- 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]
(1)Lesson plan 11 Bui Thi Phuong Thao UNIT 11: SOURCES OF ENERGY Period: 66 Week: 25 Section: Reading 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: T 5 Stages & Content I WARM UP: Word Grid ENERGY Lead in: What sources of energy you know? Oil coal wind Source of natural nuclear II PRE-READING: * Pre-teach vocabulary: - alternative (adj) : thay theá - reserve (n) : dự trữ - exhaust (v) : laøm kieät queä - released (adj) : phoùng thích - limited (adj) : giới hạn * Checking vocabulary: Gap-fill (Task 1/125-126) Released 2.alternative exhausted 4.limited 4.reserve III WHILE-READING: * Answer the Pre questions What is our major source of energy? - Our major source of energy is fossil fuels (oil, coal, natural gas) 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 How many sources of energy are mentioned in the Lop11.com T’s Ss’ activities activities - Ask Ss - Ss find out find out the the vertical vertical word 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 - Listen and answer - Work in pairs and fill in each blank with a suitable word from the vocabulary (2) Lesson plan 11 Bui Thi Phuong Thao text? vocabulary - The sources of energy mentioned in the text are: Fossil fuels, nuclear energy, geothermal heat, solar energy, wind power, water power Whish one of you think is the most potential - Ask Ss to energy of all the alternative sources of energy? read the - I think solar energy is the most potential energy of all text silently the alternative sources of energy and answer the pre* Table Completion questions Sources of energy Advantages Disadvantages a Nuclear energy unlimited Very dangerouswith Solar energy not only plentiful Possible in the partner day & infinite but also time clean & safe 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 - Ask Ss to scan the feasible in Vietnam? Say why? passage to find out the advantages and V HOMEWORK: disadvantag Revise the reading lesson and prepare the next part es of each alternative source - Ask Ss to work in groups and take notes their group’s ideas Lop11.com - Read the text silently and answer the prequestions 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 (3) Lesson plan 11 Bui Thi Phuong Thao Unit 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: T Stages & Content T’s activities Ss’ activities I WARM UP: - Ask Ss listen and Listen and decide which energy decide which Limited is limited and which energy is limited Unlimited is unlimited and which is Oil unlimited wind power Coal natural gas - explanation nuclear power - translation - example Listen and solar energy answer - picture water power II PRE-SPEAKING: * Pre-teaching vocabulary - renewable (adj) : coù theå phuïc hoài - reactor (n) : lò phản ứng - radiation (n) : phoùng xaï - hydroelectricity (n) : thuûy ñieän * Checking vocabulary: ROR * Task 1/ 172: 1-D 2-D 3-D 4-A 5-D 6-A - Have Ss repeat the 7-D * Task 2/173: Introducing the dialogue after the dialogue teacher Repeat the - Call some pairs to dialogue after the * Useful language: Expressing ideas the front of the class teacher - I think … Lop11.com (4) Lesson plan 11 Bui Thi Phuong Thao - I believe … - In my opinion … - Personality … - I don’t think … III WHILE-SPEAKING: * Activity 1: Repetition to act out conversation the - Some pairs to the front of the class to act out the - Ask Ss to work in conversation pairs to substitute the - Work in pairs to underlined words substitute the with suitable words underlined words or the words with suitable suggested in the words or the Useful language to words suggested * Activity 2: Substitution new in the Useful A: I think / believe that wind power can make language to make conversations be an alternative source of energy new B: Why you think / believe so? conversations A: Because our major source of energy is running out while the wind is - Assign homework - Listen and take abundant and limited note 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 Lop11.com (5) Lesson plan 11 Bui Thi Phuong Thao UNIT 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: T Stages & Content T’s Ss’ activities activities I WARM UP: Pictionary - Ask Ss to - Work in work in groups four groups Answer: Lead in: What these pictures refer to? - Have Ss They re about show the natural pictures resources and ask - Ss work in II PRE-LISTENING: and - Ask Ss pairs Natural Renewabl Nonrenewabl Reasons guess the Which of Resources e e them are answers To know the answer, we’re going to listen to a text renewable and which about natural resources and natural environment of them are * Pre-teaching vocabulary: non Listen to the - ecologist (n) : nhaø sinh thaùi hoïc renewable? teacher - to conserve (v) : giữ gìn -tell the Why? - resources (n) : taøi nguyeân words - removable (adj) : có thể di chuyển - fertilized (adj) : laøm cho phì nhieâu -repeat * Checking: Matching -practise the words - Elicit the -write down words by explanation - Have Ss to , situation, listen to the and recording example twice At the first time, ask Ss to list all the resources - Ask Ss to they hear AT listen and the second Lop11.com (6) Lesson plan 11 Bui Thi Phuong Thao check their time Ss tick guessing which resources is III WHILE-LISTENING: renewable * Activity 1: Table Completion and which is Natural Renew Nonrenew Reasons nonrenewabl -able - able Resoures Grass It will grow - Let them e compare - Read task Coal quickly page 129 Fossil fuels It takes many of their answers carefully, Solar years of coal - Check the guess the energy Unlimited answers answer Air Unlimited with the - Listen to the Water tape again class - Ask Ss to and fill in the * Activity 2: Multiple Choice read task gaps with the Listen to the tape and circle the word they choose page 129 words 1-D 2-C 3-D 4-A 5-B carefully, * Activity 3: Gap-Fill guess the -Work in 1.unlimited 2.atmosphere 3.may answer groups of five 4.gases 5.amounts - Ask Ss to to discuss the listen to the questions IV POST-LISTENING: tape again -What can we to keep the resources renewable? and fill in - What should we to protect our environment? the gaps V HOMEWORK: with the Learn the new words by heart words they Prepare the next part have heard - Ask Ss to work in groups of five to discuss the questions Lop11.com (7) Lesson plan 11 Bui Thi Phuong Thao UNIT 11: SOURCES OF ENERGY Period: 69 Week: 26 Section: Writing 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: T Stages & Content I WARM UP: Questions Are you interested in the energy consumption in your family? Your country? 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 10 study the lesson today II PRE-WRITING: * Hang the chart on the board and explain the information in the chart Key 100 million tons Nuclear and Hydroelectricity 18 million tons Useful Languages Outlining: 20 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: T’s activities Ss’ activities - Ask Ss to listen and answer - Listen answer and - Lead in - Listen - 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 Lop11.com - 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 (8) Lesson plan 11 Bui Thi Phuong Thao describe the chart, using similar function of language - Ask Ss to compare the * Activity 3: amount of energy consumption - Work in pairs to in the two years 2000 and describe the 2005 chart, using IV POST-WRITING: similar function * Correction of language V HOMEWORK: - Compare the Rewrite the comparison of the chart into amount of ss/ notebooks energy consumption in the two years 2000 and 2005 Lop11.com (9) Lesson plan 11 Period: 70 Week: 26 Bui Thi Phuong Thao UNIT 11: SOURCES OF ENERGY Section: Language Focus Aim: By the end of the lesson, Ss will be able to: Distinguish the consonant clusters / /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 T Stages & Content 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/ 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 T’s activities - 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 III Grammar: Give each sound a Relative clauses replaced by participles and to number: 1- / r/ 2infinitive /spl/ 3- /spr/ Active participles: - Teacher reads the words She is Lan’s sister randomly, What’s she doing? - Show a picture of a girl She’s playing with her dog a The girl who is playing with the dog is Lan’s playing with a dog and tell Ss: Lop11.com r/ Ss’ activities - Answer: They are shrimp, a split ring, and a piece of spring onion - Repeat sounds the Practise reading aloud the sentences on page 131 - Listen and shout or 2, depending on the sound Ss hear Combine these two sentences into one (10) Lesson plan 11 Bui Thi Phuong Thao sister 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 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 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 The boy playing the piano is Bend Do you know the woman coming toward us? The people waiting for the bus in the rain are getting wet The scientists searching the causes of cancer are making progress The fence surrounding house is made of wood We have an apartment overlooking the park Exercise 2: Key 10 Lop11.com - 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 give help - Have them exchange their exercise to check - Ask Ss to rewrite the sentences in - 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 participle phrase - Rewrite (11) Lesson plan 11 Bui Thi Phuong Thao The ideas presented in that book are interesting I come from a city located on the southern 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 3: Key John was the last man to reach the mountain The last person to leave the room must turn off the lights 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 IV Homework: - Teachers delivers the handouts to Ss (Appendix) Combine these sentences into one: The girl who is playing badminton in the schoolyard is my daughter Do you know the boys who are talking to our form teacher over there? Do you come from a city which is located in the southern part of the country? The official took no notice of the telephone which was ringing on his desk The first team which wins the competition will have a three-day holiday in Hawaii Most of the goods which are made in this factory are exported 11 Lop11.com 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 (12) Lesson plan 11 Period: 71 Bui Thi Phuong Thao TEST YOURSELF D Week: 26 I Listening: Listen to the passage about water conservation and complete the following sentences Cannot live It rains Planting vegetation Hold back the water dry seasons II Reading: Read the passage and answer the questions Air, water and soil are necessary to the survival of all living things Badly polluted air can cause illness, and even death Polluted water kills fish and other marine life Pollution of soil reduces the amount of land that is avaible for growing food Because much pollution is caused by things that benefit people For example, exhaust from automobiles causes a large percentage of air pollution; but the automobile provides transportation for millions of people They would have to stop using many things that benefit them Governments can pass and enforce laws that require businesses and individuals to stop, or cut down on certain polluting activities III Pronunciation and Grammar: a Listen and put a tick () in the right box, paying attention to the pronunciation of the underlined part of the word Sneeze Smash Shrimp spread b Complete each of the following sentences, using the correct form (to-infinitive or participle) of the verb in the box Living Ringing To leave To drink Invited blown 12 Lop11.com (13)