Ôn tập Anh văn 11 - Unit 5: Illiteracy - Part A đến part D

Week:
Period:
Date:
UNIT 5 :	ILLITERACY
Part A: Reading
I. Objectives
	By the end of the lesson, Ss 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.
II. Materials
	Textbook.
III. Anticipated problems
	Ss may need to be provided vocabulary related to illiteracy so that thay can complete various learning tasks.
IV. Procedure
Time
Steps
Work arrangement
5’
WARM UP
- 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 groups is. When 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, reading and writing, eradicate illiteracy, illiterate, volunteer teacher, drop out, primary education , compulsory education, low-income families
Group work & whole class
7’
BEFORE YOU READ
- T gets Ss to work in pairs and try to make sense of the picture on page 56, using the given prompts.
- T calls on some Ss to describe the picture. If Ss have difficulty talking about the picture, T may elicit their answers by asking Qs and giving prompts. E.g: What can you see in the picture? Who is the teacher ?
What about the Ss ? Where do you think the class is taking place ? etc. Ss should give reasons for their answers.
- T checks with the class and asks Ss to guess what they are going to read about.
Suggested answers:
This is a class for ethnic minority children in a mountainous area. Perhaps the class takes place in the morning because I can see the sunlight outside. The children are listening very attentively to their teacher,who ia wearing a soldier’s uniform. May be he’s a border soldier and works as a volunteer teacher. There is only one textbook for each desk. It seems that this is a very poor area because the class is poorly equipped and the children are wearing old clothes.
- T introduces the topic of the lesson: illiteracy.
 Pair work & whole class
7’
WHILE YOU READ
Set the scene: You are going to read about education in mountainous areas and do the reading tasks that follow.
TASK 1
- T gets Ss to read the passage silently and then do Task 1. T may write the given phrases on the board (i.e family planning, farming techniques, etc.) and asks Ss to go back to the passage to locate and read around these phrases so that they can guess their meanings. For example, the phrase “illiteracy eradication” found in lines 3 and 5 may refer to “teaching people to read and to write”. Ss can understand this meaning thanks to the idea that 6 % of the population was able to read and write, so more work needs to be done to solve this problem.
- T checks Ss’ understanding of the phrases by calling on some Ss to tell their equivalents in Vietnamese. 
- T checks the answers with the whole class and gives corrective feedback.
- T might want to get Ss to make sentences with important vocabulary items such as “eradicate illiteracy”, “ farming techniques”.
Individual work,pair work & whole class
5’
8’
Answers:
Phỉ cËp gi¸o dơc tiĨu häc
Héi khuyÕn häc ViƯt Nam
Xo¸ mï ch÷
Kü thuËt canh t¸c
KÕ ho¹ch ho¸ gia ®×nh
TASK 2
- T gets Ss to read the task requirement and do the task individually and then find a peer to compare their answer with. If Ss can’t do the task without reading the passage again, T might want to give them some time re-read the passage.
- T might also want to give Ss some strategies to find the main idea of the passage:
+ Ss should read the text carefully and try to summarise it in the Ss’ own words.
+ Then Ss search through the list of main ideas provided in the task to find the most suitable one,
+ Ss should make sure the main idea chosen sums up the entire text and not just one idea with in it.
- T calls on some Ss to give their answers and asks other Ss to say whether they agree or disagree.
- T gives feedback and the correct answer:
Answer: D
(Option A is too general; Options B & C are too specific)
TASK 3
- T checks if Ss can answer the comprehension Qs in TASK 3 without having to read the passage again. If Ss can’t, T gets them to read the Qs carefully and reminds them of the tips to do the task:
+ First, Ss should skim the 5 Qs to understand them. As Ss do this they:
* underline the key words to decide what information they need to find in the text.
* look for Qs words like “why” which indicates Ss should read for specific thing like a reason.
+ Then they should go back to the passage and locate the key words in the passage.
+ Then they should read around the key words carefully to find the answer.
- T gets Ss to check answers with a peer.
- T calls on some Ss to write their answers on the board and ask them to explain their choices.
- T gives the correct answers:
Answer:
94 % of the population (line 1, paragraph 1)
The campaign for illiteracy eradication (lines 1-2, para 2)
600 in 2000 (line 3, para 2) and 800 in 2001 (lines 5-6, para 2)
They willingly / voluntarily spent their vocations teaching ethnic minority illiterate people to read and write (lines 3-4, para 3)
illiteracy will soon be eradicated (lines 5-7, para 4).
Individual work, pair work & whole class
10’
AFTER YOU READ
- T introduces the task : SS work in small groups of 3 or 4 and discuss the question “How to help illiterate people in the disadvantaged areas to read and write ?”
- T reminds Ss of some structures that can be used for giving suggestions. E.g “perhaps we could” , “we might want to...”, “How about...”, etc.
- T provides Ss necessary vocabulary such as “poverty-stricken areas”, “sense of responsibility and duty”, etc.
- T goes around to check and offer help.
- T calls on the groups to tell and explain their answers.
- T gives corrective feed back
Suggested Answer:
Mnay people (children and adults) in disadvantaged areas (e.g remote, poverty – stricken areas) do not have a chance to go to school. To help them participate in the society , along with other things (e.g. improvement 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 book for children
+ Providing individual assistance to Ss
+ Give financial rewards to families that send their children to school
+ Training local people to be teachers who will help their own people.
Whole class
3’
WRAPPING UP
- T summarises the main ponts of thelesson.
- For homework, T asks Ss to learn by heart the new vocabulary and make sentences with them.
Whole class
Week:
Period:
Date:
UNIT 5 :	ILLITERACY
 	 Part A: 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. Materials 
	Textbook, handouts, ...
III. Anticipated problems
	Ss may have limited linguistic resources for discussion, so T should be ready to assist them
IV. Procedure
Time
Steps
Work arrangement
5’
WARM UP
Matching game: (To teach vocabulary and lead Ss to the tape)
- T divides the class into small groups of 3-4 Ss. Then T distributes the following hanhouts for Ss to do the matching task in their own groups. Which group finishes first and has appropriate answers(*) will be the winner.
(*) The purpose of this task is to get Ss to think about school problems and there should be no strictly right or wrong answers.
- T introduces the topic of the lesson: talking about school problems.
Match the photos with the problems they describe:
List of problems:
1. many ethnic minority children do not speak fluent Vietnamese, so they have problems when doing their studies in this language. 
2. Many children from low-income families drop out of school to earn their living.
3. Many children live too far away from school and they walk miles to class and back home everyday. 
4. Classesn are large, so Ss are not given enough individual attention.
5. Some Ss cheat in exams. For example, they sit next to a friend who knows the subject well and copy this person’s answers.
6. Mnay schools don’t have good library facilities and they rely on book donations from patrons.
7. Many schools don’t have spacious playgrounds for children, so when some groups are playing, there is little room left for other groups.
Suggested answers: 1. g 2. a 3. d 4. c 5. b 6. e 7. f 
Group work & whole class
7’
TASK 1
- T introduces the task and gets Ss to do it in pairs. T should encourage Ss to guess the meanings of the new words, if any.
- T calls on a student to read out the answers.
- T checks with the class and gives corrective feedback. T should explain 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 lessons / private lessons
Provide transportation to schools / school buses
Set up an English speaking club / learning centres / study groups
Answers: 1. b-g 2. a-e 3. d-f 4. c-h 5. i-j
Pair work & whole class
13’
TASK 2
- T introduces the task and calls on one or two pairs of Ss to read aloud the sample dialogue. T corrects errors, if any.
- T elicits the structures that are used for asking for and giving suggestions. T might want to write these structures on the board and gets Ss to do some practice before putting them in groups and do the task. E.g:
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
May be we can...
We might want to...
Probably we should...
We could ...
- T puts Ss into groups of 3-4 and gets them to 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.
- T goes around to check and offer help.
- After checking that Ss have finished the task, T calls on different groups to present the problems and solutions they have identified.
- T writes these ideas on the board as Ss talk. Then T elicits comments from the class and provides feedback.
Pair work, group work & whole class
17’
TASK 3
- T introduces the task: Ss are going to work together to identify the problems of their own classroom and offer solutions. T gets Ss to look at the given cues, elaborate on them and elicits some more problems, of possibl ... of tables.
II. Materials
	Textbook, handouts,
III. Anticipated problems
Ss may not have sufficient linguistic resources to write a description of a table, so T should be ready to help them.
IV. Procedure
Time
Steps
Work arrangement
5’
WARM UP
A matching game
(To teach vocabulary and lead Ss to the topic)
- T divides the class into small groups of 3-4 Ss. Then T distributes the following handouts for Ss to do the matching task in their own groups. Which group finishes first and has the correct answers will be the winner.
- T elicits more expressions, sums up and writes them on the board. E.g:
Verb
Noun
Increase slightly 
Rise gradually
Decrease sharply
Fall/ drop considerably 
Remain the same fluctuate 
A light increase 
A gradual rise 
A sharp reduction 
A considerable fall / drop 
 No/ little change fluctuation 
- T introduces to the topic of the lesson : Writing a description of tables .
Match these expressions with the correct graphs . Add more expressions if you can 
1 . fluctuate 
2 . gradually decrease 
3 . slightly increase 
4 . remain the same 
5 . drop sharply 
6 . rice considerably 
 A B
 C D
 E F
Answer: 1. D 2. F 3. E 4. B 5. C 6. A
Goupwork & whole class
10’
PREPARING SS TO WRITE
TASK 1
- T gers Ss to read the task requirements and work on the task with a peer.
- T calls on some Ss to read out their answers and checks with the class.
- T can use the writing in TASK 1 as a model of a table description:
+ T asks one student to read aloud the model writing 
+ T elicits the features of a table description, including :
The organisation:
1.Topic
- tells what the table is about ; and what is being described in it. E.g: The table describes the literacy rates of the population in different parts of the country of Fancy from 1998 to 2007.
2.Supporting sentences
- a sentence that sums up the general trend. E.g: The literacy rate of population varied considerably between 1998 and 2007.
- sentences that describe the table in detail.
3. Concluding sentence
- summarises the main points of draws a relevant conclusion. E.g: These data may help the researchers or planners make suitable plans for educational development in each area of the country. However ,this sentence is optional.
 2. 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. E.g: The table shows that...
 The table describes...
 The table presents....
+ Describing trends and changes: T might want to remind Ss of the expressions of changes that they covered in the Warm-up activity. T should explain the difference between “decrease” and “fall/drop”. E.g: “fall/drop” describes a strong reduction so they don’t go with such adverbs as “slightly” and “gradually”.
Answer to Task 1:
1. varied 2. rise 4. different 5. went up 6. dramatically
Pair work & whole class
20’
WRITING
TASK 2
- T gets across to Ss that before they describe a table, they always need to spend time analysing it and organizing the information in the most logical order. T gives Ss some tips to tackle a table:
+ To understand a table, it is important to firstly understand its topic . The topic of a table can generally be found by looking at its title. Pay attention to the time reported in it as well. Is it the past, the present, or the future ?
+ Then, it is important to look for the general trend that the table describes . What patterns are shown ? Is there an overall trend ? How are the different pieces of information related ? Look for the exceptions to the general trend, if there are any. Finally, look for the differences in detail.
- Then T tells Ss to study the table in Task 2 and analyses it with a friend by asking these Qs:
1. What is the topic of the table ? 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 1998 and 2007 ?
d. What about that rate for Midlands and Highlands ?
- T checks the answers with the whole class.
