Bài soạn môn học Tiếng Anh lớp 11 - Unit 5: Ilitteracy - Period 26: Reading

UNIT 5: 	 ILITTERACY 
 Period 26 READING 
	Date...............................
 A. OBJECTIVES : By the end of the lesson, students will be able to : 
- understand about the programme of " Universalisation of Primary Education " and "Illiteracy Eradication" in Vietnam .
 - develop such reading micro-skills as scanning for specific ideas and skimming for specific ideas, identifying main ideas, and identifying meaning in context.
 - use the information they have read to discuss illiteracy issues.
B. METHODS: Integrated, mainly communicative approaching.
C. TEACHING AIDS: Pictures, poster, handouts and real objects.
D. PROCEDURE: 
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
WARM UP
Word association 
 - Deliver handouts with the groups of four words.
- Ask Ss to write down the common words in each group.
- Ask Ss to find out the key words which is formed by the initial letters of all the words they have found.
* Lead – in : What is the “ illiterate “ ? 
When you don’t know how to read or write, you are illiterate. Our lesson today will help you know about illiteracy in Viet Nam over the last few years.
II. PRESENTATION
1. Pre- reading
a, Discuss about the pictures 
- Ask Ss to look at the picture on the page 56 and practice in pair to describe the pictures.
- Call on some pairs to act out in front of the class.
- Correct and give comments.
b. Vocabulary :
- universalisation [,ju:ni'və:səlaizei sn] (n): 
 - illiterate [i'litərit] (a): mù chữ, thất học
Handouts:
1. beetle, ant, mosquito, butterfly -> insect
2. shelf, reference, book, lend -> library
3. bag, suitcase, briefcase, haversack ->luggage
4. wages, pay, salary, earnings -> income
5. trunk, leaf, branch, bark -> tree
6. lash, glasses, tear, blind -> eyes
7. mouth, bank, flow, water -> river
8. lion, tiger, dog, cat -> animal
9. cup, bag, pour, green -> tea
10. air, ozone layer, land, move -> earth
The key word : ILLITERATE
Expected answers :
1.This is the class for ethnic minority children.
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
 - illiteracy [i'litərəsi](n) : nạn mù chữ, thất học
 - eradication [i,rædi'kei∫n] (n): nhổ rễ,xóa bỏ 
- relevant: ['reləvənt] (a): thích đáng; có liên quan
-struggle: ['strʌgl](n): cuộc đấu tranh;
 ( to struggle against ) vùng vẫy; vật lộn; đấu tranh 
2. While – reading :
a, Task 1 Find the Vietnamese equivalent 
- Ask Ss to work individually, then exchange their answers with other Ss.
- Call on some Ss to give their answers.
- Give feedback.
b, Task 2 : Finding the main ideas 
-Ask Ss to read through the exercise and do it in groups
- Call on some present and another comment, and 
ask them to explain their option.
- Correct and give feedback 
c, Task 3 : Answer the questions 
- Ask Ss to work in pairs.
- Call on some pairs to ask and answer in front of
the class.
- Correct and give feedback.
3, Post – reading : Discussion
- Divide the class into small groups.
- Ask the Ss to discuss the questions “ How to help illiterate people in disadvantaged areas to read and write ? “
- Remind Ss of some structures that can be used 
for suggestions “ perhaps we could”, “ we might want to ....” “ How about....”
- Go around to check and offer help.
- Call on some pairs to ask and answer in front of
the class.
Correct and give feedback.
* providing individuals assistance to students
* Giving financial rewards to families that send their children to school
III. SUMMARY AND HOMEWORK
Summarize the reading passage
Prepare for Speaking
2. Maybe the teacher is a border soldier. He is working as a volunteer teacher.
3.The children are listening very attentively to their teacher .
4. The class takes place in a mountainous area in a morning.
Expected answers :
1.Phæ cËp gi¸o dôc tiÓu häc 
2. Héi khuyÕn häc ViÖt Nam.
3. Xo¸ mï ch÷ 
4. Kü thuËt canh t¸c.
5. KÕ ho¹ch ho¸ gia ®×nh.
Expected answers :
D.
Option A is too general .
