Unit 11 Lesson: Reading Class: 11A1, A2, A3, C3, C5 SOURCES OF ENERGY Date: 18 / / 08 Period: 66 I Aim: By the end of the lesson, the Ss will be able to: - Read and understand/ recognize the importance of saving sources of energy and using alternative energy - Use some new words and phrases relating to the topic in speaking and writing II Language content: Grammar - Pronunciation /∫r/; /spl/; /spr/ - Relative clauses replaced by participles and to infinitives (revision) Vocabulary: III Techniques: Communicative Approach - Guessing the meaning of words based on contexts - Scanning reading for specific information about sources of energy - Skimming reading - Passage comprehension - Gap-filling IV Teaching aids: Textbooks, handout, sub-board, tape and CD V Procedure: T’s and Ss’ activities Ss close the books and look at the board T writes the following sentences down on the board and gives the request of the exercise Ss the exercise in pairs / groups T checks their task and provides them the right answers Content Warm up: Complete the sentences We use to cook We use to run machines, cars, motorbikes Suggested answer: Oil, coal, wood, natural gas Gas T makes some questions to lead Ss in Before You Read the new lesson Task1: Questions T: Which word is used to describe the group of coal, oil and natural gas? What you call the group of oil, coal, natural gas, gas? Ss: fossil fuels T: What you think about fossil fuels? Are they always available? / Can future generations continue to use them in the future? T: What should we to preserve them? We should find new of sources of energy which can replace them T: What are they? They are geothermal heat, wind power, water energy, nuclear power, solar energy T: What is the term for all these new resources? They are alternative sources of energy? Ss work in pairs / groups to answer Task2: Going through the pictures on page 124 the question of T T: What source of energy is in each picture? T checks their task and provides them Ss: The first one: solar panels, solar energy the right answers T takes advantage The second one: hydroelectric power station, dam, reservoir of introducing the new words The third one: wind power, wind mill While You Read Task1: Scan the passage and fill in the chart with the missing Ss open their books and read all the information text in silence after the tape – record Sources of Advantage(s) Disadvantage(s) We use it the first time and scan the passage energy to and fill in the chart with the missing Nuclear energy unlimited Can be Provide information dangerous electricity Ss work in pairs / groups Geothermal T walks around to control their heat activities Solar energy Ss present their work in front of the Wind power class Water power T gives his ideas about Ss’ task/work and corrects their task/work if they Suggested answer make mistakes and gives suggested answers if necessary Sources of Advantage(s) Disadvantage(s) We use it energy Nuclear energy unlimited Ss look in the chart again and answer the questions of T Ss work in pairs / groups T walks around to control their activities Ss present their work in front of the class T gives his ideas about Ss’ task/work and corrects their task/work if they make mistakes and gives suggested answers if necessary T gives Ss out the handout and says Geothermal heat Solar energy available Plentiful, clean, infinite, safe Can be dangerous Only possible in some places Only possible during the day time Wind power Clean & unlimited No wind no energy Water power Clean & unlimited expensive to Provide electricity Provide electricity, heat and cool the entire house Turn windmill and move sailboats Create electricity Task2: Go through the chart once more times and answer the questions Why are the above sources of energy chosen to replace fossil fuels? Which is the most potential? Suggested answer Because they are not only unlimited, available but also clean and safe to the environment I think solar energy is the most potential (has the most potential) because it can be produce at most houses in all the parts of the world / can be popular to many households Task3: Reorder the words in the following sentences so that they agree with what mentioned in the passage: the request of the exercise Ss work in pairs / groups T walks around to control their activities Ss present their work in front of the class T gives his ideas about Ss’ task/work and corrects their task/work if they make mistakes and gives suggested answers if necessary People / on / machines / heat / run / fossil / houses / cool their / fuels / and / depend / to Fossil / the / will / to / be / due / rapid / of / increase / power / fuels / demand / exhausted To / them / start / using / save / alternative / people / sources / should / of / energy Nuclear / are / electricity / water / and / solar / useful / because / energy / they / power / can / energy / create Suggested answer People depend on fossil fuels to run machines, heat and cool their houses Fossil fuels will be exhausted due to the rapid increase of power T asks Ss to Complete the summary demand of the reading passage by filling To save them people should start using alternative sources of each blank with a suitable word energy from the box Nuclear energy, water power and solar energy are useful because Ss work in pairs / groups they can create electricity T walks around to control their After You Read activities Complete the summary of the reading passage by filling each blank Ss present their work