lesson plan unit 11 english 11

Lesson: Listening – Unit 11 English 11 – Basic Edition Teaching time: Period 1 Tuesday morning Jan 26 th 2010 Aims: This lesson aims to • Language:  To help students listen to a sho

LESSON PLAN

Supervisor’s name: Le Thi Tuyet Minh

Student Teacher’s name: Vo Thi Ngoc Thuyen

Class: ……

Students’ level & characteristics: Grade 11/Pre-Intermediate level (the majority of students are shy and passive, some are smart and active )

Lesson: Listening – Unit 11 (English 11 – Basic Edition)

Teaching time: Period 1 Tuesday morning Jan 26 th 2010

Aims: This lesson aims to

• Language:

 To help students listen to a short passage and understand specific information about two groups of natural resources

 To present and practice some vocabulary items concerning groups of natural resources and how to use them carefully

• Skill:

 To give students practice in listening for gist and detail

 To help improve students’ writing skill via the task in the post-listening stage

Objectives: By the end of the lesson, students should be able to:

 Develop such listening micro-skills as listening for specific and detailed information

 Improve their skill of writing about the use of natural resources

 Use the acquired language and knowledge to write a paragraph about different kinds natural resources

Relevant Previous Knowledge:

Students have finished the Reading and Speaking sections of Unit 11

Approaches and Teaching Aids:

a Grammar-Translation Method + Communicative Approach

b BB, computer, projector, realia, textbook, handouts…

Anticipated problems:

 The majority of students may not be familiar with the topic “Sources of Energy”

 Most of the students are not good at listening

 Solutions: Teacher gives students a short warm-up activity on the topic in order to familiarize

them with the topic

Teaching procedure

A. Classroom procedure (1’)

* Greeting

* Checking attendance

B New Lesson: (42’)

Teacher’s activities + Timing Students’

activities

Content

Pre – Listening:

Warm-up: (5’)

 Divide the class into 2 groups and tell the

instructions of the crossword

“Each group will choose a number, and then answer

the question of this number 10 marks for the correct

answer If that group can’t answer the question, the

chance is for the other, 5 marks for the correct one

After 2 groups find out all words here, you’ll have 10

seconds to guess the key word today by arranging

letters in each answer Raise your hand if you have the

answer first and 20 marks for the key word.”

 Check students whether they understand the rule

 Set the game in motion

 After all the words are made known, introduce the

topic of the today’s lesson: “The key word here is

RESOURCE, so today we’re going to listen to a

text about natural resources.”

Presenting vocabulary: (8’)

RESOURCE (n)

 Show some pictures of natural resources and elicit:

“ People say that our country is rich in mineral

supplies such as steel, iron or coal, also has a huge

amount of forest, water, wind and solar All of these are

called resources, natural resources.”

 Ask students for its meaning

Play a game

Contribute to the lesson

Appendix

Resource (n) Ex: The natural environment includes all natural resources.

 Give students an example.

VITAL (a)

 Ask students to list something we cannot live

without them

 Elicit the meaning:

“People can’t live without these resources, right? So,

the natural resources are very necessary for our life

Or we can say, the natural resources are vital for our

life.”

 Ask students for synonyms

 Give students an example

ECOLOGY

 Ask them to name some animals and the place they

live

 Eliciting the meaning:

“So, these animals have the relation with their own

environment And the science that studies the relation

between the environment and animals is ecology.”

 Ask them to translate into Vietnamese

 If they cannot, give them the Vietnamese meaning

RENEWABLE (a)

 Show pictures of solar panel and windmills

 Eliciting meaning by asking some questions:

+ What source of energy does each picture refer to?

+ Do we use these sources of energy every day?

+ How long does it take them to be replaced?

 Lead to the meaning:

“Ok, these sources of energy are replaced quickly and

naturally, so we call them renewable energy.”

 Ask students for the Vietnamese meaning

 Give students the opposite word

FERTILIZE

 Show 2 contrast pictures: the first one is a barren

area; the other is an area with green plants

 Ask students for comparisons

 Lead to the meaning:

“Ok, the soil in the first picture is dry so flowers or

trees can’t grow in this soil; whereas you can see

plants grow very well in the second picture, right?

Maybe people add more substances to soil to make

plants grow well, or we can say the soil is fertilized.”

 Ask students for the Vietnamese meaning

 Give student the family word and an example

Conduct repeatition

 T reads the words aloud

 Ask students to repeat the new vocabulary chorally

Read the words

Vital (a) Ex: Natural resources are very vital for our life

Ecology (n) Ecologist (n) Ecological (a)

Renewable (a) Ex: Grass for animals is a renewable resource Non- renewable (a) Ex: Coal and oil are non-renewable because it takes millions of years to replace them Fertilize (v)

and individually.

Guiding Questions:

Give the guiding questions for the talk that students

are going to listen

Play the tape once (non-stop) for students to grasp the

general ideal of the listening

Ask for the answer If students can’t answer, let them

listen again

Give the complete answer

While – Listening:

Task 1: True or False (listen paragraph 1)

 Give instructions for task 1

 Ask students to read through the task carefully

 Play the tape (the 1st paragraph) non-stop

 Play the tape again, pause at some important points

 Ask students to do the task and then check with

their partners

 Ask students to give the answers

 Check answers with the whole class, play the tape

again at points connecting to the questions to

confirm

 Show the answers

Task 2: Multiple Choice

 Give instructions for task 1

 Ask students to read through the task carefully

 Play the tape (the 1st paragraph) non-stop

 Play the tape again, pause at some important points

 Ask students to do the task and then check with

their partners

 Ask students to give the answers

 Check answers with the whole class, play the tape

again at points connecting to the questions to

confirm

 Show the answers

Task 3: Gap – Filling

 Give instructions for task 1

 Ask students to read through the task carefully

 Play the tape (the 1st paragraph) non-stop

 Play the tape again, pause at some important points

 Ask students to do the task and then check with

their partners

 Ask students to give the answers

 Check answers with the whole class, play the tape

again at points connecting to the questions to

confirm

 Show the answers

Listen and answer the questions

Do the task

Handout

T writes the diagram of the passage on the screen Ask

students to work in group of 4 and summarize the

passage

D Consolidation: (1’)

 Consolidate the lesson

 Ask students to study the vocabulary at home and do the homework

 Ask students to prepare the next lesson

 Say goodbye to students

APPENDIX

Tape script:

The natural environment includes all natural resources that are necessary for life: the air, the oceans, the sun, and the land Because they are vital for life, these resources must be protected from pollution and conserved Ecologists study their importance and how to use them carefully

According to ecologists, resources are divided into two groups: renewable and nonrenewable When a resource is used, it takes some time to replace it If the resource can be replaced quickly, it is called renewable If it cannot be replaced quickly and easily, it is nonrenewable For example, grass for animals is a renewable resource When cows eat the grass, the resource is used If the soil is fertilized and protected, more grass will grow Coal, however, is nonrenewable because it takes millions of years to make coal All fossil fuels are nonrenewable resources

Solar energy, air, and water are renewable resources because there is an unlimited supply However, this definition may change if people are not careful with these resources The amount of solar energy that reaches the earth depends on the atmosphere If the atmosphere is polluted, the solar energy that reaches the earth may be dangerous If life is going to continue, the air must contain the correct amount of nitrogen (N), oxygen (O), carbon dioxide (CO2), and other gases, if human continue to pollute the air, it will not contain the correct amounts of these gases

Game

1. The burning of wood releases this (4 letters)

2. The form of energy which the sun releases (5 letters)

3. A type of fuel formed the remains of plants or creatures millions of years ago (10 letters)

4. It is not a liquid, not a solid, so it must be a (3 letters)

5. It covers two- thirds of the Earth (5 letters)

6. Piece of black mineral that is burnt as a fuel (4 letters)

Key words: RESOURCE.