Giáo án Tiếng Anh 11 bài 11: Sources of energy - GV.Lê Hồng Phúc

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Nội dung Text: Giáo án Tiếng Anh 11 bài 11: Sources of energy - GV.Lê Hồng Phúc

Giáo án Tiếng anh lớp 11. Date of preparing:...../......./2013 Period: 67 UNIT 11: SOURCES OF ENERGY LESSON 1: READING A.OBJECTIVES: 1. Knowledge: By the end of the lesson , students will be able to know about the alternative sources of energy 2. Skill:reading 3. Political thought: Understand the the importance of saving sources of energy B.TEACHING AIDS: 1. Teacher: textbook , Picture, poster, CD, CD player 2. Students: pens, text books… C.METHODS: T/Wh classs, group work, pair work. D.CONTENTS: I/Organisation: (1’) Class Date of teaching absent II/Warm up (5’) Aswer the questions: Work in pairs: 1. nuclear; oil; the sun; coal 2. we need energy to live and work +To cook meals +To light, heat or cool the house + to run machines, cars, mortobikes….. - Look at the pictures and tell the class, + what sources of enery does each picture below refer to? + what do we need energy for? III. New lesson: Teacher’s activities Time Students’ activities STEP1. PRE – READING: * New words: + fossil fuels: nhi ên liệu hoá thạch -reading the new words. +windmills(n ): cối xay gió - Listen and repeat.
+ geothermal heat(n ): địa nhiệt 6’ - Some individuals read the + hydroelectricity dams: đập thuỷ điện words aloud + alternative( adj): thay thế + plentiful( adj): nhiều - Read the words and do the + alternative (a): có thể thay thế task. - Checking vocabulary: Gap - Fill: Gap - fill: - 1- Six hundred balloons were .... at the ceremony. Some ss answer and others 2- We are looking for .......methods of making it. listen. 3- Fuel supplies are nearly ............... . KEY: 4-The food in the restaurant is cheap but the 5’ 1. released 2. alternative rather. … 3. energy 4. limited 5. 5- Our company doesn't have a great ...of capital. exhausted STEP2. WHILE – READING: 1. Activity 1: Answer the Pre questions - Read the text and do the Ask Ss to read the text silently and answer the pre- task . questions with a partner. - Some Ss answer in front of 1- What is our major source of energy ? the class. 2- Is this major source limited ? Why ? 3- How many sources of energy are mentioned in KEY: the text ? 10’ 1.Our major source of 4- Which one do you think is the most potential energy is fossil fuels (oil, energy of all the alternative sources of energy ? coal, natural gas) 2. Activity 2: Table Completion 2. Yes, It is limited. Because - Divide the class into 4 groups. our demand is increasing - Ask Ss to scan the passage to find out the very quickly and fossil fuels advantages and disadvantages of each alternative will be exhausted within a source. relative short time. Answer key: 3. The sources of energy mentioned in the text are : Sources of Advantages Disadvantages Fossil fuels, nuclear energy, energy geothermal heat, solar Nuclear power It’s unlimited It can be very energy, wind power, water dangerous power . Geothermal heat It’s available It’s only possible in a few places 4. I think solar energy is the Solar energy It’s not only It’s only possible most potential energy of all plentiful and during the day the alternative sources of infinite but also time. 10’ energy. clean and safe
Wind power It’s clean and There’s no wind unlimited energy when there is no wind. Read the questions and give Water power It’s clean and It’s expensive unlimited the answers. STEP3: POST- READING: Discussion: - Some Ss answer in front of Which of these alternative energy sources is the the class. most feasible in Vietnam ? Say why ? - Ask Ss to work in groups and take notes their 5’ group's ideas. - Mix the group to share ideas. - Give comments on their ideas. IV./ Summary: (1’) - Summarise the main points V./ Home work: (1’) - prepare next lesson E. EVALUATION: Time:………………………………………………………………………………… Contents:……………………………………………………………………………. Methods:…………………………………………………………………………… Result:……………………………………………………………………………….
Date of preparing:...../......./..2013 Period: 68 UNIT 11: SOURCES OF ENERGY LESSON 2: SPEAKING A.OBJECTIVES: 1. Knowledge: : - talk about advantages and disadvantages of energy sources. - express their own ideas about alternative source of energy . 2. Skill: speaking 3. Political thought: talk about the alternative sources of energy sources B.TEACHING AIDS: 1. Teacher: textbook , Picture, poster. 2. Students: pens, text books… C.METHODS: T/Wh classs, group work, pair work. D.CONTENTS: D. CONTENTS: I/Organisation: (1’) Class Date of teaching absence II/ Revision(5’) - Who can tell me again about the advantages and disadvantages of these sources of energy ? - Call on some Ss to answer the questions. T says: - Today, we are going to talk some more about the advantages and disadvantages of the sources of energy. Let's begin our lesson: III. New lesson: Teacher’s activities time Students’ activities STEP1: PRE- SPEAKING 1.New words: + Nuclear reactor (n) lò phản ứng hạt nhân - Practice reading the new words. + radiation [,reidi'ei∫n] sự bức xạ, sự phát - Listen and repeat. xạ, 5’ - Some individuals read the words + Enormous(a) to lớn, khổng lồ aloud + Renewable(a) có thể hồi phục lại - Ask Ss to repeat - Read the statements and do the task. - Call ss to read again - Checking by W&W. Suggested answers: 2. Activity 1: 1, 2,3,5,7- disadvantages - Read the sentences in the box and tick if 4,6- advantages
these facts are advantages or disadvantages. - Ask Ss to read the sentences carefully 5’ and work in pairs. - Move around to observe. - Ask Ss to answer the question in the book - Work in pairs to make the dialogue. in front of the class. Model: A: I think that more and more STEP2: WHILE – SPEAKING: people will use the solar energy. * Activity 2 + 3 : Substitution B: Why do you think so? Ask Ss to work in groups of four or five to A: Because it’s available, unlimited express their belief on the increasing use of 20’ and easy to use. alternative sources in the future, using the C: But it’s expensive and we can ideas in task 1 and 2 only have it at specific time of the Useful language : - Expressing ideas year. - I think ... A: I hope that the progress of science - I believe ... and technology will help to overcome - In my opinion this problem. - Personally... B: That’s right and then we don’t - I don't think ... have to worry about the shortage of Example: energy. A: I believe that the use of solar energy C: And our life will be more should be the alternative source of energy comfortable with cheap simple in our country devices run on the solar energy B: I agree with you. It is the most feasible way to have solar energy in our country because Vietnam is a tropical country - Some pairs present in front of the class. -work in groups; STEP3: POST- SPEAKING: Group discussion Work in group of five to make a list of Suggested ideas : things the family should do to save energy 7’’ - try to reduce the amount of water Share ideas with the others by changing bill or electricity bill by cutting power groups such as lights, conditioner, when Feedback: unnecessary Each group suggests the way their family - Do not cook with electricity often do to save energy - make sure there are no cracks in the pipes ... IV./ Summary: (1’) - Summarise the main points
V./ Home work: (1’) - prepare next lesson E. EVALUATION: Time:………………………………………………………………………………… Contents:……………………………………………………………………………. Methods:…………………………………………………………………………… Result:……………………………………………………………………………….
Date of preparing:...../......./.2013 Period: 69 UNIT 11: SOURCES OF ENERGY LESSON 3: LISTENING A.OBJECTIVES: 1. Knowledge: - listen to renewable resources - express their own ideas about how to protect environment . 2. Skill: listening + speaking 3. Political thought: talk about the alternative sources of energy sources B.TEACHING AIDS: 1. Teacher: textbook , Picture, poster. 2. Students: pens, text books… C.METHODS: T/Wh class, group work, pair work. D.CONTENTS: D. CONTENTS: I/Organisation: Class Date of teaching absence II/ Warm up: (7’) OIL COAL THE SUN show the pictures and ask: What do these pictures refer to? - Expected answer: They are about natural resources Ask Ss: Which of them are renewable and which of them are non renewable ? Why ? Have Ss to work in pairs and guess the answers
Natural Resources Renewable Nonrenewable Reasons To know the answer. We're going to listen to a text about natural resources and natural environment III. New lesson: Teacher’s activities time Students’ activities STEP 1: PRE – LISTENING: *New words + ecology( n): sinh thái - Copy the words and phrases. + renewable(adj ): có thể thay thế 5’ - Listen and repeat. + fertilized (adj ): thụ tinh - Some individuals read the words + oxygen( N): oxy aloud + nitrogen: nit ơ + carbon dioxide: CO2 - work individually -Checking by R.O.R Answer: STEP 2: WHILE – LISTENING: 1. D 2. C 3. D 4. A 5. C * Activity 1 : Multiple Choice - Ask Ss to read task 1 ( page 129) carefully, guess the answer. Listen to the 10’ tape and circle the word they choose Read the passage and do the task . - Compare their answers. * Activity 3g : Gap - Fill - Check their answer. - Give Ss three minutes to read the Suggested answers : paragraph carefully and guess the missing 10’ 1- unlimited words 2. atmosphere 3. may - Ask Ss to listen to the tape again and fill 4. gases 5. amount in the gaps with the words they have heard - Let them call out their answers - Practice talking in groups. STEP 3: POST – LISTENING: Discussion Ask Ss to work in groups of the five to discuss the questions - What can we do to keep the resources 10’
renewable ? Feedback: One student from each group comes to the front of the ideas Other give comments IV./ Summary: (1’) - Summarise the main points V./ Home work: (1’) - prepare next lesson E. EVALUATION: Time:………………………………………………………………………………… Contents:……………………………………………………………………………. Methods:…………………………………………………………………………… Result:……………………………………………………………………………….
Date of preparing:...../......./.2013 Period: 70 UNIT 11: SOURCES OF ENERGY LESSON 4: WRITING A.OBJECTIVES: 1. Knowledge: - Write a description from a chart . 2. Skill: writing 3. Political thought: write a description from a chart of energy consumption B.TEACHING AIDS: 1. Teacher: textbook , Picture, poster. 2. Students: pens, text books… C.METHODS: T/Wh class, group work, pair work. D.CONTENTS: D. CONTENTS: I/Organisation: (1’) Class Date of teaching absence II/ Revision: (5’) Home checking: Ask Ss to tell the class : which resources of energy do they belong to- renewable and nonrenewable? Lead-in: Are you interested in the energy consumption in your family ? your city ? your country ? Do you know how much energy your country consume in a year ? To know how to read and write a chart of energy consumption, we will study the lesson today. III. New lesson: Teacher’sactivities time Students’activities STEP1: PRESENTAION SOURCES OF ENERGY 10’ * - Hang the chart on the board and explain the information in the chart. - Compare the answer with other pairs In pairs, Ss look at the chart carefully and ... read the passage, contrasting the chart - Call on some Ss to read out their with the passage to find out the missing answers. information. Key: 1- 100 million tons
