Teacher ask these questions and has students work in groups before giving their answers: - What do we need energy for?. Teacher has students read the passage again then ask them to w
Trang 1Date of planning:
Period 64: Reading
Unit 11: SOURCES OF ENERGY
***
A OBJECTIVES:
I Knowledge: - Helping students to understand the importance of saving energy
and using alternative sources of energy
- Helping students to use the words related to the sources of energy through reading and writing
Vocabulary: fossil fuels, alternative, nuclear energy, geothermal heat/energy, solar power/panel, potential, to release, to create, exhausted, limited, plentiful, infinite
II Skills: Speaking, writing, reading
B PROCEDURE:
I Settlement: Checking attendance
II Checking:
III New lesson: Reading
Teacher's activities Students' activities
WARM UP: (5 minutes)
Teacher may use the pictures in the Unit 11
Textbook page 124, or provides some mores
pictures on cardboard or by projector Al the
pictures should show different kinds of
producing energy, such as wind power, solar
energy, hydroelectric plant, etc
Write the words of different sources of energy
on the board and ask students to match the words
with the right pictures
Check the results and correct them if
necessary
Students look at the pictures on the board (or
in their books) and try to distinguish the sources
of energy
Exchange with their partners and match the words given with the right pictures
Listen to the teacher's comments and repeat the words
PRE-READING: (10 minutes)
Teacher explains some important words
using pictures or giving meaning (some words
need to be translated into Vietnamese, especially
to students of lower-level classes)
Teacher ask these questions and has students
work in groups before giving their answers:
- What do we need energy for?
Students get to understand these words: fossil fuels; alternative; solar panel; dam; nuclear; available; potential; limited; unlimited
Students copy the words in their notebooks after the teacher's correction on the board
Students work in groups discussing the teacher's questions
Suggested answers
- We need energy to light and warm our houses,
Trang 2- What kind of energy is the most popular in
Vietnam?
run automobiles and other machines, operate factories, and so on
- The most popular kind of energy in Vietnam
is from oil We also use power produced by hydroelectric plants
WHILE READING: (25 minutes)
Teacher has students listen to the recording of
the passage two times, and then read it in silence
(Teacher should go round to check and give help
where necessary.)
Teacher has students work in pairs and
complete Task 1 (pp 125 - 126, Textbook)
Teacher has students work in pairs studying
the table in Task 2 (pp 126, Textbook) and then
discussing the advantages and disadvantages of
the sources of energy Teacher should give them
help (vocabulary) where necessary
Teacher has students read the passage again
then ask them to work in groups in order to work
out the answers to theses questions:
1 How many sources of energy are mentioned in
the passage? What are they?
2 In your opinion, which one is the most
potential? Why?
Students listen to the recording and then read the text in silence
Students discuss Task 1 with their partners
Suggested answers
1 released 2 alternative 3 energy
4 limited 5 exhausted
Students discuss the table with their partners and try to find the answers to Task 2
Suggested answers
Sources Advantages Disadvantages Nuclear unlimited dangerous Solar Plentiful
and infinite, clean
Not strong enough at present Water clean expensive Wind Clean, safe not always
available Geothermal Clean Not available
Students reread the text and group work to find the answers
Suggested answers
1 These sources of energy are mentioned in the passage: fossil fuels, nuclear, geothermal, solar, water, and wind power
2 In my opinion, solar energy is the most potential because it is clean, safe and not expensive, and people can get it almost everywhere on earth (There can be different answers to this question.)
POST-READING: (5 minutes)
Teacher has students work in pairs and
complete the summary of the text on pages
Students read the summary and discuss the completion with their partners
Trang 3126&127 in Textbook Suggested answer
1 energy 2 one 3 fuels 4 limited
5 alternative 6 sources 7 unlimited
8 environment
IV Consolidation: Summarize the main point of the lesson
V Homework: Write a short paragraph to express their own choice of the
alternative source of energy including some reasons for their choice
Trang 4Date of planning:
Period 65: Speaking
Unit 11: SOURCES OF ENERGY
***
A OBJECTIVES:
I Knowledge: Getting students to give the reasons of using alternative sources of
energy and talk about the advantages and disadvantages of alternative sources of energy
Vocabulary: abundant, enormous, plentiful, renewable, convenient, polluted, limited,
non-renewable, exhausted
Expressions: I think/believe that …
Why do you think so?
I know it is … However, it is …
II Skills: Speaking, Writing, Reading
B PROCEDURE:
I Settlement: Checking attendance
II Checking:
III New lesson: Speaking
Teacher's activities Students' activities
WARM UP: (5 minutes)
Teacher asks these questions one after another and
has students discuss with their partners before giving
answers
1 Can you tell me some sources of energy?
2 Which source of energy is the most popular in
Vietnam? Is it clean or polluted? Is it limited or
unlimited? Is it safe or dangerous?
PRE-SPEAKING (5 minutes) Teacher sticks the pictures on the board or shows them
on the projector Ask students to match the following
words with each picture:
1 Wind energy
2 Solar energy
3 Geothermal energy
4 Fossil fuel (coal)
5 Nuclear energy
6 Water energy
7 Fossil fuel (oil)
Students may discuss the questions with their partners to find out the answers
Suggested answers
1 fossil fuels, solar energy, wind energy, water energy, …
2 Fossil fuels are perhaps the most popular This kind of energy is polluted and limited
Students may discuss the pictures with their partners before giving answers:
Picture A : Solar energy Picture B : Wind energy Picture C : Fossil fuel (oil) Picture D : Water energy Picture E : Fossil fuel (coal) Picture F : Geothermal energy Picture G : Nuclear energy
Trang 5Picture A:
Picture B:
Picture C:
Picture D:
à Solar energy
à wind energy
à fossil fuel (oil)
à water energy
Trang 6Picture E:
Picture F:
Picture G:
WHILE-SPEAKING: (20 - 25 minutes)
Task 1
Teacher has students work in pairs reading the
information in the table and then discussing the
advantages and disadvantages After that, have some
pairs report their work in front of the class The teacher
gives comments if necessary
à fossil fuel (coal)
à geothermal energy
à nuclear energy
Students work in pairs and then report their answers to the class by reading them aloud
Trang 71 Fossil fuels will be exhausted within a relatively
short time
2 Geothermal heat is available only in a few places in
the world
3 If the wind does not blow, there is no wind energy
4 Water power provides energy without pollution
5 A nuclear reactor releases radiation which is
dangerous to the environment
6 Solar energy is not only plentiful and unlimited but
also clean and safe
7 It is expensive to build a dam for hydroelectricity
Task 2
Teacher should have students practise speaking
these words first:
Enormous Dangerous
Plentiful Polluted
Available Exhausted
Unlimited Limited
Renewable Non-renewable
Convenient Unsafe
Have students read the example in Task 2 (page
128) then act out and role-play with one or two
students
Model:
A I think / believe that wind power can be an
alternative source of energy
B Why do you think / believe so?
A Because our major sources of energy are running
out while the wind is abundant and unlimited
B I know it is also clean and safe to environment
However, it is not available when there is no wind
Teacher should ask them to pay attention to the
expressions:
I think that …
I believe that …
Why do you think so?
I know it is … However, it is …
Suggested answers
1 D 2 D 3 D 4 A
5 D 6.A 7 D
à Students practice in pairs:
A I think that nuclear power can be an alternative source of energy
B Why do you think so?
A Because our major sources of energy are running out while the nuclear power
is unlimited
B I know it can provide enough electricity for the world’s needs for hundreds of years However, a nuclear reactor releases radiation which is dangerous to the environment
A I believe that solar energy can be an alternative source of energy
B Why do you believe so?
A Because our major sources of energy are running out while the sun releases large amount of energy every day
B I know it is not only plentiful and infinitive but also clean and safe
However, it is only possible during the daytime
A I think that waterpower can be an alternative source of energy
B Why do you think so?
A Because our major sources of energy are running out while the wind is unlimited
B I know waterpower provides energy
Trang 8 Have students work in pairs practising the dialogue,
changing the sources, and using the words given to
give the reasons
Task 3:
Teacher has students work in groups to prepare a
report on which source they think is the most potential
Then ask the representative of some groups to report to
the class Give comments and correct mistakes where
necessary
POST SPEAKING: (5 minutes)
Teacher has each students write a short description
of several alternative sources of energy Ask some of
them to read their description to the class
without pollution However, it is expensive to build a dam for hydroelectricity
A: I think that more and more people will use the solar energy
B: Why do you think so?
A: Because it’s available, unlimited and easy to use
C: But it’s expensive and we can only have it at specific time of the year A: I hope that the progress of science and technology will help to overcome this problem
B: That’s right and then we don’t have
to worry about the shortage of energy C: And our life will be more
comfortable with cheap simple devices run on the solar energy
Task 3:
Students work in groups and discuss the different sources of energy Each group should introduce a representative to talk
to the class
Students may refer to the text of Unit 11 in their books before writing the description
IV Consolidation: Summarize the main point of the lesson
V Homework: Write about the advantages and disadvantages of using solar energy
as an alternative source of energy
Trang 9Date of planning:
Period 66: Listening
Unit 11: SOURCES OF ENERGY
***
A OBJECTIVES:
I Knowledge: Help students understand more about sources of energy
II Skills: Speaking, writing, reading
B PROCEDURE:
I Settlement: Checking attendance
II Checking:
III New lesson: Listening
Teacher’s activities Students’ activities
WARM UP
- Divide the class into small groups ( about ten
groups)
- Ask the groups to list as many kinds of energy as
possible
After four minutes, the group with the most words
will be the winner and get good marks
- Work in groups
- List as many kinds of energy as possible
- Write the words on the board
BEFORE YOU LISTEN
- Ask students to work in pairs and list some
sources of energy they use in their house
Suggest some words: petroleum, gas, coal,
electricity, solar panel.
- Ask students to listen and repeat the words
- Ask students to guess the situation of the listening
task
T: From what you see in the listen and repeat, can
you guess what the listening text is about?
St.: I guess it’s the sources of energy Some
ecologists can give some information about fossil
fuels They may warn us that some sources are
limited and which one is renewable, …
- Work in pairs
- List some sources of energy they use in their house
- Listen and repeat the words:
Ecologist Resources Renewable Fossil fuels Unlimited Fertilized
WHILE YOU LISTEN
Task 1
- Ask students to read the questions and answers
for about some minutes
- Play the tape the first time, ask students to get the
main idea of the listening task
- Play the tape twice, ask students to choose the
Read the questions and answers
Listen to the tape and get the main idea
Listen twice, and then choose the correct answers
- Compare the answers with the others
Trang 10best answers.
- Ask some students to give their answers
- Ask students to compare the answer with the
others
- Do the corrections
Task 2
- Ask students to read the passage carefully
- Ask them to guess the missing words if they can
- Play the tape three times
Ask students to compare the answers with a
partner
Do the corrections
Answers:
D C D A C
- Read the passage carefully
- Guess the missing words if possible
- Listen and fill in the missing words
- Compare the answer with a partner
Answers:
1 unlimited 2 atmosphere 3 may
4 gases 5 amount AFTER YOU LISTEN
- Ask students to work in groups
- Ask students to look at the table and decide which
group these sources of energy belong to renewable
or non-renewable
- Walk around to give help
- Check the answers in front of the whole class
Sources of energy Non-renewable renewable Coal a
Geothermal heat
a
Petroleum a Solar energy a
Wind energy
a Gas a
IV Consolidation: Summarize the main point of the lesson
V Homework: - Ask students to name five renewable and then non-renewable sources of energy
- Prepare new lesson (Writing)
Trang 11Date of planning:
Period 67: Writing
Unit 11: SOURCES OF ENERGY
***
A OBJECTIVES:
I Knowledge: Students will be able to interpret and describe information from a
chartof energy consumption in a region
II Skills: Speaking, writing, reading
B PROCEDURE:
I Settlement: Checking attendance
II Checking:
III New lesson: Writing
Teacher’s activities Students’ activities
WARM UP
- Teacher asks students some questions
• What do we need energy for?
• What kind of energy do we have in our country?
• Is there nuclear power or hydroelectricity in our
country?
PRE-WRITING
Task 1
- Teacher asks students to look at the chart of energy
consumption in Highland in 2000 and in 2005
- Teacher asks students to complete the table
Amount
Year
Coal Nuclear &
Hydroelectricity Petroleum Total
- Teacher asks students to read the passage
- Teacher explains difficult words and structure
figure (n): an amount in number
make up (v): form
as can be seen: as we can see
- Teacher asks students to fill in the gaps with the
information from the chart
- Students answer
- Students work in pairs and complete the table
- Students read the passage then take notes
- Students work in pairs and fill in the gaps
Suggested answers
1 117
2 coal
3 smallest
Trang 12Task 2
- Teacher asks students to look at the chart again
- Teacher asks students to answer some questions
• Which is the total amount of energy consumption in
2005?
• Which is the smallest amount of energy
consumption?
• Which is the largest amount of energy consumption
in 2005?
- Teacher asks students to write the description of the
trends of energy consumption in the year 2005 in Highland
- Teacher corrects students’ mistakes
POST-WRITING
Task 3
- Teacher asks students to write the description of the
trends of energy consumption in the year 2000 and in 2005
in Highland
- Students do as directed
- Students answer the questions
- Students practise writing in groups
- Students practise writing in groups
IV Consolidation: Summarize the main point of the lesson
V Homework: Prepare the next lesson: Language Focus