Whole class After you listen - T gets Ss to work in groups to orally summarise the main & group work ideas of the listening passage.. T might give Ss some cues to base their summary on: [r]
Trang 1Period 3: Listening
I - Objectives/Aims
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
II - Teaching aids
Texbook, cassette
III - 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
IV - Methods
Group work, pair work, individual work
V - Procedure
Warm - up
- Ask the whole class to close book
- Give the requirement: Number the following issues from 1 to
6 to describe your concern about them The first one will show
that this issue is what you concern the most & so on
- Explain the way of doing:
* Housing
* Medical care
* Illiteracy
- Ask Ss to work in pairs
- Check the answer
- Lead to the lesson
10'
- T asks Ss to discuss the questions on page 17 in pairs
- T calls on some Ss to give their answers and comments on the
answers
- Have Ss 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 world, T helps Ss to
Trang 2pronounce 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 word or/ and those taken from
the listening passage:
Latin America: Châu Mỹ Latinh
Rate of population growth: Tỷ lệ tăng dân số
Developing countries: Các nước đang phát triển
To rank: to have a position on a scale according to quality,
importance, success, etc (xếp hạng)
Rank (n): the position, especially a high position, that sb has in
a particular organization, society, etc.(thứ hạng)
Fall (n): decrease (sự giảm)
Generation (n): all the people who were born at about the same
time (thế hệ)
- T may get Ss to make sentences with the words and gives
correct feedback
10'
Whitle you listen
Task 1
- T gest Ss to read the statemens 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(e.g in question 1
these are "over 6.7", "about 6.7", "6.7", "6.6"; in question 2
thay are "66 miliion, "76 million", "about 66 million", "about
76 million", 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 answers
with
- Then T get 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 once or two more times
and pauses at the answers for them to catch
Answers:
1 A 2 D 3 C 4 D 5 A 6 C
Individual work, group work & whole class
work, pair
Trang 3- 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 words, e.g "what", "where", "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 on 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,
illirteracy, and poor living conditions.
The experts offered four solution They are (1) to educate peole
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.
work & whole class
8'
After you listen
- 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:
- T may also encourage Ss to use transition signals to make
their summary more logical
- - T goes around to offer help and correct Ss' mistakes
- T calls on some groups to present their summary
Whole class
& group work
Trang 4- T elicits feedback.
- T summarises the main points of the lesson
- T asks Ss to lean by heart all new words and do the extra
exercise as homework
Whole class
Period 4: writing
I Objectives
By the end of the lesson, Ss will be able to:
Write descriptions of pie chart, using appropriate language
II Teaching aids
Textbook, handouts
III Anticipated problems
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them
IV Methods
Group work, pair work, whole class, individual work
V Procedure
Warm - up
- Draw a picture of a round cake on board
- Ask Ss: what' s this?
Ss: It' s a cake
T: Yes and now I will cut the cake The parts are equal
and now open your books & see another one
This chart is round so it' s a pie chart.Are the parts equal?
S: No
T: Yes, there are parts stand for the distribution of
population in the world, & it' s not equal among regions
- T prepares a handout with a description of a pie chart T asks
Ss to work in pairs to discuss the organization and other
characteristics of description T writes the following question
on the board:
1 How many parts are there in the description? What are
they?
Trang 52 What does the first part tell you?
3 What information does the second part give you?
4 What language items should you pay attention to in the second part? Underline them.
5 What does the last part tell you?
Uses of Apples USA
Dried Other
Froxen 3% 5%
2%
Canned
12%
Fresh Fruit
Juice 60%
18%
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 fuice
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 apples in the US are turned into apple fuice A further 12% is canned, and a total of 5% is either frozen or dried Other remaining uses, such as apple vinegar, account for fust 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
- 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:
Trang 61 There are three parts in the description of a chart:
introduction, body and conclusion
- Introduction should describe what chart is about, its
dates and location, and say what overall trends you see
- Body should describe the most important trends, shile all
information is summarized to avoid unnecessary details
Notice how many distinctive features diagram has
- Conclusion should sum up the global trends show 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 / slighty more + adj than…,
+ …is about twice as + adj + as…, … three times as +
adj+ as…
15'
Writing
- Before Ss describe the pie chart on page 86, T asks them to
work in pairs to analyse the chart, focusing on the following
questions:
+ What does the pie chart show?
+ 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
Whole class, pair work & individual work
8'
Feedback on ss' writings
- T asks Ss to exchange their writing with another student for
peer correction
- T goes around and corrects mistakes and errors
- T collects some writings for quick feedback
Pair work & whole class
Trang 7- T writes Ss typical errors on the board and elicits self and peer
correctin T provides correction only when Ss are not able to
correct the errors
- Finally, T provides general comments on the writings
- T summarises the main points
- For homework, T asks Ss to improve their writing, taking into
consideration their friends 's and T's suggestions and correction
and do the extra exercise
Whole class