Giáo án Tiếng Anh 11 Unit 7: World population

PROCEDURE : Teacher ‘s activities Students’ activities I/ Warm - up - T asks Ss some questions: 1/ Tell some countries which have big population?. Useful language: poor living condition

GIÁO ÁN ENGLISH 11 UNIT 7 WORLD POPULATION

Reading

A AIMS : - Helping Ss improve speaking, listening and writing skills, mainly reading skill for gist and detailed information about world population

- Helping Ss guess the meaning of some words in context

B TEACHING AIDS: Books, pictures, poster, handouts

C METHOD : Communicative approach

D PROCEDURE :

Teacher ‘s activities Students’ activities

I/ Warm - up - T asks Ss some questions:

1/ Tell some countries which have big population?

2/ What problems may happen if the population of the word increases faster and faster?

Suggested answers:

1/ China, India

2/Social problems, shortage of water, food and other resources

- T introduces the new lesson II/ New lesson - T asks Ss to look at the 2 pictures in

textbook and answer the questions

Act 1: Answer the question -T can go round the class to help if

necessary

Suggested answer:

Act 2: Vocabulary and structure: 1/ In the countryside

- Find the words or phrases from 2/ They word hard, have too many

children Their life is difficult They are poor

the text that means: 3/ Ss ‘ opinion

- T sticks the poster on the board and asks Ss to find

- T gives handouts to Ss

3/ way to limit the number of children

born

1/ figure

4/ water, iron, gold, silver 2/ support

5/# decrease (v) 3/ birth- control method

It (take) sb (time) to do sth 5/ to increase

Ex: It took 1,750 years for the world

population to reach 625 million

- T writers the right answers on the board

B While- reading - T gives Ss 3 mins to read the passage

- T asks Ss to work in pairs and fill each blank with a suitable word

- T goes round the class to help if necessary

- T ‘s feedback after asking Ss to read aloud the sentences

Task 2/p.82 - Ss ask and answer the questions

- Pair work -T checks whether their answers are right Task 3: True or False statements &

correct the false ones: -T asks Ss to close their books

1/In 2000, the world ‘s population was

about 6 billion

-T reads aloud the sentences, Ss listen and decide T or F, then correct the false ones 2/ By 2015, the world ‘s population is

expected to be nearly 7 million

- T ‘s feedback

3/ The world ‘s population has been

decreasing faster and faster

Feedback:

4/ 50 percent of the earth ‘s land can be

used for raising animals

1/F (6.6 million)

5/We can use water as much as we want 2/F (over 7 billion)

6/ Most third world women want to have a

lot of children

3/F (increasing)

7/Third world women know of no safe

way to have fewer children

4/ F (20%)

5/ F (There is a limit to the water we can use)

6/ F (They don’t want ) 7/ T

C Post- reading

Discuss with a partner and find out - Pair work

5 world largest countries in - T goes rounds the class to help where

necessary

population Say where they are and - T calls some Ss to give answer

which is the richest and which - T ‘s feedback

is the poorest country

III/ Homework:

1/ Write a 100- word paragraph - T writes on the board while saying about world population

2/ Prepare for “ Speaking”

UNIT 7: WORLD POPULATION

SPEAKING

A AIMS: - To help students practice speaking about the problems of

overpopulation and their solutions

B TEACHING AIDS: books, handouts and poster

C METHOD: Communicative approach

D PROCEDURE:

Teacher ‘s activities Students’ activities

I Checking up

II Warm up

-Please tell some causes of population

explosion?

-Can you give some solutions to those causes?

III New lesson

Unit seven: WORLD POPULATION

B SPEAKING

A Pre-speaking:

Activity 1: Put the causes of population

explosion in order of importance and explain

why

Fewer children die at birth

People are not aware of the problem of

overpopulation

-T asks ss to answer some questions and then introducing the new lesson and having ss open their books to do task 1

-T introduces the situation and asks

ss to work in pairs in 3’

-T goes around and offers help if necessary

-Ss’ answers may vary

People are not properly educated.

People believe that having many children

means happiness

Religion doesn’t encourage people to have

fewer children

Many people believe that having a large family

is a form of insurance

Activity 2: Present the task to the class

Ex: We/ I think the first cause is the most

important because there are a lot of modern

medical techniques nowadays

B While-speaking

Activity 1: List the problems facing poor and

overpopulated countries

Useful language:

poor living conditions

low living standards

not enough food

lack/ shortage of school/ hospital/ teacher/

doctor/ nurse

Activity 2: Report the results to the class

Ex: - The problems facing poor and

overpopulated countries arepoor living

conditions,

-Then T asks some students present their ideas to the class

-T can ask them the following question:

“Which cause do you think it is the most important? Why?”

