Thiết kế bài dạy môn Tiếng Anh 11 - Period 40 đến period 44

Date of preparation:07/11/2007 
Period 40:	 
Unit 7 : 	 Population
A- Reading
I- objectives:
	1. Aim: By the end of the lesson, students will be able to get information about the population of the world and its affection to our earth so that they can have attention to protect the environment surrounding them.
 - Develop such reading micro-skills as scanning for specific ideas and guessing meaning in the context.
 - Use the information they have read to discuss the related topic.
	2. Lexical items: Words/ phrases related to population like : fingure, improvement, double, amount, resource, support, increase, limit, growth, birth-control, .
	3. Structures: . 
II. Teaching aids: pictures, handout.
III. Anticipated problems: Students may have enough vocabulary to talk about the topic need to provided appropriate linguistic resources.
VI- Procedures: 
1- Organization:(2’) 
	- Greeting and checking the sts’ attendance
2- Checking the old lesson:( No )
3- New lesson (40’)
Teacher's Activities
Students' Activities
A.Warm up: (6mn)
- T: Give sts handout .
Asks sts to work in groups to find out fields in which competitions are often held by putting the letters in each word into the right order.
T divides the board into 4 sections . When time is up, T calls on the presentative of each group to come to board and write their list. Then T gets the whole class to count. Each correct word gets one point. Which group has more points wins the game. 
Walks around the class and provide help when they need.
Then call on some sts to tell their answers in front of the class.
Check the answers with the whole class.
Asks sts to tell the topic of this lesson about .
Lead to new lesson. With question : which is the topic of lesson about? 
Work in groups and rearrange the jumble words in the right orders.
Cinldhre, byba, mwoen, emn , erhat, water, enonrmvient, fodo, ira, ntiaon, lofod, veporty, igrannoce, iltetelira, stchinang
Some presentatives come to board and present their answers.
Answers :
Children, baby, women, men , earth, water, environment, food, air, nation, flood, poverty, ignorance, illiterate, snatching.
Answer teacher's question: the topic of lesson is about Population.
B. Before you read:(6mn) 
Introduce the topic of the lesson and asks sts to look at the pictures then gets sts to work in pairs and answer the questions on page 81.
Have sts work in pairs then call on some pairs present in front of the class.
Elicit comments from the class and ask sts to guess what they are going to read about.
Gives sts some new words :
Figure ['figə] : con sụ́
Improvement [im'pru:vmənt] (n): sự tiờ́n bụ̣
Double ['dʌbl] (a): gṍp hai lõ̀n
Amount [ə'maunt] (n) : lượng, sụ́ lượng
Resource [ri'sɔ:s ; ri'zɔ:s] (n) : ( sụ́ nhiờ̀u) tài nguyờn
To upport [sə'pɔ:t] (v) : nuụi nṍng, cṍp dưỡng
Increase ['inkri:s] (v) : tăng lờn, tăng thờm, lớn thờm
Limit ['limit] (v) : giới hạn, hạn chờ́
Growth [grouθ] (n) : sự gia tăng
Birth -control ['bə:θkən'troul] (n) sự sinh đẻ có kờ́ hoạch
 Listen to teacher's guiding and work in pairs to ask and answer about 3 questions in the book.
1. Where can you find these scenes?
2. What does each of the picture tell you ?
3. Do you think that the larger in population a country is, the stronger it is ? Why.Why not?
Listen to teacher carefully and practise reading new words in chorus , in groups , in pairs and individually.
Practise reading new words in chorus then in pairs 
And read individually .
C. While you read: (20mn)
T plays the tape once model.
T has sts do the task 1.
 T conducts the correction of the task 1. 
T has Sts do task 2
Ask sts read through the exercise and do it in groups
 T let sts do in group and walk around to help them.
Call on some present and another comment, and ask them 
To explain the answers 
Give the correction .
D. After you read: (8 mn)
Ask sts to work in pairs to discuss and find out five world largest cuontries in population. Say where they are and which is the richest and which is the poorest country.
Walks around to help sts when necessary.
