Ôn tập môn Tiếng Anh khối 11 - Period 39 đến period 43

 Date of teaching: 
 Period : 39
Unit 7: WORLD POPULATION
Part: Reading
AIMS AND OBJECTIVES
Language content : + To introduce Ss to the passage about world population
 + To provide Ss with some new words relating to the topic
Language function: + Reading the passage for specific information and guessing 
 meaning in context
Educational aim : At the end of the lesson, Ss will be able to: 
 - develop their reading comprehension
 - use the information they have read to discuss the related topic 
1. Language:
Vocabulary: birth- control method, double, figure, 
 Grammar : no structure
2. Skills: Reading
3. Method: Communicative approach
4. Techniques/ activities: Pair work, group work, questions – answer, matching, gap-filling
5. Teaching aids needed: Textbooks, board, chalk, pictures 
6. Procedures:
 Stabilization: (1m)
Warm- up: + Greets the Ss
 + Has a short chat with the Ss 
b. Checking absence: Checks the Ss’ attendance
Checking up previous lesson: (no checking because they’ve just had a 45 minute test)
Presentation of the new material: (40ms)
Time
Teacher’s activities
Students’ activities
The content of the lesson
4ms
8ms
ate (n)anh (Example) 
e)tebooks?gful and correct words will be the winner"15ms
13ms
I. Lead-in
-asks Ss to tell the world’s problems
 education
 the world’s 
 problems
social evil
 environment
-shows out the chart:
Year 
Population 
10,000 B.C
10 million
1750
625 million
1985
5760 million
2000
6,6 billion
2015
over 7 billion
-asks Ss to give their comments on the figures
-gives feedback
-tells the aim of the lesson: World population
II. Before you read
-asks Ss to look at the pictures in the textbook 
-asks Ss work in pairs and discuss the questions in the textbook on page 81
-gives feedback
-introduces some new words:
New words: 
+ figure ( n) (illustration)- 1,2,3..
+ birth- control method 
(Explanation)
+ double ( v) (Example)
+ It’s time S.b did sth
-checks understanding of the new words
III. While you read
Task 1
-gives instructions” read through the sentences and identify part of speech of the words to fill in each blank. Then choose the most suitable word from the box to fill in the blank, paying attention to their right form”
-asks Ss to work individually to do the task
-lets Ss do the task in 3 ms
-asks Ss to give their answers 
-gives feedback
The keys:
1. although 2. method
3. increases 4. resources
5. figures 6. limit
7. international 8. control 
Task 2
-gives instructions “ skim the questions to understand them and underline the key words/ question words then decide what information needed to find in the text. Read the part carefully to find the answers”
-asks Ss to work in pairs, read and answer the questions
-lets Ss do the task in 5 ms
-asks Ss to give their answers
-gives feedback
The keys:
1. The population of the world in 10, 000 B.C was 10 million, in 1750 was 625 million, in 1850 
2. By the year 2015, the population of the world is expected to be 7 billion
3
 IV. After you read 
-asks Ss play game” Jumble word”
-gives instructions” Each of group will be given a card in which there are some letters. Put these jumbled letters to make meaningful words. The first group to finish all of them will be the winner”
-lets Ss do the task in 1 minutes
-conducts the game
-calls on some Ss to go to b/b and write down
The jumble words:
ETHAUS
AINCH
DIIAN
AISRUS
IEONIDNSA
Suggested answer:
THE USA
CHINA
INDIA
RUSSIA
INDONESIA
-asks Ss what is special of these countries/ What do they have in common
-gives feedback
“They are the five world largest countries in population”
-makes questions:
1. Where re these countries?
2. Which is the richest country?
3. Which is the poorest country?
-gives feedback
-tell the world’s problems
-look at the chart
-give their comments on the figures
-listen and answer
-listen to the teacher
-look at the pictures in the textbook
-work in pairs and discuss the questions
-listen and answer
-listen and guess the meaning of the new words
-copy down the new words in their note-books
-listen to the teacher’s instructions
-work individually to do the task in the allotted time
-give their answers
-listen and answer
-listen to the teacher’s instructions
-work in pairs and do the task in the allotted time
-give their answers
-listen and answer
-listen to the teacher’s instructions
-do the task in the allotted time
-go to b/b and write down
-answer
-listen and answer
-listen and answer the teacher’s questions
-listen and answer
Unit 7: 
WORLD POPULATION
Part: Reading
Content
New words: 
+ figure ( n) - 1,2,3..
+ birth- control method 
+ double ( v) 
+ It’s time S.b did sth
Eg:
It’s time you went to bed
(Ñaõ ñeán luùc con phaûi ñi nguû roài)
Task 1
The keys:
1. although 
2. method
3. increases 
4. resources
5. figures 
6. limit
7. international 
8. control 
Task 2
Answer the questions:
The keys:
1. The population of the world in 10, 000 B.C was 10 million, in 1750 was 625 million, in 1850 
2. By the year 2015, the population of the world is expected to be 7 billion
3. Some scientists say it can, but others say it can’t 
4. ..
Homework: (4ms)
Asks Ss to write in their notebooks: 
+ learn the lesson well.
+ write a short paragraph about the disadvantages of overpopulation and suggest some solution to solve the problem 
Preparation for the next lesson: 
Asks Ss to prepare part: “Speaking”
Self –evaluation:
_____________________________________________________________________________________
 Date of teaching: 
 Period : 40
Unit 7: WORLD POPULATION
Part: Speaking
AIMS AND OBJECTIVES
Language content : + To enable Ss to use appropriate language to talk about problems 
 of overpopulation and offering solutions
Language function: + Talking about the causes of population explosion, problems of 
 overpopulation and solutions to these problems
Educational aim : By the end of the lesson, Ss will be able to:
 + talk about the causes of population explosion, problems of
 overpopulation and solutions to these problems
1. Language:
Vocabulary: words in “useful language”: exercise, implement, carry out 
Grammar : no structures 
2. Skills: Speaking 
3. Method: Communicative approach
4. Techniques/activities: Pair work, group works, discussion, pictures
5. Teaching aids needed: Textbooks, board, chalk
6. Procedures:
 Stabilization: (1m)
Warm- up: Greets the Ss
Checking absence: Checks the Ss’ attendance
Checking up previous lesson: (5ms)
- Asks Ss to give the words in E.L 
1. gaáp ñoâi
2. caùc bieän phaùp haïn cheá sinh ñeû
3. con soá
- Asks a question: Why can’t women in the world limit the size of their families?”
(-> Because they know of no safe way to have fewer children )
- Give feedback 
Presentation of the new material: (34ms) 
Time
Teacher’s activities
Students’ activities
The content of the lesson
5ms
9ms
20ms
I. Lead-in
-asks Ss to find out causes of population explosion
-gives feedback
Possible causes:
High birth rates
Illiteracy
Desire to have male children
Having many children means happiness
Unwillingness to practice contraception and abortion
-makes a question:
“What should we do to solve this problem?”
-gives feedback
 -tells the aim of the lesson: Talking about the causes of population explosion, problems of overpopulation and solutions to these problems 
II. Pre- Practice
Task 1 
-asks Ss to work in pairs and put the causes in order of important
and explain why 
Eg: “I think people are not properly educated is the most important because people are not properly educated so they feel free to have children.”
-calls on some Ss to present their ideas 
-gives feedback
III. Practice
Task 2
-asks Ss discuss and list the problems facing poor and overpopulated countries
-introduces some more by asking them to combine the words in useful language and explains new words if necessary
-calls on some Ss to report their results 
-gives feedback
Suggested answers:
+poor living condition, low living standard, not enough food, lack / shortage of school / hospital / teachers/ doctor, nurses
+ unemployment , social evils, illiteracy 
Task 3 
-puts Ss into groups of 6 / 7 and choose the leader of the group
-lets Ss read “useful language” and elicits some new words:
+ to exercise (v) -to implement 
+ to carry out (v)
-asks Ss to find out other solutions to the problems of overpopulation
-lets Ss prepare the task in 3ms 
-goes around to offer help
-calls on each representative to represent
-gives feedback
Task 4
-asks Ss to work in groups again and work out the problems of overpopulation and offer solutions to these problems
-provides Ss with some transition signals to make their presentation coherent
+first / firstly, second, next ..
+ also, beside, moreover, in addition, further more
+ on the other hand, however, but
+ the first problem is that, the next solution is that
-lets Ss prepare in 3 minutes
-calls on each representative to represent
-gives feedback
-find out causes of population explosion and answer
-listen and answer
-listen and answer the question
-listen and answer
-listen to the teacher
-work in pairs and do the task
-stand up and present their ideas 
-listen and answer
-discuss and list the problems facing poor and overpopulated countries
-listen to the teacher
-do the task
-stand up and report their results 
-listen and answer
-listen to the teacher’s instructions
-look at the chart the model in task 2
-listen to the teacher
-sit in group
-choose the leader of the group
-read “useful language”
-listen and guess the meaning of the words
-copy down in their note-books
-prepare the task in the allotted time
-present their results 
-listen and answer
-listen to the teacher’s instructions
-listen and take notes
-prepare the task in the allotted time
-present in front of the class 
-listen and answer
Unit 7: 
WORLD POPULATION
 Part: Speaking
Content
Task 1
Possible causes:
High birth rates
Illiteracy
Desire to have male children
Having many children means happiness
Unwillingness to practice contraception and abortion
Task 2
Suggested answers:
+poor living condition, low living standard, not enough food, lack / shortage of school / hospital / teachers/ doctor, nurses
+ unemployment , social evils, illiteracy 
Task 3
+ to exercise (v) -to implement 
+ to carry out (v)
Task 4
Transition signals
+first / firstly, second, next ..
+ also, beside, moreover, in addition, further more
+ on the other hand, however, but
+ the first problem is that, the next solution is that
Homework: (5ms)
Asks Ss to write in their notebooks:
write a short paragraph about the causes of overpopulation, the problems facing poor and overpopulated countries and work out solutions to these problems	
Preparation for the next lesson: 
Asks Ss to prepar ...  present
-gives feedback
-sit in groups
-listen to the teacher’s instructions
-play the game
-listen to the teacher
-listen and answer the questions
-listen and answer
-repeat the words
listen and guess the meaning of the new words and take notes
-listen to the teacher
-read the statements in task 1 and guess the answers
-listen to the tape and do the task
-give their answers 
-listen and answer
-read the questions and guess the answers 
-listen to the tape and do the task
-give their answers
-listen to the tape again
-share their answers with their partners
-give their answers
-listen and answer
-take notes in their note-books
-listen to the teacher’s instructions
-work in groups and do the task in the allotted time
-stand up and present
-listen and answer
Unit 7: 
WORLD POPULATION
Part: Listening
Content
New words: 
+ Latin America (n) 
+ rank (n, v) 
+ generation (n) 
+ improve (v) 
-> improvement (n)
Task 1
The keys:
1. A 
2. D 
3. C 
4. D 
5. A 
6.C
Task 2
The keys:
1. According to expert, by the year 2015, the population of the world will be over 7 billion
2. He said that the world growth rates in some parts of the world are not the same
3. According to expert, the reason for a fall in the death rates is the improvement of public health services and medical care.
4. .
