1. SPEAKING LEAD-IN ACTIVITY 1 ACTIVITY 2 FURTHER PRACTICE POPULATION CONTENT

2. LEAD-IN HOME

3. WARM UP Look at the picture and the statement. What do you think about the statement? Do you agree or disagree with it? You may have different ideas about different things in life. But how can you express the ideas correctly and nicely? Today we are going to learn about that, about how to state our points of view. A couple can have only one child. LEAD-IN

4. VOCABULARY Points of view = Viewpoints = Opinions. To impose: / ɪm’poʊz / (v) to introduce a new law, rule, tax … to order that a rule, punishment…must be used. => To be imposed on: (passive) Ex: A new tax should be imposed on these parents. To adopt:/ə’d ɒ pt/ (v) to take sb else’s child into your family and become its parent(s). Two-child norm /n ɔ rm/ (noun phrase): the rule of having two children only in a family. LEAD-IN

5. VOCABULARY Issue:/’ ɪʃ u/ (n) matter, problem => Plural: issues Terrific: /tə’r ɪ f ɪ k/ (a) excellent, wonderful Oppose:/ə’po ʊ z/ (v) to disagree strongly with sb/sth. Ex: I would oppose changing the law opposed: (a) disagreeing strongly with sth and trying to stop it Ex: They are totally opposed to hunting animals. Teacher conducts repetition chorally and calls some individuals to pronounce new words. LEAD-IN

6. EXPRESSIONS Here are some useful expressions you can use to ask people’s points of view: FormalInformal Could I ask about your reaction to_______? What is your attitude towards______? Is _______ acceptable/ satisfactory? What do you think about___? Do you think_____ is a good idea? Are you for or against____? Is ____OK for you? LEAD-IN

7. EXPRESSIONS To state your points of view, you may use the following expressions: FormalInformal FOR I’m very much in favor of that. I think … is quite acceptable/ satisfactory. I can see no reason to oppose … I’m certainly not in favor of that. I’m (definitely) opposed to … I must say… is quite unacceptable. AGAINST I think … is very good/ OK. That’s a great idea! …is terrific!/ fantastic!/ great! I’m (dead) against … Surely not! That’s not a good idea. …is terrible/ awful. LEAD-IN

8. ACTIVITY 1 HOME

9. PAIR WORK Work in pairs and state your viewpoints toward these proposed solutions to overpopulation problems. 1.Parents who have more than two children should be forced to give up their right to vote and government jobs. 2.A special tax should be imposed on these parents. 3.The families who adopt the two-child norm should be awarded 4.Birth control techniques should be made more convenient. ACT. 1

10. PAIR WORK 5. The minimum age for marriage should be raised to 25 by law. 6. The government should make it law that men earning less than 200 dollars a month would produce no child. 7. The mass media should raise people’s awareness of population issues. 8. Population education programs should be taught to high school students. ACT. 1

11. PAIR WORK You will see there is an example that has been done for you: It says on the Web that parents who have more than two children should be forced to give up their right to vote and government jobs I think it’s OK. What do you think? I’m dead against it. I don’t like too strong measures. While students are talking, teacher walks around and takes notes. Help students with ideas and vocabulary. ACT. 1

12. ACTIVITY 2 HOME

13. WARM UP Teacher asks students these questions: 1.Are there any problems our class often has? 2.Name some of the problems. 3.What, in your opinion, should we do to solve them? ACT. 2

14. GROUP WORK Ok. Now you will work in groups, make make a list of problems students in your class currently have and suggest solutions. Then report to the class. After that, students of other groups will state their viewpoints. Teacher forms groups and appoints one person in each group who will have to report in front of the class. ACT. 2

15. Example: Group 1 : We think one of our class’s problems is that many of us usually litter in class. They should stay after school to clean it up. Group 2 : That’s a good idea. Group 3 : No. Surely not! We should ask them to empty the trash can every day within a week. GROUP WORK ACT. 2

16. While students are discussing, teacher walks around, giving help and take notes. After the reports have been done, teacher gives feedbacks to each group’s talk and then sums up any mistakes occurring. GROUP WORK ACT. 2

17. FURTHER PRACTICE HOME

18. Teacher asks students these questions: Do you like to have plenty of money? Do you think that money is important? Why? Can money buy everything? Can money help solve overpopulation problems? FURTHER PRACTICE

19. Work in groups and discuss the last question: Can money help solve overpopulation problems? Then one member of each group who has been appointed will report the discussion’s result to the class. Teacher gives feedbacks, corrects mistakes and asks students to take notice of important points of the lesson. (State Points of View) FURTHER PRACTICE

20. Thank you for your attention. Hope you have a good time reading this lesson.