Tài liệu Anh 11.unit 11 (1)

DATE: Jan 24th 2013 PERIOD 68: UNIT 11: SOURCES OF ENERGY LESSON 1: READING I. OBJECTIVES By the end of the lesson, Ss will be able to -skim for the gist of the text, scan for specific information and express their own ideas about sources of energy. - Practise reading skills such as reading for gist and for specific information II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook, CD player, projector IV. PROCEDURE 1. Organization (1minute) Class Date Attendance Absentees 11 B 2. Oral check: Check during the lesson 3. New lesson Time/Stages Teacher’s activities Students’ activities WARM-UP * Network (5min.) Oil coal natural gas Sources of - Some Ss write energy their answers on the board. Nuclear solar wind water - What sources of energy do you know? - Look at the pictures of sources of energy on page 124 and name them? Expected answers: Wind turbine  wind power BEFORE YOU Solar pane  solar energy READ(9min.) dam  water power(hydroelectric power) 1. Pre-teach vocab - Fossil fuels (n): nhiên liệu hóa thạch - alternative (a): nhiên liệu thay thế - be exhausted (v) = run out: cạn kiệt – nuclear energy (n): năng lượng nguyên tử WHILE – release (v): thải YOU READ - Eliciting some new words from Ss - Practise reading and copy down (25m.) - make full use of (v): tận dụng - infinite = endless (unlimited) (a): vô tận * Checking : rub out and remember -Get ss to read through the text, listening to the disc -Play the disc -Ask Ss to skim over the text then do the tasks that follow. 1. Task 1. Gap-filling (p.125-126) - Ask Ss to fill in each blank with a suitable word in the box. - Ask Ss to refer to the text for the difficult words - Teacher and Ss check Expected answers : 1. released 2. alternative 3. energy 4. limited 5. exhausted 2. Task 2. (p. 126) - Get Ss to scan the passage and write down the advantages and disadvantages of each alternative source of energy. - Ask Ss to compare the answers with their partners. - Call on some Ss to say out the answers - T checks with the whole class. Post-reading (8min.) 3. Task 3. Answer the questions. Get Ss to answer the questions. - Ask Ss to compare the answers with their partners. - Call on some Ss to write the answers on the board. - T checks with the whole class. Expected answers : 1. It comes from fossil fuels 2. Five sources are mentioned in the text. I think solar energy is the most potential. -Check up the vocab. -Do as required - Work individually, and then compare with a partner. - Some Ss say out their answers - Work individually, and then compare with a partner. - Say out their answers - Compare the answers with their partners. - Write the answers on the board. - Ss work individually, and then compare with a partner. - Work individually - Compare the answer with their partners (1) energy; (2) one (3) fuels; (4) limited (5) alternative; (6) sources; (7) unlimited) (8) environment -Do as required - Complete the summary of the reading passage by filling each blank with a suitable word from the box. - Give feedback and make comments. 4. Consolidation (1 minute) - Remind main points of the lesson 5. Homework (1 minute) - Learn new words, prepare for new lesson DATE; Jan 24th 2013 PERIOD 69: UNIT 11: SOURCES OF ENERGGY LESSON 2: SPEAKING I. OBJECTIVES - By the end of the lesson, Ss will be able to talk about endangered nature and express their own ideas about measures for protecting endangered nature - practise speaking skills II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook IV. PROCEDURE 1. Organization (1 minute) Class Date Attendance 11 B 2. Oral check (6 minutes) - Answer questions about the previous reading passage Absentees 3. New lesson Stages Teacher’s activities Students’ activities Warm-up Game : Jumbled words (4’) - Give out a list of jumbled - By turns, representative of words (on a poster) each group writes a right - Ask Ss to find out the right letter on the board. words and write on the board. - The group with more lutionpol – adgevanta – right letters will win : haustedex – edunlimit – Answer key : soudanger – gyener ralso pollution – advantage – exhausted – unlimited – dangerous – energy solar Pre-teach Pre-teach vocab vocab – radiation (n); sự bức xạ - Eliciting from Ss (6’) – abundant (a): phong phú - Practise reading and copy – renewable (a): có thể làm down mới – solar panel (n): hệ mặt - Rewrite English words trời – nuclear reactor (n): lò phản ứng Task 1 (8’) * Checking : rub out and - Say out their ideas remember Expected answers: 1. D 2. D 3. D 4. A 1. Task 1. Work in pairs. 5. D 6. A 7. D - Write the words “advantages, disadvantages” on the board. - Ask Ss to read and say out A Task 2 or D (10’) - T writes on the board. Ss work in pairs to - Move around to give help substitute the underlined words with suitable words 2. Task 2. Work in pairs suggested in the Useful - Ask Ss to talk with a partner language to make a new about the advantages and conversations. disadvantages of using each alternative source of energy, - Some pairs demonstrate in Task 3 using the suggestions from front of the class. (14’) Task 1. - Model the conversation with one student. - Call on some pairs to say the - Listen to the teacher dialogue - Demonstrate the dialogue 3.Task 3. Work in pairs. in front of the class Practise making a dialogue. - Model the conversation with a good student. - Call on some pairs to demonstrate in front of the class. - Give feedback and make comments - If there is time, ask Ss to make another conversation 4. Consolidation (1 minute) - Remind main points of the lesson 5. Home work (1 minute) - Review old lesson and prepare for the next one DATE: Jan 25th 2013 PERIOD 70: UNIT 11: SOURCES OF ENERGY LESSON 3: LISTENING I. OBJECTIVES - By the end of the lesson, Ss will be able to listen for general information and know more about how to protect environment. - practise listening skill such as listening for specific information through multiple choice questions and filling in the missing words II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook, CD player, disc IV. PROCEDURE 1. Organization (1 minute) Class Date Attendance Absentees 11 B 2. Oral check (5 minutes) - Talk about the advantages and disadvantages of using alternative energy 3. New lesson Stages Teacher’s activities Students’ activities Warm-up (6’) Prelistening (6’) Game : Word storm - Divide the class into 4 groups. - Tell Ss to list the things they use energy for in their house. - Ask representatives of the groups write on the board. - The group with more right words will win. Ss are divided into 4 groups. Each group tries to write as many things they use energy for as possible: Gas cooker – fridge – washing machine – fan – light – TV ……… - Representatives of the groups write on the board. Pre-teach vocabulary: - ecology (n): sinh thái học – replace (v): thay thế - Elicit new words from Ss – careful with (a): cẩn thận với - Practise reading and copy – atmosphere (n): không khí * Checking : What and where * Listen and repeat Whilelistening : (17’) Postlistening. (8’) Today you’re going to listen to a text about ecology. Listen and do the tasks that follow. 1. Task 1 : - Play the CD 2 times and gets Ss to work in pairs to choose the best answer - Invite some Ss to give the answers. - Check the answers with the whole class. - Play the CD one more time for Ss to listen and check if necessary. 2. Task 2. Listen again and write in the missing words - Have Ss compare the results with a partner. - Call on some Ss to write their answers on the board. - T and Ss check Table completion - Ask Ss to decide whether the energy is renewable or non-renewable. Put a tick in the suitable column. - Call some Ss to read their down - Some Ss rewrite the English words. - Ss work in pairs to guess the options - Some Ss make prediction and T writes their predictions on the board. - Ss listen and check their prediction. - Ss listen for the second time - Some Ss call out their answers and T writes them on the board. Expected answers : 1. D 2. C 3. D 4. A 5. C - Ss work individually and then compare the results with a partner. (1) unlimited (2) atmosphere (3) may (4) gases (5) amount - Ss work individually, and then compare with a partner. Natural resources NonRenew renewa able ble ideas and check with the class. - Give feedback. 4. Consolidation (1 minute) - Remind main points of the lesson 5. Home work (1 minute) - Learn old lesson and prepare for the next one Coal Geotherma l heat Petroleum Solar energy Oil Wind energy Gas        DATE: Jan 25th 2013 PERIOD : 71 UNIT 11: SOURCES OF ENERGY LESSON 4: WRITING I. OBJECTIVES - By the end of the lesson, Ss will be able to read the information from a chart and write a description from a chart. - Practise skills of writing to describe a chart II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook IV. PROCEDURE 1. Organization (1minute) Class Date 11B 2. Oral check (5 minutes) Attendance - Answer teacher’s questions about the previous listening passage 3. New lesson Stages Teacher’s activities Students’ activities Warm-up Game : What and Where (4’) (about some words in the - Eliciting from Ss previous lesson) - Ss listen and repeat those words - Ask Ss to listen and repeat - Some Ss go to the board and those words and erase them word rewrite the erased words. by word. Pre-writing (5’) - Eliciting from Ss Pre-teach Vocab: - consume (v): tiêu thụ - Some Ss rewrite the English – highland (n): cao nguyên words. – trend (n): xu thế - Ss practise reading in chorus and – make up = account for (v): individually. cấu tao - Some Ss rewrite the English While- – figure (n): hình ảnh words. writing: * Checking : rub out and - Some Ss answer the questions (20’) remember 1. What is the title of the chart? 1. Task 1 : Work with a partner 2. How many sources of energy - Ask Ss to study the chart about are there in the chart? What are energy consumption in Highland they? in 2000 and fill in the gaps with 3. What made up the largest the information from the chart amount?How many tons? - Go around the class and give 4. What made up the smallest help when needed. amount? How many tons? - Ask some Ss to write the letter on a sheet of paper. - Ss work individually. - T corrects Ss’mistakes if - Some Ss copy their writing on needed the board. Expected answer: - Other Ss give comments. 1. 117 Sample writing for Task 2: 2. coal In 2005 the total energy 3. smallest consumption was 170 million tons. Nuclear and Hydroelectric made up the largest amount of this 2. Task 2. Description figure (75 million tons). This was - Ask Ss to continue the followed by the consumption of description of the trends in petroleum (50 million tons). Coal energy consumption in the year made up the smallest amount of 2005 in Highland using the facts energy consumption (45 million and figures suggested. tons) 3. Task 3 - Write their description on the - Ask Ss to describe the chart, board using information from Task 1 and Task 2 Sample writing for Task 3 - Guide Ss the ways to describe: The chart shows the energy + verb tenses: present tenses and consumption in 2000 and 2005. As past tenses can be seen, the total energy + words to describe chart: show, consumption increased from 117 Post-writing increase, decrease, go up, rise, million tons in 2000 to 170 million (8’) fall, drop, slightly, sharply, tons in 2005. Among three kinds quickly, …. of sources, the consumption of - Ask Ss to work in pairs to Nuclear and Hydroelectricity describe the chart rose sharply from 20 million tons in 2000 to 75 million tons in 2005. - Ask Ss to write their This was followed by coal which description on the board. went up slightly from 40 million - Get Ss to make peer corrections tons to 45 million tons. However, .- T corrects Ss’mistakes if the consumption of petroleum fell needed from 57 million tons (2000) down to 50 million tons ( in 2005). …………… 4. Consolidation (1 minute) - Remind main points of the lesson 5. Home work (1 minute) - Review old lesson and prepare for the next one DATE: February 15th 2013 PERIOD 72: UNIT 11: SOURCES OF ENERGY LESSON 5: LANGUAGE FOCUS (1st) I. OBJECTIVES - By the end of the lesson, Ss will be able to + distinguish the sounds / ∫r/ - / spl / - / spr / + understand the use of Relative clauses replaced by participles II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook, CD player, disc IV. PROCEDURE 1. Organization(1 minute) Class 11B Date Attendance Absentees 2. Oral check - Check during the lesson 3. New Lesson Stages Warm-up (4’): Pronunciati on (7’) Grammar (30’) Teacher’s activities Game : Finding words - Divide the class into two groups and ask Ss to close their books. - Ask each group to write on the board: + 4 words containing the sound /∫r / like shrimp + 4 words containing the sound /spl/ like split + 4 words containing the sound /spr/ like spring - In two minutes, the group who first finishes will wins * Listen and repeat (p.121) -Models the 4 clusters / ∫r / - / spl / - / spr / a few times and explains how to produce them. - Ask Ss to read the words in each column out loud in chorus for a few times. Then call on some Ss to read the words out loud. * Practise reading these sentences (p. 131) 1. Theory relative clauses replaced by Students’ activities - Some Ss say and write on the board. - Listen and repeat many times in chorus and then individually - Listen and repeat after the teacher - Practise reading aloud the sentences given on page 131. - Practise in open pairs and then in closed pairs. - Ss work individually and then compare with a participles - write some sentences on the board a + The man who spoke to John is my brother The man speaking to John is my brother + The sport games, which were held in India in 1851, were the first Asian Games - The sport games held in India in 1851 were the first Asian Games -Ask students to comment on the use of relative clauses replaced by participles Active--------Ving phrase Passive-----------Ved/Vpp phrase -Help students to use of them -Ask some students give some similar examples 2. Exercises Exercise 1 Ask Ss to rewrite the following sentences, using a present participial phrase. - Guide Ss how to do the exercise partner. * Expected answers : 1. The boy playing the piano is my brother. 2. Do you know the woman coming toward us? 3. The people waiting for the bus in the rain are getting wet. 4. The scientist researching the causes of cancer are making progress 5. The fence surrounding our house is made of wood. 6. We have an apartment overlooking the park. * Expected answers : 1. The idea presented … 2. I come from a city located in … 3. They live in a house built in 1890. Exercise 2 4. The photographs - Ask Ss to rewrite the sentences in published … exercise 2, using past participial 5. The experiment phrase. conducted … - Ask Ss to work in pairs - Do individually and - Guide them how to do the exercise compare with a partner. - Some Ss write the answers on the board / read aloud 4. Consolidation (2 minute) - Remind main points of the lesson 5. Homework (1 minute) - Review old lesson and prepare for new lesson DATE: February 16th 2013 PERIOD 73: UNIT 11: SOURCES OF ENERGY LESSON 6 LANGUAGE FOCUS (2nd) I. OBJECTIVES - By the end of the lesson, Ss will be able to + understand the use of Relative clauses replaced by to infinitives + practise further with reduced relative clauses II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Textbook, paper tests IV. PROCEDURE 1. Organization(1 minute) Class 11B Date Attendance Absentees 2. Oral check (12 minutes) - 12 minute written test I. Choose the word or phrase ( A, B, C or D) that best completes each sentence. 1 .Mrs. Wilson is a wonderful woman __________ I have a great deal of respect. A. who B. which C. for whom D. for that 2. The girl _______ we are talking sits over there. A. about whom B. to whom C. on whom D. to who 3. This is the bus _______ we’ll go to school. A. in that B. from which C. by which D. on which 4. Do you know the person _________ they were talking. A. to who B. to whom C. in whom D. by whom 5. They showed us the village ________ my father was born. A. at which B. in that C. in which D. in where II. Combine or rewrite each pair of sentences into one sentence. Change the second sentence of the pair into a reduced relative clause. 1. He was the first man who left the burning building. …………………………………………………………………….. 2. I come from a city. This city is situated in the southern part of the country. ………………………………………………….…………………………….. 3. Be sure to follow the instructions that are given at the top of the page. ………………………………………………….…………………………….. 4. Students who arrive late will not be permitted to enter the classroom. ………………………………………………….…………………………….. 5. John, who was taken by surprise, hardly knew what to say. ……………………………………………………………………………… 3. New Lesson Stages Grammar Teacher’s activities 1. Theory Students’ activities - Listen to the teacher and vocabulary (28 minutes) Relative clauses replaced by to infinitives +Yuri Gagarin was the first man who flew into space - Yuri Gagarin was the first man to fly into space -Ask students to comment on the use of relative clauses replaced by to infinitives The infinitive can be used after “the first, the second etc., the last, the only” , sometimes after superlatives and if there are modal verbs in relative clauses. - Introduce exercises to the students -Help students to use of them -Ask some students to give some similar examples 2. Exercises Exercise 3 - Ask Ss to rewrite the sentences, using an infinitive phrase. - Guide them how to do the exercise - Ask Ss to work individually, and then compare the results with their partners. 3. Further practice Exercise 1: Combine each pair of sentences into one sentence. Change the second sentence of the pair into a reduced relative clause. 1. The students have become quite proficient in their new language. They attend class five hours per day. 2. He was the first man who left the burning building. 3. Here are some accounts that you must check. 4. My brother is the only one who - Take notes - Ask questions if necessary - Comment on the use of relative clauses replaced by to infinitives - Take notes - Do exercises - Do individually and compare with a partner. - Some Ss write the answers on the board / read aloud * Expected answers : 1. The last man to reach … 2. The first person to leave … 3. The first person to see … 4. This is the second person to be killed … 5. The first person to catch - Do exercises - Do individually and compare with a partner. - Some Ss write the answers on the board / read aloud * Expected answer: 1. The students attending class five hours per day have become quite proficient in their new language. 2. He was the first man to leave the burning building 3. Here are some accounts to check 4. My brother is the only one realized that you must check 5. The Queen Elizatbeth is the largest ship which has been built on the Clyde 4. Consolidation (2 minutes) - Remind main points of the lesson 5. Homework (1 minute) - Review old lesson and prepare for new lesson to realize that you must check 5. The Queen Elizabeth is the largest ship to have been built on the Clyde DATE: February 20th 2013 PERIOD 74: TEST YOURSELF D I. OBJECTIVES - After the test, Ss will be able to test their knowledge of Unit 10 and 11 + drill skills of doing test II. METHOD Integrated, mainly communicative III. TEACHING AIDS: Textbook IV. PROCEDURE 1. Organization (1 minute) Class Date 11C 2. Oral check Attendance Absentees - No checking 3. New lesson Stages I. Listening Teacher’s activities - Play the tape twice Students’ activities - Ask Ss to listen to the - Expected answer: conversation and 1. can not live; 2. it rains; 3. complete the following planting vegetation; 4. hold back the sentences water; 5. dry seasons - Expected answers: II. Reading - Ask Ss to read the 1. Air, water and soil are necessary passage carefully and for the survival of all living things. answer the questions 2. Badly polluted air can cause illness, and even death. Polluted water kills fish and other marine life. Pollution of soil resources reduces the amount of land that is available for growing food. 3. Because much pollution is caused by things that benefit people. For example, exhaust from automobiles III. causes a large percentage of air Pronunciati 1. Pronunciation pollution; but the automobile on and - Ask Ss to listen and put provides transportation for millions grammar a tick in the right box of people. - Ask Ss to pay attention 4. They would have to stop using to the pronunciation of things that benefit them. the underlined part 5. Government can pass and enforce laws that require business and individuals to stop, or cut down on certain polluting activities. - Expected answers: 1. sneeze; 2. smash; 3. shrimp; 4. spread 2. Grammar - Complete the following - Expected answers: sentences, using the 1. living; 2. ringing; 3. to leave; 4. correct form (to- to drink; 5. invited; 6. blown infinitive or participle) of the verbs in the box - Expected answer: We are trying to find solutions to IV. Writing - Ask Ss to write about environmental pollution problem. the measures to protect People should stop cutting trees for the environment, using timber. Instead, they should plant the cues given below. more trees and forests. They should - Ask Ss to discuss to reduce using cars and motorbikes find out the ideas for that cause noise and air pollution. their writings We should prevent farmers from - Call some Ss to read using fertilizers and pesticides that their writings. Others damage the soil. People should not listen and give leave litter on the land and in the comments water. We should prohibit factories - Check and give from dumping industrial waste into feedback rivers and lakes. It is high time government over the world had measures that require companies and individuals to stop or cut down on polluting activities 4. Consolidation (1 minute) - Remind main points of the lesson 5. Homework (1 minute) Prepare for the next lesson