.
Preparing: 19th October, 2008
Period 25
Unit 5: ILLITERACY.
Lesson 1 : READING.
I Objectives :
By the end of the lesson, Ss will be able to :
-Know more about illiteracy & use the information they’ve read to discuss illiteracy issues.
- Develop such reading micro- skills as scanning for specific ideas, identifying main ideas, and
identifying meaning in context.
II. Teaching aids:
Textbook, chalk, handouts, pictures....
III. Procedure :
1. Class organization:
Class.
Teaching date
Attendence
Absentee(s)
11B
11C
11D
11E
11G
2. Checking up :Checking during the lesson
3. New lesson:
Stages/ time
Teacher’s activities
Ss’ activities
Before
- Introduces about the picture on page 56:
- Listen to the
you read. This photo shows a scene of classroom. This is a bit
teacher
( 10 minu ) different class from other normal classes. Can you describe
it and say what makes the class different?
- Asks Ss to look at the picture & describe about it by
- Group work
answering some suggested questions:
* Answer:
1. In a poor remote/
1. Where is this classroom?
mountainous area
2. Who are in this classroom?
2.Children at different
3. What kind of text books are they learning?
ages/ Illiterate people.
4. Who is the teacher?
3.Text book for grade1.
5. What are they learning?
4. An army man.
- Checks with the class and asks Ss to guess what they are 5. To read & to write,
ect...
going to read about.
- Gives feedback: This is a class for ethnic minority
children in a mountainous area. Perhaps the class takes - Ss can guess the
place in the morning because I can see the sunlight outside. topic of the lesson :
Illiteracy.
The children are listening very attentively to their teacher,
who is wearing a soldier’s uniform. May be he’s border
soldier and works as a volunteer teacher. There is only one
textbook for each desk. It seems that is a very poor area
because the class is poorly equipped and the children are
wearing old clothes.
- Leads in the lesson: You are now in grade 11. You’ve
been learning at school for 11 years. You can read and write
very well. However, there are many people who do not
know how to read and write. They are called illiterate
people. To help them, the government and people all over
the country are taking some significant actions. Read the
article to learn more about where we can meet illiterate
people and what has been done to help them.
While
you read. Reading about education in mountainous areas and do
- Read the passage
the reading task.
- Asks Ss to read the text quickly( in silent) & underline the silently
Task 1.
phrases or sentenses in order to find the Vietnamese - Go back to the
( 7 minu )
passage to locate
equivalent to the expressions.
and read around
- Asks Ss to exchange their results with a partner.
- Checks Ss’ understanding of the phrases by calling on Ss to these phrases so
that they can guess
tell their equivalents in Vietnamese.
- Check answers with the whole class and gives corrective their meanings.
54
.
feedback.
1.Phæ cËp gi¸o dôc tiÓu häc.
2.Héi khuyÕn häc ViÖt Nam.
3. Xo¸ mï ch÷.
- Teaches some new words:
Task 2.
( 5 minu )
Task 3.
( 8 minu )
AFTER YOU
READ
( 10’ )
4. KÜ thuËt canh t¸c
5. KÕ hoach ho¸ gia ®×nh
+ illiterate (adj)- (of a person) unable to read and write
+ illiteracy (n) - inability to read & write
+ eradicate (v) to destroy or get rid of sth (bad) completely:
+ eradication (n)
+ universe (n) :the whole of space, everything in it.
+ promote(v) : to help sth to happen or develop
+ promotion (n)
+ relevant (adj) : closely connected.
- If Ss cannot do the task without reading the passage again.
T might want to give them some time to re-read the passage.
- Giving Ss some strategies to find the main idea of the
passage.
- Calls on some Ss to give their answers and asks other Ss to
say whether they agree or disagree.
- Gives feedback and the corrects answer.
* Key: D
* Answer the questions:
- Checks if Ss can answer the comprehension questions in
Task 3 without having to read the passage again.
- Calls on some Ss to write their answers on the board and
ask them to explain their choices.
- Gives the corrects answers
Answer
1. 94% of the population ( line 1, paragraph 1)
2. The campaign for illiteracy eradication (line 1-2, paragraph 2)
3. 600 in 2000 (line 3, paragraph 2 ) and 800 in 2001 ( lines 5-6,
paragraph 2)
4. They willingly/ voluntarily spent their vacations teaching
ethnic minority illiterate people to read and write (lines 3-4,
paragraph 3).
5. Illiteracy will soon be eradicated ( lines 5-7, paragraph 4)
- Asks Ss to work in groups to answer the question ( p.58)
- Calls on the groups to tell and explain their answers.
- Give corrective feedback.
- Read the task
requirement and do
the task
individually and
then find a peer to
compare their
answer with.
- Ss should read the
text carefully and
try to summarize it
in the Ss’own
words.
- Individual work.
- Ss check their
answers with a
peer.
- Copy down
- Work groups
4. Consolidation: (2 minu) :Summarizes the main points of the lesson.
5. Homework (1minu)
- Asks Ss to learn by heart the new vocabulary and make sentences with them.
- Prepare for the next lesson: Unit 5- Speaking
Preparing: 21st October, 2008
Period 26
Unit 5: ILLITERACY.
Lesson 2 : 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. Teaching aids:
Textbook, chalk, handout....
III. Procedure :
I. Class organization:
Class.
11B
11C
11D
Teaching date
Attendence
55
Absentee(s).
.
11E
11G
2. Checking up :Checking during the new lesson
3. New lesson
Stages/ time
Teacher’ s activities
Warm up *Brainstorming.
( 5minu )
Asks Ss to brainstorm the problems they often
encounter at school.
cutting classes
making
noise
lack of
textbooks
Task 1.
( 7minu )
Task 2
( 13minu )
cheating
School
problems
forgetting teasing
doing homework
-Lead - in:
+ Do you meet with this problems?
+ How do you solve them?
“Today, we will discuss the problems your class
cope with and offer some solutions to these
problems” .
- Introduces the task.
- Asks Ss to guess the meanings of the new
words, if any.
- Calls on some Ss to read out the answers.
- Checking with the class and gives corrective
feedback.
* Key: 1.b- g 2. a- e 3. d- f 4. c- j 5. i- h
- Explains 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 lesson / private lessons...
+provide transportation to schools/ school
buses.....
- Introduces the task 2 ( page 59).
- Asks Ss to talk about your school problems and
offer solutions. Use the suggestions in Task 1.
- Eliciting the structures that are used for asking
for and giving suggestions. T may write these
strutures on the board and gets Ss to do some
practice before putting them in groups and do the
task.
*Useful language:
- Have you ever thought of ........?
- What do you think of our school yard / library /
toilets ... ?
- What should we do to make it cleaner?What’s
your opinion about ... ? What do you have in
mind?
- schoolyard/ dirty/ after the break.
- school toilets/ smell.
- Giving suggestions:
May be we can......
56
Ss’ activities
Work in groups of 3 or 4.
- Give the guessing.
- Some say out their
answers before the class.
- Check & copy.
- Copy down
- Ss do it in pairs.
- One or two pairs of Ss
read aloud the sample
dialogue.
- Ss work in groups of 3,
or 4 and define the
problems of their own
school and suggest as
many
solutions
as
possible.They can use the
ones given in Task 1 and
add as many as they want
to.
.
We might want to....
We could....
- Goes around to check and offer help.
Task 3.
( 17minu)
- Asks Ss to work in groups to think of three or
four problems their class is experiencing. Talk
about them and offer solutions base on the cues
on page 60.
- Goes around to check and offer help.
- Calls on some different groups to present the
problems and solutions they have identified.
- Writes these ideas on the board as Ss talk. Then
T elicits comments from the class and provides
feedback.
- Working together to
identify the problems of
their own classroom and
offer solutions.
- Ss work in groups of 3 4 and add more problem
if they can, and work out
the solutions.
4. Consolidation: (2 minu) :
- Summarizes the main points of the lesson.
5. Homework (1minu)
- Ss write the problems of their own classroom and offer solutions on the notebooks.
- Prepare for the next lesson: Unit 5- Listening.
Preparing: 22nd October, 2008
Period 27
Unit 5: ILLITERACY.
Lesson 3 : LISTENING.
I. Objectives :
By the end of the lesson, Ss will be able to :
- Use the information they have listened to for other communicative tasks.
- Drill Ss’listening, reading and speaking skills
II. Teaching aids:
- Textbook, cassette tapes, handouts....
III. Procedure :
1. Class organization:
Class.
Teaching date
Attendence
Absentee(s)
11B
11C
11D
11E
11G
2. Checking up :Checking during the new lesson
3. New lesson:
Stages/ time
Warm up
( 5minu )
Teacher’s activities
*Game: Odd one out.
1. elephant
donkey horse lion
2. packet
tin
box
vase
3. potato
carrot
tomato raspberry
4. beer
soda
coke
yoghurt
5. sister
doctor student teacher
6. tennis
swimming uniform football
- Deliver handouts with the above words. These
words have something in common, but there is one
that is different.
- Key:
1. Elephant
2. Vase
3. Raspberry
4. Yoghurt
5. Sister
6. Uniform
57
Students’activities
- Work in groups of
4 or 5 to underline
the word that is
different in each
numbered line.
- Rearrange the
initial letters of the
words to find out the
group word which
means:
an
investigation of the
opinions, behavior
.
E, V, R, Y, S, U.
– SURVEY.
*Lead- in: Have you ever done a survey? In this
lesson today you will listen to the report on a
survey on what make an effective school( The
survey in Western of Australia. It’s Perth) But
before that practise reading some words that you
will hear in the suevey.
*Pre - teaching vocabulary.
Before
you listen + Maturity ( n ) : Sù trëng thµnh.
+Academic ( a ): Cã tÝnh häc thuËt.
( 5minu )
+Performance ( n ) : Sù thùc hiÖn.
- Helps Ss to pronounce the words in their book
- Plays the tape or model first. Then presents or
elicits the meanings of these words from the class.
While you
*Listen & choose the best option to complete
listen.
the sentences.
Task 1.
-Asks Ss to read task 1 cafully and then listen &
( 10minu )
choose the best option to complete the sentences.
- Asks Ss to guess the answer for each sentence.
- Calls on some Ss to say out their guesses before
the class while teacher writes down on the boad.
- T tells them they need to listen attentively to
check if their guesses are confirmed.
- Plays the tape ( or reads the tapescript ) once for
Ss to listen and do the task.
- T checks the answers with the whole class. If
many Ss can not answer the questions, T plays the
tape one or two more times and pauses at the
answers for them to catch.
Task 2.
*Key: 1. D
2. B
3. B
4. B
( 10minu )
* Listen again and answer the questions
- T checks if ss can answer the questions in task 2
without listening again. If they cannot, T plays the
tape for them to listen again and pause at difficult
points if many Ss cannot complete the task.
- Calls on some Ss to give the answers before the
class.
- Calls others comment on .
- Checks the answers with the whole class.
* Key:
1. The survey took place in Perth.
2. 80% of the students.
After you 3. They think that they should be allowed to give
listen.
some in put into school decision making.
( 10min
* Discussion:
Before getting Ss to discuss, T reminds them of
some useful expressions for asking for and giving
opinions.
- 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.
-Listens and takes notes of their errors . Then
provides corrective feedback after that.
4. Consolidation: (2 minu) :
- Summarizes the main points of the lesson.
5. Homework (1minu)
- Learn by heart new words and make sentences with them.
- Prepare for the next lesson: Unit 5- Writing.
58
of
a
particular
group of people.
- Repeat in chorus
first and then
individually.
-Read the questions
carefully and
workout what
information they
need to concentrate
on while listening.
-Work in pair to
guess the answers
- Listen cafuly &
find out the answers.
- Ss find a partner to
check their answers
with.
- Before doing this, Ss
should read through
all the questions,
identif the information
they need to look for
in each question ( by
finding the key words
and the question
words:
“what,where,how,etc.”
And if possible,
predict the answers.
- Check and copy
down
- Work in small
groups of 3 or 4 to
discuss the questions
in the textbook.
-The representative
of each group to
report their ideas.
.
Preparing: 23rd October, 2008
Period 28
Unit 5: ILLITERACY.
Lesson 3 :WRITING.
I. Objectives :
By the end of the lesson, ss will be able to:
- Innterpret information presented in tables.
- Indentify language to be used for describing tables.
- Write descritions of table.
II. Teaching aids:
- Textbook, chalk, handouts, sample writing....
III. Procedure :
1. Class organization:
Class.
Teaching date
Attendence
11B
11C
11D
11E
11G
2. Checking up :Checking during the new lesson.
3. New lesson:
Stages/ time
Warm up
( 3minu )
Task 1.
( 10minu )
Task 2.
( 20minu )
Absentee(s)
Teacher’ s activities
*Game: Word Category.
- Divides the class into groups of 4 or 5.
- Asks Ss to close the book and sort these words into
four groups: nouns, verbs, adjectives and adverbs.
- The group who first finishes wins.
increase gradually
drop steadily
steady
gradual
slight
slightly
sharp sharply
rise
fall
decrease
* Expected answers:
Nouns
Verbs
Adjectives Adverbs.
increase
increase
sharp
sharply
drop
drop
gradual
gradually
rise
rise
slight
slightly
fall
fall
steady
steadily
decrease
decrease
*Lead - in :
- What do you think about these words?
- When do you use them?
- Introduces: These words are usually used to
describe information in a table.
*Prepering Ss to write.
- Calls on some Ss to read out the answers and checks
with the class.
- Asks Ss to read the passage & fill in in each space a
suitable word from the box.Then discuss their results
with the partners.
- Calls on some Ss to give the answer before the class.
- Checks with whole class & gives the key:
1. varied
3.declined
5 . went up
2. rise
4. differen
6. dramatically
* Write a table description:
59
Ss’ activities
- Work in small
grpoups of
4 or 5.
-Reading the
task
requirements and
work on the task
with a peer.
- Check & copy
-
One
reads
.
+ Asks Ss to read the model writing(task 1).
+Elicits the features of a table description, including:
I. The organisation:
1.Topic sentence: tells what the table is about.
2. Supporting sentences: a sentence that sums up the
general trend & describes the table in detail.
3. Concluding sentence: summarises the main points
or draw a relevant conclusion
II. 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.
- Describing trends and changes: Reminds Ss of the
expressions of changes that they covered in the warm
up activity. Explains the difference describes a strong
reduction so they do not go with such adverbs as ‘
slightly’ and ‘ graduslly’.
- Asks Ss to write a paragraph of 100 words to
describe the informmation in the table ( task 2, p.62 )
- Goes around to offer help.
- Asks Ss to exchange the hand writing and correct .
- Corrects Ss’ errors and give the sample writing:
* Sample writing:
aloud (task 1)
- Note down &
remember.
- Work in pairs
-Work
individually
-Exchange their
hand
writing
with the peer and
correct
Feedback
and
correction The table desciribe the trends of literacy rates in - One student
Sunshine country from 1998 to 2007. The literacy reads the sample
rate of population differs greatly in three areas of writing aloud
the country Lowlands, Midlands and Highlands. In before the class
the Lowlands, there has been a gradual rise in the while others
listen cafully.
number of literate people from 1998 to 2004, but a
sharp rise in 2007. During that ten years, the
Midlands sees a steady increase in the literacy rate,
from 70% to 80%. On the contray, 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 a different plan for its
education development .
4. Consolidation: (2 minu) :
- Summarizes the main points of the lesson.
