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- work in groups - talk about the problems their class often have and try to think of some effective solutions to these problems.. - To improve the students’ speaking skill..[r]
(1)Preparing date: October 14th, 2009 Period: 25
UNIT 5: ILLITERACY A Reading
I Aims: Help students understand illiteracy in Vietnam and the fight against illiteracy II Teaching aids: textbook , handouts, pictures
III.Procedure :
Stages Teacher’s Activities Students’ Activities
Warm-up: 7’
Pre-reading 7’
While-reading
* Warm – up: play the game : BINGO!
- T gives 10 words , each student chooses 5words pen, book , ruler, notebook, blackboard, chair, table, teacher, student, bag…
- T gives a question:
+ What you think these words tell about ?
- T asks ss to look at the picture on their book and gives some 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? + Is this class different from your class? - T leads to the new lesson
I PRE-READING + Pre-teach vocabulary:
- Match a word in A with its meaning or definition in B
A B
1 illiterate (a) eradicate (v) promotion (n)
4 campaign (n)
5 ethnic minority (n)
6 honorable (a) struggle (n)
a making sth successful or popular b to destroy sth completely
c acting in a way that makes people respect you
d group of persons differing from others in race
e a plan to a number of things in order to achieve a special aim
f.not able to read or write g a fight
* Feedback: 1f 2b 3a 4e 5d 6c 7g
* Checking vocabulary: rub out and remmember
II WHILE-READING
-work individually
- “a class”
- look at the picture and answer the questions
- work in pairs
- compare the key with other pairs
- try to give the
meanings of the given words
- listen and repeat these words
- rewrite the words on board
(2)20’
Post-reading 10'
Homework 1’
1/ Task : - Find the Vietnamese equivalent to the following expressions:
* Feedback:
1 Phổ cập giáo dục tiểu học Kĩ thuật canh tác Hội khuyến học Việt Nam Kế hoạch hố gia đình Xố mù chữ
2/ Task 2:Scan for main content: * Suggested answer :
D The fight again illiteracy
3/ Task 3: Answer the questions:
* Answer:
1 94% of the population.
2 The campaign for illiteracy eradication
3 600 students in 2000 and 800 students in 2001
4 They willingly/ voluntarily spent their vocations teach ethnic minority illiterate people to read and write. 5 Illiteracy will soon be eradicated.
III POST - READING
* Complete each sentence with a suitable word in column A of the pre-teach vocabulary part Make any changes in the form if necessary (handouts)
1 We need to work on the of health not the treatment of disease
2 The only thing to was to resign
3 The against illiteracy was extremely difficult The number of people in the remote areas of Vietnam is gradually decreasing
5 He is a(n) student, but he studies vey well Smallpox has now been
7 The company ran a successful advertising to promote its new brand of washing powder
* Discussion: Discussing the two questions below: 1 Are there any illiterate people in your neighborhood? 2 What you think we should to help them read and write?
+ Suggested ideas:
- prepare books, notebooks, pen, pencil…
- teach them how to write / read at night, every Sunday, on summer vocation…
* Homework : Prepare : B speaking
- compare their key with other pairs
- read the passage again and task
- work in pairs
- read the passage again and task
- work in pairs
- compare the key with other pairs
- write the answers on board
- more exercise - work in pairs * Feedback: promotion honorable struggle illiterate
5 ethnic minority eradicated campaign - work in groups
Preparing date: October 15th, 2009 Period: 26
(3)B Speaking
I AIMS : - To enable students to talk about literacy problem and offer solutions - Toimprove the students’ speaking skill
II TEACHING-AIDS: posters , pictures, textbooks III PROCEDURE:
Stages Teacher’s Activities Students’ Activities
Lead-in: 4’
Pre-speaking 10’
While-speaking
I LEAD-IN :
1 Are there still illiterate people in the highland ?
2 What you think we should to help them read and write?
1 asking about literacy problem 2 asking for solutions
II PRE-SPEAKING :
1. Match a verb in A with a phrase in B (poster)
A B
cheat enforce set up
collect provide
a old clothes b a club c in a game
d education for children e traffic regulations
* Feedback: 1.c 2.e 3.b 4.a 5.d
2.Task 1: :Match each problem with its solutions
(Textbook p59)
1.b-g 2.a-e 3.d-f 4.c 5.h-i-j
3 Useful expressions
+ Asking for solutions :
- What you think we should to
-Have you thought about ….?
-What can be done to solve this problem? -How about ….?/ what about …?