When all have finished, call on some presentative in each group to present to share ideas.
Give feedback.
Listen to the radio 
 Then read the text in silience again and give the answers of the task 
Answers: 
1.Although 2. method 3.increase
 4. resources 5. figures 6. limit
7. international 8. control.
Sts work in pairs and present the answers:
Read the questions and work in groups to answer them.
1. The population of the world in 10,000 BC was 10 million, in 1750 it was 625 million, in 1850 it was 1, 300 million, in 1950 it was 2,510 million , in 1985 it was 4,760 million, and in 2000 it was 6,6 billion . 
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. No, they don't.
5. They can't limit the size of their family because they know of safe way to have fewer children.
Work in pair to discuss and find out five world countries in population, and point out the richest country and the poorest country.
Listen to teacher's feedback.
E. Homework: (3mn)
T guides sts do homework. (reading part in the workbook on pages 46-47).
Listen to teacher carefully. Take notes.
Date of preparation:08/11/2007
Period 41:	 
	Unit 7 : 	WorldPopulation 
B- Speaking
I- objectives:
	1. Aim:By the end of the lesson sts will be able to ask for give information about a dicussion of reasons cause to population explosion and their influences to the earth and they can put forward a great many ideas to improve the population explosion in the country themselves or in the world.
	2. Lexical items: Words/ phrases related to reasons cause to population explosion : poor, conditions , low standards , not eanogh food, lack / shortage of school, , hospital, teacher, nurse.
	3. Structures: -an awareness of problems of overpopulation, living standards	.
	- conditional sentences.	
II. Teaching aids: pictures , posters 
III. Anticipated problems: Sts may have limited linguistic resources for discussion.
IV- Procedures:
1- Organization:(2’) 
	- Greeting and checking the sts’ attendance
2- Checking the old lesson:(10')
	* Do exercise 1 in the part 1 of reading (1.D 2. C 3.B, 4.A 5. C ) 
	* Do exercise in the part 2 of reading (.1.about 2.live 3. few 4. place 5. almost 6.plants 	7. move 8. becomes 9. because 10. travel)
3- New lesson (30’)
Teacher's Activities
Students' Activities
1.Warm up: (4mn):
Asks sts to work in groups to put the list order by order by entering the number 1 through 10 in the boxes provided.
T divides the board into 4 sections . When time is up, T calls on the presentative of each group to come to board and write their list. Then T gets the whole class to count. Each correct word gets one point. Which group has more points wins the game. 
Listen and lead to new lesson.by asking :
What problems often do happen in the overpopulation countries ?
-How about the countries in which fewer population?
- 
Work in 4 groups to complete the handout
Put the words in the right order.
Handout: list order by order by entering the number 1 through 10 in the boxes provided.
Indonesia 4 China 1 Pakistan 6
Brazil 5 United States 3 Russia 8
Japan 10 Nigera. 9 Bangladesh 7 India 2
Answer all the teacher's questions.
2. Pre- speaking: (10mn)
Task 1: Ask sts read the requirement.
Have them dicuss in groups the way to do this task.
call on some present their own opinions in front of the class.
Let sts do the task individually and then compare their answers with a peer .
Walk around and help sts with some new words.
Then call on some present their choices and explain for each choice.
Listen and give commentations.
Read the requirement, and discuss the way to do .
Work individually to put the causes of population explosion in order of importance and explain why.
Some present the own opinions
Another listen and give commentations.
 3. While - speaking: (20mn)
Task 2:
Ask sts to read the requirement and discuss the way to do the task.
Call on some to present.Listen and guide sts do the task in pairs.
Before sts do the task , ask them to read theuseful language in the ook and remind them that they should march the words /phrases on the left with the right.
Task 3:
Have sts work in pairs .
Ask sts to go over the table of useful expressions on page 83.
Walk around the class offer ideas and explain some new words when sts need help.
Then select some pairs at random and have them play roles in front of the class.
Elicit the structures that are used for asking for and giving opinions about contest or explain some words qickly. 
After sts finished ask them to work in pairs and choose one or more activities to talk about, they change the role after one activity. 
Then call on some pairs to act out their conversation. 
Elicit feedback and give final comment.
 Work in pairs to discuss to do the task.
Some pairs practise in front of the class.
Suggestion: 
Poor living condition.
 Low living standard.
Not enough /expensive food.
Lack /shortage of schools/ hospitals/ teachers/ doctors/ nurses.
Work in groups to find out the solutions to the problems of overpopulation.
+ raise an awareness of problems of overpopulation.
+ raise people's living standard.
+ exercise/ implement reward and punishment policy.
+ carry put population education program/ family planning program.
+ use birth control methods.
4. Post - speaking (10mn)
Task 3: 
Put sts into groups. And tell each group choose a famous TV game/ talent show or competition/ contest and work out details about it. 
Walks around to offer help. 
Then call on the presentator of each group to report about the activities they take part in by the questions of the whole class.
Listen and give comment.
Work in groups to tell about the problems of overpopulation .
 Each group report in front of the class the own activities they take part in by answering the questions of whole class.
Other groups take notes while listening to their peers 
Then listen to teacher 's providing corrective feedback and take notes if necessary.
5. Homework:
 T guides sts do homework. (speaking part in the workbook at 50 -51 pages)
Take notes.
 Date of preparation:12/11/2007
Period 42:	 
	Unit 7 : 	World Population 
c- listening
I- objectives:
	1. Aim: By the end of the lesson sts will be able to listen about an interview in which Dr. Brown, a 	world populaton expert, talk about the world ppulation .	
	- Develop such listening micro - skills as listening for specific information and listening for 	general information.
	2. Lexical items: Words/ phrases related to the world population like : developing country, improvement, particularly, inexpensive, punishment, shortage, rank, generation,. 
	3. Structures: The narrative statements .
II. Teaching aids: p ictures , posters ,tapescript, handout
III. Anti ... s the answers .
Listen to the tape three times and do the task in pairs and individually.
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.
4. After you listen (5mn)
- 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:
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 
Work in groups to discuss the question. Then some stand up and present.
world poputation today
world population by 2010
main cause of population explosion
problems caused by population explosion
solutions to the problems
5. Homework:
 Ask sts to write a paragraph about the population in one of the laegest countries in 100 - 120 words.
Take notes.
Date of preparation:13/11/2007
Period 43	 
Unit 7 : 	 World Population 	 
D - writing
I- objectives:
	1. Aim:By the end of the lesson sts will be able to write descriptions of pie chart, using appropriate 	language 
	2. Lexical items: Words/ phrases related to descriptions of pie chart . 
	3. Structures: The description style.
II. Teaching aids: pictures , hand out
III. Anticipated problems: Ss may not have sufficient vocabulary to write about the topic
IV- Procedures:
 1- Organization:(2’) 
	- Greeting and checking the sts’ attendance
2- Checking the old lesson:(10')
	* Present a paragraph about the population in one of the laegest countries in 100 - 120 words	(2 sts).
	3- New lesson (30’)
Teacher's Activities
Students' Activities
1.Warm up: (5mn): 
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.
2.Pre-writing: :(10mn)
Task 1:
- 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:
work on the task with a peer.
Call on some sts to answer the questions and elicit more ideas from the class.
Walk around the class , offer ideas and comments when sts need help.
 Then call on some sts to present their answers in front of the class.
Elicit corrective feedback from other sts and give the correct answers.
Work in groups 
Some sts to present their answer in front of the class.
Read the task requirement and work on the task with a peer.
Some sts to present their answers in front of the class.
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.
5. What does the last part tell you?
 Listen to teacher 's feedback carefully . and take notes some information.
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.
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
3.writing: :(20mn)
- Before Ss describe the pie chart on page 86, T asks them to work in pairs to analyse the chart, 
- T checks the answers with the whole class.
- Then Ss work individually to write the e description of the pie chart, using the sentence given in the book to begin their description.
- T goes around to observe and offer help.
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?
Practise writing individually
4.Post writing: :(5mn)
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.
