Bài soạn môn học Tiếng Anh lớp 11 - Period Unit 4: Volunteer work - Lesson 1: Reading

- Call on some pupils to give their answers and give the correct answers: Pairs work * Answer: D * Task 3: Answer the questions - Underline the key words and decide what information we n[r]

Date of preparation: Distributive period: Date of signing: Date of teaching: Unit volunteer work Lesson Reading A Aim and objectives: By the end of the lesson, Ss will be able to: -Read for specific information and understand volunteer work B Materials and teaching Aids: Hand outs, textbook C Procedures: Stages/Time Homework minutes Prereading minutes Whilereading 18 minutes Activities Interactions * Warm-up: T < > Ss - Give Ss some pictures about some volunteer work & ask the questions: Who are they? Where are they? What are they doing? Do they get paid for their work? -Ask pupils to give correct answers * Suggested answers: They are college students / high school students / office workers They are at a remove village They are giving classes to children / repairing roads / houses / giving medical services No, they are doing something without having any kinds of payment So we can say that they are doing VOLUNTEER WORK * Activity 1: Ask and answer - Ask Ss to work in pairs, read and discuss the meaning the saying (in the book ) If someone gives you something to eat, you will not feel hungry but it won’t last long If someone gives you an opportunity to work, you will earn own living for a long time - Why can you see in the picture? - What the words and phrases in the picture mean? * Activity 2: Pre teaching - T helps Ss understand some key words volunteer (n) : t×nh nguyÖn Volunteer (v): + to inf voluntary( a ) orphanage(n): trÎ må c«i mow (v) : c¾t handicapped (n) : tµn tËt remote (a) : xa x«i - Let the whole class read the new words twice or three times - Ask students to read the text and work in pairs to the task Task 1: Use an appropriate form of the word “volunteer” to complete each of the following sentences - Let the whole class read the passage and the task - Check and give the key * Expected answers: T < > Ss Pair work T < > Ss Lop11.com voluntary voluntarily volunteers volunteered * Task 2: Choose the best answer from A, B, C or D for each of the following sentences - Skim the five sentences to understand them and underline the key words -Ask pupils to work individually to the task 1–A 2–D 3–B 4–D 5–B * Task 3: Answer the questions - Underline the key words and decide what information we need to find in the text - Read the part carefully to find the answer Have pupils use their own words -Ask pupils to work in pairs to the task, then discuss their answers with other pairs - Call on some pupils to write their answers on the board - Give the correct answers They usually visit these places They read books to people there, play games with them or listen to their problems They give care and comfort to them and help them to overcome their difficulties During summer vacations, they volunteer to work in remote or mountainous areas (to provide education for children or medical services for local people) Postreading 12 minutes Homework minutes * Discussion: - Let Ss work in groups of to discuss the following question : What kind of volunteer work you often at school or outside school? - Go round the class to help Ss to the question - Call on some Ss to report what they have prepared - Listen and give feedback Writing: Ask Ss to write a short paragraph, answering the question " Why people volunteer work?"- Write a short report on your favorite tour, real or imaginary - Prepare for the next part S Pairs work T < > Ss Ss < > Ss T < > Ss D To instruct Ss how to the homework E Self – study: Date of preparation: Distributive period: Date of signing: Date of teaching: Lop11.com Unit volunteer work Lesson Speaking A Aim and objectives: By the end of the lesson, Ss will be able to: - Talk about different kinds of volunteer works B Materials and Teaching Aids: Hand outs, textbook C Procedures: Time/Stages Warm-up minutes 2.Prespeaking 10 minutes Activities Interactions * Game: Describing pictures - Ss are required to describe the activity in each picture in one sentence only - Ss work in groups - Give the correct answers The student is teaching the poor children The students are taking part in directing the traffic The medical students are examining the old people The students are taking care of the disadvantaged children The students are taking part in a Blood Donation activity The students are collecting the rubbish The students are helping the soldiers to build the road The students are helping the examinees during the University entrance exam period + Declare the winner Task 1: Requiring Ss to decide which of the following activities are volunteer works -Ask pupils to