Ôn tập Anh văn 11 - Unit 5: Illiteracy - Part A đến part D

Suggested words: Illiteracy rate, literacy rate, ethnic minority groups, poverty, mountainous areas, reading and writing, eradicate illiteracy, illiterate, volunteer teacher, drop out, p[r]

Giaùo aùn Tieáng Anh 11 (CTC) Week: UNIT : Theme: Education Period: Topic: Illiteracy Date: ILLITERACY Part 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 the information they have read to discuss illiteracy issues II Materials Textbook III Anticipated problems Ss may need to be provided vocabulary related to illiteracy so that thay can complete various learning tasks IV Procedure Time Steps 5’ WARM UP - T writes the word “ILLITERACY” on the board - T divides the class into groups of 10 and introduces the game : The groups should generate as many words related to this word as possible in minutes - T divides the board into as many sections as the number of groups is When time is up, T calls on the representative of each group to come to the board and write their list Then T gets the whole class to count Each correct word gets one point Which group has more points wins the game Suggested words: Illiteracy rate, literacy rate, ethnic minority groups, poverty, mountainous areas, reading and writing, eradicate illiteracy, illiterate, volunteer teacher, drop out, primary education , compulsory education, low-income families 7’ BEFORE YOU READ - T gets Ss to work in pairs and try to make sense of the picture on page 56, using the given prompts - T calls on some Ss to describe the picture If Ss have difficulty talking about the picture, T may elicit their answers by asking Qs and giving prompts E.g: What can you see in the picture? Who is the teacher ? What about the Ss ? Where you think the class is taking place ? etc Ss should give reasons for their answers - T checks with the class and asks Ss to guess what they are going to read about Suggested answers: This is a class for ethnic minority children in a mountainous area Perhaps the class takes place in the morning because I can see the sunlight outside The children are listening very attentively to their teacher,who ia wearing a soldier’s uniform May be he’s a border soldier and works as a volunteer Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Lop11.com Work arrangement Group work & whole class Pair work whole class & Trường Trung Học Phổ Thông Tân An Giaùo aùn Tieáng Anh 11 (CTC) Theme: Education Topic: Illiteracy teacher There is only one textbook for each desk It seems that this is a very poor area because the class is poorly equipped and the children are wearing old clothes - T introduces the topic of the lesson: illiteracy 7’ Individual work,pair work WHILE YOU READ Set the scene: You are going to read about education in mountainous areas & whole class and the reading tasks that follow TASK - T gets Ss to read the passage silently and then Task T may write the given phrases on the board (i.e family planning, farming techniques, etc.) and asks Ss to go back to the passage to locate and read around these phrases so that they can guess their meanings For example, the phrase “illiteracy eradication” found in lines and may refer to “teaching people to read and to write” Ss can understand this meaning thanks to the idea that % of the population was able to read and write, so more work needs to be done to solve this problem - 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 - T might want to get Ss to make sentences with important vocabulary items such as “eradicate illiteracy”, “ farming techniques” Answers: Phæ cËp gi¸o dôc tiÓu häc Héi khuyÕn häc ViÖt Nam Xo¸ mï ch÷ Kü thuËt canh t¸c Kế hoạch hoá gia đình 5’ TASK Individual work, - T gets Ss to read the task requirement and the task individually and then pair work & find a peer to compare their answer with If Ss can’t the task without whole class reading the passage again, T might want to give them some time re-read the passage - T might also want to give Ss some strategies to find the main idea of the passage: + Ss should read the text carefully and try to summarise it in the Ss’ own words + Then Ss search through the list of main ideas provided in the task to find the most suitable one, + Ss should make sure the main idea chosen sums up the entire text and not just one idea with in it - T calls on some Ss to give their answers and asks other Ss to say whether they agree or disagree - T gives feedback and the correct answer: Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Lop11.com Trường Trung Học Phổ Thông Tân An Giaùo aùn Tieáng Anh 11 (CTC) Theme: Education Answer: D (Option A is too general; Options B & C are too specific) 8’ Topic: Illiteracy TASK - T checks if Ss can answer the comprehension Qs in TASK without having to read the passage again If Ss can’t, T gets them to read the Qs carefully and reminds them of the tips to the task: + First, Ss should skim the Qs to understand them As Ss this they: * underline the key words to decide what information they need to find in the text * look for Qs words like “why” which indicates Ss should read for specific thing like a reason + Then they should go back to the passage and locate the key words in the passage + Then they should read around the key words carefully to find the answer - T gets Ss to check answers with a peer - T calls on some Ss to write their answers on the board and ask them to explain their choices - T gives the correct answers: Answer: 94 % of the population (line 1, paragraph 1) The campaign for illiteracy eradication (lines 1-2, para 2) 600 in 2000 (line 3, para 2) and 800 in 2001 (lines 5-6, para 2) They willingly / voluntarily spent their vocations teaching ethnic minority illiterate people to read and write (lines 3-4, para 3) illiteracy will soon be eradicated (lines 5-7, para 4) 10’ Whole class AFTER YOU READ - T introduces the task : SS work in small groups of or and discuss the question “How to help illiterate people in the disadvantaged areas to read and write ?” - T reminds Ss of some structures that can be used for giving suggestions E.g “perhaps we could” , “we might want to ”, “How about ”, etc - T provides Ss necessary vocabulary such as “poverty-stricken areas”, “sense of responsibility and duty”, etc - T goes around to check and offer help - T calls on the groups to tell and explain their answers - T gives corrective feed back Suggested Answer: Mnay people (children and adults) in disadvantaged areas (e.g remote, poverty – stricken areas) not have a chance to go to school To help them participate in the society , along with other things (e.g improvement their knowledge of their rights and responsibility), we need to teach them how to read and write We could this by: + Opening schools/ upgrading schools in these areas Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Lop11.com Trường Trung Học Phổ Thông Tân An Giaùo aùn Tieáng Anh 11 (CTC) Theme: Education Topic: Illiteracy + Sending teachers / volunteer teachers there + Buying book for children + Providing individual assistance to Ss + Give financial rewards to families that send their children to school + Training local people to be teachers who will help their own people 3’ Whole class WRAPPING UP - T summarises the main ponts of thelesson - For homework, T asks Ss to learn by heart the new vocabulary and make sentences with them Week: UNIT : Period: Date: ILLITERACY Part A: 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 Anticipated problems Ss may have limited linguistic resources for discussion, so T should be ready to assist them IV Procedure Time Steps 5’ WARM UP Matching game: (To teach vocabulary and lead Ss to the tape) - T divides the class into small groups of 3-4 Ss Then T distributes the following hanhouts for Ss to the matching task in their own groups Which group finishes first and has appropriate answers(*) will be the winner (*) The purpose of this task is to get Ss to think about school problems and there should be no strictly right or wrong answers - T introduces the topic of the lesson: talking about school problems Match the photos with the problems they describe: List of problems: Work arrangement Group work & whole class many ethnic minority children not speak fluent Vietnamese, so they have problems when doing their studies in this language Many children from low-income families drop out of school to earn their living Many children live too far away from school and they walk miles to class and back home everyday Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Lop11.com Trường Trung Học Phổ Thông Tân An Giaùo aùn Tieáng Anh 11 (CTC) Theme: Education Topic: Illiteracy Classesn are large, so Ss are not given enough individual attention Some Ss cheat in exams For example, they sit next to a friend who knows the subject well and copy this person’s answers Mnay schools don’t have good library facilities and they rely on book donations from patrons Many schools don’t have spacious playgrounds for children, so when some groups are playing, there is little room left for other groups Suggested answers: g a d c b e f 7’ TASK - T introduces the task and gets Ss to it in pairs T should encourage Ss to guess the meanings of the new words, if any - T calls on a student to read out the answers - T checks with the class and gives corrective feedback T should explain the new words now or check Ss’ understanding by getting them to translate the sentences into Vietnamese