Bài soạn môn học Tiếng Anh lớp 11 năm 2009 - Unit 7: World population

Period: 	
UNIT 7:	WORLD POPULATION
Date of preparation:
Date of teaching:
A. Objectives:
1. Educational aim: students should know about world population
2. Knowledge: - General knowledge: By the end of the lesson, students will be able to understand more about the world population
- New words: Words related to world population
3. Skills: Guessing meaning in context, and passage comprehension
B. Method: Integrated, mainly communicative
C. Teaching aids: Textbook, some photos of music
D. Procdure:
Teacher’s activities
Students’ activities
1. Warm-up:
- Ask Ss to listen to the song and answer the questions: 
* What is the name of this song?
* Who composed it?
* What is the topic of this song? 
- Give answer and lead to new lesson
2. Pre - reading:
a. Vocabulary: 
double (v) /'dʌbl/ :nhiều gấp hai lần, gấp đôi
limit (v) / 'limit/ :giới hạn, hạn chế
 (n) ranh giới, hạn định 
raise animals /reiz 'æniməl / :nuôi động vật 
figure (n) / 'figə/ : con số
birth-control method /bз:θ kən'trəul 'meθəd/:
 phương pháp hạn chế sinh đẻ
family planning (n)/'fæmili 'plæniη/:kế hoạch 
 hoá gia đình 
Third World /'θз:d 'wз:ld/ : các nước kém phát triển
b. Guiding question:
- Ask Ss to listen to the tape and then answer the question:
* How has the population of the world been increasing?
3. While - reading:
a. Task 1: Fill each blank with a suitable word:
- Ask Ss to do the exercise individually
- Compare the answer with their partner
- Give feedback
b. Task 2: Lucky map
- Divide the class into 2 groups
- Each group takes turn to choose the map 
- If it is a question, that team have to answer the question and get 1 mark for the correct answer
- If it is a lucky number, that team will get 2 marks
- Which team has the higher mark is the winner
4. Post - reading:
Look at the clip and discuss these points in groups:
4 countries which have the largest population in Asia
Some problems of overpopulation. Give some more problems you know
Give some solutions for these problems
- Divide the class into 6 groups
- Give the handouts
- Ask them to complete the handout as quickly as they can
- Give feedback
- Decide the winner (quickest and most correct answer)
5. Home – work :
- Learn vocabulary 
- Prepare the next lesson.
Class work
Listen and answer the questions
Thượng đế buồn
Trần Tiến
Overpopulation causes poorness and unhappiness
Copy down
(using picture)
(using the world map)
àThe population of the world has been increasing faster and faster
Individual work
Compare with their partner
Answer key:
1. Although 2. method
3. increases 4. resources
5. figures 6. limit
7. international 8. control
Play the game
 Answer key:
1. 
YEAR
NUMBER
10,000 B.C. 
10 million
1750
625 million
1850
1,300 million
1950
2,510 million
1985
4,760 million
2000
6,600 million
2. By the year 2015, the population of the world is expected to be over 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 families because they know of no safe way to have fewer children.
Group work
Answer key:
4 countries which have the largest population in Asia
Rank
Country
Population
1
China
1,313,180,218
2
India
1,100,000,000
3
Indonesia
232,998,000
4
Pakistan
158,352,000
Some problems of overpopulation. Give some more problems you know
* shortage of work
* poor working condition
* pollution
* traffic jam
* poor living condition
* poor education condition
* crime
* lack of heath care system
* lack of resources
Give some solutions for these problems
* family planning
* one child policy
* fine strictly
* educate people 
Period: 	
UNIT 7:	SPEAKING
Date of preparation:
Date of teaching:
A. Objectives:
1. Educational aim: Students should know how to talk about problems of overpopulation and offering solutions
2. Knowledge: - General knowledge: Students could identify causes to population explosion and facing overpopulated countries
- New words: words related to the topic
3. Skills: talking about the causes of population explosion ,problems of population booms and solutions to these problems
B. Method: Integrated, mainly communicative
C. Teaching aids: Textbook, pictures.
D. Procdure:
Teacher’s activities
Students’ activities
1. Warm –up:
- Teacher asks students some questions:
Is population explosion a big problem nowadays?
What are some causes of population explosion?
- Look at Task 1 and give your opinion.
- Introduce Task 1 and give the meaning of some news words (if necessary)
2. Pre-speaking : 
- Ask students to read through the causes 
- Let them work in pairs to order the causes and explain their order
-Call on some students to give their answer in front of the class
- Listen to students and correct mistakes 
3. While - speaking:
a .Task 1:
- die at birth
- be aware of
- religion
- insurance
- Ask students to do Task 1 in pairs.
- Give feedback and correct mistakes if necessary.
Suggested answers
People are not properly educated. There are a lot of people especially in remote areas who have little education. So they aren’t interested in news or what is happening around them or in the world.
People aren’t aware of population explosion. They don’t think that all big families will lead to explosion.
People believe that having many children means happiness.
b. Task 2:
- Ask students to do Task 2 in pairs.
Example:
People in these countries have poor living conditions.
- Ask some pairs to present their ideas in front of class.
- Give remarks
c. Task 3:
- Ask students to do Task 3 (group work )
Example
In order to control the population growth, the government should encourage people to use birth control methods.
- Ask students to report in front of class.
- Give remarks.
Some suggestions
In order to control the population growth, the government should do these things:
The government should raise an awareness of the problems of overpopulation.
The government should implement reward and punishment policies, carry out population education programmes and family planning programmes.
The government should encourage people to use birth control methods.
4. Post - speaking:
Task 4
- Ask students to complete the table.
- Ask some students to talk about the problems of overpopulation and solutions in front of the class.
5. Homework: 
- Ask students to do part B in the workbooks
- Ask students to prepare Part C- Listening and do homework
- Give answers
-Do the task 1 in pairs
-Work in pairs and order the causes ,explain their order
- Give answers
- Work in pairs
- Give their presentation.
- Many people believe that having a large family is a form of insurance. They think that when they are old, their children will look after them.
- Fewer children die at birth thanks to medical care and advanced technology in medicine.
- Religion doesn’t encourage people to have fewer children.
- Pair work 
- Perform in front of class.
Some suggestions
People in these countries have poor living conditions or low-living standard.
There isn’t enough food for all people in these countries.
These countries lack schools, teachers and hospitals.
- Group work 
- Perform in front of class.
- Close the books
- Work in groups
- The students are called stand up and tell loudly
Problems
Solutions
-
-
-
-
-
-
Period: 	
UNIT 7:	L ISTENING
Date of preparation:
Date of teaching:
A. Objectives:
1. Educational aim: Students should know to talk about the world population
2. Knowledge: - General knowledge: By the end of the lesson Students will be able to develop such listening micro-skill as listening for specific information
- New words: Words related to the topic
3. Skills: - Comprehension questions
 - Listening and deciding on choosing the best answer
B. Method: Integrated, mainly communicative
C. Teaching aids: Textbook, pictures.
D. Procdure:
Teacher’s activities
Students’ activities
1.Warm – up: Game: Bingo
- Have students list the populous countries population.
- Note down their names on the board (about 10 or more).
- Ask students to take out a piece of paper and copy down 3 countries from the list on the board.
- Choose 3 countries by marking them
- Right after the T marks the last country, any students who have all the same choices as the t will say “ Bingo” and they win the game 
- Checking sts. understanding of the instructions
- Ask students to start the game.
2. Pre – listening:
Discussion:
- Ask sts. to work in pairs to discuss the following questions:
1. Do you think that the Third world has high population density?
2. Do you think that our world is overpopulated?
 - Call on some sts to present their answer.
 - Ask other sts. to add more ideas
Pre- teaching vocabulary:
- Before eliciting vocabulary, help sts. pronounce the words given in the textbook.
Eliciting vocabulary : Matching
1. calculate (v)
2. rank (v)
3. illiteracy (v)
4. implement (v)
5. generation (n)
a. all the people who were born at about the same time.
b. to have a position on scale 
c. to carry out
d. to guess sth. by using all the information available
e. the state of not knowing how to read or how to write 
Checking : jumbled words
Write the words with jumbled letters on the board
2n + 2e + g + a+ I+ t + o+ r = ? (generation)
2c + 2l + y + c + e + r + a+ t = ? (illiteracy)
2c + 2l + 2a + t + e+ u = ? (calculate)
k + n + r + a = ? (rank)
2m + 2e + I +p + l + n +t = ? (implement)
- Divide the class into teams, ask students from each team, one by one to go the board to write the correct words.
- Within 1 minute, which group has more correct words will be the winner.
- Declare the winner.
 Introduce the listening : you will hear an interview in which Dr. Brown a world population on expert, talk about the world population. Liten to the interview and do the tasks that follow
Predicting activity: (task 1, p. 84,85)
- Ask sts. to read the statements and the questions carefully and underling the words that make them different.
- Get sts. to get the answer to each question.
 - Call on some pair to get their prediction.
3. While – listening:
Activity 1 : Multiple choice
- Have the sts. listen to the interview once for sts. to do the task.
- Get students to compare their answer with their partner.
- Check the answer with the whole class. If many sts cannot answer the question, play the tape one or two more times and pause at the key answer for them to catch.
Activity 2 : Questions – Answers
- Check if sts. can answer the question in task 2 with listening again.
- Have the sts. read through the questions, underling the keywords.
- Ask sts. to predict the answer.
- Let sts. listen to the tape again to answer the questions by noting down the answers ( only the main points not full sentences).
- Have the sts. check their answer with the partner.
- Check with the whole class.
- Play the tape again and  ... .........................
 - According to the chart, it can be seen that ...................
 - From the chart, it can be seen that ................
 - in the chart ......................
 - In sum , ......................
 - Comprise = account for ......................... percent.
 - follow
 - Make up ............ percent of the .................
Outlining:
1. Introduction
Tell the chart is about (time, location, things described in the chart)
Eg: the chart shows the distribution of world population in 2005
2.Body
- Begin with a sentence to sum up the overall trend.
Eg: Generally, the world population is distributed unevenly through regions.
- Describe the chart in detail (in a logical order)
Eg: in the example above, the regions are presented according to percentage of the population.
Asia is ranked first because it has the largest percentage and South America is ranked last because it has the smallest percentage.
3. Conclusion
Summarize the main points ( optional)
3. While – writing:
Describing a chart
- Ask sts to write a paragraph of 100 – 120words, describing the information in the chart, based on the analysis of the chart above.
- Remain sts. of the organization of a chart description and the useful language given.
- Revise the comparative and superlative forms the comparative and superlative forms of adjectives and nouns (if necessary) – get sts. to work in pairs and correct each other’s writing.
 - Move around and to control and give help.
4. Post – writing:
Feedback on sts’ writing
- Call on some sts to go and copy their writing on the board.
- Ask other sts. to give comments.
5. Home – work :
- Have sts. review the outline of a chart description.
- Rewrite the paragraph base on the T’s and other sts’ suggestions and corrections
- Work in group.
- Match the continent with their names.
- Work in pairs ask and answer the questions.
Expected answers:
 1. The distribution of world population
 2. There are 7 regions
 3. South Asia
 5. Oceania
 6. larger
- Work in pairs 
Expected answer: 5-6-2-7-4-3-1
The chart shows the distribution of world population of world population in 2005. Generally, the world population is distributed unevenly through regions. Asia accounts for over 60% of the world population with almost 3.8 billion people. China and India alone comprise 20% and 16% respectively. Africa follows with 840 million people, 12% of the world population. Europe’s 710 million make up 11% of the world’s population. North America is home to 514 million (8%) and South America to 371 million (5.3%)
- Work individually and do as directed.
(Expected answers: 2 or 3: introduction- body- conclusion)
(Caption words, time reported, general, trend,...)