work in pairs to decide them & ask pupils to explain why a certain activity is not volunteer work - Call on some pupils to give their answers * Suggested answers: The activities which are not volunteer work : + Taking part in an excursion and participating in an English speaking club  Reason: You take part in these activities for yourself, not to help other people Some other volunteer activities: Taking part in environmental conservation activities, donating blood, directing traffic, guiding foreign sports teams around when they go to Vietnam to compete Activities Involving in an excursion Helping people in the remote or mountainous areas Giving care and comfort to the poor and the sick Participating in the English speaking club Providing education for disadvantaged children Joining the Green Saturday Movement Task 2: While- Activity 1: Role - play: speaking - Ask Ss to practice speaking the dialogue Yes T < > Ss Ss < > Ss T < > Ss Ss < > Ss Pair work No X X X X X X T < > Ss Lop11.com 18 minutes - Go round the class to help Ss with difficulties - Call on some pairs to play in front of the class Activity 2: Dialogue building: - Ask Ss to work in pairs to make similar conversation, using the activities in given task - Work with a good student to give a model * Model : A: What kind of volunteer work are you participating in? B: We are helping people in the mountainous areas A: What exactly are you doing? B: We are teaching the children to read & write, planting trees, clearing roads & building schools A: Do you enjoy the work? B: Yes, I like helping people - Call on some pairs to act out the conversation - Make correction in pronunciation, intonation and grammar Pair work Ss < > Ss Task 3: Working in groups to talk about a kind of volunteer Post- work your partner in the previous task to help other T < > Ss speaking people * Model : Group work minutes A: What kind of volunteer work you take part in? B : I usually take part in helping people in mountainous areas We plant trees and teach children to read and write I enjoy the work very much because I like helping people A : As for me, I spend my summer holidays getting involved in antidrug campaigns We give speech, hang up posters, organize performances, and provide drug addicts with advice We feel happy to help them overcome that terrible situation - Go round to provide help - Call some students to speak loudly in front of the class - Correct Ss’ pronunciation and give comments - Give marks if necessary Homework minute - Ask students to prepare Part C- Listening and the homework -Ask Ss to complete the tasks T < > Ss D To instruct Ss how to the homework E Self – study: Date of preparation: Distributive period: Approval: Date of teaching: Unit 4 Lop11.com Volunteer work Lesson Listening A Aims and Objectives: By the end of the lesson, students will be able to: - Listen for specific information and understand the passage to the tasks below B Materials and teaching Aids: Pictures, hand out, textbook cassette C Procedure: Time/Stages Warm-up minutes 2.Prelistening minutes 3.Whilelistening 20 minutes Activities * Game: Meaning -Write six words on the board and ask pupils to point out which word does not belong to the others (charity / budget / project / donations / fundraising / candles) -Candles The other words relating to volunteer work Interactions T < > Ss * Discussing the questions : T < > Ss - Ask pupils to read through the questions and choices on page 51 - Have pupils discuss the questions in pair - Call on some pupils to report on partner’s answers * Vocabulary: - Introduce some new words in the story and help Ss read the words at page 51 Task : Listening to the passage and filling in the missing information: -Instructing pupils how to the exercise + Underline the key words + Try to work out what they are going to hear - Play the tape (or read) once for Ss to the task -Ask for Ss’ answers and write them on the board - Play the tape for the second time for Ss to check their answers -Ask pupils to work in groups to compare their answers * Answers: informal 30 street children 250 children (with special difficulties) 1998 volunteers, June T < > Ss T < > Ss Ss < > Ss Task : - Ask them to listen again to finish task 2: - Ask Ss to answer the questions - Play the cassette twice - Go around to supervise students if necessary - Elicit the answers from students, if their answers are right, repeat the answers, if they are wrong, give them the answers: - If most students not catch the information for the questions, let them listen again to the passage once more * Answers: It provides classes for disadvantaged children in Ho Chi Minh City Dance, theatre, singing and circus classes were set up in 1999 Because they need money to continue their English and Performance Arts classes They perform circus, theatre, dance, and singing at one of the largest hotels in Ho Chi Minh City Because they need help to organize their fundraising dinner held Lop11.com annually in June 3.Postlistening minutes Homework minutes * Speaking: -Ask Ss to work in pairs to tell about Spring School, using the following suggestions: + The aim of Spring School + The number of children living and studying at the school or attending classes + The activities the children at the school take part in + The kinds of volunteers that Spring requires - Go round the class to help Ss with difficulties - Call on some pairs to play in front of the class -Summarise the main points of the lesson -Ask pupils to learn by heart all new words and prepare Languages focus (Unit 4) T < > Ss Pair work Ss < > Ss T < > Ss D To instruct Ss how to the homework E Self – study: Date of preparation: Approval: Distributive period: Date of teaching: Unit Volunteer work Lesson Writing A Aims and Objectives: By the end of the lesson, students will be able to: - Write a formal letter expressing gratitude B Materials and Teaching Aids: Textbook, (colored) chalks C Procedure: Time/Stages Activities Warm-up minutes Interactions * Gap – filling: -Prepare a handout with a quiz about writing formal letters in English The quiz consists of several incomplete statements You write your address in of the letter T < > Ss Lop11.com The address of the receiver should be written on starting below our address You can write on the right or the left on the line after the address you are writing to When the letter starts Dear Sir / Madam, you end it with It is not a good idea to use such as I’m or can’t * Suggested answers: the top left-hand corner the left the date Your sincerely contractions * Vocabulary and task 1: T < > Ss Pre- - Introduce some new words and expressions writing - Ask pupils to read the sample letter on page 52 and discuss the purpose(s) of the letter in pairs -Call on some pupils to give the answers -Check Ss’ answers by asking some pupils to read their answers loud 12 minutes -Elicit corrective feedback from other pupils and give the correct answers + Sentence1: the opening of the letter + Sentence : the donated amount + Sentence 2: the way(s) the money is used + Sentence 3: the way the receipt is issued + Sentence 4: the gratitude of the donor + Yours faithful: the closing of the letter - Introduce some other expressions that can be used in this kind of letter T < > Ss For example: +On behalf of , I would like to thank you for generous donation of $ Your contribution makes it possible for us to +Thank you very much for your generous donation of $ in support of +As a result of your gift, we will be able to continue the care for the new orphans +I would like to take this opportunity to thank you for your generosity in donating * Task 2: Write a thank you letter While- - Ask Ss to read the situation in task and then write a letter to thank for writing the donation - Go round to help - Collect Ss' writings when they have finished * A sample letter: 18 minutes Dear Sir / Madam, On behalf of New Future School, I would like to thank you for your generous donation of VND million Your contribution will make it possible for us to build our school library A good library can help the students very much in their studying We will issue a receipt as soon as possible Once again thank you very much for your kindness We hope to receive more assistance and cooperation from your company in the future I look forward to hearing from you soon Yours faithfully, Post- * Correction: - Ask a student to write their letter on the board and then ask the whole writing class to correct the mistakes minutes T < > Ss Ss < > Ss T < > Ss Lop11.com - Give comments Homework minutes - Ask students to revise their description - Ask students to hand in their work to mark - Ask students to rewrite the task at home and prepare part Language Focus at home T < > Ss D To instruct Ss how to the homework E Self – study: Date of preparation: Distributive period: Approval: Date of teaching: Unit Volunteer work Lesson Language focus A Aims and Objectives: By the end of the lesson, students will be able to: - Distinguish the sounds / w / and / j / - Pronounce the words and sentences containing these sounds correctly - Distinguish the uses of perfect gerund and perfect participle, gerund and present participle - Use these structures to solve communicative tasks B Materials and Teaching Aids: Textbook, pictures, colored chalks C Procedures: Stages/Time Homework minutes Presentation 10 minutes Activities - T asks Ss to write their letter on the board - T corrects and gives marks - T leads Ss to the lesson * Pronunciation: -Model the two sounds / w / and / j / for few times and explain the difference in producing them +The sound / w / is a voiced labial-velar approximant It is articulated with the back part of the tongue raised toward the soft palate and the lips rounded +The sound / j / is a voiced palatal approximant It is articulated with the middle or back part of the tongue raised against the hard palate -Read once for pupils to hear the words containing these two sounds and ask pupils to repeat -Ask pupils to practice pronouncing the words in pairs -Practice sentences containing the target sounds * Repetition: - Ask Ss to read the words aloud - Ask Ss to add some more words that contain the sounds * Practice reading aloud the sentences - Practice reading aloud the sentences Interactions T < > Ss Ss < > Ss T < > Ss Lop11.com Presentation 14 minutes - Ask some Ss to read aloud the sentences - Correct their mistakes if necessary * Grammar: A Gerund A gerund is a noun made from a verb by adding “ ing” The gerund T < > Ss always has the same function as a noun (although it looks a verb), so it can be used : As the subject of the sentence: Ex : Reading helps you learn English As the complement of the verb “ to be”: Ex : Her favorite hobby is reading As the object of prepositions Ex : She is good at learning English There’s no point in typing the assignment After a number of “phrasal verbs” which are composed of a verb + preposition / adverb Example: look forward to / give up / be for (against) / take to / put off Ex : I look forward to hearing from you soon In compound nouns : Ex: a driving lesson / a swimming pool / bird-watching / train-spotting Ex : It is a pool for swimming in After expressions : Example : can’t help / can’t stand / it’s no use (good) / be worth Ex : I can’t stand being stuck in traffic jams It’s no use (good) trying to persuade him B Present participle: The present participle of most verbs has the form V + ing and is used in the following ways : S< > S - Teacher reviews the verbs that are followed by an infinitive, a gerund and both As part of the continuous form of a verb : Ex : I am working / She was dancing After verbs of movement / position in the pattern: verb + present T < > S participle (go diving / go fishing / go swimming / go hunting ) Ex : My mother used to go shopping everyday After verbs of perception in the pattern : verb + object + present participle Example : I heard someone playing the guitar I can smell something burning * Note : There is a difference in meaning when such a sentence contains a bare-inf Rather than a participle The inf refers to a complete action, but the participle refers to an incomplete action, or part of an action Compare : + I heard Mai playing the piano (= she had started before I heard her, and probably went on afterwards ) + I heard Mai play the piano (= I heard her complete performance.) 4.As an adjective : Example : It was an interesting film It’s a bit worrying when the police stop you With the verbs SPEND / WASTE in the pattern: Verb + time / money expression + present participle Example : I spend two hours a day traveling to work Don’t waste time playing computer games! 11 Lop11.com Practice: 14 minutes They’ve spent $ 4.000 buying that watch With the verbs CATCH / FIND in the pattern : Verb + object + present participle Ss < > Ss With CATCH, the participle always refers to an action which causes annoyance or anger Ex : If I catch you stealing my apples again, I’ll tell your parents We found our dog lying in the bathroom They found their mother sitting in the garden To replace a sentence or part of a sentence : + When two actions occur at the same time, and are done by the same person or thing, we can use a present participle to describe one of them Ex : He sang to himself He walked down the road  Singing to himself, he walked down the road + When one action follows very quickly after another done by the same person or thing, we can express the first action with a present participle Ex : He put on his coat and left the house  Putting on his coat, he left the house + The present participle can be used instead of a phrase starting AS / SINCE / BECAUSE and it explains the cause or reason for an action Ex : Feeling tired, he went to bed early (= because he felt tired ) T < > Ss Knowing that she likes roses, he gave her a bunch of red roses on her birthday C Perfect gerund and perfect participle: Perfect gerund : + Form : having + past participle (having seen, having worked ) + Use : -The perfect gerund can be used instead of the present form of the gerund when we are referring to a past action Ex : He was accused of deserting his ship = He was accused of having deserted his ship -However, the perfect gerund is used to emphasize completion in both the past and the future Ex : The retired teacher recalled having taught Perfect participle : + Form : having + Past participle (having done, having read ) + Use :-The perfect participle can be used instead of present participle when one action is immediately followed by another with the same subject Ex : Switching off the lights, we went to bed = Having switched off the lights, we went to bed -The perfect present participle emphasizes that the first action complete before the second one starts Ex : She bought a bike and cycled home = Having bought a bike, she cycled home - The perfect present participle is, however, necessary when there is an interval of time between the two actions Ex : Having failed twice, he didn’t want to try again -It is also used when the first action covered a period of time Ex : He had been living there for such a long time that he didn’t want to move to another town = Having lived there for such a long time, he didn’t want to move to another town Exercise 1: - Ask S to the task individually - Call on some Ss to go to the board and write down the answers Feedbacks and gives correct answers: Ss < > Ss 1 hearing blending behaving 4.meeting spending waiting starting 12 Lop11.com Exercise 2: -Ask pupils to exercise in pairs & have them compare answers with another pair -Call on some pupils to go to the board to write their answers & give correct answers : burning / rising reading lying shopping preparing trying modernizing Exercise 3: -Ask pupils to exercise individually and then compare their answers with another pupil -Call on some pupils to read out their answers -Give correct answers : having having been having been having tied having read having taken - Ask Ss to exercises at home and prepare for the new lesson 5.Homework minutes T < > Ss D To instruct Ss how to the homework E Self – study: Date of preparation: Distributive period: Date of signing: Date of teaching: Unit illiteracy Lesson Reading A Aim and objectives: By the end of the lesson, Ss will be able to: Read for specific information and understand the main idea of the reading passage - Extract detailed information through reading comprehension -Read for specific information and understand volunteer work B Materials and Teaching Aids: Hand outs, textbook C Procedures: Stages/Time Homework minutes Pre- Activities * Warm-up: - Give the word “illiteracy” and ask Ss to write the words relating to it on the board + Suggestion: illiteracy rate , literacy rate , ethnic minority groups , poverty , mountainous areas , remote areas , reading and writing eradicate / eliminate illiteracy, illiterate, volunteer teacher , drop out, primary education, compulsory education, low-income families * Activity 1: Ask and answer - Ask Ss to work in pairs to answer the questions: Interactions T < > Ss T < > Ss 13 Lop11.com reading minutes Whilereading 18 minutes Postreading 12 minutes 1.What can you see in the picture? Who is the teacher? What about the students? (Who comes to attend this class ?)( illiterate people) 4.Where are they ?(in remote / mountainous regions) Where you think the class is taking place ? 6.What are they doing ? ( learning to read.) * Activity 2: Pre teaching - T helps Ss understand some key words -universalisation -remote -mountainous area -ethnic minority -eradication -relevant - Let the whole class read the new words twice or three times - Ask students to read the text and work in pairs to the task Pair work Task 1: -Get pupils to read the passage silently and then the task T < > Ss -Check pupils’ understanding of the phrases by calling on some pupils to tell their equivalents in Vietnamese -Give correct feedback * Expected answers: Phæ cËp gi¸o dôc tiÓu häc vïng miÒn nói xa x«i xo¸ mï ch÷ S kü thuËt canh t¸c kế hoạch hoá gia đình * Task 2: - Get Ss to read the task requirement and the task individually - Give some strategies to find the main idea of the passage - Call on some pupils to give their answers and give the correct answers: Pairs work * Answer: D * Task 3: Answer the questions - Underline the key words and decide what information we need to find in the tex - Read the part carefully to find the answer Have pupils use their own words -Ask pupils to work in pairs to the task, then discuss their answers with other pairs - Call on some pupils to write their answers on the board - Give the correct answers 90% of the population The campaign for illiteracy eradication 600 in 2000 and 800 in 2001 They willingly / voluntarily spent their vacations teaching ethnic minority illiterate people to read and write Illiteracy will soon be eradicated * Discussion: - Let Ss work in groups of to discuss the following question : -Introduce the task and ask pupils to work in groups -Remind pupils of some structures that can be used for giving suggestions “perhaps we could” “we might want to ”etc -Provide pupils necessary vocabulary such as “poverty –stricken areas”, “sense of responsibility and duty” etc -Call on the groups to tell and explain their answers * Suggested answer: Many people (children and adults) in disadvantaged areas (ex: remote, poverty-stricken areas) not have a chance to go to school To help T < > Ss Group work Ss < > Ss 14 Lop11.com them participate in the society, along with other things (ex : improving 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 +Sending teachers / volunteers teachers there +Buying books for students +Providing individual assistance to students +Give financial rewards to families that send their children to school +Training local people to be teachers who will help their own people Homework minutes Writing: - Ask students to write a paragraph about how to help illiteracy people using the cues in post – reading - Prepare for the next part T < > Ss D To instruct Ss how to the homework E Self – study: Date of preparation: Distributive period: Date of signing: Date of teaching: Unit illiteracy Lesson Speaking A Aim and objectives: By the end of the lesson, Ss will be able to: - Talk about their difficult problems in their school and offer solutions B Materials and Teaching Aids: Hand outs, textbook C Procedures: Time/Stages Warm-up minutes 2.Prespeaking 10 minutes Activities * Homework: - T asks Ss to go to the board and write a paragraph about how to help illiteracy people - T and Ss correct Ss’ mistakes - Give marks Task 1: Match each problem in A with its appropriate solution(s) in B - Introduce the task and encourage Ss to guess the meanings of the new words & get pupils to it - Call on some Ss to read out the answers - Check with the class and give corrective feedback + New words: Interactions T < > Ss T < > Ss Ss < > Ss 15 Lop11.com Enforce a law / a regulation Offer special tutoring lesson / 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 Task 2: Talk about your school problems and offer Whilesolutions speaking -Introduce the task and call on one or two pairs of pupils to read aloud T < > Ss the sample dialogue Correct mistakes if there are any Pair work -Elicit the structures that are used for asking and giving suggestions 18 minutes -Write these structures on the board and get pupils to some practice before putting them in groups and the task Ss < > Ss + Asking for opinion : -What you think we need to / could / should / might want to do? -What you think about ? -What’s your opinion about ? - What will happen if the problem isn’t solved? -What you have in mind ? -Have you thought about ? -Why don’t you stop ? -What can be done to solve this problem?  Put pupils into groups of – and get them to define the problems of their own school and suggest as many solutions as possible + Problems in school : 1.Some students cannot buy all the required textbooks 2.Manystudents cheat during exams 3.Many students live very far from school 4.Some students left school before completing it 5.Many students have difficulty in learning English + Offering solutions : (-Giving suggestions ) - Maybe we can – Probably we should - We might want to – We could - One thing to about it is to – What we have to is to - One thing to help / to improve is to – I think we should - It might be a good idea to – we need to School library should lend them books Select strict teachers to be proctors Build dormitory Give talks to them Make them work in pairs/groups - Call on some pairs to act out the conversation - Make correction in pronunciation, intonation and grammar Task 3: Think of three or four problems your class is T < > Ss Post- experiencing speaking + Class size : large class (over 50), so Ss don’t get enough individual attention from the teachers Ss not feel close because they often work Group work minutes in their own groups rather than work with the whole class + Desk: not enough desk, so – share one and there is hardly enough space for everyone + Poorly equipped: no electric fan / air-condition, lights, broken windows / doors, so it’s dark and cold in winter and hot in summer, no learning facilities such as TV, Computers and so on and pupils rely on textbooks and the blackboard for the lesson - Call on each group to report their ideas to the class and elicit 16 Lop11.com comments from the class * Give suggested answers : 1.Too many students in a class / large class size  Class size : an ideal class size is 20 – 25 students, so the school should recruit more teachers and open new classes 2.Some students keep cheating during exams / Some pupils are very passive  Desks : buy larger desks or if there are new classes, the current number of desk is adequate 3.Many students have difficulties in studying English  Equipment : buy / hire facilities such as computers and upgrade the classroom * Model: A : What you think about our class size ? Over 50 students so it’s difficult for teachers to help each of us B : Yes, but we don’t have enough teachers and classrooms C : So what our school has to is to have more teachers and have more rooms built Homework minute - Ask students to prepare Part C- Listening and the homework -Ask Ss to complete the tasks T < > Ss D To instruct Ss how to the homework E Self – study: …………………………………………………………………………………………………………… Date of preparation: Distributive period: Approval: Date of teaching: Unit illiteracy Lesson Listening A Aims and Objectives: By the end of the lesson, students will be able to: - Listen for specific information and understand the passage to the tasks below - Develop extensive listening skills B Materials and Teaching Aids: Pictures, hand out, textbook cassette C Procedure: Time/Stages Warm-up Activities Interactions * Discussion: Agree or disagree: - Get pupils to the exercise : 17 Lop11.com minutes - Go through the statements in the chart and decide if you agree or disagree with the solutions to help make effective school : What makes effective school? To look for ways of learning To set realistic goal for learning Teachers should be motivated and be interested in what students 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 allowed to give some input into school decision Encouraging students to have positive attitudes towards themselves and others 2.Prelistening minutes 3.Whilelistening 20 minutes 3.Postlistening minutes Agree T < > Ss Disagree * Discussing the questions : - Have Ss discuss the questions in pair T < > Ss Have you ever done a survey? Do you know where Perth is?  It’s a city of Australia * Vocabulary: - Introduce some new words in the story and help Ss read the words at page 60 T < > Ss Task 1: Listening to the passage and choose the best answer - Instructing Ss how to the exercise + Underline the key words + Try to work out what they are going to hear - Play the tape (or read) once for Ss to the task -Ask for Ss’ answers and write them on the board T < > Ss - Play the tape for the second time for Ss to check their answers -Ask pupils to work in groups to compare their answers * Answers: D B B B Task : Ss < > Ss - Ask them to listen again to finish task 2: - Ask Ss to answer the questions - Play the cassette twice - Go around to supervise students if necessary - Elicit the answers from students, if their answers are right, repeat the answers, if they are wrong, give them the answers: - If most students not catch the information for the questions, let them listen again to the passage once more * Answers: In Perth Western Australia 80% They felt that they should be allowed to have a say in the school decision making * Discussion: - Ask Ss to use some useful expressions for asking for and giving opinions - Have Ss discuss the question in the textbook - Check that all groups have finished T < > Ss Pair work Ss < > Ss 18 Lop11.com - Call on the representative of each group to report their peers’ ideas - Listen and take note of their errors - Provide feedback after that - Go round the class to help Ss with difficulties - Call on some pairs to play in front of the class Homework minutes -Summarise the main points of the lesson -Ask Ss to learn by heart all new words and prepare Languages focus (Unit 5) T < > Ss D To instruct Ss how to the homework E Self – study: Date of preparation: Distributive period: Approval: Date of teaching: Unit illiteracy Lesson Writing A Aims and Objectives: By the end of the lesson, students will be able to: - Describe information from table/ transfer information from table into text B Materials and Teaching Aids: Textbook, (colored) chalks C Procedure: Time/Stages Activities Warm-up minutes Interactions * Questions: a What you think your school should to help you learn better? b What you expect from your teacher? * Suggested answers: - Provide modern facilities - Give Sts more practical lessons - Encourage Sts' creative ability T < > Ss 19 Lop11.com - Make Sts more active - Make the lessons more interesting 2.Prewriting 12 minutes Whilewriting 18 minutes * Task 1: Filling in the blank with a suitable word from the T < > Ss box: - Ask Sts to read the complete passage again - From the model, T has Sts underline the words or phrases describing trends -Elicits the features of a table description, including: Topic sentence: The table describes the literacy rates of population in different parts of the country of Fancy from 1998 to 2007 Supporting sentence: The literacy rate of population varied considerably between 1998 and 2007 Concluding sentence: These data may help the researchers or planners make suitable plans for educational development in each area of the country + The language use : T < > Ss + The table shows that + The table describes + The table presents - Suggested answers: varied rise who number rate different dramatically * Task 2: Describing the table  Some useful words and expressions to describe trends: * Intro: - The table shows / describes/ illustrates * Body: - As can be seen from the table/ chart / graph - As shown in the bar chart - It can be seen from the chart that - There was a Adj + Noun slight rise gradual increase steady decrease (in the number of ) sharp decline dramatic fall/drop * Conclusion: -In conclusion / In summary / -Give suggested questions : What is the topic of the table? Does it describe the past, the present, or the future? Which region had the highest rate of literacy in 1998? 