T might also provide other similar expressions E.g: Enforce a law / a regulation Offer special tutoring lessons / private lessons Provide transportation to schools / school buses Set up an English speaking club / learning centres / study groups Answers: b-g a-e d-f c-h i-j 13’ Pair work & whole class Pair work, group work & TASK - T introduces the task and calls on one or two pairs of Ss to read aloud the whole class sample dialogue T corrects errors, if any - T elicits the structures that are used for asking for and giving suggestions T might want to write these structures on the board and gets Ss to some practice before putting them in groups and the task E.g: Asking for opinion What you think we need to / could / should / might want to ? What you think about ? What’s your opinion about ? What you have in mind ? Giving suggestions May be we can We might want to Probably we should 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 They can use the ones given in Task and add as many as they want to - T goes 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 Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Lop11.com Trường Trung Học Phổ Thông Tân An Giaùo aùn Tieáng Anh 11 (CTC) Theme: Education Topic: Illiteracy - T writes these ideas on the board as Ss talk Then T elicits comments from the class and provides feedback 17’ Group work & whole class TASK - T introduces the task: Ss are going to work together to identify the problems of their own classroom and offer solutions T gets Ss to look at the given cues, elaborate on them and elicits some more problems, of possible T writes the ideas on the board E.g: + Class size: large class (over 50), so Ss don’t get enough individual attention from teachers Ss don’t feel close because they often work in their own groups rather than work with the whole class + Desks: not enough desks, so 3-4 share one and there is hardly enough space for everyone + Poorly equipped: no electric fan / aircon, lights, broken windows / doors, so it’s dark and cold in winter and hot in summer, no learning facilities such as TV, Overhead Projector, computers and so on, so T and Ss rely on textbooks and the blackboard for the lesson - Then T puts Ss into groups of 3-4 and gets them to add more problems if they can, and work out the solutions T reminds Ss of the structures that can be used for expressing opinions and giving suggestions - T goes around and checks - T calls on each group to report their ideas to the class and elicits comments from the class - T gives corrective feedback and final comments Suggested answers: Class size: an ideal class size is 10-15 Ss, 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 Desks: buy larger desks or if there are new classes, the current number of desk is adequate Equipment: buy / hire facilities such as computers and OHPs, upgrade the classroom 3’ Whole class WRAPPING UP - T summarises the main points of the lesson - For homework, T asks Ss to write a paragraph about a school problem and one or two solutions to it Week: UNIT : Period: Date: ILLITERACY Part A: Listening Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Lop11.com Trường Trung Học Phổ Thông Tân An Giaùo aùn Tieáng Anh 11 (CTC) Theme: Education Topic: Illiteracy 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 Materials 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 Time Steps 7’ WARM UP A survey about school (To teach vocabulary, strutures and leads Ss to the topic) - T prepares a small survey and copies it on the board T gets Ss to copy it down in their own notebooks T explains new words and how to the task - T gets Ss to move around and collects their friends’ opinions They should interview at least people - Then T teaches expressions of quantifiers (e.g out of 10 Ss believed ; 10 % of Ss felt ) and calls on Ss to report the results of their survey School survey Do you agree with the following statements ? In an effective school: Yes No The teacher treats Ss as individuals with both their strengths and weaknesses The teacher encourages Ss to set realistic goals for their own learning The teacher encourages Ss to have positive attitudes towards themselves and others The T is motivating and interested in what Ss Learning is centred on important life skills such as communication, building self-respect and selfconfidence, learning from failure, and time management Work arrangement Mingling activity & whole class 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 New words Treat: đối xử Set realistic goals: đặt mục tiêu khả thi Be centred on: tËp trung vµo Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Lop11.com Trường Trung Học Phổ Thông Tân An Giaùo aùn Tieáng Anh 11 (CTC) Theme: Education Topic: Illiteracy Self-respect: lßng tù träng Learning from failure: häc tõ thÊt b¹i Time management: qu¶nlý thêi gian Be involved in : tham gia vµo 5’ Whole class BEFORE YOU LISTEN - T sets 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 Maturity(n): trưởng thành Academic(a): cã tÝnh häc thuËt Performance(n): sù thùc hiÖn - T helps Ss to pronounce the words in their book correctly T may want to play the tape or model first and then ask Ss to repeat after the tape or after him /her in chorus and individually - T presents or elicits the meanings of these words from the class - T gets Ss to make sentences with some important words, e.g: academic performance, effective , etc - T gives corrective feedback 10’ Individual work, pair WHILE YOU LISTEN work, whole TASK - T gets Ss to read the Qs carefully and work out what information they need to class concentrate on while listening Then T checks with the whole class - T gets Ss to read the options in each question carefully and underline the words that make them difficult T checks with the whole class( e.g: in Q1 these are “express attitudes”, “deliver speech”, “exchange ideas”, “give opinions”; in Q2 they are “develop styles”, “set goals”, “develop strategies”, “consult teachers”, etc.) - T gets Ss to guess the answer to each question and then tells them they need to listen attentively to check if their guesses are confirmed - T plays the tape (or reads the tapescript) once for Ss to listen and the task - Then T gets Ss to find a partner to check their answers with - T checks the answers with the whole class If many Ss can’t answer the Qs , T plays the tape one or two more times and pauses at the answers for them to catch Answer: D B B C TASK - T checks if Ss can answer the Qs in Task without listening again If thay can’t , T plays the tape for them to listen again but before doing this , T should encourage Ss to read through all the Qs, 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 T plays the tape again for Ss to listen and answer the Qs - T gets Ss to check their answers with a partner Then T checks with the whole Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Lop11.com Trường Trung Học Phổ Thông Tân An Giaùo aùn Tieáng Anh 11 (CTC) Theme: Education Topic: Illiteracy class T should play the tape again and pause at difficult points if many Ss can’t complete the task Answer: In Perth, Western Australia 80 % They felt that they should be allowed to have a say in the school decision making Tapescript( in T’s book) 10’ Group work & whole class AFTER YOU LISTEN - Before getting Ss to discuss, T reminds them of some useful expressions for asking for and giving opinions - T divides 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 - T goes 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 - T lisrens and takes note of their errors T provides corrective feedback after that Suggested Answer: Textbooks 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 don’t need to look anywhere for these A good textbook also guides Ss how to learn and helps them study effectively on their own However, I think having good teachers may be more important than having good textbooks because a good teacher can turn a poor quality textbook into an interesting and stimulation one In fact, a good teacher can even replace the textbook, motivate Ss to learn, and train them to use self-study skills so that they can take responsibility for their own learning 3’ Whole class WRAPPING UP - T summarises the main points of the lesson - For homework, Ss learn by heart new words and make sentences with them Week: UNIT : Period: Date: ILLITERACY Part D: Writing I Objectives Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn Lop11.com Trường Trung Học Phổ Thông Tân An Giaùo aùn Tieáng Anh 11 (CTC) Theme: Education Topic: Illiteracy 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 description of tables II Materials Textbook, handouts, III Anticipated problems Ss may not have sufficient linguistic resources to write a description of a table, so T should be ready to help them IV Procedure Time Work arrangement Goupwork & whole class Steps 5’ WARM UP A matching game (To teach vocabulary and lead Ss to the topic) - T divides the class into small groups of 3-4 Ss Then T distributes the following handouts for Ss to the matching task in their own groups Which group finishes first and has the correct answers will be the winner - T elicits more expressions, sums up and writes them on the board E.g: Verb Noun Increase slightly A light increase Rise gradually A gradual rise Decrease sharply A sharp reduction Fall/ drop considerably A considerable fall / drop Remain the same fluctuate No/ little change fluctuation - T