Giáo án Anh 11 - Unit 5: illiteracy

Activity 1: Substitution Drill (task 2)

Eg:T : Many students cannot buy all the required textbooks. What do you think we should do to help them?

S: I think we should ask the school head-master to provide free textbooks for students from low income family.

T : We should also collect used textbooks for school library.

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

Maybe we can .

We might want to .

Probably we should

We could

 

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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 Activities Contents Warm- up 5’s Pre-reading 7’ Divide the class into groups of four or five Deliver handouts with the groups of four words. Each word in the groups of four words is connected with the same thing. Ask Ss to write down the missing word in each group. Ask Ss to find out the key word which is formed by the initial letters of all the words they have found. the group who finds out the word first wins. Activity 1:Describing the picture -T gets Ss to work in pairs and try to make sense of the picture on page 56, using the prompts. -T calls on some students to describe the picture. -T checks with the class and asks Ss to guess what they are going to read about. -T introduces the new lesson. Activity2: Pre-teaching vocabulary: T explains the words T also asks Ss to give the meaning of the vocabulary. Game: Word association Example: horn, graze, milk, hay-COW Expected answers: 1. insect 2. library 3. luggage 4. income 5. tree 6. eyes 7. river 8. animal 9. tea 10. earth The key word: ILLTERACY Lead-in :- What is :”illiterate” When you don’t know how to read or write, you are illiterate . Our lesson today will help you to know about illiteracy in Vietnam over the last few years. Activity 1:Describing the picture: Suggested answer: 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 is wearing a soldier’s uniform. It seems that this is a very poor area because the class is poorly equipped and the children are wearing old clothes. Pre-teaching vocabulary: campaign (n): chieán dòch eradicate (v)- eradication(n) ethnic minority (n) daân toäc thieåu soá expand (v) to become larger: illiterate (adj): the opposite of literate → illiteracy (n) 6. honorable (adj): Cao quý, vinh dự While –reading 20’ Activity 1: task 1 Ask Ss to read the text silently and underline the expressions given in task 1 on page 58 Ask Ss to find out the Vietnamese equivalent to the expressions and exchange the ideas with the one sitting next 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 1: Read and Underline (task 1) Expected answers: Phoå caäp giaùo duïc tieåu hoïc Hoäi khuyeán hoïc Vieät Nam Xoùa muø chöõ Kyõ thuaät canh taùc Keá hoach hoùa gia ñình Activity 2 : Finding the main ideas (task2) Expected answer: D. the fight against illiteracy Activity 3: Questions and answers (task 3) Expected answers: 94% of the population the campaign for illiteracy eradication 600 students in 2000/ 800 students in 2001 . They voluntarily spent their summer vacations teaching illiterate people to read and write. Illiteracy will soon be eradicated. 4. Post-reading 12mins Ask Ss to work in groups of four or five to discuss the following question: Call on some groups’ representatives to report their ideas. Give comments. Discussion Imagine that there are some illiterate people living in your neighborhood, what should you do to help them read or write? Home -work Ask Ss to prepare for next period summarize the text. Learn the words by heart 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 Activities Contents Check- up 5’ Pre-speaking 7’ -T calls two Ss to go to the board. +One student answers some questions related to the content of the passage in the reading part that they learnt in the past period. +Another write down the vocabulary. - T comments and gives marks. Task 1 :Matching-up Ask Ss to work in pairs to match each problem in A with its appropriate in B . Call on some pairs to give the answers. One reads the problem and one reads the solutions Check with the whole class - Ss anwer and write down vocabulary. Lead-in : Today , we will discuss the problems your class cope with and offer some solutions to these problems. Matching-up (task 1) Expected answers: 1. b/g 2. a/e 3. d/f 4. c/j 5. h/ i While -speaking 30’ Activity 1: Task2: -Ask Ss to work in pairs to talk about problems and offer solutions, using suggestions in task 1. - T work with a student to give a model -Go around to control and give help. -Ask some pairs to role play in front of the class. -Make corrections and give comments. Activity 2: Task3: T introduces the task: Ss are going to work together to identify the problems of their own classroom and offer situations. T gets Ss to look at the given cues, elaborate on them and elicits come more problems, of possible. T writes the ideas on the board. Then T puts Ss into groups of 3-4 and gets them to add more problems if they can, and work out the solutions Then 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. Activity 1: Substitution Drill (task 2) Eg:T : Many students cannot buy all the required textbooks. What do you think we should do to help them? S: I think we should ask the school head-master to provide free textbooks for students from low income family. T : We should also collect used textbooks for school library. 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 Maybe we can….. We might want to…. Probably we should…… We could…… Activity 2:Task 3: Suggested answers: 1. Class size : ans ideal class size is 10-15 students, 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 upgrade the classroom. Wrapping up: (3’) -T summaries the main points of the lesson. - For homework -T asks sts to prepare for next period -T asks Ss to write a paragraph about a school problem and one or two solutions to it. - Prepare lesson 3 “ Listening” 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 Contents Warm- up 5’ Pre-listening 5’ Deliver handouts with the above words. these words have something in common, but there is one that is different. Ask Ss to work in groups of four or five to underline the word that is different in each numbered line. Ask Ss to rearrange the initial letters of the words to find out the group word which means : an investigation of the opinion, behavior of a particular group of people. Lead-in: Have you ever done a survey? Our listening lesson today is about a survey in a city in Western of Australia . It’s Perth. Pre-teaching vocabulary: T introdues or elicits the meanings of these words from the class. T gets Ss to make sentences with some important words. T gives corretive feedback. Game: Odd man out elephant donkey horse lion packet tin box vase potato carrot tomato raspberry beer soda coke yoghurt sister doctor student teacher tennis swimming uniform football Key: 1.Elephant 2. Vase 3. Raspberry 4. Yoghurt 5. Sister 6. Uniform => SURVEY Pre-teaching vocabulary: self-respect(n)(definition) : in a feeling of pride in yourself that what you do say ect. is right and good: loøng töï troïng maturity (n) (transltion):söï tröôûng thaønh, chín chaén weakness (n) (antonym): What is the opposite of the “strength” . Academic (adj): Có tính học thuật Performance (n): Sự thực hiện. While -listening 20’ Play the tape and ask Ss to listen and choose the best option to complete each sentence. Ask Ss to compare the answers with their partners. Let Ss listen again and check with the class. Let Ss listen to the tape and find the answers to the questions. Ask them to compare the answers in pairs. Call some Ss to write the answers on the board. Give feedback. Activity 1: Multiple-choice (task1) Expected answers: 1. D 2. B 3.B 4. Activity 2 : Questions and answers (task 2) Expected answers: The survey took place in Perth 80% of the students 3. They think they should be allowed to give some input into school decision making Post-listening 14’ Ask Ss to work in groups of four or five to discuss the questions: Move around to give help if necessary. Call on some group representatives to report their opinions Give comments Discussion “What do you think is a condition for better learning-good teachers or good textbooks?” Homework Write a short passage to answer the question above. 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 Activities Content Warm-up 3’ T divides the class into groups of four or five T hang on a chart with the words and asks sts to close the books , then sorts the words into four groups : nouns, verbs, adjs, and adverbs Sts work in groups T limits the time The group who first finishes wins Increase gradually drop fall Steadily steady slight decrease gradual sharply rise sharp slightly Expected answer : Nouns verbs adjectives adverbs increase increase sharp sharply drop drop gradual gradually rise rise slight slightly fall fall steady steadily decrease decrease Before you write 12’ T asks sts to read the passage and choose a suitable word from the box to fill in each space of the passage Sts work in individuals then compare the answers in pairs T checks with the class T asks sts to work in groups of four or five to describe the informationin the table T calls on some group representatives to report their ideas T give feedback on what sts have Task 1 : Gap-fill ( page 61) Expected answer : 1. varied 2. rise 3. decline 4. different 5. went up 6. dramatially Task 2 : Describing the table ( page 62) Suggested ideas: - The table shows / describes the trend of literacy rates in Sunshine county from 1998 to 2007. - As can be seen from the data in the table, the literacy rates in Sunshinecounty rose a steady rise again and it reached 90% in 2007. - 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 write 17’ T asks sts to write a paragraph of 100 words to describe the information in the table T goes around and helps them T collects sts’ writing Write a paragraph ( task 3 page 62) Sts do by themselves After you write 12’ T asks a st to write his or her writing on the board Sts read and correct the mistakes T gives feedback and comments Sts’ writing Homework 1’ T asks sts to prepare for the next period Learn by heart the words used to 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 Activities Content Warm-up 2’ T hangs on the chart with the following words Sts work in groups and circle the one that is different The group who has 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 / pl/, /pr/, /br/, /bl/. 1. wear please hair 2. bull wool prune 3. brandy flower hour 4. come some blame Expected answer : 1. please 2. prune 3. brandy 4. blame Pronuncition 10’ - T models three clusters / pl/, /pr/, /br/, /bl/ for a few times and explains how to produce them. E.g: When producing /pl/, Ss should produce / p/ first and then quickly switch to /l/, and so on. T reads the words and asks sts to listen T reads the words again and asks sts to repeat T calls on some student to read aloud the words. T asks sts to work in pair to practise reading the diologue T makes correction. * words : /pl/ /bl/ /pr/ /br/ Please black pride brown pleasure blouse pretty bread play blue precious brother plenty blow practise broad * Dialogue : A : Brian , what is Bretty presenting on Sunday? B : She’ll teach us how to play English pronunciation games . A : Are you going to prepare for it? B: Yes , my brother is going to play the guitar and I’ll sing the blues. A ; What clothes are you going to wear, Pretty? B. Black brown blouse and jeans. Grammar Presentation 13’ T gives three sentences and asks sts to work in pairs to complete the following sentences on the chart. T calls on some sts to give the answer T gives feedback on what Sts have. T asks sts to underline the reported verbs in the sentences T explains the reported speech with to-inf: T gives mening and use: We usually use an infinitive structure to report oders, requests, advice, suggestions, threats, warning, promises, agreements, disagreements, and so on.. T might want to remind Ss that time and place references often have to change in reported speech. E.g….. Sentences : 1. I want to get to the station. A woman told __________________________ 2. Brian wasn’t well. I advised ______________________________ 3. Linda had a lot of luggage. She asked _____________________________ Expected answer : 1. A woman told me to turned left after the brige. 2. I advised him to go to the doctor. 3. She asked me to help her. * We often use the reporting verb: ask, tell, require, request, warn, advise, invite, … in the structure : S + V + O + to-inf / not to-inf Ex: “ Get out of my room “ -> She told me to get out of her room. * We often use the report verbs : promise , agree, threaten…………….. in the structure : S + V + to-inf / not to-inf Ex: “ I’ll be careful” -> He promised to be careful ** Note : - 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 invidually and then find a partner to check their answer with. T calls on some sts to write the answers on the board Others correct T remarks and comments Exercise2: T asks sts to do Exercise2 invidually and then find a partner to check their answer with. T calls on some sts to write the answers on the board Others correct T remarks and comments Exercise1 :Expected answer : They promosed to come back again. The lifeguard advised us not to swim too for from the shore John asked Peter to close the window. The teacher encouraged Eric to join the football team. Exercise2 :Expected answer : 1.He advised me not to drink too much beer. 2. She invited me to come and see her whenever I want. 3. John wanted me not to smoke in his car. 4. He told Sue to give him her phone number. 5. He reminded me to give the bbok back to Joe. 6. He promised not to do it again. 7. He agreed to wait for me. 8. John asked me to lend him some money. Homework 2’ T asks sts to prepare for the next period Learn the grammar Read the sounds Do the exercises Prepare “ Unit 6 ( reading)”

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