Thiết kế bài dạy Tiếng Anh 11 - Period 25 đến period 29

Date of planning: 	 	
Period 25: Reading
Unit 5: ILLITERACY 
***
	A. OBJECTIVES:
	I. Knowledge: Help Sts understand the fight against illiteracy
	II. Skills: Speaking, Writing, Reading
	B. PROCEDURE:
	I. Settlement: Checking attendance
	II. Checking: Giving example of Gerund and Present participle 
 	III. New lesson: Reading
Teacher’s activities
Students’ activities
vWarm- up: 
- T asks sts to look at the picture
- T asks sts to answer the questions:
1. Where do you think the class is?
2. What do you think of the people in the class? Are they at the same age?
3. What do you think of the teacher?
4. What is this class different from other classes?
-Sts answer the questions chorally
- T reads the reading text first
- T explains the new words to help the sts understand the text
New words:
illiteracy (n): naïn muø chöõ
à illiterate (n, a): ngöôøi muø chöõ, muø chöõ
campaign (n): chieán dòch
ethnic (a): daân toäc
to eradicate (v): xoùa boû
vTask 1: 
- T asks sts to read the text to find the Vietnamese equivalent to the following expressions.
vTask 2:
- T asks sts to read the text again to do text 2
vTask 3:
- T asks sts to answer the following sentences:
- T corrects them
-Sts read the text silently
- Sts do the task
Keys:
1. Phoå caäp giaùo duïc tieåu hoc
2. Hoäi khuyeán hoïc VN
3. Xoùa muø chöõ
4. Kó thuaät canh taùc
5. Keá hoaïch hoùa gia ñình
- Sts work in pair
Keys: D
-Sts answer the questions
Keys:
94% of the population
The campaign for illiteracy eradication
600 students in 2000 and 800 students in 2001
They willingly/ voluntarily spent their vacations teaching ethnic minority illiterate people to read and write
illiteracy will soon be eradicated
- T asks sts to answer the following questions
1. Are there any illiterate people in your neighbourhood?
2. What do you think we should do to help them read and write?
- Sts work in groups to answer the question.
	IV. Consolidation: Revise the lesson
 	V. Homework: 	- Learn by heart the new words
- Prepare part 2: Speaking
Date of planning: 	 	
Period 26: Speaking
Unit 5: ILLITERACY 
***
	A. OBJECTIVES:
	I. Knowledge: Students can talk about literacy problems and offer solutions.
	II. Skills: Speaking, writing, reading
	B. PROCEDURE:
	I. Settlement: Checking attendance
	II. Checking: New words
 	III. New lesson: Speaking
Teacher’s activities
Students’ activities
1. Warm up
- Teacher asks students some questions.
1. How many students are there in a common class in Vietnam? 
2. How many students are there in your class? 
3. Do you find it difficult to invest your study in such a crowded class?
2. Pre – speaking
- Today we will discuss some problems that many schools are facing and the solutions for these.
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 do task 1.
- Teacher corrects the students’ mistakes.
3. While – speaking
Task 2
- T has sts work in groups of three.
- Ask Sts to read the information in task 2 and to use the suggestions in Task 1 as example.
A: Many students cannot buy all the required textbooks. What do you think we should do to help them?
B: I think we should ask the school head master to provide free textbooks for students from low-income families.
C: We should collect used textbooks for school libraries.
- Teacher listens to the students and observes them. 
- Then teacher corrects the students’ mistakes. 
4. Post – speaking
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 :
1. Many classes are overcrowded.
2. School infrastructure is underdeveloped : inadequate toilets and washrooms 
3. Many schools have no playground equipment or extra activities.
- Walks 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.
- Students listen to the teacher and answer the questions.
1.Over 45students in a class
2. 35 students
3. Students’ answers may vary.
- Students do the task individually, and then in pairs they compare their answers.
1à b, g 2à a, e 3à d, f 
 4à c, j 5à i, h 
Then they read out their answers. 
- Class organization: Students sit in groups.
- A good group of students is asked to demonstrate the example to make sure the whole class understand the task.
- Sts: Look at task 2 (p 59) and do as directed.
Sts sit in groups.
- Sts thinks 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.
	IV. Consolidation: Revise the lesson
 	V. Homework: 	- Rewrite what students have discussed in class.
- Prepare the next lesson: Listening
Date of planning: 	 	
Period 27: Listening
Unit 5: ILLITERACY 
***
	A. OBJECTIVES:
	I. Knowledge: Listening to pieces of the reading to get information to make a survey in English
	II. Skills: Speaking, writing, reading
	B. PROCEDURE:
	I. Settlement: Checking attendance
	II. Checking: How to reduce illiteracy
 	III. New lesson: Listening
Teacher’s activities
Students’ activities
1. 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’ opinions. They should interview at least 3 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
1. to look for ways of learning
2. to set realistic goal for learning
3. teachers should be motivated
4. more clubs should be set up
5. learning should focus on writing and reading skills
6. teachers should be interested in what students are doing
7. students should be allow to give some input into school decision 
2. Before you listen
* Setting the scene: you are going to listen about the results of a school survey carried out in Perth, a city in Western Australia. The school asked its Ss what makes an effective school
* Pre-teaching vocabulary: 
Effective (a) 
maturity (n) /mə'tjuəriti / 
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 
3. While you listen
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 do 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
Task 2
- Get Ss to read the questions in task 2 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
4. After you listen
- Divide the class into small group of 3 or 4 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
syllabus /'siləbəs/ vấn đề, bài.. thuộc một giáo trình; chương trình học
motivate /'moutiveit/ (v) thúc đẩy
stimulating /'stimjuleitiη/ khuấy động, kích thích; khuyến khích
Whole class
Pay attention
Write down the word and practice pronouncing them
cã hiÖu qu¶
Sù tr­ëng thµnh
Cã tÝnh häc thuËt
Sù thÓ hiÖn
tù träng
®Æt môc tiªu cÇn ®¹t ®­îc
®­îc tham gia vµo
®iÓm yÕu, nh­îc ®iÓm, khuyÕt ®iÓm
Make sentences from these words
Individual work and pair work
1. D
2. B
3. B
4. B
Pair work
Suggested answers:
1. In Perth, Western Australia
2. 80%
3. 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 do 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.
	IV. Consolidation: Summarises the main point of the lesson
 	V. Homework: Ask Ss to learn by heart new words and make sentences with them
Date of planning: 	 	
Period 28: Writing
Unit 5: ILLITERACY 
***
	A. OBJECTIVES:
	I. Knowledge: By the end of the lesson, Ss will be able to:
- Interpret information presented in tables
- Identify language to be used for describing tables
- Write descriptions of tables
	II. Skills: Speaking, writing, reading
	B. PROCEDURE:
	I. Settlement: Checking attendance
	II. Checking: Answer the questions
 	III. New lesson: Writing
Teacher’s activities
Students’ activities
1. Warm up
A matching game
Match these expressions with the correct graphs.
1. fluctuate ['flQktFueit] dao động, lên xuống
2. gradually decrease
3. slightly increase
4. remain the same
5. drop sharply
6. rise considerably /kən'sidərəbli/ đáng kể, lớn lao
 A B C
2. Before writing
Task 1
- Get Ss to read the task requirements and work on the task with a partner
- Call on Ss to read out their answer and check with the class
3. While writing
Task 2 
- Ask Ss to study the table in task 2 and analyses it with a friend by asking these questions:
1. What is the topic of the tables? Does it describe the past, the present, or the future?
2. What patterns are shown? How are the pieces of information related?
a. Which region had the highest rate of literacy in 1998? 2002? 2004? 2007?
b. Which region had the lowest rate in each year?
c. Did the rate of literacy in the Lowlands increase or decrease between 1988 and 2007?
d. 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
4. Post writing(7m)
Choose one description and reads it to class
Elicit corrective feedback from the class and give final comments afterwards. 
