Bài soạn môn học Tiếng Anh 11 - Unit five: Illiteracy

 LESSON PLAN 11 PERIOD 26 
 UNIT FIVE : ILLITERACY : A. READING
Objectives : Improve the sts' vocabulary, skim for main content and scan for specific details . 
Teaching aids: textbook , objects, pictures
Procedure :
Step 1: Organization
 Class
Date of teaching
Absent students
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Step 2
Time
 Content
 Method
7’
5’
5’
5'
5’
8’
10'
I. Warm – up : Guessing Game:
- T prepares a bag/ box with some objects : pen, book , ruler, notebook, blackboard, chair, table
II. PRE - READING
1/Task 1: Question answering : 
- What is it? + It's a pen / a ruler / a blackboard ..
- What is it used for? + It's used for writing/ drawing 
- Do you have them?
- Why do you need them? + I'm a student. I used them for studying.
2/Task 2 :Picture describing :
* Suggested questions :
- Where do you think the class is?
- What do you think of the people in the class? 
- Are they at the same age?
- What do you think of the teacher?
- Is this class different from your class? 
* Suggested words/ phrases to answers:
- remote, mountainous areas
- ethnic minority
- soldier
III. WHILE - READING 
1/ Task 1 : Vocabulary:
- Find the Vietnamese equivalent to the following expressions:
* Feedback:
1. Phổ cập giáo dục tiểu học 4. Kĩ thuật canh tác
2. Hội khuyến học Việt Nam 5. Kế hoạch hoỏ gia 
3. Xoá mù chữ đình
2/ Task 2: Scanning for main content:
* Suggested answer :
D. The fight again illiteracy
3/ Task 3: Answering 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. Illiterate will be soon eradicated.
 IV. POST - READING
Discussion: Discussing the two questions below:
1. Are there any illiterate people in your neighborhood?
2. What do you think we should do 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
- ..
V. HOMEWORK 
- Read the text again and translate into Vietnamese
 Comment : Students may not know some phrases relating to illiteracy such as Universalisation of Primary Education ; The Vietnam Society of Learning Promotion; illiteracy eradication
- T divides sts into 4 groups and chooses a leader.
- The leader touches the thing in the bag ( without seeing) and uses some words , phrases to describe it so that the others can guess what it is .
- The winner is the group which has more answers than the others.
- T shows real objects and makes questions.
 - Sts answer individually.
-T leads sts to task 2
+ Textbook
- T shows the picture and asks sts to describe in groups of 4.
- Sts can ask and answer to get more information about the picture.
- T calls some sts to present their ideas in front of the class.
- T reads through the text once.
- T calls some sts to read the text paragraph by paragraph.
- Sts read the text in silent to do task 1 in textbook in pairs
- T asks sts read the text again to do task 2.
- Sts can discuss in groups of 4.
- T calls some students to talk about their choice.
- Sts do this task in pairs.
- T plays the tape and asks sts to pass the envelop around the class. When T pauses the tape, st holding the envelop will open it and pick a question to answer.
- T divides sts into 2 big groups to answer 2 questions in textbook.
- Sts in each big groups work in groups of 4.
- After 5 minutes, T asks sts to write their ideas on poster and tick them on the board.
- T calls 2 group's leaders to present in front of the class
 LESSON PLAN 11 PERIOD 27 
 UNIT FIVE : ILLITERACY B. SPEAKING
I/ AIMS : - To enable students to talk about literacy problem and offer solutions.
 - To improve the students’ speaking skill
II/ TEACHING-AIDS: posters , pictures, textbooks 
III/ METHOD : Communicative approach
IV/ PROCEDURE:
Step 1: Organization
 Class
Date of teaching
Absent students
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Step 2
CONTENT
ACTIVITIES
 I. LEAD-IN :
1. Are there still illiterate people in the highland ?
2. What do you think we should do to help them read and write?
đ1. asking about literacy problem.
đ2. asking for solutions
II. NEW LESSON :
1. Pre speaking : Matching 
Ac.1 : Vocabulary
Match a verb in A with a phrase in B
 A B
 1.Cheat a. old clothes
 2.Enforce b. a club
 3.Set up c. in a game
 4.Collect d. education for children
 5. Provide e. traffic regulations
Ac.2 :Match each problem with its solutions (Textbook p59)
Suggested answers 
1.b-g 2.a-e 3.d-f 4.c 5.h-i-j
Ac. 3 : Useful expressions
* Asking for solutions : What do you think we should do to.....
* Offering solutions : I think we should.......
2. While speaking : Talking about school problems and offering solutions
3. Post speaking : Talking about class problems
Ac.1 : Brainstorming
Make too much noise ? 
 ?
 ? Problems carve on the tables/walls
play truant ? fights between A&B
Ac.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 do you think we should do 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.
III. HOMEWORK:
Write about the problems in studying English that high school students have and suggest an effective way to solve them.
Comment: 
 Students might not have enough vocabulary to talk about school or education problems. They may not also be confident enough to discuss the ways of offering solutions to the given problems
T has sts answer the questions to introduce the lesson. 
Pair work
T delivers handouts and asks sts to do the matching in pairs . He may give them some Vietnamese meanings if needed.
 Suggested answers:
1.c 2.e 3.b 4.a 5.d
Pair work
T has sts read the table given in the textbook (p.59) carefully and do 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.
Group work
T and 2 sts act out the model then has st work in groups of three to talk about the problems and offer solutions.
T has sts think of some problems their class have besides the ones given in the textbook.
Group work
Sts talk about the problems their class often have and try to think of some effective solutions to these problems.
T goes round and offer some help.
LESSON PLAN 11 PERIOD 28 
 UNIT FIVE : ILLITERACY C. LISTENING 
Objective: Help students improve their listening skill and listening for gist.
Teaching aids: Textbooks, poster, tape.
Procedure:
Step 1: Organization
 Class
Date of teaching
Absent students
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Step 2
Content
Activitives
I.CHECK-UP:
II.WARM-UP:
Game: Crossword puzzle
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.
III. NEW LESSON
1.Pre-listening:
Task 1.Asks and answer the questions.
1. Do you know where Perth is?
2. Have you ever done a survey?
Task 2: Listen and repeat.
Effective Maturity Weaknesses
Performance Self-respect Academic
Perth Western Australia 
2.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 help them correct their answer.
* T’feedback: 1D 2B 3B 4B
Task 2:Answer the questions :
Suggested answers:
1. In Perth
2. 80% of the students.
3. They think that they should be allowed to give some in put into shool decision making. 
3. Post-listening: Discussion
-T asks students to discuss the question:
 ”Which do you think is more assential for better leaning good teachers or good textbooks?” 
* The cues:
- Method of learning
- Timetable
- Guidance
- Exercise
IV. HOMEWORK: Do exercises again
Comment: Students may not know how a survey is!
Groupwork
.T asks sts to answer the question:”What does this means?”
. Students answer.
* Across.
1.Park
2.Breakfast
3.Farm
4.Toy
5.House
* Down: PERTH
-Teacher and students’ activitives
-T asks students some questions to lead students to new content.
-T and students’activitives
-T reads and asks students to repeat.
Pairwork
-Teacher asks students to read the sentences and guess the answer.
-Students listen to the tape and work in pairs.
-Students listen again to correct their answer.
-T’s feedback
-T asks sts to read the questions
-Sts listen to the tape twice.
-Sts compare their answer with the others.
-Sts listen again to correct their answer. 
Groupwork
-T divides class into 4 groups and asks sts to discuss in group, using the cues.
-T goes around the to help sts if necessary.
-T has the representative of each group present their talk in front of the class. The others listen and give comment.
 LESSON PLAN 11 PERIOD 29 
 UNIT FIVE : ILLITERACY D. WRITING 
Aims: - Helping Sts know how to describe trends from a table. 
Teaching aids: Textbooks, table , posters.
III.Procedure:
Step 1: Organization
 Class
Date of teaching
Absent students
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Step 2
CONTENTS
ACTIVITIES
I. CHECK-UP:
 What do you think your school should do to help you learn better?
 What do you expect from your teacher?
II. NEW LESSON: Writing: Describing trends.
 1.Before writing: 
 * T:Introducing some kinds of charts:
 - Table / Bar chart / Circle (Pie) chart / Graph
 * Task1: Filling in the blank with a suitable word from the box:
 - Suggested answers:
 1. varied 2.rise 3.who 4.number 5.rate 6.different
 7.dramatically
Regions
Lowlands
Midlands
Highlands
Males
Females
 2. While 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)
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 / 
Task 2: Writing a paragraph of about 120 words, describing the information in the table:
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.
 III. Homework: do exercises in Workbook 
Comment: Students might not know how to transfer information from a table into a text. They also may not know phrases used to describe information from a table
T: Checks one or two Sts
Sts: gives answers
 Possible answers:
- Provide modern facilities
- Give Sts more practical lessons
- Encourage Sts' creative ability.
- Make Sts more active.
- Make the lessons more interesting.
T:Shows the pictures to illustrate
Sts: Name kinds of charts if possible
 Read the passage and do task 1 as required
 T: Asks Sts read the complete passage again.
 Sts: One reads , the others correct the mistakes if necessary.
 T: has sts draw a table for the reading passage.
T:From the model, has Sts underline the words or phrases 
describing trends.
Sts: Read the model and identify the outline of this kind of writing.
T: Elicits some useful languages. 
T: has Sts write in groups , T goes round to observe and give help if possible. 
T: has the representative of two groups write their writing on the chalkboard for the others to remark.
LESSON PLAN 11 PERIOD 30 
 UNIT FIVE : ILLITERACY E. LANGUAGE FOCUS 
Objectives : Help sts pronounce 4 consonants sounds /pl/,/bl/, /pr/, and / br/ correctly. Help sts know reported speech with infinitives . 
Teaching aids: textbook , objects, handouts, cassette tape.
Procedure:
Step 1: Organization
 Class
Date of teaching
Absent students
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.......
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..
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Step 2
Time
 Content
 Method
5’
2’
5’
5'
3’
5’
5'
7'
8'
* Warm – up : Whispering Game:
- Black brown blouse and jeans.
- Please give me a precious ring.
I. PRONUNCIATION
1/ Presentation : 
- black brown please precious 
 /bl/ /br/ /pl/ /pr/
2/Activity 1 :Listen and repeat:
/ pl/ /bl/ /pr/ /br/
please black pride brown
pleasure blouse pretty bread
play blue precious brother
plenty blow practice 
3/ Activity 2 : Practice reading aloud the dialogue:
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:
1. The boys played football all day long.
2. His presence frightened the children.
3. The table was broken yesterday.
4. She won a special prize.
II. 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 +V remind/ offer/ order + O +(not) TO Infinitive
 request/ beg / want
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:
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 do it again.
7. He agreed to wait for me.
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.
Comment: Students might have some difficulties in pronouncing the clusters
- T divides sts into 2 groups and each group chooses 7 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. 
- The last student writes what he/ she heard from his / her friends.
 The group having less mistakes will win.
- T underlines the 4 words to introduce the lesson.
- T pronounces these sounds first, sts observe T's mouth.
- Textbook - page 63
- T plays the cassette recorder, sts listen to the tape then repeat. 
- Sts listen to the tape first, then practice in pairs.
- T asks some pairs to present in front of the class.
- T reads the sentences.
- Sts listen to the sentences. Stand up when you hear the consonant
 /pl/, clap your hand when you hear the consonant/bl/
stamp your feet when you hear /pr/ and raise your hand when you hear ?br/.
- Sts work individually.
- T sets situation, sts listen and do the task in pairs.
- T has sts look at the reported speech and give the structure.
- T asks sts to give some more verbs having the same structure.
- Textbook - page 64.
- T asks sts to complete the second sentence so that it has a similar meaning to the first one.
- Sts work in pairs.
- T's feedback.
- Textbook - page 65.
- T asks sts to write the following sentences in reported speech, using the right form of the words given in the brackets.
- Sts work individually, then share their answer in the groups of 4.
- T calls some sts go to the board and write.
- Sts work in groups of 4.
- 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.
- The most interesting, correct sentence will be the winner.