After students listen and understand the lesson, they can write a short paragraph about the importance of sources of energy.. Behavior: After the lesson, students will love the nature [r]
(1)Date of Preparing: February 16th, 2016 Date of Teaching/Class: February 17th, 2016 Period 74
UNIT 11: SOURCES OF ENERGY C LISTENING
I OBJECT:
1 Knowledge: By the end of the lesson, students will be able to: - Know more vocabulary relating to sources of energy
- Improve students’ listening skill for specific information
- Express students’ own ideas about how to protect environment 2 Skills:
- Develop listening skills to understand and find out specific information
-Use some vocabulary relating to sources of energy to listen After students listen and understand the lesson, they can write a short paragraph about the importance of sources of energy
3 Behavior: After the lesson, students will love the nature more and find out many ways to protect environment
II PREPARATION:
1 Teacher: book, lesson plan, handout, computer, speaker, etc.
2 Students: Learnt by heart the vocabulary that have learnt in part A (Reading) and part B (Speaking) and prepare the new words in part C (Listening)
III PROCEDURE:
Stages Teacher’s activities Ss’ activities
Warm up
(5 mins) Task 1: Puzzle Game- T divides class into groups and gives
(2)Before-listening (12 mins)
Wind power
Nuclear power
Water power
Solar energy
+ Each group choose picture and rearrange them in minutes
+The groups paste pictures quickly on the board
+T decides groups which correct and faster is winners
- T asks Students to give the word of the pictures
- T leads in the lesson Vocabulary:
- T introduces some new words in context: What you call a person who studies in ecology?
->He is an ecology
=>Ecology (n) /i k l d i/ : Nhà sinh thái ˈ ɒ ə ʒ
h cọ
2 Unlimited # limited (adj) : / n l m t d/ # / l m t d/ʌ ˈ ɪ ɪ ɪ ˈ ɪ ɪ ɪ
3 Renewable # non-renewable (adj) : /r nju bl/ # /n n- r nju bl/ɪˈ ːə ɒ ɪˈ ːə
4 Fertilize (v) / f t la z/ˈ ɜː ə ɪ : Làm cho màu mỡ
pictures
- take note the new words
(3)While-listening (22 mins)
- T reads and asks Ss to repeat Task 2: Jumble word:
- T gives jumble word
- T asks Ss to go to the board and rearrange the words:
1 Coegylo -> Ecology 2 Litedmiun-> Unlimited 3 Neawlbere-> Renewable 4 Lizeferti-> Fertilized - T corrects the answers Task 3: Fill in the blank
- T gives the hand out for Ss
- T open the first and second paragraph
- T asks Ss to listen and choose the word on the box to fill in the blank
The natural (1) includes all natural resources that are necessary for life: the air, the ocean, the sun, and the land Because they are vital for life, these (2) must be protected from pollution and conserved (3) study their importance and how to use them carefully
According to ecologists, resources are divided into two groups: (4) and nonrenewable When a resource is used, it takes some time to replace it If the resource can be replaced quickly, it is called renewable For example, grass for animals is a renewable resource When cows eat the grass, the resource is used If the soil is fertilized and protected, more grass will grow Coal, however, is nonrenewable because it takes millions of years to make coal All (5) are nonrenewable resources
1. Environment 2 Resources 3 Ecologists 4 Renewable 5 Fossil fuels
- T asks some Ss write their answers on the
- take note - listen
paragraph on the tape - choose
the word on the box to fill in the blank
- some Ss go to the board and write down the answers Resources Fossil fuels
Environment
(4)Post- listening (5 mins)
board
- T corrects the answers Task 4: Complete the sentences
- T opens the tape for Ss in times
- T asks Ss to listen and complete the sentences by circling the letter A, B, C or D:
1 D D C 2 C A
- T calls some Ss to go to the board and write down their answers
- T asks Ss to check their answers together
- T corrects the answers
Task 5: Identify the kind of sources of energy - T introduces the task in textbook page 130
- take notes
- listen to the tape and complete the
sentences by circling the letter A, B, C or D
- some Ss go to the board to write down the answers - check the
answers together - take
notes
(5)Homewwork &
Consolidatio n
(1 min)
- T asks Ss listen the tape in the last time and tick in the right column
- T asks some Ss to read their answers with the complete sentence T gives the example:
Eg: …Coal…belongs to…nonrenewable sources
- T asks Ss to write a short paragraph about the importance of sources of energy
- Prepare lesson 4: Writing
- Listen the tape in the last time and put a tick in the right column - Some Ss
read the answers with the complete sentence - Take note - Take note Sources of
energy
Nonrenewabl e
Renewable
Coal
Geothermal heat Petroleum
Solar energy Oil
(6)Lessons from teaching experience: