Giáo án Anh 11 - Unit 11: Sources Of Energy

Unit 11 : SOURCES OF ENERGY Lesson: Reading I. Aims : By the end of the lesson , students will be able to : - understand the passage - identify the main idea. - guess the meaning in context - express their own ideas about sources of energy. II. Method: - Communicative approach III. Skills : Integrated skills ( Reading skill) IV. Teaching aids : Flipchart, pictures, CD player V. Teaching stages : Stages Activities Content Review 5’ T checks sts’ previous lesson Before reading 10’ T gives picture and asks sts to look at it Sts work in pairs and guess the then answer the questions T explains the words to be sure that the students can understand the text * Words : - alternative (a) be replaced - reserve (n) söï döï tröõ - exhaust ( v) empty, run out of - release (v) thaûi , phoùng thích - limited (a) giôùi haïn While you read 20’ Task 1 : T asks sts to read the text silently T asks sts to read the sentences and fill in the blanks with proper words T asks sts to compare with their partner T lets some sts answer Others remark and correct. Task 2 : T asks sts to read the text again Sts work in pairs to do the exercises T asks sts to read their results in front of class Other listen and correct Task 3: T asks sts to read the text again then answer the questions Sts work in pairs to discuss the results T asks sts to answer loudly Others remark and correct T gives comment Task 1 : 1. released 2. alternative 3.energy 4. limited 5. exhausted Task 2 : Sources of energy Advantage(s) Disadvantage(s) Nuclear power It’s unlimited It can be very dangerous Geothermal heat It’s available It is only possible in few places Solar energy It is not only plentiful and infinite but also clean and safe It’s on posible during the day time Wind power It is a clean and unlimited There’s no wind energy when there is no wind Watwer power It is a clean and unlimited It is expensive Task 3: Expected answer 1. Our major source of energy comes from fossil fuels. 2. Five sources of energy are mentioned in the text. I think solar energy is the most potential. After you read 9’ T asks sts to work in groups Sts read and find the proper words to fill in the blanks Sts answer in front of the class Others remark Expected answer : 1. energy 2. one 3. fuels 4. limited 5. alternative 6. sources 7. unlimited 8. environment Homework 1’ T asks sts to prepare for the next period Read the text again Learn the words by heart Prepare “speaking “ Unit 11 : (cont) SPEAKING I. Aims : By the end of the lesson, students can : - talk about advantages and disadvantages of energy sources - express their own ideas about alternative sources of energy II. Method: Communicative approach III. Skills : Integrated skills ( speaking skill) IV. Teaching aids : pictures V. Teaching stages : Stages Activities Content Review 5’ T checks sts’ previous lesson Before you speak 5’ T explains the new words * words: -renewable (a) =/= non- - reactor ( n) loø phaûn öùng - rediation (n) phoùng xaï - hydro electricity While you speak 25’ Task 1 : -T gets Ss to read through the statements and explains new words if necessary. - T gets Ss to do the task and then compares their answers with a peer. - T checks the answers with the whole class and elicits more advantages and disadvantages if possible. Task 2 : T asks two of best sts to do example. T explains new words if necessary and reminds Ss of the structure to ask for and give opinion , agree and disagree with someone. Sts work in pairs to discuss the use of alternative energy in the future. Task 3 : T lets sts express their conversation in front of the class T lets sts express their own ideas about the alternative energy. T goes around to check and help. After 6-7 minutes T gets Ss to report the outcmes of their discussion and elicits of feed back from the class. T gives the feedback afterwards. Task 1 : 1.D 2.D 3.D 4.A 5.D 6.A 7.D Task 2 : Sts’ tasks Task 3 : Sts’ tasks After you speak 9’ T asks sts to list things family should do to save energy Homework 1’ T asks sts to prepare for the next peiod Write a short paragraph about the ways to save energy in you family Prepare “ listening” Unit 11 : (cont) LISTENING I. Aims :-By the end of the lesson, students can : - listen to specific information - express their own ideas about how to protect environment II. Method: - Communicative approach III. Skills : Integrated skills ( listening skill) IV. Teaching aids : paper, markers V. Teaching stages : Stages Activities Content Review 5’ T checks sts’ homework Before you listen 5’ T asks sts to work in pair to write down the kinds of energy in family T reads loudly and asks sts to repeat T lets sts give the meaning Suggested answer: Petrolium, gas, coal, electricity, solar, pannel While you listen 22’ Task 1 : T asks sts to listen to the monologue and check their prediction Sts listen for three times For the first , T asks sts to do nothing For the second and third , T lets sts to take notes and compare their answers with their partners T asks sts to report the results T gives feedback. Task 2 : T asks sts to listen to the tape again then to fill in the blanks Sts compare their answer with their partners T tell sts to answer loudly T gives feedback where needed Task 1 : Expected answer: 1.D 2.C 3.D 4.A 5.C Task 2 : Expected answer: 1. unlimited 2. atmostphere 3. may 4. gases 5. amount After you listen 12’ T asks sts to work in groups T gives a table Sts discuss and give answer T checks Sources of energy nonrenewable Renewable Coal x Geothermal heat x Petroleum x Solar energy x Oil x Wind energy x Gas x Homework 1’ T asks sts to prepare for the next period Prepare “ writing” Unit 11 : (cont) WRITING I. Aims : By the end of the lesson students can : - read the information from a chart, write a description from a chart. II. Method: - Communicative approach III. Skills : Integrated skills (Especially writing skill) IV. Teaching aids : handouts, pictures V. Teaching stages : Stages Activities Content Review 5’ T checks sts’ homework Before you write 10’ T hangs the chart on the board and explains the information in the chart Sts look at the chart carefully and read the passage to find out the missing information T lets sts compare the answer with others T calls on some sts to read their answer Expected answer ; 117 coal smallest While you write 20’ T asks sts to give the useful languages T lets sts give the outlining T asks sts to write the description of the trends in energy consumption in the year 2005 in highland T limits the time and goe around to help them if they have difficulties When the sts finish , T asks them to exchange their writings, comparing and giving corrections. T divides the class into 4 groups and ddelivers a large piece of paper for each group T asks sts to compare the amount of energy consumption in the two years 2000 and 2005 T sets the time and moves around to help them Sts stick their poster on the board Tense : simple past Sample writing : The total energy consumption in 2005 was over 140 million tons. Nuclear and Hydroelectricity made up the largest amount of this figure. Ther was nearly as much petrolium used as coal which only made up the smallest proportion of the total about 41 million tons. After you write 9’ T gives the correction and comments on their writing Sts’ posters Homework 1’ T asks sts to prepare for the next period Write the essay again Prepare “ language focus ‘ Unit 11 : (cont) LANGUAGE FOCUS I. Aims : By the end of the lesson, Students can : - distinguish the consonant clusters : / r / , / spl /, / spr / - understand the use of Relative clauses replaced by participles and to-inf - write the sentences with Relative clauses replaced by participles and to-inf II. Method: - Communicative approach III. Skills : Integrated skills IV. Teaching aids : picture , chalks, text books, Cd recoder. V. Teaching stages : Stages Activities Content Review 5’ T checks sts’ homework Pronunciation 10’ T reads the sound then asks sts to repeat T reads the words and sts repeat Sts repeat the sentences in groups and in individuals 1.Listen and repeat: / ∫r/ : shred , shrill, shrug , shrink / spl / : split , splash , spleen , splutter / spr/: spray, spread, sprain, sprat 2. Practise reading aloud these sentences: ( page 131.) Grammar 34’ 1. Relative clauses replaced by present particple: T gets Ss to read the example and analyse the form of the sentences with and without a relative pronoun ( e.g. relative pronouns functioning as subjects can be replaced by present participles). Exercise 1: - T gets Ss to complete other sentences in the same way as the example . Before that, explain new words if necessary. - T gets Ss to go and write their answers on the blackboard . -Others remark and correct -T elicits correction/ feedback from the class. 2. Relative clauses replaced by past particple: T gets Ss to read the example and analyse the form of the sentences with and without a relative pronoun . Exercise 2: - T gets Ss to complete other sentences in the same way as the example . Before that, explain new words if necessary. - T gets Ss to go and write their answers on the blackboard . -Others remark and correct -T elicits correction/ feedback from the class. 3. Relative clauses replaced by to infinitives: T gets Ss to read the example and analyse the form of the sentences with and without a relative pronoun Exercise 3: - T gets Ss to complete other sentences in the same way as the example . Before that, explain new words if necessary. - T gets Ss to go and write their answers on the blackboard . -Others remark and correct -T elicits correction/ feedback from the class. 1. Relative clauses replaced by participles and to-inf: 1. Active participles : She is Lan’s siter . she is playing with her dog. -> the girl who is playing with her dog is Lan’s sister. -> The girl playing with her dog is Lan’s sister. * We can use the active participle to replace a relative clause which has an active meaning. Expected answer : Exercise 1 : The boy playing the piano is Ben. Do you know the womwn coming toward us the people waiting for the bus in the rain are getting wet. 2. past participles : The window which was broken by the boy was new. -> the window broken by the boy was new * We can use the active participle to replace a relative clause which has an passive meaning. Exercise 2 : The ideas presented in that book are interesting. They live in a house built in 1890. They work in a hospital sponsored by the government. 3. Infinitive relative clauses : Which was the first country which won the world cup? -> Which was the first country to win the world cup? * We can use a to-inf to replace a relative clause * we often use a to-inf after an ordinal number ( first , second…. ) , next and last, after, only or superlative adjectives. Exercise 3 : John was the last man to reach the top. The last person to leave the room must turn off the light. the first person to see is Mr. Smith Homework 1’ T asks sts to prepare for the next period Do the exercises again Learn grammar by heart Prepare Test yourself D ( write IV) TEST YOURSELF D I.Aims : Students can use what they learnt in units 9,10 and 11 to do the exercise exactly and fluently II. Method: Communicative approach III. Skills : Integrated skills IV. Teaching aids : chalks, text books, Cd recoder. V. Teaching stages : Stages Activities Content Listening 10’ T lets sts read the questions before they listen T asks sts to listen twice Sts give the answer Others remark T lets sts listen once again to check their answer Expected answer : 1. Without water , people and other living things cannot live. 2. if there were no plants, water would run off after it rains. 3. Water can be held on the land by planting vegetation. 4. Dams are built across rivers to help hold back the water. 5. water is stored in reservoirs during wet seasons for use in dry seasons. Reading 10’ T lets sts read the passage Sts work in pairs the discuss the answer T goes around and helps them Sts give their answer Others remark and correct T remark and gives comments Expected answer ; 1. Air , water and soil are necessary to the survival of all living things. 2. They would have stop using many things that benefit them. 3. Governments can pass and enforce laws that require business and individuals to stop, or cut down on certain polluting activities. Pron and grammar 10’ T read the sound Sts listen the tick T asks sts to work in group Sts discuss then give their answer Others remark and correct T remarks 1. sneeze 2. smash 3. shrimp 4.spread 1. living 2. ringing 3. to leave 4. to drink 5. invited 6. blown Writing 14’ T lets sts write the writing on the board and correct T give the marks Homework 1’ T asks sts to prepare for the next period. Do exercises again Review units 9, 10, 11 Prepare for the test 45’