Option B& C are too specific.
Expected answers :
1. 94% of the population.
2. the campaign for illiteracy eradication.
3. 600 in 2000 and 800 in 2001.
4. They willingly / voluntarily spent their vacations teaching ethnic minority illiterate people to read and write.
5. Illiteracy will soon be eradicated.
Suggested answers:
Many people children and adult in disadvantaged areas do not have a chance to go to school. To help them participate in the society , along with other things ( e.g improving their knowledge of their rights and responsibility ) we need to teach them how to read and write. We could do this by :
* opening schools/ upgrading schools in these areas.
* sending teachers / volunteer teachers there
* buying books for students .
UNIT 5: 	 ILITTERACY 
 Period 27 SPEAKING 
	Date: ..
A. OBJECTIVES: By the end of the lesson, students will be able to :
- talk about schooling and literacy related problems 
- offer solutions to these problems.
B. METHODS: Integrated, mainly communicative approaching.
C. TEACHING AIDS: Pictures, poster, handouts and real objects.
D. PROCEDURE: 
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
WARM UP: Network
- Ask Ss to write the problems they often encounter at schools.
 problems
- Lead – in : Do you meet these problems in your class ? and how do you solve problems ?
-> Today we will discuss the problems your class cope with and offer some solutions to these problems
II. PRESENTATION
1. Pre- speaking 
* Task 1: Ask Ss read the requirement.
- Have them discuss in groups the way to do this task.
- Call on some present their own opinions in front of the class.
 - Check with the whole class .
- Give feedback 
2. While - speaking: 
Task 2: Substitution Drill
- Introduce the task and call two pairs to read aloud the sample dialogue.
Expected answers :
- cutting classes
- making noise
- cheating
- teasing
- forgetting doing homework
- answering the teachers’ questions badly
- being late for class
....
Expected answers 
1. b - g
2. a - e
3. d - f
4. c - j
5. i - h
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
- Elicit the structures that are used to ask for and give suggestions.
- Write the structures on the board :
* Asking for opinion:
+ What do you think we need to / could/ should/ might want to do ?
+ What do you think about.......?
+ What’s your opinion about ..... ? 
+ What do you have in mind ?
*Giving suggestions :
+ Maybe we can ......
+ We might want to ......
+ Probably we should ......
+ We could......
- Ask Ss to read the requirement and discuss the way to do the task.
- Work with a student to give a model :
- Call on some to present in front of the class.
- Make correction and give comments.
3. Post – speaking : Task 3
- Introduce the task : Ss are going to work together to identity the problems of their own classroom and offer solutions.
- Ask Ss to look at the given cues, elaborate on them and elicit some more problems, of possible from the Ss.
- Ask Ss to work in groups.
 - Call on some to present in front of the class.
- Make correction and give final comments.
III. SUMMARY AND HOMEWORK
- Write a paragraph about a school problem and one or two solutions to it .
- Prepare part C
A model
T : Many student can’t buy all the required text books. What do you think we should do to help them ?
S : I think we should ask the school headmaster to provide free textbooks for students from low income families.
T : We should also collect used textbooks for school library
Suggested answers 
* Class size : large ( over 50 ) , so Ss don’t get enough individual attention from the teachers. Ss don’t feel close because they often work in their own groups rather than work with the whole class.
* Desks: not enough, so 3 – 4 share one , there is hardly enough space for everyone.
* Poorly equipped : no electric fan / lights, broken windows/ doors. So it’s dark and cold in winter and hot in summer. No learning facilities such as TV, Overhead Projector , computers,.... so teachers and students rely on textbooks and the blackboard for the lesson
UNIT 5: 	 ILITTERACY 
 Period 28 LISTENING 
	Date...............................
 A. OBJECTIVES By the end of the lesson, students will be able to : 
- listen about a results of a school survey carried out in Perth, Western Australia. 
- develop extensive listening skills. 
- use the information they have listened to for other communicative tasks.
B. METHODS: Integrated, mainly communicative approaching.
C. TEACHING AIDS: Pictures, poster, handouts and real objects.
D. PROCEDURE: : 
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
WARM UP
- Deliver handouts with the words that have something in common but there is one that is different.
