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 C
2. Oral check
- Check during the lesson
3. New lesson
Stages
Teacher’s activities
Students’ activities
Warm-up
(5’)
* Network
Oil
natural gas
Prereading(9’)
Sources of
energy
coal
- Some Ss write their
answers on the board.
Expected answers:
Wind turbine wind
Nuclear solar wind water
power
- What sources of energy do you
Solar pane
solar
know?
energy
- Look at the pictures of sources of dam
water
energy on page 124 and name
power
them?
(hydroelectric power)
1. Pre-teach vocab
- Fossil fuels (n): nhiên liệu hóa
- Eliciting some new words
thạch
from Ss
- alternative (a): nhiên liệu thay
- Practise reading and copy
thế
down
- be exhausted (v) = run out: cạn
kiệt
Whilereading
(18’)
Postreading
(10’)
– nuclear energy (n): năng lượng
nguyên tử
– release (v): thải
- infinite = endless (unlimited)
(a): vô tận
- make full use of (v): tận dụng
* Checking : rub out and
remember
Ask Ss to skim over the text then
do the tasks that follow.
1. Task 1. Gap-filling
- 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
2. Task 2.
- 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.
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.
- Ss work individually, and
then compare with a
partner.
- Some Ss say out their
answers
Expected answers :
1. released
2. alternative
3. energy
4. limited
5. exhausted
- 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.
Expected answers :
1. It comes from fossil fuels
2. Five sources are
- 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
mentioned in the text.
I think solar energy is the
most potential.
- Work individually
- Compare the answer with
their partners
(1) energy; (2) one
(3) fuels; (4) limited
(5) alternative; (6) sources;
(7) unlimited)
(8) environment
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
+ 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
11 C
Date
Attendance
Absentees
2. Oral check (6 minutes)
- Answer questions about the previous reading passage
3. New lesson
Stages
Teacher’s activities
Warm-up
(4’)
Prespeaking
(6’)
Game : Jumbled words
- Give out a list of jumbled words (on a
poster)
- Ask Ss to find out the right words and
write on the board.
lutionpol – adgevanta – haustedex –
edunlimit – soudanger – gyener ralso
Answer key :
pollution – advantage – exhausted –
unlimited – dangerous – energy solar
Pre-teach vocab
- radiation (n); sự bức xạ
- abundant (a): phong phú
- renewable (a): có thể làm mới
- solar panel (n): hệ mặt trời
Students’ activities
- By turns, representative
of each group writes a
right letter on the board.
- The group with more
right letters will win
- Eliciting from Ss
- Practise reading and
copy down
- Rewrite English words
- Say out their ideas
- nuclear reactor (n): lò phản ứng
* Checking : rub out and remember
Whilespeaking :
(18’)
Postspeaking.
(8’)
1. Task 1. Work in pairs.
- Write the words “advantages,
disadvantages” on the board.
- Ask Ss to read and say out A or D
- T writes on the board.
- Move around to give help
2. Task 2. Work in pairs
- Ask Ss to talk with a partner about the
advantages and disadvantages of using
each alternative source of energy, using
the suggestions from
Task 1
- Ask Ss to read the example
- Ask Ss some questions to check
whether they understand it or not
- Do a sample with a student in the
class
- Model conversation:
T: I think that water power can be an
alternative source of energy
S: Why do you think so?
T: Because our major source of energy
are running out while the water is
available and unlimmitted
S: I know it also provides energy
without pollution. However it is
expensive to build a dam for
hydroelectricity
Task 3. Work in groups
- Guide Ss how to do
- Ask Ss to work in groups to express
the belief on the increasing use of
alternative sources of energy in the
future
Expected answers:
1. D 2. D 3. D 4. A 5.
D 6. A
7. D
- Read the example
- Answer teacher’s
questions
- Do sample with the
teacher
- Listen to the
conversation
- Ss work in pairs to
substitute the underlined
words with suitable
words suggested in the
Useful language to make
a new conversations.
- Some pairs demonstrate
in front of the class.
- Listen to the teacher
- Work in groups to talk
about the increasing use
of alternative sources in
the future
- Do a sample in front of the class
- Listen to teacher’s
Suggested answer:
I think that solar will be an effective
source of energy in the future because it
is not only plentiful and unlimited but
also clean and safe. Moreover, it is very
useful for our daily life
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
+ know more about how to protect environment
+ listen for general information and.
+ 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, cassette
IV. PROCEDURE
1. Organization (1 minute)
Class
Date
Attendance
Absentees
11 C
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’)
Whilelistening :
(17’)
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.
