Thiết kế bài giảng Tiếng Anh 11 tập 1 part 9 pdf

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EXTRA ACTIVITY Complete the following network to summarise the main points of the lesson c3 CQ Problems Overpopulation SOC Period 3: LISTENING I Objectives

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

ll Materials

Textbook, cassette tapes, handouts lil 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

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IV Procedure Time Steps arrangement Work WARM - UP 7 Competition game — Word Search Group work

— T divides the class into small groups of 3—4 students Then T distributes the following puzzle handout for Ss to do in their own groups Which group finishes first and has all the correct answers will be the winner — A variant of this activity: T draws or prepares two three big copies of the word search and hang them on the board T calls three pairs of Ss to go to the board and ask them find all the adjectives as quickly as possible The pair with the quickest and most correct answers will be the winner

Find the words hidden in this puzzle The words go

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Work

Time Steps arrangement

Illiteracy Unemployment Reward

Punishment Exercise Implement

BEFOEE YOU LISTEN

10" | Discussing the questions Whole class

— T asks Ss to discuss the questions on page 17 in

pairs

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Time Steps Work

arrangement

— T calls on some Ss to give their answers and

comments on the answers

— T gets Ss to 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 words, 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 words or / and those

taken from the listening passage: Latin America: Chau MY Latinh

Rate of population growth: ty lé ting dan sé Developing countries: cdc nu&éc đang phái triển

To rank: to have a position on a scale according to quality, importance, success, etc (xép hang)

Rank (n): the position, especially a high position, that sb has in a particular organization, society, etc (thir

hang)

Fall (n): decrease (su giam)

Generation (n): all the people who were born at about the same time (thé hé)

— T may get Ss to make sentences with the words and

gives corrective feedback

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Time Steps Work arrangement 10 7 WHILE YOU LISTEN TASK1

Instruction: You are going to listen to Dr Brown talk about the world population While listening, choose the

best answer A, B, C or D to complete the statements or

answer the questions

— T gets Ss to read the statements 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 IT checks with the whole class (e.g in question 1 these are "over 6.7", "about 6.7", "6.7", "6.6"; 1n question 2 they are "66 million", "76 billion", "about 66 million", "about 76 billion", 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 to listen and do the task

— Then T gets 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 one or two more times and pauses at the answers for them to catch

Answers:

IA 2D 3C 4D SA 6C TASK 2

Instruction: You are going to listen to the tape again

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Time Steps Work

arrangement

— 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 word, e.g "what, "where', "when", "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:

6 It will be over 7 billion

7 The population growth rates in some parts of the world are not the same

8 The reason is the improvement of public health services and medical care

9 They are shortage of foods, lack of hospitals and

schools, illiteracy, and poor living conditions

10 The experts offered four solutions They are (1) to educate people 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

Tapescript:

Interviewer: | Good evening ladies and gentlemen In our program tonight we are privileged to have Dr Brown, a_ world-famous

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Time Steps arrangement Work Expert: Interviewer: Expert: Interviewer: Expert: Interviewer: Expert:

population expert Dr Brown, could you tell the audience something about the world population?

Well, there are over 6,700 million people

in the world today, and the total is increasing at the rate of about 76 million a year Experts at the United Nations calculated that the population of the world could be over 7 billion by the year 2010

Do all parts of the world have the same rate of population growth?

No, they don't the population is growing more quickly in some parts of the world

than others Latin America ranks first,

Africa ranks second, and Asia ranks third

Could you tell the audience what the main reason for the population explosion

is?

Well, I think the main reason is a fall in

death rates This is duc to the improvement of public health services and medical care Many more babies now survive at birth They grow up and

become parents, and more adults are

living into old age so that the populations are being added at both ends

I believe that the explosion of population has caused many problems for the world Don't you think so?

You're quite right The explosion of

population has caused many problems for

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Time Steps Work

arrangement

the world, particularly for developing countries Scientists say that if the

population of the world continues to grow

at this rate there will be shortage of

foods, lack of hospitals and schools,

illiteracy, and poor living conditions Interviewer: Can you suggest some solutions to the

problem?

Expert: I think there are a number of solutions to

the problem of overpopulation The first is to educate people and make them

aware of the danger of having more children The second is to provide safe,

inexpensive birth— control methods The

third is to strictly implement a family planning policy And the fourth is to exercise strict and fair reward and

punishment policies Only in doing so can

we have a better world for us and our younger generations Interviewer: | Thank you very much for being with us tonight, Dr Brown Expert: You're quite welcome

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:

a world population today world population by 2010

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Work

— T may also encourage Ss to use transition signals to make their summary more coherent

— T goes around to offer help and collect Ss' mistakes — T calls on some groups to present their summary — T elicits feedback from the class and gives final

comments

3 WRAPPING UP Whole class

— T summarises the main points of the lesson

— T asks Ss to learn by heart all new words and do the Extra exercise as homework

EXTRA EXERCISE

Write a summary of the listening passage

— Your summary should include all the main points of the passage — You should use proper transition signals

— Your teacher will give you mark for the written summary in the next lesson

Period 4: WRITING

I Objectives

Write descriptions of pie charts, using appropriate language

ll Materials

Textbook, handouts lll Anticipated problems

Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them

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IV Procedure Time Steps arrangement Work 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 1n groups to transfer 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 students in a class who

achieved each grade Grade Number of students Distinction 5 Merit 8 Pass 9 Fail 2 Suggested Answer: Fail ae Student Grades 8% Distinction 21% Pass 38% Group work l3 PREPARING SS TO WRITE

— T prepares a handout with a description of a pie chart

T asks Ss to work 1n pairs to discuss the organization and Pair work & whole

class

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Time Steps Work

arrangement

other characteristics of the description T writes the following questions on the board:

A

are they?

What does the first part tell you?

C What information does the second part give you? the second part? Underline them

What does the last part tell you?

How many parts are there in the description? What

What language items should you pay attention to in Dried Other Frozen 3% 5% 2% — Uses of Apples, USA Canned 12% Fresh Fruit ; 60% duice : 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 juice

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

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, account for just 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

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Time Steps Work

arrangement

— 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 the chart is about, its dates and location, and say what overall trends you

see

— Body should describe the most important trends, while

all information is summarized to avoid unnecessary 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 secret here

is to select what's important, organize it, compare and contrast

— Conclusion should sum up the global trends shown 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 than percent,

+ the most + adj, the second most + adj,

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Work Time Steps arrangement WRITING

15’ | — Before Ss describe the pie chart on page 86, T asks weno’ them to work in pairs to analyse the chart, focusing on ca, Đan

he follow — work &

the tollowing questions: individual

+ What does the pie chart show? work

+ 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 Sample writing:

The pie chart shows the distribution of the world population by region Overall, more than half of the

world's population lives in South and East Asia

South 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 world 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

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Work Time Steps arrangement 8 FEEDBACK ON SS' WRITINGS Pair work & whole — T asks Ss to exchange their writing with another class student for peer correction

— T goes around and collects mistakes and errors — T collects some writings for quick feedback

— T writes Ss' typical errors on the board and elicits self and peer correction T provides correction only when Ss are not able to correct the errors

— Finally, T provides general comments on the writings

WRAPPING UP

2 — T summarises the main points Whole class

— For homework, T asks Ss to improve their writing, taking into consideration their friends' and _ T's suggestions and correction and do the extra exercise

EXTRA EXERCISE

Complete the description of the pie chart below by fill each blank with the most suitable word / phrase from the box

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l In 1970, coal production 46% of US electricity production 2 Almost a quarter of US electricity in 1970 using natural gas 3 Hydro-electric power stations just over 16% of US power in 1970 4 Nuclear power less than 2% of US electricity supplies in 1970 5 The main fuel used to generate electricity in 1970 in the US coal

6 Almost half of US electricity in 1970 from coal 7 About of US electricity came from oil—fired power

stations

8 Gas and coal provided of US electricity in 1970

9 Nuclear power contributed a tiny of US electricity in 1970 10 Renewable sources of electricity, such as hydroelectric power, made up 17% of US electricity in 1970 11 Gas and oil just over a third of US electric power Answers:

1 accounted for 7 one-eighth 2 was produced 8 three-quarters 3 supplied 9 proportion 4 made up 10 less than 5 was 11 made up 6 came Period 5: LANGUAGE FOCUS I Objectives

Distinguish the clusters / kl /,/ gl /,/kr/,/ gr/, and / kw /

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— Use conditional sentences (types 1, 2 and 3) and conditional sentences in reported speech appropriately Il Materials Textbook, handouts, pictures lll Anticipated problems Ss may find it difficult to pronounce the clusters, so T should prepare a lot of practice IV Procedure Time Steps Work arrangement PRONUNCIATION

12' | Distinguishing sounds Whole

— T models the clusters / kl] /,/g]/,/kr/,/gr/,and/kw/|_ wa | for a few times and explains how to produce them E.g.: im k& ue When producing / kl /, Ss should produce / k / first and | ”°* o

wor then quickly switch to /1/, and so on

— T plays the tape (or reads) once for Ss to hear the words containing 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

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Work Time Steps arrangement GRAMMAR 15 | 1 Revision of conditional sentences (type 1, 2 and 3) Whole ; class, a Presentation re ^ " individual

— T elicits the form and use of conditional sentences (type work & pair I, 2, and 3) from Ss If necessary T may give Ss the work following handout Type Form Use I — If + simple present, will future

In these sentences, the time is the present or future and the situation

is real They refer to a possible

condition and its probable result Example: + If I find her address, I'll send her an invitation + If IT run, I'll get there in time — If + simple past, would + infinitive

Like type 1, type 2 refers to the

present or future, and the past tense in the if—clause is not a true past but a subjunctive, 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 — If + past perfect, would have +P2

The time is past, and the condition cannot be fulfilled because the

action in the 1f—clause didn't happen

Example:

+ 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

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Time Steps Work arrangement 10! b Practice Exercise 1

— T asks Ss to do Exercise 1 individually and then compare their answers with another student

— T calls on some Ss to read out their answers — T gives correct answers:

1 would drive 4 will take

2 could 5 closed

3 is 6 will come

Exercise 2

— T asks Ss to do exercise 2 in pairs and then compare answers with another pair

— T calls on some Ss to go to the board to write their answers

— T asks other Ss to feedback and gives correct Answers: 1 had been told

2 had realised 3 wouldn't have been 4 would have bought 5 had studied

2 Conditional 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,' he said — He said that if he had a permit, he could get a job + Tf you had followed my advice, you would have been the winner,’ said her mother

— Her mother said if she had followed her advice, she

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Work

— T elicits the comments from Ss and makes clear that: + Conditional type 1: we apply all the necessary changes as usual (changes of 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

6 b Practice Group work

Exercise 3

— T asks Ss to do exercise 3 individually 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 board to write their

sentences

— T asks other Ss to feedback and gives correct answers: e The man said to to her (that) he would come to see

her if he had time

e He asked her what she would say if someone stepped on her feet

e They said to me (that) if it didn't rain they would go out with me

e The man asked the woman what she would do if she were a billionaire

e The man said to me (that) if I had asked him he would have lent me his motorbike

e The man said to his daughter (that) they would be very disappointed if she did not come

¢ The boy said to the girl (that) he 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 representative from a team will choose randomly a picture

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Time Steps Work

arrangement

from the set He / she has to make a conditional 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 points will be the winner

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Time Steps Work arrangement WRAPPING UP

— T summarises the main points of the lesson Whole class — For homework, Ss review the points that have been

covered in the lesson and do the EXTRA EXERCISE EXTRA EXERCISE 11 111 1V VI Vil

Change the following conditional sentences into reported speech "If he had dropped the vase, it would have broken," her grandmother said to him

"If you have to do the washing up, I will help you," her husband said to her "I wouldn't run away if I saw a spider," the girl said

"We'd have given you a lift if you hadn't had your bike with you," my friends said to me

"If you had listened to me, the accident wouldn't have happened," my father said to my brother

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14 15 16 17 18 240

My friends said to me that they'd have given me a lift if I hadn't had my bike with me

My father said to my brother that if he had listened to him the accident wouldn't have happened

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Unit 8 CELEBRATIONS Period 1: READING I Objectives

— Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context

— Use the information they have read to discuss the topic

Il Materials

Textbook, handouts lll 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 arrangement Work WARM - UP

6 Competition game — Network Group work

— T prepares a handout with a crossword puzzle of some festivals and celebrations in Vietnam and in the world — T divides the class into small groups of 3—4 students Then T gives each group a handout to do in their own groups Which group finishes first and has all the correct answers will be the winner

— A variant of this activity: T draws or prepares two big copies of the crossword and hangs them on the board T calls two pairs of Ss to go to the board and ask them to do

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Work arrangement Steps

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Work Time Steps arrangement ACROSS DOWN

1 The purpose of this 2 This festival is the most

Vietnamese festival is to important celebration of the celebrate the largest full year and marks the beginning moon in the year of spring

3 It is the day when 4 It is a holiday celebrated on Christians celebrate the the night of October 31, usually birth of Christ by children dressing in 5 In this festival, men Costumes and going door-to- give their mothers, door collecting candy

wives, girlfriends 6 It is a Sunday in March or flowers and gifts April when Christians 7 It is the day in each temember the death of Christ year which is the same 4nd his return to life

date as the one on which you were born

8 a public holiday in the

US (on the fourth

Thursday in November)

and in Canada (on the

second Monday in October), originally to give thanks to God for the harvest and for health

— T introduces the topic of the Unit BEFORE YOU READ

10 Discussing Tet holiday Pair work

T ; & whole

— T asks the whole class to look at the picture on page 90 ; class

and discuss the three questions in pairs — T goes around to offer help

— T calls on some Ss to present their answers and elicits comments from other Ss T gives feedback if necessary

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Time Steps Work arrangement Suggested answers:

e It is Spring and it should be Tet holiday because we can see the apricot blossom and a kumquat tree full of ripe fruits

e The people in the picture may be a family The grandmother is giving her niece and nephew some lucky money The girl, the boy and their parents may be wishing their grandparents good health and happiness

e In the picture we can also see a five-fruit tray on the ancestral altar (mâm ngũ quả trên bàn thờ tô tiên), and a dish of fruits, a tray of candied fruits and a banh chung on the table

— Now Ss work in pairs to tell which of the activities in the book they enjoy doing most at Tet Ss may also list other activities they like doing at Tet T reminds Ss to give reasons for their answers

— T calls on some Ss to present their answers and other Ss

comment

Pre-teaching Vocabulary

Note: T should only teach the words which do not appear in Task 1

Lunar New Year: Tét Am lich

To fall between and : roi vao khoang thoi gian tu dén

To spread: kéo dai

To be full of: having or containing a large number or amount of sth (đây, nhiêu)

Candied fruit:mut

Positive comments: nhiing loi ndi tot dep

— If there is some time left, T may ask some Ss to make sentences with the above words to check their

understanding

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Work

WHILE YOU READ Setting the scene

You are going to read a passage about Tet holiday in Vietnam While you are reading, do the tasks in the textbook

6' | TASK 1 Whole

Instruction: Find the meanings of the words You can also | _ class,

use your dictionary individual

— T writes these words on the board: work & pair work

Grand, banner, sugared apples, agrarian, pray, excitement

— Then T instructs Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings

— Ss guess the meaning of the words based on the contexts in the sentences For example, to guess the meaning of grand (line 1, first paragraph) Ss may base their guessing on other words such as main holiday, important To guess the meaning of pray (line 6, last paragraph) they pay attention to pagoda, happy year

— T checks that Ss understand the words correctly T can check Ss' understanding by asking them to provide the Vietnamese equivalents to the words If Ss find it difficult to guess the meaning of any word, T should elicit and give suggestions

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