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Task 1: - 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[r]
(1)Period: UNIT 5: ILLITERACY READING Date of preparation: Date of teaching: A Objectives: Educational aim: By the end of this lesson, students 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 Knowledge: - General knowledge: Students learn about illiteracy - New words: Words related to illiteracy Skills: - Dictionary skills - Identifying main idea - Passage comprehension B Method : Intergrated, mainly communicative C Teaching aids : Student’s book, pictures showing illiteracy D Procdure: Teacher’s activities Students’ activities I Warm- up: -Sts answer the questions chorally - T asks sts to look at the picture - T asks sts to answer the 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? What is this class different from other classes? Lead – in : What is “illiterate” ? When you don’t know how to read or write , you are illiterate Our lesson today will help you know about illiteracy in Vietnam over the last few years Pre – reading: Pre-teaching vocabulary: - Listen and copy them down campaign (N) : chiến dịch eradicate (V) (synonym) –eradication ethnic minority(N) : dân tộc thiểu số expand (V) –become larger -Ask students to fill in with suitable words in the - Work individually and fill in the following sentences blanks a You all know general VO NGUYEN GIAP? He was the leader of DIEN BIEN PHU ………… b What is the synonym of “to eliminate or to get rid of “ ? c These people live in the mountainous areas They are the Tay ,Nung etc They are ……………… people Lop11.com (2) Checking : Rub out and Remember - Rub out the words and leave the Vietnamese meaning, synonym or explanation on the board - Point at each explanation or synonym and have students speak out the English word While – reading: a Task 1: Read and Underline - Ask students to read the text silently and underline the expressions given in task 1on page 58 - Ask students to find out the Vietnamese equivalent to the expressions and exchange the ideas with the one sitting next to them - Give feedback b Task : Finding the main ideas.(task 2, p.58) - Ask students to work in pairs to choose the main idea of the passage - Invite some students to give the answers c Task 3: Questions and Answers(task3, p,58) - Ask students to work in pairs to answer the questions - Call on some students to write the answers on the board - Check with the class Post – reading: Discussion - Ask students to work in groups of four to discuss the following question: Imagine that there are some illiterate people living in your neighborhood, what should you to help them read and write? - Call on some groups’ representatives to report their ideas - Give comments Home – work : - Ask students to summarize the text - Prepare the next lesson Lop11.com - Read the text - Work in pairs to find out the Vietnamese equivalent Expected answers: Phổ cập giáo dục tiểu học Hội khuyến học Việt Nam Kỹ thuật canh tác Kế hoạch hóa gia đình - Work in pairs and choose the main idea Expected answers : The fight against illiteracy - Work in pairs and answer the questions Expected answers : 94% of the population The campaign for illiteracy eradication 600 students in 2000 / 800students in 2001 They voluntarily spent their summer vacations teaching illiterate people to read and write Illiteracy will soon be eradicated - Work in group - Discuss the questions (3) Period: UNIT 5: ILLITERACY SPEAKING Date of preparation: Date of teaching: A Objectives: Educational aim: By the end of this lesson, students will be able to: - Talk about schooling and literacy related problems - Suggest solutions to these problems Knowledge: - General knowledge: Students learn about schooling and literacy problems - New words: Words related to literacy Skills: Talking about literacy problems and offering solutions B Method : Intergrated, mainly communicative C Teaching aids : Student’s book, pictures showing illiteracy D Procdure: Teacher’s activities Students’ activities Warm – up : Brainstorming -Ask students to brainstorm the problems they often - Work in groups encounter at school Making noise Cutting classes cheating forgetting testing doing homework Lead-in: Do you meet with these problems in your class? How you solve them? Today, we will discuss the problems your class cope with and offer some solutions to these problems Pre – speaking: Task 1: - Some of these problems are listed in column A, please combine each problem in A with its appropriate solution(s) in column B in textbook (page59) - Have students sit in pairs and asks them to task - Teacher corrects the students’ mistakes While – speaking: a Task 2: - T has sts work in groups of three - Ask Sts to read the information in task and to use the suggestions in Task as example A: Many