5. Homework (1minu)
- Rewrite the writing & correct the errors on the note book.
- Prepare for the next lesson: Unit 5- Language focus.
Preparing: 25th October, 2008
Period 29
Unit 5: ILLITERACY.
Lesson 5 : LANGUAGE FOCUS.
I. Objectives :
By the end of the lesson, Ss 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.
II. Teaching aids:
- Textbook, woksheets, handouts, ...
III. Procedure :
60
.
1. Class organization:
Class.
Teaching date
Attendence
Absent students’ names.
11B
11C
11D
11E
11G
2. Checking up :
3. New lesson:
Stages/time
Teacher’s activities
Pronunciation - Introduces the sounds / pl /, / bl /, / pr / , / br/ .
- Plays the tape or (reads) these sound s & asks Ss
( 10minu )
to repeat in chorus first then individually.
- Calls on some Ss to practise these words before
the class .
- Asks Ss to practise the dialogue (p .63) in pairs.
- Calls some pairs to practise before the class .
- Corrects Ss’ errors.
Grammar
* Presentation.
( 10minu )
- If necessary, T reviews reported speech with
infinitives:
+ Form: Verb + Object + ( NOT )+ To- infinitive.
+ Meaning and use: We usually use an infinitive
structure to report orders, requests, advice,
suggestions,
threats,
warning,
promises,
agreements, disagreements and so on. We don’t use
‘ say ‘ in this structure.
E.g: I told the kids to be quiet./ The policeman told
me not to park there.
+ Note: Time and place references often have to
change in reported speech.
Excercise 1 * Practice.
( 10minu)
Complete the second sentence so that it has a
similar meaning to the first one, using the word
given.
- Gives example:
“ Keep quiet”, the teacher said to us.
- The teacher told us to keep quiet.
- Asks Ss to do the exercise 1 individually then
exchange the results with the peer.
- Calls on some Ss to write their results on the
board.
- Checks with the whole class and provides
corrective feedback.
* Key:
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
61
Ss’activities
- Listen cafully and
repeat in chorus
then some Ss read
these words aloud
before the class.
Others comment on
them.
- Practise in pairs.
- Copy down and
make examples for
this.
- Some say out
their examples
before the class.
- Others comment
on.
- Ss do Ex.1
individually
and
then find a partner
to check their
answers with.
- Some write their
results
on
the
board.
- Check and copy
down if any.
.
Exercise 2.
(12minu)
going to school.
8. His boss advised him to go home and rest for a
while.
* Write the sentences in reported speech.
- Gives example ( p. 65)
- Ss do exercise 2
- Asks Ss to do the exercise 2 individually then individually
and
exchange the results with the peer.
then find a partner
- Calls on some Ss to write their results on the to check their
board.
answers with.
- Checks with the whole class and provides
corrective feedback.
Individual work
* Key:
and whole class.
1. He advised me not to drink too much beer.
2. She invited mr to come and see her whenever I
want.
3. John asked me not to smoke in his car.
- Check and copy
4. He told Sue to give him her phone.
down if any.
5. He reminded me to give the book back to Joe.
6. He promised not to do it again.
7. He agreed to wait for me.
8. John asked her to lend him some money.
4. Consolidation: ( 2 minu)
- Summarizes the main points of the lesson.
5. Homework: ( 1 minu)
- Asks Ss to study the pronunciation & grammar by heart.
- Prepare for the next lesson: Unit 6- Reading.
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 5 minutes.
- T divides the board into as many sections as the number of group is. When the 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, remote
areas, reading and writing, eradicate, volunteer teacher, drop out, primary education,
compulsory education, low- income families.
- T prepares the following sentences and gives one sentence to each student.
- Student A read out his / her sentence to the whole class, others write it down.
- Student B read 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
approprite, 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 6 o’clock.
Don’t leave your bag unattended, It might
be stolen.
Let’s play tennis this weekend.
I will email you soon as I get there.
Revise reported speesh with infinitives and do exercises in the workbook.
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