- Ask Ss to underline the word that is different in each numbered one.
- Ask Ss to rearrange the initial letters of the words to find the word which means : an investigation of the opinion , behavior of a particular group of people.
- Lead – in : Have you ever done a survey ? Our listening lesson today is about survey in a city in Western of Australia. It’s Perth.
II. PRESENTATION
1. Pre – listening 
 * Vocabulary : 
- maturity [mə'tjuəriti](n), tính trưởng thành
- academic [,ækə'demik](a) nhà trường, trường cao đẳng học viện; (thuộc) trường đại học có tính chất học thuật
- effective [i'fektiv](a) có hiệu quả; có hiệu lực; 
 - self- respect [,self ri'spekt] (n) lòng tự trọng, 
- Play the tape and then ask Ss to repeat after the tape in chorus and individually.
Handouts : 
1. elephant ,donkey ,horse, lion -> Elephant
2. packet, tin, box, vase -> Vase
3.potato,carrot,tomato,Raspberry -> Raspberry
4.beer, soda, coke, yoghurt -> Yoghurt
5. sister , doctor, student, teacher, -> Sister 
6. tennis, swimming, uniform, football 
 -> Uniform 
-> E,V,R,Y,S,U -> SURVEY 
Listen to the teacher and the tape
Repeat the words 
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
- Correct errors, if necessary .
- Check that Ss know the meaning of the words.
2. While – listening 
a, Task 1: Multiple – choice 
 - Ask Ss to read through all the statements to find out what they might hear, 
- Play the tape and ask Ss to listen and choose the best option to complete each sentence.
 - Ask Ss to do individually then compare the answer with a partner. 
- Play the tape again, have students listen and check the answers
- Call some Ss to give the answers
- Checks and gives feedback
b, Task 2: Answer the questions 
 - Have Ss to read through all the questions in Task 2, identify the information they need to look for in each questions.
- Play the tape again for the Ss to listen and answer the questions, ask Ss to note down the answers.
- Get Ss to check the answers with partners.
- Call Ss to give answers, correct and give feedback. 
3. Post – reading ; Discussion
- Ask Ss to work in group to discuss the question “Which do you think is more essential for better learning – good teachers or good textbooks?
- go around to check and offer help.
- Call on some Ss to report their peers’ ideas .
- Listen and take note of their errors.
- Give feedback.
III. SUMMARY AND HOMEWORK
Summarize the main idea
- Prepare part D
Expected answers :
1. D 
2. B
3. B
4. C.
1. In perth Western Australia.
2. 80%.
3. They felt that they should be allowed to have a say in the school decision making.
Expected answers :
Textbooks are essential teaching and learning materials in any program and syllabus. Having good textbooks is very important. A good textbook provides students with adequate knowledge, skills and practice and therefore they don’t need to look anywhere for these. A good textbook also guides students how to learn and helps them study effectively on their own.
However, I think a good teacher 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.
UNIT 5: 	 ILITTERACY 
 Period 29 WRITING 
	Date...............................
 A. OBJECTIVES By the end of the lesson, students will be able to : 
- identify language to be used for describing the tables, 
- write a paragraph based on the information in the tables.
B. METHODS: Integrated, mainly communicative approaching.
C. TEACHING AIDS: Pictures, poster, handouts and real objects.
D. PROCEDURE: : 
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
WARM UP
Match these expressions with the correct graphs.
 A
1. fluctuate 
2. gradually decrease
3. slightly increase
4. remain the same
5. drop sharply
6. rise considerably
- Deliver handouts and ask Ss to work in group.
- Call some Ss to give their answers.
- Correct and give feedback. 
II. PRESENTATION
1. Pre-writing: 
* Activity 1 Task 1: Gap – filling 
- Ask Ss to read the passage and choose the suitable word from the box to fill in each blank.
- Tell Ss to compare the answers in pairs.
- Check with the class.
* Activity 2 :Elicit the language use :
+ Verb tenses : - Present situation-> the present simple 
 - past events -> the simple past 
 B
a. b. 
c. d. 
e. f. 
feedback
1 – d ; 2 – f ; 3 – e ; 4 – b ; 5 – c ; 6 – a 
1. varied 
2. who 
3. different 
4. dramatically 
5. rise 
6. number 
7. between 
 8. for
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
+ Expressions : 
- The table shows that......
