Giáo án Tiếng Anh 11 Unit : WORLD POPULATION Lesson : 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 : Stages Warm-up 6’ Activities Content T gives the the number * Numbers: and asks sts to read 10.000.000 T asks 300.000.000 625.000.000 Sts discuss in pairs and 1.300.000.000 answer 4.760.000.000 T gives the correct answer 6.600.000.000 T asks some 2.510.000.000 7.000.000.000 more T: What these numbers tell you questions about ? Sts answer Sts : … T leads in the lesson T: The world population What 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 ? Before you 1) Describing the * Vocabulary : read pictures in the tex book: - B.C ( before Christ) trước CN =/= 13’ T asks sts to look at the A.D pictures in the book to - Third World : nước chậm phát describe them triển Sts answer the questions - available (a) có sẵn given in pairs T goes over the answers - decrease (v) giảm xuống with the class 2) Pre-teaching 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 While you Task : Gap- filling: read Task : Gap- filling T asks sts to fill in the Expected answer : 17’ blank with a suitable word although method ( change the form of the increase resources word limit and use dictionary the figures when international necessary ) control Task : Expected answer : Sts refer to the text for the The population of the world in difficult words 10,000 B.C was 10 million; in 1750 T moves around to give it was 625 million; in 1850 it was help 1300 million, in 1950 it was 2510 T goes over the answer million; in 1985 it was 4760 million; with the sts in 2000 it was 6.6 billion Task 2: Ask and answer (paragraph1) the questions By the year 2015, the population -Sts work in individual of the world is expected (last line, then compare with other paragraph 1) - T calls on some Ss to Some scientists say it can, but give their answer and ask others say it can’t ( line 2-4, them to explain choices their paragraph 2) No, they don’t ( Line 2-3, -T elicits feedback from paragraph 3) other Ss and gives the Because they know of no safe way correct answers: to have fewer children ( Line 4-5, paragraph 3) After you read 7’ T asks sts the question Question: Sts work in group “ Do you think the large in T goes around and helps population a country is, the stronger them T checks it is ? Explain why or why not?” Homework T asks sts to prepare for Write five reasons why we shouldn’t 2’ the next period have more children Prepare “ speaking” Unit : WORLD POPULATION Lesson : 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 : Stages Warm-up 6’ Activities T asks some questions Content Questions : Sts answer by giving How many children your parents their own opinion have ? T uses the answer to Do you want to have more or fewer ? introduce the lesson Why? Do you know any families that have more than 10 children nowadays? According to you , what are the Before you speak 9’ T introduces the lesson causes to population explosion? * Giving opinion: T asks sts to read the In my opinion ………………… causes to population As for me ………………… explosion in the text As far as I’m concerned book to see how much …………………… of their ideas is similar From my point of view, I think to the opinions given ……………… T lets sts put them in It would seem/ appear to me that order of importance ………… and explains why Not use : According to me 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 While you speak 17’ and disagreement T asks sts to work in Activity : ( page 83) pairs Sts Ex : discuss the Poor living condition problems facing poor Low living standard and over populated Not enough / expensive food countries by combining Lack/ shortage of schools, hospitals , the vocabulary in the teachers useful language T encourage sts to think of more problems to add to their list T goes around and Activity : ( page 83 ) helps them Useful language : T asks sts to reprot Raise : an awareness of the problems their results to the class of overpopulation/ living standard in front of the class Exercise / implement : reward and Others correct punishment policies T declares the best pair Carry out : population education T asks sts to work in programmes/ family planning group of programmes Sts give the solution of Use : birth control methods the problems they give in activity 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 After you speak 11’ finish their work T asks sts to discuss in Talk group about the problems of overpopulation and offer solution T move around and helps them Sts give their group’s Homework 2’ ideas T asks sts to prepare for Learn by heart the expression in the the next period book Prepare “ listening” Unit : WORLD POPULATION Lesson : LISTENING I Aims : By the end of the lesson, students can develop such listening microskills 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 : Stages Warm-up Activities T asks sts to work in 5’ group and find out ten Content countries which are the Sts work largest population in the world Sts discuss and give the answer T Before you listen 10’ lets sts give their group’s answer T gives questions Questions: Sts work in pair and you think that our world is discuss the answer overpopulation? T calls on sts to present Do you think that the Third World their answer has high population density? T asks others to add more What continent has the largest ideas population? T asks sts to repeat the While you words Task1: Task : listen 17’ T asks sts to read the 1.A 2.D 3.C 4.D 5.A sentences in task 6.C T explains the situation Task : T lets sts listen twice according th experts, by the year T asks Ss to exchange 2015 the population of the world their answers with their will be over billion partners He said that the population T asks Ss to give their growth rates in some parts of the answer and Others to give world are not the same The their remarks population grows more quickly in T check the answer some parts of the world than others T lets sts listen once more According to the expert, the and pauses at the answer lesson for a fall in the death rates is Task2: the improvement of public health T asks Ss to read and services and medical care explain task2 The problems population T checks if Ss can answer explosion causes to the world the questions in Task2 particular to developing countries without listenning again are shortage of food, lack of hospital T asks Ss o read through and school, illiteracy and poor living 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 conditions Others remark and correct After you listen 11’ T checks T asks sts to work in Questions : group of What is the interview about? Sts discuss and summarize What did the expert say about the the listening text population of the world, the causes T can give some questions of population explosion, the to lead them to the content problems it causes to the world, of the text Homework 2’ particularly to developing countries , and the solutions to the problems? T asks sts to prepare for Do the exercise again the next period Prepare “ Unit : WORLD POPULATION Lesson : 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 : Stages Warm-up 5’ Activities T asks sts to give the continents world Before you T ask write 10’ in Content the some Questions : questions about the What is the topic of the chart? chart How many regions are there? Sts discuss in pairs Which continent has the largest the answer Sts answer aloud population Which continent has the smallest population? Is the population of Europe larger or smaller than Africa? Expected answer : The distribution of world population There are regions South Asia Oceania large T gives the Sentences : sentences and asks North America is home to 514 million sts to order them ( 8%) Sts discuss in pairs Asia accounts for over 60% of the world and put them in population with almost 3.8 billion people logical order ( base Europe’s 710 million make up 11% of on the chart) the world’s population Africa follows with 840million people , 12% of the world population The chart shows the distribution of world population in 2005 Generally, the world population is distributed unevenly through regions China and India alone comprise 20% and 16% respectively Expected answer : 5-6-2-7-4-3-1 While you T asks sts to write a write 20’ paragraph of 100120 words describing the Students’ work 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 helps them if After you necessary T calls on some sts write to go and copy their 8’ writing on the board Sts give comments T give feedback and comments Homework T asks sts to prepare Write the paragraph again 2’ for the next period Prepare “ language focus”5 Unit : WORLD POPULATION Lesson : 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 : Stages Warm-up 5’ Activities T divides the class into Ss work Content two groups ,group1 write the condition clause, group write the main clause Pronuncia -T models three tion 7’ 1.Listen and repeat: clusters /kl/, /kr/, /gr/ and /kl/ /kw/ / gl/ /kr/ /gr/ glean crowd grow glass cranky /kw/ for a few times and Clean explains how to produce quarrel them E.g: When Class green producing /kl/, Ss should quarter produce /k/ first and then Claim struggle crash grouping quickly switch to /l/, and quality so on Quickly ugly creature ground T reads the words and queen asks sts to listen Practice reading aloud this dialogue: T reads the words again A: Didn’t you go to the criket club? and asks sts to repeat B: Yes, I did go to the criket claub T calls on some student A:Was it crowded? to read aloud the words B: Quite crowded T asks sts to work in A: Was Greg there? pairs to practise reading B: Greg was there, yes And Robert Queen the diologue T makes was there, too correction.T A: Does Robert Queen like cricket? asks sts to repeat the B: No, he doesn’t He quarrelled with Greg sound, words and He went to the pub and drank some glasses sentences in group and of beer Grammar 32’ in individuals A: Oh dear! T helps them correct B: Mm Shall I take your clothes to the T explains the structures ceaner’s? * Conditional sentences : T can gives some examples or asks sts to Type real If clause Simple Main clause will/ can/ shall/ may present Simple past + bare - inf would / could / Unreal Were sould/ might + bare in V2 / ed – inf and give the structures present Past perfect Would/ could / Exercise 1: Unreal Had + P.P should / might + make sentences T gives some examples then explains the grammartical points T can ask sts to remark T asks sts to exercise in past have + P.P individually and then Ex: If I have time, I will meet you If I had money now , I would buy a car compare their answers If you had met her, she would have been with another student T calls on some Ss to go happy to the board to write * Conditional in reported speech : down their answers T asks other feedback Ex : She said that if she had time she would Ss and to meet me give She said that if she had time she would correct answers meet me Task She said that if she had had time she would Sts work in pair and have met me discuss the answer * Note : T asks sts to give the -When the verb in the main clause is in the answer aloud past tense, we usually have to change T checks pronouns, some words Task3: -When the direct speech is a conditional T asks sts to the sentence, we have to change the tense in exercise ( page 89) type Sts in groups Practice : Sts write on the board Exercise : Others remark and would drive correct will take T checks come could is closed will Exercise : had been told wouldn’t have been had realized would have bought had studied Exercise : The man said to her he would come to see her if he had time He asked her what she wuld say if someone stopped on her feet 3 They said to me if it didn’t rain they would go out with me The man said the women what she would if she were a billionaire The man said to me if I had asked him he would have lent me his motorbike The man said to his daughter they would Homewor k 1’ be very disappointed if she did not come T asks sts to prepare for * Finish the sentences by adding a clause : the next period If I had a camera , _ , you’d have enjoyed it If you are joking, _ If we drove through the town center, * Prepare Unit “ reading” [...]... Asia accounts for over 60% of the world and put them in population with almost 3.8 billion people logical order ( base 3 Europe’s 710 million make up 11% of on the chart) 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... aloud 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 T gives the Sentences : sentences and asks 1 North America is home to 514 million sts to order them ( 8%) Sts discuss in pairs 2 Asia accounts for over 60% of the world. . .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 : Stages Warm-up 5’ Activities T asks sts to give the continents world Before you T ask... and copy their 8’ writing on the board Sts give comments T give feedback and comments Homework T asks sts to prepare Write the paragraph again 2’ for the next period 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... Finish the sentences by adding a clause : the next period 1 If I had a camera , _ 2 , you’d have enjoyed it 3 If you are joking, _ 4 If we drove through the town center, * Prepare Unit 8 “ reading”