Thiết kế bài dạy môn Tiếng Anh 11 - Period 3, 4

Period 3: Listening
I - Objectives/Aims
	By the end of the lesson, Ss will be able to:
	Develop such listening micro - skills as listening for specific information and listening for general information.
II - Teaching aids
	Texbook, cassette
III - Anticipated problems
	Ss may not also be familiar with the note - taking task,so T should provide them some tips to deal with the task.
IV - Methods
	Group work, pair work, individual work.
V - Procedure
Time
Steps
Work arrangement
Warm - up
- Ask the whole class to close book
- Give the requirement: Number the following issues from 1 to 6 to describe your concern about them. The first one will show that this issue is what you concern the most & so on.
- Explain the way of doing:
* Housing
* Medical care
* Illiteracy 
- Ask Ss to work in pairs
- Check the answer
- Lead to the lesson
10'
- T asks Ss to discuss the questions on page 17 in pairs.
- T calls on some Ss to give their answers and comments on the answers.
- Have Ss guess what they are going to listen about.
Suggested answers:
4. Yes, our world is overpopulated because it has more than 6 billion people.
5. Asia has the largest population with China the most populated country in the world and India the second.
Vocabulary Pre - teaching
- Before eliciting/ Pre-teaching the new world, T helps Ss to pronounce the words given in the book. T may read aloud first or play the tape and ask Ss to repeat in chorus and individually.
- T elicits/ teaches some of these word or/ and those taken from the listening passage:
Latin America: Châu Mỹ Latinh
Rate of population growth: Tỷ lệ tăng dân số
Developing countries: Các nước đang phát triển
To rank: to have a position on a scale according to quality, importance, success, etc. (xếp hạng)
Rank (n): the position, especially a high position, that sb has in a particular organization, society, etc.(thứ hạng)
Fall (n): decrease (sự giảm)
Generation (n): all the people who were born at about the same time (thế hệ)
- T may get Ss to make sentences with the words and gives correct feedback.
10'
Whitle you listen
Task 1
- T gest Ss to read the statemens and questions carefully and work out what information they need to concentrate on while listening. Then T checks with the whole class.
- T gets Ss to read the options in each question carefully and underline the words that make them different(e.g. in question 1 these are "over 6.7", "about 6.7", "6.7", "6.6"; in question 2 thay are "66 miliion, "76 million", "about 66 million", "about 76 million", etc)
- T gets Ss to guess the answer to each question and then tells them they need to listen attentively to check if their guesses are confirmed.
- T plays the tape (or reads the tapescript) once for Ss answers with.
- Then T get Ss to find a partner to check their answers with. 
- T checks the answers with the whole class. If many Ss cannot answer the questions, T plays the tape once or two more times and pauses at the answers for them to catch.
Answers:
1 A 2 D 3 C 4 D 5 A 6 C
Individual work, group work & whole class
7'
task 2:
- T checks if Ss can answer the questions in TASK 2 without listening again. If they cannot, T plays the tape for them to listen again but before doing this, T should encourage Ss to read through all the questions, identify the information they need to look for in each question (by finding the key words and the question words, e.g. "what", "where", "how", etc.) and if possible, predict the answers.
- Then T plays the tape again for Ss to listen and answer the questions.
- T gets Ss to check their answers with a partner. Then T checks with the whole class. T should play the tape again and pause at difficult points if many Ss cannot complete the task.
Answers:
It will be over 7 billion.
The population growth rates on some parts of the world are not the same.
The reason is the improvement of public health services and medical care.
They are shortage of foods, lack of hospitals and schools, illirteracy, and poor living conditions.
The experts offered four solution. They are (1) to educate peole and make them aware of the danger of having more children, (2) to provide safe, inexpensive birth - control methods, (3) to strictly implement a family planning policy, and (4) to exercise strict and fair reward and punishment policies.
Individual work, pair work & whole class
8'
After you listen
- T gets Ss to work in groups to orally summarise the main ideas of the listening passage. T might give Ss some cues to base their summary on:
world poputation today
world population by 2010
main cause of population explosion
problems caused by population explosion
solytions to the problems
T may also encourage Ss to use transition signals to make their summary more logical 
- T goes around to offer help and correct Ss' mistakes.
- T calls on some groups to present their summary
- T elicits feedback.
Whole class & group work
3'
Consolidation
- T summarises the main points of the lesson.
- T asks Ss to lean by heart all new words and do the extra exercise as homework.
Whole class
Period 4: writing
I. Objectives
	By the end of the lesson, Ss will be able to:
	Write descriptions of pie chart, using appropriate language.
II. Teaching aids
	Textbook, handouts
III. Anticipated problems
	Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them.
IV. Methods
	Group work, pair work, whole class, individual work.
V. Procedure
Time
Steps
Work arrangement
Warm - up
- Draw a picture of a round cake on board
- Ask Ss: what' s this?
 Ss: It' s a cake
 T: Yes and now I will cut the cake. The parts are equal and now open your books & see another one.
 This chart is round so it' s a pie chart.Are the parts equal?
 S: No.
 T: Yes, there are parts stand for the distribution of population in the world, & it' s not equal among regions.
13'
Preparing ss to write
- T prepares a handout with a description of a pie chart. T asks Ss to work in pairs to discuss the organization and other characteristics of description. T writes the following question on the board:
How many parts are there in the description? What are they?
What does the first part tell you?
What information does the second part give you?
What language items should you pay attention to in the second part? Underline them.
What does the last part tell you?
 Uses of Apples USA
 Dried Other 
 Froxen 3% 5% 
 2%
 Canned
 12%
 Fresh Fruit
 Juice 60%
 18% 
The graph shows the chief uses of the apple crop in the US. Overall, the bulk of the harvest is either eaten fresh or made into fuice.
The biggest slice of the pie - chart is taken up by fresh fruit. About 60% of the crop is eaten fresh. This is three times as apples in the US are turned into apple fuice. A further 12% is canned, and a total of 5% is either frozen or dried. Other remaining uses, such as apple vinegar, account for fust 5% of the crop.
It's clear that although a small amount of apples are processed into frozen, dried or canned products, most of the crop is sold straight from the tree.
- T elicits the answers from the whole class, focusing on the remarkable characteristics of the description. 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 describe what chart is about, its dates and location, and say what overall trends you see.
- Body should describe the most important trends, shile all information is summarized to avoid unnecessary details. Notice how many distinctive features diagram has.
- Conclusion should sum up the global trends show on the figure and compare them if possible.
2. Language use:
- The language and structures are given in the book.
- Other language items:
+ make up less thanpercent.
+ the most + adj, the second most + adj,
+substantially / somewhat / slighty more + adj than,
+ is about twice as + adj + as,  three times as + adj+ as
15'
Writing
- Before Ss describe 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 largest population? Which comes second?
+ Which region has the smallest population?
+ Where does most of the world population live?
- T checks the answers with the whole class.
- Then Ss work individually to write the description of the pie chart, using the sentence given in the book to begin their description.
- T goes around to observe and offer help.
Whole class, pair work & individual work
8'
Feedback on ss' writings
- T asks Ss to exchange their writing with another student for peer correction.
- T goes around and corrects mistakes and errors.
- T collects some writings for quick feedback.
- T writes Ss typical errors on the board and elicits self and peer correctin. T provides correction only when Ss are not able to correct the errors.
- Finally, T provides general comments on the writings.
Pair work & whole class
2'
Consolidation
- T summarises the main points
- For homework, T asks Ss to improve their writing, taking into consideration their friends 's and T's suggestions and correction and do the extra exercise.
Whole class