Giáo án Tiếng Anh 11 Unit 5: Illiteracy

Giáo án Tiếng Anh 11
Unit 5 : ILLITERACY
Lesson1 : Reading
I. Aims: By the end of the lesson , students will be able to :
- scan read for specific information
- skim read for detailed information
- know about illiteracy problems.
II. Method: - Communicative approach
III. Skills

: Integrated skills (especially reading)

IV. Teaching –aids: pictures, handouts, cassette player, text book.
V. Teaching stages :

Stages
Warm-

Activities
Contents
Divide the class into groups of Game: Word association

up

four or five

Example: horn, graze, milk, hay-COW

5’s

Deliver handouts with the

Expected answers:

groups of four words. Each

1. insect

2. library

word in the groups of four

4. income

5. tree

words is connected with the

7. river

same thing.

earth

Ask Ss to write down the

The key word: ILLTERACY

8. animal

3. luggage

6. eyes
9. tea

missing word in each group.
Ask Ss to find out the key

Lead-in :- What is :”illiterate”

word which is formed by the

When you don’t know how to read or

initial letters of all the words

write, you are illiterate . Our lesson

10.


they have found.

today will help you to know about

the group who finds out the

illiteracy in Vietnam over the last few

word first wins.

years.

Activity 1:Describing the
Prereading
7

picture

Activity 1:Describing the picture:

-T gets Ss to work in pairs

Suggested answer:

and try to make sense of the

This is a class for ethnic minority

picture on page 56, using the

children in a mountainous area.

prompts.

Perhaps the class takes place in the

-T calls on some students to

morning because I can see the sunlight

describe the picture.

outside. The children are listening very

-T checks with the class and

attentively to their teacher, who is

asks Ss to guess what they are

wearing a soldiers uniform. It seems

going to read about.

that this is a very poor area because the

-T introduces the new lesson.

class is poorly equipped and the children

Activity2: Pre-teaching

are wearing old clothes.

vocabulary:
T explains the words

Pre-teaching vocabulary:

T also asks Ss to give the

1. campaign (n): chieỏn dũch

meaning of the vocabulary.

2. eradicate (v)- eradication(n)
3. ethnic minority (n) daõn toọc thieồu
soỏ
4. expand (v) to become larger:
5. illiterate (adj): the opposite of
literate
illiteracy (n)


6. honorable (adj): Cao q, vinh dự

While –

Activity 1: task 1 Ask Ss to

Activity 1: Read and Underline (task

reading

read the text silently and

1)

20’

underline the expressions

Expected answers:

given in task 1 on page 58

1. Phổ cập giáo dục tiểu học

Ask Ss to find out the

2. Hội khuyến học Việt Nam

Vietnamese equivalent to the

3. Xóa mù chữ

expressions and exchange the

4. Kỹ thuật canh tác

ideas with the one sitting next

5. Kế hoach hóa gia đình

to them.
Give the feedback
Activity 2: Task2
Ask Ss to work in pairs to
choose the main idea of the
passage
Invite some Ss to give the

answer:
T asks others to comment.
T gives the feedback and
corret answer.
Activity 3: Task 3
Ask Ss to work in pairs to
answer the questions.
Call on some Ss to write the
answer on the board.
Check with the class.

Activity 2 : Finding the main ideas
(task2)
Expected answer:
D. the fight against illiteracy
Activity 3: Questions and answers
(task 3)
Expected answers:
1. 94% of the population
2. the campaign for illiteracy
eradication
3. 600 students in 2000/ 800
students in 2001 .
4. They voluntarily spent their
summer vacations teaching
illiterate people to read and
write.


5. Illiteracy will soon be

eradicated.
4. Post-

Ask Ss to work in groups of

reading

four or five to discuss the

Discussion
- Imagine that there are some

following question: Call on

illiterate people living in your

some groups’ representatives

neighborhood, what should you do to

to report their ideas.

help them read or write?

Home

Give comments.
Ask Ss to prepare for next

summarize the text.

-work

period

Learn the words by heart

12mins

Prepare lesson 2 : “ Speaking”


Unit 5 : ILLITERACY
LESSON 2 : Speaking
I. Aims : By the end of the lesson , students will be able to :
- talk about illiterate problems
- offer solutions to the problems
II. Teaching aids : cards
III. Teaching stages :

Stages
Check-

Activities
Contents
-T calls two Ss to go to the - Ss anwer and write down vocabulary.

up

board.

5’

+One

Lead-in :
student

answers

some Today , we will discuss the problems

questions related to the content of your class cope with and offer some
the passage in the reading part solutions to these problems.
that they learnt in the past period.
+Another

write

down

the

vocabulary.
- T comments and gives marks.
Matching-up (task 1)
Pre-

Task 1 :Matching-up

speaking
7’

Expected answers:
1. b/g 2. a/e

Ask Ss to work in pairs to match h/ i
each problem in A with its
appropriate in B .
Call on some pairs to give the
answers. One reads the problem

3. d/f

4. c/j

5.


and one reads the solutions
Check with the whole class

While

Activity 1: Task2:

Activity 1: Substitution Drill (task 2)

-speaking -Ask Ss to work in pairs to talk Eg:T : Many students cannot buy all
30’

about

problems

and

offer the required textbooks. What do you

solutions, using suggestions in think we should do to help them?
task 1.

S: I think we should ask the school

- T work with a student to give a head-master to provide free textbooks
model

for students from low income family.

-Go around to control and give T : We should also collect used
help.

textbooks for school library.

-Ask some pairs to role play in Asking for opinion :
front of the class.
-Make

What do you think we need to/ could/

corrections

and

give should/ might want to do?

comments.

What do you think about?

Activity 2: Task3:

What’s your opinion about?

T introduces

the task: Ss are What do you have in mind?

going to work together to identify Giving suggestions
the

problems

of

their

own Maybe we can…..

classroom and offer situations. T We might want to….

gets Ss to look at the given cues, Probably we should……
elaborate on them and elicits We could……
come more problems, of possible. Activity 2:Task 3: Suggested
T writes the ideas on the board.

answers:

Then T puts Ss into groups of 3-4 1. Class size : ans ideal class size is
and gets them to add more 10-15 students, so the school should
problems if they can, and work recruit more teachers and open new
out the solutions

classes. T should encourage Ss to work


Then T goes around and checks.

with different groups, not with the

T calls on each group to report same group all the time.
their ideas to the class and elicits 2. Desks: buy larger desks or if there
comments from the class.

are new classes, the current number of

T gives corrective feedback and desk is adequate.
final comments.

3. Equipment : buy/ hire facilities such
as computers and upgrade the

classroom.

Wrapping -T summaries the main points of -T asks Ss to write a paragraph about a
up:

the lesson.

school problem and one or two

(3’)

- For homework

solutions to it.

-T asks sts to prepare for next - Prepare lesson 3 “ Listening”
period


Unit 5 : ILLITERACY
LESSON 3 : Listening

I. . Aims: by the end of the lesson , students will be able to:
- listen for specific information
- talk about condition for better learning.
III. Skills

: Integrated skills (especially listening)

IV. Teaching aids : cards, text books, chalks.

V. Teaching stages :

Stages
Activities
Warm- up Deliver handouts with the
5’

Contents
Game: Odd man out

above words. these words

1. elephant donkey

have something in common,

2. packet

tin

box

3. potato

carrot

tomato

but there is one that is
different.

Ask Ss to work in groups of

horse

vase

raspberry

four or five to underline the

4. beer soda coke

word that is different in each

5. sister

doctor student

numbered line.

6. tennis

swimming

Ask Ss to rearrange the initial

lion

yoghurt
teacher

uniform

football

letters of the words to find
out the group word which
means : an investigation of
the opinion, behavior of a
particular group of people.

Key: 1.Elephant
3. Raspberry

4. Yoghurt

5. Sister

6. Uniform

Lead-in: Have you ever done => SURVEY
a survey? Our listening lesson

2. Vase


today is about a survey in a
city in Western of Australia .
It’s Perth.

Pre-teaching vocabulary:
1. self-respect(n)(definition) : in a
feeling of pride in yourself that

Pre-teaching vocabulary:
Prelistening
5’

what you do say ect. is right and

T introdues or elicits the
meanings of these words
from the class.

good: lòng tự trọng
2. maturity (n) (transltion):sự trưởng
thành, chín chắn

T gets Ss to make sentences
with some important words.

3. weakness (n) (antonym): What is

T gives corretive feedback.

the opposite of the “strength” .
4. Academic (adj): Có tính học thuật

While

Play the tape and ask Ss to

-listening

listen and choose the best

20’

5. Performance (n): Sự thực hiện.
Activity 1: Multiple-choice (task1)

option to complete each

Expected answers:

sentence.

1. D

2. B

3.B

4.

Ask Ss to compare the
answers with their partners.
Let Ss listen again and

Activity 2 : Questions and answers

check with the class.

(task 2)

Let Ss listen to the tape and

Expected answers:

find the answers to the

1. The survey took place in Perth

questions.

2. 80% of the students

Ask them to compare the
answers in pairs.

3. They think they should be
allowed to give some input into school


Call some Ss to write the

decision making

answers on the board.
Postlistening

14’

Give feedback.
Ask Ss to work in groups of

Discussion

four or five to discuss the

“What do you think is a condition for

questions:

better learning-good teachers or good

Move around to give help if

textbooks?”

necessary.
Call on some group
representatives to report
their opinions
Give comments
Homewor Write a short passage to answer the question above.
k

Prepare “ writing”

Unit 5 : ILLITERACY
LESSON 4 : Writing
I. Aims : by the end of the lesson, students can :
- describe information in the table
- write a paragraph based on the information in the table.
II. Method: - Communicative approach
III. Skills

: Integrated skills (especially writing)

IV. Teaching aids : charts, chalks, blackboard, textbooks.
V. Teaching stages
Stages
Warm-up
3’

Activities
T divides the class into Increase
groups of four or five

Content
gradually

drop

fall

T hang on a chart with

Steadily

the words and asks sts to slight
close the books , then sharply

steady

decrease

gradual

rise

sharp

sorts the words into four slightly
groups : nouns, verbs, Expected answer :
adjs, and adverbs

Nouns

Sts work in groups

adverbs increase increase

T limits the time

sharply

The group who first gradual
finishes wins

slight

verbs

adjectives

drop

drop

gradually rise

rise

slightly fall

fall

steady

steadily decrease

decrease
Before you T asks sts to read the Task 1 : Gap-fill ( page 61)
write

sharp

passage and choose a Expected answer :

12’

suitable word from the 1. varied

2. rise

3. decline

box to fill in each space 4. different
of the passage

5. went up

6. dramatially

Sts work in individuals
then

compare

the

answers in pairs
T checks with the class

Task 2 : Describing the table ( page
62)

T asks sts to work in Suggested ideas:
groups of four or five to - The table shows / describes the trend
describe

the of literacy rates in Sunshine county

informationin the table

from 1998 to 2007.

T calls on some group - As can be seen from the data in the
representatives to report table,
their ideas

the

literacy

rates

in

Sunshinecounty rose a steady rise

T give feedback on what again and it reached 90% in 2007.
sts have

- In Highland, there was a slight
decreasein the first four years from
1998 to 2002. In the last six years, the

literacy rates dropped sharply from
45% to 30%
- In general, the literacy rates in
Sunshine county had tendency to
increase over ten years.

While you T asks sts to write a Write a paragraph ( task 3 page 62)
write
17’

paragraph of 100 words Sts do by themselves
to

describe

the

information in the table


T goes around and helps
them
After you

T collects sts’ writing
T asks a st to write his or

write

her writing on the board

12’

Sts read and correct the Sts’ writing
mistakes
T gives feedback and

comments
Homework T asks sts to prepare for Learn by heart the words used to
1’

the next period

describe information in a table
Prepare for the next lesson.


Unit 5 : ILLITERACY
Lesson 5 : Language forus
I. Aims : by the end of the lesson, students can :
- practise pronunciation and distinguish the sounds : /pl/, /pr/, /bl/, and
/br/
- understand and use reportes speech with to-inf.
II. Method: - Communicative approach
III. Skills

: Integrated skills

IV. Teaching aids : pictures, charts, chalks, black board, textbooks.
V. Teaching stages

Stages
Warm-up

Activities
T hangs on the chart 1. wear

Content
please
hair

2’

with the following 2. bull

wool

words

flower

hour

some

blame

3. brandy

Sts work in groups 4. come

prune

and circle the one Expected answer :
that is different

1. please

The group who has blame
correct answer and
first finish is the
winner.
- Ask Ss to underline
the initial consonant
sounds of the words
they

have

just

circled.
- Introduce th sounds

2. prune

3. brandy

4.

/ pl/, /pr/, /br/, /bl/.
Pronuncition - T models three * words :
10’

clusters / pl/, /pr/, /pl/

/bl/

/pr/

/br/, /bl/ for a few Please

black

pride

times and explains brown

pleasure

blouse

how

to

them.

E.g:

producing

produce bread

play

When precious
/pl/,

brother

Ss practise

/br/
pretty

blue
plenty

blow

broad

should produce / p/ * Dialogue :
first and then quickly A : Brian , what is Bretty presenting on
switch to /l/, and so Sunday?
on.

B : She’ll teach us how to play English

T reads the words pronunciation games .
and asks sts to listen

A : Are you going to prepare for it?

T reads the words B: Yes , my brother is going to play the
again and asks sts to guitar and I’ll sing the blues.
repeat
T

A ; What clothes are you going to wear,

calls

on

some Pretty?

student to read aloud B. Black brown blouse and jeans.
the words.
T asks sts to work in
pair

to

practise

reading the diologue
Grammar

T makes correction.
T
gives
three Sentences :

Presentation sentences and
13’

asks sts to work in

1. I want to get to the station.
A woman told

pairs to complete the __________________________


following sentences 2. Brian wasn’t well.
on the chart.

I advised

T calls on some sts to ______________________________
give the answer

3. Linda had a lot of luggage.

T gives feedback on She asked
what Sts have.
T

asks

_____________________________

sts

underline

to Expected answer :
the 1. A woman told me to turned left after

reported verbs in the the brige.
sentences
T

2. I advised him to go to the doctor.

explains

the 3. She asked me to help her.

reported speech with
to-inf:

* We often use the reporting verb:

T gives mening and ask, tell, require, request, warn,
use: We usually use advise, invite, … in the structure :
an infinitive structure

S + V + O + to-inf / not to-inf

to

report

oders,

requests,

advice, Ex: “ Get out of my room “

suggestions, threats,
warning,

-> She told me to get out of her room.

promises, * We often use the report verbs :

agreements,
disagreements,

promise , agree, threaten……………..
and in the structure :

so on..

S + V + to-inf / not to-inf

T might want to
remind Ss that time
and place references Ex: “ I’ll be careful” -> He promised
often have to change to be careful
in reported speech. ** Note :
E.g…..

- Pronouns and possessive nouns often


change in reported speech
- some words will change
+ here

-> there

+ this

-> that

+ now

-> then

+ today

-> that day

+ tonight

-> that night

+ ago

-> before

+ tomorrow -> the next day / the
following day
+ yesterday-> the previous day / the
day before
+ next -> the following / the… after
+ last -> the previous / the … before
Practice
18’

Exercise1:
T asks sts to do

Exercise1 :Expected answer :
1. They promosed to come back

Exercise1 invidually
and then find a

again.
2. The lifeguard advised us not to

partner to check their
answer with.

swim too for from the shore
3. John asked Peter to close the

T calls on some sts to
write the answers on

window.
4. The teacher encouraged Eric to

the board

join the football team.

Others correct
T remarks and
comments

Exercise2 :Expected answer :

Exercise2:

1.He advised me not to drink too much

T asks sts to do

beer.


Exercise2 invidually

2. She invited me to come and see her

and then find a

whenever I want.

partner to check their 3. John wanted me not to smoke in his
answer with.

car.

T calls on some sts to 4. He told Sue to give him her phone
write the answers on

number.

the board

5. He reminded me to give the bbok

Others correct

back to Joe.

T remarks and

6. He promised not to do it again.

comments

7. He agreed to wait for me.
8. John asked me to lend him some

Homework
2’

T asks sts to prepare

money.
Learn the grammar

for the next period

Read the sounds
Do the exercises
Prepare “ Unit 6 ( reading)”