(impersonal language)
( Expected answers :c, d)
- Copy them down.
- Write a paragraph 
 Period: 
UNIT 7: LANGUAGE FOCUS
Date of preparation:
Date of teaching:
I. Objectives: 	
1. Educational aim: Ss should be aware of the importance of pronouncing correctly and using conditional type 1, 2 and 3 and conditional in reported speech in daily life.
2. Knowledge:
 a. General knowledge: At the end of the lesson, Ss will be able to:
 - pronounce and distinguish the sounds / kl /, / gl /, / kr /, / gr /, / kw / correctly.
 - understand and use conditional type 1, 2, 3 and conditional in reported speech. 
b. Vocabulary: quarrel, apply for, situation
3. Skills: Integrated skills
II. Methods: Integrated, mainly communicative
III. Techniques: Questions and answers, repetition, pair work, explanation, gap filling and practice.
IV. Teaching aids: Textbook, charts, pictures and chalks.
IV. Procedure:
Teacher’s activities
Student’s activities
1.Warm-up : Kim’s game 
- Divides the class into four groups A, B, C and D. 
- Shows Ss 8 pictures
- Gives Ss 30 seconds to look through these pictures.
- Takes away the pictures.
- Asks each group to write down the things they see in the pictures as many as possible. 
- Asks each group to read aloud their words. Which group has more correct words will be the winner.
- Gives feedback.
- Gives feedback
- Leads to the lesson: Today we will learn how to pronounce the 4 sounds / kl /, / gl /, / kr /, / gr / and / kw /.
2. Pronunciation 
 2.1. Presentation
- Divides the board into 5 columns labeling with / kl /, / gl /, / kr /, / gr / and / kw / and asks Ss to fill in each column with suitable words they have just found.
- Asks Ss to add more words that they know to the five lists.
- Helps Ss pronounce these sounds by demonstrating them clearly and correctly.
- Reads through these above words and the words containing the five sounds on page 87.
- Reads again and asks Ss to repeat.
- Calls on some Ss to read aloud.
- Asks for peers’ comments
- Gives feedback. 
2.2. Practice
- Models the dialogue with a S
- Asks Ss to practice the dialogue in pairs within 2’.
- Goes around and provides help when necessary.
- Calls on some pairs to act out in front of the class.
- Asks other Ss to gives corrections.
- Gives feedback.
3. Grammar 
3.1. Revision of conditional types 1, 2 and 3
a. Presentation:
- Hangs a chart of a table on the board and asks Ss to fill in the table with the structure of main and if clauses and the use of each types of conditional.
Type
If clause
Main clause
1- Real
Simple present
Will/ can/ may/ shall + V-inf
2- Unreal in present
Past subjunctive
( be were)
Would/ could/ should/ might + V-inf
3- Unreal in the past
Past perfect
Would/ could/ should/ might + have+ PP
- Asks Ss to make some sentences of conditional types 1, 2 and 3.
- Calls on some Ss to write down their sentences on the board.
- Asks for peers’ comments.
- Gives feedback.
b. Practice
* Exercise 1 and 2
- Has Ss put the verbs in brackets into the correct form.
- Goes around and provides help if necessary.
- Asks Ss to compare the answers with their partner.
- Calls on some Ss to read aloud the answers and write them down on the board.
- Asks for peers’ comments.
- Gives feedback.
* Extra exercise: Sentence completion
- Divides the class into groups of 4.
- Delivers each group a handout of some uncompleted sentences and asks them to complete them by adding the missing clause. Which group have the first and correct answers will become the winner.
1. I will tell you the truth if.
2. If I were you, 
3. If I had had enough money, ..
4. If it is nice tomorrow, 
5. What would happen if..
6. I would have gone swimming if
- Gives feedback.
3.2 Conditional in reported speech
a. Presentation:
- Gives Ss a chart of three examples
1. “If you finish before 4.30, I come..........and pick you up,” he said to me.
 He told me (that) if I finished before 4.30, he would come and pick me up.
2. “I could see my parents everyday If I live in Hue,” Hoa said.
 Hoa said (that) she could she her parents everyday if she lived in Hue.
3. “I wouldn’t have begun to learn Russian if I had known the difficulties,” the man said to her.
 The man said to her (that) he wouldn’t have begun to learn Russian if he had known the difficulties.
- Asks Ss: “When the direct speech is a conditional sentence, which type that we have to change, which types we don’t have to change?”
- Corrects Ss’ answers and gives the correct answers:
 Type 1 Type 2 
 Types 2, 3 The same
b. Practice:
- Has Ss to do the exercise 3 by changing conditional sentences into reported speech.
- Goes around and provides help when necessary.
- Asks Ss to check the answers with their partner.
- Calls on some Ss to read aloud the answers and write them down on the board. 
- Asks for peers’ comments.
- Gives feedback. 
* Extra practice: Use the given information to make conditional sentences 
1. I wasn’t hungry so I didn’t eat anything.
2. The accidents happened because the driver in front stopped so suddenly.
3. I didn’t know that Lan had to get up early, so I didn’t wake her up.
4. Mary wasn’t injured in the crash because she was wearing seat belt.
5. I didn’t meet you last night, so I couldn’t tell you the truth.
6. Because Alan never eats breakfast, he always overeats at lunch.
7. Jack was late to his own wedding because his watch was ten minutes slow.
8. I don’t ride the bus to work every morning because it’s always so crowded.
4. Homework:
- Asks Ss to:
+ learn the form and use of the conditionals types 1, 2 and 3.
+ make 6 conditional sentences.
+ prepare for the next lesson: Unit 8- Reading
- Divide
- Look through the pictures
- Write down 
- Read aloud 
Key: The pictures are about:
1. clown
2. groom
3. queen
4. glass
5. ice-cream
6. clock
7. crab
8. grass 
- Listen
/ kl /
/ gl /
/ kr /
/ gr/
/ kw /
clock
clown
glass
crab
ice-cream
grass
groom
queen
- Fill in
- Add more
- Listen to the T’s pronunciation
- Listen
- Repeat
- Read aloud
- Gives comments
- Listen
- Read the dialogue with the T
- Practise in pairs
- Act out
- Gives corrections.
- Listen
- Fill in
- Make sentences
1. If I have time, I’ll help you
2. If I were the King, you would be the queen.
3. If he had studied hard, you would have passed his exam.
- Give comments
- Listen
- Give the correct form
- Compare
- Read aloud and write down
* Exercise 1:
1. would drive
2. could choose
3. is 
4. will take
5. closed
6. will come
* Exercise 2:
1. had been told
2. had realized
3. wouldn’t have been
4. would have bought
5. had studied
- Give comments
- Listen
- Divide into groups of 4
- Complete the sentences
- Listen and take notes
- Look at the chart.
- Answer
- Listen and take note
- Change into reported speech
- Check with the partners
- Read aloud and write down
1. The man told her that he would come to see her if he had time.
2. He asked her what she would say if someone stepped on her feet.
3. They told me that if it didn’t rain they would go out with me.
4. The man asked the woman what she would do if she were a billionaire.
5. The man said to me that if I had asked him, he would have lent me his motorbike.
6. The man said to his daughter that he would be very disappointed if she didn’t come.
7. The boy told the girl that he was sure they would understand if she explained the situation to them. 
- Gives comment.
- Listen and take note.
- Make conditional sentences
1. If I had been hungry, I would have eaten something.
2. The accidents wouldn’t have happened if the driver in front hadn’t stopped so suddenly.
3. If I had known Lan had had to get up early, I would have woken her up.
4. Mary would have been injured in the crash if she hadn’t been wearing seat belt.
5. If I had met you last night, I could have told you the truth.
 6. If Alan always ate breakfast, he wouldn’t have overeaten at lunch.
7. Jack wouldn’t have been late to his wedding if his watch hadn’t been 10 minutes slow.
8. I would ride the bus to work every morning if it were not always so crowded.
 + Only use preps before
 % 1. that whom /w