Bài giảng unit 11 sources of energy

Unit 11: SOURCES OF ENERGY (Co ban) Reading Objectives: Aim: By the end of this lesson, Sts can have more knowledge about sources of energy and alternative sources of energy. Lexical items: Word, phrases related to sources of energy and alternative sources of energy. Teaching aids: Pictures in textbook, posters, handout ……….. Skills: Reading for general and specific information. Method: Integrated, mainly communicative. Procedures: Teacher’s activities Sts’ activities I/ Warm up (3ms) T asks Sts to close their books T hangs the pictures on the boards, asks Sts to match the pictures with their names. Pictures Names 1 Windmill 2 Solar panel 3 Dam of hydroelectricity Nuclear energy T corrects II/ Pre -reading (8ms) T asks: How many kinds of sources of energy Do you know? What do we need energy for? Teaching New Words alternative sources of energy ( T gives ex) geothermal heat (n) (T translates) potential (n) ( T translates) researcher = scientist (n) to be exhausted ( T gives ex) infinite ( Adj ) III/ While – reading (24 ms) T asks Sts to read the text silently in 4 ms. Task 1 (8 ms) T gives the instruction T adds the poster of task 1 on the board, asks Sts to do it in pairs. T asks some Sts to write the answers on the poster. T asks the others to remark T corrects Task 2 (10 ms) T gives the instructions and asks Sts to read the text again quickly to do task 2 T gives Sts handout of task 2 and asks them to work in groups of 4. T asks them to compare the answers with others T adds the poster of task 2 on the board then calls 5 Sts of 5 groups to the board to stick in the advantages or disadvantages of some kinds of energy T corrects if necessary Task 3 (6 ms) T asks Sts to work in pairs to find out the answers for these questions 1. What is our major source of energy? 2. How many sources of energy are mentioned in the text, and which one do you think has the most potential? T gives Sts marks to encourage them IV/ Post – reading (8 ms) T gives the instruction T asks Sts to work in pairs T asks Sts to write the answers on the board T asks others to remark T corrects V/ Homework (2 ms) Sts find some other sources of energy are used in their villages Close the books Sts match Sts answer: coal, gas, petroleum ……… Sts answer: cooking, heating, running machines ………… Sts listen, copy down, do as T’s instructions Sts read the reading silently Sts work in pairs Sts write the answer Others remark Sts read the text again Sts work in groups Sts compare the answer with each other Sts go to the board Others remark Sts work in pairs to answer Sts present in the front of the class Sts work in pairs Sts write the answers on the board Sts remark Speaking Objectives: Aim: Sts learn to talk about the advantages and disadvantages of alterative energy. Lexical items: Phrase and expression related to energy. Structure: Sentences used to express one’s idea. Teaching aids: Pictures, newspapers, material related to alterative energy. Procedure: Teacher’s activities Sts’ activities I/ Warm up (3 ms) T asks:1/ Name some present sources of energy? 2/ Can they be used up? 3/ What are the alternative sources in the future? II/ Pre – speaking (8 ms) T asks Sts to discuss task 1 T gives feedback III/ While – speaking (18 ms) T asks Sts to work in pairs to talk about the advantages and disadvantages of using each alterative energy, using the suggestion in task 1. T hangs the poster of task 2 on the board, calls one St to play roles the conversation with him. T asks Sts to do the same in pairs. T calls some pairs to present in front of the class and gives comments. IV/ Post – speaking (14 ms) T asks Sts to work in groups to make other conversation depending on the example and task 1. A: I think water power provides energy without pollution. B: Why do you think that? A: Because……………the water ………………….. B: I………….when there is a shortage of water. T asks some pairs to present. T gives marks. V/ Homework (2ms) Sts give the opinion on the using of alternative sources of energy in the future. Sts answer: 1/ oil, coal, natural gas …… 2/ …………… 3/ …………… Sts do the assignment 1 – D, 2 –D, 3 – D, 4 – A, 5 – D, 6 – A, 7 – D Sts work in pairs Others listen to their T and friend Sts work in pairs Sts present. Sts work in groups. Sts present Sts do the homework. Listening Objectives: Aim: Listen to the talk to get the information about natural sources that are necessary for life. Lexical items: Word related to sources of energy. Teaching aids: Pictures, C. D. Procedure: T’s activities Sts’ activities I/ Warm up (3 ms) T asks: 1/ What are the natural resources that are necessary for life? 2/ Which are renewable or non-renewable? II/ Pre – listening (5 ms) T asks Sts to list some of the things which use energy in their houses. T reads the works and asks Sts to repeat. Ecologist resources renewable Fossil unlimited fertilizer III/ While – listening (25 ms) Task 1: T asks Sts to read task 1 T has Sts listen to the passage and choose the correct answer. T asks Sts to give the answer. T corrects T has Sts listen again to check the answers. Task 2: T gets Sts to read the passage in textbooks. T lets Sts listen to the last part of the talk and fill in the missing words. T calls some Sts to give the answers. T corrects. IV/ Post – listening (10 ms) T divides Sts into 2 groups. T calls Sts come to the board to write the answers. T corrects. V/ Homework (2 ms) Sts write a paragraph about how to use energy economically (50 words). Sts answer: gas, water, air, coal, forest…….. Sts list: T.V, fan, cooker, radio ……. Sts repeat. Sts read Sts listen twice to do the task Sts give the answers. Sts listen again. Sts have a look at the passage. Sts listen and do the task. Sts share the answers with the others Answers: 1. unlimited 2. atmosphere 3. may 4.gases 5. amount Sts discuss to find out which energy is renewable or non. Sts do at home. Writing Objectives: Aim: By the end of this lesson Sts will be able to describe the chart of consumption in Highland. Lexical items: Word and phrases related to energy consumption. Structures: Simple past tense. Teaching aids: The chart in text book, poster. Procedure Teacher’s activities Sts’ activities I/ Warm up (5 ms) T lets Sts play a spider game. T divides class into 2 groups then call them to the board to write the words related to energy. Energy: gas, coal, wood, petroleum…… II/ Pre – writing (10 ms) Task 1: T attaches the picture of the energy consumption in Highland in 2000 and 2005 on the board and asks Sts to discuss. T asks them to remark the chart by giving questions. 1/ How many tons of coal were used in Highland in 2000? 2/ How many tons of petroleum were used in Highland in 2000? T hands poster of task 1 on the board then gives instruction. T asks Sts to work in pairs. Then T calls them to write the answer on the poster. T asks others to remark. T corrects. III/ While – writing (18 ms) Task 2 T asks Sts to read through task 1 again and continue discuss the consumption of energy in Highland in 2005. T asks them to describe the chart of energy consumption based on task 1.( 4 pairs write on the poster) T asks Sts to share the answers with their friends. Calls 2 pairs to stick the posters on the board T asks the others to remark. T gives feedback. T asks Sts to copy down. IV/ Post – writing (10 ms) Task 3: T asks Sts to describe the chart based on Task 1 and 2 Asks 2 Sts to write on the board Asks others to remark T corrects and gives marks. V/ Homework (2 ms) T gives Sts the chart of food consumption in Vietnam in 2000 then asks them to describe at home. Sts discuss in their groups Go to the board Sts discuss in groups. Sts remarks the chart by answering the questions. 1: 40 2: 57 Sts look at the poster. Work in pairs. Write the answer on the poster. Remark. Sts work in pairs. Work in pairs. Sts share and correct the answers. Sts stick the poster on the board. Others remark. Sts copy down. Do the exercise Write on the board Remark Sts do the assignment at home. Language Focus Objectives: Aim: Sts learn how to pronounce /sr/ / spl/ / spr/ accurately. Sts learn to use relative clauses replaced by participles and to infinitives correctly. Lexical items: Words and phrases used for everyday exchanges. Structures: + Relative clauses + To infinitive Teaching aids: Pictures, posters. Procedure: Teacher’s activities Sts’ activities I/ Pronunciation (16 ms) T describes how to pronounce the consonant clusters / sr/ / spl/ / spr/ T pronounces the consonant clusters one by one. T asks Sts to repeat the clusters T has Sts repeat the words. T reads the sentences one by one. T gives some more sentences which contain these consonants on the board. T asks Sts to underline the consonants they have learned. II/ Grammar (25 ms) Exercise 1: T shows the examples. 1/ The man who spoke to John is my brother. 2/ The man speaking to John is my brother. T asks Sts to remark the examples T explains how to reduce T asks Sts to do the exercises in the book in pairs. T corrects. Exercise 2: T asks Sts do the same as exercise 1. Exercise 3: T explains how to reduce relative clauses into to infinitive by giving examples to illustrate. Example: Yuri Gagarin was the first man who flew into space. Yuri Gagarin was the first man to fly into space. T asks Sts to do the exercise in text book in pairs. T corrects. Homework (4 ms) Gives homework by using handouts. Sts listen to T Sts listen Sts repeat after T Some Sts read the words Sts practice the words in pairs. Sts practice the sentences in pairs. Sts go to the board to underline. Sts work in pairs to remark. Sts work in pairs then share the answers with the others. Sts give the answers. Sts listen to T and take notes. Work in pairs. Share the answers with the others. Give the answers. Do at home.