Thiết kế bài dạy môn Tiếng Anh 11 - Unit 11: Sources of energy - Period: 66 đến period: 70

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]

Date 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 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: Stabilization: minutes A Warm–up: Greetings B Checking absence: Ask the monitor 2.Checking up previous knowledge: Time needed: 5ms Questions: Asks some sts to some exercises about relative clauses with prepositions 3.Presentation of the new material: Part A Reading TIME 5’ 8’ TEACHER’S ACTIVITIES 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] STUDENTS’ ACTIVITIES - play a game THE CONTENT OF THE LESSON UNIT 11: SOURCES OF ENERGY Part A Reading - listen - look at the picture, name the energy and tell more information about them - listen - take notes + alternative (adj) + reserve (n) I/New words 34 Lop11.com 12’ + 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 task individually - calls on some sts to give answers - gives feedback released ; alternative; energy; limited; 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’ (groupwork) - asks the sts in each group to answer - gives feedback + exhaust (v) ( to run out of) + released (adj) +geothermal (adj) - make examples - task - answer - take notes released ; alternative; energy; limited; exhausted Not only plentiful and infinite but also clean and safe Only possible during the day time Clean and unlimited Expensive Clean and unlimited No wind energy when there is no wind Available Only possible in few places Clean and unlimited No wind energy when there is no wind Available Only possible in few places 8’ Task 1 released ; alternative; energy; limited; exhausted - read the text and find the advantages and disadvantages of each Task Advantages alterantive source of energy Disadvantages - answer It’s unlimited Can be very - listen, take notes dangerous Advantages Disadvantages It’s unlimited Can be very dangerous Not only plentiful and infinite but also clean and safe Only possible during the day time Clean and unlimited Expensive ( Note: 1: Nuclear power; 2: Soalr energy; Water power; 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 Our major source of energy comes from fossil fuels 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 + alternative (adj) + reserve (n) + exhaust (v) ( to run out of) + released (adj) +geothermal (adj) - ask and answer in pairs - answer - take notes 1.Our major source of energy comes from fossil fuels 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 Task 1.Our major source of energy comes from fossil fuels Five sources of energy are mentioned in the text I think solar energy is the most potential - listen - present 36 Lop11.com 2’ - gives feedback energy; one; fuels; limited alternative; sources; unlimited; environment V/ Consolidation - reminds the content of the lesson - gives the message “save natural resources for future use” - listen energy; one; fuels; limited alternative; sources; unlimited; environment - listen 1.Home work(3’): - learn by heart the new words - translate the text - exercises in the workbook 2.Preparation for the next lesson (2’): -prepare Part B at home (Speaking) 3.Self–evaluation: 37 Lop11.com 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 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: Stabilization: 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 TIME 5’ 8’ 12’ TEACHER’S ACTIVITIES I/Lead in - says a sentence to introduce the lesson II/Pre-speaking - introduces task - asks the sts to read the text again and task in 3’ in pairs - calls on some students to answer orally - remarks D; D; D; A; D; A; D III/ While speaking Task - introduces tasks - asks the sts to look at the model conversation in the textbook, listen to the teacher and a student - provides useful language STUDENTS’ ACTIVITIES THE CONTENT OF THE LESSON UNIT 11 - listen - listen, - read the text and task Part B Speaking - answer Task - listen Advantages and Disadvantages of D; D; D; A; D; various sources of energy A; D D; D; D; A; D; A; D - listen - a student talk to the teacher - take notes 38 Lop11.com * Expressing ideas A: I think/ believe that ……can be - I think/ believe an alternative source of nergy 9’ - In my opinion B: Why you think/ believe so? - Personally A: Because our think major source of - I don’t energy- isasks ….while the windsts is to ask and different ….and ……… answer in 5’, imitating the model B: I know it is also theon the board to - hangs the ….to chart environment it is not help theHowever, sts …when there is no wind * Expressing ideas - I think/ believe - In my opinion - Personally - I don’t think - ask and answer Task * Expressing ideas - I think/ believe - In my opinion - Personally - I don’t think - ask and answer - look at the board, build the A: I think/ believe that ……can be conversation an alternative source of nergy B: Why 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 2’ - gives remarks Task - 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 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 groups - asks the sts to make a list of things the family should to save energy - asks each group to present their ideas - gives remarks V/ Consolidation - reminds the content of the