- The sources of energy mentioned in the text are: Fossil fuels, nuclear energy, geothermal heat, solar energy, wind power, water power.. Whish one of do you think is the most potential [r]
Trang 1UNIT 11: SOURCES OF ENERGY
Period: 66 Section: Reading
Week: 25
Aim: By the end of the lesson, students will be able to understand the passage, identify the main idea, and guess the meaning in context, express own ideas about sources of energy
Teaching aids: Textbook, pictures, handouts
Procedure:
activities
Ss’ activities
5
1
5
2
0
I WARM UP: Word Grid
ENERGY Lead in: What sources of energy do you know?
Oil coal
wind
Source of
natural nuclear
II PRE-READING:
* Pre-teach vocabulary:
- alternative (adj) : thay thế
- reserve (n) : sự dự trữ
- exhaust (v) : làm kiệt quệ
- released (adj) : phóng thích
- limited (adj) : giới hạn
* Checking vocabulary: Gap-fill (Task 1/125-126)
1 Released 2.alternative 3 exhausted 4.limited
4.reserve
III WHILE-READING:
* Answer the Pre questions
1 What is our major source of energy?
- Our major source of energy is fossil fuels (oil, coal,
natural gas)
2 Is this major source limited? Why?
- Yes, it is limited Because our demand is increasing
very quickly and fossil fuels will be exhausted within a
relative short time
3 How many sources of energy are mentioned in the
- Ask Ss find out the vertical word
- Read and write the words on the board
explain
- definition
- explanation
- synonym
- synonym
- situation
- Ask Ss to work in pairs and fill in each blank with
a suitable word from the
- Ss find out the vertical word
- Listen and answer
- Work in pairs and fill in each blank with
a suitable word from the
vocabulary
Trang 21
text?
- The sources of energy mentioned in the text are:
Fossil fuels, nuclear energy, geothermal heat, solar
energy, wind power, water power
4 Whish one of do you think is the most potential
energy of all the alternative sources of energy?
- I think solar energy is the most potential energy of all
the alternative sources of energy
* Table Completion
Nuclear energy unlimited Very dangerous
Solar energy not only plentiful
& infinite but also clean & safe
Possible in the day time
Water power clean & unlimited Expensive
Wind power clean & unlimited No wind no wind
energy Geothermal heat avail be possible
IV POST-READING: Discussion
Which of these alternative energy sources is the most
feasible in Vietnam? Say why?
V HOMEWORK:
Revise the reading lesson and prepare the next part
vocabulary
- Ask Ss to read the text silently and answer the pre-questions with a partner
- Ask Ss to scan the passage to find out the advantages and
disadvantag
es of each alternative source
- Ask Ss to work in groups and take notes their
- Read the text silently and answer the pre-questions with a partner
- Ss to scan the passage
to find out the
advantages and
disadvantag
es of each alternative source
- A preventativ
e of each group to come to the front of the class & present their group’s ideas
Trang 3Unit 11: SOURCES OF ENERGY
Period: 67 Section: Speaking
Week: 25
Aim: By the end of the lesson, students will be able to talk bout advantages and disadvantages of energy sources Express their ideas about alternative source of energy Teaching aids: Textbook, pictures
Procedures:
5
1
0
2
0
I WARM UP:
Limited
Unlimited
Oil
wind power
Coal
natural gas
nuclear power
solar energy
water power
II PRE-SPEAKING:
* Pre-teaching vocabulary
- renewable (adj) : có thể phục hồi
được
- reactor (n) : lò phản ứng
- radiation (n) : phóng xạ
- hydroelectricity (n) : thủy điện
* Checking vocabulary: ROR
* Task 1/ 172:
1-D 2-D 3-D 4-A 5-D 6-A
7-D
* Task 2/173: Introducing the
dialogue
* Useful language: Expressing ideas
- I think …
- Ask Ss listen and decide which energy
is limited and which
is unlimited
- explanation
- translation
- example
- picture
- Have Ss repeat the dialogue after the teacher
- Call some pairs to the front of the class
- Listen and decide which energy is limited and which is unlimited
- Listen and answer
- Repeat the dialogue after the teacher
Trang 44
1
- I believe …
- In my opinion …
- Personality …
- I don’t think …
III WHILE-SPEAKING:
* Activity 1: Repetition
* Activity 2: Substitution
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 source of energy
is running out while the wind is
abundant and limited
B: I know it is also clean and safe to the
environment However, it is not
available when there is no wind
IV POST-SPEAKING:
Group discussion
V HOMEWORK:
Prepare the next part
to act out the conversation
- Ask Ss to work in pairs to substitute the underlined words with suitable words
or the words suggested in the Useful language to make new conversations
- Assign homework
- Some pairs to the front of the class to act out the conversation
- Work in pairs to substitute the underlined words with suitable words or the words suggested
in the Useful language to make new
conversations
- Listen and take note
Trang 5UNIT 11: SOURCES OF ENERGY
Period: 68 Section: Listening
Week: 25
Aim: By the end of the lesson, students will be able to listen to specific information Express their own ideas about how to protect environment
Teaching aids: pictures, cassette player…
Procedure:
activities
Ss’ activities
5
1
0
1
5
I WARM UP: Pictionary
Lead in: What do these pictures refer to?
II PRE-LISTENING:
Natural
Resources
Renewabl e
Nonrenewabl e
Reasons
To know the answer, we’re going to listen to a text
about natural resources and natural environment
* Pre-teaching vocabulary:
- ecologist (n) : nhà sinh thái học
- to conserve (v) : giữ gìn
- resources (n) : tài nguyên
- removable (adj) : có thể di chuyển được
- fertilized (adj) : làm cho phì nhiêu
* Checking: Matching
- Ask Ss to work in four groups
- Have Ss show the pictures and ask
- Ask Ss Which of them are renewable and which
of them are non
renewable?
Why?
- Elicit the words by explanation , situation, and
example
- Ask Ss to listen and
- Work in groups
- Answer: They re about natural
resources
- Ss work in pairs and guess the answers
Listen to the teacher
-tell the words
-repeat -practise the words
-write down
- Have Ss to listen to the recording twice At the first time, ask
Ss to list all the resources they hear AT the second
Trang 64
1
III WHILE-LISTENING:
* Activity 1: Table Completion
Natural
Resoures
Renew -able
Nonrenew
- able
Reasons
Grass
Coal
Fossil fuels
Solar
energy
Air
Water
It will grow quickly
It takes many of years of coal Unlimited Unlimited
* Activity 2: Multiple Choice
Listen to the tape and circle the word they choose
1-D 2-C 3-D 4-A 5-B
* Activity 3: Gap-Fill
1.unlimited 2.atmosphere 3.may
4.gases 5.amounts
IV POST-LISTENING:
-What can we do to keep the resources renewable?
- What should we do to protect our environment?
V HOMEWORK:
Learn the new words by heart
Prepare the next part
check their guessing
- Let them compare their answers
- Check the answers with the class
- Ask Ss to read task 1 page 129 carefully, guess the answer
- Ask Ss to listen to the tape again and fill in the gaps with the words they have heard
- Ask Ss to work in groups of five to discuss the questions
time Ss tick which
resources is renewable and which is nonrenewabl e
- Read task 1 page 129 carefully, guess the answer
- Listen to the tape again and fill in the gaps with the words
-Work in groups of five
to discuss the questions
Trang 7UNIT 11: SOURCES OF ENERGY
Period: 69 Section: Writing
Week: 26
Aim: By the end of the lesson, students will be able to read the information from the chart
and write a description from a chart
Teaching aids: hand outs, posters
Procedures:
4
10
20
I WARM UP: Questions
1 Are you interested in the energy
consumption in your family? Your
country?
2 Do you know how much energy your
country consumes in a year?
Lead in: To know how to read and write a
chard of energy consumption, we will
study the lesson today
II PRE-WRITING:
* Hang the chart on the board and explain
the information in the chart
Key
1 100 million tons
2 Nuclear and Hydroelectricity
3 18 million tons
Useful Languages
Outlining:
III WHILE-WRITING:
* Activity 1:
The total energy consumption in 2005
was over 140 million tons/under 160
million tons Nuclear and
Hydroelectricity made up the largest
amount of this figure There was nearly
as much petroleum used as coal which
only made up the smaller proportion of
the total about 41 million tons
* Activity 2:
- Ask Ss to listen and answer
- Lead in
- Hang the chart on the board and explain the information in the chart
- Call on some Ss to read out their answers
- Elicit the tense and the language which is used in the passage from Ss
- Based on the chard in the textbook on page 130 Ss write
a description of the trends in energy consumption in the year 2005 in Highland
- Move around to give help
- When Ss have finished, ask them to exchange their writings, comparing and giving corrections
- Have SS work in pairs to
- Listen and answer
- Listen
- In pairs, Ss look
at the chart carefully and read the passage, contrasting the chart with the passage to find out the missing information
- Write a description of the trends in energy consumption in the year 2005 in Highland
Trang 81
* Activity 3:
IV POST-WRITING:
* Correction
V HOMEWORK:
Rewrite the comparison of the chart into
ss/ notebooks
describe the chart, using similar function of language
- Ask Ss to compare the amount of energy consumption
in the two years 2000 and 2005
- Work in pairs to describe the chart, using similar function
of language
- Compare the amount of energy
consumption in the two years
2000 and 2005
Trang 9Period: 70 UNIT 11: SOURCES OF ENERGY
Week: 26 Section: Language Focus
Aim: By the end of the lesson, Ss will be able to: Distinguish the consonant clusters / r/
/spl/ /spr/
- Understand the use of relative clauses replaced by participles and to
infinitives
- Write the sentences with relative clauses replaced by participles and to
infinitives Teaching aids: Realia, pictures, flipchart, handouts
Procedure
I Warm up: What are these?
Expected answer:
- Shrimp / rimp/
- Split ring /splitri /
- Spring onion /’spri ni n/
Lead-in
II Pronunciation
Hang on the chart with the sounds: /r/ /spl/ /spr/
Shred Split Spray
Shrill Splash Spread
Shrug Spleen Sprain
shrink Splutter Sprat
Practice:
Listen and repeat
Example:
T: Spring S: three
T: shrug S: one
III Grammar:
Relative clauses replaced by participles and to
infinitive
1 Active participles:
She is Lan’s sister
What’s she doing?
She’s playing with her dog
a The girl who is playing with the dog is Lan’s
- Show a picture or
a realia of a shrimp, a split ring, a spring onion and ask
- Ask Ss to listen to the teacher and repeat
- Elicit the consonant clusters / r/ /spl/ /spr/
- Point to each sound and read it aloud three times
- Ask Ss to repeat the sounds
- Call on some Ss to pronounce them - Read out some examples of the sounds
- Ask Ss to add some more words that contain the sounds - Give each sound a number: 1- / r/ 2- /spl/ 3- /spr/
- Teacher reads the words randomly,
- Show a picture of a girl playing with a dog and tell Ss:
- Answer: They are shrimp, a split ring, and a piece of spring onion
- Repeat the sounds
- Practise reading aloud the sentences
on page 131
- Listen and shout 1 or 2, 3 depending on the sound Ss hear
- Combine these two sentences into one
Trang 10sister
The girl playing with the dog is Lan’s sister
b The man spoke to John is my brother
The man speaking to John is my brother
Note: We can use a present participle to replace a
relative clause which has an active meaning
2 Passive participles
The picture which was drawn by a blind has won
the first prize
The picture drawn by a blind has won the first
prize
Note: We can use a past participle to replace a
relative clause which has a passive meaning
3 Infinitive relative clauses
a Which was the first country which won the world
cup?
Have Ss to ask that question in another way
Which was the first country to win the world
cup?
b The last person who leaves will have to turn out
the lights
The last person to leave will have to turn out the
lights
Notes:
- We can use a to-infinitive to replace a
relative clause
- We often use a to-infinitive after an
ordinary number (first, second…) after next, last,
after, only … and after superlative adjectives
Exercise 1: Key
1 The boy playing the piano is Bend
2 Do you know the woman coming toward us?
3 The people waiting for the bus in the rain
are getting wet
4 The scientists searching the causes of
- Eliciting question: Who can combine these two sentences into one?
- Write on the board:
- Ask Ss to look at the examples carefully Elicit the rules from Ss
- Write the notes on the board
- Show the second picture and tell Ss:
- The picture has won the first prize It was drawn by a blind
- Ask Ss to combine the two sentences into one
- Elicit the rules from Ss
- Write the notes on the board
- Ask Ss
- Ask Ss to look at the examples carefully
- Elicit the rules from Ss
- Write the notes on the board
- Ask Ss to rewrite the sentences in exercise 1, using present participle phrase
- Move around to
- Look at the examples carefully
- Combin
e the two sentences into one
- Look at the examples carefully
- Rewrite the sentences in exercise 1, using present participle
phrase
- Rewrite the
sentences in exercise 2, using past
Trang 111 The ideas presented in that book are
interesting
2 I come from a city located on the southern
part of the country
3 They live in a house built in 1890
4 The photographs published in the
newspaper were extraordinary
5 The experiment conducted at the University
of Chicago was successful
6 They work in a hospital sponsored by the
government
Exercise 3: Key
1 John was the last man to reach the
mountain
2 The last person to leave the room must turn
off the lights
3 The first person to see is Mr Smith
4 This is the second person to be killed in that
way
5 The first person to catch the ball will be the
winner
IV Homework:
- Teachers delivers the handouts to Ss (Appendix)
Combine these sentences into one:
1 The girl who is playing badminton in the
schoolyard is my daughter
2 Do you know the boys who are talking to
our form teacher over there?
3 Do you come from a city which is located in
the southern part of the country?
4 The official took no notice of the telephone
which was ringing on his desk
5 The first team which wins the competition
will have a three-day holiday in Hawaii
6 Most of the goods which are made in this
factory are exported
exercise 2, using past participle phrase
- Move around to give help
- Have them exchange their exercise to check
- Ask Ss to rewrite the sentences in exercise 3, using infinitive phrase
- Move around to give help
- Ask Ss to come to the board and write them down
- Check Ss’ tasks and give corrections
the sentences in exercise 3, using
infinitive phrase