Giáo án Tiếng Anh 11 Unit 5: Illiteracy

Giáo án Tiếng Anh 11
UNIT 5 : ILLITERACY
lesson 1: Reading
I. Objectives
By the end of the lesson, Ss will be able to :
- Develop such reading micro-skills as scanning for specific ideas,
identifying main ideas, and identifying meaning in context.
- Use the information they have read to discuss illiteracy issues.
II. Materials
Textbook.
III. Anticipated problems
Ss may need to be provided vocabulary related to illiteracy so that thay can
complete various learning tasks.
IV. Procedure

Time

Steps

Work
arrangement
Group

WARM UP

work

& whole class


- 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
5’

of groups is. When 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, reading

and writing,

eradicate illiteracy, illiterate, volunteer teacher, drop out,
primary education , compulsory education, low-income
families
Pair work &
BEFORE YOU READ
7’

- T gets Ss to work in pairs and try to make sense of the
picture on page 56, using the given prompts.

- T calls on some Ss to describe the picture. If Ss have
difficulty talking about the picture, T may elicit their
answers by asking Qs and giving prompts. E.g: What can

whole class


you see in the picture? Who is the teacher ?
What about the Ss ? Where do you think the class is
taking place ? etc. Ss should give reasons for their
answers.
- T checks with the class and asks Ss to guess what they
are going to read about.
Suggested answers:
This is a class for ethnic minority children in a
mountainous area. Perhaps the class takes place in the
morning because I can see the sunlight outside. The
children are listening very attentively to their teacher,who
ia wearing a soldier’s uniform. May be he’s a border
soldier and works as a volunteer teacher. There is only
one textbook for each desk. It seems that this is a very
poor area because the class is poorly equipped and the
children are wearing old clothes.
- T introduces the topic of the lesson: illiteracy.
Individual
WHILE YOU READ

work,pair
work & whole

Set the scene: You are going to read about education in class
mountainous areas and do the reading tasks that follow.


TASK 1
7’

- T gets Ss to read the passage silently and then do Task 1.
T may write the given phrases on the board (i.e family
planning, farming techniques, etc.) and asks Ss to go back
to the passage to locate and read around these phrases so
that they can guess their meanings. For example, the
phrase “illiteracy eradication” found in lines 3 and 5 may
refer to “teaching people to read and to write”. Ss can
understand this meaning thanks to the idea that 6 % of the
population was able to read and write, so more work
needs to be done to solve this problem.
- T checks Ss’ understanding of the phrases by calling on
some Ss to tell their equivalents in Vietnamese.
- T checks the answers with the whole class and gives
corrective feedback.
- T might want to get Ss to make sentences with important
vocabulary items such as “eradicate illiteracy”, “ farming
techniques”.

Answers:
1. Phổ cập giáo dục tiểu học
2. Hội khuyến học Việt Nam
3. Xoá mù chữ
4. Kỹ thuật canh tác

5. Kế hoạch hoá gia đình

TASK 2
5’

- T gets Ss to read the task requirement and do the task
individually and then find a peer to compare their answer
with. If Ss can’t do the task without reading the passage
again, T might want to give them some time re-read the
passage.
- T might also want to give Ss some strategies to find the
main idea of the passage:
+ Ss should read the text carefully and try to summarise it
in the Ss’ own words.
+ Then Ss search through the list of main ideas provided
in the task to find the most suitable one,
+ Ss should make sure the main idea chosen sums up the
entire text and not just one idea with in it.
- T calls on some Ss to give their answers and asks other
Ss to say whether they agree or disagree.
- T gives feedback and the correct answer:
Answer: D
(Option A is too general; Options B & C are too specific)

Individual
work,

pair

work & whole
class


TASK 3
- T checks if Ss can answer the comprehension Qs in
8’

TASK 3 without having to read the passage again. If Ss
can’t, T gets them to read the Qs carefully and reminds
them of the tips to do the task:
+ First, Ss should skim the 5 Qs to understand them. As
Ss do this they:
* underline the key words to decide what information
they need to find in the text.
* look for Qs words like “why” which indicates Ss should
read for specific thing like a reason.
+ Then they should go back to the passage and locate the
key words in the passage.
+ Then they should read around the key words carefully
to find the answer.
- T gets Ss to check answers with a peer.
- T calls on some Ss to write their answers on the board
and ask them to explain their choices.
- T gives the correct answers:
Answer:
1. 94 % of the population (line 1, paragraph 1)
2. The campaign for illiteracy eradication (lines 1-2,

para 2)
3. 600 in 2000 (line 3, para 2) and 800 in 2001 (lines
5-6, para 2)
4. They willingly / voluntarily spent their vocations
teaching ethnic minority illiterate people to read
and write (lines 3-4, para 3)
5. illiteracy will soon be eradicated (lines 5-7, para
4).

10’

Whole class
AFTER YOU READ
- T introduces the task : SS work in small groups of 3 or 4
and discuss the question “How to help illiterate people in
the disadvantaged areas to read and write ?”
- T reminds Ss of some structures that can be used for
giving suggestions. E.g “perhaps we could” , “we might
want to...”, “How about...”, etc.
- T provides Ss necessary vocabulary such as “povertystricken areas”, “sense of responsibility and duty”, etc.
- T goes around to check and offer help.
- T calls on the groups to tell and explain their answers.
- T gives corrective feed back
Suggested Answer:


Mnay people (children and adults) in disadvantaged areas
(e.g remote, poverty – stricken areas) do not have a
chance to go to school. To help them participate in the

society , along with other things (e.g. improvement their
knowledge of their rights and responsibility), we need to
teach them how to read and write. We could do this by:
+ Opening schools/ upgrading schools in these areas.
+ Sending teachers / volunteer teachers there
+ Buying book for children
+ Providing individual assistance to Ss
+ Give financial rewards to families that send their
children to school
+ Training local people to be teachers who will help their
own people.
3’

Whole class
WRAPPING UP
- T summarises the main ponts of thelesson.
- For homework, T asks Ss to learn by heart the new
vocabulary and make sentences with them.
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. Materials
Textbook, handouts, ...
III. Anticipated problems

Ss may have limited linguistic resources for discussion, so T should be ready
to assist them
IV. Procedure

Time

Steps

Work
arrangement

5’

Group work
WARM UP
Matching game: (To teach vocabulary and lead Ss to the
tape)
- T divides the class into small groups of 3-4 Ss. Then T
distributes the following hanhouts for Ss to do the
matching task in their own groups. Which group finishes
first and has appropriate answers(*) will be the winner.
(*) The purpose of this task is to get Ss to think about

&
class

whole


school problems and there should be no strictly right or

wrong answers.
- T introduces the topic of the lesson: talking about school
problems.
Match the photos with the problems they describe:
List of problems:

1. many ethnic minority children do not speak fluent
Vietnamese, so they have problems when doing their
studies in this language.
2. Many children from low-income families drop out of
school to earn their living.
3. Many children live too far away from school and they
walk miles to class and back home everyday.
4. Classesn are large, so Ss are not given enough
individual attention.
5. Some Ss cheat in exams. For example, they sit next to
a friend who knows the subject well and copy this
person’s answers.
6. Mnay schools don’t have good library facilities and
they rely on book donations from patrons.
7. Many schools don’t have spacious playgrounds for
children, so when some groups are playing, there is


little room left for other groups.

Suggested answers: 1. g
6. e

2. a

3. d

4. c

5. b

7. f

7’

Pair work &
TASK 1
- T introduces the task and gets Ss to do it in pairs. T
should encourage Ss to guess the meanings of the new
words, if any.
- T calls on a student to read out the answers.
- T checks with the class and gives corrective feedback. T
should explain 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 lessons / private lessons
Provide transportation to schools / school buses
Set up an English speaking club / learning centres / study
groups
Answers: 1. b-g 2. a-e 3. d-f 4. c-h 5. i-j

whole class


13’
TASK 2

Pair

work,

group

work

&

- T introduces the task and calls on one or two pairs of Ss class
to read aloud the sample dialogue. T corrects errors, if
any.
- T elicits the structures that are used for asking for and
giving suggestions. T might want to write these structures
on the board and gets Ss to do some practice before
putting them in groups and do the task. E.g:
Asking for opinion
What do you think we need to / could / should / might
want to do ?
What do you think about ...?
What’s your opinion about ...?
What do you have in mind ?
Giving suggestions

May be we can...
We might want to...
Probably we should...
We could ...
- T puts Ss into groups of 3-4 and gets them to define the

whole


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.
- T goes around to check and offer help.
- After checking that Ss have finished the task, T calls on
different groups to present the problems and solutions
they have identified.
- T writes these ideas on the board as Ss talk. Then T
elicits comments from the class and provides feedback.
17’

Group work
TASK 3
- T introduces the task: Ss are going to work together to
identify the problems of their own classroom and offer
solutions. T gets Ss to look at the given cues, elaborate on
them and elicits some more problems, of possible. T
writes the ideas on the board. E.g:
+ Class size: large class (over 50), so Ss don’t get enough
individual attention from teachers. Ss don’t feel close
because they often work in their own groups rather than

work with the whole class.
+ Desks: not enough desks, so 3-4 share one and there is
hardly enough space for everyone.
+ Poorly equipped: no electric fan / aircon, lights, broken

&
class

whole


windows / doors, so it’s dark and cold in winter and hot in
summer, no learning facilities such as TV, Overhead
Projector, computers and so on, so T and Ss rely on
textbooks and the blackboard for the lesson.
- Then T puts Ss into groups of 3-4 and gets them to add
more problems if they can, and work out the solutions. T
reminds Ss of the structures that can be used for
expressing opinions and giving suggestions.
- T goes around and checks.
- T calls on each group to report their ideas to the class
and elicits comments from the class.
- T gives corrective feedback and final comments.
Suggested answers:
1. Class size: an ideal class size is 10-15 Ss, so the
school should recruit more teachers and open new
classes. T should encourage Ss to work with
different groups, not with the same group all the
time.
2. Desks: buy larger desks or if there are new classes,

the current number of desk is adequate.
3. Equipment: buy / hire facilities such as computers
and OHPs, upgrade the classroom.
3’

Whole class
WRAPPING UP


- T summarises the main points of the lesson.
- For homework, T asks Ss to write a paragraph about a
school problem and one or two solutions to it.


UNIT 5: ILLITERACY
Lesson 3: Listening
I. Objectives
By 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.
II. Materials
Textbook, cassette tapes.
III. Anticipated problems
Ss may not have sufficient vocabulary to talk about the topic, so T should be
ready to assist them.
IV. Procedure

Time

Steps

Work
arrangement

7’

Mingling
WARM UP
A survey about school
(To teach vocabulary, strutures and leads Ss to the topic)

activity
whole class

&


- T prepares a small survey and copies it on the board. T
gets Ss to copy it down in their own notebooks. T explains
new words and how to do the task.
- T gets Ss to move around and collects their friends’
opinions. They should interview at least 3 people.
- Then T teaches expressions of quantifiers (e.g. 6 out of
10 Ss believed..; 10 % of Ss felt....) and calls on Ss to
report the results of their survey.
School survey
Do you agree with the following statements ?
In an effective school:
The teacher treats Ss as individuals with

both their strengths and weaknesses.
The teacher encourages Ss to set realistic
goals for their own learning.
The teacher encourages Ss to have
positive attitudes towards themselves
and others.
The T is motivating and interested in
what Ss do.
Learning is centred on important life
skills such as communication, building
self-respect and self-confidence, learning
from failure, and time management.

Yes

No


The social side of the school is
considered as important as academic
activities.
Ss are involved in making decisions
which have a direct effect on themselves.

New words
Treat: đối xử
Set realistic goals: đặt ra mục tiêu khả thi
Be centred on: tập trung vào
Self-respect: lòng tự trọng
Learning from failure: học từ thất bại

Time management: quảnlý thời gian
Be involved in : tham gia vào
5’

Whole class
BEFORE YOU LISTEN
- T sets the scene: You are going to listen about the results
of a school survey carried out in Perth, Western Australia.
The school asked its Ss what makes an effective school.
*Pre-teaching vocabulary :


Maturity(n): sự trưởng thành
Academic(a): có tính học thuật
Performance(n): sự thực hiện
- T helps Ss to pronounce the words in their book
correctly. T may want to play the tape or model first and
then ask Ss to repeat after the tape or after him /her in
chorus and individually.
- T presents or elicits the meanings of these words from
the class.
- T gets Ss to make sentences with some important words,
e.g: academic performance, effective , etc .
- T gives corrective feedback.
10’

Individual
WHILE YOU LISTEN
TASK 1
- T gets Ss to read the Qs carefully and work out what

information they need to concentrate on while listening.
Then T checks with the whole class.
- T gets Ss to read the options in each question carefully
and underline the words that make them difficult. T checks
with the whole class( e.g: in Q1 these are “express
attitudes”, “deliver speech”, “exchange ideas”, “give

work,

pair

work, whole
class


opinions”; in Q2 they are “develop styles”, “set goals”,
“develop strategies”, “consult teachers”, etc.)
- T gets Ss to guess the answer to each question and then
tells them they need to listen attentively to check if their
guesses are confirmed.
- T plays the tape (or reads the tapescript) once for Ss to
listen and do the task.
- Then T gets Ss to find a partner to check their answers
with.
- T checks the answers with the whole class. If many Ss
can’t answer the Qs , T plays the tape one or two more
times and pauses at the answers for them to catch.
Answer: 1. D

2. B

3. B

4. C

TASK 2
- T checks if Ss can answer the Qs in Task 2 without
listening again. If thay can’t , T plays the tape for them to
listen again but before doing this , T should encourage Ss
to read through all the Qs, identify the information they
need to look for in each question (by finding the key words
and the question word, e.g. “what/where/when/how, etc.)
and if possible , predict the answers.
- Then T plays the tape again for Ss to listen and answer


the Qs.
- T gets Ss to check their answers with a partner . Then T
checks with the whole class. T should play the tape again
and pause at difficult points if many Ss can’t complete the
task.
Answer:
1. In Perth, Western Australia
2. 80 %
3. They felt that they should be allowed to have a say
in the school decision making.
Tapescript( in T’s book)
10’

Group work

AFTER YOU LISTEN
- Before getting Ss to discuss, T reminds them of some
useful expressions for asking for and giving opinions.
- T divides the class into small groups of 3 or 4 and gets
them to discuss the question in the textbook. T might want
to appoint a group leader for each group. This person will
monitor the discussion, note down friends’ ideas and
appoint a representative to present the outcome of their
discussion to the class.
- T goes around to check and offer help.
- After checking that all the groups have finished, T calls

&
class

whole


on the representative of each group to report their peers’
ideas. T checks if other groups would have the same or
different ideas.
- T lisrens and takes note of their errors. T provides
corrective feedback after that.
Suggested Answer:
Textbooks are essential teaching and learning materials in
any program and syllabus. Having good textbooks is very
important . A good textbook provides Ss with adequate
knowledge , skills and practice and therefore they don’t
need to look anywhere for these. A good textbook also
guides Ss how to learn and helps them study effectively on

their own. However, I think having good teachers may be
more important than having good textbooks because a
good teacher can turn a poor quality textbook into an
interesting and stimulation one. In fact, a good teacher can
even replace the textbook, motivate Ss to learn, and train
them to use self-study skills so that they can take
responsibility for their own learning.
3’

CONSOLIDATION AND HOME WORK
- T summarises the main points of the lesson .
- For homework, Ss learn by heart new words and make
sentences with them

Whole class


UNIT 5: ILLITERACY
Lesson 4: Writing
I. Objectives
By the end of the lesson, Ss will be able to :
- Interpret information presented in tables
- Identify language to be used for describing tables
- Write description of tables.
II. Materials
Textbook, handouts,
III. Anticipated problems
Ss may not have sufficient linguistic resources to write a description of a
table,

so T should be ready to help them.

IV. Procedure

Time

Steps

Work
arrangement

5’

Group work
WARM UP
A matching game

&
class

whole


(To teach vocabulary and lead Ss to the topic)
- T divides the class into small groups of 3-4 Ss. Then T distributes
the following handouts for Ss to do the matching task in their own
groups. Which group finishes first and has the correct answers will
be the winner.
- T elicits more expressions, sums up and writes them on the board.
E.g:

Verb

Noun

Increase

slightly

A light /

increase

Rise

gradually

Gradual

rice

Decrease

sharply

Sharp

Fall/ drop

considefably

/

reduction

fall

drop
No/ little change fluuctuation

Remain the same fluctuate

- T introduces to the topic of the lesson : Writing a description of
tables .
Match these expressions with the correct graphs . Add more
expressions if you can
1 . fluctuate

/


2 . gradually decrease
3 . slightly increase
4 . remain the same
5 . drop sharply
6 . rice considerably
A

B

C

D

E

F