Tài liệu Giáo án anh lớp 11- unit 5

. Preparing: 19th October, 2008 Period 25 Unit 5: ILLITERACY. Lesson 1 : READING. I Objectives : By the end of the lesson, Ss will be able to : -Know more about illiteracy & use the information they’ve read to discuss illiteracy issues. - Develop such reading micro- skills as scanning for specific ideas, identifying main ideas, and identifying meaning in context. II. Teaching aids: Textbook, chalk, handouts, pictures.... III. Procedure : 1. Class organization: Class. Teaching date Attendence Absentee(s) 11B 11C 11D 11E 11G 2. Checking up :Checking during the lesson 3. New lesson: Stages/ time Teacher’s activities Ss’ activities Before - Introduces about the picture on page 56: - Listen to the you read. This photo shows a scene of classroom. This is a bit teacher ( 10 minu ) different class from other normal classes. Can you describe it and say what makes the class different? - Asks Ss to look at the picture & describe about it by - Group work answering some suggested questions: * Answer: 1. In a poor remote/ 1. Where is this classroom? mountainous area 2. Who are in this classroom? 2.Children at different 3. What kind of text books are they learning? ages/ Illiterate people. 4. Who is the teacher? 3.Text book for grade1. 5. What are they learning? 4. An army man. - Checks with the class and asks Ss to guess what they are 5. To read & to write, ect... going to read about. - Gives feedback: This is a class for ethnic minority children in a mountainous area. Perhaps the class takes - Ss can guess the place in the morning because I can see the sunlight outside. topic of the lesson : Illiteracy. The children are listening very attentively to their teacher, who is wearing a soldier’s uniform. May be he’s border soldier and works as a volunteer teacher. There is only one textbook for each desk. It seems that is a very poor area because the class is poorly equipped and the children are wearing old clothes. - Leads in the lesson: You are now in grade 11. You’ve been learning at school for 11 years. You can read and write very well. However, there are many people who do not know how to read and write. They are called illiterate people. To help them, the government and people all over the country are taking some significant actions. Read the article to learn more about where we can meet illiterate people and what has been done to help them. While you read. Reading about education in mountainous areas and do - Read the passage the reading task. - Asks Ss to read the text quickly( in silent) & underline the silently Task 1. phrases or sentenses in order to find the Vietnamese - Go back to the ( 7 minu ) passage to locate equivalent to the expressions. and read around - Asks Ss to exchange their results with a partner. - Checks Ss’ understanding of the phrases by calling on Ss to these phrases so that they can guess tell their equivalents in Vietnamese. - Check answers with the whole class and gives corrective their meanings. 54 . feedback. 1.Phæ cËp gi¸o dôc tiÓu häc. 2.Héi khuyÕn häc ViÖt Nam. 3. Xo¸ mï ch÷. - Teaches some new words: Task 2. ( 5 minu ) Task 3. ( 8 minu ) AFTER YOU READ ( 10’ ) 4. KÜ thuËt canh t¸c 5. KÕ hoach ho¸ gia ®×nh + illiterate (adj)- (of a person) unable to read and write + illiteracy (n) - inability to read & write + eradicate (v) to destroy or get rid of sth (bad) completely: + eradication (n) + universe (n) :the whole of space, everything in it. + promote(v) : to help sth to happen or develop + promotion (n) + relevant (adj) : closely connected. - If Ss cannot do the task without reading the passage again. T might want to give them some time to re-read the passage. - Giving Ss some strategies to find the main idea of the passage. - Calls on some Ss to give their answers and asks other Ss to say whether they agree or disagree. - Gives feedback and the corrects answer. * Key: D * Answer the questions: - Checks if Ss can answer the comprehension questions in Task 3 without having to read the passage again. - Calls on some Ss to write their answers on the board and ask them to explain their choices. - Gives the corrects answers Answer 1. 94% of the population ( line 1, paragraph 1) 2. The campaign for illiteracy eradication (line 1-2, paragraph 2) 3. 600 in 2000 (line 3, paragraph 2 ) and 800 in 2001 ( lines 5-6, paragraph 2) 4. They willingly/ voluntarily spent their vacations teaching ethnic minority illiterate people to read and write (lines 3-4, paragraph 3). 5. Illiteracy will soon be eradicated ( lines 5-7, paragraph 4) - Asks Ss to work in groups to answer the question ( p.58) - Calls on the groups to tell and explain their answers. - Give corrective feedback. - Read the task requirement and do the task individually and then find a peer to compare their answer with. - Ss should read the text carefully and try to summarize it in the Ss’own words. - Individual work. - Ss check their answers with a peer. - Copy down - Work groups 4. Consolidation: (2 minu) :Summarizes the main points of the lesson. 5. Homework (1minu) - Asks Ss to learn by heart the new vocabulary and make sentences with them. - Prepare for the next lesson: Unit 5- Speaking Preparing: 21st October, 2008 Period 26 Unit 5: ILLITERACY. Lesson 2 : 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. Teaching aids: Textbook, chalk, handout.... III. Procedure : I. Class organization: Class. 11B 11C 11D Teaching date Attendence 55 Absentee(s). . 11E 11G 2. Checking up :Checking during the new lesson 3. New lesson Stages/ time Teacher’ s activities Warm up *Brainstorming. ( 5minu ) Asks Ss to brainstorm the problems they often encounter at school. cutting classes making noise lack of textbooks Task 1. ( 7minu ) Task 2 ( 13minu ) cheating School problems forgetting teasing doing homework -Lead - in: + Do you meet with this problems? + How do you solve them? “Today, we will discuss the problems your class cope with and offer some solutions to these problems” . - Introduces the task. - Asks Ss to guess the meanings of the new words, if any. - Calls on some Ss to read out the answers. - Checking with the class and gives corrective feedback. * Key: 1.b- g 2. a- e 3. d- f 4. c- j 5. i- h - Explains 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 lesson / private lessons... +provide transportation to schools/ school buses..... - Introduces the task 2 ( page 59). - Asks Ss to talk about your school problems and offer solutions. Use the suggestions in Task 1. - Eliciting the structures that are used for asking for and giving suggestions. T may write these strutures on the board and gets Ss to do some practice before putting them in groups and do the task. *Useful language: - Have you ever thought of ........? - What do you think of our school yard / library / toilets ... ? - What should we do to make it cleaner?What’s your opinion about ... ? What do you have in mind? - schoolyard/ dirty/ after the break. - school toilets/ smell. - Giving suggestions: May be we can...... 56 Ss’ activities Work in groups of 3 or 4. - Give the guessing. - Some say out their answers before the class. - Check & copy. - Copy down - Ss do it in pairs. - One or two pairs of Ss read aloud the sample dialogue. - Ss work in groups of 3, or 4 and 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. . We might want to.... We could.... - Goes around to check and offer help. Task 3. ( 17minu) - Asks Ss to work in groups to think of three or four problems their class is experiencing. Talk about them and offer solutions base on the cues on page 60. - Goes around to check and offer help. - Calls on some different groups to present the problems and solutions they have identified. - Writes these ideas on the board as Ss talk. Then T elicits comments from the class and provides feedback. - Working together to identify the problems of their own classroom and offer solutions. - Ss work in groups of 3 4 and add more problem if they can, and work out the solutions. 4. Consolidation: (2 minu) : - Summarizes the main points of the lesson. 5. Homework (1minu) - Ss write the problems of their own classroom and offer solutions on the notebooks. - Prepare for the next lesson: Unit 5- Listening. Preparing: 22nd October, 2008 Period 27 Unit 5: ILLITERACY. Lesson 3 : LISTENING. I. Objectives : By the end of the lesson, Ss will be able to : - Use the information they have listened to for other communicative tasks. - Drill Ss’listening, reading and speaking skills II. Teaching aids: - Textbook, cassette tapes, handouts.... III. Procedure : 1. Class organization: Class. Teaching date Attendence Absentee(s) 11B 11C 11D 11E 11G 2. Checking up :Checking during the new lesson 3. New lesson: Stages/ time Warm up ( 5minu ) Teacher’s activities *Game: Odd one out. 1. elephant donkey horse lion 2. packet tin box vase 3. potato carrot tomato raspberry 4. beer soda coke yoghurt 5. sister doctor student teacher 6. tennis swimming uniform football - Deliver handouts with the above words. These words have something in common, but there is one that is different. - Key: 1. Elephant 2. Vase 3. Raspberry 4. Yoghurt 5. Sister 6. Uniform 57 Students’activities - Work in groups of 4 or 5 to underline the word that is different in each numbered line. - Rearrange the initial letters of the words to find out the group word which means: an investigation of the opinions, behavior . E, V, R, Y, S, U. – SURVEY. *Lead- in: Have you ever done a survey? In this lesson today you will listen to the report on a survey on what make an effective school( The survey in Western of Australia. It’s Perth) But before that practise reading some words that you will hear in the suevey. *Pre - teaching vocabulary. Before you listen + Maturity ( n ) : Sù trëng thµnh. +Academic ( a ): Cã tÝnh häc thuËt. ( 5minu ) +Performance ( n ) : Sù thùc hiÖn. - Helps Ss to pronounce the words in their book - Plays the tape or model first. Then presents or elicits the meanings of these words from the class. While you *Listen & choose the best option to complete listen. the sentences. Task 1. -Asks Ss to read task 1 cafully and then listen & ( 10minu ) choose the best option to complete the sentences. - Asks Ss to guess the answer for each sentence. - Calls on some Ss to say out their guesses before the class while teacher writes down on the boad. - T tells them they need to listen attentively to check if their guesses are confirmed. - Plays the tape ( or reads the tapescript ) once for Ss to listen and do the task. - T checks the answers with the whole class. If many Ss can not answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch. Task 2. *Key: 1. D 2. B 3. B 4. B ( 10minu ) * Listen again and answer the questions - T checks if ss can answer the questions in task 2 without listening again. If they cannot, T plays the tape for them to listen again and pause at difficult points if many Ss cannot complete the task. - Calls on some Ss to give the answers before the class. - Calls others comment on . - Checks the answers with the whole class. * Key: 1. The survey took place in Perth. 2. 80% of the students. After you 3. They think that they should be allowed to give listen. some in put into school decision making. ( 10min * Discussion: Before getting Ss to discuss, T reminds them of some useful expressions for asking for and giving opinions. - T goes around to check and offer help. - After checking that all the groups have finished, T calls on the representative of each group to report their peers’ideas. T checks if other groups would have the same or different ideas. -Listens and takes notes of their errors . Then provides corrective feedback after that. 4. Consolidation: (2 minu) : - Summarizes the main points of the lesson. 5. Homework (1minu) - Learn by heart new words and make sentences with them. - Prepare for the next lesson: Unit 5- Writing. 58 of a particular group of people. - Repeat in chorus first and then individually. -Read the questions carefully and workout what information they need to concentrate on while listening. -Work in pair to guess the answers - Listen cafuly & find out the answers. - Ss find a partner to check their answers with. - Before doing this, Ss should read through all the questions, identif the information they need to look for in each question ( by finding the key words and the question words: “what,where,how,etc.” And if possible, predict the answers. - Check and copy down - Work in small groups of 3 or 4 to discuss the questions in the textbook. -The representative of each group to report their ideas. . Preparing: 23rd October, 2008 Period 28 Unit 5: ILLITERACY. Lesson 3 :WRITING. I. Objectives : By the end of the lesson, ss will be able to: - Innterpret information presented in tables. - Indentify language to be used for describing tables. - Write descritions of table. II. Teaching aids: - Textbook, chalk, handouts, sample writing.... III. Procedure : 1. Class organization: Class. Teaching date Attendence 11B 11C 11D 11E 11G 2. Checking up :Checking during the new lesson. 3. New lesson: Stages/ time Warm up ( 3minu ) Task 1. ( 10minu ) Task 2. ( 20minu ) Absentee(s) Teacher’ s activities *Game: Word Category. - Divides the class into groups of 4 or 5. - Asks Ss to close the book and sort these words into four groups: nouns, verbs, adjectives and adverbs. - The group who first finishes wins. increase gradually drop steadily steady gradual slight slightly sharp sharply rise fall decrease * Expected answers: Nouns Verbs Adjectives Adverbs. increase increase sharp sharply drop drop gradual gradually rise rise slight slightly fall fall steady steadily decrease decrease *Lead - in : - What do you think about these words? - When do you use them? - Introduces: These words are usually used to describe information in a table. *Prepering Ss to write. - Calls on some Ss to read out the answers and checks with the class. - Asks Ss to read the passage & fill in in each space a suitable word from the box.Then discuss their results with the partners. - Calls on some Ss to give the answer before the class. - Checks with whole class & gives the key: 1. varied 3.declined 5 . went up 2. rise 4. differen 6. dramatically * Write a table description: 59 Ss’ activities - Work in small grpoups of 4 or 5. -Reading the task requirements and work on the task with a peer. - Check & copy - One reads . + Asks Ss to read the model writing(task 1). +Elicits the features of a table description, including: I. The organisation: 1.Topic sentence: tells what the table is about. 2. Supporting sentences: a sentence that sums up the general trend & describes the table in detail. 3. Concluding sentence: summarises the main points or draw a relevant conclusion II. 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. - Describing trends and changes: Reminds Ss of the expressions of changes that they covered in the warm up activity. Explains the difference describes a strong reduction so they do not go with such adverbs as ‘ slightly’ and ‘ graduslly’. - Asks Ss to write a paragraph of 100 words to describe the informmation in the table ( task 2, p.62 ) - Goes around to offer help. - Asks Ss to exchange the hand writing and correct . - Corrects Ss’ errors and give the sample writing: * Sample writing: aloud (task 1) - Note down & remember. - Work in pairs -Work individually -Exchange their hand writing with the peer and correct Feedback and correction The table desciribe the trends of literacy rates in - One student Sunshine country from 1998 to 2007. The literacy reads the sample rate of population differs greatly in three areas of writing aloud the country Lowlands, Midlands and Highlands. In before the class the Lowlands, there has been a gradual rise in the while others listen cafully. number of literate people from 1998 to 2004, but a sharp rise in 2007. During that ten years, the Midlands sees a steady increase in the literacy rate, from 70% to 80%. On the contray, the Highlands area has to face the problem of falling literacy rate. After 10 years, its literate people has decreased 20%. So each area must have a different plan for its education development . 4. Consolidation: (2 minu) : - Summarizes the main points of the lesson. 5. Homework (1minu) - Rewrite the writing & correct the errors on the note book. - Prepare for the next lesson: Unit 5- Language focus. Preparing: 25th October, 2008 Period 29 Unit 5: ILLITERACY. Lesson 5 : LANGUAGE FOCUS. I. Objectives : By the end of the lesson, Ss will be able to: - Distinguish the clusters / pl /, / bl /, / pr / , / br/ and pronounce the words and sentences containing them correctly. - Understand reported speech with infinitives and use these structures to solve communicative tasks. II. Teaching aids: - Textbook, woksheets, handouts, ... III. Procedure : 60 . 1. Class organization: Class. Teaching date Attendence Absent students’ names. 11B 11C 11D 11E 11G 2. Checking up : 3. New lesson: Stages/time Teacher’s activities Pronunciation - Introduces the sounds / pl /, / bl /, / pr / , / br/ . - Plays the tape or (reads) these sound s & asks Ss ( 10minu ) to repeat in chorus first then individually. - Calls on some Ss to practise these words before the class . - Asks Ss to practise the dialogue (p .63) in pairs. - Calls some pairs to practise before the class . - Corrects Ss’ errors. Grammar * Presentation. ( 10minu ) - If necessary, T reviews reported speech with infinitives: + Form: Verb + Object + ( NOT )+ To- infinitive. + Meaning and use: We usually use an infinitive structure to report orders, requests, advice, suggestions, threats, warning, promises, agreements, disagreements and so on. We don’t use ‘ say ‘ in this structure. E.g: I told the kids to be quiet./ The policeman told me not to park there. + Note: Time and place references often have to change in reported speech. Excercise 1 * Practice. ( 10minu) Complete the second sentence so that it has a similar meaning to the first one, using the word given. - Gives example: “ Keep quiet”, the teacher said to us. - The teacher told us to keep quiet. - Asks Ss to do the exercise 1 individually then exchange the results with the peer. - Calls on some Ss to write their results on the board. - Checks with the whole class and provides corrective feedback. * Key: 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 the next day. 6. My mum wanted Lan to become a doctor. 7. My sister reminded me to lock the door before 61 Ss’activities - Listen cafully and repeat in chorus then some Ss read these words aloud before the class. Others comment on them. - Practise in pairs. - Copy down and make examples for this. - Some say out their examples before the class. - Others comment on. - Ss do Ex.1 individually and then find a partner to check their answers with. - Some write their results on the board. - Check and copy down if any. . Exercise 2. (12minu) going to school. 8. His boss advised him to go home and rest for a while. * Write the sentences in reported speech. - Gives example ( p. 65) - Ss do exercise 2 - Asks Ss to do the exercise 2 individually then individually and exchange the results with the peer. then find a partner - Calls on some Ss to write their results on the to check their board. answers with. - Checks with the whole class and provides corrective feedback. Individual work * Key: and whole class. 1. He advised me not to drink too much beer. 2. She invited mr to come and see her whenever I want. 3. John asked me not to smoke in his car. - Check and copy 4. He told Sue to give him her phone. down if any. 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 her to lend him some money. 4. Consolidation: ( 2 minu) - Summarizes the main points of the lesson. 5. Homework: ( 1 minu) - Asks Ss to study the pronunciation & grammar by heart. - Prepare for the next lesson: Unit 6- Reading. 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 group is. When the 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, remote areas, reading and writing, eradicate, volunteer teacher, drop out, primary education, compulsory education, low- income families. - T prepares the following sentences and gives one sentence to each student. - Student A read out his / her sentence to the whole class, others write it down. - Student B read 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 approprite, 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 weekend. I will email you soon as I get there. Revise reported speesh with infinitives and do exercises in the workbook. 62