UNIT 5 : ILLITERACY pptx

Week: ………………………. UNIT 5 : ILLITERACY
Period: ……………… Speaking
Date of teaching: ……………
Teacher: ……………………

I.Objective:
By the end of the lesson, sts can speak some difficult problems in their school
and offer solutions.
II.Teacheing aids:
Pictures , Posters , text book
III. Procedures:
Time

Stages and Content Teacher’s acts Sts’ acts
7’
I. Warm up
Guessing letters and jumbled
word
-T: gives a poster
on the the board
-shows the
-sts: look at the
poster


Key: Problems
instructions to play
game
-corrects
-listen carefully
and play a game

5’






7’





II. Presentation
1.Pre-teach
Vocabulary
(to) cheat (v) (at s.th)
(to) enforce (v)
solution (n)
low – income (n)
2. Task 1(Exercise in the text
book)
Match each problem in A with
its appropriate solutions in B
Key
T:
-follows the steps
for teaching vob

T introduces what
she/he is going to
teach.
-T asks sts to work
in pairs and read
Task1 to do it
Sts
- look at the board
-listen and repeat
-copy them




Sts know what
their teacher says
Sts work in pairs
Sts do task 1
Sts correct the


13’
1
b
and
g
2

a
and
e
3
d
and
f
4
c
and
j
5
i
and
h
3.Task 2
Talk about your school problems
and offer solutions. Use the
suggestions in task
Discussion
Think about some school
problems and then give some
solutions.
-T give key

T and two sts read
model sentences
Tasks other groups
read again
Tasks sts to work in

groups
mistakes


Sts read model
sentences with
their teacher.
-work in groups




*Useful expressions
-Have you thought about ….?
-What can be done to solve this
problem?
T gives suggested
useful expressions
on the board.
T explains some
difficult words if
Sts can use
suggested useful
expression

sts can ask their
-How about ….?/ what about …?
-It might be a good idea to …
neccessary teachers if they
don’t know some

thing
-Tell some
problems and
solutions of their
school.

-sts pratise
speaking and use
the information of
task 1, teacher’s
giving.
-Sts re-speak in
front of the class















I think we should …
-Problems in school (in colum

A – Task 1)



- Offering solutions
1. School library should lend
them books
2. Give some advice for them
3. Give some bicycles
Model
1. Example: in the text book
T asks sts to tell
problems and
solutions of their
school.
Tasks sts to use the
information of Task
1.
-T goes around and
helps sts.
-T asks them to
pratise in their
groups.

-T calls some
groups to practise
speaking in front of

10’

Task 3
Think of three or four problems
your class is experiencing, Talk
about them and offer solutions.
You may use the cues below
Suggested words
-make too much noise
-forget doing homework
Model
A: What do you think about our
class size? Over 50 students so
it’s difficult for teachers to help
each of us
B.Yes, but we don’t have
enough teachers and classrooms.

C.So what our school has to do
is to have more teachers and
the class

T asks sts to
continue to work in
groups again.
-T asks them to
give problems and
solutions in their
class.
-T gives them some

words
-T asks them to
practise.

T calls some groups
to retell their ideas

T checks sts’

Sts
-work in groups
again
-think some ideas
about problems
and solutions of
their class



-practise speaking
with suggested
model sentences
(conservation)

Sts go in front of
the class and retell
have more rooms built pronunciation
Sts correct the
mistakes
3’

III. Homework
Practise speaking more time at
home

Write the
homework on the
board

Do it at home
PART C: LISTENING
AIM: Listenin for specific information Class:
11……………….
1. Basic knowledge: words & expression Date
of teaching:…………
2. Skill: listening skill Period: 38
AIDS:1. Teacher: cassette, posters,textbook.
2. Students: textbooks.
PROCEDURE: stages & activities.

TIME

CONTENT TEACHER

STUDENTS

5’








I. WARM UP
Kim’s game:








II.PRE-LISTENING:
Pre- teach vocabulary:
Imply: (v) ( situation)
Weakness (n) ( antonym)



Guides

Checks
Reads


Elicits
Models
Writes



Memorize
Go to the
board &
write down
the words
Answer
Listen &
repeat

Listen
Repeat
Copy
effective, self
-

respect,

maturit, academic,Perth,
weakness, performance,
Western Australia

10’







Academic( adj) ( translation)
Self – respect( n) ( example)
Checking R & R
Before you listen ( p 60)
Ask & answer the questions:
1. Have you ever done a survey?
2. Do you know where Perth is?

III. WHILE –LISTENING:
While you listen ( p 60 , 61)
Task 1:listen & choose the best option to
complete the
sentences:

Checking: lucky stars




Asks





Runs
through


Plays the
tape




Work in
pairs





Listen &

take notes

Work in
pairs
Listen to the


18’













Key:
1. D 2. B 3. B 4. B


Task 2: listen & answer the questions



Key:

1. The survey took place in Perth.
2. 80 percent of the students
3. They think that they should be
allowed to give some
input into school decision making.




Checks

Elicits
Runs
through

Check






tape the first
time.
Answer &
correct

Listen

Listen to the
tape the
second time
Work in
groups
Correct













10’

IV. POST –LISTENING:
After you listen( p 61)
Discussing:
Which do you think is more essential for
better learning –
good teachers or good textbooks?

V. HOMEWORK:
Write a short paragraph about the
discussion

Elicits
Models






Assigns

Listen
Work in
groups


Listen &
take notes