- 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. 8’ Class work[r]
Trang 1Preparing: Sun, October 18th 2009
Preparing date: 19th
Period: 25th
Unit 5: illiteracy
Lesson 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 information they have read to discuss illiteracy issues
II Materials
Textbook, handouts
III Procedure.
- Lead in: Illiteracy ( Mù chữ)
4’
Class work
Before you read
- T introduces the picture in the text book (page56)
This photo shows a scene of a classroom This is a bit different class
from other normal classes Can you describe it and say what makes the
class different?
- Ask Ss to look at the picture in the text book and ask Ss to describe it by answering
the T’s questions
1 Where is this classroom?
2 Who are in this classroom?
3 What kind of textbooks are
they learning?
4 Who is the teacher?
5 What are they learning?
1.In a poor remote/mountainous areas
2.Children with different ages 3.Text books for grade one
4 A soldier ['souldʒə]
5.To read and to write
T introduces the picture:
- This photo shows a scene of a classroom in a poor mountainous area
The Ss are children of different ages They are learning the textbooks for
grade one and they are taught by a soldier It seems that the Ss in the
classroom are illiterate people They are now learning how to read and
write
Vocabulary- pre teach
- illiteracy(n)[i'litərəsi]>< litercacy (n) n¹n mï ch÷,v« häc
- illiterate(a,n) [i'litərət] >< literate (a,n) mï ch÷, dèt n¸t
- to eradicate [i'rædikeit]: to destroy or get rid of st (bad) completely / -
eradication(n) Nhæ rÔ, trõ tiÖt, xo¸ bá - campaign(n) [kæm'pein] ChiÕn
dÞch
15’ Individual/Class
work
Trang 2- ethnic minority ['eθnik mai'nnik mai'nɔriti] Dân tộc thiểu số
T asks Ss to practice the new words and ask them to give example
Call on some Ss to stand up and speak out new words T listens and
checks their pronunciation
While you read Task 1 Set the scene: You are going to read about education in
mountainous areas and do the reading task that follow
- Get Ss to read the passage silently and then do task 1
- 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 => Keys
1 Phổ cập gd tiểu học
2 Hội khuyến học VN
3 Xoá mù chữ
4 Kỹ thuật canh tác
5 Kế hoạch hoá gia đình
Task 2 - Ask Ss to read the passage carefully again and try to
summarise it then choose one of the list of main ideas provided in the
task to find the most suitable one
- Call on some Ss to give their answers and ask the other Ss to say
whether agree or disagree
=> Answer: D A: is too general B & C are too specific
Task 3 - Ask Ss to skim the 5 question to understand them
- Underline the key words to decide what information they need to find
in the text
- Get Ss to check their answers with a partner
- Call on some Ss to write their answer on the board and ask them to
explain their choice - Give the correct answers
1 94% of the populatKyeys 2 the campaign for illiteracy eradication
3 600 students in 2000 and 800 students in 2001
4 They voluntarily spent their vacations teaching ethnic minority
illiterate people to read and write 5 Illiteracy will soon be eradicated
7’
5’
7’
Individual/Pair work
Individual/Pair work
Group work
After you read
- Ask Ss to work in small group of 3 or 4 and discuss the question: How
to help illiterate peope in the disadvantaged areas to read and write
- Go around to check and offer help - Call some group to tell and explain
their answers - Corrective feedback
* Solution:
- Opening school - Sending teachers/ volunteer teachers there
- Buying books for Ss - Providing individual assistance to Ss
- Give financial rewards to families that send their children to school
Training local people to be teacher who will help their own people
5’
Group work
Home work
- Summarise the main points of the lesson - For homework., ask Ss to
learn by heart the new words and make sentences with them 2’ Class work Preparing: Mon, October 19th 2009
Preparing date: 20th
Period: 26th
Trang 3Unit 5: illiteracy
Lesson B: Speaking
I 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 Procedure.
Brainstorm: About the pupils’ difficulties
6’
Class work
Before you speak Matching
Match a verb in A with a phrase in B
1 Cheat
2 Enforce
3 Set up
4 Collect
5 Provide
a old clothes
b a club
c in a game
d education for children
e traffic regulations Keys: => 1.c 2.e 3.b 4.a 5.d
Suggested answers
- Get Ss to do it in pairs
- Call on a student to read out the answers
- Check with class and gives corrective feedback
1.b-g 2.a-e 3.d-f 4.c 5.h-i-j
14’
Individual/Class work
While you speak
- T introduces the task and calls on 1 or 2 pairs of Ss to read aloud the
sample dialogue
- T elicits the structures that are used for asking for and giving
suggestion
Asking for opinion
What do you think we need to/could/should/might want to do?
What do you think about….?
15
’
Pair work
low-income family transportation
difficulties lack of
knowledge
Lack of confidence
Trang 4What’s your opinion about ?
What do you have in mind?
Giving suggestions
Maybe we can…… Probably we should………
We might want to…… 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
- Go 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
EX: Many students can’s all the required textbooks.
A: Many students can’s all the required textbooks What do you think
we should do to help them?
B: I think we should ask the school headmaster to provide free textbooks
for students from low-income family And we should collect used
textbooks for school libraries
Individual/Pair work
Group work
After you speak Task 3
-T puts Ss into groups of 3-4 and gets them to add more problems if
they can, and work out the solutions
- Remind Ss of the structures that can be used for expressing opinions
and giving suggestions
- Call on each group to report their ideas to the class and elicits
comments from the class
Suggested answers:
1 Class size: an ideal class size is 10-15 students, 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 OPHs, upgrade
the classroom
8’
Group work
Home work
Ask Ss to write a paragraph about a school problem and one or two
Preparing: Mon, October 20th 2009
Preparing date: 21st
Period: 27th
Unit 5: illiteracy
Lesson C: 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
Trang 5II Materials
Textbook, handouts
III Procedure.
Answering questions:
1 Have you ever done a survey? 2 Do you know where Perth is? 5’ Class work
Before you listen
Setting 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
- Effective(a) co hieu luc - maturity(n) [mə'tjuəriti ] tinh truong thanh
- Perth(n) - Western Australia Tay Uc
- academic (a) [,ækə'demik] thuoc hoc vien, thuoc truong dai hoc
- performance(n) su bieu dien - seft-respect(n) [ri'spekt] su tu trong
- Weaknesses(n) tinh trang yeu duoi
- 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
8’
Individual/Class work
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
=> Keys: 1 D 2.B 3 B 4 C
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
=> 1 In Perth, Western Australia 2 80%
3 They felt that they should be allowed to have a say in the school
decision making
10’
10’
Pair work
Individual/Pair work
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
10’
Group work
Trang 6representative 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
Home work
- T summarises the main point of the lesson
Ask Ss to learn by heart new words and make sentences with them 2’ Class work
ILLITARACY
In an informal survey carried out in Perth, western of Australia, students were asked to give their views on what makes an effective school 80 per cent of the students felt that mutual respect in the classroom was essential learning to take place This implied that students should
be treated as individuals with both their strengths and their weaknesses 60 per cent of the students felt they should be encouraged to set realistic goals for their learning, and to have positive attitudes towards themselves and others
About 55 per cent of the students expected their teachers to be motivated and interested in what they were doing; this would then reflect in their performance of the students Nearly all the students believed that learning should be centered on important life skills such as communication, building self-respect and self-confidence, the ability to learn from failure, and time management, suited to the maturity of the students concerned
One hundred per cent of the students felt that the social side of school was as important as academic activities The older students felt that they should be allowed to give some input school decision making a direct effect on students
Preparing: Sun, October 25th 2009
Preparing date: 26th
Period: 28th
Unit 5: illiteracy
Lesson 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 descriptions of tables
II Materials
Textbook, handouts
III Procedure.
Trang 7A matching game
Match these expressions with the correct graphs.