Group work
1. D 2. F 3. E
4. B 5. C 6. A
D E	F
Group work
1. varied 3. declined 5. went up
2. rise 4. different 
6. dramatically
Individual work and pair work
Sample writing:
The table desribes the trends of literacy rates in Sunshine country from 1998 to 2007. The literacy rate of pollution differs greatly in 3 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.
Pay attention
Whole class
	IV. Consolidation: Summarise the main point of the lesson
 	V. Homework: Rewrite their descriptions based on T’s and other Ss’ suggestions and corrections
Date of planning: 	 	
Period 29: Language Focus
Unit 5: ILLITERACY 
***
	A. OBJECTIVES:
	I. Knowledge: 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 infinities and use these structures to solve communicative tasks
	II. Skills: Speaking, writing, reading
	B. PROCEDURE:
	I. Settlement: Checking attendance
	II. Checking: Writing task
 	III. New lesson: Language Focus
Teacher’s Activities
Students’ Activities
1. Pronunciation
Distinguishing the sounds
- T models the three clusters /pl/, /bl/, /pr/, /br/ for a few times and explains how to produce them
- Play the tape once for Ss to hear the words containing these clusters. Then T plays the tape (or read) again and this time ask Ss to repeat. 
- Ask Ss to read the words in each column aloud in chorus for a few times. Then T calls on some Ss to read the word aloud. T listens and corrects their pronunciation
Practicing sentences containing the target sounds
- Ask Ss to work in pairs and take turn to read aloud the given sentences
- Call on some Ss to read the sentences again and provides corrective feedback
2. Grammar
a. Presentation: Reported speech with infinitive
we usually use an infinitive structure to report order, request, advice, suggestion, threats, warning, promises, agreements, disagreements ..
Verb + object + (not) to - Infinitive
The verbs go with this structure:
Advise, allow, ask, tell, , order, invite, urge, remind, request, beg, expect, warn, command, recommend, forbid, implore = entreat (khẩn nài, khẩn khoản, nài xin), encourage, want, persuade
Verb + (not) to - Infinitive
Agree, refuse, offer, promise, threaten, hope, propose
- T gives some direct speech sentences and ask Ss to change into reported speech
b. Practice
Exercise 1
-T gets Ss to do exercise1 individually and then find a partner to check their answer with
- T checks with the whole class and provides corrective feedback
Exercise 2
 -T gets Ss to do exercise1 individually and then find a partner to check their answer with
- T checks with the whole class and provides corrective feedback
Answer:
1. He advised me not to drink too much beer
2. She invited me to come and see her whenever I wanted
3. John wanted me not to smoke in his car
4. He told Sue to give him her phone number
5. He reminded me to give the book back to Joe
6. He promised not to wait for me
7. He agree to wait for me
8. John asked me to lend him some money
c. Production
- T prepares the following sentences and gives one sentence to each student
- T picks a student at random to report what one student said. T corrects the response as appropriate, presenting the form
- T repeat with another student
I can buy you a drink, if you like
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 will email you as soon as I get there
I can buy you a drink, if you like
Let’s play tennis this weekend
Don’t leave your bag unattended, it might be stolen
Please see me at 6 o’clock
Whole class pay attention
Repeat after the tape or T
Individual work
Pair work
Whole class take notes
“You had better hurry, Bill” she said
à She advised Bill to hurry
“Don’t swim out too far, boys” I said
à I told the boys not to swim too far
“If I were you, I’d stop smoking” I said
à I advised him to stop smoking
“I will help you” she said
à She promised to help me
“Let me give you some money” he said
à He offered to give me some money
Individual work
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 encourage 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
Individual work
- Student A reads out his/her sentence to the whole class, others write it down
- Student B reads out his/her sentence to the whole class, others write it down and this continues until all of the sentences have been read out
	IV. Consolidation: Summarises the main points of the lesson
 	V. Homework: Revise reported speech with infinitives and do exercises in the workbook