 Pre - listening:
* 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 /
Whole class
Pay attention Write down the word and practice pronouncing them
Sự trưởng thành
Trang 6Perth (n)
academic(a) /,ækə'demik/
performance (n)
seft - respect (n) /ri'spekt/
Set realistic goals
Be involved in
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 – listening:
a 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
b 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 Post - listening:
- 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
Có tính học thuật
Sự thể hiện
tự trọng đặt mục tiêu cần đạt được được tham gia vào
điểm yếu, nhược điểm, khuyết điểm
Make sentences from these words
Individual work and pair work
- Read the options
- Guess the answer
- Listen the tape
- Check with a partner
Suggested answers:
1 D
2 B
3 B
4 B
- Pair work
- Read the questions
- Check with a partner
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
Trang 7syllabus /'siləbəs/ vấn đề, bài thuộc một giáo trình;
chương trình học
motivate /'moutiveit/ (v) thúc đẩy
stimulating /'stimjuleitiη/ khuấy động, kích thích;
khuyến khích
5 Home – work :
- Write your ideas about the above questions in
your notebook
- Prepare the next lesson
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
Trang 8Period:
WRITING
Date of preparation:
Date of teaching:
A Objectives:
1 Educational aim: By the end of the lesson, students will be able to:
- Interpret information presented in tables
- Identify language to be used for describing tables
- Write descriptions of tables
2 Knowledge: - General knowledge: Students can know how to write a paragraph about
literacy rates in Sunshine country from 1998-2007
- New words: Words related to literacy rate
3 Skills: Describing information in a table
B Method : Integrated, mainly communicative
C Teaching aids : Student’s book, chalk, board
D Procdure:
1 Warm – up :Game : Word Category
- Ask students to work in groups of four and hang
on a chart with the words (as shown below )
- Ask the class to close the books and sort these
words into four groups : Nouns , verbs ,
adjectives , and adverbs
The groups who first finishes wins
Increase , gradually , drop , steadily , steady ,
fall , slight , decrease , gradual , sharply , rise ,
sharp , slightly.
Lead-in: What do you think about these words?
When do we use them?
2 Pre – writing:
a Vocabulary:
+ sharp ( adj ) = steady (adj): mạnh, nhanh chóng
+ gradual (adj) : dần dần
+ drop = fall = decrease (v,n) : giảm
+ rise = increase (v,n): tăng
b Task 1: Gap – filling
- Ask students to read the passage and choose a
suitable word from the box to fill in each space of
the passage
- Tell the students to compare the answers in pairs
- Check with the class
c Use the paragraph of the task 1 as a model to
analyze:
- Ask ss to match the headings below with parts
- Work in group
Expected answers :
Decrease Drop Rise Fall Increase
Decrease Drop Rise Fall Increase
Steady Gradual Slight Sharp
Steadily Gradually Slightly Sharply
- These words are usually used to describe information in a table
- Listen and copy them down
- Read the text fill in each space
- Compare with a friend
Expected answers :
1 varied 2 Rise 3 went up
4 different 5 declined
6 Dramatically
Trang 9of the paragraph.
a introducing sentence ( including the topic of
the paragraph)
b supporting sentences
c concluding sentences
- Elicit useful languages for each part from ss by
giving Vietnamese expressions and asking ss to
translate into English
- Correct ss’ answers and provide them with some
useful language
+ The table shows
The table describes
The table indicates
+ As can be seen
It can be seen from the table
As shown in the table…
- Supply ss with the meaning and use of the
useful language in two boxes in textbook
Note: use the present simple tense or past one
depends on the present situations or past events
mentioned in the table
3 While – writing:
- 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 information related?
3 Which region had the highest rate of literacy in
1998? 2002? 2004? 2007?
4 Which region had the lowest rate in each year?
5 Did the rate of literacy in the Lowlands
increase or decrease between 1988 and 2007?
6 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
- Match Keys :
a The table ….2007
b As can be…… dramatically
c This data …… the country
- Answer
- Listen and copy them down
- Listen and take note
- Work in pairs
Suggested answer:
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 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.
Trang 104 Post – writing:
- Give a chart of the table about Drop – out rate
among children aged between 10 and 15 in
2000,2003 and 2006
Province A
Province B
Province C
5%
8%
4%
5%
9%
5%
2%
6%
6%
- Ask ss to work in groups of 4 and practice
describing the table
5 Home – work :
- Ask ss to write a paragraph of about 100 words,
describing the information
- Prepare the next lesson
- Look at the chart
- Describe