Giáo án Tiếng Anh 11 Unit 5: Illiteracy

Giáo án Tiếng Anh 11 UNIT 5: A: ILLITERACY READING I Objectives: By the end of the lesson, Ss will be able to: - Identify the main idea of the reading passage - Extract detailed information through reading comprehension II Materials: Textbooks III Anticipated problems: - Students may not know some phrases relating to illiteracy such as Universalisation of Primary Education ; The Vietnam Society of Learning Promotion; illiteracy eradication IV Procedure: Stages I Lead-in Procedure Interaction - Teacher holds the book upside down and ask these question? What am I doing? ( reading) T-S Can I read ? Why not? (No, because they are holding the book upside down) Lead-in sentence: Some people can not read because they don’t know how to read and they have not learnt how to read They are illiterate The topic of the unit: ILLITERACY Pre –reading - Ask students to work in pairs looking at the picture Pairwork and talking about the cues on page 56 - When feedback to their work, pre teach the T-S following words and phrases: remote; mountainous area; ethnic minority; eradication ( using the picture on page 56 to elicit the words) TASK 1: While-reading - Ask students to look at Task and it while Pairwork reading the passage Option 1: If students are good enough, keep Task as in the textbook Option 2: If students are not very good, design a matching exercise – Teacher writes down phrases in Vietnamese on BB and ask students to match with English expressions in Task 1, page 57 Universalisation of A Xoá mù chữ Primary Education B Kỹ thuật canh tác The Vietnam Society of C Hội khuyến học Việt Learning Promotion Nam illiteracy eradication gia đình farming techniques E Phổ cập giáo dục tiểu C Kế hoạc hoá học family planning Keys: E C A B C TASK 2: - Ask students to Task on page 58 Key: D TASK 3: Option 1: If students are good enough, get them to ask and answer the questions in Task in pairs Groupwork - After feedback, ask students to work in pairs ask and answer bout questions in Task Individual Pairwork Post –reading - Ask students to work in groups to brainstorm Groupwork around the following question: What you think we should to help illiterate people read and write? Organise evening classes How to help illiterate people? Provide free books Home-work - Feedback to plenary T-S - Ask students to use the cues above to talk Individual - Ask students to write a paragraph about how to Teacher help illiteracy people using the cues in post – led reading UNIT 5: ILLITERACY B: SPEAKING I Objectives: By the end of the lesson, Ss will be able to: - Talk about illiteracy problems and school or class problems - Offer solutions to overcome the above mentioned problems II Materials: Textbook, a word puzzle III Anticipated problems: Students might not have enough vocabulary to talk about school or education problems They may not also be confident enough to discuss the ways of offering solutions to the given problems IV Procedure Stages Procedure Interaction I Warm up - Ask students to the word puzzle in groups Ask them to find meaningful words Groupwork A C R H S N G F H B D E E C E I A E O E G H H S E C O H T U T O R I N G P H L U O A F D X T T A I L F N E P D B T H L C U A Q U S I P T H O U W P R O B L E M P A O Z N O W A K T S E V Z I Q T N K P Keys: school; problem; regulation; cheat; tutoring (If students are not very good, give them the initial letters of these words) TASK 1: Pre –speaking - Ask students to Task on page 59 (matching) Groupwork If teachers have time and energy, they can prepare pictures relating to problems in column A and ask students to match pictures with problems When they finish, ask them to use solutions in column B to match with problems in column A Keys: in Teachers’ book - Pre-teach vocab: regulation; low-income TASK 2: Whilespeaking Individual Teacher – - Ask students to read the example in Task and teacher elicit the structures used for asking advice and offering solutions Asking advice: What you think we should …… or What should we to help…? Offering solutions: I think we should …….or they led should … - Divide the class into groups Each group will be given one problem from column A Ask them to use the above structures to offer solutions to their problems - Feedback to plenary Groupwork TASK 3: - Ask students to work in groups to brainstorm problems relating to their class talkative students class size old desks leaking roof - Ask each group to choose two or three problems and discuss solutions they can offer to overcome these problems - Feedback to plenary - Ask students to write a letter to their friends talking about problems of their class Post – speaking - Continue with the writing task Homework UNIT 5: ILLITERACY C: LISTENING I Objectives: By the end of the lesson, Ss will be able to: - Extract detailed information about the listening text of school survey in Perth, Australia II Materials: Task without listening again If they cannot, T plays the tape for them to listen again but before doing this, T should encourage Ss to read through all the questions, 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 play the tape again for students to listen and answer the questions -Get students to check their answers with a partner Then check with the whole class T should play the tape again and pause at difficult points if many Ss cannot complete the task Keys: In Perth, Western Australia 80% They felt that they should be allowed to have a say in the school decision making - Before getting students to discuss, remind them of Post – some useful expressions for asking for and giving opinions listening - Divide the class into small groups of or 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 - Go around to check and offer help -After checking that all the groups have finished, T calls on the representative of each group to report their peers’ ideas T checks if other groups would have the same or different ideas - Listen and take notes of their errors T provides corrective feedback after that Homework - Wrap up the contents of the lesson and provide them homework UNIT 5: ILLITERACY D: WRITING I Objectives: By the end of the lesson, Ss will be able to: Describe information from table/ transfer information from table into text II Materials: - Textbook, tickets III Anticipated problems: - Students might not know how to transfer information from a table into a text They also may not know phrases used to describe information from a table IV Procedure Stages Warmer Procedure - Prepare a set of tickets: Groupwork go up go down drop fall increase decline - Draw this table on the board Interaction - Divide the class into two teams Ask students from each team to go