Thiết kế bài dạy môn Tiếng Anh 11 năm 2010 - Period 28 - Unit 5: Illiteracy

LESSON PLAN
Unit 5 : ILLITERACY
Period : 28	
Classes : 11 A4 , A5, A7,A8
Date of preparation : 05 / 10 / 2010	
Date of teaching : 07 / 10 / 2010
Teaching item : LISTENING
I) AIMS AND OBJECTIVES . 
 + LANGUAGE CONTENT :
* To provide students with some vocabulary related to strategies for better learning
 + LANGUAGE FUNCTION :
* To talk about condition for better learning.
 + EDUCATIONAL AIM :
 	* To educate in students the importance of learning
1/ Languages : 
* Vocabulary : 	+ self-respect (n)	+ maturity (n)	+ academic (adj)	+ deliver speech (v)	+ encourage (v)	+ set realistic goal (v) 
	+ consult (v)	+ motivate (v)
	+ focus on (v)	+ survey (n)
	+ essential (a) 
* Structures: 
2/ Skill : Listening 
3/ Educational factor : 
 * To educate in students the awareness of self-study
II) TEACHER AND STUDENTS' PREPARATION .
 1/ Method : Communicative approach .
 2/ Techniques : Game Finding One’s Other Half, Discussion, Question-Answer , Using pictures , Example, Situation, Gap-fill 
3/ Materials needed : Textbook , Color chalk , Handout , Cassette Player
 4/ Students' preparation :
 	* Read the guiding books and grammatical books before going to school .
	* Prepare the keys for the task in Before you listen and After you listen
III) PROCEDURES IN CLASS .
 1. Stabilization : (1 minute)
 * Greeting the students and asking them something about the attendance , their health, the weather and preparation
 2. Checking-up the previous knowledge : (5 minutes)
* Calling two students to B/B:
+ Give problems their class encounter and offer solutions
+ Write the English equivalent to the following phrases
Hoäi khuyeán hoïc Vieät Nam
Giaùo duïc phoå caäp tieåu hoïc
Xoaù muø chöõ
Kyû thuaät canh taùc
Keá hoaïch hoaù gia ñình
* Correcting the mistakes , giving remarks and marking.
 3. Presentation of the new materials . 
SPECIFIC STAGES
TIME
TEACHER'S ACTIVITIES
STUDENTS'
ACTIVITIES
THE CONTENT
OF THE LESSON
7ms
1. Warm-up:
Game: Matching
* Dividing the class into 2 groups.
* Hanging on two posters on the board
* Sticking pieces of paper with different shapes and colors on each poster
* Asking the students in each team to match the name of cities with the name of countries
F The team who first finish wins.
City
Country
1.Toronto
Japan
2.Hannover
Australia
3.Sao Paulo
Korea
4.Calcutta
America
5.Pusan
England
6.Osaka
Italy
7.Pert
India
8.Venice
Brazil
9.New York
Germany
10.Liverpool
Canada
Answer keys
1J 2I 3H 4G 5C 
6A 7B 8F 9D 10E
Lead-in:
* Asking the students :
1. Have you ever heard about Pert city?
2. Can you tell me where it is in Australia ? 
Ä In today’s lesson you’ll listen to a passage saying about a survey about Pert city
* Writing the title of the lesson on B/B
Unit 5 : ILLITERACY
Period 29 : Listening
* Dividing the class into two groups A and B 
* Looking at posters on the board and matching
The team who first finish wins.
City
Country
1.Toronto
Japan
2.Hannover
Australia
3.Sao Paulo
Korea
4.Calcutta
America
5.Pusan
England
6.Osaka
Italy
7.Pert
India
8.Venice
Brazil
9.New York
Germany
10.Liverpool
Canada
* Answering the teacher’s questions
Answer keys
1J 2I 3H 4G 5C 
6A 7B 8F 9D 10E
*Writing the title of the lesson
Unit 5 : ILLITERACY
Period 29 : Listening
Unit 5 : ILLITERACY
Period 29 :Listening
10
ms
2. Pre-listening:
Pre- teach vocabulary
* Writing the new words on the blackboard
1. survey /'sə:vei/ cuoäc khaûo saùt
2. self-respect /self ri'spekt/ long töï troïng
3. maturity /mə'tjuəriti/ söï tröôûng thaønh
4. realistic /riə'listik/ hieän thöïc
5. consult /kən'sʌlt/ tham khaûo , tö vaán
6. motivate /'moutiveit/ thuùc ñaåy
7. focus on /'foukəs/ taäp trung vaøo 
* Asking the students to read the words after the teacher in chorus
* Writing the new words 
1. survey /'sə:vei/ cuoäc khaûo saùt
2. self-respect /self ri'spekt/ long töï troïng
3. maturity /mə'tjuəriti/ söï tröôûng thaønh
4. realistic /riə'listik/ hieän thöïc
5. consult /kən'sʌlt/ tham khaûo , tö vaán
6. motivate /'moutiveit/ thuùc ñaåy
7. focus on /'foukəs/ taäp trung vaøo 
* Reading the words after the teacher in chorus
I. BEFORE LISTENING. 
1. Vocabulary:
1. survey /'sə:vei/ cuoäc khaûo saùt
2. self-respect /self ri'spekt/ long töï troïng
3. maturity /mə'tjuəriti/ söï tröôûng thaønh
4. realistic /riə'listik/ hieän thöïc
5. consult /kən'sʌlt/ tham khaûo , tö vaán
6. motivate /'moutiveit/ thuùc ñaåy
7. focus on /'foukəs/ taäp trung vaøo 
6ms
3. While-listening:
Activity 1: Multiple choice
Task 1 : (page 60)
* Asking the students to read through the multiple choice questions
* Playing the tape and asking the sts to listen and choose the best option to complete each sentence
* Asking the students to compare their answers with their partners
* Letting the Ss listen for the second time if needed
* Going over the answers with the class
F Expected answers:
D 2. B 3. B 4. C
* Reading through the multiple choice questions
* Listening to the tape and choosing the best option to complete each sentence
* Expected answers:
D 
B 
B 
C
II. WHILE LISTENING
1) Task 1 : (page 60)
Listen and choose the best option to complete each sentence
Answer keys:
D 
B 
B 
C
7ms
Activity 2: Questions & Answers
Task 2 : (page 61)
* Asking the Ss to work in pairs
* Telling the Ss to listen again and answer the questions
* Calling on some Ss to give the answers
Expected answers:
1. The survey took place in pert
2. 80% of the students
3. They think they should be allowed to give some input into school decision making
* Working in pairs
* Listening again and answering the questions
* Giving the answers
3) Questions & Answers
Task 2 : (page 61)
Answers:
1. The survey took place in pert
2. 80% of the students
3. They think they should be allowed to give some input into school decision making
8ms
4. Post listening:
Discussion ( using for good students)
* Having the Ss work in groups of four or five to discuss the question: 
“Which do you think is more essential for better learning – good teachers or good textbooks ?”
* Going around to give help is necessary
* Calling on some students to speak out
* Giving the feedback
* Working in groups of four or five to tell about Spring School
* Some students talk about Mai’s birthday party in front of the class
III.AFTER
LISTENING
Take turns to tell about Spring School
1m
5. Homework
* Asking the Ss to prepare Writing lesson 
* Discussion the question “Which do you think is more essential for better learning – good teachers or good textbooks ?”
* Writing the homework
5. Homework
* Prepare the next lesson-WRITING
* Discussion the question “Which do you think is more essential for better learning – good teachers or good textbooks ?”
TAPESCRIPT :
In an informal survey carried out in Pert, Western Australia, students were asked to give their views on what makes an effective school, 80 percent of the students felt that mutual respect in the classroom was essential for effective learning to take place. This implied that the students should be treated as individuals with their both strengths and their weaknesses, 60 % of the students felt they should be encouraged to set realistic goals for their own learning, and to have positive attitudes towards themselves and others.
About 55% of the students expected their teachers to be motivated and interested in what they are doing ; this would then reflect in the performance of the students . Nearly all the teachers believed that learning should be centered on important life skills such as communication, building self-respect and self confidence, the ability to learn from failure , and time management , suited to the maturity of the students concerned.
100% of the students felt that the social side of school was as important as academic activities. The older students felt that they should be allowed to give some input into school decision making which had a direct effect on students.
Self-evaluation: