Thiết kế bài giảng Tiếng Anh 11 tập 1 part 9 pdf

Time Steps Work arrangement — T calls on some Ss to give their answers and comments on the answers.. Time Steps Work Instruction: You are going to listen to Dr Brown talk about th

By the end of the lesson, Ss will be able to:

Develop such listening micro-skills as listening for specific information and listening for general information

ll Materials

Textbook, cassette tapes, handouts

lil Anticipated problems

Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task

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— T divides the class into small groups of 3—4 students

Then T distributes the following puzzle handout for Ss

to do in their own groups Which group finishes first

and has all the correct answers will be the winner

— A variant of this activity: T draws or prepares two

three big copies of the word search and hang them on

the board T calls three pairs of Ss to go to the board

and ask them find all the adjectives as quickly as

possible The pair with the quickest and most correct

answers will be the winner

Find the words hidden in this puzzle The words go

across, up, down, backward and diagonally

BEFOEE YOU LISTEN

— T asks Ss to discuss the questions on page 17 in

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Time Steps Work

arrangement

— T calls on some Ss to give their answers and

comments on the answers

— T gets Ss to guess what they are going to listen

about

Suggested answers:

4 Yes, our world is overpopulated because it has more

than 6 billion people

5 Asia has the largest population with China the most

populated country in the world and India the second

Vocabulary Pre-teaching

— Before eliciting / Pre-teaching the new words, T

helps Ss to pronounce the words given in the book T

may read aloud first or play the tape and ask Ss to

repeat in chorus and individually

— T elicits / teaches some of these words or / and those

taken from the listening passage:

Latin America: Chau MY Latinh

Rate of population growth: ty lé ting dan sé

Developing countries: cdc nu&éc đang phái triển

To rank: to have a position on a scale according to

quality, importance, success, etc (xép hang)

Rank (n): the position, especially a high position, that

sb has in a particular organization, society, etc (thir

hang)

Fall (n): decrease (su giam)

Generation (n): all the people who were born at about

the same time (thé hé)

— T may get Ss to make sentences with the words and

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Time Steps Work

Instruction: You are going to listen to Dr Brown talk

about the world population While listening, choose the

best answer A, B, C or D to complete the statements or

answer the questions

— T gets Ss to read the statements and questions

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

different IT checks with the whole class (e.g in

question 1 these are "over 6.7", "about 6.7", "6.7",

"6.6"; 1n question 2 they are "66 million", "76 billion",

"about 66 million", "about 76 billion", 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 cannot answer the questions, T plays the tape one or

two more times and pauses at the answers for them to

catch

Answers:

IA 2D 3C 4D SA 6C

TASK 2

Instruction: You are going to listen to the tape again

Individual work, group work &

whole class

Individual work, pair work & whole class

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Time Steps Work

arrangement

— T checks if Ss can answer the questions in TASK 2

without listening again If they cannot, T plays the tape

for them to listen again but before doing this, T should

encourage Ss to read through all the questions, 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 questions

— 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 cannot

complete the task

Answers:

6 It will be over 7 billion

7 The population growth rates in some parts of the

world are not the same

8 The reason is the improvement of public health

services and medical care

9 They are shortage of foods, lack of hospitals and

schools, illiteracy, and poor living conditions

10 The experts offered four solutions They are (1) to

educate people and make them aware of the danger of having more children, (2) to provide safe, inexpensive birth— control methods, (3) to strictly implement a family planning policy, and (4) to exercise strict and fair reward and punishment policies

Tapescript:

Interviewer: | Good evening ladies and gentlemen In

our program tonight we are privileged to have Dr Brown, a_ world-famous

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Time Steps arrangement Work

Well, there are over 6,700 million people

in the world today, and the total is increasing at the rate of about 76 million

a year Experts at the United Nations calculated that the population of the world could be over 7 billion by the year

than others Latin America ranks first,

Africa ranks second, and Asia ranks third

Could you tell the audience what the main reason for the population explosion

is?

Well, I think the main reason is a fall in

death rates This is duc to the improvement of public health services and medical care Many more babies now survive at birth They grow up and

become parents, and more adults are

living into old age so that the populations are being added at both ends

I believe that the explosion of population has caused many problems for the world

Don't you think so?

You're quite right The explosion of

population has caused many problems for

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Time Steps Work

arrangement

the world, particularly for developing countries Scientists say that if the

population of the world continues to grow

at this rate there will be shortage of

foods, lack of hospitals and schools,

illiteracy, and poor living conditions

Interviewer: Can you suggest some solutions to the

problem?

Expert: I think there are a number of solutions to

the problem of overpopulation The first

is to educate people and make them

aware of the danger of having more children The second is to provide safe,

inexpensive birth— control methods The

third is to strictly implement a family planning policy And the fourth is to exercise strict and fair reward and

punishment policies Only in doing so can

we have a better world for us and our younger generations

Interviewer: | Thank you very much for being with us

tonight, Dr Brown

Expert: You're quite welcome

— T gets Ss to work in groups to orally summarise the

main ideas of the listening passage T might give Ss

some cues to base their summary on:

a world population today

Work

— T may also encourage Ss to use transition signals to

make their summary more coherent

— T goes around to offer help and collect Ss' mistakes

— T calls on some groups to present their summary

— T elicits feedback from the class and gives final

comments

— T summarises the main points of the lesson

— T asks Ss to learn by heart all new words and do the

Extra exercise as homework

EXTRA EXERCISE

Write a summary of the listening passage

— Your summary should include all the main points of the passage

— You should use proper transition signals

— Your teacher will give you mark for the written summary in the next lesson

Period 4: WRITING

I Objectives

By the end of the lesson, Ss will be able to:

Write descriptions of pie charts, using appropriate language

ll Materials

Textbook, handouts

lll Anticipated problems

Ss may not have sufficient vocabulary to write about the topic, so T should

be ready to assist them

227

— T prepares a handout with a table of information T

divides the class into small groups of 4 students and asks

Ss to work 1n groups to transfer the table into a pie chart

The group with the quickest and most correct answer will

be the winner

The table shows the number of students in a class who

achieved each grade

— T prepares a handout with a description of a pie chart

T asks Ss to work 1n pairs to discuss the organization and Pair work

& whole class

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Time Steps Work

arrangement

other characteristics of the description T writes the

following questions on the board:

A

are they?

What does the first part tell you?

C What information does the second part give you?

the second part? Underline them

What does the last part tell you?

How many parts are there in the description? What

What language items should you pay attention to in

The graph shows the chief uses of the apple crop in the US

Overall, the bulk of the harvest is either eaten fresh or

made into juice

The biggest slice of the pie—chart is taken up by fresh fruit

About 60% of the crop is eaten fresh This is three times as

much as the next use, which is for juice Less than 20% of

apples in the US are turned into apple juice A further 12%

is canned, and a total of 5% is either frozen or dried Other

remaining uses, such as apple vinegar, account for just 5%

of the crop

It's clear that although a small amount of apples are

processed into frozen, dried or canned products, most of

the crop is sold straight from the tree

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Time Steps Work

arrangement

— T elicits the answers from the whole class, focusing on

the remarkable characteristics of the description T can

base his / her explanation on the following notes:

1 There are three parts in the description of a chart:

introduction, body and conclusion

— Introduction should describe what the chart is about,

its dates and location, and say what overall trends you

see

— Body should describe the most important trends, while

all information is summarized to avoid unnecessary

details Notice how many distinctive features diagram

has

Important! You need to write about all the periods of time

and all the subjects of graph Remember, summarizing

doesn't mean throwing away information The secret here

is to select what's important, organize it, compare and

contrast

— Conclusion should sum up the global trends shown on

the figure and compare them if possible

2 Language use:

— The language and structures are given in the book

— Other language items:

+ make up less than percent,

+ the most + adj, the second most + adj,

+ ,.substantially / somewhat / slightly more + adj

the tollowing questions: individual

+ What is the general trend of the chart?

+ Which region has the largest population? Which

comes second?

+ Which region has the smallest population?

+ Where does most of the world population live?

— T checks the answers with the whole class

— Then Ss work individually to write the description of

the pie chart, using the sentence given in the book to

begin their description

— T goes around to observe and offer help

Sample writing:

The pie chart shows the distribution of the world

population by region Overall, more than half of the

world's population lives in South and East Asia

South Asia is the biggest region, making up 32% of the

world population The second largest area is East Asia

with 6% less than South Asia Europe ranks third with

15% Coming next is Africa with 11% Together, Latin

America and North America have 14% of the world

population Finally, Oceania is the least populated

region with the smallest percentage of 2%

As can be seen, the greatest concentration of the world's

population is in Asia, with Europe far behind

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— T goes around and collects mistakes and errors

— T collects some writings for quick feedback

— T writes Ss' typical errors on the board and elicits self

and peer correction T provides correction only when Ss

are not able to correct the errors

— Finally, T provides general comments on the writings

— For homework, T asks Ss to improve their writing,

taking into consideration their friends' and _ T's

suggestions and correction and do the extra exercise

Hydro-electric Power 16.2%

Nuclear

232

l In 1970, coal production 46% of US electricity production

2 Almost a quarter of US electricity in 1970 using natural gas

3 Hydro-electric power stations just over 16% of US power in 1970

4 Nuclear power less than 2% of US electricity supplies in

1970

5 The main fuel used to generate electricity in 1970 in the US

coal

6 Almost half of US electricity in 1970 from coal

7 About of US electricity came from oil—fired power stations

8 Gas and coal provided of US electricity in 1970

9 Nuclear power contributed a tiny of US electricity in

1 accounted for 7 one-eighth

2 was produced 8 three-quarters

By the end of the lesson, Ss will be able to:

Distinguish the clusters / kl /,/ gl /,/kr/,/ gr/, and / kw /

Pronounce the words and dialogue containing these clusters correctly

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