To help students listen to a short passage and understand specific information about two groups of natural resources.. To present and practice some vocabulary items concerning group[r]
(1)LESSON PLAN Supervisor’s name: Le Thi Tuyet Minh
Student Teacher’s name: Vo Thi Ngoc Thuyen Class: ……
Students’ level & characteristics: Grade 11/Pre-Intermediate level (the majority of students are shy and passive, some are smart and active )
Lesson: Listening – Unit 11 (English 11 – Basic Edition) Teaching time: Period Tuesday morning Jan 26th 2010
Aims: This lesson aims to Language:
To help students listen to a short passage and understand specific information about two groups of natural resources
To present and practice some vocabulary items concerning groups of natural resources and how to use them carefully
Skill:
To give students practice in listening for gist and detail
To help improve students’ writing skill via the task in the post-listening stage
Objectives: By the end of the lesson, students should be able to:
Develop such listening micro-skills as listening for specific and detailed information Improve their skill of writing about the use of natural resources
Use the acquired language and knowledge to write a paragraph about different kinds natural resources
Relevant Previous Knowledge:
(2)Approaches and Teaching Aids:
a Grammar-Translation Method + Communicative Approach b BB, computer, projector, realia, textbook, handouts…
Anticipated problems:
The majority of students may not be familiar with the topic “Sources of Energy” Most of the students are not good at listening
Solutions: Teacher gives students a short warm-up activity on the topic in order to familiarize them with the topic
Teaching procedure
A Classroom procedure (1’) * Greeting
* Checking attendance B New Lesson: (42’)
Teacher’s activities + Timing Students’ activities
Content Pre – Listening:
Warm-up: (5’)
Divide the class into groups and tell the instructions of the crossword
“Each group will choose a number, and then answer the question of this number 10 marks for the correct answer If that group can’t answer the question, the chance is for the other, marks for the correct one After groups find out all words here, you’ll have 10 seconds to guess the key word today by arranging letters in each answer Raise your hand if you have the answer first and 20 marks for the key word.”
Play a game
(3) Check students whether they understand the rule Set the game in motion
After all the words are made known, introduce the topic of the today’s lesson: “The key word here is RESOURCE, so today we’re going to listen to a text about natural resources.”
Presenting vocabulary: (8’) RESOURCE (n)
Show some pictures of natural resources and elicit: “ People say that our country is rich in mineral supplies such as steel, iron or coal, also has a huge amount of forest, water, wind and solar All of these are called resources, natural resources.”
Ask students for its meaning Give students an example
VITAL (a)
Ask students to list something we cannot live without them
Elicit the meaning:
“People can’t live without these resources, right? So, the natural resources are very necessary for our life Or we can say, the natural resources are vital for our life.”
Ask students for synonyms Give students an example
ECOLOGY
Ask them to name some animals and the place they live
Eliciting the meaning:
“So, these animals have the relation with their own environment And the science that studies the relation
Contribute to the lesson
Resource (n) Ex: The natural environment includes all natural resources.
Vital (a) Ex: Natural resources are very vital for our life
(4)between the environment and animals is ecology.” Ask them to translate into Vietnamese
If they cannot, give them the Vietnamese meaning
RENEWABLE (a)
Show pictures of solar panel and windmills Eliciting meaning by asking some questions:
+ What source of energy does each picture refer to? + Do we use these sources of energy every day? + How long does it take them to be replaced? Lead to the meaning:
“Ok, these sources of energy are replaced quickly and naturally, so we call them renewable energy.”
Ask students for the Vietnamese meaning Give students the opposite word
FERTILIZE
Show contrast pictures: the first one is a barren area; the other is an area with green plants Ask students for comparisons
Lead to the meaning:
“Ok, the soil in the first picture is dry so flowers or trees can’t grow in this soil; whereas you can see plants grow very well in the second picture, right? Maybe people add more substances to soil to make plants grow well, or we can say the soil is fertilized.” Ask students for the Vietnamese meaning
Give student the family word and an example
Conduct repeatition
T reads the words aloud
Ask students to repeat the new vocabulary chorally and individually
Guiding Questions:
Read the words
Listen and
Renewable (a) Ex: Grass for animals is a renewable resource.
(5)Give the guiding questions for the talk that students are going to listen
Play the tape once (non-stop) for students to grasp the general ideal of the listening
Ask for the answer If students can’t answer, let them listen again
Give the complete answer
While – Listening:
Task 1: True or False (listen paragraph 1) Give instructions for task
Ask students to read through the task carefully Play the tape (the 1st paragraph) non-stop
Play the tape again, pause at some important points Ask students to the task and then check with
their partners
Ask students to give the answers
Check answers with the whole class, play the tape again at points connecting to the questions to confirm
Show the answers Task 2: Multiple Choice Give instructions for task
Ask students to read through the task carefully Play the tape (the 1st paragraph) non-stop
Play the tape again, pause at some important points Ask students to the task and then check with
their partners
Ask students to give the answers
Check answers with the whole class, play the tape again at points connecting to the questions to confirm
answer the questions
(6) Show the answers
Task 3: Gap – Filling
Give instructions for task
Ask students to read through the task carefully Play the tape (the 1st paragraph) non-stop
Play the tape again, pause at some important points Ask students to the task and then check with
their partners
Ask students to give the answers
Check answers with the whole class, play the tape again at points connecting to the questions to confirm
Show the answers
Post_listening
T writes the diagram of the passage on the screen Ask students to work in group of and summarize the passage
D Consolidation: (1’)
Consolidate the lesson
Ask students to study the vocabulary at home and the homework Ask students to prepare the next lesson
Say goodbye to students
APPENDIX
Tape script:
(7)According to ecologists, resources are divided into two groups: renewable 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 If it cannot be replaced quickly and easily, it is nonrenewable 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 fossil fuels are nonrenewable resources
Solar energy, air, and water are renewable resources because there is an unlimited supply However, this definition may change if people are not careful with these resources The amount of solar energy that reaches the earth depends on the atmosphere If the atmosphere is polluted, the solar energy that reaches the earth may be dangerous If life is going to continue, the air must contain the correct amount of nitrogen (N), oxygen (O), carbon dioxide (CO2), and
other gases, if human continue to pollute the air, it will not contain the correct amounts of these gases
Game
1 The burning of wood releases this (4 letters)
2 The form of energy which the sun releases (5 letters)
3 A type of fuel formed the remains of plants or creatures millions of years ago (10 letters)
4 It is not a liquid, not a solid, so it must be a (3 letters) 5 It covers two- thirds of the Earth (5 letters)
6 Piece of black mineral that is burnt as a fuel (4 letters)
Key words: RESOURCE
(8)(9)(10)