2. Nuclear and Hydroelectricity * Elicit the tense and the language which 3- 18 million tons is used in the passage from Ss. +) Useful Languages: - use Simple Past tense. - to be under / over / + figure. - to make up the largest ... - to account for / to take the smallest ... a. listen and copy down a small amount of ........ a large proportion of ...... a large percentage of ...... - There was / were + noun / noun phrase. e.g: There were 10 million tons of coal used in 2000. - as much as ..... b. work in groups - as + noun / noun phrase + as c. write the paragraph +) Outlining: 3’ Sample writing: 1. Give out the topic sentence. The chart shows the energy 2. Write some detaild sentences / consumption in the year 2005 in supporting ideas for the topic sentence. Highland As can be seen, the total energy STEP2: PRACTICE consumption was 170 million tons. * Activity 1: Nuclear and hydroelectricity made up - Have Ss work in pairs to describe the 7’ the largest amount of this figure with chart, using similar function of language. 75 million tons. This was followed by Give correction if necessary. the consumption of petroleum(50 * Activity 2: million tons). Coal made up the - Divide the class into 4 groups. smallest amount of energy - Deliver a large piece of paper for each consumption(45 million tons) group. - Ask Ss to compare the amount of 10’ energy consumption in the two years 2000 and 2005. d. work in groups Suggested writing: STEP 3: PRODUCTION There was a trend in the - Ask Ss to stick their posters on the consumption of coal and board. 7’ nuclear & hydroelectricity but - Correction there was a sharp decrease in - Give correction and comments on their the use of petroleum. The writing amount of coal used increased
by 5 million tons and the consumption of nuclear & hydroelectricity went up dramatically by 55 million tons . However, the amount of petroleum consumed in 2005 fell by 7 million tons. IV./ Summary: (1’) - Summarise the main points V./ Home work: (1’) - prepare next lesson E. EVALUATION: Time:………………………………………………………………………………… Contents:……………………………………………………………………………. Methods:…………………………………………………………………………… Result:……………………………………………………………………………….
Date of preparing:...../......./........ Period: 71 UNIT 11: SOURCES OF ENERGY LESSON 5: LANGUAGE FOCUS A.OBJECTIVES: 1. Knowledge: - distinguish the sounds / r/, /spl/ and /spr/ - understand the use of Relative clauses replaced by participles and to- infinitives 2. Skill: writing +listening. 3. Political thought: pronounce the sounds correctly and better at using relative clauses replaces by participle. B.TEACHING AIDS: 1. Teacher: textbook , Picture, poster. 2. Students: pens, text books… C.METHODS: T/Wh class, group work, pair work. D. CONTENTS: I/Organisation : (1’) Class Date of teaching absence II/ Warm up: (5’)Game: Show a picture or a realia of a shrimp, a split ring, spring onion then ask: - What are these ? Expected answer: They are : a shrimp, a split ring and a piece of spring onion. - Ask Ss to listen to the teacher and repeat. - shrimp / rimp /: - split ring / 'split 'rin /: - spring onion / sprin ' ni n/: Elicit the consonant clusters / r/, / spl /, / spr /. III/ New lesson: Teacher’sactivities time Students’activities I./ PRONUNCIATION:  listen and repeat Hang on the chart with the sounds: / r /, / spl /, / spr / / r/ / spl / / spr / -listen to the teacher shred split spray 5’ C opy down shrill splash spread - repeat the sounds shrug spleen sprain shrink splutter sprat Point to each sound and read it aloud three
times. Ask Ss to repeat the sounds Call on some Ss to pronounce them. - listen to the tape and repeat  Practice: * Listen and repeat - Read out some examples of the sounds. 5’ - Ask Ss to add some more words that contain the sounds. * Give each sound a number: 1- / r / 2- / spl / 3- / spr / - listen to the teacher T reads the words randomly, Ss listen and - copy model shout 1 or 2, 3 depending on the sound Ss - take note hear. Example: T: spring Ss: three T: shrug Ss: one - Practice reading aloud the sentences on page 131 II./ GRAMMAR: 1.Presentation. 1.1 . Relative clauses reduced by participles a. Present participle - listen to the teacher ex1: The students who attend this school - copy model have to wear uniform - take notes → The students attending this school have to wear uniform Ex2: The girl who is speaking to Nam is 7’ my sister → The girl speaking to Nam is my sister Note:  Relative Pronoun + V = V-ing  Relative Pronoun + be + V-ing = V-ing - listen to the teacher (The verb in the relative clause is in active - copy model form) - take notes b. Past participle ex: The film which is shown at the cinema is really interesting → The film shown at the cinema is really