in front of the with a suitable word from the box class Suggested answer ’ T gives his ideas about Ss task/work is limited sources to and corrects their task/work if they one alternative unlimited in make mistakes and gives suggested answers if necessary Homework Comment Practice reading the text Learning the words by heart Do the cloze test – page 125 in the Ss’ book Unit 11 Lesson: Speaking Class: 11A1, A2, A3, C3, C5 SOURCES OF ENERGY I Aim: By the end of the lesson, the Ss will be able to: - Giving the reasons for using alternative energy sources - Talking about advantages and disadvantages of alternative energy sources II Language content: Grammar - Pronunciation /∫r/; /spl/; /spr/ - Relative clauses replaced by participles and to infinitives (revision) Vocabulary: III Techniques: Communicative Approach - Discussing the topic in pairs / groups - Elicitation techniques - Inferential questions - Getting Ss to imagine IV Teaching aids: Textbooks, V Procedure: Date: 18 / / 08 Period: 67 T’s and Ss’ activities Ss close their books T has Ss write down the sources of fuels you know Ss work in individuals Ss present their task in front of the class T gives his ideas about Ss’ task/work and corrects their task/work if they make mistakes and gives suggested answers if necessary Then T leads Ss in the new lesson Content Warm up: Write down the sources of fuels you know Suggested answer: They are oil, coal, natural gas Leading questions: Which source of energy is the most popular in our country? Is it limited or unlimited? What should we to be sure that we can continue to use it in the future? T introduces Task2 to Ss T guides Ss how to use and pronounce some new words and provides Ss with some new useful expressions Ss practice the model conversation in pairs and then practice speaking the small conversation basing on the model conversation T walks around to control their activities Ss present their work in front of the class T gives his ideas about Ss’ task/work and corrects their task/work if they make mistakes and gives suggested answers if necessary T pays attention to pronunciation, stress and intonation Task2: Work in pairs to make short exchange about the advantages and disadvantages of using each alternative source of energy Using the suggestions from Task1 *Useful Expressions: I think that…… Why you think / believe so? It is …… However,……… *Model: T: More and more people worry about the shortage of fossil fuels Ss: That’s true and I think that wind power can be an alternative source of energy T: Why you think so? S: Because our major source of energy is running out while the wind is abundant and unlimited T: I know it is also clean and safe to the environment However, it is not available when there is no wind Task1: Read the sentences in the box and tick if these facts are advantages or disadvantages Suggested answer 1.D 2.D 3.D 4.A 5.D 6.A 7.D Taks3: Work in groups to express your belief on the increasing use of alternative source in the future, using the ideas from task2: Model: A: I think that more and more people will use the solar energy B: Why you think so? A: Because it’s available, unlimited and easy to use C: But it’s expensive and we can only have it at specific time of the year A: I hope that the progress of science and technology will help to overcome this problem B: That’s right and then we don’t have to worry about the shortage of energy C: And our life will be more comfortable with cheap simple devices run on the solar energy Unit 11 Lesson: Listening Class: 11A1, A2, A3, C3, C5 SOURCES OF ENERGY Date: / / 08 Period: 68 I Aim: By the end of the lesson, the Ss will be able to: - Listen to the talk about sources of energy which are necessary for our life and answer the questions II Language content: Grammar - Pronunciation /∫r/ ; /spl/; /spr/ - Relative clauses replaced by participles and to infinitives (revision) Vocabulary: III Techniques: Communicative Approach - Extensive listening: multiple-choice questions - Gap-filling IV Teaching aids: Textbooks, handout, sub-board, tape and CD V Procedure: T’s and Ss’ activities Content -Unit 11 Lesson: Writing Class: 11A1, A2, A3, C3, C5 SOURCES OF ENERGY Date: / / 08 Period: 69 I Aim: By the end of the lesson, the Ss will be able to: - Describe information from a chart II Language content: Grammar - Pronunciation /∫r/ ; /spl/; /spr/ - Relative clauses replaced by participles and to infinitives (revision) Vocabulary: III Techniques: Communicative Approach - Grammatical skills, Expressive and stylistic skills, Rhetorical skills, Organization skills - Jigsaw sentences, Gapped passages, Pure close, Sentence combine - Oral preparation, Key word essay, Story completion - Peer correction, Spot check, Pair work / Group work IV Teaching aids: Textbooks, handout, sub-board, tape and CD V Procedure: T’s and Ss’ activities Content Unit 11 Lesson: Language Focus Class: 11A1, A2, A3, C3, C5 SOURCES OF ENERGY Date: / / 08 Period: 70 I Aim: By the end of the lesson, the Ss will be able to: - Know how to pronounce the sounds /∫r/ ; /spl/; /spr/ - Use Relative clauses replaced by participles and to infinitives II Language content: Grammar - Pronunciation /∫r/ ; /spl/; /spr/ - Relative clauses replaced by participles and to infinitives (revision) Vocabulary: III Techniques: Communicative Approach - Deductive method - Inductive method - Communicative approach IV Teaching aids: Textbooks, handout, sub-board, tape and CD V Procedure: T’s and Ss’ activities Content