to the board and pick up the tickets and put them into correct column with given symbols - Feedback to the whole (If teachers are good at mining, you can you your arms to express This is much more funny and you also can teach adverbs: sharly, slightly, gradually ………… ) TASK Pre – - Ask students to have a look at the words from the box on writing page 61 and ask them whether there are any new words If Individual yes, explain the meanings Suggested words: dramatically; varied - Tell them that they are going to read a text about literacy rate in Fancy and ask them to use them to use the words from the box to fill in the spaces in the text - Ask them then to work in pairs to exchange their works - Feedback to plenary - Then ask them to look at the text a gain and answer the Pairwork following questions in pairs Remind students the ways to use on the contrary, while, dramatically, steadily, sharply Wholeclass TASK 2: - Get students to look at the table of Literacy rates in Sunshine country from 1998 – 2007 - Ask them some questions orally to help them get some information What does the table describe? How did the rate increase from 1998 -2004 in the Lowlands? How did it increase from 2004 – 2007 in the Lowlands? How did the rate increase from 1998 – 2007 in the Pairwork Midlands? Individual Did the rate increase or decline in the Highlands from 1998-2004? How? T-S TASK 3: While- - Tell them that they are going to describe the trends of writing literacy rates in Sunshine from 1998 to 2007 But before writing a paragraph, ask them to complete the following sentences by matching two parts from column A and B - Now ask them to look at the table again and in groups write a paragraph beginning like this The table describes the trends of literacy rates in Sunshine country from 1998 to 2007…………………………… Post – writing - Ask groups to read their paragraphs and ask other groups to provide comments During the presentation, T should take notes of good things and errors for feedback afterwards - Consolidate the ways we use to describe information from a Wrap – up table into a text - Assign homework UNIT 5: ILLITERACY 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 infinitive(s) and use these structures to communicative tasks II Materials: Textbook, handouts III Anticipated problems: - Students might have some difficulties in pronouncing the clusters IV Procedure Stages Warm up Procedure Jumbled words - Ask Ss to arrange the words into a meaningful sentence Interaction Individual prepare/bring/please/to/blue pens/the/ posters / small/to/class Key: Please bring blue pens to the class to prepare posters - Ask Ss to read aloud the sentence and pay attention to the underlined words to lead into the lesson 1.Pronunciat Distinguishing sounds Individual ion work, pair work & - Model the three clusters /pl/, /bl/, /pr/, /br/ for a few times and explains how to produce them - Play the tape (or reads) once for Ss to hear the words containing these clusters Then T plays the tape (or reads) again and this time asks Ss to repeat after whole class the tape (or T) - Ask Ss to read the words in each column out loud in chorus for a few more times Then T calls on some Ss to read the words out loud T listens and corrects if Ss pronounce the target words incorrectly If many Ss not pronounce the words correctly, T may want to get them to repeat after the tape (or himself) again in chorus and then individually Practising sentences containing the target sounds - Ask Ss to work in pairs and take turn to read aloud the given sentences (p 63, Practise these sentences) - Go around to listen and takes notes of the typical errors - Call on some Ss to read the sentences again and provides corrective feedback 2.Grammar a- Presentation: - Asks Ss ( A & B ) to come to the board T says to T and Ss A: “Close the window, please” and to B: “Sing a short song” After A & B performed the actions, T asks the whole class: Why did A close the window? Why did B sing a song? - Write the model sentences on the board: “Close the window, please” the teacher said to A The teacher asked A to close the window - Then continue “Sing a short song”, the teacher said to B The teacher told B to sing a short song - Ask Ss to look at the examples to elicit the structures b Practice: Exercise 1: - Ask Ss exercise in pairs - Provide feedback Teacher-led Keys: They promised to come back again The lifeguard advised us not to swim too far from the shore John asked Peter to close the window The teacher encouraged Eric to join the football team John promised to give it to him tomorrow My mum wanted Lan to become a doctor My sister reminded me to lock the door before going to school His boss advised him to go home and have a rest for a while (If students are good enough, ask them to look at the model sentence Pairwork - “ Keep quite.” The teacher said to us - The teacher told us to keep quite Then work with them the question as demonstration After that ask them to the same with the rest When they finish, ask them to have a look at sentences they have written and ask them whether they work out the grammatical structure hidden behind this exercise They may come with your expected answer) Exercise 2: - Divide the class into groups of - Give each group direct sentences and reported verbs (taken from the text book) - Ask them to match the sentences with the verbs - Feedback to the whole - Ask them to write reported sentences - Feedback Groupwork - Groups swap the direct sentences - Each group reads out their direct sentences, other groups have to read out the corresponding reported sentences Communicative practice (production stage) Groupwork - Divide the class into groups - Give each group a different picture of people talking(their speech is written out on the pictures)-Ss have to report what the people in the pictures are talking-Feedback 3.Wrap- up -T summarises the main points of the lesson -For homework T asks Ss to revise reported speech with infinitives and exercises in the workbook Teacher-led [...]... would have the same or different ideas - Listen and take notes of their errors T provides corrective feedback after that 4 Homework - Wrap up the contents of the lesson and provide them homework UNIT 5: ILLITERACY D: WRITING I Objectives: By the end of the lesson, Ss will be able to: Describe information from table/ transfer information from table into text II Materials: - Textbook, tickets III Anticipated... During the presentation, T should take notes of good things and errors for feedback afterwards - Consolidate the ways we use to describe information from a Wrap – up table into a text - Assign homework UNIT 5: ILLITERACY 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