Summary
Suggestions:
+ world population today
+ world population by 2010
+ main causes of population explosion
+ the problems it causes to the world
+ solutions to these problems 
Homework: (4ms)
Asks Ss to write in their notebooks:
+ write a summary of the listening passage
Preparation for the next lesson: 
Asks Ss to prepare part: “Writing” 
Self –evaluation:
 Date of teaching: 
 Period : 42
Unit 7: WORLD POPULATION
Part: Writing
AIMS AND OBJECTIVES
Language content: To provide Ss with practice interpreting statistics on population from
 a chart
Language function: Practicing writing descriptions of pie charts 
Educational aim : At the end of the lesson, Ss will be able to:
 + write descriptions of pie charts, using appropriate language
1. Language: 
 a) Vocabulary : words in “ Useful language” 
 b) Grammar : structures with comparatives
2. Skills: Writing
3. Method: Communicative approach
4. Techniques/activities: Explanation, question- answer
5. Teaching aids needed: Textbooks, board, chalk, pare board 
6. Procedures:
 Stabilization: (1m)
Warm- up: + Greets the Ss
b. Checking absence: Checks the Ss’ attendance
Checking up previous lesson:(no checking because the teacher wants to save time
So that Ss can have more time to practise writing) 
Presentation of the new material: (39ms)
Time
Teacher’s activities
Students’ activities
The content of the lesson
8ms
8ms
15ms
8ms
I. Warm up
-asks Ss to close their books and play game “ Competition game- Pie chart drawing”
-divides Ss into 6 groups
-gives instructions” Ss will get a paper in which there is a table and transfer the table into a pie chart. The group with the quickest and most correct answer will be the winner”
The table
Countries 
Population 
South Asia
32%
East Asia
26%
Europe
15%
Africa 
11%
Latin America
8%
Northern 
America
6%
Oceania 
2%
-conduct the game
-asks Ss to open their books , look at the pie chart and give their comments on the distribution of world population
-gives feedback
-tells the aim of the lesson: Writing description of pie charts
II. Pre-Writing 
-asks Ss to analyze the chart following the questions
+ What does the pie chart show?
+ Is the population distributed evenly?
+ Where does most of the world population live?
+ Which region has the largest population? Which comes second?..
+ Which region has the smallest population?
-lets Ss do the task in 4 minutes
-asks Ss to give their answers
-gives feedback
Suggested answers:
+ It shows the distribution of the world population by region
+ No, it isn’t
+ most of the world population lives in South and East Asia
+
-introduces the language items
 in “ Useful language”
Some more:
+ make up less thanpercent
+ The most + Adj
+  is about twice as + ADj + as 
III. While-writing
-ask Ss to work in individually and write a letter of reply , basing on the suggestions above
-lets Ss do the task in 15 ms
-goes around to observe and offer help
IV. Post writing
-asks Ss to change their paperboards & check each other
-selects some to hang on the b/b 
-has Ss correct their friends’ mistakes on the b/b
-gives feedback
-close their books
-sit in groups
-listen to the teacher’s instructions
-play the game
-open their books , look at the pie chart and give their comments 
-listen and answer
-listen to the teacher
-look at the chart and analyze the chart 
-do the task in the allotted time
-give their answers
-listen ad answer
-listen and take notes
-work in individually and write
-do the task in the allotted time
-change their papers to check each other
-look at their friends’ work 
-correct their friends’ mistakes 
-listen and answer
Unit 7: 
WORLD POPULATION
 Part: Writing
Content
Writing description of pie charts 
Answer the questions
+ What does the pie chart show?
+ Is the population distributed evenly?
+ Where does most of the world population live?
+ Which region has the largest population? Which comes second?..
+ Which region has the smallest population?
Task 1
+ Who wrote the letter?
+ For what purpose?
+ What information requested?
Suggested answers:
+ It shows the distribution of the world population by region
+ No, it isn’t
+ most of the world population lives in South and East Asia
Homework: (5ms)
Asks Ss to correct the mistakes and write the complete letter in their note books
 - “The chart shows the number of Ss in a class who achieved each grade” 
 Fail
 8% Distinction
 21%
 Pass Merit
 38% 33%
	 - Asks Ss to write a description of the pie chart
Preparation for the next lesson: 
Asks Ss to prepare par: “Language Focus” 
Self –evaluation:
________________________________________________________________________________________________________
______________________________________________________________________________________ 	
 Date of teaching: 
 Period : 43
Unit 7: WORLD POPULATION
Part: Language Focus
AIMS AND OBJECTIVES
At the end of the lesson, Ss will be able to:
+ distinguish the clusters /kl/ ,/ gl/ , / kr/, / gr/ and / kw / and pronounce them exactly 
+ use the conditional sentences – type 1, 2, 3 and conditional sentences in reported speech
 appropriately. 
1. Vocabulary: The words with the clusters /kl/ ,/ gl/ , / kr/, / gr/ and / kw / in: clean, glass, crow,
 grow, quarrel, 
2. Structure: structures with If - clauses
3. Procedures:
I. Warm- up (5ms)
-greets Ss
-has a short chat with Ss
II. Checking up Previous knowledge( no checking)
III. Content of the lesson (35ms)
Pronunciation
-asks Ss to give words with the clusters /kl/ ,/ gl/ , / kr/, / gr/ and / kw / as much as possible
-has Ss read aloud the words
-tells the aim of the task : the clusters /kl/ ,/ gl/ , / kr/, / gr/ and / kw / 
-introduces some more in the text book
-has Ss listen and repeat the words
-calls some Ss to stand up and repeat
-helps Ss practice the dialogue
-calls some pairs to stand up and practice
-gives feedback
Grammar 
Revision and Exercises
1. Revision
A. Revision 1 : The conditional sentence- type 1 
Form: 
If Clause , Main Clause Use 
Present tense future tense Real situation in the present
 (will+ V bare inf) or future
	If the bus doesn’t come soon, I’ll be late for school.
B. Revision 2 : The conditional sentence- type 2 
Form:
 If Clause , Main Clause Use 
 Subjunctive - Unreal situation in the present
 (- Past tense) ( would/ could + V bare inf ) or future
 (- “To be” - WERE )
 - To give an advice
	 Eg:
 	 If I won a lot of money, I would travel around the world.
	If I were you, I wouldn’t argue with my employer.
NOTES:
“If”can be omitted when it is followed by “WERE”, we use “inversion”
Eg:	If she were taller, she could become a model.
	-> Were she taller, she could become a model.
c. Revision 3 : The conditional sentence- type 3
Form:
 If Clause , Main Clause Use 
 Past perfect - Unreal situation in the past
 ( would/ could + have +P.P) - To express criticism or regret 
	Eg:
	If you had told me about the problem. I would have helped you.
	If they had been more careful, he would have passed the exam.
NOTES:
“If” can be omitted, we use “inversion” (“had” comes before the subject)
Eg:	If you had arrived earlier, you wouldn’t have missed the train.
	-> Had you arrived earlier, you wouldn’t have missed the train.
2. Exercises: 
( in the textbook)
Exercise 1
-gives instructions
-lets Ss do exercise 1 in 5 ms
-asks Ss to come to b/b and write down their sentences 
-gives feedback
The keys:
would drive
could
is
will take
closed
will come
Exercise 2
-gives instructions
-lets Ss do exercise 2 in 5 ms
-asks Ss to come to b/b and write down their sentences
- gives feedback
The keys:
had been told
had realized
wouldn’t have been
would have bought
had studied
C. Revision 3 : Conditional sentences in reported speech
Presentation:
Eg: 1. “ If I have time, I will help you”, she said to me
 -> She said that if she had time, she would help me.
 2. “If I had a permit, I could get a job,” he said.
 -> He said that if he had/ had had a permit, he could get/ could have got a job.
 3. “ If you had followed my advice, you would have been the winner,” said her mother.
 -> Her mother said if she had followed her advice, she would have been the winner.
Conditional - type 1: change all necessary as usual: Verb tenses, pronouns, adverbs of time and place, 
Conditional - type 2 and 3: we do not change the Verb tenses, but we follow the rules to change pronouns, adverbs of time and place, 
Exercise 3
-gives instructions
-lets Ss do exercise 3 in 5 ms
-asks Ss to come to b/b and write down their sentences
- gives feedback
The keys:
The man told her (that) he would come to see her if he had time.
He asked her what she would say if someone stepped on her feet.
They told me (that) if it didn’t rain, they would go out with me.
.
IV. Home work (5ms)
-asks Ss to write in their note-books:
 + do all the exercises in the exercise note-book
 + Rewrite these sentences with the given words
“If we don’t get tickets for the concert, we’ll stay at home.” They said to me.
-> They said to me (that) 
We don’t help him because we don’t have money.
-> If ..
“I would run away if I saw a spider,” the girl said.
-> The girl said (that)..
I was ill, so I didn’t go to school yesterday.
-> If .
-asks Ss to prepare “ Unit 8 - Reading” 
V. Teacher’ s comments
Self –evaluation:
_______________________________________________________________________________________________