Bài soạn môn học Tiếng Anh lớp 11 năm 2009 - Unit 5: Illiteracy

Period: 	
UNIT 5:	ILLITERACY
READING
Date of preparation:
Date of teaching:
A. Objectives:
1. Educational aim: By the end of this lesson, students will be able to:
	- develop such reading micro-skills as scanning for specific ideas, identifying main ideas, and identifying meaning in context.
	- use the information they have read to discuss illiteracy issues
2. Knowledge: - General knowledge: Students learn about illiteracy
- New words: Words related to illiteracy
3. Skills: - Dictionary skills
	- Identifying main idea
	- Passage comprehension
B. Method : Intergrated, mainly communicative
C. Teaching aids : Student’s book, pictures showing illiteracy
D. Procdure:
Teacher’s activities
Students’ activities
I. Warm- 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?
Lead – in : What is “illiterate” ?
When you don’t know how to read or write , you are illiterate. Our lesson today will help you know about illiteracy in Vietnam over the last few years.
2. Pre – reading:
Pre-teaching vocabulary:
1. campaign (N) : chiến dịch 
2. eradicate (V) (synonym) –eradication
3. ethnic minority(N) : dân tộc thiểu số 
4. expand (V) –become larger
-Ask students to fill in with suitable words in the following sentences.
You all know general VO NGUYEN GIAP? He was the leader of DIEN BIEN PHU 
What is the synonym of “to eliminate or to get rid of “ ?
These people live in the mountainous areas. They are the Tay ,Nung etc . They are  people.
Checking : Rub out and Remember.
Rub out the words and leave the Vietnamese meaning, synonym or explanation on the board.
Point at each explanation or synonym and have students speak out the English word.
3. While – reading:
a. Task 1: Read and Underline
- Ask students to read the text silently and underline the expressions given in task 1on page 58.
- Ask students to find out the Vietnamese equivalent to the expressions and exchange the ideas with the one sitting next to them.
- Give feedback.
b. Task 2 : Finding the main ideas.(task 2, p.58)
- Ask students to work in pairs to choose the main idea of the passage.
- Invite some students to give the answers
c. Task 3: Questions and Answers(task3, p,58)
- Ask students to work in pairs to answer the questions.
- Call on some students to write the answers on the board 
- Check with the class
4. Post – reading: Discussion
- Ask students to work in groups of four to discuss the following question: Imagine that there are some illiterate people living in your neighborhood, what should you do to help them read and write?
- Call on some groups’ representatives to report their ideas.
- Give comments.
5. Home – work :
- Ask students to summarize the text.
- Prepare the next lesson.
-Sts answer the questions chorally
- Listen and copy them down 
Work individually and fill in the blanks.
- Read the text 
- Work in pairs to find out the Vietnamese equivalent.
Expected answers: 
1. Phổ cập giáo dục tiểu học
2. Hội khuyến học Việt Nam
3. Kỹ thuật canh tác
4. Kế hoạch hóa gia đình
- Work in pairs and choose the main idea
Expected answers :
 The fight against illiteracy
- Work in pairs and answer the questions.
Expected answers :
 1. 94% of the population
 2. The campaign for illiteracy eradication
 3. 600 students in 2000 / 800students in 2001
 4. They voluntarily spent their summer vacations teaching illiterate people to read and write
 5. Illiteracy will soon be eradicated
- Work in group
- Discuss the questions.
Period: 	
UNIT 5:	ILLITERACY
SPEAKING
Date of preparation:
Date of teaching:
A. Objectives:
1. Educational aim: By the end of this lesson, students will be able to: 
	- Talk about schooling and literacy related problems
	- Suggest solutions to these problems
2. Knowledge: - General knowledge: Students learn about schooling and literacy problems
 - New words: Words related to literacy
3. Skills: Talking about literacy problems and offering solutions
B. Method : Intergrated, mainly communicative
C. Teaching aids : Student’s book, pictures showing illiteracy
D. Procdure:
Teacher’s activities
Students’ activities
1. Warm – up :
Brainstorming
-Ask students to brainstorm the problems they often encounter at school
 Making noise 
 Cutting classes 
 cheating
 forgetting testing 
 doing homework
Lead-in: Do you meet with these problems in your class?
 How do you solve them?
Today, we will discuss the problems your class cope with and offer some solutions to these problems.
2. Pre – speaking:
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:
a. 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. 
b. 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.
- Walk 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.
4. Post – speaking: Colored topics :
- Prepare cards with four different colors and assign each topic to each color.
 Example : Red = making noise
 Blue = teasing
 Green = play truant (cutting classes )
- Divide the class into groups of four and each group to take one card at random.
- Ask students in each group to talk about the problem presented by the card they have chosen and offer solutions.
- Go around the class to give help with vocabulary.
- Invite some groups to report their ideas.
- Give comments
5. Home – work :
- Rewrite what students have discussed in class.
- Prepare the next lesson: Listening
- Work in groups.
- 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. 
- Sit in groups.
- A good group of students is asked to demonstrate the example to make sure the whole class understand the task.
- Look at task 2 (p 59) and do as directed.
- sit in groups.
- Think 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.
- Work in group
- Disscuss
Period: 	
UNIT 5:	ILLITERACY
LISTENING
Date of preparation:
Date of teaching:
A. Objectives:
1. Educational aim: By the end of this lesson, students will be able to:
- Develop extensive listening skills
- Use the information they have listened to for other communicative tasks
2. Knowledge: - General knowledge: 
- New words: Words related to literacy
3. Skills: 	- Extensive listening: multiple-choice questions
	- Comprehension questions
B. Method : Integrated, mainly communicative
C. Teaching aids : Student’s book, tape, cassette player
D. Procdure:
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. Pre - listening:
* 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 – listening:
a. 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
b. 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. Post - listening:
- 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
5. Home – work :
- Write y ... 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.
Period: 	
UNIT 5:	ILLITERACY
WRITING
Date of preparation:
Date of teaching:
A. Objectives:
1. Educational aim: By the end of the lesson, students will be able to:
	- Interpret information presented in tables
	- Identify language to be used for describing tables
	- Write descriptions of tables
2. Knowledge: - General knowledge: Students can know how to write a paragraph about literacy rates in Sunshine country from 1998-2007
- New words: Words related to literacy rate
3. Skills: 	Describing information in a table
B. Method : Integrated, mainly communicative
C. Teaching aids : Student’s book, chalk, board
D. Procdure:
Teacher’s activities
Students’ activities
1. Warm – up : Game : Word Category
- Ask students to work in groups of four and hang on a chart with the words (as shown below )
- Ask the class to close the books and sort these words into four groups : Nouns , verbs , adjectives , and adverbs.
The groups who first finishes wins
Increase , gradually , drop , steadily , steady , fall , slight , decrease , gradual , sharply , rise , sharp , slightly.
Lead-in: What do you think about these words?
 When do we use them?
 2. Pre – writing:
a. Vocabulary:
+ sharp ( adj ) = steady (adj): mạnh, nhanh chóng
+ gradual (adj) : dần dần
+ drop = fall = decrease (v,n) : giảm
+ rise = increase (v,n): tăng.
b. Task 1: Gap – filling
- Ask students to read the passage and choose a suitable word from the box to fill in each space of the passage.
- Tell the students to compare the answers in pairs .
- Check with the class 
c. Use the paragraph of the task 1 as a model to analyze:
- Ask ss to match the headings below with parts of the paragraph.
 a. introducing sentence ( including the topic of the paragraph)
 b. supporting sentences
 c. concluding sentences
- Elicit useful languages for each part from ss by giving Vietnamese expressions and asking ss to translate into English
- Correct ss’ answers and provide them with some useful language
 + The table shows
 The table describes
 The table indicates
+ As can be seen
 It can be seen from the table
 As shown in the table.
- Supply ss with the meaning and use of the useful language in two boxes in textbook.
 Note: use the present simple tense or past one depends on the present situations or past events mentioned in the table.
3. While – writing:
- 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?
3. Which region had the highest rate of literacy in 1998? 2002? 2004? 2007?
4. Which region had the lowest rate in each year?
5. Did the rate of literacy in the Lowlands increase or decrease between 1988 and 2007?
6. 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:
- Give a chart of the table about Drop – out rate among children aged between 10 and 15 in 2000,2003 and 2006.
2000
2003
2006
Province A
Province B
Province C 
5%
8%
4%
5%
9%
5%
2%
6%
6%
Ask ss to work in groups of 4 and practice describing the table.
5. Home – work :
 - Ask ss to write a paragraph of about 100 words, describing the information.
- Prepare the next lesson.
- Work in group
Expected answers :
Nouns
Verbs
Adjs
Advs
Decrease 
Drop 
Rise 
Fall Increase 
Decrease 
Drop 
Rise 
 Fall 
 Increase 
Steady
Gradual 
Slight
Sharp 
Steadily
Gradually
Slightly
Sharply
- These words are usually used to describe information in a table
- Listen and copy them down
Read the text fill in each space
Compare with a friend.
Expected answers : 
1. varied 2. Rise 3. went up 4. different 5. declined 
6. Dramatically 
Match 
Keys :
The table .2007
As can be dramatically
This data  the country
Answer
- Listen and copy them down.
- Listen and take note
- Work in pairs
Suggested answer:
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.
Look at the chart
Describe 
Period: 	
UNIT 5:	ILLITERACY
LANGUAGE FOCUS
Date of preparation:
Date of teaching:
A. Objectives:
1. Educational aim: By the end of this lesson, students 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
2. Knowledge: - General knowledge: Students learn how to use reported speech with infinitive 
- New words: Words related to pronunciation / pl / - / bl/ - /pr/- /br/
3. Skills: - Pronunciation : /pl/ - /bl/ - /pr/ - /br/
	- Grammar: reported speech with infinitive(s)
B. Method : Integrated, mainly communicative
C. Teaching aids : Student’s book, chalk, board
D. Procdure:
Teacher’s activities
Students’ activities
I. Pronunciation:
1. Warm – up: Game : Odd one out 
Hang on a chart with the following words :
 1. wear please hair
 2. bull wool prune
 3. brandy flower hour
 4. come some blame
- In the group of three words, two words rhyme and one doesn’t. Ask students to work in pairs to circle the one that is different 
- The pair who has the correct answers and first finishes wins.
- Ask students to underline the initial consonant sounds of the words they have just circled.
Introduce the sounds : /pl / , /pr/ , /br/ , /bl/
2. Presentation:
- Ask students to listen to the tape once to help them distinguish the sounds.
- Instruct the way to pronounce:
 + /pl/, /pr/: Close your lips hard, push air forward in your mouth. Then open your lips quickly.
 + /bl/, /br/: Close your lips hard, push air forward in your mouth. Then use your voice to make /b/.
-Ask them to listen to the tape and repeat in chorus.
-Call some students to repeat the words clearly.
3. Practice:
- Ask students to work in pairs to practice reading the dialogue.
- Call some pairs to act out the dialogue in front of the class.
- Make corrections.
II. Grammar: Reported speech with infinitive 
1. Presentation:
- Give 3 pictures and ask Ss to give questions and answers them.
 a. You should go to doctor 
 b. Where’s the station? 
 Turn left after the bridge
c. Can you help me to do that work?
We often report orders , requests ,warnings , advice , and invitation using the structure : 
 S + Verb + Object + Infinitive 
Reported speech:
“Get out of my room .’’, she said .
She told me to get out of the room.
“Could you carry some bags, Mike?’’
I asked Mike to carry some bags.
“Would you like to have dinner with us?’’
They invited me to have dinner with them.
We often report offers ,promises , and threats using the structure :
 S + Verb +To-infinitive
Ex : Speaker’s words Reported speech
 “Can I help you?’’ =>She offered to help me.
 “I will be careful.” =>He promised to be careful.
 “I will hit you .” =>She threatened to hit me.
Pronouns and possessive nouns often change in reported speech.
We use words like here, now, today to talk about the place where we are speaking and the time we are speaking. If we report these words in a different place or at a different time, they often change.
Ex : Speaker’s words reported speech
 Here there
 This that
 Now then
 Today that day
 Tonight that night
 Tomorrow the next day /the following day
 Yesterday the day before/the previous day
 Next Monday the following Monday
 Last Monday the previous Monday
* These are some reporting verbs : warn , invite, promise ,offer ,refuse , beg , threaten , agree , remind , order .
2. Practice:
a. Exercise 1:
- Ask students to work individually and complete the second sentence so that it has a similar meaning to the first one using the words given.
- Ask them to compare the answers with a friend.
- Call some students to go to the BB and write their answers down.
- Correct the answers
Exercise 2:
 -T get Ss to do exercise individually and then find a partner to check their answer with
- T check with the whole class and provides corrective feedback
III. Home – work:
Revise reported speech with infinitives and do exercises in the workbook. 
Prepare the next lesson.
- Observe the chart
- Work in pair and circle.
Expected answers : 
 1. Please 2. prune 
 3. Brandy 4. blame
- Listen to the tape and distinguish.
Listen again and repeat
- Work in pair and practice the dialogue in the textbook.
- Observe the pictures
- Work in individually and give the answer on bb.
Picture 1 : - The children told me to turn left after the bridge
Picture 2 : My mother advised me to go to the doctor
Picture 3 : - I asked him to help me
Keys:
They promised to come back again.
The lifeguard advised us not to swim too far from the shore.
John asked Peter to close the window.
The teacher encouraged Eric to join the football team.
John promised to give it to him the next day.
My mum wanted Lan to become a doctor.
My sister reminded me to lock the door before going to school.
His boss advised him to go home and rest for a while.
- Work individually
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