Giáo án Tiếng Anh 11 Unit 7: World population

GIÁO ÁN TIẾNG ANH 11
Unit 7
WORLD POPULATION
Part A: READING
I.

Teaching objectives:
• Help students understand the content of the lesson.
• Help students understand the new words and use them in context.

II.

Teaching method:
Communicative Approach

III.

Teaching aids:
Chalks, cassettes, pictures

IV.

Teaching procedures:

Stages
Prereading
(5
minutes)

Teacher’s activities

Student’s activities

Warm-up
- Ask students to look at the
pictures in their books and answer
the questions:
1. Are all the people in the

- Give answers.


same family?
2. Is it good to have many
children?
3. What will happen if every
family have a lot of
While-

children?
- Ask students to read the text

reading

silently.

(33

- Introduce some new words.

minutes)

•
•
•
•
•

- Read silently.

- Listen and take notes.

B.C: Before Christ
A.D: Anno Domini
to limit: to restrict
to freeze – froze – frozen
population (n)
→ population growth
→ population explosion

• support (v, n)
• limit (n,v)
decrease ≠ increase
Task 1: Ask students to read the

- Pair work (Task 1).

text again and do Task 1.

Teacher’s activities

Student’s activities


- Give feedback.

- Give answers.

Suggested answers
1. Although
2. method
3. increases
4. resources
5. figures
6. limit
7. international
8. control
Task 2:
- Ask students to do Task 2 (group

- Group work (Task 2)

work).
- Ask the representative of each

- Give the answers.

group to give oral answers and
write them on the board.
- Give feedback.
Suggested answers

- Take notes.


1. It was 10 million people in
10,000 B.C, 625 million people
in 1750, 1,300 million people
in 1850, 2,510 million people
in 1950, 4,760 million people
in 1985 and 6,6 billion people
in 2000.

2. The population of the world is
expected to be 7 billion.

3. Some scientists say it can, but
others say it can’t.

4. No, they don’t.

5. They can’t limit the size of
their family because they know
of no safe way to have fewer


children.

Post-

Task 1: (books closed)

reading
(7
minutes)

- Work in pairs.
- Perform in front of the class.

1. The population of the world
has been (1) ____________
faster.

It’s time government and
international organizations (2)
____________ something to
(3) ____________ the
problem.
Stages

Teacher’s activities

Student’s activities


Post-

Task 2:

reading
(7

minutes)

- Ask students to find out five
world largest countries in

- Work in pairs.
- Do as suggested.

population, say where they are and
which is the richest and which is
the poorest country.
- Give feedback.

Suggested answers
 Five world largest countries
in population:
China, India, Russia, the
USA, and Indonesia.

- Give answers.


 Location:
China, India and Indonesia
are in Asia, Russia is in Europe,
and the USA is in Latin America.

 The richest country is the
USA and the poorest country
may be India.

V.

Homework
• Write down the questions and the answers in the notebooks.
• Learn the new words and questions by heart.
• Prepare in advance Part B - Speaking.


Unit 7
WORLD POPULATION
Part B: SPEAKING
I.

Teaching objectives:
Help students improve their speaking skill. Students can discuss the topic
(some causes of population explosion, the problems it has caused and the
solutions)

II.

Teaching method:
Communicative approach

III.

Teaching aids:
Pictures, chalks, cassettes, textbook.

IV.

Teaching procedures:


Stages
Pre-speaking

Teacher’s activities

Students’activities

Warm –up:
- Teacher asks students some
questions:

1.

- Give answers

Is population explosion a

big problem nowadays?
2.

What are some causes of

population explssion?

- Look at Task 1 and give your
opinion.

- Introduce Task 1 and give the
meaning of some news words
(if necessary )
Task 1
- die at birth
- be aware of
- religion
While – Speaking

- insurance

- Give answers


V.

Homework
- Review part B .
- Prepare part C – Listening.


Unit 7
WORLD POPULATION
Part C: LISTENING
VI.

VII.

•

•
•
•

Teaching objectives:
Help students improve their listening skill.
Help students understand the interview and do Tasks 1& 2.
Help students learn the vocabulary related to the topic.
Help students be able to summarize the content of the interview.
Teaching method:
Communicative Approach

VIII.

Teaching aids:
Chalks, cassettes, pictures, overhead projector

IX.

Teaching procedures:

Stages
Prelistening
(8

Teacher’s activities
Warm up
- Ask students to work in pairs and discuss the
following questions:

minutes)
• Do you think that our world are
overpopulated? (T can use pictures)

Students’ activities
- Work in pairs.


• What is the population of the world?
•
- Ask students to repeat the provided words.

- Listen and repeat in
chorus.

•
•
•
•
•
•
•
•
•

Whilelistening

Latin America
developing countries
improvement

particularly
punishment
shortage
inexpensive
rank
generation

Task 1
- Ask students to read Task 1 silently.

- Read Task 1 silently.

Whilelistening

Teacher’s activities

Students’activities


- Ask students to listen to the interview

- Listen and do Task

(twice) and do Task 1.

1.

- Give feedback.

- Give answers.

Suggested answers
1.
2.
3.
4.
5.
6.

A
D
C
D
A
C

Task 2
- Ask students to read the questions in Task 2

- Read Task 2 silently.

silently.
- Ask them to listen to the interview again and - Listen and do Task
do Task 2.

2.

- Ask some students to write the answers on

- Look at the answers

the board.

on the board and give
feedback.

- Give feedback.
Suggested answers
1) According to 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 reason for
a fall in the death rates is the
improvement of public health services
and medical care.
4) The problem (which) population
explosion causes to the world,
particularly to developing countries are
shortage of food, lack of hospitals and
schools, illiteracy, and poor living
conditions.
5) The expert offered four solutions. They
are

• to educate people and make them aware
of the danger of having more children
• to provide safe, inexpensive birthcontrol methods
• to strictly implement a family planning
policy, and


• to exercise strict and fair reward and
punishment policies.

Stages

Teacher’s activities

Students’ activities

Postlistening

- Let students listen again.

- Listen again.

- Ask students to work in groups and

- Work in groups and

summarize the main idea of the passage.

do as suggested.

(10
minutes)

(Teacher can help students by giving them
some questions if necessary)
• What is the interview about?
• Table-filling


Population explosion
Reasons

Problems

…………

Solutions
………….

……………..

- Give feedback.

- Give performance in
front of class.

X.

Homework
• Practice listening at home.

• Write Task 2 in the notebook.
• Prepare Part D – Writing (page 86).


Unit 7
WORLD POPULATION
Part D: WRITING
I.

Teaching objectives:
Describing information in a chart.

II.

Teaching method:
Communicative approach

III.

Teaching aids:
Chalks, textbook, letter

IV.

Teaching procedures:

Stages

Teacher’s activities

Students’ activities

Warm up
1. What continent has the largest
population?
2. The distribution of world population is
not the same in every region, is it?
Pre-writing

- Give answers.


- Look at the chart and describe the

- Read silently.

information in the chart.

- Explain some new words:
•
•
•
•

While-

unevenly
account for
region
distribute – distribution

writing
- Ask student to write a paragraph of 100 120 words to describe the information in the
chart.
- Practice writing (group
work).
- Ask the representative of each group to
write the paragraph on the board.
- Write on the board.

- Give correction and remarks.
Suggested paragraph


The chart shows the distribution of world
population by region. It can be seen from the
chart that the world population is distributed
unevenly in the South-East Asia. It accounts
While-

for 58% of the world population. Especially,

writing

the population of East Asia is more than
double the population of Africa. The
population of Northern American is nearly
half of the population of Africa. In
comparison with the other region, the Ocean
ranks last, about 2%. Finally the population

of Latin America is 2% more than the one of
Northern American, about 8%.
- Ask student to repeat what they write (look
at the chart).

- Listen and take notes.


Post-writing

- Individual


V.

Homework
 Review Part D.
 Prepare in advance Part E (Language Focus).


Unit 7
WORLD POPULATION
Part E: LANGUAGE FOCUS
I.

Teaching objectives:
* Pronunciation: /kl/ ; /él/; /kr/ ; /ér/ ; /kw/
* Grammar: .Conditional types 1 and 2 (revision)
.Conditional type 3 (revision)
.Conditional in reported speech

II.

Teaching method:
Communicative Approach

III.

Teaching aids:
Chalks, pictures

IV.

Teaching procedures

Stages

Teacher’s activities

Students’
activities


A. Pronunciation
1.Warm up

Prepronunciatio - Read 5 words (class, glass, crash, green,
n (3 minutes) queen).
- Ask students to write down the words.
- Correct and introduce the lesson.

- Listen and
- Have students listen
While-

and repeat the

sounds: /kl/ ; /él/; /kr/ ; /ér/ ; /kw/

repeat in
chorus.

pronunciatio
n (7 minutes)

- Have students read the sentences provided.

- Listen and
repeat in
chorus.

Pregrammar
(7 minutes)

B. Grammar:


- Ask students to make complete sentences,
using the cues.
1. If / rain / tomorrow / we / picnic
2. If / I / you / I / him / advise.

- Do as
suggested.

3. If / he / exam / last year / parents
/disappointed.

- Correct and introduce language focus.

- Listen and
take notes.

Suggested answers
1. If it rains tomorrow, we won’t have a
picnic.
Whilegrammar

2. If I were you, I would advise him.


(21 minutes)

3. If he had passed the exam last year, his
parents wouldn’t have been disappointed.

1.Conditional sentences

Ex1: If it doesn’t rain, I (come) ________ to
see you.
 If it doesn’t rain, I’ll/ will come to see you.

Ex2
a/ If it didn’t rain, I (come) ________ to see
you.
 If it didn’t rain, I’d/would come to see you.

b/ If I were you, I (not, buy) ________ that