Giáo án Tiếng Anh 11 Unit 5: Illiteracy

GIÁO ÁN ENGLISH 11 UNIT 5: ILLITERACY Reading Objectives: Improve the Ss' vocabulary, skim for main content and scan for specific details Method: Communicative Approach Teaching aids: textbook, objects, pictures Procedure: Teacher ‘s activities Students’ activities * Warm – up: Guessing Game: - T divides Ss into groups and chooses - T prepares a bag/ box with some objects: a leader pen, book, ruler, notebook, blackboard, - The leader touches the thing in the bag chair, table… (without seeing) and uses some words, phrases to describe it so that the others can guess what it is - The winner is the group which has more answers than the others - T shows real objects and makes questions - Ss answer individually PRE - READING 1/Task 1: Question answering: - What is it? + It's a pen / a ruler / a blackboard - What is it used for? + It's used for writing/ drawing … - Do you have them? - Why you need them? + I'm a student I used them for studying 2/Task 2: Picture describing: * Suggested questions: - Where you think the class is? - What you think of the people in the class? - Are they at the same age? - What you think of the teacher? -T leads Ss to task + Textbook - T shows the picture and asks Ss to describe in groups of - Ss can ask and answer to get more information about the picture - T calls some Ss to present their ideas in front of the class - Is this class different from your class? * Suggested words/ phrases to answers: - remote, mountainous areas - T reads through the text once - ethnic minority - T calls some Ss to read the text - soldier… paragraph by paragraph WHILE - READING - Ss read the text in silent to task in 1/ Task 1: Vocabulary: textbook in pairs - Find the Vietnamese equivalent to the following expressions: - T asks Ss read the text again to task * Feedback: Phổ cập giáo dục tiểu học - Ss can discuss in groups of 4 Kĩ thuật canh tác Hội khuyến học Việt Nam - T calls some students to talk about their choice Kế hoạch - Ss this task in pairs hóa gia đình - T plays the tape and asks Ss to pass the Xóa mù chữ envelop around the class When T pauses 2/ Task 2: Scanning for main content: the tape, st holding the envelop will open * Suggested answer: it and pick a question to answer D The fight again illiteracy 3/ Task 3: Answering the questions: * Answer: 94% of the population - T divides Ss into big groups to answer questions in textbook - Ss in each big groups work in groups of The campaign for illiteracy eradication 600 students in 2000 and 800 students in - After minutes, T asks Ss to write 2001 their ideas on poster and tick them on the They willingly/ voluntarily spent their board vocations teach - T calls group's leaders to present in ethnic minority illiterate people to read and write Illiterate will be soon eradicated POST - READING Discussion: Discussing the two questions below: Are there any illiterate people in your front of the class neighborhood? What you think we should to help them read and write? * Suggested ideas: - prepare books, notebooks, pen, pencil… - teach them how to write / read at night, every Sunday, on summer vocation… - … * Homework - Read the text again and translate into Vietnamese - Comment: UNIT 5: ILLITERACY Speaking A/ AIMS: - To enable students to talk about literacy problem and offer solutions - To improve the students’ speaking skill B/ TEACHING-AIDS: posters, pictures, textbooks C/ METHOD: Communicative approach D/ PROCEDURE: Teacher ‘s activities Students’ activities I Lead-in: T has Ss answer the questions to introduce Are there still illiterate people in the the lesson highland? What you think we should to help them read and write? →1 asking about literacy problem Pair work →2 asking for solutions T delivers handouts and asks Ss to the matching in pairs He may give them some Vietnamese meanings if needed II New lesson: Pre speaking: Matching Ac.1: Vocabulary Suggested answers: 1.c 2.e 3.b 4.a 5.d Match a verb in A with a phrase in B A Cheat Pair work B a old clothes T has Ss read the table given in the textbook (p.59) carefully and the matching 2 Enforce Set up b a club Some Ss are asked to read the answers c in a game Collect d education for children Provide e traffic regulations Ac.2: Match each problem with its Others listen and give comments T shows Ss ways to ask for and offer solutions solutions (Textbook p59) Group work Suggested answers T and Ss act out the model then has st 1.b-g 2.a-e 3.d-f 4.c 5.h-i-j work in groups of three to talk about the problems and offer solutions T has Ss think of some problems their class have besides the ones given in the textbook Ac 3: Useful expressions * Asking for solutions: What you think we should to * Offering solutions: I think we should While speaking: Talking about school problems and offering solutions Group work Ss talk about the problems their class often have and try to think of some effective solutions to these problems Post speaking: Talking about class problems T goes round and offer some help Ac.1: Brainstorming Make too much noise ? ? ? Problems carve on the tables/walls play truant ? fights between A&B Ac 2: Talking about A: Talk about class problems B: Offering solutions Example: A: Some students in our class are always go to school late, which affects our study What you think we should to put an end to this? B: I think we should tell this to our form teacher so that he can have ways to deal with this III Homework: Write about the problems in studying English that high school students have and suggest an effective way to solve them UNIT 5: ILLITERACY LISTENING A Objective: Help students improve their listening skill and listening for gist B Method: Communicative approach C Teaching aids: Textbooks, poster, tape D Procedure: Teacher ‘s activities Students’ activities I Check-up: Group work II Warm-up: T asks Ss to answer the question: ”What does this means?” Game: Crossword puzzle Students answer * Across Park Breakfast Farm Toy House * Down: PERTH 1.A public garden or an area in a town where people go to walk, play, relax The first meal of the day An area of land and the buildings on it used for growing crops of keeping animals 4.A thing to play with: especially for a child 5.A building made for people to live in, usually for one family III Pre-listening: -Teacher and students’ activities -T asks students some questions to lead students to new content Task Asks and answer the questions Do you know where Perth is? Have you ever done a survey? -T and students ’activities -T reads and asks students to repeat Task 2: Listen and repeat Effective Maturity Performance Perth Weaknesses Self-respect Academic Western Australia Pair work -Teacher asks students to read the IV While-listening: sentences and guess the answer Task 1: Multiple choice -Students listen to the tape and work in -Teacher introduces the situation: Listen and pairs choose the best option to complete the -Students listen again to correct their following sentences answer -Teacher opens the tape twice -T’s feedback -Teacher lets students listen again with some pauses and help them correct their answer -T asks Ss to read the questions * T’feedback: 1D 2B -Ss listen to the tape twice 3B 4B -Ss compare their answer with the Task 2: Answer the questions: others Suggested answers: -Ss listen again to correct their answer In Perth 80% of the students They think that they should be allowed to give some in put into school decision making Group work -T divides class into groups and asks V Post-listening: Discussion Ss to discuss in group, using the cues -T asks students to discuss the question: -T goes around the to help Ss if necessary ”Which you think is more essential for -T has the representative of each group better present their talk in front of the class leaning good teachers or good textbooks?” The others listen and give comment * The cues: - Method of learning - Timetable - Guidance - Exercise VI Homework: UNIT 5: ILLITERACY Writing A Aims: - Helping Ss know how to describe trends from a table B Teaching aids: Textbooks, table, posters C Procedure: Teacher ‘s activities Students’ activities I Check-up: T: Checks one or two Ss What you think your school should to Ss: gives answers help you learn better? What you expect from your teacher? II New lesson: Writing: Describing trends Possible answers: Before writing: - Provide modern facilities * T: Introducing some kinds of charts: - Table / Bar chart / Circle (Pie) chart / - Give Ss more practical lessons - Encourage Ss' creative ability Graph - Make Ss more active * Task 1: Filling in the blank with a suitable - Make the lessons more interesting word from the box: - Suggested answers: T: Shows the pictures to illustrate varied rise who number rate different dramatically Ss: Name kinds of charts if possible Regions Lowlands Midlands Highlands Males Females Read the passage and task as While writing:  required A suggested outline: A B (1)Introduction T: Asks Ss read the complete passage a Trends at different times (2)Body b Overall trend (3) Conclusion c A general statement (Title)  Ss: One reads, the others correct the mistakes if necessary T: has Ss draw a table for the reading passage Some useful words and expressions to describe trends: * Intro.: again - The table shows / describes/ illustrates * Body: - As can be seen from the table/ T: From the model, has Ss underline the words or phrases describing trends chart / graph - As shown in the bar chart - It can be seen from the chart that Ss: Read the model and identify the - There was a ADJ + NOUN outline of this kind of writing slight rise gradual increase steady decrease(in the number of ) sharp T: Elicits some useful languages decline dramatic fall/drop - VERB + ADV rise slightly increase gradually from to decrease steadily by % decline sharply fall /drop dramatically - on the increase / decrease - fluctuate (v) - remain unchanged * Conclusion: -In conclusion / In summary / Task 2: Writing a paragraph of about 120 words, describing the information in the table: T: has Ss write in groups, Suggested answers: The table describes the trend of literacy rates in different parts of Sunshine country from 1994 to 2003 As can be seen from the data in the table, there was a gradual rise in the number of literate people in both the East and the West In 1994 the literacy rate was 50% in the East and 70% in the West but in 2003 it increased by 95 % and 85 % respectively This shows T goes round to observe and give help if possible that the number of literate people in the East went up more sharply than that in the West On the contrary, in the South this rate declined steadily from 50% in 1994 to 30% in 2003 These data suggest that more plans for education development should be made in these areas of the country, especially in the South III Homework: T: has the representative of two groups write their writing on the chalkboard for the others to remark exercises in Workbook UNIT 5: ILLITERACY Language Focus Objectives: Help Ss pronounce consonants sounds /pl/,/bl/, /pr/, and / br/ correctly Help Ss know reported speech with infinitives Method: Communicative Approach Teaching aids: textbook, objects, handouts, cassette tape Procedure: Teacher ‘s activities Students’ activities * Warm – up: Whispering Game: - T divides Ss into groups and each - Black brown blouse and jeans group chooses Ss to play the game - Please give me a precious ring - T whispers the sentences to the first st then he / she whisper them to the PRONUNCIATION next st and does the same to the last 1/ Presentation: - black /bl/ one brown /br/ please /pl/ precious heard from his / her friends /pr/ The group having less mistakes will 2/Activity 1: Listen and repeat: / pl/ /bl/ please black pleasure /pr/ blouse play blue plenty blow win /br/ pride brown pretty bread precious brother practice 3/ Activity 2: Practice reading aloud the dialogue: - The last student writes what he/ she - T underlines the words to introduce the lesson - T pronounces these sounds first, Ss observe T's mouth A: Brian, what is Bretty presenting on - Textbook - page 63 Sunday? - T plays the cassette recorder, Ss listen B: She 'll teach us how to play English to the tape then repeat pronunciation games A: Are you going to prepare for it? - Ss listen to the tape first, then B: Yes My brother is going to play the guitar practice in pairs and I'll sing the blues - T asks some pairs to present in front 4/ Activity 3: Listen to the sentences and of the class check the sounds: - T reads the sentences The boys played football all day long - Ss listen to the sentences Stand up His presence frightened the children when you hear the consonant The table was broken yesterday /pl/, clap your hand when you hear the She won a special prize consonant/bl/ GRAMMAR stamp your feet when you hear /pr/ and 1/Presentation: Nam was ill You are his classmate What will you say to advise him? Ex: You should see the doctor.(direct speech) raise your hand when you hear?br/ - Ss work individually - T sets situation, Ss listen and the task in pairs I advise him to see the doctor (indirect - T has Ss look at the reported speech speech) and give the structure * Structure: Reported Speech with Infinitive - T asks Ss to give some more verbs - Reported orders, requeSs, offers and suggestions: tell/ ask / advise having the same structure - Textbook - page 64 - T asks Ss to complete the second sentence so that it has a similar S +V remind/ offer/ order + O +(not) TO meaning to the first one Infinitive - Ss work in pairs request/ beg / want… - T's feedback - Textbook - page 65 2/ Practice: - T asks Ss to write the following * Exercise 1: Sentence completing: sentences in reported speech, using the Feedback: right form of the words given in the 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 the next day My mum wanted Lan to become a doctor brackets - Ss work individually, then share their answer in the groups of - T calls some Ss go to the board and write - Ss work in groups of - First, Ss write in the slip of paper one verb that can be used in reported speech with infinitive - then, T exchanges their paper and My sister reminded me to lock the door asks them to make a full sentence with before going to the verb they had school - Ss take turn to read aloud their His boss advised him to go home and rest groups' sentences for a while - The most interesting, correct sentence * Exercise 2: Sentence rewriting: will be the winner Feedback: He advised me not to drink too much beer 2 She invited me to come and see her whenever I wanted He asked me not to smoke in his car He told Sue to give him her phone number He reminded me to give it to Joe He promised never/ not to it again He agreed to wait for me He asked me to lend him some money 3/ Production: Slip of paper - T prepares for each group a slip of paper * Homework - Do exercise 2, page 36 in exercise book - Comments: