Giáo án Tiếng Anh Lớp 7 - Week 32, Unit 12: An overcrowded world

Period: 94
Unit 12: AN OVERCROWDED WORLD
Getting Started
I. Objectives
By the end of the lesson, Ss can use the words to describe overcrowded places, words about the effects of overcrowding. 
1. Knowledge, Skills, Attitude: 
a. Knowledge:
- Vocabulary: the items related to things to overcrowded cities
- Grammar: Comparisons of quantifier: more, less / fewer
b. Skills: listening, speaking, reading and writing.
c. Attitude: Be concerned about the causes and effects of overpopulation
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
Write the word ‘population’ on the board. Make sure Ss know the meaning of this word by either giving the equivalent Vietnamese word or writing:
Ask Ss if they know the population of any area in the country or in the world. Once the Ss have done it, add the prefix “over” and elicit the meaning of this newly-formed word from Ss.
* Chatting: 
There are 5 million people in Ha Noi.
→ Ha Noi has a population of 5 million.
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
Elicit the new words
- Set the scene: Ask Ss to look at the title of the text and the pictures and ask them prediction question about what they are going to read. The questions may be:
Ss guess the answers.
1. Listen and read
I. New words
Overcrowded (adj): đông nghịt
Overpopulation (n): dân số quá đông
Slum (n): Khu nhà ổ chuột
Peaceful (adj): thanh bình
Crime (n): tội phạm
Commit crime: phạm tội
Healthcare (n): chăm sóc sức khỏe
Wealthy (adj): giàu có
Diverse (adj): đa dạng, khác
Lawful (adj): hợp pháp, đúng pháp luật > < Unlawful
Spacious (adj): rộng rãi
* Suggest answer:
- What is the conversation about?
- What do you think Brazil is like?
- Do you think Phuong likes Brazil?
- What can you find about Rio/Brazil in this conversation?
Play the recording. Ss listen and read. Ask Ss if their predictions are correct.
- Ss work independently. Ask them to read the sentences and decide if they are true or false. Ss compare answers with a partner. Have Ss correct the false sentences. T writes the correct answers on the board.
- Ask Ss to read the explanations in the exercise and try to find the words without checking the text. Then ask Ss to refer to the dialogue again for the correct words. Correct the answers as a class.
1.a. Read the conversation again, and check (V) true (T) or false (F).
1. T 2. T 3. F 
4. T 5. F
1.b. Read the conversation again. Find a word or a phrase to match the following.
1. diverse 2. wealthy 
3. major 4. slums 5. crime
Make sure Ss know the meaning of the words in the box. Then Ss work independently to label the pictures. Have them compare their answers with a partner.
Play the recording and have Ss repeat the words. T gives correction if necessary.
2. Match the words in the box with the pictures. Then listen and repeat the words.
1. a 2. c 3. b 
4. e 5. D
Ss complete the exercise independently.
T calls some Ss to share their sentences with the class.T can choose some good sentences and write them on the board for other Ss to learn from. Encourage Ss to make as many sentences as possible.
3. Use some of the words in 2 to describe a person or a place you know.
Ex: I visit my native village every year. I love the peaceful atmosthphere there.
In groups, ask Ss to think of the problems and make a list of them.
If Ss have difficulty, suggest that they look for problems in their daily life at their own classes, schools, homes, areas or any other places they know for the answers.
4. Work in groups. Make a list of the problems which you are think connected to an overcbrowded area.
Ex: There is not enough space to place in.
Call each goup to report their list to the class. T may help write the problems on the board. Ask the class if they agree or not. Encourage them to give an explanation to their answers. Then move on to the next group and do the same.
5. Share your list with the class and see if they agree with you.
3. Consolidation 4’
- What is the conversation about?
- What do you think Brazil is like?
- Do you think Phuong likes Brazil?
- What can you find about Rio/Brazil in this conversation?
4. Using knowledge (option)
5. Further practice (option)
- Prepare a closer look 1.
IV. Experience:
Period: 95
Unit 12: AN OVERCROWDED WORLD
A closer look 1
I. Objectives
By the end of the lesson, Ss can: use the lexical items related to the topic of an overcrowded world.
1. Knowledge, Skills, Attitude: 
a. Knowledge:
- Vocabulary: the items related to things to overcrowded cities
- Grammar: Comparisons of quantifier: more, less / fewer
b. Skills: listening, speaking, reading and writing.
c. Attitude: Be concerned about the causes and effects of overpopulation 
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
Ask Ss if they can remember any new words they learn in Getting Started. Categorize them as positive (peaceful, wealthy ) and negative (poor, slums ). Move on to this lesson which focuses on some problem as a result of overpopulation.
Brainstorming:
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
Elicit the new words
I. New words
Dense (adj): dày đặc, đông đúc
shortage (n): sự thiếu hụt
nutrition (n): dinh dưỡng
malnutrition (n): suy dinh dưỡng
spread (v): lan tràn, phát tán
- Ss listen to the recording and number the words. - Ss listen again and repeat the words.
- T checks the understanding of the words bay asking questions like: ‘Do you think our school has enough space?’; ‘What causes disease?’
* Vocabulary
1. Listen and mumber the words in order you hear them.
1. crime 2. malnutrition 3. poverty 
4. shortage 5. disease 6. space 
7. dense 8. healthcare
- Ss work individually.
- T checks the answer as a class. Encourage Ss to explain why they choose that word for the sentence.
2. Complete the sentences with some of the words fro 1.
1. healthcare 2. crime 
3. Disease 4. Malnutrition 5. poverty
- T can give an example of causes and effects. Write the example on the board and ask Ss which one is the effect.
- Ss work independently or in pairs. When they have finished, let them exchange their answers with a partner/another pair. T then gives correct answer. T may ask Ss to explain why.
3. Match the cause with its effect.
1.b 2. a 3. f 4. d 5. c 6.e
In groups, Ss discuss to find out which problems each place may have. T collects Ss’ answers and writes them on the board. Then T asks the whole class to look at the problems and discuss for agreement/disagreement.
4. Work in groups. Think of problems for each place below and write them under the place. Share your idears with the class.
a. Lack of entertainment, few opportunities for employment, not enough services.
b. Poverty, slums, disease, pollution, unemployment, poor healthcare.
c. Noise/ air pollution, crime, overcrowded, shortage of accommodation.
Ss listen and mark the stressed syllables. T corrects the answers. Have Ss listen again and repeat the words.
Production: 
Look out!
Write two pair of the word’supply’ and ‘question’ on the board, denoting one is a verb and one is a noun. Ask some Ss to read them. Ask other Ss to listen and see if they can find the difference in pronunciation of the two words.
* Pronounciatino
Word stress
5. Listen and mark (‘) the stress in the words.
s’pacious
Po’llution
‘poverty
‘stressful
‘hungry
Nu’trition
In’crease (v)
Su’pport
‘violence
‘shortage
Di’sease
‘healthcare
Key: ‘supply (n), su’pply (v); ‘question (n), ‘question (v)
Have Ss listen and repeat the words.
6. Listen and repeat each pair. Make (‘) the tress on the words in the table below.
As a noun
As a verb
‘record
‘record
‘picture
‘picture
‘answer
‘answer
pa’rade
pa’rade
Su’pport
Su’pport
3. Consolidation 4’
Practice fluently
4. Using knowledge (option)
5. Further practice (option)
- Learn vocabulary by heart.
- Prepare the next lesson (A closer look 2)
IV. Experience:
Period: 96
Unit 12: AN OVERCROWDED WORLD
A closer look 2
I. Objectives
By the end of the lesson, Ss can: use comparatives of quantifiers, make tag questions.
1. Knowledge, Skills, Attitude: 
a. Knowledge:
- Vocabulary: the items related to things to overcrowded cities
- Grammar: Comparisons of quantifier: more, less / fewer
b. Skills: listening, speaking, reading and writing.
c. Attitude: Be concerned about the causes and effects of overpopulation
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
Chatting: - Remind Ss of items they learnt in the previous lessons.
+ words of quantifiers (many, a little )
+ countable and uncountable nouns.
+ imperatives with “more”, “less”, and “fewer”.
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
Have Ss read the sentences and the rules in the table. Ask Ss to add more words to the table for each type of comparison.
I- Comparisons of quantifiers.
1. Read the sentences.
- more + Nu/Ns + than 
- less + Nu + than 
- fewer + Ns + than .
Ss complete the reading independently. Encourage Ss to observe and recognise that both tables include the same kinds of information.
2. Look at the information for the two cities below, and compare their data.
Eg: In Brumba, there are more people per square kilometre than in Crystal.
Ss complete exercise 3 by referring to the tables.
3. Read the comparisons of the two cities, and decide if they are true. If they are not, correct them.
1. Correct
2. Incorrect. In Brumba, more people live in slums.
3. Incorrect. People in Crystal earn more per day.
4. Correct. 5. Correct.
Have Ss do this exercise independently. T then checks the answers as a class.
Write 3 questions on the board:
Draw Ss’ attention to how these three questions are formed: the first two types Ss have already learnt and the new one, tag questions.
Have Ss read the conversation
4. Complete the sentences with more, less or fewer.
1. fewer 2. more 3. more
4. fewer 5. less
II- Tag- questions.
+ How can the government improve the life of people in the slums?
+ Do you live in an overcrowded place?
+ They have moved to the city to look for a job, haven’t they?
Ss do this exercise independently. Then they share their answers with a partner. T checks and writes the correct tags on the board.
5. Check if the tags are correct. If they are not, correct them.
1. Incorrect .do you? – don’t you?
2. Incorrect aren’t they?- don’t they?
3. Correct 4. Correct
5. Incorrect can’t they?- can they?
Ss do this exercise independently.
T checks the answers as a class.
6. Choose one of the question tags in the box to complete each blank in the interview.
1. don’t they 2. isn’t it?
3. can’t we? 4. is it?
3. Consolidation 4’
Practice fluently
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Signature
Week 32: ........................................................