Giáo án Tiếng Anh 11 Unit 7: World population

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
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 do 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 3 mins to read the passage

Task 1 /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 6 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 7 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 7 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.

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
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 do
task 1.

-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 do 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 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.

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 8 in

family planning programs

4’

birth control methods

Activity 4: Report the results to the class.
*Suggested results:

, using “useful language” in task 3.
-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 3

-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& 3.

-T walks around and offers ideas and
comments when students need help.

Activity 2: Present the results to the class.

-T has 3 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 & do this
d) 6,6 billion

task

2) According to the expert, the population of
the world increases by ………………. a
year.

- Ss listen & do 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 do 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 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 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 2 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 1 & the beginning

useful language from Task 1.

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.

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 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 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:

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

4. gr/:……………………………..

4./gr/: grouping, ground, green

5. 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: 1. (We’ll go camping tomorrow but it

nesses sary.

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.

-

Use poster

-

(pair work)

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.

- 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:

1. would drive 2. could 3. is

WERE)
Type 3: Past

with their partner’s answers.

4. will

take 5. closed 6. 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

1. were told

necessary.
Exercise 2: Put the verbs in the brackets
into the correct form:
II. CONDITIONAL IN REPORTED
SPEECH

2. had realized
3. wouldn’t have been
4. would have bought
5. had studied

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.

-T gives St(s) examples and asks them

2. “ 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 2 and 3 can be
the same in tenses in reported speech.

Feedback:


Exercise 3: Change the following

1. 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:

2. He asked her what she would say if

1. “If the weather is fine, I’ll go on a picnic

someone stepped on her feet.

with my friends”, Lan said to her brother.

3. They told me that if it didn’t rain,

2. “I’m sure she will help you if you ask her, they would go out with me.
Jim”, said Mary.

4. The man asked the woman what she

3. “If I were you, I would give up smoking”,

would do if she were a millionaire.

the woman said to her husband.

5. 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

6. The man said to his daughter that they

him”, Betty said to me.

would be very disappointed if she didn’t
come.

Homework

7. 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