- 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 minutes.. Suggested words: Illiteracy rat
Trang 1Week: Period: Date:
Part A: Reading
I Objectives
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.
III Anticipated problems
Ss may need to be provided vocabulary related to illiteracy so that thay can complete various learning tasks.
IV Procedure
Trang 2Time Steps Work
arrangement
5’
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 minutes
- T divides the board into as many sections as the number of groups is When
time is up, T calls on the representative of each group to come to the board
and write their list Then T gets the whole class to count Each correct word
gets one point Which group has more points wins the game
Suggested words:
Illiteracy rate, literacy rate, ethnic minority groups, poverty, mountainous
areas, reading and writing, eradicate illiteracy, illiterate, volunteer teacher,
drop out, primary education , compulsory education, low-income families
Group work & whole class
7’
BEFORE YOU READ
- T gets Ss to work in pairs and try to make sense of the picture on page 56,
using the given prompts
- T calls on some Ss to describe the picture If Ss have difficulty talking about
the picture, T may elicit their answers by asking Qs and giving prompts E.g:
What can you see in the picture? Who is the teacher ?
What about the Ss ? Where do you think the class is taking place ? etc Ss
should give reasons for their answers
- T checks with the class and asks Ss to guess what they are going to read
about
Suggested answers:
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 ia wearing a
soldier’s uniform May be he’s a border soldier and works as a volunteer
teacher There is only one textbook for each desk It seems that this is a very
poor area because the class is poorly equipped and the children are wearing
old clothes
- T introduces the topic of the lesson: illiteracy
Pair work & whole class
7’
WHILE YOU READ Set the scene: You are going to read about education in mountainous areas
and do the reading tasks that follow
TASK 1
- T gets Ss to read the passage silently and then do Task 1 T may write the
given phrases on the board (i.e family planning, farming techniques, etc.) and
asks Ss to go back to the passage to locate and read around these phrases so
that they can guess their meanings For example, the phrase “illiteracy
eradication” found in lines 3 and 5 may refer to “teaching people to read and
Individual work,pair work
& whole class
Trang 3to write” Ss can understand this meaning thanks to the idea that 6 % of the
population was able to read and write, so more work needs to be done to solve
this problem
- T checks Ss’ understanding of the phrases by calling on some Ss to tell their
equivalents in Vietnamese
- T checks the answers with the whole class and gives corrective feedback
- T might want to get Ss to make sentences with important vocabulary items
such as “eradicate illiteracy”, “ farming techniques”.
5’
8’
Answers:
1 Phổ cập giáo dục tiểu học
2 Hội khuyến học Việt Nam
3 Xoá mù chữ
4 Kỹ thuật canh tác
5 Kế hoạch hoá gia đình
TASK 2
- T gets Ss to read the task requirement and do the task individually and then
find a peer to compare their answer with If Ss can’t do the task without
reading the passage again, T might want to give them some time re-read the
passage
- T might also want to give Ss some strategies to find the main idea of the
passage:
+ Ss should read the text carefully and try to summarise it in the Ss’ own
words
+ Then Ss search through the list of main ideas provided in the task to find the
most suitable one,
+ Ss should make sure the main idea chosen sums up the entire text and not
just one idea with in it
- T calls on some Ss to give their answers and asks other Ss to say whether
they agree or disagree
- T gives feedback and the correct answer:
Answer: D
(Option A is too general; Options B & C are too specific)
TASK 3
- T checks if Ss can answer the comprehension Qs in TASK 3 without having
to read the passage again If Ss can’t, T gets them to read the Qs carefully and
reminds them of the tips to do the task:
+ First, Ss should skim the 5 Qs to understand them As Ss do this they:
* underline the key words to decide what information they need to find in the
text
* look for Qs words like “why” which indicates Ss should read for specific
thing like a reason
+ Then they should go back to the passage and locate the key words in the
passage
+ Then they should read around the key words carefully to find the answer
- T gets Ss to check answers with a peer
Individual work, pair work & whole class
Trang 4- T calls on some Ss to write their answers on the board and ask them to
explain their choices
- T gives the correct answers:
Answer:
1 94 % of the population (line 1, paragraph 1)
2 The campaign for illiteracy eradication (lines 1-2, para 2)
3 600 in 2000 (line 3, para 2) and 800 in 2001 (lines 5-6, para 2)
4 They willingly / voluntarily spent their vocations teaching ethnic minority illiterate people to read and write (lines 3-4, para 3)
5 illiteracy will soon be eradicated (lines 5-7, para 4).
10’
AFTER YOU READ
- T introduces the task : SS work in small groups of 3 or 4 and discuss the
question “How to help illiterate people in the disadvantaged areas to read and
write ?”
- T reminds Ss of some structures that can be used for giving suggestions E.g
“perhaps we could” , “we might want to ”, “How about ”, etc
- T provides Ss necessary vocabulary such as “poverty-stricken areas”, “sense
of responsibility and duty”, etc
- T goes around to check and offer help
- T calls on the groups to tell and explain their answers
- T gives corrective feed back
Suggested Answer:
Mnay people (children and adults) in disadvantaged areas (e.g remote,
poverty – stricken areas) do not have a chance to go to school To help them
participate in the society , along with other things (e.g improvement their
knowledge of their rights and responsibility), we need to teach them how to
read and write We could do this by:
+ Opening schools/ upgrading schools in these areas.
+ Sending teachers / volunteer teachers there
+ Buying book for children
+ Providing individual assistance to Ss
+ Give financial rewards to families that send their children to school
+ Training local people to be teachers who will help their own people.
Whole class
- T summarises the main ponts of thelesson
- For homework, T asks Ss to learn by heart the new vocabulary and make
sentences with them
Whole class
Part A: Speaking
Trang 5I Objectives
By the end of the lesson, Ss will be able to :
- Talk about schooling and literacy related problems
- Suggest solutions to these problems
II Materials
Textbook, handouts,
III Anticipated problems
Ss may have limited linguistic resources for discussion, so T should be ready to assist them
IV Procedure
arrangement
5’
WARM UP Matching game: (To teach vocabulary and lead Ss to the tape)
- T divides the class into small groups of 3-4 Ss Then T distributes the
following hanhouts for Ss to do the matching task in their own groups Which
group finishes first and has appropriate answers(*) will be the winner
(*) The purpose of this task is to get Ss to think about school problems and
there should be no strictly right or wrong answers
- T introduces the topic of the lesson: talking about school problems
Match the photos with the problems they describe:
List of problems:
1 many ethnic minority children do not speak fluent Vietnamese, so they have
problems when doing their studies in this language
2 Many children from low-income families drop out of school to earn their
living.
3 Many children live too far away from school and they walk miles to class
and back home everyday
4 Classesn are large, so Ss are not given enough individual attention.
5 Some Ss cheat in exams For example, they sit next to a friend who knows
the subject well and copy this person’s answers.
6 Mnay schools don’t have good library facilities and they rely on book
donations from patrons.
7 Many schools don’t have spacious playgrounds for children, so when some
groups are playing, there is little room left for other groups.
Suggested answers: 1 g 2 a 3 d 4 c 5 b 6 e 7 f
Group work & whole class
7’
TASK 1
- T introduces the task and gets Ss to do it in pairs T should encourage Ss to
guess the meanings of the new words, if any
- T calls on a student to read out the answers
- T checks with the class and gives corrective feedback T should explain the
new words now or check Ss’ understanding by getting them to translate the
Pair work & whole class
Trang 6sentences into Vietnamese T might also provide other similar expressions
E.g:
Enforce a law / a regulation
Offer special tutoring lessons / private lessons
Provide transportation to schools / school buses
Set up an English speaking club / learning centres / study groups
Answers: 1 b-g 2 a-e 3 d-f 4 c-h 5 i-j
13’
TASK 2
- T introduces the task and calls on one or two pairs of Ss to read aloud the
sample dialogue T corrects errors, if any
- T elicits the structures that are used for asking for and giving suggestions T
might want to write these structures on the board and gets Ss to do some
practice before putting them in groups and do the task E.g:
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
May be 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 They can use the ones
given in Task 1 and add as many as they want to
- T goes around to check and offer help
- After checking that Ss have finished the task, T calls on different groups to
present the problems and solutions they have identified
- T writes these ideas on the board as Ss talk Then T elicits comments from
the class and provides feedback
Pair work, group work & whole class
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 gets Ss to look at the given cues,
elaborate on them and elicits some more problems, of possible T writes the
ideas on the board E.g:
+ Class size: large class (over 50), so Ss don’t get enough individual attention
from teachers Ss don’t feel close because they often work in their own groups
rather than work with the whole class
+ Desks: not enough desks, so 3-4 share one and there is hardly enough space
for everyone
+ Poorly equipped: no electric fan / aircon, lights, broken windows / doors, so
it’s dark and cold in winter and hot in summer, no learning facilities such as
TV, Overhead Projector, computers and so on, so T and Ss rely on textbooks
Group work & whole class
Trang 7and the blackboard for the lesson.
- Then T puts Ss into groups of 3-4 and gets them to add more problems if they
can, and work out the solutions T reminds Ss of the structures that can be used
for expressing opinions and giving suggestions
- 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
Suggested answers:
1 Class size: an ideal class size is 10-15 Ss, so the school should recruit more teachers and open new classes T should encourage Ss to work 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 OHPs, upgrade the classroom.
3’
WRAPPING UP
- T summarises the main points of the lesson
- For homework, T asks Ss to write a paragraph about a school problem and
one or two solutions to it
Whole class
Part A: Listening
I Objectives
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.
III Anticipated problems
Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them.
IV Procedure
arrangement
7’
WARM UP
A survey about school
Mingling activity & whole class
Trang 8(To teach vocabulary, strutures and leads Ss to the topic)
- 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 collects their friends’ opinions They should
interview at least 3 people
- Then T teaches expressions of quantifiers (e.g 6 out of 10 Ss believed ; 10 %
of Ss felt ) and calls on Ss to report the results of their survey
School survey
Do you agree with the following statements ?
The teacher treats Ss as individuals with both their
strengths and weaknesses
The teacher encourages Ss to set realistic goals for their
own learning
The teacher encourages Ss to have positive attitudes
towards themselves and others
The T is motivating and interested in what Ss do
Learning is centred on important life skills such as
communication, building respect and
self-confidence, learning from failure, and time management
The social side of the school is considered as important as
academic activities
Ss are involved in making decisions which have a direct
effect on themselves
New words
Treat: đối xử
Set realistic goals: đặt ra mục tiêu khả thi
Be centred on: tập trung vào
Self-respect: lòng tự trọng
Learning from failure: học từ thất bại
Time management: quảnlý thời gian
Be involved in : tham gia vào
5’
BEFORE YOU LISTEN
- 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 Ss what makes an
effective school
Pre-teaching vocabulary
Maturity(n): sự trởng thành
Academic(a): có tính học thuật
Performance(n): sự thực hiện
- T helps Ss to pronounce the words in their book correctly T may want to play
the tape or model first and then ask Ss to repeat after the tape or after him /her
in chorus and individually
- T presents or elicits the meanings of these words from the class
- T gets Ss to make sentences with some important words, e.g: academic
performance, effective , etc
Whole class
Trang 9- T gives corrective feedback.
10’
WHILE YOU LISTEN
TASK 1
- T gets Ss to read the Qs carefully and work out what information they need to
concentrate on while listening Then T checks with the whole class
- T gets Ss to read the options in each question carefully and underline the
words that make them difficult T checks with the whole class( e.g: in Q1 these
are “express attitudes”, “deliver speech”, “exchange ideas”, “give opinions”;
in Q2 they are “develop styles”, “set goals”, “develop strategies”, “consult
teachers”, etc.)
- T gets Ss to guess the answer to each question and then tells them they need to
listen attentively to check if their guesses are confirmed
- T plays the tape (or reads the tapescript) once for Ss to listen and do the task
- Then T gets Ss to find a partner to check their answers with
- T checks the answers with the whole class If many Ss can’t answer the Qs , T
plays the tape one or two more times and pauses at the answers for them to
catch
Answer: 1 D 2 B 3 B 4 C
TASK 2
- T checks if Ss can answer the Qs in Task 2 without listening again If thay
can’t , T plays the tape for them to listen again but before doing this , T should
encourage Ss to read through all the Qs, identify the information they need to
look for in each question (by finding the key words and the question word, e.g
“what/where/when/how, etc.) and if possible , predict the answers
- Then T plays the tape again for Ss to listen and answer the Qs
- T gets Ss to check their answers with a partner Then T checks with the whole
class T should play the tape again and pause at difficult points if many Ss can’t
complete the task
Answer:
1 In Perth, Western Australia
2 80 %
3 They felt that they should be allowed to have a say in the school decision making
Tapescript( in T’s book)
Individual work, pair work, whole class
10’
AFTER YOU LISTEN
- Before getting Ss to discuss, T reminds them of some useful expressions for
asking for and giving opinions
- T divides the class into small groups of 3 or 4 and gets them to discuss the
question in the textbook T might want to appoint a group leader for each group
This person will monitor the discussion, note down friends’ ideas and appoint a
representative to present the outcome of their discussion to the class
- T goes around to check and offer help
- After checking that all the groups have finished, T calls on the representative
Group work & whole class
Trang 10of each group to report their peers’ ideas T checks if other groups would have
the same or different ideas
- T lisrens and takes note of their errors T provides corrective feedback after
that
Suggested Answer:
Textbooks 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 don’t 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 may be more important than having good textbooks because a good
teacher can turn a poor quality textbook into an interesting and stimulation one
In fact, a good teacher can even replace the textbook, motivate Ss to learn, and
train them to use self-study skills so that they can take responsibility for their
own learning
3’
WRAPPING UP
- T summarises the main points of the lesson
- For homework, Ss learn by heart new words and make sentences with them
Whole class
Part D: Writing
I Objectives
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 description of tables.
II Materials
Textbook, handouts,
III Anticipated problems
Ss may not have sufficient linguistic resources to write a description of a table, so T should be ready
to help them.
IV Procedure
arrangement 5’
WARM UP
A matching game
(To teach vocabulary and lead Ss to the topic)
- T divides the class into small groups of 3-4 Ss Then T distributes the
Goupwork & whole class