- The table describes ....
- The table presents.......
2. While – writing 
 Task 2: Writing
- Asks Ss to study carefully outline and information below
- Can using outline in task 1
- Then describe the table. 
- After that, asks Ss to exchange their writing
3. Post - Writing
- Feedback to students’ writing
- Collects some of Ss’ works to give feedback 
 -Should draw Ss’ attentions to the organization of description and the language use , especially the verb tenses
III. SUMMARY AND HOMEWORK
Rewrite the paragraph.
- Prepare part 
Sample writing :
The table describes the literacy rates in different regions of the Sunshine country from 1998 to 2007. Generally, except for Highlands, where the rates slightly decreased between these years, Lowlands and Midlands both witnessed a rise. 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. Midlands saw a less dramatic change, however. The rate went up gradually from 70% and 75% in 1998 and 2002 to 80% and 85 % in 2004 and 2007. Unlike these two regions, Highlands witnessed a gradual decrease in the rate of literacy of its population. In 1997 the rate was 50% ; however, it decreased by 5% in 2002 and continued to go down in the following years, reaching only 30% in 2007. Obviously, this region needs to improve its literacy rate.
UNIT 5: 	 ILITTERACY 
 Period 30 LANGUAGE FOCUS 
	Date...............................
 A. OBJECTIVES By the end of the lesson, students will be able to : - distinguish the clusters / pl /,/ bl /,/ pr/ , / br/ , and /pronounce the words an
sentences containing these sounds correctly.
 - understand reported speech with infinitives and use these structures to solve
communicative tasks
B. METHODS: Integrated, mainly communicative approaching.
C. TEACHING AIDS: Pictures, poster, handouts and real objects.
D. PROCEDURE: : 
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
I. WARM UP 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 Ss to work in group to circle the one that is different .
- Give feedback.
-> Introduce the clusters / pl /, / bl / ,/ pr/ 
 / br/
II. PRESENTATION
1. Pronunciation
Activity 1: Listen and repeat :
- Read all words in 4 columns in textbook and ask Ss to repeat.
- Call some Ss to read .
 Activity 2: Practice reading sentences 
-Ask Ss to practice reading sentences in textbook in pairs .
- Correct if necessary 
2. Grammar Reported speech with To – Inf.
a, Examples :
-Hang on a chart with the following sentences.
- Ask Ss to complete sentences.
Expected answers:
1. please
2. prune
3. brandy 
4. blame
- Read 
- Work in pairs
Chart :
1. “ Turn left after the bridge “, the woman said to me.
-> The woman told me to turn left after the bridge.
2. “ You should go to the doctor “, my friend said.
-> My friend advised me to go to the doctor.
3. “ Can you help me “ , Linda said to me.
-> Linda asked me to help her.
4. “ Do you play the piano ? “ - ”Yes,my mother taught me “, Ann said.
-> Ann said her mother taught her to play the piano.
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
- Correct and give feedback.
-Elicit some more reporting verbs and present the reported speech with To – inf. *We often report orders, requests, warnings, advice , invitation using the structures :
S + V + O + To – Inf.
- reporting verbs : ask, tell, invite, advise, ....
* We often report offers, promises, threats using the structures :
S + V + To – Inf.
- reporting verbs : offer, promise, threaten,....
b. Practice : Exercise 1 
 - Ask Ss to do exercises provided in the books. 
- Have them do individually, and then compare the answers with the partners.
- Call Ss to give the answers.
- Correct and give feedback. 
Exercise 2 
 - Ask Ss to do exercises provided in the books. 
- Have them do individually, and then compare the answers with the partners.
- Call Ss to give the answers.
- Correct and give feedback. 
III. SUMMARY AND HOMEWORK
- Prepare Unit 6 
Exercise 1 Complete sentences :
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 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 Write the sentences, using the given words :
1. He advised me not to drink too much beer.
2. She invited me to come and see her whenever I want.
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 do it again.
7. He agreed to wait for me.
8. John asked me to lend him some money.