Thiết kế bài dạy môn Tiếng Anh 11 năm 2010 - Period 28 - Unit 5: Illiteracy

<span class='text_page_counter'>(1)</span>LESSON PLAN Unit 5 : ILLITERACY Period : 28 Classes : 11 A4 , A5, A7,A8 Date of preparation : 05 / 10 / 2010 Date of teaching : 07 / 10 / 2010 Teaching item : LISTENING I) AIMS AND OBJECTIVES . + LANGUAGE CONTENT : * To provide students with some vocabulary related to strategies for better learning + LANGUAGE FUNCTION : * To talk about condition for better learning. + EDUCATIONAL AIM : * To educate in students the importance of learning 1/ Languages : * Vocabulary : + self-respect (n) + maturity (n) + academic (adj) + deliver speech (v) + encourage (v) + set realistic goal (v) + consult (v) + motivate (v) + focus on (v) + survey (n) + essential (a) * Structures: 2/ Skill : Listening 3/ Educational factor : * To educate in students the awareness of self-study II) TEACHER AND STUDENTS' PREPARATION . 1/ Method : Communicative approach . 2/ Techniques : Game Finding One’s Other Half, Discussion, Question-Answer , Using pictures , Example, Situation, Gap-fill 3/ Materials needed : Textbook , Color chalk , Handout , Cassette Player 4/ Students' preparation : * Read the guiding books and grammatical books before going to school . * Prepare the keys for the task in Before you listen and After you listen 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 two students to B/B: + Give problems their class encounter and offer solutions + Write the English equivalent to the following phrases 1) Hoäi khuyeán hoïc Vieät Nam 2) Giaùo duïc phoå caäp tieåu hoïc 3) Xoá mù chữ 4) Kyû thuaät canh taùc 5) Kế hoạch hoá gia đình * Correcting the mistakes , giving remarks and marking. 3. Presentation of the new materials .. SPECIFIC STAGES Lop11.com.

<span class='text_page_counter'>(2)</span> TI ME. 7ms. STUDENTS' ACTIVITIES. TEACHER'S ACTIVITIES 1. Warm-up: Game: Matching * Dividing the class into 2 groups. * Hanging on two posters on the board * Sticking pieces of paper with different shapes and colors on each poster * Asking the students in each team to match the name of cities with the name of countries  The team who first finish wins. City Country 1.Toronto A) Japan 2.Hannover B) Australia 3.Sao Paulo C) Korea 4.Calcutta D) America 5.Pusan E) England 6.Osaka F) Italy 7.Pert G) India 8.Venice H) Brazil 9.New York I) Germany 10.Liverpool J) Canada. THE CONTENT OF THE LESSON. * Dividing the class into two groups A and B * Looking at posters on the board and matching The team who first finish wins. City Country 1.Toronto K) Japan 2.Hannover L) Australia 3.Sao Paulo M) Korea 4.Calcutta N) America 5.Pusan O) England 6.Osaka P) Italy 7.Pert Q) India 8.Venice R) Brazil 9.New York S) Germany 10.Liverpool T) Canada. Answer keys 1J 2I 3H 4G 5C 6A 7B 8F 9D 10E Lead-in: * Asking the students : 1. Have you ever heard about Pert city? 2. Can you tell me where it is in Australia ?  In today’s lesson you’ll listen to a passage saying about a survey about Pert city * Writing the title of the lesson on B/B Unit 5 : ILLITERACY Period 29 : Listening. Unit 5 : ILLITERACY Period 29 :Listening. * Answering the teacher’s questions Answer keys 1J 2I 3H 6A 7B 8F. 4G 9D. 5C 10E. *Writing the title of the lesson Unit 5 : ILLITERACY Period 29 : Listening. 10 ms. 2. Pre-listening: Pre- teach vocabulary * Writing the new words on the blackboard 1. survey /'sə:vei/ cuoäc khaûo saùt 2. self-respect /self ri'spekt/ long tự troïng 3. maturity /mə'tjuəriti/ sự trưởng thaønh 4. realistic /riə'listik/ hiện thực 5. consult /kən'sʌlt/ tham khaûo , tö vaán 6. motivate /'moutiveit/ thúc đẩy 7. focus on /'foukəs/ taäp trung vaøo. * Writing the new words 1. survey /'sə:vei/ cuoäc khaûo saùt 2. self-respect /self ri'spekt/ long tự trọng 3. maturity /mə'tjuəriti/ sự trưởng thành 4. realistic /riə'listik/ hiện thực 5. consult /kən'sʌlt/ tham khaûo , tö vaán 6. motivate /'moutiveit/ thuùc. Lop11.com. I. BEFORE LISTENING. 1. Vocabulary: 1. survey /'sə:vei/ cuoäc khaûo saùt 2. self-respect /self ri'spekt/ long tự trọng 3. maturity /mə'tjuəriti/ sự trưởng thành 4. realistic /riə'listik/ hiện thực 5. consult /kən'sʌlt/ tham khaûo , tö vaán.

<span class='text_page_counter'>(3)</span> TI ME. STUDENTS' ACTIVITIES. TEACHER'S ACTIVITIES. * Asking the students to read the words after the teacher in chorus 3. While-listening: Activity 1: Multiple choice Task 1 : (page 60) * Asking the students to read through the multiple choice questions * Playing the tape and asking the sts 6ms. 8ms. 1m. 6. motivate /'moutiveit/ thúc đẩy 7. focus on /'foukəs/ taäp trung vaøo. * Reading through the multiple II. choice questions * Listening to the tape and. choosing the best option to complete each sentence * Expected answers:. to listen and choose the best option to complete each sentence * Asking the students to compare their answers with their partners. 1. 2. 3. 4.. * Letting the Ss listen for the second time if needed * Going over the answers with the class  Expected answers: 1. D 2. B 3. B 4. C. 7ms. đẩy 7. focus on /'foukəs/ taäp trung vaøo * Reading the words after the teacher in chorus. THE CONTENT OF THE LESSON. D B B C. WHILE. LISTENING 1) Task 1 : (page 60) Listen and choose the. best option to complete each sentence Answer keys: 1. D 2. B 3. B 4. C. Activity 2: Questions & Answers Task 2 : (page 61) * Asking the Ss to work in pairs * Telling the Ss to listen again and answer the questions * Calling on some Ss to give the answers Expected answers: 1. The survey took place in pert 2. 80% of the students 3. They think they should be allowed to give some input into school decision making. 3) Questions & * Working in pairs Answers * Listening again and answering Task 2 : (page 61) the questions Answers: * Giving the answers 1. The survey took place in pert 2. 80% of the students 3. They think they should be allowed to give some input into school decision making. 4. Post listening: Discussion ( using for good students) * Having the Ss work in groups of four or five to discuss the question: “Which do you think is more essential for better learning – good teachers or good textbooks ?” * Going around to give help is necessary * Calling on some students to speak out * Giving the feedback. * Working in groups of four or five to tell about Spring School III.AFTER LISTENING * Some students talk about Mai’s Take turns to tell about birthday party in front of the class Spring School. 5. Homework * Asking the Ss to prepare Writing * Writing the homework lesson * Discussion the question “Which do you think is more essential for better learning – good teachers or good Lop11.com. 5. Homework * Prepare the next lesson-WRITING * Discussion the question “Which do you think is more essential.

<span class='text_page_counter'>(4)</span> TI ME. STUDENTS' ACTIVITIES. TEACHER'S ACTIVITIES textbooks ?”. THE CONTENT OF THE LESSON for better learning – good teachers or good textbooks ?”. TAPESCRIPT : In an informal survey carried out in Pert, Western Australia, students were asked to give their views on what makes an effective school, 80 percent of the students felt that mutual respect in the classroom was essential for effective learning to take place. This implied that the students should be treated as individuals with their both strengths and their weaknesses, 60 % of the students felt they should be encouraged to set realistic goals for their own learning, and to have positive attitudes towards themselves and others. About 55% of the students expected their teachers to be motivated and interested in what they are doing ; this would then reflect in the performance of the students . Nearly all the teachers believed that learning should be centered on important life skills such as communication, building self-respect and self confidence, the ability to learn from failure , and time management , suited to the maturity of the students concerned. 100% of the students felt that the social side of school was as important as academic activities. The older students felt that they should be allowed to give some input into school decision making which had a direct effect on students. Self-evaluation: …………………………………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………. Lop11.com.

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