Giáo án Tiếng Anh 11 Unit 7: World population

Before you read 13’ 1 Describing the pictures in the tex book: T asks sts to look at the pictures in the book to describe them Sts answer the questions given in pairs.. vocabulary: T int

Giáo án Tiếng Anh 11

Unit 7 : WORLD POPULATION

Lesson 1 : Reading

I Aims : By the end of the lesson students can

- guess the meaning of words based on contexts

- scan for specific information

II Method: - Communicative approach

III Skills : Integrated skills (Especially reading)

IV teaching aids : pictures of some competition

V Teaching stages :

Warm-up

6’

T gives the the number and asks sts to read

T asks Sts discuss in pairs and answer

T gives the correct answer

T asks some more questions

Sts answer

T leads in the lesson

* Numbers:

10.000.000 300.000.000 625.000.000

1.300.000.000 2.510.000.000 4.760.000.000

6.600.000.000 7.000.000.000 T: What do these numbers tell you about ?

Sts : … T: The world population What do you think about it ?

Sts : It is increasing so fast

T : How fast is it ? Sts : Faster and faster

T : The population of the world has been increasing faster and faster

Is that good or bad ? What should we

do ?

Before you

read

13’

1) Describing the pictures in the tex book:

T asks sts to look at the pictures in the book to describe them

Sts answer the questions given in pairs

T goes over the answers with the class

vocabulary:

T introduces the lesson

T explains the words

T can asks sts to give the meaning if they can or use the antonym, explanation , situation and give examples to explain

T asks sts to repeat the words in group and in individual

T corrects if they have mistakes in reading

* Vocabulary :

- B.C ( before Christ) trước CN =/= A.D

- Third World : các nước chậm phát triển

- available (a) có sẵn

- decrease (v) giảm xuống

While you

read

Task 1 : Gap- filling:

T asks sts to fill in the

Task 1 : Gap- filling Expected answer :

17’ blank with a suitable word

( change the form of the word and use the dictionary when necessary )

Sts refer to the text for the difficult words

T moves around to give help

T goes over the answer with the sts

Task 2: Ask and answer the questions.

-Sts work in individual then compare with other

- T calls on some Ss to give their answer and ask them to explain their choices

-T elicits feedback from other Ss and gives the correct answers:

1 although 2 method

3 increase 4 resources

5 figures 6 limit

7 international 8 control

Task 2 : Expected answer :

1 The population of the world in 10,000 B.C was 10 million; in 1750

it was 625 million; in 1850 it was

1300 million, in 1950 it was 2510 million; in 1985 it was 4760 million;

in 2000 it was 6.6 billion (paragraph1)

2 By the year 2015, the population

of the world is expected (last line, paragraph 1)

3 Some scientists say it can, but others say it can’t .( line 2-4, paragraph 2)

4 No, they don’t ( Line 2-3, paragraph 3)

5 Because they know of no safe way

to have fewer children ( Line 4-5, paragraph 3)

After you

read

7’

T asks sts the question Sts work in group

T goes around and helps them

T checks

Question:

“ Do you think the large in population a country is, the stronger

it is ? Explain why or why not?”

2’

T asks sts to prepare for the next period

Write five reasons why we shouldn’t have more children

Prepare “ speaking”

Unit 7 : WORLD POPULATION Lesson 1 : SPEAKING

I Aims : By the end of the lesson , students can give their opinions about the

causes and the problems facing over populous countries

II Method: - Communicative approach

III Skills : Integrated skills (Especially speaking)

IV teaching aids : text books, black board.

V Teaching stages :

Warm-up

6’

T asks some questions Sts answer by giving their own opinion

T uses the answer to introduce the lesson

Questions :

1 How many children do your parents have ?

2 Do you want to have more or fewer ? Why?

3 Do you know any families that have more than 10 children nowadays?

4 According to you , what are the causes to population explosion?

Before you

speak

9’

T introduces the lesson

T asks sts to read the causes to population explosion in the text book to see how much

of their ideas is similar

to the opinions given

T lets sts put them in order of importance

* Giving opinion:

In my opinion ………

As for me ………

As far as I’m concerned

………

From my point of view, I think

………

It would seem/ appear to me that

…………

and explains why Sts work in pairs

T moves around Some sts pairs to explain their priority

T gives comments then introdusec to sts some ways to give opinion, agreement and disagreement

Not use : According to me

While you

speak

17’

T asks sts to work in pairs

Sts discuss the problems facing poor and over populated countries by combining the vocabulary in the useful language

T encourage sts to think

of more problems to add to their list

T goes around and helps them

T asks sts to reprot their results to the class

in front of the class Others correct

T declares the best pair

T asks sts to work in

Activity 1 : ( page 83)

Ex : Poor living condition Low living standard Not enough / expensive food Lack/ shortage of schools, hospitals , teachers

Activity 2 : ( page 83 ) Useful language : Raise : an awareness of the problems

of overpopulation/ living standard

Exercise / implement : reward and

punishment policies

Carry out : population education

programmes/ family planning

group of 4 Sts give the solution of the problems they give

in activity 1 Each group choose the secretary the record the other ‘s ideas

T goes around and helps them

T ask sts to express their group’s task

T remarks after they finish their work

programmes

Use : birth control methods

After you

speak

11’

T asks sts to discuss in group

T move around and helps them

Sts give their group’s ideas

Talk about the problems of overpopulation and offer solution

Homework

2’

T asks sts to prepare for the next period

Learn by heart the expression in the book

Prepare “ listening”

Unit 7 : WORLD POPULATION Lesson 3 : LISTENING

I Aims : By the end of the lesson, students can develop such listening

micro-skills as extensive listening for specific information and summarize while

listening

II Method: - Communicative approach

III Skills : Integrated skills (Especially listening)

IV Teaching aids : handouts , textbook

III Teaching stages :

Warm-up

5’

T asks sts to work in group and find out ten countries which are the largest population in the world

Sts discuss and give the answer

T lets sts give their group’s answer

Sts work

Before you

listen

10’

T gives questions Sts work in pair and discuss the answer

T calls on sts to present their answer

T asks others to add more ideas

T asks sts to repeat the words

Questions:

1 do you think that our world is overpopulation?

2 Do you think that the Third World has high population density?

3 What continent has the largest population?

17’

T asks sts to read the

sentences in task 1

T explains the situation

T lets sts listen twice

T asks Ss to exchange

their answers with their

partners

T asks Ss to give their

answer and Others to give

their remarks

T check the answer

T lets sts listen once more

and pauses at the answer

Task2:

T asks Ss to read and

explain task2

T checks if Ss can answer

the questions in Task2

without listenning again

T asks Ss o read through

all the questions

T lets sts listen again

Sts note the answer

T asks sts to discuss in

group

Sts discuss and give the

full answer

T asks some sts to answer

loudly

1.A 2.D 3.C 4.D 5.A 6.C

Task 2 :

1 according th experts, by the year

2015 the population of the world will be over 7 billion

2 He said that the population growth rates in some parts of the world are not the same The population grows more quickly in some parts of the world than others

3 According to the expert, the lesson for a fall in the death rates is the improvement of public health services and medical care

4 The problems population explosion causes to the world particular to developing countries are shortage of food, lack of hospital and school, illiteracy and poor living conditions

Others remark and correct

T checks

After you

listen

11’

T asks sts to work in group of 4

Sts discuss and summarize the listening text

T can give some questions

to lead them to the content

of the text

Questions :

1 What is the interview about?

2 What did the expert say about the population of the world, the causes

of population explosion, the problems it causes to the world, particularly to developing countries , and the solutions to the problems?

Homework

2’

T asks sts to prepare for the next period

Do the exercise again Prepare “

Unit 7 : WORLD POPULATION

Lesson 4 : WRITING

I Aims : By the end of the lesson, students will be able to read and describe the

information in a chart

II Method: - Communicative approach

III Skills : Integrated skills (Especially listening)

IV Teaching aids : handouts , cards.

V teaching stages :

Warm-up

5’

T asks sts to give the continents in the world

Before you

write

10’

T ask some questions about the chart

Sts discuss in pairs the answer

Sts answer aloud

T gives the sentences and asks

Questions :

1 What is the topic of the chart?

2 How many regions are there?

3 Which continent has the largest population

4 Which continent has the smallest population?

5 Is the population of Europe larger or smaller than Africa?

Expected answer :

1 The distribution of world population

2 There are 7 regions

3 South Asia

4 Oceania

5 large

Sentences :

1 North America is home to 514 million

sts to order them Sts discuss in pairs and put them in logical order ( base

on the chart)

( 8%)

2 Asia accounts for over 60% of the world population with almost 3.8 billion people

3 Europe’s 710 million make up 11% of the world’s population

4 Africa follows with 840million people , 12% of the world population

5 The chart shows the distribution of world population in 2005

6 Generally, the world population is distributed unevenly through regions

7 China and India alone comprise 20% and 16% respectively

Expected answer :

5-6-2-7-4-3-1

While you

write

20’

T asks sts to write a paragraph of

100-120 words describing the information in the chart, base on the analysis of the chart above

Sts can use the useful language

T lets sts work in pairs and correct each other’s writing

T move around and

Students’ work

helps them if necessary

After you

write

8’

T calls on some sts

to go and copy their writing on the board Sts give comments

T give feedback and comments

Homework

2’

T asks sts to prepare for the next period

Write the paragraph again Prepare “ language focus”5

Unit 7 : WORLD POPULATION

Lesson 5 : Language focus

I Aims : By the end of the lesson, students can:

- distinguish the sounds /kl/, /kr/, /gr/ and /kw/

- pronounce the words and sentences containing these sounds correctly

- use conditionaltype 1,2,3 and conditional in reported speech

appropriately

II Method: - Communicative approach

III Skills : Integrated skills

II Teaching aids : handouts, CD player…

III Teaching stages :

Warm-up

5’

T divides the class into two groups ,group1 write the condition clause, group 2 write the main clause

Ss work

Pronuncia

tion

7’

-T models three clusters /kl/, /kr/, /gr/ and /kw/

for a few times and explains how to produce them E.g: When producing /kl/, Ss should produce /k/ first and then quickly switch to /l/, and

so on

T reads the words and asks sts to listen

1.Listen and repeat:

/kl/ / gl/ /kr/ /gr/ /kw/

Clean glean crowd grow quarrel

Class glass cranky green quarter

Claim struggle crash grouping quality

Quickly ugly creature ground queen

2 Practice reading aloud this dialogue:

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 pairs to practise reading the diologue

T makes correction.T asks sts to repeat the sound, words and sentences in group and

in individuals

T helps them correct

A: Didn’t you go to the criket club?

B: Yes, I did go to the criket claub

A:Was it crowded?

B: Quite crowded

A: Was Greg there?

B: Greg was there, yes And Robert Queen was there, too

A: Does Robert Queen like cricket?

B: No, he doesn’t He quarrelled with Greg

He went to the pub and drank some glasses

of beer

A: Oh dear!

B: Mm Shall I take your clothes to the ceaner’s?

Grammar

32’

T explains the structures

T can gives some examples or asks sts to make sentences

T gives some examples then explains the grammartical points

T can ask sts to remark and give the structures

Exercise 1:

T asks sts to do exercise

1 individually and then compare their answers with another student

T calls on some Ss to go

* Conditional sentences :

Type If clause Main clause

1 real Simple

present

will/ can/ shall/ may + bare - inf

2

Unreal

in present

Simple past Were

V2 / ed

would / could / sould/ might + bare – inf

3

Unreal

in past

Past perfect Had + P.P

Would/ could / should / might + have + P.P

Ex: If I have time, I will meet you.

If I had money now , I would buy a car.

If you had met her, she would have been happy.

to the board to write

down their answers

T asks other Ss to

feedback and give

correct answers

Task 2

Sts work in pair and

discuss the answer

T asks sts to give the

answer aloud

T checks

Task3:

T asks sts to do the

exercise 3 ( page 89)

Sts do in groups

Sts write on the board

Others remark and

correct

T checks

* Conditional in reported speech :

Ex : She said that if she had time she would

meet me.

She said that if she had time she would meet me.

She said that if she had had time she would have met me

* Note :

-When the verb in the main clause is in the past tense, we usually have to change pronouns, some words

-When the direct speech is a conditional sentence, we have to change the tense in type 1

Practice : Exercise 1 :

1 would drive 2 could 3 is

4 will take 5 closed 6 will come

Exercise 2 :

1 had been told 2 had realized

3 wouldn’t have been 4 would have bought

5 had studied

Exercise 3 :

1 The man said to her he would come to see her if he had time

2 He asked her what she wuld say if someone stopped on her feet