lesson - listen Task - work in groups, write on Express their belief on the small board increasing use of alternative sources in the future - listen, take notes - work in groups - present ideas - listen - listen 4.Home work (3’) - practise speaking at home 5.Preparation for the next lesson(1’) -prepare Part C at home 6.Self–evaluation: 39 Lop11.com Date 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 Language: a Vocabulary: related to the text b Structure: simple present Skill: listening 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: Stabilization: minutes A Warm–up: Greetings B Checking absence: Ask the monitor Checking up previous knowledge: Time needed:5’ Questions: asks 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 TIME 7’ 5’ TEACHER’S ACTIVITIES 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 these pictures refer to? Which of them are STUDENT’S ACTIVITIES THE CONTENT OF THE LESSON UNIT 11 - play the game “Pictionary” Part C Listening - listen - answer: They are about natural resources Coal, Oil, 40 Lop11.com renewable and which of them are Gas, land are non-renewable Before you listen non-renewable? Why? + similarity (n) - asks the students to pay attention to - look at the words in “Listen + household (n) words in “Listen and Repeat” and Repeat” + get rid of (vp) - gives them the words’ meaning - take notes + contest (n) 14’ + ecologist (n) : person who studies + broastcast (v) + represent (v) ecology + renewable (adj) + longevity (n) - asks the sts to look at the key words -read the words aloud + shrine (n) and phrases in the textbook, listen and repeat after the teacher twice - calls on some sts to read them - read aloud While you listen aloud III/ While listening Task - introduces task - listen - asks the sts to read task (page - read the sentences in task 1, 129) in 2’ pay attention to key words - reads through the sentences once - listen - asks the sts to guess the answer - guess the answer - plays the tape twice - listen and the task Task 1: - asks the sts to exchange answers - exchange answer, take notes 1D; 2C; 3D; 4A; 5B - calls on some sts to answer - answer - gives feedback (plays the tape and - take notes 1D; 2C; 3D; 4A; 5B pause at the key sentences) 1D; 2C; 3D; 4A; 5B Task - asks the sts to read the in 2’ - read the paragraph in task - asks them to guess the words they - guess the words they need to need to fill fill - asks the sts to listen to the tape - listen to the tape again, then answer orally - plays the tape twice (if necessary) - calls on some pairs to answer, asks - answer Task others to remark - gives feedback - take notes unlimited; unlimited; atmosphere; may; unlimited; atmosphere; atmosphere; may; gases; amounts gases; amounts may; gases; amounts IV/ Post listening Task 7’ - asks the sts to work in groups to put a tick in the right columns (table - work in groups, to put a tick p.130) in the right columns - calls on some sts to answer - present ideas - remarks - listen 2’ V Consolidation - reminds the content of the lesson - listen 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: 41 Lop11.com 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 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: Stabilization: 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 TIME 5’ 10’ TEACHER’S ACTIVITIES 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 STUDENT’S ACTIVITIES - answer the questions * No, I don’t THE CONTENT OF THE LESSON UNIT 11: SOURCES OF ENERGY Part D Writing - 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 Task 1.100 million tons Nuclear Hydroelectricity 18 million tons - listen and take notes Useful expressions and 42 Lop11.com 12’ 8’ 1.100 million tons Nuclear and Hydroelectricity 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 Nuclear and Hydroelectricity 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 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 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: 43 Lop11.com 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 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 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: the exercises at home 5.Previous exercises: write a paragraph describing a chart III PROCEDURE IN CLASS: Stabilization: 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 TIME 5’ 5’ TEACHER’S ACTIVITIES 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 * 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 STUDENT’S ACTIVITIES THE CONTENT OF THE LESSON UNIT 11: look at some pictures SOURCES OF ENERGY (shrimp, spring, shrine) and answer what they are Part E Language Focus - listen Pronunciation / r/ / spl/ /spr/ Shred splash spring Shrill split spray Shrim spleen spread read the words in the Shrine splutter sprightly textbook after the teacher - read the words aloud - listen 44 Lop11.com 4’ 8’ 5’ - makes corrections Activity 2: Practise the sentences - reads the sentences once and explains the meaning if necessary - asks the sts to work in pairs to practise reading the sentences - calls on some sts to read aloud - gives comments III Presentation * Grammar - gives examples using relative clauses Eg: a The baby who is clapping her hand is my daugher The picture which was drawn by my sister has won the second prize - reduces the relative clauses into phrases a The baby clapping her hand is my daugher The picture drawn by my sister has won the second prize - asks the sts to analyse the new structures and tell the way to reduce a clause into a phrase (active verb and passive verb) - asks the sts to give some examples to illustrate - corrects their examples - introduces the way to use an infinitive phrase to replace a relative clause Yuri Gagarin was the first man who flew into space  Yuri gagarin was the first man to fly into space * “To- infinitive”: + to show purpose + to replace relative clauses with the expression “the first, the last, the second, etc” IV Practice Exercise - asks the sts to exercise in 2’ - calls on some sts to answer - corrects The boy playing the piano is Ben Do you know the woman - listen, repeat if necessary] - listen - practise sentences - practise - listen reading the Grammar - take notes Eg: a The baby who is clapping her hand is my daugher The picture which was drawn by my sister has won the second prize - reduces the relative clauses into phrases a The baby clapping her hand is my daugher The picture drawn by my sister has won the second prize - analyse the structures and tell the way to reduce a clause into a phrase - give some examples to illustrate - write down - take notes Yuri Gagarin was the first man who flew into space  Yuri gagarin was the first man to fly into space * “To- infinitive”: + to show purpose + to replace relative clauses with the expression “the first, the last, the second, etc” Eg: a The baby who is clapping her hand is my daugher The picture which was drawn by my sister has won the second prize - reduces the relative clauses into phrases a The baby clapping her hand is my daugher The picture drawn by my sister has won the second prize Yuri Gagarin was the first man who flew into space  Yuri gagarin was the first man to fly into space * “To- infinitive”: + to show purpose + to replace relative clauses with the expression “the first, the last, the second, etc” - exercise in 2’ - answer - take notes The boy playing the piano Exercise is Ben The boy playing the piano is Do you know the woman Ben 45 Lop11.com coming toward us? coming toward us? the people waiting for the bus the people waiting for the in the rain are getting wet bus in the rain are getting wet The scientist researching for The scientist researching the causes of cancer are making for the causes of cancer are progress making progress The fence surrouding our The fence surrouding our house is made of wood house is made of wood We have an apartment We have an apartment overlooking the park overlooking the park Exercise - asks the sts to the task - the task individually 5’ individually - calls on some sts to write on the - write on the board board - corrects The ideas presented in that The ideas presented in that book are interesting I come form a city located book are interesting I come form a city located in in the sourthern part of the the sourthern part of the country country They live in a house built in They live in a house built in 1890 1890 The photographs published in The photographs published the newspaper were in the newspaper were extraordinary extraordinary the experiment conducted at the experiment conducted at the University of Chicago was the University of Chicago was successful successful They work in a hospital They work in a hospital sponsored by the government sponsored by the government Exercise - asks the sts to exercise in - exercise in groups 5’ groups in 2’ - asks the sts to answer orally - answer orally - gives feedback - take notes John was the last man to reach John was the last man to the top of the mountain reach the top of the mountain The last person to leave the The last person to leave the room must turn off the light room must turn off the light The first person to see is Mr the first person to see is Mr Smith Smith This is the second person to be This is the second person to killed in that way be killed in that way the first person to catch the the first person to catch the ball will be the winner ball will be the winner V Consolidation 2’ - reviews the use of resucing a - listen relative clause into a phrase Homework (1’) - redo the execises and some exercises in the workbook Preparation for the next lesson (1’): -prepare for the first semester examination Self–evaluation: Do you know the woman coming toward us? the people waiting for the bus in the rain are getting wet The scientist researching for the causes of cancer are making progress The fence surrouding our house is made of wood We have an apartment overlooking the park Exercise The ideas presented in that book are interesting I come form a city located in the sourthern part of the country They live in a house built in 1890 The photographs published in the newspaper were extraordinary the experiment conducted at the University of Chicago was successful They work in a hospital sponsored by the government Exercise John was the last man to reach the top of the mountain The last person to leave the room must turn off the light the first person to see is Mr Smith This is the second person to be killed in that way the first person to catch the ball will be the winner 34 Lop11.com