Ôn tập môn Tiếng Anh khối 11 - Period 26 đến Period 30

 Date of teaching: 
 Period : 26
Unit 5: ILLITERACY
Part: Reading
AIMS AND OBJECTIVES
Language content : + To introduce Ss to the passage about illiteracy
 + To provide Ss with some new words relating to the topic
Language function: + Reading the passage for gist and for specific information
Educational aim : At the end of the lesson, Ss will be able to: 
 - develop their reading comprehension
 - apply some useful dictionary skills to the interpretation of its meaning
1. Language:
Vocabulary: illiterate, illiteracy, ethnic minority, 
 Grammar : no structure
2. Skills: Reading
3. Method: Communicative approach
4. Techniques/ activities: Multiple choice, pare work, group work, questions – answer, discussion
5. Teaching aids needed: Textbooks, board, chalk, pictures 
6. Procedures:
 Stabilization: (1m)
Warm- up: + Greets the Ss
 + Has a short chat with the Ss 
b. Checking absence: Checks the Ss’ attendance
Checking up previous lesson: (no checking)
Presentation of the new material: (40ms)
Time
Teacher’s activities
Students’ activities
The content of the lesson
4ms
8ms
ate (n)anh (Example) 
e)tebooks?gful and correct words will be the winner"
20ms
8ms
I. Lead-in
-asks Ss to play game “anagram game”
-divides Ss into 2 groups
-draws a circle on the b/b and write the letter of the topic world ,but all are jumbled
For example: TYALELIRIC
 C L I
 E I
 A R
 T Y 
 L
-gives instructions” Ss write as many words as they can with the letters in the circle in two ms. Which group having the most meaningful and correct words will be the winner”
-conducts the game
-gives feedback
-gets the words “ ILLITERACY”
-tells the aim of the lesson: Illiteracy
II. Before you read
-asks Ss to look at the pictures in their books
-makes questions:
1. Where do you think the class is?
2. Who are attending the class?
3. What about the teacher? Who is he?
4. Do all children have textbooks?
-gives feedback
-introduces some new words:
New words: 
+ illiterate (a): not able to read and write
-> illiteracy (n)
+ eradicate (v) (to clean up, wipe up)
-> eradication (n)
+ ethnic minority ( Picture)
+ campaign (n) (Example) 
Mua He Xanh campaign
+ rate (n)
-checks understanding of the new words
III. While you read
Task 1
-gives instructions
-lets Ss do the task in 3 ms
-asks Ss to give their answers 
-gives feedback
The keys:
1. Phoå caäp GDTH
2. Hoäi KH Vieät Nam
3. Xoaù muø chöõ
4. Kæ thuaät canh taùc
5. Keá hoaïch hoaù GD
Task 2
-asks Ss to work in groups, read the passage and do the task
-lets Ss do the task in 5 ms
-asks Ss to give their answers
-gives feedback
The keys:
D” The fight against illiteracy”
Task 3
-gives instructions
-asks Ss to work in groups, read and answer the questions
-lets Ss do the task in 5 ms
-asks Ss to give their answers
-gives feedback
The keys:
1. 94% of the population
2. the campaign for illiteracy eradication
3. ..
IV. After you read 
-asks Ss to work in groups and answer the 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?
-lets Ss do the task in 3 minutes
-calls on some pairs to stand up, ask and answer
-gives feedback
-listen to the teacher 
-sit in groups
-look at the b/b
-listen to the teacher’s instructions
-play the game
-listen and answer
-listen to the teacher 
-look at the pictures in their book and answer
-listen and answer the teacher’s questions
-listen and answer
-listen and guess the meaning of the new words
-copy down the new words in their note-books
-listen and answer
-listen to the teacher’s instructions
-do the task in the allotted time
-give their answers
-listen and answer
-listen to the teacher’s instructions
-work in groups and do the task in the allotted time
-give their answers
-listen and answer
-listen to the teacher’s instructions
-do the task in the allotted time
-give their answers
-listen and answer
-work in groups and discuss the questions in the allotted time
-do the task in the allotted time
-stand up and answer
-listen and answer
Unit 5: 
ILLITERACY
Part: Reading
Content
New words: 
+ illiterate (a): not able to read and write
-> illiteracy (n)
+ eradicate (v) (to clean up, wipe up)
-> eradication (n)
+ ethnic minority
+ campaign (n) : 
Mua He Xanh campaign
+ rate (n)
Task 1
The keys:
1. Phoå caäp GDTH
2. Hoäi KH Vieät Nam
3. Xoaù muø chöõ
4. Kæ thuaät canh taùc
5. Keá hoaïch hoaù GD
Task 2
The keys:
D:” The fight against illiteracy”
Task 3
Answer the questions:
1. 94% of the population
2. the campaign for illiteracy eradication
3. ..
Homework: (4ms)
Asks Ss to write in their notebooks: 
+ learn the lesson well.
+ Discuss “ What are the advantages of enabling all people in a community to read and write 
Preparation for the next lesson: 
Asks Ss to prepare part: “Speaking”
Self –evaluation:
__________________________________________________________
 Date of teaching: 
 Period : 27
Unit 5: ILLITERACY
Part: Speaking
AIMS AND OBJECTIVES
Language content : + To enable Ss to use appropriate language to talk about illiteracy 
 problems and offer solutions
Language function: + Talking about illiteracy problems 
Educational aim : By the end of the lesson, Ss will be able to:
 + use appropriate language to talk about schooling and illiteracy 
 related problems and offer solutions to these problems
 + use model “ SHOULD” to give advices
1. Language:
Vocabulary: old Vocabulary 
Grammar : the model “ SHOULD” to give advices
2. Skills: Speaking 
3. Method: Communicative approach
4. Techniques/activities: Pair work, group works, matching, discussion, pictures
5. Teaching aids needed: Textbooks, board, chalk
6. Procedures:
 Stabilization: (1m)
Warm- up: + Greets the Ss
Checking absence: Checks the Ss’ attendance
Checking up previous lesson: (15ms)
15 Minute Test
Listen and fill in the blanks.
Albert Einstein was born on (1)____ in Um, Germany. His interest in (2)___ began when he was only (3)__ years old. But in school, he was not a very good(4)___. Albert dropped out of school at (5)___ because he hated strict discipline and rote-learning.
 When his family moved to Milan. (6)____. Albert decided to (7)___ Physics. He failed the institute’s entrance exam, but after a year’s study at a school near Zurich, he passed and entered(8)___ . He graduated in(9)___. Then he became a private physics and mathematics tutor for (10)___ years
The answers:
1 2 3. 4. 5..
6. 7 8.. 9.. 10.
Presentation of the new material: (27ms) 
Time
Teacher’s activities
Students’ activities
The content of the lesson
3ms
3ms
21ms
I. Lead-in
-asks Ss to tell some problem they often meet at school and offer some solutions to solve them
-gives feedback
-tells the aim of the lesson: Problems and solutions
II. Pre- Practice
-introduces some school problems
-teaches some new words
+ cheat ( v) ( Mime)
+ regulation (n) ( Real thing)
+ enforce (v) ( Translation)
+ income (v) (Explanation)
III. Practice
Task 1 
-asks Ss to work in pairs and do the task: Matching
-lets Ss do the task in 3 ms
-calls on some Ss to stand up and give their answer
-gives feedback
 The keys:
1. b, g 2. a, e 3. d, f 
4. c 5. h, I, j 
Task 2
-gives Ss a problem and asks them for the solutions to set up a model dialogue
Eg: “Many Ss can not buy the required textbooks. What do you think we should do to help them?”
St1: I think we should ask the school headmaster to provide free textbooks for Ss from low-income families.
St2: We should collect used textbooks for school library
-asks Ss to look at the model in task 2
-asks Ss to give the model “ Should” to give advices
-calls on 3 Ss to practice
-asks Ss to work in groups and make similar dialogues
- lets Ss prepare in 3 ms
-calls on some groups to stand up and perform
-gives feedback
Task 3 
-asks Ss some questions to set the task 
1. Are there any problems in our class?
2. What are they?( if Ss can not answer, give them some cues as in the textbook)
3. What should we do to solve these problems?
-lets Ss to work in groups and do the task in 3 minutes 
-asks the rest to give their answers 
-gives feedback
IV. Post - speaking
(if enough time)
-sets a situation” many Ss have difficulties in learning E.l ,please tell me some solutions to improve it”
-elicits prompts answers from Ss
-gives feedback
-tell some problem and offer some solutions 
-listen and answer
-listen to the teacher
-listen to the teacher
-listen and guess the meaning of the words
-copy down in their note-books
- work in pairs and do the task in the allotted time
-stand up and answer
-listen and answer
-tell a problem
-look at the chart the model in task 2
-listen to the teacher
-stand up and practice it
-work in groups and make similar dialogues
-do the task in the allotted time
-stand up and practice the conversation
-listen and answer
-listen and answer teacher’s questions
-work in groups and do the task in the allotted time
-give their answers 
-listen and answer
-listen to the teacher
-to give their answers 
-listen and answer
Unit 5: 
ILLITERACY
 Part: Speaking
Content
New words
+ cheat ( v) 
+ regulation (n) 
+ enforce (v) 
+ income (v)
Task 1
The keys:
1. b, g 
2. a, e 
3. d, f 
4. c 
5. h, I, j 
Task 2
T : Many Ss can not buy the required textbooks. What do you think we should do to help them?
St1: I think we should ask the school headmaster to provide free textbooks for Ss from low-income families.
St2: We should collect used textbooks for school library
Task 3
Homework: (2ms)
Asks Ss to write in their notebooks:
 + write a short paragraph about difficulties in learning E.l and suggest some solutions 
 to solve the problems.
Preparation for the next lesson: 
Asks Ss to prepare part: “Listening” 
Self –evaluation:
__________________________________________________________________________
 Date of teaching: 
 Period : 28
Unit 5: ILLITERACY
Part: Listening
AIMS AND OBJECTIVES
Language content: + To encourage Ss to listen to a talk about the result of a school survey
 on what makes an effective school
 + To help Ss practice listening 
Language function: Listening for gist and specific information
Educational aim: At the end of the lesson, Ss will be able to:
 + develop extensive listening skills
 + use the information they have listened to for other communicative tasks 
1. Language:	
 a) Vocabulary : survey, maturity, academic, self- respect, 
 b) Grammar : no structures
2. Skills: Listening- Speaking 
3. Method: Communicative approach
4. Techniques/activities: Group work, question-answer, T- F statement
5. Teaching aids needed: Textbooks, board, chalk, tape
6. Procedures:
 Stabilization: (1ms)
Warm- up: + Greets the Ss
b. Checking absence: Checks the Ss’ attenda ... ve	4. student	5. fifteen
 	6. Italy	7. study	8. in 1896	9. 1900	10.two
Presentation of the new material: (36ms)
Time
Teacher’s activities
Students’ activities
The content of the lesson
6ms
6ms
20ms
8ms
I. Lead-in
(prepares a small survey and copies it on a paper (the table is at the end of the lesson plan)
-hands out these papers to Ss
-gives instructions
-lets Ss complete the table
-collects the papers gives feedback
-tells the topic of the lesson: A survey
II. Before you listen
-makes some questions:
1. Have you ever done a survey?
2. Do you know where Perth is?
-gives feedback
-lets Ss repeat the words
-introduces some new words 
+ survey (n) ( Example)
+ effective (a) (Explanation) 
+ mature (a) – maturity (n)
+ self- respect (n) (Translation)
+ academic ( a) (Translation)
-sets the situation: “You are going to listen to a talk about the results of a school survey carried out in Perth, Western Australia. The school asked its students what makes an effective school”
III. While you listen
Task 1
-asks Ss to read the statements in task 1 and think of the answers
-plays the tape the first time
-asks Ss to give their answers
-plays the tape the second time to check their answers
-gives feedback
The key:
1. D 2. B 3. B 4. C
Task 2
-asks Ss to read the questions and guess the answers
-has Ss to listen to the tape and do the task
-asks Ss to give their answers
-plays the tape again 
-asks Ss to compare their answers with their partners
-asks Ss to give their answers
-gives feedback(T may play the tape to check their answers)
The key:
1. It took place in Perth.
2. 90 % of the Ss
3. They felt that they should be allowed to give some input into school decision making.
IV. After you listen
-asks Ss” What do you think is more essential for better learning –good teachers or good textbooks?”
-divides Ss into 2 groups and asks them to discuss the following:
G1: What good teachers help better learning?
G2: What good textbooks help better learning?
-lets Ss do in 3 minutes
-calls some representative to stand up and perform
-gives feedback
-get the copied papers
-listen to the teacher’s instructions
-hand in the papers, listen and answer
-listen to the teacher
-listen and answer the questions
-listen and answer
-repeat the words
listen and guess the meaning of the new words and take notes
-listen to the teacher
-read the statements in task 1 and think of the answers
-listen to the tape and do the task
-give their answers 
-listen and answer
-read the questions and guess the answers 
-listen to the tape and do the task
-give their answers
-listen to the tape again
-share their answers with their partners
-give their answers
-listen and answer
-take notes in their note-books
-listen and answer the question
-listen and answer
-work in groups and discuss
-do the task in the allotted time
-stand up and perform
-listen and answer
Unit 5: 
ILLITERACY
Part: Listening
Content
New words: 
+ survey (n) 
+ effective (a) 
+ mature (a) 
 – maturity (n)
+ self- respect (n) 
+ academic ( a) 
Task 1
The keys:
1. D
2. B
3. B
4. C
Task 2
The keys:
1. It took place in Perth.
2. 90 % of the Ss.
3. They felt that they should be allowed to give some input into school decision making.
Homework: (3ms)
Asks Ss to write in their notebooks:
+ revise “describing a chart” of unit 16 in E.L 10.
 + write a short paragraph (100 words) about “What makes an effective school”
Preparation for the next lesson: 
Asks Ss to prepare part: “Writing” 
Self –evaluation:
Do you agree with the following?
In an effective school
Yes 
No
The teacher encourages Ss to set realistic goads for their own learning
The teacher is motivating and interested in what Ss do
Ss are involved in making decisions which have a direct effect on themselves
__________________________________________________________________________
 Date of teaching: 
 Period : 29
Unit 5: ILLITERACY
Part: Writing
AIMS AND OBJECTIVES
Language content: To provide Ss with practice describing information in a table
Language function: Practicing describing tables 
Educational aim : At 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
1. Language: 
 a) Vocabulary : trend, data, the nouns / verbs/ adjs / advs in the table 
 b) Grammar : 
2. Skills: Writing
3. Method: Communicative approach
4. Techniques/activities: Gap- fill, discussion
5. Teaching aids needed: Textbooks, board, chalk, pare board 
6. Procedures:
 Stabilization: (1m)
Warm- up: + Greets the Ss
b. Checking absence: Checks the Ss’ attendance
Checking up previous lesson:(no checking) 
Presentation of the new material: (39ms)
Time
Teacher’s activities
Students’ activities
The content of the lesson
4ms
12ms
15ms
8ms
I. Warm up
-draws on the b/b a table like this
Country 
1995
2000
China
45%
56%
Korea
29%
67%
-asks Ss to tell where they see it
-gives feedback(in geography)
-tells the aim of the lesson: Describing tables
II. Pre-Writing 
Task 1
-asks Ss to open their books 
-provides some new words 
+ trend (n) (Translation)
+ data (n) (Translation)
+ decline (v)= decrease
+ dramatically ( adv)
-asks Ss to do the task in 4 minutes
-asks Ss to give their answers
-gives feedback
The keys:
1. varied 2. rise 
3. declined 4. different 
5. went up 6. dramatically 
-elicits the languages used to describe a table from the passage
-hangs the chart on the b/b
( The table about Ns / Vs / Adjs / Advs in the textbook)
-asks Ss to tell:
1. Topic sentence of the passage
2. Supporting sentences
3. Concluding sentence
4. Verb tenses
5. expressions of changes
-gives feedback
-introduces the useful language
+ The table shows / describes ..
+ As can be seen from the data in the table 
Task 2
-asks Ss to read the table of literacy rates in Sunshine country from 1998 - 2997 
-helps Ss describe the table by making questions:
1. What is the topic of the table?
2. Does it describe the past, present or future?
3. What patterns are shown?
+ Which region had the highest rate of literacy in 1998? / 2002?...
III. While-writing
-ask Ss to work in individually and describe the table, basing on the suggestions above
-lets Ss do the task in 15 ms
-goes around to observe and offer help
IV. Post writing
-asks Ss to change their paperboards & check each other
-selects some to hang on the b/b 
-has Ss correct their friends’ mistakes on the b/b
-gives feedback
-look at the b/b
-listen and give the answer
-listen and answer
-listen to the teacher
-open their books 
-listen and guess the meaning of the word
-do the task in the allotted time
-give their answers
-listen ad answer
-listen and take notes
-look at the chart on the b/b
-listen and answer
-take notes in their notebooks
-listen and answer
-listen to the teacher’s instructions 
-read the table
-listen and answer the questions
-work in individually and write
-do the task in the allotted time
-change their papers to check each other
-look at their friends’ work 
-correct their friends’ mistakes 
-listen and answer
Unit 5: 
 ILLITERACY
Part: Writing
 Content
Describing tables
New words:
+ trend (n) 
+ data (n) 
+ decline (v) 
 = decrease
+ dramatically ( adv)
Task 1
The keys:
1.varied 
2. rise 
3. declined 
4. different 
5. went up 
6. dramatically 
1. Topic sentence of the passage
2. Supporting sentences
3. Concluding sentence
4. Verb tenses
5. expressions of changes
Homework: (5ms)
Asks Ss to correct the mistakes and write the complete letter in their note books
Preparation for the next lesson: 
Asks Ss to prepare par: “Language Focus” 
Self –evaluation:
________________________________________________________________________________
 Date of teaching: 
 Period : 30
Unit 5: ILLITERACY
Part: Language Focus
AIMS AND OBJECTIVES
At the end of the lesson, Ss will be able to:
 + distinguish the clusters /pl / ,/ bl / / pr/ and / br/ and pronounce them exactly 
 + use the structures with reported speech with To- Inf to solve communicative task
1. Vocabulary: + the words with the clusters /pl / ,/ bl / / pr/ and / br/ in: please, black, pride, brown 
2. Structure: Reported speech with To- Inf 
3. Procedures:
I. Warm- up (5ms)
-greets Ss
-has a short chat with Ss
II. Checking up Previous knowledge( no checking because the lesson is long)
III. Content of the lesson (35ms)
Pronunciation (10ms)
-asks Ss to read aloud the sentence
 “ Mrs Brown is proud of her platinum blonde”
-gives feedback
-introduces the clusters /pl /, / bl / / pr/ and / br/ 
-tells the aim of the lesson : practice the clusters /pl /, / bl / / pr/ and / br/ in a single word and practise them in sentences 
-introduces some more in the text book
-has Ss listen and repeat the words
-calls some Ss to stand up and repeat
-helps Ss practice the sentences containing the target sounds
-calls some pairs to stand up and practice
-gives feedback
Grammar (25ms)
Presentation and Exercises
 A. Presentation : Reported Speech with infinitives
-asks Ss to reported this sentence 
 1. “Close your books” said the teacher
 -> The teacher asked/ told
 2. “ You should give up smoking, Nam,” said the doctor.
 -> The doctor advised Nam.
-gives feedback 
 1. The teacher asked/ told us to close our books.
 2. The doctor advised Nam to give up smoking.
-tells the aim of the grammatical point: “Reported Speech with To- Inf”
-helps Ss revise the form, meaning and use 
 Form: 
 V + Object + (NOT) + To-inf
Meaning and use: it is used to report other’s orders, requests, advice, suggestions, 
-helps Ss revise the form and uses of Gerund
-asks Ss t give some mote examples
-gives feedback
 B. Exercise 1:	
-gives instructions
-lets Ss do exercise 1 in 5 ms
-asks Ss to give their answers
-gives feedback
The keys:
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. 
 C. Exercise 2:
-gives instructions
-lets Ss do exercise 2 in 5 ms
-asks Ss to give their answers
-gives feedback
The keys:
1.He advised me not to drink too much beer.
2. She invited me to come and see her whenever I wanted
3. John asked me not to smoke in his car
4.  
IV. Home work (5ms)
-asks Ss to write in their note-books:
 + do all the exercises in the exercise note-book
 + Rewrite these sentences with the verbs in brackets
“ I will buy you ac ice-cream” ( Promise)
“ Would you like to come to my birthday party?” ( Invite)
“ You’ve got to lend me some money! Oh, please, please! “ ( Beg)
“ You should get up early, Tom” ( Advise)
-Asks Ss to prepare “Unit 6 – Part Reading” 
V. Teacher’ s comments
Self –evaluation:
_________________________________________________________________