1 fluctuate ['flʌktjueit] dao
động, 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
D E F
=> Keys: 1 D 2 F 3 E 4 B 5 C 6 A
8’ Class work
Before you write
- The table shows / describes/ illustrates
- As can be seen from the table/ chart / graph
rise
increase
decrease
drop
fall
rise increase decrease drop fall
slight steady sharp gradual dramatic
slightly steadily sharply gradually dramatically
The table describes the literacy rates of the population in different parts
of the country of Fancy from 1998 to 2007
As can be seen, they (1)…………considerably between 1998 and
2007 In the Lowlands, there was (2)……….in the number of both males
and females who were literate In contrast, the literacy rate in the
Midlands (3)………steadily in both the number of males and females In
Highlands, the trend for literacy rate was (4)……….from the other
regions While the number of literate females fell (6)………
This data may help the researchers or planners make suitable plans for
educational development in each area of the country
12’ Individual/Class
work
Trang 8While you write
- Ask pls to match the sentences in the writing
The table describes the literacy rates in different regions of (1)
………
Generally, except for Highlands, where the rates slightly decreased
between these years, Lowlands and Midlands both witnessed a rise In
Lowlands, for example, the rates were 50%, 53% and 56% in (2)………
In 2007, (3)………., which was a remarkable progress Midlands
saw a less dramatic change, however the rate (4) ……… in
1998 and 2002 to 80% and 85% in 2004 and 2007 Unlike these two
regions, Highlands witnessed (5) ……… In 1997 the rate was
50%, however, it decreased by 5% in 2002 and continued to go down in
the following years, (6) ………
Obviously, this region needs to improve its literacy rate
A 1998, 2002, and 2004
B the rate sharply rose to 95%
C the Sunshine country from 1998 to 2007
D a gradual decrease in the rate of literacy of its population
E went up gradually from 70% and 75%
F reaching only 30% in2007
15’
Individual work
After you write
- Ask pls to exchange the writing and correct each other
Home work
Preparing: Sun, October 25th 2009
Preparing date: 26th
Period: 29th
Unit 5: illiteracy
Lesson E: Language Focus
I Objectives
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
II Materials
Textbook, handouts
III Procedure.
Trang 9Steps T arrangement Work Pronunciation
Distinguishing the sounds
- T models the three clusters /pl/, /bl/, /pr/, /br/ for a few times 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 after the tape (or T)
- Ask Ss to read the words in each column out loud in chorus for a few
times Then T calls on some Ss to read the word out loud 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
8’ Class work
Grammar
A Presentation: Reported speech with infinitive(5m)
we usually use an infinitive structure to report order, request, advice,
suggestion, threats, warning, promises, agreements, disagreements
a 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
+ O + to- Infinitive
b Verb + (not) to- Infinitive
Agree, refuse, offer, promise, threaten, hope, propose+ to Infinitive
- T gives some direct speech sentences and ask Ss to change into
reported speech
B Practice Exercise 1
-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
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 the door before going to school
8 His boss advised him to go home and rest for a while
Exercise 2
-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
12’
15’
Individual/Class work
Trang 101 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
Production
- T prepares the following sentences and gives on 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
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 forger
I can buy you a drink, if you like
Please see me at 6 o’clock
Don’t leave your bag unattended, it might be stolen
Let’s play tennis this weekend
I will email you as soon as I get there
8’ Individual work
Consolidation
T summarises the main points of the lesson
- Ask Ss to revise reported speech with infinitives and do exercises in
the workbook
2’ Individual/Pair
work
Unit 5 ILLITERACY
D Language focus
I Objectives
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
II Teaching aids
Textbook, handouts, ………….
IV Procedure
Teacher Students
Pronunciation(7m) Distinguishing the sounds
- T models the three clusters /pl/, /bl/, /pr/, /br/ for a
few times 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 after the
tape (or T)
- Ask Ss to read the words in each column out loud
in chorus for a few times Then T calls on some Ss
to read the word out loud 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
Grammar
Whole class pay attention Repeat after the tape or T
Individual work
Pair work