+ Offering solutions : I think we should - It might be a good idea to … III WHILE-SPEAKING :
* Task 2: Talking about school problems and offering
- answer the questions
- students’ answers may be various
- work in pairs
- compare the key with other pairs
- give the key - give Vietnamese meanings
- listen and repeat these phrases
- work in pairs - read the table given in the textbook (p.59) carefully and the matching
- some sts are asked to read the answers - others listen and give comments T shows sts ways to ask for and offer solutions
(4)-20’
Post-speaking 10'
Homework 1’
solutions Using the suggestions in task * T does a model:
Teacher: Many students can’t buy all the required textbooks What you think we should to help them? Student 1: I think we should ask the school head-master to provide free textbooks for students from low-income families
Student 2: We should used textbooks for school libraries IV POST-SPEAKING : Talking about class problems
* Task 3: Think of three or four problems your class is
experiencing Talk about them and offer solutions Activity.1 : Brainstorming
make too much noise ? cheat in exams ?come to class late
? Problems carve on the tables/walls play truant fights between A&B
forget doing homework Activity.2 : Talking about
A: Talk about class problems B : Offering solutions
Example :
A : Some students in our class are always go to school late, which affects our study What you think we should to put an end to this ?
B : I think we should tell this to our form teacher so that he can have ways to deal with this.
- T goes round and offer some help V HOMEWORK :
Write about the problems in studying English that high school students have and suggest an effective way to solve them
play roles with the teacher
- work in groups of three to talk about the problems and offer solutions - think of some problems their class have besides the ones given in the textbook
- give as many problems as possible
- work in groups - talk about the problems their class often have and try to think of some effective solutions to these problems - represent before class
Preparing date: October 15th, 2009 Period: 27 UNIT 5: ILLITERACY
(5)II TEACHING-AIDS: posters , pictures, textbooks III PROCEDURE:
Stages Teacher’s Activities Students’ Activities
Lead-in: 4’
Pre-speaking 10’
While-speaking 20’
I WARM-UP:
Game: Crossword puzzle - What does this mean?
P a r k
b r E a k f a s t
f a R m
T o y
H o u s e
1.A public garden or an area in a town where people go to walk ,play,relax
2.The first meal of the day
3.An area of land and the buildings on it used for growing crops of keeping animals
4.A thing to play with:especially for a child
5.A building made for people to live in ,usually for one family
- T gives the questions
1 Do you know where Perth is? Have you ever done a survey? - T leads to the new lesson II PRE-LISTENING: * Pre-teach vocabulary: maturity (n) :
2 mutual respect (n) : performance (n) : self-respect (n) : * Listen and repeat:
effective maturity weaknesses performance self-respect academic Perth Western Australia III.WHILE-LISTENING:
Task 1.:Multiple choice
-Teacher introduces the situation:Listen and choose the best option to complete the following sentences
-Teacher opens the tape twice
-Teacher lets students listen again with some pauses and
. Students answer * Across
1 Park Breakfast Farm Toy House
* Down: PERTH
- answer the questions
- give the meanings of the words given
- repeat in chorus
- read task carefully before listening
- listen the tape carefully
(6)Post-speaking 10'
Homework 1’
help them correct their answer
* Feedback: 1D 2B 3B 4B Task 2:Answer the questions :
- opens the tape twice
- calls some pairs to write their answers on board Suggested answers:
1 In Perth
2 80% of the students
3 They think that they should be allowed to give some input into shool decision making
V POST-LISTENING: Discussion -T asks students to discuss the question:
”Which you think is more assential for better leaning good teachers or good textbooks?”
* The cues:
- Method of learning - Timetable
- Guidance - Exercise
- T goes around the class to help sts if necessary VI HOMEWORK: Prepare: D Writing
their answers, others listen and give comments - work in pairs
- read the sentences and guess the answer - listen to the tape - compare their answers with other pairs
- write their answers on board
- listen again to check their answers
- work in groups
- representative of each group represents in front of the class - The others listen and givecomments
Preparing date: October 20th, 2009 Period: 28
UNIT 5: ILLITERACY D Writing
I.Aims: Help students write a paragraph, describing trends from a table correctly II Teaching aids: textbook, poster
(7)Stages Teacher’s Activities Students’ Activities
Pre-writing 14’
While-reading 20’
I PRE-WRITING:
* T:Introducing some kinds of charts:
- Table / Bar chart / Circle (Pie) chart / Graph * T:Shows the pictures to illustrate
* Task1: Fill in the blank with a suitable word from the box:
- Suggested answers:
varied 2.rise 3.who 4.number 5.rate 6.different 7.dramatically
* T: has sts draw a table for the reading passage
Regions Lowlands Midlands Highlands Males
Females
* T asks ss to read the model and identify the outline of this kind of writing
A suggested outline:
A B
(1)Introduction a.Trends at different times (2)Body b.Overall trend
(3) Conclusion c.A general statement (Title)
* T: Elicits some useful languages
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 - VERB + ADV rise slightly
incease gradually from to decrease steadily by % decline sharply
fall /drop dramatically - on the increase / decrease
- fluctuate (v) - remain unchanged
* Conclusion: -In conclusion / In summary /
- Name kinds of charts if possible
- Read the passage and task as required - One reads , the others correct the mistakes if necessary
- draw a table for the reading passage
- Read the model and identify the outline of this kind of writing
(8)Post-reading 10'
Homework 1’
II WHILE-WRITING:
* Task 2: Write a paragraph of about 120 words, describing the information in the table:
* T goes round to observe and give help if possible
III POST-WRITING:
* T helps ss to correct their writing + Suggested answers:
The table describes the trend of literacy rates in different parts of Sunshine country from 1994 to 2003
As can be seen from the data in the table, there was a gradual rise in the number of literate people in both the East and the West In 1994 the literacy rate was 50% in the East and 70% in the West but in 2003 it increased by 95 % and 85 %
respectively.This shows that the number of literate people in the East went up more sharply than that in the West On the
contrary, in the South this rate declined steadily from 50% in1994 to 30% in 2003
These data suggest that more plans for education development should be made in these areas of the country , especially in the South
IV Homework: Prepare : E Language Focus
- write in groups ,
- the representative of two groups write their writing on the board for the others to remark
Preparing date: October 23th, 2009 Period: 29
UNIT 5: ILLITERACY E Language Focus
I Aims: - Help students pronounce consonants sounds /pl/,/bl/, /pr/, and / br/ correctly - Help students know how to use reported speech with infinitives
II.Teaching aids: textbook , objects, handouts, cassette tape III.Procedure :
(9)Warm-up: 3’
Presentation 2’
Practice 5’
Production 5’
* Warm – up : Whispering Game:
- T divides sts into groups and each group chooses sts to play the game
- T whispers the sentences to the first st then he / she whisper them to the next st and does the same to the last one
- Black brown blouse and jeans. - Please give me a precious ring.
- T underlines the words to introduce the lesson
PRONUNCIATION
1/ Presentation :
- - T pronounces these sounds first, sts observe T's mouth - black brown please precious
/bl/ /br/ /pl/ /pr/
2/Activity :Listen and repeat:
- T plays the cassette recorder
/ pl/ /bl/ /pr/ /br/ please black pride brown
pleasure blouse pretty bread play blue precious brother plenty blow practice
3/ Activity :Practice reading aloud the dialogue:
- T asks some pairs to present in front of the class A: Brian, what is Bretty presenting on Sunday? B: She 'll teach us how to play English pronunciation games.
A: Are you going to prepare for it?
B: Yes My brother is going to play the guitar and I'll sing the blues.
4/ Activity 3:Listen to the sentences and check the
sounds: - T reads the sentences
1 The boys played football all day long His presence frightened the children The table was broken yesterday She won a special prize
- work in groups - The last student writes what he/ she heard from his / her friends
- The group having less mistakes will win
- listen and repeat
- Textbook - page 63 - sts listen to the tape then repeat
- Sts listen to the tape first, then practice in pairs
- some pairs to present in front of the class
- Sts listen to the sentences Stand up when you hear the consonant
/pl/, clap your hand when you hear the consonant/bl/
(10)Presentation 5’
Practice 15’
GRAMMAR 1/Presentation:
Nam was ill You are his classmate What will you say to advise him?
Ex: You should see the doctor.( direct speech) I advise him to see the doctor ( indirect speech) * Structure: Reported Speech with Infinitive - Reported orders, requests, offers and suggestions: tell/ ask / advise
S + remind/ offer/ order + O +(not) to- infinitive request/ beg / want…
+ T asks sts to give some more verbs having the same structure
2/ Practice:
* Exercise 1: Sentence completing: Feedback:
1 They promised to come back again.
2 The lifeguard advised us not to swim too far from the shore.
3 John asked Peter to close the window.
4 The teacher encouraged Eric to join the football team. 5 John promised to give it to him the next day.
6 My mum wanted Lan to become a doctor.
7 My sister reminded me to lock the door before going to school.
8 His boss advised him to go home and rest for a while. * Exercise 2: Sentence rewriting:
- T calls some sts go to the board and write Feedback:
1 He advised me not to drink too much beer. 2 She invited me to come and see her whenever I wanted.
3 He asked me not to smoke in his car. 4 He told Sue to give him her phone number. 5 He reminded me to give it to Joe.
6 He promised never/ not to it again. 7 He agreed to wait for me.
you hear /pr/ and raise your hand when you hear ?br/
- Sts work individually
- T sets situation, sts listen and the task in pairs
- look at the reported speech and give the structure
- Textbook - page 64 - complete the second sentence so that it has a similar meaning to the first one
- work in pairs
(11)Production 9’
Homework 1’
8 He asked me to lend him some money. 3/ Production:
Slip of paper
- T prepares for each group a slip of paper
* Homework
- Do exercise 2, page 36 in exercise book
- Sts work in groups of
- First, sts write in the slip of paper one verb that can be used in reported speech with infinitive
- then, T exchanges their paper and asks them to make a full sentence with the verb they had
- Sts take turn to read aloud their groups' sentences