2000? 2004? 2007? Which region had the lowest rate in each year? Did the rate of literacy in the Lowlands increase or decrease between 1998 and 2007? What about that rate for Midlands and Highlands? Post- * Correction: - Choose one writing and ask a student to write it on the board and then writing ask the whole class to correct the mistakes minutes - Give comments * Sample writing : The table describes the literacy rates in different regions of the Shunshine 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 T < > Ss Ss < > Ss T < > Ss 20 Lop11.com 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 two regions, Highlands witnesses a gradual decrease in the rate of literacy of its population In 1997 the rate was 50%, however, it decreased by 5% 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 Homework minutes - Ask students to revise their description - Ask students to hand in their work to mark - Ask students to rewrite the task at home and prepare part Language Focus at home T < > Ss D To instruct Ss how to the homework E Self – study: Date of preparation: Distributive period: Approval: Date of teaching: Unit illiteracy Lesson Language focus A Aims and Objectives: By the end of the lesson, students will be able to: - Distinguish the sounds / pl / -/ bl / -/ pr / and /br / - Pronounce the words and sentences containing these sounds correctly - Revise reported speech with infinitives B Materials and Teaching Aids: Textbook, pictures, colored chalks C Procedures: Stages/Time Activities - T asks Ss to write their paragraph on the board Homework - T corrects and gives marks minutes - T leads Ss to the lesson Presentation Interactions T < > Ss * Pronunciation: The sounds : / pl / , / bl / , / br / , / br / -Model the three sounds / l / , / r / and / h / for a few times and explains the differences in producing them Ss < > Ss 21 Lop11.com 10 minutes +When producing / r/ we curl the tongues more backward than we produce /l / +When producing / h / we move our vocal folds from wide apart to close together -Read once for pupils to hear the words containing these three sounds -Ask pupils to repeat after the teacher -Get pupils to read the words in each column out loud in chorus for a few more times -Call on some pupils to read the words out loud * Repetition: - Ask Ss to read the words aloud - Ask Ss to add some more words that contain the sounds * Practice reading aloud the sentences - Practice reading aloud the sentences - Ask some Ss to read aloud the sentences - Correct their mistakes if necessary Presentation 14 minutes T < > Ss * GRAMMA: T < > Ss REPORTED SPEECH WITH INFINITIVE(S) -Review the verbs that are followed by an infinitive, a gerund, and both + Infinitive only + Gerund only + Both Agree / arrange / ask / -Admit / avoid / deny Begin / start / choose / decide / expect / / enjoy / keep / continue / stop / deserve / fail / hesitate / love / like / hate / -verbs that are hope / intend / learn / followed by remember / forget manage / offer / plan / prepositions / regret / try refuse / seem / wait / +can’t stand / want can’t bear 1.Reported orders and requests: + to tell / ask someone to sth (Affirmative form) Direct speech Reported speech “Please wait for a minute.”  The man asked me to wait for a minute “You really must listen to your father.”  My teacher told me to listen to my father “Would you mind opening the door?”  She asked me to open the door + to tell / ask sb not to sth (Negative form) “Please don’t talk in this part of the library.”  He asked me not to talk in that part of the library “You mustn’t come home late.”  My mother asked me not to come home late 2.Reported offers and suggestions: + Reported verb + to sth : to offer / promise / refuse / agree / threaten…… Direct speech Reported speech “We’ll visit you.”  She promised to visit us T < > Ss “I’ll try to make mom happy.”  The boy promised to make mom happy “Let me give you a helping hand.”  He offered to give me a helping hand + Reported verb + object + to sth: to remind / warn / advise Direct speech Reported speech “Don’t stay up late.”  Mom reminded me not to stay up late “I think you should apologize her.” He advised me to apologize her “Would you like to go out with me?”  She invited me to go out with her Lop11.com