students cannot buy all the required textbooks What you think we should to help Lop11.com - Do the task individually, and then in pairs they compare their answers 1 b, g 2 a, e 3 d, f 4 c, j 5 i, h Then they read out their answers - Sit in groups - A good group of students is asked to demonstrate the example to make sure the whole class understand the task (4) them? B: I think we should ask the school head master to provide free textbooks for students from lowincome families C: We should collect used textbooks for school libraries - Teacher listens to the students and observes them - Then teacher corrects the students’ mistakes b Task 3: - Teacher asks sts to work in groups of five Ask them to think of three or four problems, which their class is experiencing, one student of each group will note down the information to report before class - T also gives students time to think about the school problems they are experiencing Teacher’s help is needed at this stage : Many classes are overcrowded School infrastructure is underdeveloped : inadequate toilets and washrooms … Many schools have no playground equipment or extra activities - Walk around the class and observes the students’ activities, offers ideas, comments when students need help - Choose one student of every group to talk before class - Teacher listens to the students and observes them - Then teacher corrects the students’ mistakes Post – speaking: Colored topics : - Prepare cards with four different colors and assign each topic to each color Example : Red = making noise Blue = teasing Green = play truant (cutting classes ) - Divide the class into groups of four and each group to take one card at random - Ask students in each group to talk about the problem presented by the card they have chosen and offer solutions - Go around the class to give help with vocabulary - Invite some groups to report their ideas - Give comments Home – work : - Rewrite what students have discussed in class - Prepare the next lesson: Listening Lop11.com - Look at task (p 59) and as directed - sit in groups - Think of some problems, their solutions and then discuss them Sts can use the cues given in P.60, or ask teacher for more information - Some representatives report their results before class, the others give the comment - Work in group - Disscuss (5) Period: UNIT 5: ILLITERACY LISTENING Date of preparation: Date of teaching: A Objectives: Educational aim: By the end of this lesson, students will be able to: - Develop extensive listening skills - Use the information they have listened to for other communicative tasks Knowledge: - General knowledge: - New words: Words related to literacy Skills: - Extensive listening: multiple-choice questions - Comprehension questions B Method : Integrated, mainly communicative C Teaching aids : Student’s book, tape, cassette player D Procdure: Teacher’s activities Students’ activities Warm up : A survey about school - T prepares a small survey and copies it on the board - Get Ss to move around and collects their friends’ Whole class opinions They should interview at least 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? What makes effective school Yes No to look for ways of learning to set realistic goal for learning teachers should be motivated more clubs should be set up learning should focus on writing and reading skills teachers should be interested in what students are doing students should be allow to give some input into school decision Pre - listening: Pay attention * Setting the scene: You are going to listen about the results of a school survey carried out in Perth, a Write down the word and practice pronouncing them city in Western Australia The school asked its Ss what makes an effective school * Pre-teaching vocabulary: Effective (a) Sự trưởng thành maturity (n) /mə'tjuəriti / Lop11.com (6) Perth (n) academic(a) /,ækə'demik/ performance (n) seft - respect (n) /ri'spekt/ Set realistic goals Be involved in 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 – listening: a Task 1: - 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 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 b Task 2: - Get Ss to read the questions in task and answer the questions without listening again If they can’t, T plays the tape for them to listen again - 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 Post - listening: - Divide the class into small group of or 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/ đủ, đầy đủ Lop11.com Có tính học thuật Sự thể tự trọng đặt mục tiêu cần đạt được tham gia vào điểm yếu, nhược điểm, khuyết điểm Make sentences from these words Individual work and pair work - Read the options - Guess the answer - Listen the tape - Check with a partner Suggested answers: D B B B - Pair work - Read the questions - Check with a partner Suggested answers: In Perth, Western Australia 80% 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 (7) syllabus /'siləbəs/ vấn đề, bài thuộc giáo trình; chương trình học motivate /'moutiveit/ (v) thúc đẩy stimulating /'stimjuleitiη/ khuấy động, kích thích; khuyến khích Home – work : - Write your ideas about the above questions in your notebook - Prepare the next lesson Lop11.com not 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 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 (8) Period: UNIT 5: ILLITERACY WRITING Date of preparation: Date of teaching: A Objectives: Educational aim: By the end of the lesson, students will be able to: - Interpret information presented in tables - Identify language to be used for describing tables - Write descriptions of tables Knowledge: - General knowledge: Students can know how to write a paragraph about literacy rates in Sunshine country from 1998-2007 - New words: Words related to literacy rate Skills: Describing information in a table B Method : Integrated, mainly communicative C Teaching aids : Student’s book, chalk, board D Procdure: Teacher’s activities Students’ activities Warm – up : Game : Word Category - Ask students to work in groups of four and hang - Work in group Expected answers : on a chart with the words (as shown below ) - Ask the class to close the books and sort these Nouns Verbs Adjs Advs words into four groups : Nouns , verbs , Decrease Decrease Steady Steadily adjectives , and adverbs Drop Drop Gradual Gradually The groups who first finishes wins Rise Rise Slight Slightly Increase , gradually , drop , steadily , steady , Fall Fall Sharp Sharply fall , slight , decrease , gradual , sharply , rise , Increase Increase sharp , slightly Lead-in: What you think about these words? When we use them? - These words are usually used to describe Pre – writing: information in a table a Vocabulary: + sharp ( adj ) = steady (adj): mạnh, nhanh chóng - Listen and copy them down + gradual (adj) : + drop = fall = decrease (v,n) : giảm + rise = increase (v,n): tăng b Task 1: Gap – filling - Ask students to read the passage and choose a suitable word from the box to fill in each space of the passage - Read the text fill in each space - Tell the students to compare the answers in pairs - Compare with a friend Expected answers : - Check with the class varied Rise went up c Use the paragraph of the task as a model to different declined analyze: Dramatically - Ask ss to match the headings below with parts Lop11.com (9) of the paragraph a introducing sentence ( including the topic of the paragraph) b supporting sentences c concluding sentences - Elicit useful languages for each part from ss by giving Vietnamese expressions and asking ss to translate into English - Correct ss’ answers and provide them with some useful language + The table shows The table describes The table indicates + As can be seen It can be seen from the table As shown in the table… - Supply ss with the meaning and use of the useful language in two boxes in textbook Note: use the present simple tense or past one depends on the present situations or past events mentioned in the table While – writing: - Ask Ss to study the table in task and analyses it with a friend by asking these questions: What is the topic of the tables? Does it describe the past, the present, or the future? What patterns are shown? How are the pieces of information related? Which region had the highest rate of literacy in 1998? 2002? 2004? 2007? Which region had the lowest rate in each year? Did the rate of literacy in the Lowlands increase or decrease between 1988 and 2007? 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 Lop11.com - Match Keys : a The table ….2007 b As can be…… dramatically c This data …… the country - Answer - Listen and copy them down - Listen and take note - Work in pairs Suggested answer: The table desribes the trends of literacy rates in Sunshine country from 1998 to 2007 The literacy rate of pollution differs greatly in 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 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 During that 10 years, the Midlands sees a steady increase in the literacy rate, from 70% to 85% On the contrary, the 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 (10) Post – writing: - Give a chart of the table about Drop – out rate among children aged between 10 and 15 in 2000,2003 and 2006 2000 2003 2006 Province A 5% 5% 2% Province B 8% 9% 6% Province C 4% 5% 6% - Ask ss to work in groups of and practice describing the table Home – work : - Ask ss to write a paragraph of about 100 words, describing the information - Prepare the next lesson Lop11.com - Look at the chart - Describe (11) Period: UNIT 5: ILLITERACY LANGUAGE FOCUS Date of preparation: Date of teaching: A Objectives: Educational aim: By the end of this lesson, students will be able to: - Distinguish the clusters /pl/, /bl/, /pr/, /br/ and pronounce the words and sentences containing them correctly - Understand reported speech with infinitives and use these structures to solve communicative tasks Knowledge: - General knowledge: Students learn how to use reported speech with infinitive - New words: Words related to pronunciation / pl / - / bl/ - /pr/- /br/ Skills: - Pronunciation : /pl/ - /bl/ - /pr/ - /br/ - Grammar: reported speech with infinitive(s) B Method : Integrated, mainly communicative C Teaching aids : Student’s book, chalk, board D Procdure: Teacher’s activities Students’ activities I Pronunciation: Warm – up: Game : Odd one out Hang on a chart with the following words : - Observe the chart wear please hair - Work in pair and circle bull wool prune brandy flower hour Expected answers : come some blame Please prune - In the group of three words, two words rhyme and one Brandy blame doesn’t Ask students to work in pairs to circle the one that is different - The pair who has the correct answers and first finishes wins - Ask students to underline the initial consonant sounds of the words they have just circled Introduce the sounds : /pl / , /pr/ , /br/ , /bl/ Presentation: - Ask students to listen to the tape once to help them - Listen to the tape and distinguish the sounds distinguish - Instruct the way to pronounce: + /pl/, /pr/: Close your lips hard, push air forward in your mouth Then open your lips quickly + /bl/, /br/: Close your lips hard, push air forward in your mouth Then use your voice to make /b/ -Ask them to listen to the tape and repeat in chorus -Call some students to repeat the words clearly Practice: - Listen again and repeat Lop11.com (12) - Ask students to work in pairs to practice reading the dialogue - Call some pairs to act out the dialogue in front of the class - Make corrections II Grammar: Reported speech with infinitive Presentation: - Give pictures and ask Ss to give questions and answers them a You should go to doctor b Where’s the station? Turn left after the bridge c Can you help me to that work? We often report orders , requests ,warnings , advice , and invitation using the structure : S + Verb + Object + Infinitive Reported speech: “Get out of my room ’’, she said She told me to get out of the room “Could you carry some bags, Mike?’’ I asked Mike to carry some bags “Would you like to have dinner with us?’’ They invited me to have dinner with them We often report offers ,promises , and threats using the structure : S + Verb +To-infinitive Ex : Speaker’s words Reported speech “Can I help you?’’ =>She offered to help me “I will be careful.” =>He promised to be careful “I will hit you ” =>She threatened to hit me Pronouns and possessive nouns often change in reported speech We use words like here, now, today to talk about the place where we are speaking and the time we are speaking If we report these words in a different place or at a different time, they often change Ex : Speaker’s words reported speech Lop11.com - Work in pair and practice the dialogue in the textbook - Observe the pictures - Work in individually and give the answer on bb Picture : - The children told me to turn left after the bridge Picture : My mother advised me to go to the doctor Picture : - I asked him to help me (13) Here there This that Now then Today that day Tonight that night Tomorrow the next day /the following day Yesterday the day before/the previous day Next Monday the following Monday Last Monday the previous Monday * These are some reporting verbs : warn , invite, Keys: They promised to come back promise ,offer ,refuse , beg , threaten , agree , remind , again order Practice: The lifeguard advised us not a Exercise 1: to swim too far from the - Ask students to work individually and complete the shore John asked Peter to close the second sentence so that it has a similar meaning to the first one using the words given window - Ask them to compare the answers with a friend The teacher encouraged Eric - Call some students to go to the BB and write their to join the football team John promised to give it to answers down - Correct the answers 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 b Exercise 2: -T get Ss to exercise individually and then find a partner to check their answer with - T check with the whole class and provides corrective feedback III Home – work: - Revise reported speech with infinitives and exercises in the workbook - Prepare the next lesson Lop11.com - Work individually He advised me not to drink too much beer She invited me to come and see her whenever I wanted John 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 wait for me He agree to wait for me John asked me to lend him some money (14) Lop11.com (15)