giáo án anh lớp 11- unit 11

- Get Ss to scan the passage and write down the advantages and disadvantages of each alternative source of energy.. Work in pairs - Ask Ss to talk with a partner about theadvantages and

- Practise reading skills such as reading for gist and for specific information

II METHOD: Integrated, mainly communicative

III TEACHING AIDS: Textbook, CD player, projector

Nuclear solar wind water

- What sources of energy do you know?

- Look at the pictures of sources of energy on page 124 and name them?

- make full use of (v): tận dụng

* Checking : rub out and remember

Ask Ss to skim over the text then

do the tasks that follow

1 Task 1 Gap-filling

- Ask Ss to fill in each blank with

a suitable word in the box

- Ask Ss to refer to the text for thedifficult words

- Teacher and Ss check

2 Task 2

- Get Ss to scan the passage and write down the advantages and disadvantages of each alternative source of energy

- Ask Ss to compare the answers with their partners

- Call on some Ss to say out the answers

- T checks with the whole class

3 Task 3 Answer the questions

Get Ss to answer the questions

- Ask Ss to compare the answers with their partners

- Call on some Ss to write the answers on the board

- T checks with the whole class

- Ss work individually, and then compare with a

- Say out their answers

- Compare the answers withtheir partners

- Write the answers on the board

- Ss work individually, and then compare with a

partner

Expected answers :

1 It comes from fossil fuels

2 Five sources are

- Complete the summary of the reading passage by filling each blank with a suitable word from the box.

- Give feedback and make comments

mentioned in the text

I think solar energy is the most potential

- Work individually

- Compare the answer with their partners

(1) energy; (2) one(3) fuels; (4) limited(5) alternative; (6) sources; (7) unlimited)

PERIOD 69: UNIT 11: SOURCES OF ENERGGY

LESSON 2: SPEAKING

I OBJECTIVES

- By the end of the lesson, Ss will be able

+ to talk about endangered nature

+ express their own ideas about measures for protecting endangered nature

+ practise speaking skills

II METHOD: Integrated, mainly communicative

III TEACHING AIDS: Textbook

IV PROCEDURE

1 Organization (1 minute)

11 C

2 Oral check (6 minutes)

- Answer questions about the previous reading passage

Game : Jumbled words

- Give out a list of jumbled words (on aposter)

- Ask Ss to find out the right words andwrite on the board

lutionpol – adgevanta – haustedex – edunlimit – soudanger – gyener ralso

- abundant (a): phong phú

- renewable (a): có thể làm mới

- solar panel (n): hệ mặt trời

- Rewrite English words

- Say out their ideas

* Checking : rub out and remember

1 Task 1 Work in pairs.

- Write the words “advantages, disadvantages” on the board

- Ask Ss to read and say out A or D

- T writes on the board

- Move around to give help

2 Task 2 Work in pairs

- Ask Ss to talk with a partner about theadvantages and disadvantages of using each alternative source of energy, usingthe suggestions from

Task 1

- Ask Ss to read the example

- Ask Ss some questions to check whether they understand it or not

- Do a sample with a student in the class

- Model conversation:

T: I think that water power can be an alternative source of energy

S: Why do you think so?

T: Because our major source of energy are running out while the water is available and unlimmitted

S: I know it also provides energy without pollution However it is expensive to build a dam for hydroelectricity

Task 3 Work in groups

- Guide Ss how to do

- Ask Ss to work in groups to express the belief on the increasing use of alternative sources of energy in the future

- Do sample with the teacher

- Listen to the conversation

- Ss work in pairs to substitute the underlined words with suitable words suggested in the

Useful language to make

a new conversations

- Some pairs demonstrate

in front of the class

- Listen to the teacher

- Work in groups to talk about the increasing use

of alternative sources in the future

- Do a sample in front of the class

- Listen to teacher’s

4 Consolidation (1 minute)

- Remind main points of the lesson

5 Home work (1 minute)

- Review old lesson and prepare for the next one

DATE: Jan 25th 2013

PERIOD 70: UNIT 11: SOURCES OF ENERGY

LESSON 3: LISTENING

I OBJECTIVES

- By the end of the lesson, Ss will be able to

+ know more about how to protect environment

+ listen for general information and

+ practise listening skill such as listening for specific information through multiple choice questions and filling in the missing words

II METHOD: Integrated, mainly communicative

III TEACHING AIDS: Textbook, CD, cassette

IV PROCEDURE

1 Organization (1 minute)

11 C

2 Oral check (5 minutes)

- Talk about the advantages and disadvantages of using alternative energy

3 New lesson

Stages Teacher’s activities Students’ activities

Game : Word storm

- Divide the class into 4 groups

- Tell Ss to list the things theyuse energy for in their house

- Ask representatives of the groups write on the board

- The group with more right words will win

Pre-teach vocabulary:

- ecology (n): sinh thái học – replace (v): thay thế – careful with (a): cẩn thận với

– atmosphere (n): không khí

* Checking : What and where

* Listen and repeat

Today you’re going to listen

to a text about ecology Listen

and do the tasks that follow

1 Task 1 :

- Play the CD 2 times and gets Ss to work in pairs to choose the best answer

- Invite some Ss to give the answers

- Check the answers with the whole class

- Play the CD one more time for Ss to listen and check if necessary

2 Task 2 Listen again and write in the missing words

- Have Ss compare the results

Ss are divided into 4 groups

Each group tries to write as many things they use energy for as possible:

Gas cooker – fridge – washing machine – fan – light – TV ………

- Representatives of the groups write on the board

- Elicit new words from Ss

- Practise reading and copy down

- Some Ss rewrite the English words

- Ss work in pairs to guess the options

- Some Ss make prediction and T writes their predictions on the board

- Ss listen and check their prediction

- Ss listen for the second time

- Some Ss call out their answers and T writes them on the board

- Call some Ss to read their ideas and check with the class.

- Give feedback

- Expected answer:

(1) unlimited(2) atmosphere(3) may

(4) gases(5) amount

- Ss work individually, and then compare with a partner

Natural resources

Non- renewable

Renewable

CoalGeotherma

l heatPetroleumSolar energyOilWind energyGas

- Remind main points of the lesson

5 Home work (1 minute)

- Learn old lesson and prepare for Chua bai kiem tra 1 tiet

DATE: Jan 25th 2013

PERIOD : 71 UNIT 11: SOURCES OF ENERGY

LESSON 4: WRITING

I OBJECTIVES

- By the end of the lesson, Ss will be able to read the information from a chart

+ write a description from a chart

+ practise skills of writing to describe a chart

II METHOD: Integrated, mainly communicative

III TEACHING AIDS: Textbook

IV PROCEDURE

1 Organization (1minute)

11C

2 Oral check (5 minutes)

- Answer teacher’s questions about the previous listening passage

- Ask Ss to listen and repeat those words and erase them word

by word.

Pre-teach Vocab:

- consume (v): tiêu thụ – highland (n): cao nguyên – trend (n): xu thế

– make up = account for (v):

cấu tao

- Eliciting from Ss

- Ss listen and repeat those words

- Some Ss go to the board and rewrite the erased words

2005 in Highland using the facts and figures suggested.

3 Task 3

- Ask Ss to describe the chart, using information from Task 1

words

- Some Ss answer the questions

1 What is the title of the chart?

2 How many sources of energy are there in the chart? What are they?

3 What made up the largest amount?How many tons?

4 What made up the smallest amount? How many tons?

- Ss work individually

- Some Ss copy their writing on the board

- Other Ss give comments

Sample writing for Task 2:

In 2005 the total energy consumption was 170 million tons Nuclear and Hydroelectric made

up the largest amount of this figure (75 million tons) This was followed by the consumption of petroleum (50 million tons) Coal made up the smallest amount of energy consumption (45 million tons)

- Write their description on the board

Sample writing for Task 3 The chart shows the energy

Post-writing (8’)

and Task 2

- Guide Ss the ways to describe:

+ verb tenses: present tenses and past tenses

+ words to describe chart: show, increase, decrease, go up, rise, fall, drop, slightly, sharply, quickly, …

- Ask Ss to work in pairs to describe the chart

- Ask Ss to write their description on the board

- Get Ss to make peer corrections.- T corrects Ss’mistakes if needed

consumption in 2000 and 2005 As can be seen, the total energy consumption increased from 117 million tons in 2000 to 170 million tons in 2005 Among three kinds

of sources, the consumption of Nuclear and Hydroelectricity rose sharply from 20 million tons

in 2000 to 75 million tons in 2005 This was followed by coal which went up slightly from 40 million tons to 45 million tons However, the consumption of petroleum fell from 57 million tons (2000) down

to 50 million tons ( in 2005)

………

4 Consolidation (1 minute)

- Remind main points of the lesson

5 Home work (1 minute)

- Review old lesson and prepare for Unit 11, Language focus (1st)

DATE: February 15th 2013

PERIOD 72: UNIT 11: SOURCES OF ENERGY

LESSON 5: LANGUAGE FOCUS (1st)

I OBJECTIVES

- By the end of the lesson, Ss will be able to

+ distinguish the sounds / ∫r/ - / spl / - / spr /

+ understand the use of Relative clauses replaced by participles

II METHOD: Integrated, mainly communicative

III TEACHING AIDS: Textbook, cassette, CD

Game : Finding words

- Divide the class into two groups and ask Ss to close their books

- Ask each group to write on the board:

+ 4 words containing the sound /∫r /

* Practise reading these sentences (p 131)

1 Theory

relative clauses replaced by participles

- write some sentences on the board a

- Some Ss say and write onthe board

- Listen and repeat many times in chorus and then individually

- Listen and repeat after theteacher

- Practise reading aloud thesentences given on page

- The sport games held in India in 1851 were the first Asian Games

-Ask students to comment on the use ofrelative clauses replaced byparticiples

Active -Ving phrase Passive -Ved/Vpp phrase

-Help students to use of them-Ask some students give some similarexamples

2 Exercises

Exercise 1Ask Ss to rewrite the following

sentences, using a present participial phrase.

- Guide Ss how to do the exercise

Exercise 2

- Ask Ss to rewrite the sentences in

exercise 2, using past participial phrase

- Ask Ss to work in pairs

- Guide them how to do the exercise

4 The scientist researchingthe causes of cancer are making progress

5 The fence surrounding our house is made of wood

6 We have an apartment overlooking the park

* Expected answers :

1 The idea presented …

2 I come from a city located in …

3 They live in a house built in 1890.

4 The photographs published …

5 The experiment conducted …

- Do individually and compare with a partner.

- Some Ss write the answers on the board / readaloud

DATE: February 16th 2013

PERIOD 73: UNIT 11: SOURCES OF ENERGY

LESSON 6 LANGUAGE FOCUS (2nd)

I OBJECTIVES

- By the end of the lesson, Ss will be able to

+ understand the use of Relative clauses replaced by to infinitives

+ practise further with reduced relative clauses

II METHOD: Integrated, mainly communicative

III TEACHING AIDS: Textbook, paper test, hand-outs

IV PROCEDURE

1 Organization(1 minute)

11C

2 Oral check (12 minutes)

- mini written test

I Choose the word or phrase ( A, B, C or D) that best completes each sentence.

1 Mrs Wilson is a wonderful woman I have a great deal of respect

2 The girl _ we are talking sits over there

A about whom B to whom C on whom D to who

3 This is the bus _ we’ll go to school

A in that B from which C by which D on which

4 Do you know the person _ they were talking

5 They showed us the village my father was born

A at which B in that C in which D in where

II Combine or rewrite each pair of sentences into one sentence Change the second sentence of the pair into a reduced relative clause.

1 He was the first man who left the burning building

Stages Teacher’s activities Students’ activitiesGrammar

-Ask students to comment on the use of

relative clauses replaced by to

infinitives

The infinitive can be used after “the first, the second etc., the last, the only ” , sometimes after superlatives

and if there are modal verbs in

- Ask Ss to rewrite the sentences, using an infinitive phrase

- Guide them how to do the exercise

- Ask Ss to work individually, and then compare the results with their partners

They attend class five hours per

- Listen to the teacher

- Take notes

- Ask questions if necessary

- Comment on the use of relative clauses replaced by

to infinitives

- Take notes

- Do exercises

- Do individually and compare with a partner

- Some Ss write the answers

on the board / read aloud

* Expected answers :

1 The last man to reach …

2 The first person to leave

…

3 The first person to see …

4 This is the second person

to be killed …

5 The first person to catch

- Do exercises

- Do individually and compare with a partner

- Some Ss write the answers

on the board / read aloud

* Expected answer:

1 The students attending class five hours per day havebecome quite proficient in

their new language.

2 He was the first man to leave the burning building

3 Here are some accounts tocheck

4 My brother is the only one

to realize that you must check

5 The Queen Elizabeth is the largest ship to have been built on the Clyde

DATE: February 20th 2013

PERIOD 74: TEST YOURSELF D

I OBJECTIVES

- After the test, Ss will be able to test their knowledge of Unit 10 and 11

+ drill skills of doing test

II METHOD

Integrated, mainly communicative

III TEACHING AIDS: Textbook

- Play the tape twice

- Ask Ss to listen to the conversation and

complete the following sentences

- Ask Ss to read the passage carefully and answer the questions

- Expected answer:

1 can not live; 2 it rains; 3

planting vegetation; 4 hold back thewater; 5 dry seasons

- Ask Ss to listen and put

a tick in the right box

- Ask Ss to pay attention

to the pronunciation of the underlined part

2 Grammar

- Complete the followingsentences, using the correct form (to-infinitive or participle)

of the verbs in the box

- Ask Ss to write about the measures to protect the environment, using the cues given below.

- Ask Ss to discuss to find out the ideas for their writings

3 Because much pollution is caused

by things that benefit people For example, exhaust from automobiles causes a large percentage of air pollution; but the automobile provides transportation for millions

- Expected answers:

1 sneeze; 2 smash; 3 shrimp; 4 spread

- Expected answers:

1 living; 2 ringing; 3 to leave; 4

to drink; 5 invited; 6 blown

- Expected answer:

We are trying to find solutions toenvironmental pollution problem.People should stop cutting trees fortimber Instead, they should plantmore trees and forests They shouldreduce using cars and motorbikesthat cause noise and air pollution

We should prevent farmers from