Compare the writing to anothers.
Then take the note of checking
Observe to the corrections of some the others' writing.
 Give commentations.
Listen to teacher refully and take notes
5. Homework:
 T guides sts do homework. (writing part in the workbook on pages 45)
Date of preparation:18/11/2007
Period 44	 
	Unit 7 : 	World Population 
e - language focus
I- objectives:
	1. Aim:By the end of the lesson sts will be able to distinguish the sounds by the end of the peiod, students can pronounce consonants /kl/ /gl/ /kr/ /kw/ in individually work and in speaking, know how to use them in the 1st conditional, the 2nd, the 3rd, and the conditional sentences in reported or in reported speech
 	pronounce the words and sentences containing these sounds correctly.
 2. Lexical items: Words/ phrases related to sounds kl/ /gl/ /kr/ /kw/ like:glad , grad, class, crass queen
 3. Structures: Reported speech with conditional sentences 
II. Teaching aids: hand out
III. Anticipated problems: Sts may have difficulty with clusters because they don't exist in 	Vietnamese.
IV- Procedures:
1- Organization:(2’) 
	- Greeting and checking the sts’ attendance
2- Checking the old lesson:(10')
	* Do exercise in the writing part 
3- New lesson (30’)
Teacher's Activities
Students' Activities
1.Pronunciation: (10mn)
Have sts close their books 
T introduces some pictures to give out the words: clown, groom, queen, glass, icecream
Ask sts to pronouce after 3 times for each word
Call sts to underline the consonants which they ‘ve pronounced
Have sts open their book
T introduces again and ask sts to read after words which contain these consanants
Listen and repeat
Practicing sentences
Have sts practice in pairs to find out words which contain these consanants
Ask sts to listen to the tape and read after, pay attention to sentence stress
Listen to teacher carefully
Repeat to teacher.
Takes note some information.
Practise pronouncing these sounds in chorus.
Then some stand up to check in front of the class.
And work in pairs to read aloud the given sentences in the book.
Then some read loudly in front of the class to check.
2. Grammar : (25mn)
Exercise 1:
Revision of the three type of conditional sentences 
T sets the scence and explains through the dialogue in handout
T: will you come to the English club tomorrow, Nam?
S1: it depends. If it doesn’t rain, I will come
S2: yes. I will
S3: I wish I could.If I weren’t busy for the class report, I would come
S4: as for me, I don’t think I will. I have had some experience with meeting like this. If the last meeting hadn’t been so long, I would’nt have been late for my evening class
L et sts to do Exercise 1 individually and then find a partner to check their answers with.
Call on some sts to read their answers in front of the class.
Then check with the whole class and provide corrective feedback.
Exercise 2:
Ask sts to read the requirement carefully and discuss in groups the way to do exercise .
Then call on some to present .
Listen and conclude again to make sts more clearly.
Then get sts to do exercise 2 indidually and
Then ask them to find a partner to check their answers with.
T checks with the whole class and provides corrective feedback.
Exercise 3:
Ask sts to read the requirement carefully and discuss in groups the way to do exercise (Change the following conditional sentences into reported speech)
Then call on some to present .
Listen and conclude again to make sts more clearly.
Then get sts to do exercise 3 indidually and
Then ask them to find a partner to check their answers with.
T checks with the whole class and provides corrective feedback.
Review the form and use of reported speech with conditional sentences.
Do Exercise 1 individually and then find a partner to check their answers with.
Read the answers in front of the class.
1.  would drive 
2. .. could.
3. is
4. .will take
5. closed.
6.  will come.
Read the requirement carefully and discuss in groups the way to do exercise 
Some present in front of the class.
Do exercise 2 indidually and then find a partner to check their answers with.
1. had been told.
2. had realised
3. wouldn't have been.
4. would have bought 
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. tha man said to ma 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 didn’t come
7.the boy told the girl that he was sure they would understand if she explained the situation to them
5. Homework:
T guides sts do homework (exercises in language focus on pages 48-49.)
Do again these exercises. 
Take notes.