-T gives an example orally

-Ss are asked to work in pairs in 4’

to do task 2 in the textbook

-T asks them to use “useful language” in task 2 to be able to match them into phrases and find some more other problems

*For example:

+poor living conditions +unhealthy living conditions +not enough food/ expensive food

- Theyare ………

- First ………

- Second ………

- Third ………

Activity 3: Work out the solutions to the problems of overpopulation Useful language: raise an awareness of the problems of overpopulation living standards exercise/ implement reward and punishment policies carry out population education program family planning programs use birth control methods

Activity 4: Report the results to the class

*Suggested results:

-People should raise an awareness of the

problems of overpopulation and living

standards

-The government should exercise reward and

punishment policies

+illiteracy/ unemployment +a lot of diseases

-T goes around and offers help if necessary

-Ss are asked to report the results to the class

-T can ask ss the following question before they report the results in front

of the class

“What are the problems facing poor and overpopulated countries?”

-The answers may vary

-T asks ss to work in groups of 8 in 4’

, using “useful language” in task 3 -T goes around and helps them if necessary

-3 representatives of the fastest 3 groups will be asked to report the results in front the class

-Population education programs and family

planning programs should be carried out to high

school students

-Safe birth control methods should be used

C post-speaking

Activity 1: Talk about the problems of

overpopulation and offer solutions, using the

results of tasks 1, 2& 3

Activity 2: Present the results to the class

IV Homework

-Write a paragraph about 100 words about the

problems of overpopulation and offer solutions

-T will take down some good ideas

on the board and praise them

-T asks students to work in groups

of 8’ in 5’, asking them to write down their ideas on a poster

-T walks around and offers ideas and comments when students need help -T has 3 representatives of the three fastest groups to go to the board and present their results

-T and other groups correct the mistakes and T will give good marks

to the best group

-Ss are asked to write a complete passage from the models on the board

UNIT 7: WORLD POPULATION

LISTENING Aims : To help Ss listen for gist & for specific information

Materials: Cassette player, poster, hand outs

Method : Communicative Approach

Stages Teacher ‘s activities Students’ activities

Warm up

New lesson

Pre-Listening

Look at the picture (of a family with many children) and answer the questions

1) Discuss there questions in pairs

a) Do you think that our world is over populated

b) What continent has the largest population?

2) Vocabulary:

- population exploration (n) - punishment

- death rate - shortage (n)

- living condition (n) - generation (n)

- improvement (n) - inexpensive (a)

- particularly (adv) - rank (v)

 Task 1: you’ll hear Dr Brown, a world population expert, talk about the world

T ask Ss to answer the questions as the lead in

of the new lesson

- Pair work Ask and answer

- T checks & gives feedback

- T explains these words’ meanings

- T asks Ss to listen and repeat these words

- T emphasizes these words appearance in the text

While

listening

population Listen to the interview and choose the best answer:

1) The expert says that there are ………

people in the world today

a) over 6,7 million c) about 6,7 million

b) 6,7 billion d) 6,6 billion 2) According to the expert, the population of the world increases by ……… a year

a) 66 million c) 76 billion b) about 66 million d) about 76 billion

3) According to the expert, the area has the highest population growth rate is ………

a) Africa c) Latin America b) Asia d) The Middle East 4) ScientiSs say that the main reason for population explosion is ………

a) death rates c) an increase in death rate b) birth rates d) a decrease in death rates 5) Which of the following problems is not mentioned by the speaker?

a) literacy c) shortage of ford

- T introduces: you’ll hear an interview of world population

- T plays the cassette

- Ss listen & do this task

- Ss listen & do this task

T observes & gives feedback:

1.c 2.d 3.c 4.d 5.a

Poster

- T asks Ss to read the

b) lacks of hospitals d) poor living

& schools condition

 Task 2:

 Activity 1: Listen again and answer these questions

1) According to the expert, what will the world population be by 2015?

2) What did the expert say about the population growth rates in some parts?

3) What is the reason for a fall in the death rates?

4) What problems does population explosion cause to the world?

5) How many solutions did the expert offer and what are they?

 Activity 2: ask and answer the questions (on poster)

Work in groups of five to summarize the main ideas of the passage

Write a paragraph about the solutions to the problems of overpopulation

questions carefully on the poster

- T checks Ss’

understanding of these questions

- T plays the cassette player

- Ss listen and do this task

- T asks some Ss to answer these questions orally

Pair work

Group work: Ss can use the words in

“vocabulary part”

T asks Ss to do it at home

Homework

UNIT 7: WORLD POPULATION

WRITING Aims : To help Ss practise describing the information in a chart

Materials : Chart, poster, hand outs

Method : Communicative Approach

Stages Teacher ‘s activities Students’ activities

Warm up

New lesson

Pre-Writing

1) Do you know any continents in our world? List them as quickly as you can

2) Which continent has the largest population?

Answer the questions 1) What does this chart tell you?

2) What’s the percentage of the population

of Oceania?

3) Let make a comparison between the percentage of the population of Europe and that of South Asia?

4) Which continent ranks first and which ranks last in population?

5) What can you conclude from this charts?

- T asks Ss to discuss these questions

- T checks & corrects

- T asks Ss to work in pairs

to find out the answers for these questions

- Chart (Books opened)

- Hand-outs (Questions)

- After Ss have discussed

While

Writing

Post-Writing

 Task 1: Recognize useful language:

1) It shows the distribution of world population by region

2) It accounts for 2 percent

3) The population of South Asia in more than double that of Europe

OR: The population of Europe is nearly half

of that of South Asia (half as much as) 4) The population of South Asia ranks first

& Oceania ranks last

5) The population of the world is distributed unevenly by region

 Task 2: Describe the chart using the useful language from Task 1

You may begin with:

“The chart shows the distribution of world population by region…”

1 Correction

the questions T asks them

to give the answers From the answer T corrects & introduces the useful language for writing

- T can stop & check Ss’ understanding by asking them to translate these expressions underlined into Vietnamese

- T asks Ss to write does the underlined parts & makes sure they understand there useful expressions

- T ask Ss look at the chart

& use expressions from Task 1 & the beginning like this to write a paragraph of 100-12- words describing the information in the chart

- T emphasizes the beginning and the conclusion of the paragraph

- T asks two Ss to go to the

2 Evaluation board and write their

paragraph on the board

- T and other Ss look at the board and correct the mistakes if necessary

- T comments & gives the model

UNIT 7: WORLD POPULATION

LANGUAGE FOCUS

A Aims:

-To help st(s) know how to pronounce consonants/kl/, /gl/, /kr/,/kw/ correctly

- To help st(s) revise Conditional sentences as well as conditional in reported speech

B Teaching aids: Pictures

C Method: Communicative approach

D Procedures:

Teacher ‘s activities Students’ activities

Look at the pictures What/ Who’s this?

A pRONUNCIATION

Activity 1: Listen and repeat

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

Listen and put the words in correct rows:

Glean, crash, class, creature, grouping,

quarrel, ugly, claim, green, glad, crowed,

Group work -T asks st(s) to look at the pictures for 1 minute, then write out the names of the things on the board

- The group having more correct answers will be winners

-T asks st(s) to pay attention to the consonants underlined and introduces new lesson:

/kl/,/kr/,/gl/ /gr/, /kr/

-T pronounces the consonants first

- St(s) repeat in chorus

- T asks st(s) to listen and put the words

in correct numbered rows:

quarter, clown, creep, ground

1./kl/:………

2./gl/:………

3./kr/:………

4 gr/:………

5 kw/:……… Activity 2: Practise reading aloud this dialogue B GRAMMAR I REVISION OF CONDITIONAL SENTENCES Ex: 1 (We’ll go camping tomorrow but it depends on the weather.)  If it rains heavily, we’ll stay at home 2 (I don’t have a bike so I have to walk to school) => If I had a bike, I didn’t have to walk to go to school 3 (Betty didn’t study hard so she didn’t pass the last examination.)  If Betty had studied hard, she would have passed the last examination Structures:

If clause Main clause

* Key:

1./kl/: class, claim, clown 2./gl/: glean, glad, ugly 3./kr/: crash, creature, crowed, creep 4./gr/: grouping, ground, green 5./kw/: quarrel, quarter

(Pair work) -St(s) practise the dialogue in pairs -T corrects the pronunciation mistakes if nesses sary

- Use poster

- (pair work)

- St(s) work in pairs to find out the structures of each kind of Conditional sentences

-St(s) work individually, then compare

Type 1: Present

simple Will/Shall + Bare inf

Type 2: Past

simple

(To be:

WERE)

Would + Bare inf

Type 3: Past

perfect Would + Have+ P.P

Exercise 1: Put the verbs in brackets into

the correct form Add ’ll or ‘d/ would if

necessary

Exercise 2: Put the verbs in the brackets

into the correct form:

II CONDITIONAL IN REPORTED

SPEECH

Ex: 1 “If I have a lot of money, I’ll build

houses for the poor.”, John said

 John said if he had a lot of money, he

would build houses for the poor

2 “ If today were Sunday, we wouldn’t go

to school” they said to me

=> They told me if that day were Sunday,

they wouldn’t go to school

Note:

Conditional sentences type 2 and 3 can be

the same in tenses in reported speech

with their partner’s answers

- T corrects the answers if necessary Feedback:

Exercise 1:

1 would drive 2 could 3 is 4 will take 5 closed 6 will come

Exercise 2:

1 were told

2 had realized

3 wouldn’t have been

4 would have bought

5 had studied

-T gives St(s) examples and asks them

to pay attention to some important points when the report conditional sentences

- St(s) work individually

- T corrects the mistakes if necessary Feedback: