Lesson Plan (grade 11 – advanced) Period : 82 pptx

warm-up 7’ Game: “Hot Seat” - Ask for one representative to the seat in the front of the class - divide SS into two groups, A and B.. - Transition: In everyday life, people use differ

Lesson Plan (grade 11 – advanced)

Period : 82 Preparation date :27 /1/2011 Unit 10: Lesson : listening

I Aims :

- By the end of the lesson, the students are able to listen for specific

details

- By the end of the lesson, the students are able to listen and

understand the process

II Lexical items :

- biomass - used up -

III Structures :

- cars using ethanol may give out carbon dioxide, which pollutes the

air

IV Teaching aids:

- textbook - CD player - Sheet of paper

- chalk an board - cards - Handouts

V Techniques :

- skill-based ( listening, speaking)

VI Procedures :

State/time Teacher’s and

students’ activities

Blackboard Materials

1

warm-up

(7’)

Game: “Hot Seat”

- Ask for one

representative to the seat in the front of the class

- divide SS into two groups, A and B

- show the representative one word each time and ask him / her to describe it to the groups so that they can call out the word

Remind SS that they cannot use words of the

These are the words used in the game:

-word cards

Chalk &

same family

- the 1th group to call out the word wins one point The group with more points wins the game

- check SS’

understanding of instructions and let them start the game

- keep a running total of points for each group

on the board

- declare the winner

- Transition:

In everyday life, people use different things as sources of energy, including biomass

Today’s listening text is

wood straw

dry leaves

Saw dust

Unit 10: p 82 : Listening

board

about energy sources and a type of biomass

as a source of energy

- write down on the board :

2 Pre-

listening

(7’)

Eliciting ideas ( Task

a, p.142)

- Arrange SS to work in small groups

- Tell them to look at the pictures of some kinds of biomass, and discuss how each kind can be used as a source

of energy and if they would like to use it as

an energy source

- Chalk and board

- textbook

- go around to monitor and encourage SS to participate in the discussion

- call on SS to report about their groups

- invite SS to give comments

- give comments and feedback

3

while-listening

(20’)

Activity 1: listen and check ( task b, p 143)

- tell SS to listen and check the ideas that are mentioned in the

listening

- ask SS to compare answers with a partner

* Expected answers:

2 - 3 - 4 - 6

- 7

Textbook and CD player

- have SS listen again and check with the class

Activity 2: listen and compete the diagram (

task c, p.143)

-play the CD and tell

SS to listen to the second part of the lecture and try to complete the diagram

of the biomass cycle

- Ask SS to compare answers in small groups

- Have SS listen again and check with the class

* Expected answers:

1 e 2 c 3 b 4.d

5 a 6 f

CD player and chalk + bb

4

Post-listening

(10’)

5

Homework

Speaking : Discussion

- ask SS to work in groups

- write down on the board some kinds of energy used for the home:

- tell them to talk about the source of energy their family used to use for cooking, heating, and lighting in the house, and what they are currently

- go around to monitor and note down errors for correction later

- call on some SS to report about their partners

Diesel gas electricity

Fire wood biogas other

Expected answers:

1 dispute 2

Chalk and board

(1’) - give feedback and

comments on what SS have

Writing - tell SS to

write a short paragraph about the sources of energy their family used in the past, why they switched to a different source, and compare the two sources

rained out 3

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