Unit 11 : SOURCES OF ENERGY Date of teaching: February, 23rd , 2008 Period: 67 Lesson: Part B Speaking I.AIMS AND OBJECTIVES: - LANGUAGE CONTENT : + To help the sts talk about the advant[r]
Trang 1Date of preparation: February , 16th , 2008 Unit 11 : SOURCES OF ENERGY
Date of teaching: February, 21st , 2008 Period: 66 Lesson: Part A Reading
I AIMS AND OBJECTIVES:
- LANGUAGE CONTENT :
+To introduce to the students some vocabulary about sources of energy
+To develop the students’ reading skills
- LANGUAGE FUNCTION:
+ To enable the students to identify the main idea of the passage, guess the meaning in context and express their own ideas about sources of energy
- EDUCATIONAL AIM:
+ To make the sts aware of the importance of the importance of sources of energy and how to protect them from coming to an end
1 Language:
a Vocabulary: Noun: reserve
Verb: reserve, exhaust Adjectives: alternative, released, limited, geothermal
b Structure: Noun clause
2.Skill: Integrated skills: Pay much attention to reading skills
3.Education factor:
- knowing the importance of sources of energy and use them economically
II.TEACHER AND STUDENTS’ PREPARATION
1.Method: Communicative Approach
2.Techniques: explanation, question-answer, pair work, groupwork, using pictures and realias…
3.Material needed: Pictures, textbook, flash cards,…
4.Students’ preparation: read the lesson at home.
5.Previous exercises: exercises in the workbook
III PROCEDURE IN CLASS:
1 Stabilization: 3 minutes
A Warm–up: Greetings
B Checking absence: Ask the monitor
2.Checking up previous knowledge:
Time needed: 5ms
Questions: Asks some sts to do some exercises about relative clauses with prepositions
3.Presentation of the new material: Part A Reading
LESSON
5’
8’
I/Lead in
- shows the sts a box and asks the
sts to play a game: “Touch and
Feel” [ asks one sts to go to the
board and touch the thing in the
box then explain in English what
it is Others guess.]
- introduces the lesson
II/Pre-reading
- has the sts look at some pictures
in the textbook, name the energy
and tell more information about
them
- remarks
- teaches new words
* Vocabulary
+ alternative [ definition]
- play a game
- listen
- look at the picture, name the energy and tell more information about them
- listen
- take notes + alternative (adj) + reserve (n)
UNIT 11: SOURCES OF
ENERGY
Part A Reading
I/New words
Trang 212’
8’
+ reserve [ explanation]
+ exhaust [ synonym] ( to run out
of)
+ released [ synonym]
+ geothermal (adj) [translation]
- checks the words’ understanding
by asking the students to make
examples with the words
Task 1: Gap-filling
- asks the sts to do task 1
individually
- calls on some sts to give answers
- gives feedback
1 released ; 2 alternative; 3
energy; 4 limited; 5 exhausted
III/ While reading
Task 2: Scan the text
- asks the sts to read the text to
write down the advantages and
disadvantages of each alterantive
source of energy in 5’
(group-work)
- asks the sts in each group to
answer
- gives feedback
Advantages Disadvantages
1 It’s unlimited Can be very
dangerous
2 Not only plentiful and infinite but also
clean and safe Only possible
during the day time
3 Clean and unlimited
Expensive
4 Clean and unlimited No wind energy
when there is no wind
5 Available Only possible in
few places
( Note: 1: Nuclear power; 2: Soalr
energy; 3 Water power; 4 Wind
power; 5: Geothermal heat)
Task 3: Answering questions
- asks the sts to ask and answer in
pairs (5’)
- calls on some sts to answer
- gives remarks and marks
1 Our major source of energy
comes from fossil fuels
2 Five sources of energy are
mentioned in the text I think solar
energy is the most potential
IV/ Post reading
- asks the sts to work in groups in
5’and fill the text with words
from the box
- goes around to help
- calls on some sts to present
+ exhaust (v) ( to run out of) + released (adj)
+geothermal (adj)
- make examples
- do task 1
- answer
- take notes
1 released ; 2 alternative; 3
energy; 4 limited; 5
exhausted
- read the text and find the
disadvantages of each alterantive source of energy
- answer
- listen, take notes
- ask and answer in pairs
- answer
- take notes 1.Our major source of energy comes from fossil fuels
2 Five sources of energy are mentioned in the text I think solar energy is the most potential
- work in groups, fill the text with words from the box
- listen
- present
+ alternative (adj) + reserve (n) + exhaust (v) ( to run out of) + released (adj)
+geothermal (adj)
Task 1
1 released ; 2 alternative; 3 energy; 4 limited; 5 exhausted
Task 2 Advantages Disadvantages
1 It’s unlimited Can be very dangerous
2 Not only plentiful and infinite but also clean and safe Only possible during the day time
Expensive
4 Clean and unlimited No wind energy when there is no wind
in few places
Task 3
1.Our major source of energy comes from fossil fuels
2 Five sources of energy are mentioned in the text I think solar energy is the most potential
Trang 3- gives feedback
1 energy; 2 one; 3 fuels; 4
limited 5 alternative; 6 sources;
7 unlimited; 8 environment
V/ Consolidation
- reminds the content of the
lesson
- gives the message “save natural
resources for future use”
- listen
1 energy; 2 one; 3 fuels; 4
limited 5 alternative; 6
sources; 7 unlimited; 8
environment
- listen
1.Home work(3’):
- learn by heart the new words
- translate the text
- do exercises in the workbook
2.Preparation for the next lesson (2’):
-prepare Part B at home (Speaking)
3.Self–evaluation:
Trang 4
Date of preparation: February, 17th , 2008 Unit 11 : SOURCES OF ENERGY
Date of teaching: February, 23rd , 2008 Period: 67 Lesson: Part B Speaking
I.AIMS AND OBJECTIVES:
- LANGUAGE CONTENT :
+ To help the sts talk about the advantages and disadvantages of using each alternative source of energy
+ To help the sts with words and phrases about argument speech
- LANGUAGE FUNCTION:
+ To enable the students to talk about advantages and disadvantages of using each kind of energy
- EDUCATIONAL AIM:
+ To make the sts aware of the importance of energy in our life
1 Language:
a Vocabulary: review vocabulary in the reading text
b Structure: I think/ believe……….
2.Skill: Integrated skills: Pay much attention to speaking skills
3.Education factor: using energy more economically
II.TEACHER AND STUDENTS’ PREPARATION
1.Method: Communicative Approach
2.Techniques: explanation, question-answer, pair work, group work
3.Material needed: Pictures, textbook, chart
4.Students’ preparation: read the lesson at home
5.Previous exercises: exercises in the workbook
III PROCEDURE IN CLASS:
1 Stabilization: 3 minutes
A Warm–up: Greetings
B Checking absence: Ask the monitor
2.Checking up previous knowledge:
Time needed: 5’
Question: ask some questions about the reading text ( page 125) and ask the sts to write some new words Answer: How many kinds of energy are there in the text? Which energy is clean and safe?
3.Presentation of the new material: Part B Speaking
LESSON
5’
8’
12’
I/Lead in
- says a sentence to introduce the
lesson
II/Pre-speaking
- introduces task 1
- asks the sts to read the text again
and do task 1 in 3’ in pairs
- calls on some students to answer
orally
- remarks
1 D; 2 D; 3 D; 4 A; 5 D; 6 A; 7
D
III/ While speaking
Task 2
- introduces tasks 2
- asks the sts to look at the model
conversation in the textbook, listen
to the teacher and a student
- provides useful language
- listen
- listen,
- read the text and do task 1
- answer
- listen
1 D; 2 D; 3 D; 4 A; 5 D;
6 A; 7 D
- listen
- a student talk to the teacher
- take notes
UNIT 11
Part B Speaking
Task 1 Advantages and Disadvantages of various sources of energy
1 D; 2 D; 3 D; 4 A; 5 D; 6 A; 7 D
Trang 52’
* Expressing ideas
- I think/ believe
- In my opinion
- Personally
- I don’t think
- asks different sts to ask and
answer in 5’, imitating the model
- hangs the chart on the board to
help the sts
- gives remarks
Task 3
- asks the sts to work in groups to
express their belief on the
increasing use of alternative
sources in the future, using the
ideas from task 2
Eg: I believe that the use of solar
energy should be the alternative
source of energy in our country
+ I agree with you It is the most
feasible way to have solar energy
in our country because Vietnam is
a tropical country
- remarks, gives marks if
neccessary
IV Post speaking
- divides the sts into 4 groups
- asks the sts to make a list of
things the family should do to save
energy
- asks each group to present their
ideas
- gives remarks
V/ Consolidation
- reminds the content of the lesson
* Expressing ideas
- I think/ believe
- In my opinion
- Personally
- I don’t think
- ask and answer
- look at the board, build the conversation
- listen
- work in groups, write on small board
- listen, take notes
- work in groups
- present ideas
- listen
- listen
Task 2
* Expressing ideas
- I think/ believe
- In my opinion
- Personally
- I don’t think
- ask and answer A: I think/ believe that ……can be
an alternative source of nergy B: Why do you think/ believe so?
A: Because our major source of energy is ….while the wind is
….and ………
B: I know it is also ….to the environment However, it is not
…when there is no wind.
Task 3
Express their belief on the increasing use of alternative sources in the future
4.Home work (3’) - practise speaking at home
5.Preparation for the next lesson(1’) -prepare Part C at home
6.Self–evaluation:
A: I think/ believe that ……can be
an alternative source of nergy.
B: Why do you think/ believe so?
A: Because our major source of
energy is ….while the wind is
….and ………
B: I know it is also ….to the
environment However, it is not
…when there is no wind.
Trang 6Date of preparation: February, 19th , 2008 Unit 11:
Date of teaching: February, 25th , 2008 Period: 68 Lesson: Part C Listening
I.AIMS AND OBJECTIVES:
- LANGUAGE CONTENT :
+ To intoduce to the sts a passage about ecology
- LANGUAGE FUNCTION:
+To help the sts develop listening skills
- EDUCATIONAL AIM:
+ To make the sts aware of the disappearance of fossil fuels
1 Language:
a Vocabulary: related to the text
b Structure: simple present
2 Skill: listening
3 Education factor:
- Knowing more about the renewable resources
II.TEACHER AND STUDENTS’ PREPARATION
1.Method: Communicative Approach
2.Techniques: explanation, pair work, group work, guessing
3.Material needed: Pictures, textbook
4.Students’ preparation: read the lesson at home.
5.Previous exercises: talk about the advantages and disadvantages of using source of energy
III PROCEDURE IN CLASS:
1 Stabilization: 3 minutes
A Warm–up: Greetings
B Checking absence: Ask the monitor
Checking up previous knowledge:
Time needed:5’
Questions: asks 2 sts to talk about the advantages and disadvantages of using source of energy
Answer: up to the sts
Presentation of the new material: Part C Listening
LESSON
7’
5’
I/Lead in
- asks the sts to play the game
“Pictionary” [ asks the sts to work in
four groups T prepares some pieces
of paper on which there is one word:
ocean/ sun/ land/ grass/ air/ coal/ oil/
…Give a piece of paper to one
person in each group This person
doesn’t show it to the others in his or
her group Then, he/ she explains the
words by drawing The other students
in his/ her group will say it aloud
The group that gets more right words
will win the game]
- leads to the lesson
II Pre listening
- asks the sts : What do these pictures
refer to? Which of them are
- play the game “Pictionary”
- listen
- answer: They are about natural resources Coal, Oil,
UNIT 11
Part C Listening
Trang 77’
2’
renewable and which of them are
non-renewable? Why?
- asks the students to pay attention to
words in “Listen and Repeat”
- gives them the words’ meaning
+ ecologist (n) : person who studies
ecology
+ renewable (adj)
- asks the sts to look at the key words
and phrases in the textbook, listen
and repeat after the teacher twice
- calls on some sts to read them
aloud
III/ While listening
Task 1
- introduces task 1
- asks the sts to read task 1 (page
129) in 2’
- reads through the sentences once
- asks the sts to guess the answer
- plays the tape twice
- asks the sts to exchange answers
- calls on some sts to answer
- gives feedback (plays the tape and
pause at the key sentences)
1D; 2C; 3D; 4A; 5B
Task 2
- asks the sts to read the in 2’
- asks them to guess the words they
need to fill
- asks the sts to listen to the tape
again, then answer orally
- plays the tape twice (if necessary)
- calls on some pairs to answer, asks
others to remark
- gives feedback
1 unlimited; 2 atmosphere; 3 may;
4 gases; 5 amounts
IV/ Post listening
- asks the sts to work in groups to put
a tick in the right columns (table
p.130)
- calls on some sts to answer
- remarks
V Consolidation
- reminds the content of the lesson
Gas, land are non-renewable
- look at the words in “Listen and Repeat”
- take notes
-read the words aloud
- read aloud
- listen
- read the sentences in task 1, pay attention to key words
- listen
- guess the answer
- listen and do the task
- exchange answer, take notes
- answer
- take notes 1D; 2C; 3D; 4A; 5B
- read the paragraph in task 2
- guess the words they need to fill
- listen to the tape
- answer
- take notes
1 unlimited; 2 atmosphere; 3
may; 4 gases; 5 amounts
- work in groups, to put a tick
in the right columns
- present ideas
- listen
- listen
Before you listen
+ similarity (n) + household (n) + get rid of (vp) + contest (n) + broastcast (v) + represent (v) + longevity (n) + shrine (n)
While you listen
Task 1:
1D; 2C; 3D; 4A; 5B
Task 2
1 unlimited; 2 atmosphere; 3 may; 4 gases; 5 amounts
Task 3
a Home work:(3’)
- write a passage, summarise the main ideas from the listening task
b Preparation for the next lesson: (1’)
- prepare Part D at home (how to describe a pie chart )
Self–evaluation:
Trang 8
Date of preparation: February, 20th , 2008 Unit 11: SOURCES OF ENERGY
Date of teaching: February, 28th 2008 Period: 69 Lesson: Part D Writing
I.AIMS AND OBJECTIVES:
- LANGUAGE CONTENT :
+ To introduce to the sts how to describe a chart
- LANGUAGE FUNCTION:
- To enable the students to write a paragraph describing a chart
- EDUCATIONAL AIM:
- To make the sts aware of the importance in describing
1 Language:
a Vocabulary: some structures used in describing a chart
b Structure:
2.Skill: writing
3.Education factor: knowing more about energy consumption and their importance to life
II.TEACHER AND STUDENTS’ PREPARATION
1.Method: Communicative Approach
2.Techniques: explanation, question-answer, group-work, using charts
3.Material needed: textbook, reference book, some charts
4.Students’ preparation: read the lesson at home and review vocabulary
5.Previous exercises: talk about the sources of energy and their advantages or disadvantages
III PROCEDURE IN CLASS:
1 Stabilization: 2 minutes
A Warm–up: Greetings
B Checking absence: Ask the monitor: “Who is absent today?”
Checking up previous knowledge:
Time needed: 6’
Questions: talk about the sources of energy and their advantages or disadvantages
Answer: textbook
Presentation of the new material: Part D Writing
LESSON
5’
10’
I/Lead in
- asks the sts: “Are you interested
in the energy consumption in your
family?your city? Your country?
Do you know how much energy
your contry consume in a year?”
- leads to the lesson: “Today you
will know the energy consumption
in Highland how to describe a
chart”
II Pre writing
- asks the sts to look at the chart
and explains the information in the
chart
- asks the sts to read the passage
and refer to the chart to find out the
missing information
- asks the sts to compare answers
with other sts
- calls on some sts to read out the
answers
- gives feedback
- answer the questions
* No, I don’t
- listen
- listen, look at the board
- read the passage and refer
to the chart to find out the missing information
- compare answers with other sts
- read out the answers
- listen and take notes
UNIT 11:
SOURCES OF ENERGY
Part D Writing
Task 1
1.100 million tons
Hydroelectricity
3 18 million tons
Useful expressions
Trang 98’
1.100 million tons
2 Nuclear and Hydroelectricity
3 18 million tons
- elicits the tense and the language
used in the passage
- provides some useful language
for description
+ use simple past tense
+ to be under/ over + figure
+ to make up the largest …
+ to account for/ to take the
smallest …
+ a small amount of…
+ a large proportion of …
+ a large percentage of …
+ as + noun phrase + as
* Outlining:
- Give out the topic sentence
- Write some detailed sentences/
supporting ideas for the topic
sentence
III/ While writing
- asks the sts to write a description
of the trends in energy
consumption in the year 2005 in
Highland in 5’
- asks the sts to correct the passage
for their friends
- gives sample writing
- gives the sts 10’ to describe the
chart in groups of four
- goes around to help
- asks some sts to stick their boards
on the board
IV/ Post writing
- peer corrects the sts’ writing
1.100 million tons
2 Nuclear and Hydroelectricity
3 18 million tons
- tell the language used in the passage
- take notes + use simple past tense + to be under/ over + figure + to make up the largest … + to account for/ to take the smallest …
+ a small amount of…
+ a large proportion of … + a large percentage of … + as + noun phrase + as
* Outlining:
- Give out the topic sentence
- Write some detailed sentences/ supporting ideas for the topic sentence
- write the paragraph in 5’
- exchange writing, compare and give correction
- describe the whole chart
- ask for help
- stick some writings on the board
- look at the board, correct themselves
+ use simple past tense + to be under/ over + figure + to make up the largest … + to account for/ to take the smallest …
+ a small amount of…
+ a large proportion of … + a large percentage of … + as + noun phrase + as
* Outlining:
- Give out the topic sentence
- Write some detailed sentences/ supporting ideas for the topic sentence
Suggested writing
Task 2 The total energy consumption
in 2005 was over 140 million tons Nuclear and Hydroelectricity made up the largest amount of this figure There was nearly as much petroleum used as cola which only made up the smallest proportion of the total about 41 million tons
Task 3 There was an upward trend in the consumption of coal and nuclear and hydroelectricity but there was a sharp decrease
in the use of petroleum The mount of coal used incresed by
20 million tons and the consumption of nuclear and hydroelectricity went up dramatically by 54 million tons However, the amount of petroleum consumed in 2005 fell by 15 million tons
c Home work (2’):
- write a paragraph (workbook)
d Preparation for the next lesson ( 1’):
-prepare Part E at home
Self–evaluation:
Trang 10
Date of preparation: February, 29th , 2008 Unit 11 :
Date of teaching: March, 1st , 2008 Period: 70 Lesson: Part E Language Focus
I.AIMS AND OBJECTIVES:
- LANGUAGE CONTENT :
+ To help the sts to pronounce the sound / r/, / spl/, / spr/,
+ To review relative clauses replaced by participles and to-infinitive
- LANGUAGE FUNCTION:
- To enable the students to pronounce three sounds above correctly
- To help them do some grammar exercises related to relative clauses replaced by participles and to-infinitive
- EDUCATIONAL AIM:
- To make the students aware of the importance of using relative clauses and reducing them into participles
1 Language:
a Vocabulary: review vocabulary learnt
b Structure: present and past participle
2.Skill: integrated skills
3.Education factor: doing grammatical exercises regularly
II.TEACHER AND STUDENTS’ PREPARATION
1.Method: Communicative Approach
2.Techniques: explanation, analysis, question-answer, group work, pair work
3.Material needed: textbook, reference books, hand-outs
4.Students’ preparation: do the exercises at home.
5.Previous exercises: write a paragraph describing a chart
III PROCEDURE IN CLASS:
1 Stabilization: 2 minutes
A Warm–up: Greetings
B Checking absence: Ask the monitor
Checking up previous knowledge:
Time needed: 2’
Questions: asks some students to hand in their notebooks
Answer: teacher checks at home
Presentation of the new material: Part E Language focus
5’
5’
I/Lead in
- asks the sts to look at some
pictures (shrimp, spring, shrine)
and asks them what they are
- introduces the lesson: “Today
we’ll practise some sounds / r/,
/spl/, / spr/
II Presentation 1
* Pronounciation
Activity 1: Listen and Repeat
- reads the words in the text book
carefully once, shows them how
to pronounce the sounds
correctly
- asks the sts to read the words in
the textbook after the teacher
- calls on some sts to read the
words
- look at some pictures (shrimp, spring, shrine) and answer what they are
- listen
- listen
- read the words in the textbook after the teacher
- read the words aloud
UNIT 11:
SOURCES OF ENERGY
Part E Language Focus
Pronunciation
/ r/ / spl/ /spr/ Shred splash spring Shrill split spray Shrim spleen spread Shrine splutter sprightly