Unit11-English11

Tan Lam High School Lesson plan English 11
Date of planning:
Period 64: Reading
Unit 11: SOURCES OF ENERGY
***
A. OBJECTIVES:
I. Knowledge: - Helping students to understand the importance of saving energy
and using alternative sources of energy.
- Helping students to use the words related to the sources of energy through reading and
writing.
Vocabulary: fossil fuels, alternative, nuclear energy, geothermal heat/energy, solar power/panel,
potential, to release, to create, exhausted, limited, plentiful, infinite
II. Skills: Speaking, writing, reading
B. PROCEDURE:
I. Settlement: Checking attendance
II. Checking:
III. New lesson: Reading
Teacher's activities Students' activities
WARM UP: (5 minutes)
 Teacher may use the pictures in the Unit 11
Textbook page 124, or provides some mores
pictures on cardboard or by projector. Al the
pictures should show different kinds of
producing energy, such as wind power, solar
energy, hydroelectric plant, etc.
 Write the words of different sources of energy
on the board and ask students to match the words
with the right pictures.
 Check the results and correct them if
necessary.
 Students look at the pictures on the board (or
in their books) and try to distinguish the sources
of energy.
 Exchange with their partners and match the
words given with the right pictures.
 Listen to the teacher's comments and repeat
the words.
PRE-READING: (10 minutes)
 Teacher explains some important words
using pictures or giving meaning (some words
need to be translated into Vietnamese, especially
to students of lower-level classes).
 Teacher ask these questions and has students
work in groups before giving their answers:
- What do we need energy for?
 Students get to understand these words:
fossil fuels; alternative; solar panel; dam;
nuclear; available; potential; limited; unlimited
 Students copy the words in their notebooks
after the teacher's correction on the board.
 Students work in groups discussing the
teacher's questions.
Suggested answers
- We need energy to light and warm our houses,
Teacher in charge: Đặng Hồng Liên
Tan Lam High School Lesson plan English 11
- What kind of energy is the most popular in
Vietnam?
run automobiles and other machines, operate
factories, and so on.
- The most popular kind of energy in Vietnam
is from oil. We also use power produced by
hydroelectric plants.
WHILE READING: (25 minutes)
 Teacher has students listen to the recording of
the passage two times, and then read it in silence.
(Teacher should go round to check and give help
where necessary.)
 Teacher has students work in pairs and
complete Task 1 (pp. 125 - 126, Textbook).
 Teacher has students work in pairs studying
the table in Task 2 (pp. 126, Textbook) and then
discussing the advantages and disadvantages of
the sources of energy. Teacher should give them
help (vocabulary) where necessary.
 Teacher has students read the passage again
then ask them to work in groups in order to work
out the answers to theses questions:
1. How many sources of energy are mentioned in
the passage? What are they?
2. In your opinion, which one is the most
potential? Why?
 Students listen to the recording and then read
the text in silence.
 Students discuss Task 1 with their partners.
Suggested answers
1. released 2. alternative 3. energy
4. limited 5. exhausted
 Students discuss the table with their partners
and try to find the answers to Task 2.
Suggested answers
Sources Advantages Disadvantages
Nuclear unlimited dangerous
Solar Plentiful
and infinite,
clean
Not strong
enough at
present
Water clean expensive
Wind Clean, safe not always
available
Geothermal Clean Not available
 Students reread the text and group work to
find the answers.
Suggested answers
1. These sources of energy are mentioned in the
passage: fossil fuels, nuclear, geothermal, solar,
water, and wind power.
2. In my opinion, solar energy is the most
potential because it is clean, safe and not
expensive, and people can get it almost
everywhere on earth. (There can be different
answers to this question.)
POST-READING: (5 minutes)
 Teacher has students work in pairs and
complete the summary of the text on pages
 Students read the summary and discuss the
completion with their partners.
Teacher in charge: Đặng Hồng Liên
Tan Lam High School Lesson plan English 11
126&127 in Textbook. Suggested answer
1. energy 2. one 3. fuels 4. limited
5. alternative 6. sources 7. unlimited
8. environment
IV. Consolidation: Summarize the main point of the lesson
V. Homework: Write a short paragraph to express their own choice of the
alternative source of energy including some reasons for their choice.
Teacher in charge: Đặng Hồng Liên
Tan Lam High School Lesson plan English 11
Date of planning:
Period 65: Speaking
Unit 11: SOURCES OF ENERGY
***
A. OBJECTIVES:
I. Knowledge: Getting students to give the reasons of using alternative sources of
energy and talk about the advantages and disadvantages of alternative sources of energy.
Vocabulary: abundant, enormous, plentiful, renewable, convenient, polluted, limited, non-
renewable, exhausted
Expressions: I think/believe that …
Why do you think so?
I know it is …. However, it is …
II. Skills: Speaking, Writing, Reading
B. PROCEDURE:
I. Settlement: Checking attendance
II. Checking:
III. New lesson: Speaking
Teacher's activities Students' activities
WARM UP: (5 minutes)
 Teacher asks these questions one after another and
has students discuss with their partners before giving
answers.
1. Can you tell me some sources of energy?
2. Which source of energy is the most popular in
Vietnam? Is it clean or polluted? Is it limited or
unlimited? Is it safe or dangerous?
PRE-SPEAKING (5 minutes)
Teacher sticks the pictures on the board or shows them
on the projector. Ask students to match the following
words with each picture:
1. Wind energy
2. Solar energy
3. Geothermal energy
4. Fossil fuel (coal)
5. Nuclear energy
6. Water energy
7. Fossil fuel (oil)
 Students may discuss the questions
with their partners to find out the
answers.
Suggested answers
1. fossil fuels, solar energy, wind
energy, water energy, …
2. Fossil fuels are perhaps the most
popular. This kind of energy is polluted
and limited.
Students may discuss the pictures with
their partners before giving answers:
Picture A : Solar energy
Picture B : Wind energy
Picture C : Fossil fuel (oil)
Picture D : Water energy
Picture E : Fossil fuel (coal)
Picture F : Geothermal energy
Picture G : Nuclear energy
Teacher in charge: Đặng Hồng Liên
Tan Lam High School Lesson plan English 11
Picture A:
Picture B:
Picture C:
Picture D:
à Solar energy
à wind energy
à fossil fuel (oil)
à water energy
Teacher in charge: Đặng Hồng Liên
Tan Lam High School Lesson plan English 11
Picture E:
Picture F:
Picture G:
WHILE-SPEAKING: (20 - 25 minutes)
Task 1
Teacher has students work in pairs reading the
information in the table and then discussing the
advantages and disadvantages. After that, have some
pairs report their work in front of the class. The teacher
gives comments if necessary.
à fossil fuel (coal)
à geothermal energy
à nuclear energy
Students work in pairs and then report
their answers to the class by reading
them aloud.
Teacher in charge: Đặng Hồng Liên
Tan Lam High School Lesson plan English 11
1. Fossil fuels will be exhausted within a relatively
short time.
2. Geothermal heat is available only in a few places in
the world.
3. If the wind does not blow, there is no wind energy.
4. Water power provides energy without pollution.
5. A nuclear reactor releases radiation which is
dangerous to the environment.
6. Solar energy is not only plentiful and unlimited but
also clean and safe.
7. It is expensive to build a dam for hydroelectricity.
Task 2
 Teacher should have students practise speaking
these words first:
Enormous Dangerous
Plentiful Polluted
Available Exhausted
Unlimited Limited
Renewable Non-renewable
Convenient Unsafe
 Have students read the example in Task 2 (page
128) then act out and role-play with one or two
students.
Model:
A. I think / believe that wind power can be an
alternative source of energy.
B. Why do you think / believe so?
A. Because our major sources of energy are running
out while the wind is abundant and unlimited.
B. I know it is also clean and safe to environment.
However, it is not available when there is no wind.
 Teacher should ask them to pay attention to the
expressions:
I think that …
I believe that …
Why do you think so?
I know it is …. However, it is …
Suggested answers
1. D 2. D 3. D 4. A
5. D 6.A 7. D
à Students practice in pairs:
A. I think that nuclear power can be an
alternative source of energy.
B. Why do you think so?
A. Because our major sources of energy
are running out while the nuclear power
is unlimited.
B. I know it can provide enough
electricity for the world’s needs for
hundreds of years. However, a nuclear
reactor releases radiation which is
dangerous to the environment
A. I believe that solar energy can be an
alternative source of energy.
B. Why do you believe so?
A. Because our major sources of energy
are running out while the sun releases
large amount of energy every day.
B. I know it is not only plentiful and
infinitive but also clean and safe.
However, it is only possible during the
daytime.
A. I think that waterpower can be an
alternative source of energy.
B. Why do you think so?
A. Because our major sources of energy
are running out while the wind is
unlimited.
B. I know waterpower provides energy
Teacher in charge: Đặng Hồng Liên
Tan Lam High School Lesson plan English 11
 Have students work in pairs practising the dialogue,
changing the sources, and using the words given to
give the reasons.
Task 3:
Teacher has students work in groups to prepare a
report on which source they think is the most potential.
Then ask the representative of some groups to report to
the class. Give comments and correct mistakes where
necessary.
POST SPEAKING: (5 minutes)
 Teacher has each students write a short description
of several alternative sources of energy. Ask some of
them to read their description to the class.
without pollution. However, it is
expensive to build a dam for
hydroelectricity
A: I think that more and more people
will use the solar energy.
B: Why do you think so?
A: Because it’s available, unlimited and
easy to use.
C: But it’s expensive and we can only
have it at specific time of the year.
A: I hope that the progress of science
and technology will help to overcome
this problem.
B: That’s right and then we don’t have
to worry about the shortage of energy.
C: And our life will be more
comfortable with cheap simple devices
run on the solar energy.
Task 3:
Students work in groups and discuss the
different sources of energy. Each group
should introduce a representative to talk
to the class.
 Students may refer to the text of
Unit 11 in their books before writing
the description.
IV. Consolidation: Summarize the main point of the lesson
V. Homework: Write about the advantages and disadvantages of using solar energy
as an alternative source of energy.
Teacher in charge: Đặng Hồng Liên
Tan Lam High School Lesson plan English 11
Date of planning:
Period 66: Listening
Unit 11: SOURCES OF ENERGY
***
A. OBJECTIVES:
I. Knowledge: Help students understand more about sources of energy
II. Skills: Speaking, writing, reading
B. PROCEDURE:
I. Settlement: Checking attendance
II. Checking:
III. New lesson: Listening
Teacher’s activities Students’ activities
WARM UP
- Divide the class into small groups ( about ten
groups)
- Ask the groups to list as many kinds of energy as
possible.
After four minutes, the group with the most words
will be the winner and get good marks.
- Work in groups
- List as many kinds of energy as possible.
- Write the words on the board.
BEFORE YOU LISTEN
- Ask students to work in pairs and list some
sources of energy they use in their house.
Suggest some words: petroleum, gas, coal,
electricity, solar panel.
- Ask students to listen and repeat the words.
- Ask students to guess the situation of the listening
task.
T: From what you see in the listen and repeat, can
you guess what the listening text is about?
St.: I guess it’s the sources of energy. Some
ecologists can give some information about fossil
fuels. They may warn us that some sources are
limited and which one is renewable, …
- Work in pairs.
- List some sources of energy they use in their
house.
- Listen and repeat the words:
Ecologist
Resources
Renewable
Fossil fuels
Unlimited
Fertilized
WHILE YOU LISTEN
Task 1
- Ask students to read the questions and answers
for about some minutes.
- Play the tape the first time, ask students to get the
main idea of the listening task.
- Play the tape twice, ask students to choose the
Read the questions and answers
Listen to the tape and get the main idea.
Listen twice, and then choose the correct
answers.
- Compare the answers with the others.
Teacher in charge: Đặng Hồng Liên
Tan Lam High School Lesson plan English 11
best answers.
- Ask some students to give their answers.
- Ask students to compare the answer with the
others.
- Do the corrections.
Task 2
- Ask students to read the passage carefully.
- Ask them to guess the missing words if they can.
- Play the tape three times.
Ask students to compare the answers with a
partner.
Do the corrections.
Answers:
D
C
D
A
C
- Read the passage carefully.
- Guess the missing words if possible.
- Listen and fill in the missing words.
- Compare the answer with a partner.
Answers:
1. unlimited 2. atmosphere 3. may
4. gases 5. amount
AFTER YOU LISTEN
- Ask students to work in groups.
- Ask students to look at the table and decide which
group these sources of energy belong to renewable
or non-renewable.
- Walk around to give help.
- Check the answers in front of the whole class.
Sources of
energy
Non-renewable renewable
Coal
a
Geothermal
heat
a
Petroleum
a
Solar energy
a
Oil
a
Wind
energy
a
Gas
a
IV. Consolidation: Summarize the main point of the lesson
V. Homework: - Ask students to name five renewable and then non-renewable
sources of energy.
- Prepare new lesson (Writing)
Teacher in charge: Đặng Hồng Liên
Tan Lam High School Lesson plan English 11
Date of planning:
Period 67: Writing
Unit 11: SOURCES OF ENERGY
***
A. OBJECTIVES:
I. Knowledge: Students will be able to interpret and describe information from a
chart of energy consumption in a region.
II. Skills: Speaking, writing, reading
B. PROCEDURE:
I. Settlement: Checking attendance
II. Checking:
III. New lesson: Writing
Teacher’s activities Students’ activities
WARM UP
- Teacher asks students some questions.
• What do we need energy for?
• What kind of energy do we have in our country?
• Is there nuclear power or hydroelectricity in our
country?
PRE-WRITING
Task 1
- Teacher asks students to look at the chart of energy
consumption in Highland in 2000 and in 2005.
- Teacher asks students to complete the table.
Amount

Year
Coal Nuclear &
Hydroelectricity
Petroleum Total
2000 40 20 57 117
2005 45 75 50 170
- Teacher asks students to read the passage.
- Teacher explains difficult words and structure.
figure (n): an amount in number
make up (v): form
as can be seen: as we can see
- Teacher asks students to fill in the gaps with the
information from the chart.

- Students answer
- Students work in pairs and
complete the table.
- Students read the passage then
take notes.
- Students work in pairs and fill in
the gaps.
Suggested answers
1. 117
2. coal
3. smallest
Teacher in charge: Đặng Hồng Liên
Tan Lam High School Lesson plan English 11
WHILE-WRITING
Task 2
- Teacher asks students to look at the chart again.
- Teacher asks students to answer some questions.
• Which is the total amount of energy consumption in
2005?
• Which is the smallest amount of energy
consumption?
• Which is the largest amount of energy consumption
in 2005?
- Teacher asks students to write the description of the
trends of energy consumption in the year 2005 in Highland.
- Teacher corrects students’ mistakes.
POST-WRITING
Task 3
- Teacher asks students to write the description of the
trends of energy consumption in the year 2000 and in 2005
in Highland.
- Students do as directed.
- Students answer the questions.
- Students practise writing in
groups.
- Students practise writing in
groups.
IV. Consolidation: Summarize the main point of the lesson
V. Homework: Prepare the next lesson: Language Focus
Teacher in charge: Đặng Hồng Liên
Tan Lam High School Lesson plan English 11
Date of planning:
Period 68: Language Focus
Unit 11: SOURCES OF ENERGY
***
A. OBJECTIVES:
I. Knowledge: - Pronouncing the cluster consonant sounds /r/, /spl/ and /spr/ in
single words
- Reviewing the relative clauses replaced by to infinitives and participles
- The words that refer some fields of sources of energy
II. Skills: Speaking, writing, reading
B. PROCEDURE:
I. Settlement: Checking attendance
II. Checking:
III. New lesson: Language Focus
Teacher’s Activities Students’ Activities
WARM-UP
T. shows some pictures :
Shrimp, Spring, Splice
T. reads and has Sts. Repeat:
- Shrimp is my favourite seafood.
- Today is a splendid spring day.
- In spring, people often go to the shrine.
Students close books, look at the
pictures, read, repeat and guess the
sounds which they’ll study
PRONUNCIATION
Presentation
Demonstrate the sounds /r/, /spl/ and /spr/ by
pronouncing them clearly and slowly. Help Ss to
distinguish these three sounds.
Read the sounds in every word
Listen and repeat
/r/ /spl/ /spr/
shred splash spring
shrill split spray
shrimp spleen spread
shrine splutter sprightly
Practice 1
Play the tape and ask them to repeat.
Call on some Ss to repeat the sounds clearly in front
of the class.
Ask Sts to work in pairs and practise the sentences.
GRAMMAR AND VOCABULARY
Presentation
Setting the scenes:
Write the sentences on board:
Students listen and repeat the sounds,
words after T.
Students listen to the tape and repeat
the sounds, words, sentences after T.
{chorally & individually)
Teacher in charge: Đặng Hồng Liên
Tan Lam High School Lesson plan English 11
Study these pair of sentences and say if they are the
same or different in meanings
• The man who spoke to John is my brother.
- The man speaking to John is my brother.
• The Sport Game, which was held in India in 1951,
was the first Asian Games.
- The Sport Game, held in India in 1951, was the
first Asian Games.
• Yuri Gagarin was the first man who flew into
space.
- Yuri Gagarin was the first man to fly into space.
Give question for these sentences.
Ask Sts to compare these sentences and discuss them
with a friend.
Remarks
- The same in meanings
- Different in structures
- Active V-ing phrase.
- Passive V-ed / V-pp phrase
- the first/ the last + to infinitive phrase .
Ask Sts to do the exercise 1/ p. 171 independently:
Make necessary corrections.
Practice 2
Rewrite the following sentences , using a present
participle phrase
1. The boy playing the piano is Ben .
2. Do you know the woman coming toward us?
3. The people waiting for the bus ….
4. The scientist researching the causes of ….
5. The fence surrounding our house ….
6. We have an apartment overlooking the park.
Ask Sts to do exercise 2 /p.132 in pairs
Make necessary corrections.
Practice 3
Rewrite the following sentences , using a past
participle phrase
1. The ideas presented in that book are interesting.
2. …a city located in the southern part of the country
3. …a house built in 1890.
4. The photographs published in the newspaper…
Sts. Look at the board and give their
recognition
Sts. Look at the board and give their
remarks
Individual work
Sts. practice exercise 1 individually
and in group work
Sts. read their sentences aloud in
front of the class.
Sts. practice exercise 2 individually
and in group work
Teacher in charge: Đặng Hồng Liên

Xem chi tiết: Unit11-English11