interesting  Relative Pronoun + be + PII = PII 5’ (The verb in the relative clause is in passive form) 1.2. Relative clauses reduced by To Inf a. when the Relative Clause follows the EXERCISE 1: first/second/third/../last only+N/pronoun or Key: the superlative degree of Adj 1- The boy playing the piano ex: The last man who left the shop is Bend → The last man to leave the shop 2- Do you know the woman Ex: This is the first man who reaches the coming toward us? top of this mountain 3- The people waiting for the →This is the first man to reach the top of bus in the rain are getting wet this mountain 4- The scietists searching the b. When the Relative Clause express case of cancer are making something that must/can/or have to be progress done 5- The fence surrounding ex: He has a lot of homework that he must hose is made of wood finish 6- We have an aoartment → He has a lot of homework to finish overlooking the park Ex:The children need a large playground EXERCISE2: which they can play in → The children need a large playground to Key: play in 1- the ideas presented in that 2. Practice book are interesting Exercise 1 2- I come from a city located Ask Ss to do exercise 1 individually and on in the southern part of the then compare their answers with another coutry student. Then T calls on some Ss to read 5’ 3- They live in a house built in out their answers 1890 Exercise 2 4- the photographs published Ask Ss to do exercise 1 individually and in the new extraordinary then compare their answers with another 5’ 5- The experiment conducted student. Then T calls on some Ss go to the at the University of Chicago board and write on the board was succesful After finishing and the rest Ss to correct if 6- They wok in a hospital necessary sponsored by the government listen and give feedback 3. Production. EXERCISE3:
Exercise 3 Key: - Ask Ss to rewrite the sentences in exercise 1- Jonh was the last man to 3, using infinitive phrase reach the mountain - Ask Ss to come to the board and write 5’ 2- The last personh to leave them down the room must turn off the - Check Ss' tasks and give corrections lights Show some pictures and ask Ss to work in 3- The first person to see is pairs, making the sentences with Relative Mr Smith clause replaced by participles or to 4- This is the second person to infinitives be killed in that way 5- The first person to catch the ball will be the winner IV./ Summary: (1’) - Summarise the main points V./ Home work: (1’) - prepare next lesson E. EVALUATION: Time:………………………………………………………………………………… Contents:……………………………………………………………………………. Methods:…………………………………………………………………………… Result:……………………………………………………………………………….
Date of preparing:...../......./2013. Period:72 REVISION A.OBJECTIVES: 1. Knowledge: By the end of the lesson, Ss will be improved knowledges of Unit 11 2. Skill: speaking and doing exercise. 3. Political thought: review unit 11 B.TEACHING AIDS: 1. Teacher:textbook , , sub- board 2. Students: pens, … B.TEACHING AIDS: 1. Teacher: textbook , Picture, poster. 2. Students: pens, text books… C.METHODS: T/Wh class, group work, pair work. D.CONTENTS: I/Organisation:( (1’) Class Date of teaching absence II/ Warm up: Test 15 minutes: Choose the best word or phrases to complete the spaces: 1. The man .......... is John’s brother. A. to speak to me B. speaking to me C. whom speak to me D. which speak to me 2. Natural resources are…decreasing. A. rapid B. rapidity C. rapidty D. rapidly 3. You can send your letter ............. surface mail. A. by B. in C. to D. with 4. it can be ............. that human being are changing the environment in all respects. A. say B. said C. says D. to say 5. A ....... is someone who sells things in a shop. A. shop assistant. B. shoplifter C. customer D. burglar 6. Which source of energy is dangerous? A. water B. nuclear C. solar D. fossil 7. Choose the word whose underlined part is pronounced differently from that of the other words. A. cup B. pollute C. umbrella D . but 8. Many animals are ________ for their fur and other valuable parts of their bodies. A. hunted B. chased C. run after D. followed 9.. We have apartment ________ the park.