Pre-teach vocabulary:
- ecology (n): sinh thái học
– replace (v): thay thế
– careful with (a): cẩn thận
với
– atmosphere (n): không khí
* Checking : What and where
* Listen and repeat
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
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.
- Elicit new words from Ss
- Practise reading and copy 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.
with a partner.
- Call on some Ss to write
their answers on the board.
- T and Ss check
Postlistening.
(8’)
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
ideas and check with the
class.
- Give feedback.
- Expected answer:
(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
Coal
Geotherma
l heat
Petroleum
Solar
energy
Oil
Wind
energy
Gas
4. Consolidation (1 minute)
- Remind main points of the lesson
5. Home work (1 minute)
- Learn old lesson and prepare for Chua bai kiem tra 1 tiet
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
+ 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
11C
Date
Attendance
Absentees
2. Oral check (5 minutes)
- 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
– figure (n): hình ảnh
words.
* Checking : rub out and
- Some Ss answer the questions
While-
remember
1. What is the title of the chart?
writing:
1. Task 1 : Work with a
2. How many sources of energy
(20’)
partner
are there in the chart? What are
- Ask Ss to study the chart about
they?
energy consumption in Highland
3. What made up the largest
in 2000 and fill in the gaps with
amount?How many tons?
the information from the chart
4. What made up the smallest
- Go around the class and give
amount? How many tons?
help when needed.
- Ask some Ss to write the letter
- Ss work individually.
on a sheet of paper.
- Some Ss copy their writing on
- T corrects Ss’mistakes if
the board.
needed
- Other Ss give comments.
Expected answer:
Sample writing for Task 2:
1. 117
In 2005 the total energy
2. coal
consumption was 170 million tons.
3. smallest
Nuclear and Hydroelectric made
up the largest amount of this
figure (75 million tons). This was
2. Task 2
followed by the consumption of
- Ask Ss to continue the
petroleum (50 million tons). Coal
description of the trends in
made up the smallest amount of
energy consumption in the year
energy consumption (45 million
2005 in Highland using the facts
tons)
and figures suggested.
- Write their description on the
3. Task 3
board
- Ask Ss to describe the chart,
Sample writing for Task 3
using information from Task 1
The chart shows the energy
Post-
and Task 2
consumption in 2000 and 2005. As
- Guide Ss the ways to describe:
can be seen, the total energy
+ verb tenses: present tenses and
consumption increased from 117
past tenses
million tons in 2000 to 170 million
+ words to describe chart: show,
tons in 2005. Among three kinds
increase, decrease, go up, rise,
of sources, the consumption of
fall, drop, slightly, sharply,
Nuclear and Hydroelectricity
writing (8’) quickly, ….
rose sharply from 20 million tons
- Ask Ss to work in pairs to
in 2000 to 75 million tons in 2005.
describe the chart
This was followed by coal which
went up slightly from 40 million
tons to 45 million tons. However,
the consumption of petroleum fell
- Ask Ss to write their
from 57 million tons (2000) down
description on the board.
to 50 million tons ( in 2005).
- Get Ss to make peer corrections ……………
.- T corrects Ss’mistakes if
needed
4. Consolidation (1 minute)
- Remind main points of the lesson
5. Home work (1 minute)
- Review old lesson and prepare for Unit 11, Language focus (1st)
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, cassette, CD
IV. PROCEDURE
1. Organization(1 minute)
Class
11C
Date
Attendance
Absentees
2. Oral check
- Check during the lesson
3. New Lesson
Stages
Warm-up
(4’):
Pronunciati
on (7’)
Grammar
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
participles
- write some sentences on the board a
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
partner.
and
vocabulary
(30’)
+ 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
* 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
Exercise 2
overlooking the park.
- Ask Ss to rewrite the sentences in * Expected answers :
exercise 2, using past participial
1. The idea presented …
phrase.
2. I come from a city
- Ask Ss to work in pairs
located in …
- Guide them how to do the exercise 3. They live in a house
built in 1890.
4. The photographs
published …
5. The experiment
conducted …
- Do individually and
compare with a partner.
- Some Ss write the
answers on the board / read
aloud
4. Consolidation (2 minutes)
- Remind main points of the lesson
5. Homework (1 minute)
- Review old lesson and prepare for Unit 11, Language focus ( 2nd)
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 test, hand-outs
IV. PROCEDURE
1. Organization(1 minute)
Class
11C
Date
Attendance
Absentees
2. Oral check (12 minutes)
- mini 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
and
vocabulary
(28 minutes)
Teacher’s activities
1. Theory
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.
Students’ activities
- Listen to the teacher
- 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 have become quite 1. The students attending
proficient in their new language. class five hours per day have
They attend class five hours per become quite proficient in
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
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
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
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
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