Giáo án Tiếng Anh 11 Unit 5: Illiteracy

Time

Steps

Work arrangement

   5’

WARM UP

- 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 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

Group work & whole class

    7’

BEFORE YOU READ

- 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 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.

 Pair work & whole class

   7’

WHILE YOU READ

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

TASK 1

- 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”.

Individual work,pair work & whole class

5’

8’

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

- 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)

TASK 3

- T checks if Ss can answer the comprehension Qs in 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).

Individual work, pair work & whole class

10’

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 “poverty-stricken 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.

Whole class

3’

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.

Whole class