GIÁO ÁN ENGLISH 11 UNIT 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 pictures in textbook and answer the questions A Pre- reading - Pair work 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 1/number (n) -Pair work 2/ to provide for Feedback: 3/ way to limit the number of children 1/ figure born 4/ water, iron, gold, silver 2/ support 5/# decrease (v) 3/ birth- control method Structure: 4/ resource It (take) sb (time) to sth 5/ to increase Ex: It took 1,750 years for the world - T writers the right answers on the board population to reach 625 million B While- reading - T gives Ss mins to read the passage Task /p.82 Individually - 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 -T reads aloud the sentences, Ss listen and about billion decide T or F, then correct the false ones 2/ By 2015, the world ‘s population is - T ‘s feedback expected to be nearly million 3/ The world ‘s population has been Feedback: decreasing faster and faster 4/ 50 percent of the earth ‘s land can be 1/F (6.6 million) used for raising animals 5/We can use water as much as we want 2/F (over billion) 6/ Most third world women want to have a 3/F (increasing) lot of children 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 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 about world population 2/ Prepare for “ Speaking” - T writes on the board while saying 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 -T asks ss to answer some questions II Warm up and then introducing the new lesson -Please tell some causes of population explosion? and having ss open their books to task -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 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 -Then T asks some students present their ideas to the class -T can ask them the following question: “Which cause you think it is the B While-speaking most important? Why?” Activity 1: List the problems facing poor and overpopulated countries -T gives an example orally Useful language: poor living conditions low living standards not enough food lack/ shortage of school/ hospital/ teacher/ doctor/ nurse -Ss are asked to work in pairs in 4’ to task in the textbook -T asks them to use “useful language” in task to be able to match them into phrases and find some more other problems Activity 2: Report the results to the class *For example: Ex: - The problems facing poor and +poor living conditions overpopulated countries are poor living +unhealthy living conditions conditions, +not enough food/ expensive food - They are …………………… +illiteracy/ unemployment - First ………………………… +a lot of diseases - Second ……………………… -T goes around and offers help if - Third ………………………… necessary Activity 3: Work out the solutions to the problems of overpopulation -Ss are asked to report the results to Useful language: the class raise -T can ask ss the following question an awareness of the problems of overpopulation living standards exercise/ implement reward and punishment policies carry out use before they report the results in front of the class “What are the problems facing poor and overpopulated countries?” -The answers may vary population education program -T asks ss to work in groups of in family planning programs 4’ birth control methods Activity 4: Report the results to the class *Suggested results: , using “useful language” in task -T goes around and helps them if necessary -People should raise an awareness of the problems of overpopulation and living standards -3 representatives of the fastest -The government should exercise reward and groups will be asked to report the punishment policies results in front the class -Population education programs and family -T will take down some good ideas planning programs should be carried out to high on the board and praise them school students -Safe birth control methods should be used C post-speaking -T asks students to work in groups Activity 1: Talk about the problems of of 8’ in 5’, asking them to write overpopulation and offer solutions, using the down their ideas on a poster results of tasks 1, 2& -T walks around and offers ideas and comments when students need help Activity 2: Present the results to the class -T has representatives of the three fastest groups to go to the board and IV Homework -Write a paragraph about 100 words about the problems of overpopulation and offer solutions 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 Look at the picture (of a family with many T ask Ss to answer the children) and answer the questions questions as the lead in New lesson 1) Discuss there questions in pairs of the new lesson Pre-Listening a) Do you think that our world is over - Pair work Ask and populated answer b) What continent has the largest - T checks & gives population? feedback 2) Vocabulary: - population exploration (n) - punishment - death rate - shortage (n) - living condition (n) - generation (n) - improvement (n) - inexpensive (a) - particularly (adv) - rank (v) - T explains these words’ meanings - T asks Ss to listen and repeat these words - T emphasizes these  Task 1: you’ll hear Dr Brown, a world words appearance in population expert, talk about the world the text population Listen to the interview and - T introduces: you’ll While choose the best answer: hear an interview of listening 1) The expert says that there are …………… world population people in the world today a) over 6,7 million - T plays the cassette c) about 6,7 million b) 6,7 billion - Ss listen & this d) 6,6 billion task 2) According to the expert, the population of the world increases by ……………… a year - Ss listen & this a) 66 million c) 76 billion b) about 66 million task 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 T observes & gives feedback: 1.c 2.d 3.c 4.d 5.a 5) Which of the following problems is not mentioned by the speaker? a) literacy c) shortage of ford Poster - T asks Ss to read the b) lacks of hospitals d) poor living questions carefully on & schools condition the poster  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? - T checks Ss’ understanding of these questions - T plays the cassette player - Ss listen and this task - T asks some Ss to answer these questions orally Pair work 5) How many solutions did the expert offer and what are they? Group work: Ss can use the words in “vocabulary part”  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 Post-Listening T asks Ss to 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 1) Do you know any continents in our - T asks Ss to discuss these world? List them as quickly as you can questions 2) Which continent has the largest - T checks & corrects population? New lesson Pre-Writing Answer the questions - T asks Ss to work in pairs 1) What does this chart tell you? to find out the answers for 2) What’s the percentage of the population these questions of Oceania? - Chart (Books opened) 3) Let make a comparison between the - Hand-outs (Questions) 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? - After Ss have discussed While  Task 1: Recognize useful language: the questions T asks them Writing 1) It shows the distribution of world to give the answers From population by region the answer T corrects & 2) It accounts for percent 3) The population of South Asia in more than double that of Europe introduces the useful language for writing - T can stop & check Ss’ understanding by asking OR: The population of Europe is nearly half them to translate these of that of South Asia (half as much as) expressions underlined 4) The population of South Asia ranks first into Vietnamese & Oceania ranks last - T asks Ss to write does 5) The population of the world is distributed the underlined parts & unevenly by region makes sure they understand there useful expressions - T ask Ss look at the chart & use expressions from  Task 2: Describe the chart using the Task & the beginning useful language from Task like this to write a You may begin with: paragraph of 100-12- Post- “The chart shows the distribution of world Writing population by region…” words describing the information in the chart - T emphasizes the beginning and the conclusion of the paragraph Correction - T asks two Ss to go to the 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 Homework 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? Group work -T asks st(s) to look at the pictures for 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: 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, /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 * Key: 1./kl/:………………………… 1./kl/: class, claim, clown 2./gl/:…………………………… 2./gl/: glean, glad, ugly 3./kr/:…………………………… 3./kr/: crash, creature, crowed, creep gr/:…………………………… 4./gr/: grouping, ground, green kw/:…………………………… Activity 5./kw/: quarrel, quarter 2: Practise reading aloud this dialogue B GRAMMAR I REVISION OF CONDITIONAL SENTENCES (Pair work) -St(s) practise the dialogue in pairs -T corrects the pronunciation mistakes if Ex: (We’ll go camping tomorrow but it nesses sary depends on the weather.)  If it rains heavily, we’ll stay at home (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 - Use poster - (pair work) (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 - St(s) work in pairs to find out the structures of each kind of Conditional sentences Structures: If clause Main clause -St(s) work individually, then compare Type 1: Present simple Will/Shall + Bare inf - T corrects the answers if necessary Type 2: Past simple (To be: Feedback: Would + Bare inf perfect Exercise 1: would drive could is WERE) Type 3: Past with their partner’s answers will take closed will come Would + Have+ P.P Exercise 1: Put the verbs in brackets into Exercise 2: the correct form Add ’ll or ‘d/ would if were told necessary Exercise 2: Put the verbs in the brackets into the correct form: II CONDITIONAL IN REPORTED SPEECH had realized wouldn’t have been would have bought had studied Ex: “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 -T gives St(s) examples and asks them “ If today were Sunday, we wouldn’t go to pay attention to some important to school” they said to me points when the report conditional => They told me if that day were Sunday, sentences they wouldn’t go to school - St(s) work individually Note: - T corrects the mistakes if necessary Conditional sentences type and can be the same in tenses in reported speech Feedback: Exercise 3: Change the following The man told her that he would come conditional sentences into reported speech to see her if he had time Put the sentences into reported speech: He asked her what she would say if “If the weather is fine, I’ll go on a picnic someone stepped on her feet with my friends”, Lan said to her brother They told me that if it didn’t rain, “I’m sure she will help you if you ask her, they would go out with me Jim”, said Mary The man asked the woman what she “If I were you, I would give up smoking”, would if she were a millionaire the woman said to her husband The man told me that If I had asked 4.“I would have come to see you if I had him he would have lent me his known you were ill”, Kate said to Susan motorbike 5.“ You will be disappointed if you meet The man said to his daughter that they him”, Betty said to me would be very disappointed if she didn’t come Homework The boy told the girl that he was sure they would understand if she explained the situation to them - Handouts - T gives st(s) homework [...]... solutions to the problems of overpopulation Post-Listening 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 1) Do you know any continents in our - T asks Ss to discuss these world? List them as quickly... distribution of world Writing population by region…” words describing the information in the chart - T emphasizes the beginning and the conclusion of the paragraph 1 Correction - 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 Homework UNIT 7: WORLD POPULATION LANGUAGE... 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? - T checks Ss’ understanding of these questions - T plays the cassette player - Ss listen... language for writing - T can stop & check Ss’ understanding by asking OR: The population of Europe is nearly half them to translate these of that of South Asia (half as much as) expressions underlined 4) The population of South Asia ranks first into Vietnamese & Oceania ranks last - T asks Ss to write does 5) The population of the world is distributed the underlined parts & unevenly by region makes sure... Which continent ranks first and which ranks last in population? 5) What can you conclude from this charts? - After Ss have discussed While  Task 1: Recognize useful language: the questions T asks them Writing 1) It shows the distribution of world to give the answers From population by region the answer T corrects & 2) It accounts for 2 percent 3) The population of South Asia in more than double that... continent has the largest - T checks & corrects population? New lesson Pre-Writing Answer the questions - T asks Ss to work in pairs 1) What does this chart tell you? to find out the answers for 2) What’s the percentage of the population these questions of Oceania? - Chart (Books opened) 3) Let make a comparison between the - Hand-outs (Questions) percentage of the population of Europe and that of South Asia?