Ôn tập Anh văn 11 - Unit 7: Population - Part A đến part D

Week:
Period:
Date:
UNIT 7: 	POPULATION
Part A : READING
I. Objecitves
	By the end of the lesson, Ss will be able to:
	- Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context
II. Materials
	Textbook, handouts.
III. Anticipated problems
Ss may not have enough vocabulary to talk about the topic, so T should be ready to help them.
IV. Procedure
Time
Steps
Work arrngement
6’
WARM UP
Competition game – Crossword puzzle
- T divides the class into small groups of 3-4 Ss. Then T distributes the following crossword puzzle handouts for Ss to do in their own groups. Which group finishes first and has all the correct answers will be the winner.
Crossword
an area of public land in a town or a city where people go to walk, play and relax.
the noun of ‘poor’
attractive without being very beautiful
without a job although able to work
a group of Ss who are taught together
(of man) attractive
feeling that you’d like to sleep or rest
not knowing how to read or write
not young
the synonym of ‘country’
Can you find out the key word hidden in the crossword ?
1
2
3
4
5
6
7
8
9
10
Answer:
P
A
R
K
P
O
V
E
R
T
Y
P
R
E
T
T
Y
U
N
E
M
P
L
O
Y
E
D
C
L
A
S
S
H
A
N
D
S
O
M
E
T
I
R
E
D
I
L
L
I
T
E
R
A
T
E
O
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D
N
A
T
I
O
N
- T introduces the topic of the lesson.
Group work
10’
BEFORE YOU READ
Discussing the pictures
- T gets Ss to word in pair to look at the rwo pictures on page 80 and discuss the questions on page 81 
- T call on some Ss to give the answers to the questions and elicits commoents from other Ss . T may give some suggested answers .
1 . The scene in the first picture can be seen in a family with too many children . As can be seen in this picture , this couple has 6 children , and they live in an old mud – and – draw cottage with nothing valuable .
2 . The scene in the second picture can be seen in a poor town . As can be seen in the picture , the people in this town seem to have a hard life and live very old houses . The people tend to do manual work and some are unemployed .
3 . The first picture tells us that if we have a big family , we may not support our children properly and give them a good life and education . The second picture indicates that population explosion can lead to poverty and unemployment .
4 . It is not always true that the larger in population a coutry is , the stronger it is . The reason is that a large population can result in poverty , environmental pollution unemploy and social evils , which will easily weaken a coutry .
Pre – teaching Vocabulary 
Note : T should only teach the words which don’t apear in task 1 .
To double : to become or cause sth to become twice as much or as many (t¨ng gÊp ®«i / lµm c¸i g× t¨ng gÊp ®«i )
Average (adj ) : of the ordinary or usual standard (b×nh th­êng , trung b×nh )
Birth control methods : C¸c biƯn ph¸p h¹n chÕ sinh ®Ỵ 
Family planning : KÕ ho¹ch ho¸ gia ®×nh 
It is time sb did sth : ®· ®Õn lĩc ai ®ã ph¶i lµm g× 
To continue to do sth : tiÕp tơc lµm g× 
- If there is some time left , T may ask some Ss to make sentences with the above words / phrases to check their understanding 
Pair work & whole class
9’ 
WHILE YOU READ
Setting the scene 
You are going to read a passage about the world population . While you are reading , do the tasks in the textbook .
TASK 1
Instruction : Fill each blank with one of the words in the box 
- T asks Ss to read through the words in the box . Most of the words are quite familiar with Ss so T may just ask them to work out the meaning of resources . Ss may locate based on the reading passage and guess its meaning based on the surrounding words such as land , water , iron , silver ... in paragraph 2 
Wites these words on the board :
- Next , T might remind Ss of some strategies to do Task 1 :
First , Ss should read through the sentences provied in the task to identify the part of speech of the word to fill in each blank . For example , in sentence 4 the two words should be nouns 
- Read th first sentence carefully to understand the meaning roughly . Read the words in the box to choose the most suitable one to fill in the blank , paying attention to their right form 
+ Continue with the rest of the sentences .
- T asks Ss work individual to do the task 
- T goes aroud to help Ss when answers with other Ss 
- T asks Ss exchange their answere with other Ss 
- T asks Ss for their answers and tells them to explain their choise 
- T gives the correct answers : 
1 . Although 5 . figures 
2 . method 6 . limit 
3 . increases 7. international 
4 . resources 8 . control 
Whole clas , individual work & pair work 
8’
TASK 2
Instruction: You are required to read the passage and answer the 5 Qs in the book.
- T asks Ss how to do this task. If they don’t remember, T may instruct them to use some strategies to do the task:
+ First, skim the 6 Qs to understand them. As Ss do this they:
* underline the key words. For instance, in question 1, Ss can underline what, population, 10,000 B.C, 1750, 1850, 1950, 1985, 2000...
* decide what information they need to find in the text
* look for Qs words like “why” which indicates Ss should read for specific thing like a reason.
+ Go back to the first question and locate the information for the question by finding the key words in the passage and mark the place.
+ Read the part carefully to find the answer. Ss can use their own words.
+ Continue with the rest of the Qs.
- T asks Ss to work individually to do the task, then discuss their answers with their peers.
- T calls on some Ss to give their answers and ask them to explain their choices. T elicits feedback from other Ss and gives the correct answers:
1. The population of the world in 10,000 B.C was 10 million; in 1750 it was 625 million; in 1850 it was 1300 million; in 1950 it was 2510 million; in 1985 it was 4760 million; in 2000 it was 6.6 billion. (para 1)
2. By the year 2015, the population of the world is expected to be over 7 billion. (last line, para 1)
3. Some scientists say it can, but others say it can’t (line 2-4, para 2)
4. No, they don’t. (line 2-3, para 3)
5. Because they know of no safe way to have fewer children. (line 4-5, para 3) 
Whole class, individual work & pair work
10’
AFTER YOU READ
- T may want to redesign the activity. T writes the name of 10 countries on the board and asks Ss to work in pairs to order these countries according to their population. Number 1 is the most populated country. Then Ss work out where these countries are and which is the richest, which is the poorest of them.
Put the list in order by entering the numbers 1 through 10 in the boxes provided.
O- Indonesia O- Russia
O- China O- Japan
O- Pakistan O- Nigeria
O- Brazil O- Bangladesh
O- United states O- India
Answers:
1. China 2. India 3. US 4. Indonesia 5. Brazil 6. Pakistan 
7. Bangladesh 8. Russia 9. Nigeria 10. Japan 
+ China, India, Japan, Indonesia, Pakistan and Bangladesh are in Asia.
+ The US is in North America.
+ Brazil is in South America
+ Russia is in Europe
+ Nigeria is in Africa
+ The richest country is the US; the poorest country is Nigeria (according to the CIA World Factbook data update of March 2007)
Pair work and whole class
2’
WRAPPING UP
- T summarises the main points.
- T asks Ss to learn by heart all of the new words and do the extra exercises as homework.
Whole class
Week:
Period:
Date:
UNIT 7: 	POPULATION
 	 Part B: Speaking
I. Objectives
By the end of the lesson, Ss will be able to talk about the causes of population explosion, problems of population booms and solutions to these problems.
II. Materials
	Textbook, handouts.
III. Anticipated problems
Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help.
IV. Procedure
Time
Steps
Work arrangement
6’
10’
7’
10’
WARM UP
Picture description
- T shows Ss the following picture and asks them 2 Qs:
+ What can you see in the picture ?
+ What does the picture tell you ?
- T elicits answers from Ss and comments.
- T introduces the topic of the speaking lesson: overpopulation/population explosion.
Suggested answers:
In the picture, the Earth looks like an old, tired man with too many people on his head, shoulders and arms.
The picture tells us that the Earth may not properly accommodate too many people. We are facing overpopulation.
TASK 1
Instruction: You are going to put the following causes to overpopulation in order of importance and explain your decision.
- Before letting Ss do the task, T asks them to read through the causes provided on page 83. T makes sure that Ss understand these statements.
- T gets Ss to work in pairs to order the causes and reminds them to explain their order.
- T goes around to observe and provides help.
- T calls on some pairs to present their order and asks other pairs if they agree or disagree with their friends’ answers.
- T should bear in mind that the answer, provided that Ss can explain their answers.
TASK 2
Instruction: You are going to work in pairs to list the problems facing poor and overpopulated countries.
- T asks Ss to read the useful language on page 83. T reminds Ss that they should match the words/phrases on the left with the words/phrases on the right.
- Now Ss work in pairs to list the problems of poor and overpopulated countries. T may ask them to think of other problems not mentioned in the book.
- T calls on some Ss to report their answers and asks other Ss to feedback. T comments and gives corrective feedback.
Suggested answers:
+ poor living condition
+ low living standard
+ not enough/expensive food
+ lack / shortage of schools/ hospitals/teachers/doctors and nurses
+ unemployment
+ social evils
+ illiteracy
TASK 3
Instruction: Now you work in groups to find out the solutions to the problems of overpopulation.
- T gets Ss to read Useful language. T may elicit / pre-teach some words / phrases:
Reward and punishment policy: chÝnh s¸ch th­ëng ph¹t 
To exercise: thùc thi, ¸p dơng
To carry out: tiÕn hµnh
- T asks Ss to work in groups to do the task. Ss may work out other solutions.
- T goes around to offer help.
- T calls on some Ss to present their group’s ideas.
- T elicits feedback from the class and gives final comments.
Suggested answers:
+ raise an awareness of the problems of overpopulation
+ raise the people’s living standard
+ exercise / implement reward and punishment policy
+ carry out population education program / family planning program
+ use birth control methods
TASK 4
Instruction: Now you are going to work in groups to talk about the problems of overpopulation and offer solutions, using the results of TASK 2 and TASK 3
- T reminds Ss that now they are going to give a short presentation of the problems of population explosion and the solutions to them.
- T encourages Ss to use trans ... .
IV . Procedure 
Time 
Steps
Work arrangement 
7’ 
WARM – UP
Competition – Pie chart drawing 
- T prepares a handout with a table of information . T divides the class into small groups of 4 students and asks Ss to work in groups to tranfer the table into a pie chart . The group with the quickest and most correct answer will be the winner 
The table shows the number of Ss in a class who achieved each grade 
Grade 
Number of students
Distinction 
5 
Merit 
8
Pass
9
Fail
2
Suggested Answer 
 Student Grades
 Fail 8 % Distinction 21 %
 Pass 38 %
	Merit 33 %
Group work 
13 ‘ 
PREPARING SS TO WRITE
- T prepares a handout with a description of a pie chart . T asks to work in pairs to discuss the organization and other characteristics of the description . T writes the following questions on the board :
1 . How many parts are there in the description ? What are they ?
2 . What does the first part tell you ?
3 . What information does the second part give you ?
4 . What language items should you pay attention to in the second part ? Underline them .
5 . What does the last part tell you ?
 Dried Other 5 % Uses of Apples,USA
 3 %	
 Frozen
 2%
 Canned	Fresh Fruit
 12 %	60 %
 Juice
 18 %
The graph shows the chief of the apple crop in the US . Overall , the bulk of the harvest in either eaten fresh or made into juice .
The biggest sline of the pie – chart is taken up by fresh fruit . About 60% of the crop is eaten fresh . This is three time as much as the next use , which is for juice . Less than 20% of apples in the US are turned into apple juice . A further 12% is canned , and a total of 5 % is either frozen or dried . Other remaining uses , such as apple vinegar , accout for just 5% of the crop .
It’s clear that although a small amount of apple are processed onto frozen , dried or canned products most of the crop is sold straight from the tree 
- T elicists the answers from the whole class , focusing on the remarkable characteristics of the decription . T can base his / her explanation on the following notes :
1 . There are three parts in the description of a chart introduction , body and conclusion .
- Introduction should desribe what the chart ia about , it’s date location , abd say what overall trends you see .
- Body should describe the most important trends , while all information is summarized to avoid unecessary details . Notice how many distinctive features diagram has .
Important ! You need to write about all the periods of time and all the subjects of graph . Remember , summarizing doesn’t mean throwing away information . The sesret here is to select what’s important , organize it , compare and contrst .
- Conclusion shoud sum up the global trens show on the figure and compare them if possible 
2 . Language use :
- The language and tructures are given in the book .
- Other language items :
+ make up less than ... percent ,
+ the most up + adj , the second most + adj ,
+ ... substantially / somewhat / slightly more + adl than ....
+ is about twice as + adj + as ... , ... three times as + adj + as ... 
Pair work & whole class 
15’ 
WRITING 
- Before Ss descibe the pie chart on page 86 , T asks them to work in pairs to analyse the chart , focusing on the following questions :
+ What does the pie chart show ?
+ What is the general trend of the chart ?
+ Which region has the smallest population ?
+ Where does most of the wold population live ?
- T checks the answers with the whole class .
- Then Ss work individual to wtite the description of the pie chart , using the sentence given in the book to bigin their description .
- T goes aroud to observe and offer help .
Sample writing 
The pie chart shows the distribution of the wold population by rebion . Overall , more than half of the world’s population lives in South and East Asia .
Sputh Asia is the biggest region , making up 32% of the world population . The second largest area is East Asia with 6% less than South Asia . Europe ranks third with 15% . Coming next is Africa with 11% . Together , Latin America and North America have 14% of the wold population . Finally , Oceania is the least populated region with the smallest percentage of 2%.
As can be seen , the greatest concentration of the world’s population is in Asia , with Europe far behind . 
 Whole class , pair work & induvidual work 
8’
FEEDBACK ON SS’ WRITING 
- T asks Ss to exchange their writing with another student for peer correctionb.
- T goes aroud and collects mistakes and errors .
- T collects some writing for quick feedback 
- T writes Ss typical erronrs on the board and elicits self and peer correction . T provides cirrection only when Ss are not able to correct the errors 
- Finally , T provides general comments on the writings 
Pair work & whole class 
2’
WRAPPING UP
- T summarises the main points 
- For homework , T asks Ss to improve their writing , taking into consideration their friend’s and Ts suggestions and correction and do the extra exercuse 
Whole class 
Week:
Period:
Date:
UNIT 7: 	POPULATION
	 Part E : LANGUAGE FOCUS 
I . Objectives 
By the end of the lesson , Ss will be able to 
- Distinguish the clusters / kl / , /gl / , /kr/ , /gr / and /kw /
- Pronouce the words and dialogue cotaining these clusters correctly 
- Use coditional sentences (types 1 , 2 and 3 ) and conditional senteces in reported speech appropriately .
II . Materials :
Textbook , handouts pictures 
III . Anticipated problems 
Ss may find it difficult pronouce the clusters , so T should prepare a lot of practice 
IV . Procedure 
Time 
Steps 
Work arrangement 
12’
PRONUNCIATION
Distinguishing sounds 
- T models the clusters / kl/, /gl/ ,/gr/ ,and /kw/ for a few times and explains how to produre /k/ first and then quickly switch to /l/ and so on 
- T plays the tape (or reads ) once for Ss to hear the words containign these clusters . Then T plays the tape (or reads ) again and this time asks Ss to repeat after the tape (or T).
- T asks Ss to read the words in each column out loud in chorus for a few more times. Then T calls on some Ss to read the words out loud. T listens and corrects if Ss pronounce the target words incorrectly. If many Ss do not pronounce the words correctly, T may want to get them to repeat after the tape (or him/herself) again in chorus and then individually.
Practising the dialogue containing the target sounds
- T asks Ss to work in pairs and take turn to read aloud the given dialogue on page 87.
- T goes around to listen and takes notes of the typical errors
- T calls on some Ss to read the dialogue again and provides corrective feedback.
Whole class, individual work & pair work 
15’
6’ 
GRAMMAR 
1 . Revision of condotional sentences (type 1 , 2 and 3 ) 
a. Presentation 
- T elicits the from and use of coditional sentences (type 1, 2 and 3 ) from Ss . If necessary T may give Ss the following handout 
Type 
Form 
Use 
1 
If + simplepresent will future 
In these sentences , the times is the present or future and the situation is real . They refer to a possible condition and its probable result 
Example :
+ If find her address , I’ll send her an invitation 
+If I run , I’ll get there in time 
2 
If + simple past , would + infinitive 
Like type 1 , type 2 refers to the present of future , and the past tense in the if – clause is not a true past but a subjuntive , which indicates unreality or improbability .
Example :
+ If I were 18 again I would go on a round – the –world – tour . (I’m not 18 , in fact I’m 45 )
+ If I studied , I would pass the exams 
3
Ig +pat prefect , would have + P2 
The time is past , and the condition cannot be fulfilled because the action in the if – clause didn’t happen .
Exmple :
+ If I had found her address last week , I would have sent her an invitation .
+ If I had studied , I would have passed the exams 
B . Practice 
Execise 1 
- T asks Ss to do exercise 1 individual and then compare their answers with another student .
- T calls on some Ss to read out their answers .
- T give correct answers :
1 . would drive 4 . will take 
2 . could 5 . closed 
3 , is 6. willcome 
Exercise 2 
- T asks Ss to do exercise 2 in pair and then compare answers with another pair .
- T calls on some Ss to go the board to write their answers .
- T asks other Ss to feedbak and gives correct answers :
1 . had been told 
2 . hard realised 
3 . wouldn’t have been 
4.Would have bought 
5 . had studied 
2 . Condititional sentences in reported speech 
A . Presentation 
- T writes some conditional sentences in reported speech on the board and asks Ss to comment on the changes of the verbs , pronouns and adverbs of time and places
+ If I had a permit , I could get a job’s , he said .
He said that if he had a permit , ha could get a job 
+ If you had followed my advice , oyu would have been the winner’s , said her mother .
He mother said if she had followed her advice , she would have been the winner .
- T elicits the comments from Ss and makes clear that 
+ Coditional type 1 : we apple all the necssary changes as usual (changes of verb tenses ,pronouns , adverbs of time and place ...)
+ Cpnditional type 2 and 3 : we do not change the verb tenses , but we follow the rules to change pronouns , adverbs of time and place ...
 b . Practice 
Exercise 3 
- T asks Ss to do exrcise 3 individual . Ss have to change the conditional sentences into reported speech .
- T asks them to compare answers with another student .
- T calls on some Ss to go to the boad to write their sentences 
- T asks other Ss to feedback and gives correct answers :
1 . The man said to to her (that ) he would come to see her if he had time 
2 . He asked her what she would say if someone stepped on er feet .
3 . They said to 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 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 ) they would be very disappointed if she did not come .
7 The boy said to the girl (that ) ha was sure they would understand if she explained the situation to them .
Production : Picture prompts 
- T prepares a set of 10 pictures and divides the class into two big teams . T tells Ss the rule of the game : each time a representaive from a team will choose randomly a pucture from the set . He / she has to make a coditional sentence (type 1 , 2 or 3 ) with that picture . If he /she cannot do that or the sentence is not correct , the team will get no point ;otherwise , the team gets one point . At the end the team with more poitns will be the winner 
Whole class , individual work & pair work
Group work 
2’
WRAPPING 
- T summarises the main of the lesson 
- For homework , Ss review the points that have been covered in the lesson and do the EXTRA EXERCISE 
Whole class