nuclear power, solar energy, - T checks the answers, gives water power, wind power, comments and feedback.. I think solar energy is the most potential..[r]
Date of Preparing: Week: Period: Date of Teaching: Class: 11A4 Date: SOURCES OF ENERRGY 11A6 UNIT 11: PART A: READING I OBJECTIVES General knowledge: By the end of the lesson, Ss will: - learn some new kinds of alternative energy - widen vocabulary on sources of energy Skill: + Integrated skill, mainly communicative + Reading skills: Skimming and scanning Attitude: Active to join activities and tasks in class The content of the lesson: A passage about some new kinds of energy: advantages and disadvantages Competences development orientation: - General competences: self – taught, managing, giving solutions, brainstorming, co – operative - Special competences: + master words to understand the passage + the tasks correctly to improve reading skills II TEACHER’S AND STUDENTS’ PREPARATIONS: Teacher’s preparation: lesson plan, textbook, handout Students’ preparations: textbook, notebooks, chalks, sub – boards III PROCEDURE Class stabilization: Greeting and checking students’ attendances (1m) Homework checking: No New lesson: Contents Teacher’s activities * Activity 1: What source of - T shows the pictures to the energy does each following class picture refer to? ( ms) - T asks Ss some questions - T asks Ss to say aloud the answers - T listens and gives comments - T leads to the new lesson Students’ activities Competences - Ss look at the picture Brainstorming and listen to the T’s Co – operative questions - Ss say aloud the answers - Other Ss listen Expected answers: win energy solar energy water energy * Activity 2: Vocabulary ( ms ) - fossil fuel (n) nhiên liệu hóa thạch - limited (adj) có hạn - exhausted (adj) cạn kiệt - alternative (adj) thay - geothermal heat (n) lượng địa nhiệt - release (v) giải phóng - solar (adj) thuộc mặt trời - plentiful (adj) nhiều - potential (n) tiềm - make use of + N/ V_ing: tận dụng - T presents some new words on the board - T asks Ss to guess the meanings of the words - T listens and gives feedback - T reads the new words as a model - T asks Ss to repeat the new words in choral and individually - T corrects Ss’ mistakes - T demonstrates how to * Activity 3: Gap - filling ( Task the task / page 125) ( ms) - T divides the class into KEY groups of four 1.released - T moves around and offers alternative help energy - T asks some Ss to write the limited answers on the board and exhausted explain the choice - T asks other Ss to give comments - T checks the answers, gives comments and feedback - T demonstrates how to the task * Activity 4: True / False - T asks Ss to work in pairs to statements ( 10 ms) the task Fossil fuels are unlimited - T moves around and offers Nuclear energy is plentiful but help dangerous - T asks some Ss to write the Geothermal heat is available answers on the board and everywhere in the world give evidences If the wind does not blow, there - T asks other Ss to give Self – study - Ss look at the board Managing and copy the spellings of the new words - Ss guess the meanings of the words through synonym, explanation - Ss listen to the T’s model - Ss read the words in choral and individually Self – study - Ss listen to the T’s Mananging demonstration and take Giving notes solutions - Ss work in groups of four to as required - Ss may ask for help if necessary - Ss write the answers on the board and explain the choice Other Ss give comments - Ss copy the feedback - Ss listen to the T’s demonstration and underline the key words - Ss work in groups of four to as required - Ss may ask for help if necessary - Ss write the answers on the board and explain Self – study Mananging Giving solutions Co - operative is no win energy comments Water power gives energy - T checks the answers, gives without pollution and it’s very comments and feedback cheap Solar energy is plentiful and safe KEY F ; T ; F ; T ; F ; T - T demonstrates how to the task * Activity 5: Answering the - T asks Ss to work in pairs to questions ( Task / page 126 ) the task ( ms) - T moves around and offers KEY: help Our major source of energy - T asks some Ss to write the comes from fossil fuels answers on the board and give evidences Five sources of energy are - T asks other Ss to give mentioned in the text They are comments nuclear power, solar energy, - T checks the answers, gives water power, wind power, comments and feedback geothermal heat I think solar energy is the most potential the choice Other Ss give comments - Ss copy the feedback Self – study Mananging - Ss listen to the T’s Giving demonstration and solutions underline the key words Co - operative - Ss work in groups of four to as required - Ss may ask for help if necessary - Ss write the answers on the board and explain the choice Other Ss give comments - Ss copy the feedback IV QUESTIONS OR EXERCISES TO ASSESS STUDENTS’ COMPETENCES Desciption of awareness levels Contents Activity Activity Regcotition Ss can guess the topic of the lesson Ss master words and their meanings to understand the passage Activity Activity Activity Exercises / Consolidation ( 10 ms) Understanding Low Application Ss can understand the meanings of words in context Ss can understand the passage of each paragraph to improve scanning skill Ss can improve scanning skill High Application I Choose the best answer to complete the following sentences: Question 1:Water power gives energy without A pollute B.polluting C polluted D pollution Question 2: All fossil fuels are resources that cannot be replaced after use A unlimited B renewable C available D non-renewable Question 3: Chemical _ from cars and factories make the air, water and soil dangerously dirty A pollution B polluted C pollutants D pollute Question 4: Solar energy, air, water are because there is an supply A renewable/infinite B non-renewable/unlimited C renewable/limited D nom-renewable/limited Question 5: is produced from the heat stored in the earth's core A Geothermal energy B Nuclear energy C Solar energy D Water energy II Complete the table below: Source of energy Nuclear power Solar energy Water power Wind power Geothermal heat Advantages Disadvantages Date of Preparing: Week: Period: Date of Teaching: Class: 11A4 Date: 11A6 UNIT 11 : SOURCES OF ENERGY PART B: SPEAKING I OBJECTIVES General knowledge: By the end of the lesson, Ss will: - learn some new words about new sources of energy - be able to talk about advantages and disadvantages of new souces of energy Skill: + Integrated skill, mainly communicative + Speaking skills: Report on discussion Attitude: Active to join activities and tasks in class The content of the lesson: some advantages and disadvantages of new sources of engergy Competences development orientation: - General competences: self – taught, managing, giving solutions, brainstorming, co – operative - Special competences: + master words to understand the lesson + report on discussion results II TEACHER’S AND STUDENTS’ PREPARATIONS: Teacher’s preparation: lesson plan, textbook, handout Students’ preparations: textbook, notebooks, chalks, sub – boards III PROCEDURE Class stabilization: Greeting and checking students’ attendances ( ms) Homework checking: ( ms) - Write some new words and their Vietnamese meanings on the board - Answer the questions in textbook, page 117 New lesson: Contents Teacher’s activities * Activity 1: Warm - up - T shows some pictures to ( ms) the class Match the sources of energy to - T asks Ss to say aloud the the pictures answers about which sorts of energy in each pictures - T listens and gives comments and feedback Students’ activities Competences - Ss look at the pictures Brainstorming - Ss say aloud the Co – operative answers - Other Ss listen 2 KEY Picture 1: water energy Picture 2: solar energy Picture 3: nuclear energy Picture 4: geothermal heat - T leads to the new lesson * Activity 2: Vocabulary ( ms) - reactor (n) lị phản ứng - radiation (n) chất phóng xạ - hydroelectricity (n) thủy điện - unlimited (adj) không giới hạn - abundant (adj) dư dả, nhiều - renewable (adj) tái sinh - non – renewable (adj) tái sinh - harmful (adj) có hại, làm hại * Activity 3: Discussion ( 12 ms ) Talk about the advantages and disadvantages and of using each alternative source of energy ( Handout ) - T presents some new words on the board - T asks Ss to guess the meanings of the words - T listens and gives feedback - T reads the new words as a model - T asks Ss to repeat the new words in choral and individually - T corrects Ss’ mistakes - T demonstrates how to the task - T asks SS to work in pairs to the task - T moves around and offers help Example : - T asks Ss to present in front Wind power of the class A: I think that wind power can be - T and other Ss listen - T gives comments and an alternative source of energy corrects Ss mistakes B: Why you think so? A: Because our major sources of energy are running out while wind is abundant and unlimited B: I know it is also clean and safe Self – study - Ss look at the board Managing and copy the spellings of the new words - Ss guess the meanings of the words through synonym, explanation - Ss listen to the T’s model - Ss read the words in choral and individually - Ss listen to the T’s demonstration and take notes - Ss work in pairs - Ss may ask for help if necessary - Ss present in front of the class - Other Ss listen - Ss listen to the T’s correction Self – study Mananging Giving solutions to the enviroment However, it is not available when there is no wind * Activity 4: Report ( 12 ms) Express your belief on the increasing use of alternative source of energy in the future, using the ideas from Task Possible answers: In my opinion using the alternative sources is the necessary way to solve the rapid exhaustion of our major sources of energy The alternative sources such as solar energy, water power, wind power… are clean and safe for our life Besides that they are unlimited and can be renewable Nowadays, there are some developed countries that use the alternative sources parallel the major sources of energy Day after day, science and technology develop so fast There are more windmills, dams are built, more solar panels are set on the roofs of houses to create energy I think in the future, the alternative sources will replace completely our major sources of energy - T demonstrates how to the task - T asks Ss to work in groups of to the task - T moves around and offers help - T asks some Ss to present in front of the class - T listens and gives comments and corrects Ss’ mistakes Self – study - Ss listen to the T’s Mananging demonstration take Giving notes solutions - Ss work in groups of Co - operative to as required - Ss may ask for help if necessary - Ss present in front of the class - Other Ss listen and give comments IV QUESTIONS OR EXERCISES TO ASSESS STUDENTS’ COMPETENCES Desciption of awareness levels Contents Activity Activity Activity Activity Regcotition Ss can guess the topic of the lesson Ss master words and their meanings to support their speaking Understanding Low Application Ss can use the sentences / ideas given to talk about the topic Ss report the results High Application in front of the class to improve their speaking skill Exercises / Consolidation / Homework Express your personal opinion for the following question: Useful language Sources of energy Advantages Disadvantages Wind power Abundant, unlimited, clean, safe, renewable Not available if there is no wind Solar energy Plentiful, safe, clean, renewable Some places in the world is not available like in Poles Nuclear energy Abundant, enormous Dangerous, may hamful to people and the environment, non – renewable Water power Clean, safe Exspensive, only in high places, not in delta or plains, non – renewable Geothermal heat Unlimited, convenient, renewable Only available in some palces in the world Possible answers: Wind power A: I think that wind power can be an alternative source of energy B: Why you think so? A: Because our major sources of energy are running out while wind is abundant and unlimited B: I know it is also clean and safe to the enviroment However, it is not available when there is no wind Solar energy A: I think that solar energy can be an alternative source of energy B: Why you think so? A: Because our major sources of energy are running out while solar energy is plentiful and infinite B: I know it is also clean and safe to the enviroment However, it is only possible during the day time Nuclear power A: I think that nuclear power can be an alternative source ofenergy B: Why you think so? A: Because our major sources of energy are running out while nuclear power is unlimited B: However, it can be very dangerous A nuclear reactor releases radiation which is harmful to the environment Water power A: I think that water power can be an alternative source of energy B: Why you think so? A: Because our major sources of energy are running out while water is unlimited B: I know it also provides energy without pollution However, it is expensive to build a dam for hydroeiectricity Geothermal heat A: I think that geothermal heat can be an alternative source of energy B: Why you think so? A: Because our major sources of energy are running out while this heat is available B: I know it also provides energy without pollution However, it is possible only in a few places in the world Date of Preparing: Week: Period: Date of Teaching: Class: 11A4 Date: UNIT 11: SOURCES OF ENERGY 11A6 PART C: LISTENING I OBJECTIVES General knowledge: By the end of the lesson, Ss will: - know some renewable and non – renewable spurces of energy and classify them Skill: + Integrated skill, mainly communicative + Listening skills: Listen and the tasks correctly Attitude: Active to join activities and tasks in class The content of the lesson: A monologue about some sources of energy Competences development orientation: - General competences: self – taught, managing, giving solutions, brainstorming, co – operative - Special competences: + master words to understand the passage + multiple choice, gap - filling II TEACHER’S AND STUDENTS’ PREPARATIONS: Teacher’s preparation: lesson plan, textbook, handout Students’ preparations: textbook, notebooks, chalks, sub – boards III PROCEDURE Class stabilization: Greeting and checking students’ attendances (1m) Homework checking: Talk about advantages and disadvantages of new sources of energy New lesson: Contents * Activity 1: Warm - up ( ms) List some of the things you use energy for in your house Expected answers: TV, electric cooker, fans, telephones, gas stove,… * Activity 2: Vocabulary ( ms) - ecologist (n) Nhà sinh vật học - resources (n) nguồn - renewable (adj) >< non – renewable (adj) - unlimited (adj) không giới hạn - fertilized (adj) làm cho màu mỡ - replace (v) thay Teacher’s activities - T asks the questions - T asks Ss to say aloud the answers - T listens and gives comments and feedback - T leads to the new lesson - T presents some new words on the board - T asks Ss to guess the meanings of the words - T listens and gives feedback - T reads the new words as a model Students’ activities - Ss listen to the question - Ss say aloud the answers - Other Ss listen Competences Brainstorming Co – operative - Ss look at the board and copy the spellings Self – study of the new words Managing - Ss guess the meanings of the words through synonym, explanation - Ss listen to the T’s - include (v) bao gồm - necessary (adj) = vital (adj) = essential (adj) - atmosphere ( n) khơng khí - amount (n) = number * Activity 3: Multiple Choice ( Task / page 129) ( 10 ms ) KEY: D C D A B * Activity 4: Gap - filling ( Task / 129 ) ( 10 ms) KEY unlimited atmosphere may gases amounts - T asks Ss to repeat the new model words in choral and - Ss read the words in individually choral and individually - T corrects Ss’ mistakes - T demonstrates how to the task - T divides the class into groups of four and discuss as told - T plays the tape twice - T moves around and offers help - T asks Ss whether they can complete the task, if they cannot, T plays more - T asks Ss to say aloud the answers - T listens and gives comments - T plays the tape again and gives feedback - Ss listen to the T’s Self – study demonstration and take Managing notes - Ss work in groups of four to as required - Ss listen to the tape and the task - Ss say aloud the answers - Other Ss give comments - T demonstrates how to the task - T plays the tape twice - T moves around and offers help - T asks Ss whether they can complete the task, if they cannot, T plays more - T asks Ss to say aloud the answers - T listens and gives comments - T plays the tape again and gives feedback - Ss listen to the T’s demonstration and take notes - Ss the task individually - Ss listen to the tape and the task - Ss say aloud the answers - Other Ss give comments Self – study Mananging Giving solutions IV QUESTIONS OR EXERCISES TO ASSESS STUDENTS’ COMPETENCES Desciption of awareness levels Contents Activity Activity Regcotition Ss can guess the topic of the lesson Ss master words and their meanings to support their listening Understanding Low Application High Application Ss listen and get general information Activity Ss listen to the text Ss can classify and fill in the gaps sources of energy into reneable and non – renewable , basing on the information from the listening text Activity Exercises / Consolidation ( ms) Which group these sources of energy belons to? Put a tick (✓) in the right column Sources of energy Non-renewable Renewable Coal Geotherman heat Petroleum Solar energy Oil Wind energy Gas Date of Preparing: Week: Period: Date of Teaching: Class: 11A4 Date: UNIT 10: NATURE IN DANGER PART D: WRITING I OBJECTIVES 11A6 General knowledge: By the end of the lesson, Ss will: - learn some structures to describe a chart - be able to describe a chart Skill: + Integrated skill, mainly communicative + Writing skills: building sentences Attitude: Active to join activities and tasks in class The content of the lesson: Writing a paragraph to describe a chart Competences development orientation: - General competences: self – taught, managing, giving solutions, brainstorming, co – operative - Special competences: + master words / expressions to support writing + build sentences with given cues II TEACHER’S AND STUDENTS’ PREPARATIONS: Teacher’s preparation: lesson plan, textbook, handout Students’ preparations: textbook, notebooks, chalks, sub – boards III PROCEDURE Class stabilization: Greeting and checking students’ attendances (2 ms) Homework checking: Write some new words and their Vietnamese meanings in listening text on the boards ( ms) New lesson: Contents * Activity 1: Warm - up ( ms) Crossword What kind of energy is in each of these following picture? Coal Geothermal Water Solar Petroleum G E O S O L P T W A E C H A R T KEY: CHART O E T A R E L M R A L R O L E U Teacher’s activities - T delivers handouts to Ss - T asks Ss to discuss and give the answers - T listens and gives comments - T leads to the new lesson Students’ activities Competences - Ss receive the Brainstorming handouts Co – operative - Ss say aloud the answers - Other Ss listen and give comments * Activity 2: Useful languages ( ms) Introduction: The chart shows / indicates… Self – study - T demonstrates how to - Ss listen to the T’s Mananging describe a bar chart presentation and take Giving T explains these notes solutions It can be seen that… As can be seen,… Body: gradually increasing a slight fall kept rising reached a peak increased at a steady rate fell increased sharply Conclusion General comments expressions in Vietnamese - Ss may ask questions and gives examples if they don’t - T checks Ss’ understanding understand * Activity 3: Gap - filling ( Task / page 130 ) ( ms ) - T demonstrates how to KEY the task 117 - T asks Ss to work in groups coal of six to the task smallest - T moves around and offers help - T asks some Ss to write the answers on the sub – boards * Activity 4: Practice ( Task / page 130) ( 15 ms ) * Activity 5: Correction ( ms) Sample writing The chart shows the energy consumption in Highland in 2005 As can be seen, I the total energy consumption was 170 million tons Nuclear and Hydroelectricity made up the largest amount of this figure (75 million tons) This was followed by the consumption of petroleum (50 million tons) Coal made up the smallest amount of energy consumption (45 million tons) - T demonstrates how to the task - T asks Ss to work in groups of six to the task - T moves around and offers help - T asks some Ss to write the answers on the sub – boards - T asks Ss to hang the sub – boards on the black board - T asks other Ss to exchange the answers and give comments - T checks the answers on the board, give comments and corrects mistakes Self – study - Ss listen to the T’s Mananging demonstration take Giving notes solutions - Ss work in groups of Co - operative six to as required - Ss may ask for help if necessary - Ss write the answers on the sub – boards Self – study - Ss listen to the T’s Mananging demonstration take Giving notes solutions - Ss work in groups of Co - operative six to as required - Ss may ask for help if necessary - Ss write the answers on the sub – boards - Ss as required - Ss look at the board and give comments for the writings - Ss listen to the T’s comments - Ss copy the feedback Self – study Mananging Giving solutions Co - operative IV QUESTIONS OR EXERCISES TO ASSESS STUDENTS’ COMPETENCES Desciption of awareness levels Contents Activity Activity Regcotition Ss can guess the topic of the lesson Ss master words and their meanings to write well Activity Activity Activity Exercises / Consolidation ( Homework ) Understanding Low Application Ss master expressions and structures to write properly Ss can practice writing, using the given cues Ss find out mistakes and correct them High Application ... Disadvantages Date of Preparing: Week: Period: Date of Teaching: Class: 11A4 Date: 11A6 UNIT 11 : SOURCES OF ENERGY PART B: SPEAKING I OBJECTIVES General knowledge: By the end of the lesson, Ss... in the world Date of Preparing: Week: Period: Date of Teaching: Class: 11A4 Date: UNIT 11: SOURCES OF ENERGY 11A6 PART C: LISTENING I OBJECTIVES General knowledge: By the end of the lesson, Ss... right column Sources of energy Non-renewable Renewable Coal Geotherman heat Petroleum Solar energy Oil Wind energy Gas Date of Preparing: Week: Period: Date of Teaching: Class: 11A4 Date: UNIT 10: