Thiết kế bài dạy môn Tiếng Anh 11 năm 2010 - Period 29 - Unit 5: Illiteracy

LESSON PLAN
Unit 5 : ILLITERACY
Period : 29	
Classes : 11 A4 , A5 , A7,A8
Date of preparation : 10-10-2010	
Date of teaching : 12-10-2010
Teaching item : WRITING
I) AIMS AND OBJECTIVES . 
 + LANGUAGE CONTENT :
* To supply the students with vocabulary related to description information in a table or a graph
 + LANGUAGE FUNCTION :
* To write to describe information in a table or a graph
 + EDUCATIONAL AIM :
 * By the end of the lesson, Sts will be able to:
+ write a paragraph based on the information in the table 
+ describe information in a table or a graph 
1/ Languages : 
* Vocabulary : 	+ rise (v/n)	+ increase (v/n)	+ decrease (v/n)	+ drop (v/n)	+ fall (v/n)	+ slightly (adv)
+ steadily (adv)	+ sharply (adv)
* Structures: The graph shows / describes that .
	As can be seen from the data in the table ..
2/ Skills : Productive writing 
3/ Educational factor: 
	* To help students sts to try to learn so that they can get a good job and make their life better.
II) TEACHER AND STUDENTS' PREPARATION .
 1/ Method : Communicative approach .
 2/ Techniques : Game: “Guessing shape”, Synonym, Gap-Fill, Translation , Eliciting, Question-Answer
 3/ Materials needed : Lesson plan , Textbook , Handout , Color chalk 
 4/ Students' preparation :
 	* Read the guiding books and grammatical books before going to school .
	* Prepare the writing
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 one student to B/B :
	+ Answer the question:
“Which do you think is more essential for better learning – good teachers or good textbooks ?”
* 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
8ms
I. Warmer 
Game : “Guessing SHAPE”
* Dividing the class into four groups and asking the students to work in groups to guess the names of each shape
The winner can guess more words
F See handout
Lead-in: 
* Asking the students to describe the data in the graph in Vietnamese
Ä Today , you’ll learn how to write or describe data in a table or a graph
* Writing the title of the lesson on B/B
Unit 5 : ILLITERACY
Period 30 : WRITING
* Playing the game “Guessing SHAPE”
* Describing the data in the graph in Vietnamese
* Writing the title of the lesson
Unit 5 : ILLITERACY
Period 30 : WRITING
Unit 5 : ILLITERACY
Period 30 : WRITING
5ms
2. Pre writing:
v Activity1 : 
Pre-teach vocabulary
1. rise = increase (n/v) ; on the increase / rise
2. decrease = reduce (v/n); on the decrease / 
3. drop = fall (v/n)
4. slightly (khoâng ñaùng keå)
5. steadily = remain unchanged
6. sharply (taêng voït)
7. gradually (daàn daàn)
8. dramatically (ñaùng keå)
9. As can be seen = As you can see (Nhö caùc baïn thaáy ñaáy)
10. The table shows / describes
11. In contrast (conj) : = On the contrary traùi laïi
* Asking the students to read the words after the teacher in chorus
* Writing down the new words
* Reading the words after the teacher in chorus
New words
1. rise = increase (n/v) ; on the increase / rise
2. decrease = reduce (v/n); on the decrease / 
3. drop = fall (v/n)
4. slightly (khoâng ñaùng keå)
5. steadily = remain unchanged
6. sharply (taêng voït)
7. gradually (daàn daàn)
8. dramatically (ñaùng keå)
9. As can be seen = As you can see (Nhö caùc baïn thaáy ñaáy)
10. The table shows / describes
11. In contrast (conj) : traùi laïi
5ms
v Activity2 : Task 1(page 61)
Gap-fill
* Asking the students to read the passage and choose a suitable word from the box to fill each space of the passage.
* Asking the students to compare the answers with their partners.
The suggested answers:
Varied
Rise
Who
Number
Different
Between
Dramatically
for
* Reading the passage and choosing a suitable word from the box to fill each space of the passage.
Task 1(page 61)
Gap-fill
Answer keys:
Varied
Rise
Who
Number
Different
Between
Dramatically
For
12ms
3. While writing:
Task 2 (page 62) 
Write a paragraph about 100 words, describing the information in the table
* Asking the sts to read the information in task 2 on page 62 and then write a paragraph to describe it
* Going around the class to control and giving help if necessary
* Collecting some sts’ writing to give comments in front of the class as models
Suggested writing
 The table describes the trends of literacy rates in Sunshine country from 1998to 2007.
 As can be seen from the data in the table, there was a gradual rise in the number of literate people in both the Lowlands and the Midlands. In 1998 the literacy rate was 50% in the Lowlands and 70% in the Midlands, .but in 2007 it increased by 95 % and 85 % respectively. This shows that the number of literate people in the Lowlands went up more sharply than that in the Midlands. On the contrary, in the Highlands this rate declined steadily from 50% in1998 to 30% in 2007.
 These data suggest that more plans for education development should be made in these areas of the country , especially in the Highlands.
* Trying to write a paragraph about 100 words, describing the information in the table
* Listening and watching correct the writings
3. Task 2 (page 62) 
 Write a paragraph about 100 words, describing the information in the table
 The table describes the trends of literacy rates in Sunshine country from 1998to 2007.
 As can be seen from the data in the table, there was a gradual rise in the number of literate people in both the Lowlands and the Midlands. In 1998 the literacy rate was 50% in the Lowlands and 70% in the Midlands, .but in 2007 it increased by 95 % and 85 % respectively. This shows that the number of literate people in the Lowlands went up more sharply than that in the Midlands. On the contrary, in the Highlands this rate declined steadily from 50% in1998 to 30% in 2007.
 These data suggest that more plans for education development should be made in these areas of the country , especially in the Highlands.
8ms
4. Post writing:
Speaking
* Hanging the handout of the table on B/B and asking the students to describe it
* Looking at the handout of the table on B/B and describing it
1m
HOMEWORK:
* Asking the students to write down the homework:
+ Prepare LANGUAGE FOCUS
* Writing down the homework
HOMEWORK:
+ Prepare LANGUAGE FOCUS
Handout
 triangle
 rectangle
 diamond
 arrow
	 cylinder
 oval	 circle 
 square
 graph
Self-evaluation: