Unit11-English11

Tan Lam High School Lesson plan English 11 Date 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, Teacher in charge: Đặng Hồng Liên Tan Lam High School Lesson plan English 11 - 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. Teacher in charge: Đặng Hồng Liên Tan Lam High School Lesson plan English 11 126&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. Teacher in charge: Đặng Hồng Liên Tan Lam High School Lesson plan English 11 Date 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 Teacher in charge: Đặng Hồng Liên Tan Lam High School Lesson plan English 11 Picture A: Picture B: Picture C: Picture D: à Solar energy à wind energy à fossil fuel (oil) à water energy Teacher in charge: Đặng Hồng Liên Tan Lam High School Lesson plan English 11 Picture 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. Teacher in charge: Đặng Hồng Liên Tan Lam High School Lesson plan English 11 1. 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 Teacher in charge: Đặng Hồng Liên Tan Lam High School Lesson plan English 11  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. Teacher in charge: Đặng Hồng Liên Tan Lam High School Lesson plan English 11 Date 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. Teacher in charge: Đặng Hồng Liên Tan Lam High School Lesson plan English 11 best 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 Oil 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) Teacher in charge: Đặng Hồng Liên