introduces to the topic of the lesson : Writing a description of tables Match these expressions with the correct graphs Add more expressions if you can fluctuate gradually decrease slightly increase remain the same drop sharply rice considerably A B C D Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn 10 Lop11.com Trường Trung Học Phổ Thông Tân An Giaùo aùn Tieáng Anh 11 (CTC) Theme: Education E Answer: D Topic: Illiteracy F F E B C A 10’ PREPARING SS TO WRITE TASK - T gers Ss to read the task requirements and work on the task with a peer - T calls on some Ss to read out their answers and checks with the class - T can use the writing in TASK as a model of a table description: + T asks one student to read aloud the model writing + T elicits the features of a table description, including : The organisation: Pair work & whole class - tells what the table is about ; and what is being described in it E.g: The table describes the literacy rates of the population in different parts of the country of Fancy from 1998 to 2007 2.Supporting - a sentence that sums up the general trend E.g: The literacy rate of population varied considerably between 1998 and 2007 sentences - sentences that describe the table in detail - summarises the main points of draws a relevant conclusion E.g: These data may help the researchers or planners make Concluding suitable plans for educational development in each area of the sentence country However ,this sentence is optional The language use: + Verb tenses: When the table shows the present situation, use the present simple tense When it shows the past events, use the past simple tense However, the simple present verb tense is often used in the topic sentence E.g: The table shows that The table describes The table presents + Describing trends and changes: T might want to remind Ss of the expressions of changes that they covered in the Warm-up activity T should explain the difference between “decrease” and “fall/drop” E.g: “fall/drop” describes a strong reduction so they don’t go with such adverbs as “slightly” and 1.Topic Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn 11 Lop11.com Trường Trung Học Phổ Thông Tân An Giaùo aùn Tieáng Anh 11 (CTC) Theme: Education Topic: Illiteracy “gradually” Answer to Task 1: varied rise different went up dramatically 20’ Individual work,pair WRITING work and TASK - T gets across to Ss that before they describe a table, they always need to whole class spend time analysing it and organizing the information in the most logical order T gives Ss some tips to tackle a table: + To understand a table, it is important to firstly understand its topic The topic of a table can generally be found by looking at its title Pay attention to the time reported in it as well Is it the past, the present, or the future ? + Then, it is important to look for the general trend that the table describes What patterns are shown ? Is there an overall trend ? How are the different pieces of information related ? Look for the exceptions to the general trend, if there are any Finally, look for the differences in detail - Then T tells Ss to study the table in Task and analyses it with a friend by asking these Qs: What is the topic of the table ? Does it describe the past, the present, or the future ? What patterns are shown ? How are the pieces of information related ? a Which region had the highest 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 or decrease between 1998 and 2007 ? d What about that rate for Midlands and Highlands ? - T checks the answers with the whole class - Based on their analysis of the table, Ss now write up a description individually - T goes around to check and offer help - T asks Ss to work in pairs and correct each other’s writing 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 2007, 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 regions, Highlands witnessed a gradual decrease in the rate of literacy of its population In 1997 the rate was 50 %; however, it decreased by % in 2002 and continued to go down in the following years, reaching only 30 % in 2007 Obviously, this region needs to improve its literacy rate 7’ Whole class FEEDBACK ON SS’ WRITING - T choose one description and reads it to the class Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn 12 Lop11.com Trường Trung Học Phổ Thông Tân An Giaùo aùn Tieáng Anh 11 (CTC) Theme: Education Topic: Illiteracy - Then T elicits corrective feedback from the class and gives final comments afterwards T should draw Ss’ attention to the organisation of the description and the language use, especially the verb tenses and expressions of changes 3’ Whole class WRAPPING UP - T summarises the main points of the class - For homework, Ss need to rewrite their descriptions based on T’s and other Ss’ suggestions and corrections Week: UNIT : Period: Date: ILLITERACY Part A: Language Focus I Objectives By the end of the lesson, Ss will be able to: - Distinguishing the clusters / pl /, / bl /, / pr /, / br / and pronounce the words and sentences containing them correctly - Understanding reported speech with infinitives and use these structures to solve communicative tasks II Materials Textbook, handouts III Anticipated problems Ss might have difficulty with the clusters because they don’t exist in Vietnamese IV Procedure Time Steps PRONUNCIATION 7’ Distinguishing sounds - T models the clusters / pl /, / bl /, / pr /, / br / for a few times and explains how to produce them E.g: When producing / pl /, Ss should produce / p / first and then quickly switch to / l /, and so on - T plays 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 the tape (or T) - T asks 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 don’t pronounce the words correctly, T may want to get them to repeat after the tape (or him/herself) again in chorus and then individually Practising sentences containing the target sounds - T asks Ss to work in pairs and take turn to read aloud the given sentences Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn 13 Lop11.com Work arrangement Individual work, pair work and whole class Trường Trung Học Phổ Thông Tân An Giaùo aùn Tieáng Anh 11 (CTC) Theme: Education Topic: Illiteracy - T goes around to listen and takes notes of the typical errors - T calls on some Ss to read the sentences again and provides corrective feedback Individual work, pair work and GRAMMAR whole class 10’ a Presentation - If necessary, T reviews reported speech with infinitives: + Form: Verb + O + bare-infinitive + meaning and use: We usually use an infinitive structure to report orders, requests, advice, suggestions, threats, warning, promises, (dis)agreements, and so on We don’t use “say” in this structure E.g: I told the kids to be quite The policeman told me not to park here Note: T might want to remind Ss that time and place references often have to change in reported speech E.g: Now Then Today That day Here There This That This week That week Tomorrow The following week/the next week/the day after Next week The following week/the next week/the week after Yesterday The previous day/the day before Last week The previous week/the week before Ago Previously/before Tonight That night Last Saturday The previous Saturday/the Saturday before weeks ago weeks previously/2 weeks before Next Saturday The following Saturday/the next Saturday/the Saturday after/that Saturday 10’ b Practice Exercies 1: - T gets Ss to Exercise individually and then find a partner to check their answers with - T checks with the whole class and provides corrective feedback Anwer: They promise 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 My sister reminded me to lock the door before going to school His boss advised him to go home and rest for a while Individual work, Exercise 2: - T gets Ss to Exrcrice individually and then find a partner to check their pair work & Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn 14 Lop11.com Trường Trung Học Phổ Thông Tân An Giaùo aùn Tieáng Anh 11 (CTC) Theme: Education Topic: Illiteracy answers with whole class - T checks with the whole class and provides corrective feedback Answer : He advised me not to drink too much beer She invited me to come and see her whenver I want Jonh wanted me not to smoke in his car He told Sue to give him her phone number He reminded me to give the book back to Joe He promised not to it again He agreed to wait for me Jonh asked me to lend him some money 15’ Individual work Communicative (production ) & whole class - T prepares the following sentences and gives one sentence to each student - Student A reads out his/her sentence to the whole class, others write it down - Student b reads out his/her sentence to the whole class, others write it down and this continues until all of the sentences have been read out - T picks a student at random to report what one student said T corrects the response as appropriate, presenting/ eliciting the form - T repeats 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 forget I can buy you a drink, if you like Please see me at o’clock Don’t leave your bag unattended; it might be stolen Let’s play tennis this week I will email you as soon as I get there 3’ Whole class WRAPPING UP - T summarises the main ponts of the lesson - For homework, T asks Ss to revise reported speech with infinitives and exercises in the workbook Giáo viên: Đoàn Thị Vẹn Trinh- Tổ Anh Văn 15 Lop11.com Trường Trung Học Phổ Thông Tân An