- Based on their analysis of the table, Ss now write up a description individually.
- T goes around to check and offer help.
- T asks Ss to work in pairs and correct each other’s writing.
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 2 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.
Individual work,pair work and whole class
7’
FEEDBACK ON SS’ WRITING
- T choose one description and reads it to the class.
- Then T elicits corrective feedback from the class and gives final comments afterwards . T should draw Ss’ attention to the organisation of the description and the language use, especially the verb tenses and expressions of changes.
Whole class
3’
WRAPPING UP
- T summarises the main points of the class.
- For homework, Ss need to rewrite their descriptions based on T’s and other Ss’ suggestions and corrections.
Whole class
Week:
Period:
Date:
UNIT 5 :	ILLITERACY
 	 Part A: Language Focus
I. Objectives
	By the end of the lesson, Ss will be able to:
- Distinguishing the clusters / pl /, / bl /, / pr /, / br / and pronounce the words and sentences containing them correctly
- Understanding reported speech with infinitives and use these structures to solve communicative tasks
II. Materials
	Textbook, handouts.
III. Anticipated problems
	Ss might have difficulty with the clusters because they don’t exist in Vietnamese.
IV. Procedure
Time
Steps
Work arrangement 
7’
PRONUNCIATION
Distinguishing sounds
- T models the 3 clusters / pl /, / bl /, / pr /, / br / for a few times and explains how to produce them. E.g: When producing / pl /, Ss should produce / p / first and then quickly switch to / l /, and so on.
- T plays the tape (or reads) once for Ss to hear the words containing these clusters. Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T).
- T asks Ss to read the words in each column out loud in chorus for a few more times . Then T calls on some Ss to read the words out loud. T listens and corrects if Ss pronounce the target words incorrectly. If many Ss don’t pronounce the words correctly, T may want to get them to repeat after the tape (or him/herself) again in chorus and then individually.
Practising sentences containing the target sounds
- T asks Ss to work in pairs and take turn to read aloud the given sentences.
- T goes around to listen and takes notes of the typical errors.
- T calls on some Ss to read the sentences again and provides corrective feedback. 
Individual work, pair work and whole class
10’
GRAMMAR
a. Presentation
- If necessary, T reviews reported speech with infinitives:
+ Form: Verb + O + bare-infinitive
+ meaning and use: We usually use an infinitive structure to report orders, requests, advice, suggestions, threats, warning, promises, (dis)agreements, and so on. We don’t use “say” in this structure.
E.g: I told the kids to be quite. The policeman told me not to park here.
Note: T might want to remind Ss that time and place references often have to change in reported speech. E.g:
Now
Then
Today
That day
Here
There
This
That
This week
That week
Tomorrow
The following week/the next week/the day after
Next week
The following week/the next week/the week after
Yesterday
The previous day/the day before
Last week
The previous week/the week before
Ago
Previously/before
Tonight
That night
Last Saturday
The previous Saturday/the Saturday before
2 weeks ago
2 weeks previously/2 weeks before
Next Saturday
The following Saturday/the next Saturday/the Saturday after/that Saturday
b. Practice
Exercies 1:
- T gets Ss to do Exercise 1 individually and then find a partner to check their answers with
- T checks with the whole class and provides corrective feedback.
Anwer:
They promise 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. 
Individual work, pair work and whole class
10’
Exercise 2:
- T gets Ss to do Exrcrice 2 individually and then find a partner to check their answers 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 whenver I want .
3 . Jonh 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 . Jonh asked me to lend him some money 
Individual work, pair work & whole class
15’ 
Communicative (production )
- T prepares the following sentences and gives one sentence to each student.
- 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.
- T picks a student at random to report what one student said. T corrects the response as appropriate, 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 week
I will email you as soon as I get there
Individual work & whole class 
3’
WRAPPING UP
- T summarises the main ponts of the lesson.
- For homework, T asks Ss to revise reported speech with infinitives and do exercises in the workbook.
Whole class