A. overlooking B. overlooks C. to overlook D. overlooked 10.. It was a kind of computer ________ I was not familiar. A. which B. to which C. that D. with which III/ New lesson: Teacher’sactivities time Students’activities A-VOCABULARIES: * Complete the sentence with the correct form of the verb in the box. exhaust release alternate 12’ research relate supply renew pollute harm finite - work in groups 1. Coal, gas and oil are …….forms of - key: energy that can not be replaced after 1. non-renewable used. 2. supplies. 2. The nuclear plant provides a fifth of 3. infinite the nation's energy …. 4. exhaustion 3. Solar energy is not only plentiful and 5. alternative ……but also clean and safe. 6. released 4. Increased consumption will lead to 7. harmful. faster …….of our natural resources. 8. pollution. 5. Electricity companies were criticized for failing to develop….. energy sources. 6. Oxygen from the water is …….into the atmosphere. 7. Fossil fuels will be exhausted within a relatively short time. 8. These pesticides are environmentally Water power provides energy without ………. 9. B./ GRAMMAR: - work in pairs 1. Exercise 1: Change all of the - exchange their answer adjective clauses to adjective - write on board phrases. Use the participles. - key: 1. Only a few of the movie that are 1. Only a few of the movie shown shown at the Gray Theater are at the Gray Theater are suitable suitable for children. for children.
2. The couples who live in the house 2. The couples living in the house next door are both college 15’’ next door are both college professors. professors. 3. A knuckle is a point that connects a 3. A knuckle is a point connecting finger to the rest of the hand. a finger to the rest of the hand. 4. Antarctica is covered by a huge ice 4. Antarctica is covered by a huge cap that contains 70 percent of the ice cap containing 70 percent of earth's fresh water. the earth's fresh water. 5. Only a small fraction of the eggs that 5. Only a small fraction of the eggs are' laid by a fish actually hatch and laid by a fish actually hatch and survive to adulthood. survive to adulthood. 6. Our solar system is in a galaxy that is 6. Our solar system is in a galaxy called the Milky Way. called the Milky Way. IV./ Summary: (1’) - Summarise the main points V./ Home work: (1’) - prepare next lesson E. EVALUATION: Time:………………………………………………………………………………… Contents:……………………………………………………………………………. Methods:…………………………………………………………………………… Result:……………………………………………………………………………….
Date of preparing:...../......./........ Period: 73 TEST YOURSELF D A.OBJECTIVES: 1. Knowledge: By the end of the lesson, Ss will be able to understand the skills and knowledges from Unit 9 to Unit 11 2. Skill: Listening +writing+ reading 3. Political thought: review unit 10 & 11 B.TEACHING AIDS: 1. Teacher:textbook , cassette player , sub- board 2. Students: pens, … B.TEACHING AIDS: 1. Teacher: textbook , Picture, poster. 2. Students: pens, text books… C.METHODS: T/Wh class, group work, pair work. D.CONTENTS: I/Organisation: Class Date of teaching absence II/ Warm up: no III/ New lesson: Teacher's activities Time Students' activities I. LISTENING - Individual work - Ask Ss to study all sentences in - Listen carefully listening carefully - Correct the answers - Ask Ss to listen to the passage about 10’ * Suggested keys water conservation and complete the 1. …cannot live. following sentences. 2….it rains - Play the tapescript first 3….planting vegetation - Play the tapescript second 4….hold back the water. - Ask Ss to compare their results 5….dry seasons - Walk round to give a help - Check the answers - Read silently - Read silently the answer the II. READING: questions - Ask Ss to read the reading - Correct the answers - Explain some words in the reading *Suggested keys + survival 1. Air,waterand soil are necessary to + marine the survival of all things.