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.