unit 5 da sua

- Call on a student to read out the answers - Check with class and gives corrective feedback.. Task 2(13m).[r]

Date of preparing:

Period

Date of teaching

S s’ adsent

Unit 5: Illiteracy

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 Teaching aids

Textbook, handouts, …………

III Procedure

Teacher ‘S Students’

1 Check the attendance(2m)

2 Warm up(5m)

Hangman:

Ask Ss to find the word which has 10

letters It is a N about the inability to read

and write

Answer: illiteracy

A Before you read(7m)

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?

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 taugh 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)

Group work

Whole class pay attention then answer the questions

Pair work

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

Pay attention

Inability to read and write:n¹n mï ch÷,v« häc

Unable to read and write: mï ch÷, dèt n¸t

(n) ngêi mï ch÷, ngêi thÊt häc Nhæ rÔ, trõ tiÖt, xo¸ bá

ChiÕn dÞch

-illiterate(a,n) [i'litərət] >< literate(a,n)

-to eradicate [i'rổdikeit]: to destroy or get

rid of st (bad) completely / eradication(n)

- campaign(n) [kổm'pein]

- ethnic minority ['eθnik mai'nɔriti]

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

B While you read Task 1(7m)

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

Task 2(5m)

- 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

Task 3(8m)

- 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

C After you read(8m)

- 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

Dân tộc thiểu số Whole class

Pay attention Individual work

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 Individual work

Answer: D A: is too general

B & C are too specific

Pair work

1 94% of the population

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

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

3.Consolidation (3m)

- Summarise the main points of the lesson

- For homework., ask Ss to learn by heart

the new words and make sentences with

them

IV Comments.

………

………

Date of preparing:

Period

Date of teaching

S s’ adsent

Unit 5 ILLITERACY

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 Teaching aids

Textbook, handouts, …………

III.Procedure

Teacher’s Students’

Warm up(5m)

Matching: Talking about school problems

& solutions

- Divide the class into small group of 3-4

students

+ not enough textbooks

+ shortage of tables and chairs

+ lack of cassette recorders

+ no electricity

+ build more classroom

+collect used textbooks

+not enough computers

Group work

Problems Solutions

- not enough textbooks -shortage of tables and chairs

…………

- collect used textbooks

………

+school yard hot in summer

+no interesting books at school library

+play truant

+provide budget for study facility

+plan more trees

Task 1(7m)

- Get Ss to do it in pairs

- Call on a student to read out the answers

- Check with class and gives corrective

feedback

Task 2(13m)

- 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….?

What’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

Task 3(17m)

-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

Consolidation(3m)

Ask Ss to write a paragraph about a school

problem and one or two solutions to it

Pair work

1 b-g

2 a –e 4 c

3 d-f 5 h- i-j

Pair work

Take notes

Group work

Group work 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 Equiment: buy/ hire facilities such as computers and OPHs, upgrade the classroom

IV Comments.

………

Date of preparing:

Period

Date of teaching

S s’ adsent

Unit 5 ILLITERACY

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

II Teaching aids

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

Teacher Students

Warm up(7m)

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?

In an effective school yes no

The T treats Ss as individuals

with both their strengths and

weaknesses

The T encourages Ss to set

realistic goals for their own

learning

The T encourages Ss to have

positive attitudes towards

themselves and others

The T is motivating and

interested in what Ss do

Whole class

New words:

To treat: đối xử Set realistic goals: đặt ra mục tiêu có khả năng đạt đợc

Be centred on: tập trung vào Self-respect: lòng tự trọng Learning from failure: học từ thất bại Time management: quản lý thời gian

Be involved in: tham gia vào individual /,indi'vidjuəl/: cá nhân

Learning is centred on important

life skills such as

communication, building

self-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

Before you listen(5m)

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

Pre-teaching vocabulary: Listen and repeat

Effective(a) maturity(n)

[mə'tjuəriti ]

Perth(n) academic(a)

[,ækə'demik]

Western Australia performance(n)

seft-respect(n) [ri'spekt] 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

While you listen Task 1(10m)

- 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(10m)

- 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

Pay attention Write down the word and practice pronouncing them

Sù trëng thµnh

Cã tÝnh häc thuËt

Sù thÓ hiÖn

®iÓm yÕu, nhîc ®iÓm, khuyÕt ®iÓm

Make sentences from these words

Individual work and pair work

1 D 2.B

3 B

4 C

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

- 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

After you listen(10m)

- 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] đ , u đây ̀ đu

syllabus ['siləbəs] v n â đê, b i thù a ôc ṃ ôt ̣

giáo trình; chương trình h co

motivate['moutiveit](v) thúc đâỷ

stimulating /'stimjuleitiη/ khu y â đông, kich ̣

thich; khuyên khich́

Consolidation (3m)

- T summarises the main point of the lesson

- Ask Ss to learn by heart new words and

make sentences with them

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

Whole class

IV Comments.

………

………

Date of preparing:

Period

Date of teaching

S s’ adsent

Unit 5 ILLITERACY

D Writing

I Objectives

- By the end of the lesson Ss will be able to:

- Interpret information presented in tables

- Identify languague to be used for describing tables

- Write descriptions of tables

II Teaching aids

Textbook, handouts, …………

III Procedure

Teacher Students

Warm up(5m)

A matching game

Match these expressions with the correct

graphs

1 fluctuate ['flʌktjueit] dao đ ng, lên ô

xu ngô

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

Group work

1 D 2 F 3 E

4 B 5 C 6 A

D E

F

Before writing Task 1(10m)

- 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

While writing Task 2 (20m)

- 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?

a Which region had the lowest 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 of 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

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 During that 10 years, the Midlands

sees a steady increase in the literacy rate,

from 70% to 85% On the contray, the

Group work

1 varied 3 declined 5 went up

2 rise 4 different 6

drammatically

Individual work and pair work

Sample writing:

The table describes the literacy rates in different regions of the Sunshine

country from 1998 to 2007.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 1998,

2002, and 2004 In 2004, the rate sharply rose to 95%, which was a remarkable progress Midlands saw a less dramatic change, however the rate went up gradually from 70% and 75%

in 1998 and 2002 to 80% and 85% in

2004 and 2007 Unlike these two regions, Highlands witnessed a gradual decrease in the rate of literacy of its population In 1997 the rate was 50%, however, it decreased by 5% in 2002 and continued to go down in the following years, reaching only 30% in2007 Obviously, this region needs to improve its literacy rate

Pay attention

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

Post writing(7m)

- Choose one description and reads it to

class

- Elicit corrective feedback from the class

and give final comments afterwards

Consolidation (3m)

Summarise the main point of the lesson

Ask Ss to rewrite their descriptions based

on T’s and other Ss’ suggestions and

corrections

Whole class

Date of preparing:

Period

Date of teaching

S s’ adsent