Thiết kế bài dạy môn Tiếng Anh 11 - Unit 7: World population - Lesson 1 đến lesson 5

Unit 7: world population- lesson 1: reading
Date: November 12th 
Period: 39
I. Aims: By the end of the lesson, Ss will be able to:
- Develop such reading micro-skills as scanning for specific ideas, identifying the sequence of events and guessing meaning in context.
- Use the information they have read to discuss the story
II. Teaching aids: 
Textbook, pictures
III. Procedure:
Stages 
Teacher’s activities 
Students’ activities
Warm-up (5’)
- Show Ss a picture and ask them to work in groups of four to discuss what they think about the picture?
Lead in: Do you think we could live if the word were as crowded as this? Our lesson today will be about the world population.
Look at the picture and work in groups of four to discuss what they think about the picture.
Eg: there are too many people, it’s a big crowd, may be there isn’t enough space for them.
Pre-reading (10’)
Activity 1: pre-teach vocabulary
Show Ss some pictures and definition and some words (environmental pollution, poverty, double, birth-control method, family planning etc.)
Ask Ss to work in pairs to match the pictures or definition with the words
1. 
2. (x 2)
3. The state of being poor.
4. Controlling the size of a family.
5. The way to avoid having too many babies.
- Elicit meanings from Ss
Activity 2: 
- Ask Ss to look at the pictures in the textbook and work in pairs to discuss the questions in the textbook.
Call on some pairs to ask and answer.
- look at the pictures and study definitions and new words.
- Work in pairs to match the pictures or definition with the words
- Guess the meaning of new words.
1. environmental pollution: ô nhiễm môi trường.
2. double: nhân đôi
3. poverty: nghèo đói
4. family planning: kế hoạch hoá gia đình
5. birth-control method: biện pháp tránh thai
- Look at the pictures in the textbook and work in pairs to discuss the questions in the textbook.
Give answers:
The first scene can be seen a family with too may children. The second can be seen in a poor town.
The first pictures tell us if we have too may children we can’t afford them properly. The second implies that big population may cause poverty.
No, because large population may cause poverty, environment pollution, social evils, etc.
While-reading (24’)
Task 1: 
- Ask Ss to work in pairs, read the words in the box and fill in the blanks with suitable word
- Call on some Ss to give answers
- Elicit correction from Ss
Task 2: 
- Ask Ss to reads the questions and underline key words.
- Ask Ss to read the passage again and answer the questions individually.
- Call on some Ss to give answers
- Elicit correction from Ss
-Work in pairs, read the words in the box and fill in the blanks with suitable word
- Give answers
- Correct mistakes
1. Although 2. method
3. increases 4. resources
5. figures 6. limit
7. international 8. control
- Reads the questions and underline key words.
- Read the passage again and answer the questions individually.
- Give answers
- Correct mistakes
1. The population of the world in 10,000 BC was ten million; in 1750 it was 625 million; in 1850 it was 1300 million; in 1950 it was 2510; in 1985 it was 4760 million; in 200 it was 6.6 billion.
2. it was expected to be over 7 billion.
3. Some scientists say it can, but others say it can’t.
4. No, they don’t.
5. Because they know of no safe way to have fewer children.
Post-reading (5’)
- Write names of ten counties on the board: Indonesia, China, Russia, Brazil, Pakistan, United States, India, Nigeria, Japan, and Bangladesh. 
- Ask Ss to work in groups of four to discuss to find out five world largest countries in population and which is the richest, which is the poorest.
- Study the name of ten countries
Work in groups of four to discuss to find out five world largest countries in population and which is the richest, which is the poorest.
1. China 2. India 3. United States 4. Indonesia
5. Brazil
The richest country is United States and the poorest country is Nigeria.
Home-work
- Ask Ss to prepare for the speaking lesson
- Copy the task for homework
Unit 7: world population- lesson 2: speaking
Date: November 13th 
Period: 40
I. Aims: 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. Teaching aids: 
Textbook, pictures
III. Procedure:
Stages 
Teacher’s activities 
Students’ activities
Warm-up (5’)
- Show Ss a picture and ask them to work in pairs to describe it: What can you see in the picture? What does the picture tell you?
- Describe the picture
Task 1 (7’)
- Ask Ss to work in pairs to put some causes of population explosion in order of importance and explain why.
- Call on Ss to give answers
- Give feedback
- Work in pairs to put some causes of population explosion in order of importance and explain why.
- Give answers
Task 2 (8’)
Introduce the task
Ask Ss to study the useful language
Ask Ss to work in pairs to list the problems facing poor and overpopulated countries.
Call on Ss to report to the class
- Work in pairs to list the problems facing poor and overpopulated countries.
- Report to the class
Suggested answers: 
+ poor living condition
+ low living standard
+ lack of food, housing and wealth fare services 
+ unemployment
+ social evils
+ illiteracy
Task 3 (10’)
Introduce the task
Ask Ss to study useful language
Ask Ss to work in groups of four to work out the solutions to the problems of overpopulation.
Call on some representatives to report
Give feedback
Study useful language
Work in groups of four to work out the solutions to the problems of overpopulation.
Report
Suggested answers:
+ Raise people’s awareness of the problems of over population
+ exercise reward and punishment policy
 +carry out population education programs
+ use birth control method
Task 4 (12’)
Ask Ss to work in groups of four to talk about the problems of overpopulation and the solution for these problems
Call on some representatives to report
Give feedback and mark
Work in groups of four to talk about the problems of overpopulation and the solution for these problems
Report
Home-work
Ask Ss to write a paragraph about the problems of overpopulation and the solutions for these problems
Copy the task for homework
Unit 7: world population- lesson 3: listening
Date: November 14th 
Period: 41
I. Aims: By the end of the lesson, Ss will be able to:
- Develop extensive listening skills
- Use the information they have listened to for other communicative tasks
II. Teaching aids: 
Textbook, cassette player, tape
III. Procedure:
Stages 
Teacher’s activities
Students’ activities
Warm-up (5’)
Game: slap the board
Write words on the board: developing, improvement, particularly, punishment, shortage, generation, shortage, rank.
Call on 2 volunteers to the board, ask Ss to listen and slap on the word they hear
Praise the winner
Ask Ss to listen and repeat
Explain new words if necessary
Listen and slap on the word they hear
Listen and repeat
Pre-listening (7’)
Ask Ss to work in pairs to discuss the questions in the textbook
Call on some Ss to give answers
Give feedback
Ask Ss to listen and repeat
Call on Ss to read the words in the textbook
Work in pairs to discuss the questions in the textbook
Give answers
Listen and repeat
Read the words in the textbook
While-listening (25’)
Task 1: (10’)
Ask Ss to read the statements/ questions and the options carefully
Let Ss listen to the tape and do the task
Let Ss exchange answers
Call on Ss to give answers
Let Ss listen again and check the answers
Task 2: (15’)
Ask Ss to read the questions and underline key words
Let Ss listen to the tape and do the task
Ask Ss to exchange answers
Call on Ss to give answers
Let Ss listen again and check the answers
Read the statements/ questions and the options carefully
Listen to the tape and do the task
Exchange answers
Give answers
Listen again and check the answers
1. A 2. D 3. C 4. D 5. A 6. C 
Read the questions and underline key words
Listen to the tape and do the task
Exchange answers
Give answers
Listen again and check the answers
According to the experts, by the year 2015, the population of the world will be over 7 million
He said that the population growth rates in some parts of the world are not the same. It grows more quickly in some parts of the world than others.
The reason is the improvement of public health services and medical care.
They are shortage of foods, lack of hospitals and schools, illiteracy, and poor living condition.
The experts offered four solutions. They are educating people and making them aware of the danger of having more children, providing save, inexpensive birth-control methods, strictly implementing a family planning policy, and exercising strict and fair reward and punishment policy. 
Post-listening (7’)
Ask Ss to work in groups of four or five to summarize the listening text
Give suggestions
Word population today
 Word population by 2010
Main cause of population explosion
Problems caused by population explosion
Solutions to the problem
Call on Ss to report
Give feedback
Work in groups of four or five to summarize the listening text
 - Report
Home-work (1’)
Ask Ss to prepare for the writing lesson
Copy the task for homework
Unit 7: world population- lesson 4: writing
Date: November 21st 
Period: 42
I. Aims: By the end of the lesson, Ss will be able to write description of pie chart, using appropriate language.
II. Teaching aids: 
Textbook and hand out.
III. Procedure:
Stages 
Teacher’s activities 
Students’ activities
Warm-up (5’)
Give Ss a pie chart and ask: What is it called in English
Give Ss handout of a table and ask Ss to complete the table basing on the chart
Answer the T’s question: it’s a pie chart
Give
Complete the table basing on the chart
Table: literature test result of TNB school
Result 
fail
5- 6
7-8
9- 10
Percentage (%)
43
32
22
3
Pre-writing (15’)
Give Ss a description of a pie chart
The graph shows the English test result of Truc Ninh B school. 
As can be seen, the larger number of students passes the test. However, the biggest pie-chart is taken up by the number of students who fail the test. About 43 % of students fail the test while 57 % of the students pass the test of which the number of students gets extremely good mark is only 3 %. About 22 % of students get good marks (7 or 8) and a further 32 % gets mark 5 or 6.
It’s clear that the number of students who get extreme or good mark is lower than the number of students get mark 5 or 6 whereas the number of students who fail the test is rather large. So it is better to work out better learning strategies for students.
Ask Ss to read it carefully and answer questions in groups of four
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?
What does the last part tell you?
Call on Ss to give answers
Check with the whole class
Ask Ss to study the useful language in the text book carefully, explain if necessary
Study the model
Answer the questions
Give answers
Correct answers
Study useful language
While-writing (23’)
Ask Ss to work in groups of four to answer 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? 
Check with the whole class
Ask Ss work individually to write the description
Call on two Ss to write on the board
Elicit peer correction
Give feedback
Answer the questions
Check the answers
Write the description individually
Correct mistakes
Home-work (2’)
Give Ss a pie chart and ask them to write the description
Copy the task for homework
Unit 7: world population- lesson 5: language focus
Date: November 24th 
Period: 43
I. Aims: By the end of the lesson, Ss will be able to:
- Distinguish the clusters /kl/, /gl/ and /kw/.
- Pronounce the words and dialogue containing these clusters correctly
- Use conditional sentences and conditional sentences in reported speech appropriately
II. Teaching aids: 
Textbook and hand out.
III. Procedure:
Stages 
Teacher’s activities
Students’ activities
Warm-up (5’)
Game: “If.....”
Divide the class into two teams
Ask one team to write if clauses and the other write the main clauses
Collect and math if clause with a main clause randomly 
Call on Ss o read the sentences
Write if and main clauses
Read sentences
Pronunciation 
1. Listen and repeat
Model clusters /kl/, /gl/ and /kw/.
Read the words in the textbook once
Ask Ss to listen and repeat
Call on some Ss to read these words
Correct pronunciation for Ss
2. Practising the dialogue
- Ask Ss to work in pair to take turn to practise the dialogue
- Go around the class to take note Ss’ common mistakes
- Give correction
Listen to the teacher
Listen and repeat
Read the words in the textbook
Correct pronunciation
Work in pair to take turn to practise the dialogue
Correct mistakes
Grammar 
1. Revision
- Ask Ss to work in groups of four to revise the uses and forms of conditional sentences type 1, 2 and 3
- Call on Ss to report their work
- Write some conditional sentences with reported speech and ask Ss to comment on the change of the conditional sentences
Eg: “If she were me, she would shout at you?”
-> He said to me if she were him, she would shout at me
“If I had done homework, I wouldn’t have got bad mark”
-> She said if she had done homework, she wouldn’t have got bad mark
2. Practice
Exercise 1:
Ask Ss to do the exercise individually
Ask Ss to exchange answers
Call on Ss to give answers
Elicit correction from Ss 
Exercise 2:
- Ask Ss to do the exercise individually
Ask Ss to exchange answers
Call on Ss to give answers
Elicit correction from Ss 
Exercise 3:
- Ask Ss to do the exercise individually
Ask Ss to exchange answers
Call on Ss to give answers
Elicit correction from Ss 
Work in groups of four to revise the uses and forms of conditional sentences type 1, 2 and 3
Report
Type
Use
Form
1
The situation is real
It refers to the possible condition and its probable result.
If + present simple, future simple
2
The situation is unreal or impossible at present or in the future
If + past simple, would V
3
The time in the past, the action in if clause didn’t happen
If + past perfect, would have+ V(p2)
Study examples
Give comments:
+ Type 1: as usual (time, place, tense, pronoun,...)
+ Type 2 and 3: we do not change the verb tenses, others are changed as usual
Do the exercise individually
Exchange answers
Give answers
Correct mistakes
1. would drive 2. could
3. is 4. will take
5. closed 5. will come
Do the exercise individually
Exchange answers
Give answers
Correct mistakes
1. had been told	2. had realised
3. wouldn’t have been	
4. would have bought
5. had studied
Do the exercise individually
Exchange answers
Give answers
Correct mistakes
The man said to me that he would come to see her if he had time
He asked her what he would say if someone stepped on her feet
They said to me if it didn’t rain they would go out with me
The man asked the woman what she would do if she were a billionaire
The man said to me if I had asked him he would have lent me his motorbike
The man said to his daughter they would be very disappointed if she did not come
The boy said t o the girl he was sure they would understand if she explained the situation to them
Homework 
- Ask Ss to prepare for Unit 8- reading
- Copy the task for homework