Giáo án Tiếng Anh 11 Unit : ILLITERACY Lesson1 : Reading I Aims: By the end of the lesson , students will be able to : - scan read for specific information - skim read for detailed information - know about illiteracy problems II Method: - Communicative approach III Skills : Integrated skills (especially reading) IV Teaching –aids: pictures, handouts, cassette player, text book V Teaching stages : Stages Warm- Activities Contents Divide the class into groups of Game: Word association up four or five Example: horn, graze, milk, hay-COW 5’s Deliver handouts with the Expected answers: groups of four words Each insect library word in the groups of four income tree words is connected with the river same thing earth Ask Ss to write down the The key word: ILLTERACY animal luggage eyes tea missing word in each group Ask Ss to find out the key Lead-in :- What is :”illiterate” word which is formed by the When you don’t know how to read or initial letters of all the words write, you are illiterate Our lesson 10 they have found today will help you to know about the group who finds out the illiteracy in Vietnam over the last few word first wins years Activity 1:Describing the Prereading 7’ picture Activity 1:Describing the picture: -T gets Ss to work in pairs Suggested answer: and try to make sense of the This is a class for ethnic minority picture on page 56, using the children in a mountainous area prompts Perhaps the class takes place in the -T calls on some students to morning because I can see the sunlight describe the picture outside The children are listening very -T checks with the class and attentively to their teacher, who is asks Ss to guess what they are wearing a soldier’s uniform It seems going to read about that this is a very poor area because the -T introduces the new lesson class is poorly equipped and the children Activity2: Pre-teaching are wearing old clothes vocabulary: T explains the words Pre-teaching vocabulary: T also asks Ss to give the campaign (n): chiến dòch meaning of the vocabulary eradicate (v)- eradication(n) ethnic minority (n) dân tộc thiểu số expand (v) to become larger: illiterate (adj): the opposite of literate → illiteracy (n) honorable (adj): Cao q, vinh dự While – Activity 1: task Ask Ss to Activity 1: Read and Underline (task reading read the text silently and 1) 20’ underline the expressions Expected answers: given in task on page 58 Phổ cập giáo dục tiểu học Ask Ss to find out the Hội khuyến học Việt Nam Vietnamese equivalent to the Xóa mù chữ expressions and exchange the Kỹ thuật canh tác ideas with the one sitting next Kế hoach hóa gia đình to them Give the feedback Activity 2: Task2 Ask Ss to work in pairs to choose the main idea of the passage Invite some Ss to give the answer: T asks others to comment T gives the feedback and corret answer Activity 3: Task Ask Ss to work in pairs to answer the questions Call on some Ss to write the answer on the board Check with the class Activity : Finding the main ideas (task2) Expected answer: D the fight against illiteracy Activity 3: Questions and answers (task 3) Expected answers: 94% of the population the campaign for illiteracy eradication 600 students in 2000/ 800 students in 2001 They voluntarily spent their summer vacations teaching illiterate people to read and write 5 Illiteracy will soon be eradicated Post- Ask Ss to work in groups of reading four or five to discuss the Discussion - Imagine that there are some following question: Call on illiterate people living in your some groups’ representatives neighborhood, what should you to to report their ideas help them read or write? Home Give comments Ask Ss to prepare for next summarize the text -work period Learn the words by heart 12mins Prepare lesson : “ Speaking” Unit : ILLITERACY LESSON : Speaking I Aims : By the end of the lesson , students will be able to : - talk about illiterate problems - offer solutions to the problems II Teaching aids : cards III Teaching stages : Stages Check- Activities Contents -T calls two Ss to go to the - Ss anwer and write down vocabulary up board 5’ +One Lead-in : student answers some Today , we will discuss the problems questions related to the content of your class cope with and offer some the passage in the reading part solutions to these problems that they learnt in the past period +Another write down the vocabulary - T comments and gives marks Matching-up (task 1) Pre- Task :Matching-up speaking 7’ Expected answers: b/g a/e Ask Ss to work in pairs to match h/ i each problem in A with its appropriate in B Call on some pairs to give the answers One reads the problem d/f c/j and one reads the solutions Check with the whole class While Activity 1: Task2: Activity 1: Substitution Drill (task 2) -speaking -Ask Ss to work in pairs to talk Eg:T : Many students cannot buy all 30’ about problems and offer the required textbooks What you solutions, using suggestions in think we should to help them? task S: I think we should ask the school - T work with a student to give a head-master to provide free textbooks model for students from low income family -Go around to control and give T : We should also collect used help textbooks for school library -Ask some pairs to role play in Asking for opinion : front of the class -Make What you think we need to/ could/ corrections and give should/ might want to do? comments What you think about? Activity 2: Task3: What’s your opinion about? T introduces the task: Ss are What you have in mind? going to work together to identify Giving suggestions the problems of their own Maybe we can… classroom and offer situations T We might want to… gets Ss to look at the given cues, Probably we should…… elaborate on them and elicits We could…… come more problems, of possible Activity 2:Task 3: Suggested T writes the ideas on the board answers: Then T puts Ss into groups of 3-4 Class size : ans ideal class size is and gets them to add more 10-15 students, so the school should problems if they can, and work recruit more teachers and open new out the solutions classes T should encourage Ss to work Then T goes around and checks with different groups, not with the T calls on each group to report same group all the time their ideas to the class and elicits Desks: buy larger desks or if there comments from the class are new classes, the current number of T gives corrective feedback and desk is adequate final comments Equipment : buy/ hire facilities such as computers and upgrade the classroom Wrapping -T summaries the main points of -T asks Ss to write a paragraph about a up: the lesson school problem and one or two (3’) - For homework solutions to it -T asks sts to prepare for next - Prepare lesson “ Listening” period Unit : ILLITERACY LESSON : Listening I Aims: by the end of the lesson , students will be able to: - listen for specific information - talk about condition for better learning III Skills : Integrated skills (especially listening) IV Teaching aids : cards, text books, chalks V Teaching stages : Stages Activities Warm- up Deliver handouts with the 5’ Contents Game: Odd man out above words these words elephant donkey have something in common, packet tin box potato carrot tomato but there is one that is different Ask Ss to work in groups of horse vase raspberry four or five to underline the beer soda coke word that is different in each sister doctor student numbered line tennis swimming Ask Ss to rearrange the initial lion yoghurt teacher uniform football letters of the words to find out the group word which means : an investigation of the opinion, behavior of a particular group of people Key: 1.Elephant Raspberry Yoghurt Sister Uniform Lead-in: Have you ever done => SURVEY a survey? Our listening lesson Vase today is about a survey in a city in Western of Australia It’s Perth Pre-teaching vocabulary: self-respect(n)(definition) : in a feeling of pride in yourself that Pre-teaching vocabulary: Prelistening 5’ what you say ect is right and T introdues or elicits the meanings of these words from the class good: lòng tự trọng maturity (n) (transltion):sự trưởng thành, chín chắn T gets Ss to make sentences with some important words weakness (n) (antonym): What is T gives corretive feedback the opposite of the “strength” Academic (adj): Có tính học thuật While Play the tape and ask Ss to -listening listen and choose the best 20’ Performance (n): Sự thực Activity 1: Multiple-choice (task1) option to complete each Expected answers: sentence D B 3.B Ask Ss to compare the answers with their partners Let Ss listen again and Activity : Questions and answers check with the class (task 2) Let Ss listen to the tape and Expected answers: find the answers to the The survey took place in Perth questions 80% of the students Ask them to compare the answers in pairs They think they should be allowed to give some input into school Call some Ss to write the decision making answers on the board Postlistening 14’ Give feedback Ask Ss to work in groups of Discussion four or five to discuss the “What you think is a condition for questions: better learning-good teachers or good Move around to give help if textbooks?” necessary Call on some group representatives to report their opinions Give comments Homewor Write a short passage to answer the question above k Prepare “ writing” Unit : ILLITERACY LESSON : Writing I Aims : by the end of the lesson, students can : - describe information in the table - write a paragraph based on the information in the table II Method: - Communicative approach III Skills : Integrated skills (especially writing) IV Teaching aids : charts, chalks, blackboard, textbooks V Teaching stages Stages Warm-up 3’ Activities T divides the class into Increase groups of four or five Content gradually drop fall T hang on a chart with Steadily the words and asks sts to slight close the books , then sharply steady decrease gradual rise sharp sorts the words into four slightly groups : nouns, verbs, Expected answer : adjs, and adverbs Nouns Sts work in groups adverbs increase increase T limits the time sharply The group who first gradual finishes wins slight verbs adjectives drop drop gradually rise rise slightly fall fall steady steadily decrease decrease Before you T asks sts to read the Task : Gap-fill ( page 61) write sharp passage and choose a Expected answer : 12’ suitable word from the varied rise decline box to fill in each space different of the passage went up dramatially Sts work in individuals then compare the answers in pairs T checks with the class Task : Describing the table ( page 62) T asks sts to work in Suggested ideas: groups of four or five to - The table shows / describes the trend describe the of literacy rates in Sunshine county informationin the table from 1998 to 2007 T calls on some group - As can be seen from the data in the representatives to report table, their ideas the literacy rates in Sunshinecounty rose a steady rise T give feedback on what again and it reached 90% in 2007 sts have - In Highland, there was a slight decreasein the first four years from 1998 to 2002 In the last six years, the literacy rates dropped sharply from 45% to 30% - In general, the literacy rates in Sunshine county had tendency to increase over ten years While you T asks sts to write a Write a paragraph ( task page 62) write 17’ paragraph of 100 words Sts by themselves to describe the information in the table T goes around and helps them After you T collects sts’ writing T asks a st to write his or write her writing on the board 12’ Sts read and correct the Sts’ writing mistakes T gives feedback and comments Homework T asks sts to prepare for Learn by heart the words used to 1’ the next period describe information in a table Prepare for the next lesson Unit : ILLITERACY Lesson : Language forus I Aims : by the end of the lesson, students can : - practise pronunciation and distinguish the sounds : /pl/, /pr/, /bl/, and /br/ - understand and use reportes speech with to-inf II Method: - Communicative approach III Skills : Integrated skills IV Teaching aids : pictures, charts, chalks, black board, textbooks V Teaching stages Stages Warm-up Activities T hangs on the chart wear Content please hair 2’ with the following bull wool words flower hour some blame brandy Sts work in groups come prune and circle the one Expected answer : that is different please The group who has blame correct answer and first finish is the winner - Ask Ss to underline the initial consonant sounds of the words they have just circled - Introduce th sounds prune brandy / pl/, /pr/, /br/, /bl/ Pronuncition - T models three * words : 10’ clusters / pl/, /pr/, /pl/ /bl/ /pr/ /br/, /bl/ for a few Please black pride times and explains brown pleasure blouse how to them E.g: producing produce bread play When precious /pl/, brother Ss practise /br/ pretty blue plenty blow broad should produce / p/ * Dialogue : first and then quickly A : Brian , what is Bretty presenting on switch to /l/, and so Sunday? on B : She’ll teach us how to play English T reads the words pronunciation games and asks sts to listen A : Are you going to prepare for it? T reads the words B: Yes , my brother is going to play the again and asks sts to guitar and I’ll sing the blues repeat T A ; What clothes are you going to wear, calls on some Pretty? student to read aloud B Black brown blouse and jeans the words T asks sts to work in pair to practise reading the diologue Grammar T makes correction T gives three Sentences : Presentation sentences and 13’ asks sts to work in I want to get to the station A woman told pairs to complete the following sentences Brian wasn’t well on the chart I advised T calls on some sts to give the answer Linda had a lot of luggage T gives feedback on She asked what Sts have T asks _ sts underline to Expected answer : the A woman told me to turned left after reported verbs in the the brige sentences T I advised him to go to the doctor explains the She asked me to help her reported speech with to-inf: * We often use the reporting verb: T gives mening and ask, tell, require, request, warn, use: We usually use advise, invite, … in the structure : an infinitive structure S + V + O + to-inf / not to-inf to report oders, requests, advice, Ex: “ Get out of my room “ suggestions, threats, warning, -> She told me to get out of her room promises, * We often use the report verbs : agreements, disagreements, promise , agree, threaten…………… and in the structure : so on S + V + to-inf / not to-inf T might want to remind Ss that time and place references Ex: “ I’ll be careful” -> He promised often have to change to be careful in reported speech ** Note : E.g… - Pronouns and possessive nouns often change in reported speech - some words will change + here -> there + this -> that + now -> then + today -> that day + tonight -> that night + ago -> before + tomorrow -> the next day / the following day + yesterday-> the previous day / the day before + next -> the following / the… after + last -> the previous / the … before Practice 18’ Exercise1: T asks sts to Exercise1 :Expected answer : They promosed to come back Exercise1 invidually and then find a again The lifeguard advised us not to partner to check their answer with swim too for from the shore John asked Peter to close the T calls on some sts to write the answers on window The teacher encouraged Eric to the board join the football team Others correct T remarks and comments Exercise2 :Expected answer : Exercise2: 1.He advised me not to drink too much T asks sts to beer Exercise2 invidually She invited me to come and see her and then find a whenever I want partner to check their John wanted me not to smoke in his answer with car T calls on some sts to He told Sue to give him her phone write the answers on number the board He reminded me to give the bbok Others correct back to Joe T remarks and He promised not to it again comments He agreed to wait for me John asked me to lend him some Homework 2’ T asks sts to prepare money Learn the grammar for the next period Read the sounds Do the exercises Prepare “ Unit ( reading)” [...].. .Unit 5 : ILLITERACY LESSON 4 : Writing I Aims : by the end of the lesson, students can : - describe information in the table - write a paragraph based on the information in the table II Method: - Communicative... Sts’ writing mistakes T gives feedback and comments Homework T asks sts to prepare for Learn by heart the words used to 1’ the next period describe information in a table Prepare for the next lesson Unit 5 : ILLITERACY Lesson 5 : Language forus I Aims : by the end of the lesson, students can : - practise pronunciation and distinguish the sounds : /pl/, /pr/, /bl/, and /br/ - understand and use reportes... do it again comments 7 He agreed to wait for me 8 John asked me to lend him some Homework 2’ T asks sts to prepare money Learn the grammar for the next period Read the sounds Do the exercises Prepare “ Unit 6 ( reading)”