1. GROUP 20
Tran Thi Hien
Pham Thi Hieu
Bui Thi Kim Phung
Nguyen Thu Tuyet
ASSIGNMENT 2
ADAPTATION
Material: Tieng Anh 11 - Unit 7: World population
I. General Evaluation:
1. Good points:
There are some good points but they are the same as other unit, such as
variety of effective activities to teach different sub-skills;
For example: reading: used variety of tasks like gap-fill, comprehension
question to help students practice the sub-skill
speaking:
2. Bad points:
 Not communicative and interactive enough:
For example: + writting part: No discussion, no exchange of ideas
+ language: grammar : No speaking activities , Ss repeated
structures=> students can do the exercises mechanically without
understanding, it is a passsive learning
 Not meaningful:
For example: + in all exercises of grammar part: The cues are random, no
related to a topic, no scene => hard for Ss to remembers what they’ve learned.

2. II. Adaptation
Part 1: Writing:
Study the chart carefully then write a paragraph of 100 – 120 words, describing
the information in the chart.
Oceania
Norther 2%
n
Latin America
America6% South Asia
8% 32%
Africa 11%
Europe
15%
East Asia 26%
Useful language:
- It can be seen that
- Distributed unevenly
- Account for...percent
- More than double the population of
- Half as much as/ nearly half of
- Rank first/ last
You may begin with:
The chart shows the distribution of world population by region...

3. 1. Aims.
- To practise asking and answering information about world population in
the chart
- To help Ss brainstorm before writing
- To encourage Ss interactions & communications
2. Technique: add
3. Procedure:
 T gives the questions in a postcard
 Get Ss to ask and answer the information from the chart in pairs
+ What the topic of the chart?
+ Is the world population distributed evenly
+ Which continent has the largest population?
+ Which continent has the smallest population?
+ How many percent does the East Asia account for?
+ Which region has the population that is more than double of Europe?
 T calls Ss to make the exchange and gives feedback
 T elicits the outline of the chart according to the answers of the
questions above
 T gives Ss some useful language can be used in describing the chart
For example: +It can be seen that
+Distributed unevenly
+Account for...percent
+More than double the population of
+Half as much as/ nearly half of
+Rank first/ last
 T asks Ss to write

4. Part 2: Language focus
Exercise 2. Put the verbs in brackets into the correct form.
Examples:
If he had listened to me, he (not/fail _________ in the exams.
_ If he had listened to me, he wouldn’t have failed in the exams.
If I (know) ___________about the job, I would have applied for it.
_ If I had known about the job, I would have applied for it.
1. They would have paid you more if they (be told) ___________ of its
value.
2. If I (realize) __________ that Greg wanted to get up early, I would have
woken him up.
3. If you had had breakfast, you (not/be) __________ hungry.
4. If they had had enough money, they (buy) ____________ that house.
5. If he (study) _____________ harder, he would have passed the exams.
1. Aims.
- to help students use conditional sentence type 3 in a meaningful way
- to make the lesson more interesting and interactive.
2. Technique: Replace
3. Procedure:
 T gives Ss the postcard of two – column table
A B

5. 1. Study harder a. Make friend with many foreigner
2. Pass the exams b. Pass the exams
3. My parents buy me a computer c. Know more about other coutries
4. Study English better d. My parents buy me a computer
5. Make friend with many foreigners e. Study English better
 T gets Ss to match if clause in the column A with main clause in the
column B
 T gets Ss to use the form of conditional type 3 to make exchanges
 T calls two Ss to make the model
Example: + If you had studied hard, what would have happened?
+If I had studied harder, I would have passed the exams
 T corrects
 Ask Ss to do the rests of table
 T goes around to monitor and correct