Thiết kế bài dạy môn Tiếng Anh 11 - Unit 11: Sources of energy - Period: 66 đến period: 70

Thiết kế bài dạy môn Tiếng Anh 11 - Unit 11: Sources of energy - Period: 66 đến period: 70

I. AIMS AND OBJECTIVES:

 - LANGUAGE CONTENT :

+To introduce to the students some vocabulary about sources of energy

+To develop the students’ reading skills

- LANGUAGE FUNCTION:

 + To enable the students to identify the main idea of the passage, guess the meaning in context and express their own ideas about sources of energy

- EDUCATIONAL AIM:

 + To make the sts aware of the importance of the importance of sources of energy and how to protect them from coming to an end

1. Language:

a. Vocabulary: Noun: reserve

 Verb: reserve, exhaust

 Adjectives: alternative, released, limited, geothermal

b. Structure: Noun clause

2.Skill: Integrated skills: Pay much attention to reading skills

3.Education factor:

 - knowing the importance of sources of energy and use them economically

 

doc 12 trang Người đăng ngohau89 Ngày đăng 28/08/2019 Lượt xem 180Lượt tải 0 Download
Bạn đang xem tài liệu "Thiết kế bài dạy môn Tiếng Anh 11 - Unit 11: Sources of energy - Period: 66 đến period: 70", để tải tài liệu gốc về máy bạn click vào nút DOWNLOAD ở trên
Date of preparation: February , 16th , 2008. Unit 11 : SOURCES OF ENERGY
 	Date of teaching: February, 21st , 2008 Period: 66 Lesson: Part A Reading
AIMS AND OBJECTIVES:
	- LANGUAGE CONTENT : 
+To introduce to the students some vocabulary about sources of energy
+To develop the students’ reading skills 
- LANGUAGE FUNCTION:
 	+ To enable the students to identify the main idea of the passage, guess the meaning in context and express their own ideas about sources of energy
- EDUCATIONAL AIM:
 	+ To make the sts aware of the importance of the importance of sources of energy and how to protect them from coming to an end
1. Language:
a. Vocabulary: Noun: reserve
	Verb: reserve, exhaust
	Adjectives: alternative, released, limited, geothermal
b. Structure: Noun clause
2.Skill: Integrated skills: Pay much attention to reading skills
3.Education factor: 
	- knowing the importance of sources of energy and use them economically
II.TEACHER AND STUDENTS’ PREPARATION
1.Method: Communicative Approach
2.Techniques: explanation, question-answer, pair work, groupwork, using pictures and realias
3.Material needed: Pictures, textbook, flash cards,
4.Students’ preparation: read the lesson at home.
5.Previous exercises: exercises in the workbook
III. PROCEDURE IN CLASS:
1. Stabilization: 3 minutes 
A .Warm–up: Greetings 
B. Checking absence: Ask the monitor
2.Checking up previous knowledge: 
Time needed: 5ms
Questions: Asks some sts to do some exercises about relative clauses with prepositions
3.Presentation of the new material: Part A Reading
TIME
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
THE CONTENT OF THE LESSON
5’
8’
12’
8’
2’
I/Lead in 
- shows the sts a box and asks the sts to play a game: “Touch and Feel” [ asks one sts to go to the board and touch the thing in the box then explain in English what it is. Others guess.]
- introduces the lesson 
II/Pre-reading
- has the sts look at some pictures in the textbook, name the energy and tell more information about them
- remarks
- teaches new words
* Vocabulary
+ alternative [ definition]
+ reserve [ explanation]
+ exhaust [ synonym] ( to run out of)
+ released [ synonym]
+ geothermal (adj) [translation]
- checks the words’ understanding by asking the students to make examples with the words
Task 1: Gap-filling
- asks the sts to do task 1 individually
- calls on some sts to give answers
- gives feedback
1. released ; 2. alternative; 3. energy; 4. limited; 5. exhausted
III/ While reading
Task 2: Scan the text 
- asks the sts to read the text to write down the advantages and disadvantages of each alterantive source of energy in 5’ (group-work)
- asks the sts in each group to answer
- gives feedback
	Advantages	Disadvantages
1.	It’s unlimited	Can be very dangerous
2.	Not only plentiful and infinite but also clean and safe	Only possible during the day time
3.	Clean and unlimited
	Expensive
4.	Clean and unlimited	No wind energy when there is no wind
5.	Available	Only possible in few places
( Note: 1: Nuclear power; 2: Soalr energy; 3. Water power; 4. Wind power; 5: Geothermal heat)
Task 3: Answering questions
- asks the sts to ask and answer in pairs (5’)
- calls on some sts to answer
- gives remarks and marks
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.
IV/ Post reading 
- asks the sts to work in groups in 5’and fill the text with words from the box
- goes around to help
- calls on some sts to present
- gives feedback.
1. energy; 2. one; 3. fuels; 4. limited 5. alternative; 6. sources; 7. unlimited; 8. environment
V/ Consolidation 
- reminds the content of the lesson.
- gives the message “save natural resources for future use”
- play a game
- listen
- look at the picture, name the energy and tell more information about them
- listen
- take notes
+ alternative (adj)
+ reserve (n)
+ exhaust (v) ( to run out of)
+ released (adj)
+geothermal (adj)
- make examples
- do task 1
- answer
- take notes
1. released ; 2. alternative; 3. energy; 4. limited; 5. exhausted
- read the text and find the advantages and disadvantages of each alterantive source of energy 
- answer
- listen, take notes
- ask and answer in pairs
- answer
- take notes
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.
- work in groups, fill the text with words from the box
- listen
- present
- listen
1. energy; 2. one; 3. fuels; 4. limited 5. alternative; 6. sources; 7. unlimited; 8. environment
- listen
UNIT 11: SOURCES OF ENERGY
Part A Reading
I/New words 
+ alternative (adj)
+ reserve (n)
+ exhaust (v) ( to run out of)
+ released (adj)
+geothermal (adj)
Task 1
1. released ; 2. alternative; 3. energy; 4. limited; 5. exhausted
Task 2
	Advantages	Disadvantages
1.	It’s unlimited	Can be very dangerous
2.	Not only plentiful and infinite but also clean and safe	Only possible during the day time
3.	Clean and unlimited
	Expensive
4.	Clean and unlimited	No wind energy when there is no wind
5.	Available	Only possible in few places
Task 3
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.
Home work(3’):
- learn by heart the new words
- translate the text
- do exercises in the workbook
Preparation for the next lesson (2’):
-prepare Part B at home (Speaking)
Self–evaluation:
Date of preparation: February, 17th , 2008. Unit 11 : SOURCES OF ENERGY
 	Date of teaching: February, 23rd , 2008 Period: 67 Lesson: Part B Speaking
I.AIMS AND OBJECTIVES:
	- LANGUAGE CONTENT : 
+ To help the sts talk about the advantages and disadvantages of using each alternative source of energy
+ To help the sts with words and phrases about argument speech
- LANGUAGE FUNCTION:
 	+ To enable the students to talk about advantages and disadvantages of using each kind of energy
- EDUCATIONAL AIM:
 	+ To make the sts aware of the importance of energy in our life
1. Language:
a. Vocabulary: review vocabulary in the reading text
 b. Structure: I think/ believe.
2.Skill: Integrated skills: Pay much attention to speaking skills
3.Education factor: using energy more economically
II.TEACHER AND STUDENTS’ PREPARATION
1.Method: Communicative Approach
2.Techniques: explanation, question-answer, pair work, group work
3.Material needed: Pictures, textbook, chart
4.Students’ preparation: read the lesson at home
5.Previous exercises: exercises in the workbook
III. PROCEDURE IN CLASS:
1. Stabilization: 3 minutes 
 A .Warm–up: Greetings 
 B. Checking absence: Ask the monitor
 2.Checking up previous knowledge: 
Time needed: 5’
Question: ask some questions about the reading text ( page 125) and ask the sts to write some new words
Answer: How many kinds of energy are there in the text? Which energy is clean and safe?
3.Presentation of the new material: Part B Speaking
TIME
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
THE CONTENT OF THE LESSON
5’
8’
12’
9’
2’
I/Lead in 
- says a sentence to introduce the lesson 
II/Pre-speaking
- introduces task 1
- asks the sts to read the text again and do task 1 in 3’ in pairs
- calls on some students to answer orally
- remarks
1. D; 2. D; 3. D; 4. A; 5. D; 6. A; 7. D
III/ While speaking
Task 2
- introduces tasks 2
- asks the sts to look at the model conversation in the textbook, listen to the teacher and a student
- provides useful language
* Expressing ideas
- I think/ believe
- In my opinion
- Personally
- I don’t think
- asks different sts to ask and answer in 5’, imitating the model
- hangs the chart on the board to help the sts
A: I think/ believe that can be an alternative source of nergy.
B: Why do you think/ believe so?
A: Because our major source of energy is .while the wind is .and 
B: I know it is also .to the environment. However, it is not when there is no wind.
- gives remarks
Task 3
- asks the sts to work in groups to express their belief on the increasing use of alternative sources in the future, using the ideas from task 2
Eg: I believe that the use of solar energy should be the alternative source of energy in our country.
+ I agree with you. It is the most feasible way to have solar energy in our country because Vietnam is a tropical country.
- remarks, gives marks if neccessary
IV. Post speaking
- divides the sts into 4 groups
- asks the sts to make a list of things the family should do to save energy.
- asks each group to present their ideas
- gives remarks
V/ Consolidation 
- reminds the content of the lesson 
- listen
- listen, 
- read the text and do task 1
- answer
- listen
1. D; 2. D; 3. D; 4. A; 5. D; 6. A; 7. D
- listen
- a student talk to the teacher
- take notes
* Expressing ideas
- I think/ believe
- In my opinion
- Personally
- I don’t think
- ask and answer
- look at the board, build the conversation
- listen
- work in groups, write on small board
- listen, take notes
- work in groups 
- present ideas
- listen
- listen
UNIT 11
Part B Speaking
Task 1
Advantages and Disadvantages of various sources of energy
1. D; 2. D; 3. D; 4. A; 5. D; 6. A; 7. D
Task 2
* Expressing ideas
- I think/ believe
- In my opinion
- Personally
- I don’t think
- ask and answer
A: I think/ believe that can be an alternative source of nergy.
B: Why do you think/ believe so?
A: Because our major source of energy is .while the wind is .and 
B: I know it is also .to the environment. However, it is not when there is no wind.
Task 3
Express their belief on the increasing use of alternative sources in the future
Home work (3’) - practise speaking at home
Preparation for the next lesson(1’) -prepare Part C at home
Self–evaluation:
Date of preparation: February, 19th , 2008. Unit 11: 
 	Date of teaching: February, 25th , 2008 Period: 68 .Lesson: Part C Listening
	I.AIMS AND OBJECTIVES:
	- LANGUAGE CONTENT : 
+ To intoduce to the sts a passage about ecology
- LANGUAGE FUNCTION:
+To help the sts develop listening skills
- EDUCATIONAL AIM:
 	+ To make the sts aware of the disappearance of fossil fuels
1. Language:
a. Vocabulary: related to the text
 b. Structure: simple present
 2. Skill: listening 
3. Education factor: 
	- 	Knowing more about the renewable resources
II.TEACHER AND STUDENTS’ PREPARATION
1.Method: Communicative Approach
2.Techniques: explanation, pair work, group work, guessing
3.Material needed: Pictures, textbook 
4.Students’ preparation: read the lesson at home.
5.Previous exercises: talk about the advantages and disadvantages of using source of energy
III. PROCEDURE IN CLASS:
1. Stabilization: 3 minutes 
A .Warm–up: Greetings 
B. Checking absence: Ask the monitor
 Checking up previous knowledge: 
Time needed:5’
Questions: asks 2  ... ends in energy consumption in the year 2005 in Highland in 5’
- asks the sts to correct the passage for their friends
- gives sample writing
- gives the sts 10’ to describe the chart in groups of four
- goes around to help
- asks some sts to stick their boards on the board
IV/ Post writing 
- peer corrects the sts’ writing
- answer the questions
* No, I don’t.
- listen
- listen, look at the board
- read the passage and refer to the chart to find out the missing information
- compare answers with other sts
- read out the answers
- listen and take notes
1.100 million tons
2. Nuclear and Hydroelectricity
3. 18 million tons
- tell the language used in the passage
- take notes
+ use simple past tense
+ to be under/ over + figure
+ to make up the largest 
+ to account for/ to take the smallest 
+ a small amount of
+ a large proportion of 
+ a large percentage of 
+ as + noun phrase + as
* Outlining:
- Give out the topic sentence
- Write some detailed sentences/ supporting ideas for the topic sentence
- write the paragraph in 5’
- exchange writing, compare and give correction
- describe the whole chart
- ask for help
- stick some writings on the board
- look at the board, correct themselves
UNIT 11:
 SOURCES OF ENERGY
Part D Writing
Task 1
1.100 million tons
2. Nuclear and Hydroelectricity
3. 18 million tons
Useful expressions
+ use simple past tense
+ to be under/ over + figure
+ to make up the largest 
+ to account for/ to take the smallest 
+ a small amount of
+ a large proportion of 
+ a large percentage of 
+ as + noun phrase + as
* Outlining:
- Give out the topic sentence
- Write some detailed sentences/ supporting ideas for the topic sentence
Suggested writing
Task 2
The total energy consumption in 2005 was over 140 million tons. Nuclear and Hydroelectricity made up the largest amount of this figure. There was nearly as much petroleum used as cola which only made up the smallest proportion of the total about 41 million tons.
Task 3
There was an upward trend in the consumption of coal and nuclear and hydroelectricity but there was a sharp decrease in the use of petroleum. The mount of coal used incresed by 20 million tons and the consumption of nuclear and hydroelectricity went up dramatically by 54 million tons. However, the amount of petroleum consumed in 2005 fell by 15 million tons.
Home work (2’):
- write a paragraph (workbook)
Preparation for the next lesson ( 1’):
-prepare Part E at home 
Self–evaluation:
Date of preparation: February, 29th , 2008 Unit 11 : 
 	Date of teaching: March, 1st , 2008 Period: 70 Lesson: Part E Language Focus
I.AIMS AND OBJECTIVES:
	- LANGUAGE CONTENT : 
+ To help the sts to pronounce the sound / r/, / spl/, / spr/, 
+ To review relative clauses replaced by participles and to-infinitive 
- LANGUAGE FUNCTION:
 	- To enable the students to pronounce three sounds above correctly
	- To help them do some grammar exercises related to relative clauses replaced by participles and to-infinitive
- EDUCATIONAL AIM:
	 - To make the students aware of the importance of using relative clauses and reducing them into participles
1. Language:
a. Vocabulary: review vocabulary learnt 
 b. Structure: present and past participle
	2.Skill: integrated skills
3.Education factor: doing grammatical exercises regularly
II.TEACHER AND STUDENTS’ PREPARATION
1.Method: Communicative Approach
2.Techniques: explanation, analysis, question-answer, group work, pair work
3.Material needed: textbook, reference books, hand-outs 
4.Students’ preparation: do the exercises at home.
5.Previous exercises: write a paragraph describing a chart
III. PROCEDURE IN CLASS:
1. Stabilization: 2 minutes 
	A .Warm–up: Greetings 
	B. Checking absence: Ask the monitor
 Checking up previous knowledge: 
Time needed: 2’
Questions: asks some students to hand in their notebooks 
Answer: teacher checks at home
Presentation of the new material: Part E Language focus
TIME
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
THE CONTENT OF THE LESSON
5’
5’
4’
8’
5’
5’
5’
2’
I/Lead in 
- asks the sts to look at some pictures (shrimp, spring, shrine) and asks them what they are
- introduces the lesson: “Today we’ll practise some sounds / r/, /spl/, / spr/
II. Presentation 1
* Pronounciation
Activity 1: Listen and Repeat
- reads the words in the text book carefully once, shows them how to pronounce the sounds correctly
- asks the sts to read the words in the textbook after the teacher
- calls on some sts to read the words
- makes corrections
Activity 2: Practise the sentences
- reads the sentences once and explains the meaning if necessary
- asks the sts to work in pairs to practise reading the sentences.
- calls on some sts to read aloud
- gives comments
III. Presentation 2
* Grammar 
- gives examples using relative clauses
Eg: a. The baby who is clapping her hand is my daugher.
The picture which was drawn by my sister has won the second prize.
- reduces the relative clauses into phrases
a. The baby clapping her hand is my daugher.
The picture drawn by my sister has won the second prize.
- asks the sts to analyse the new structures and tell the way to reduce a clause into a phrase (active verb and passive verb)
- asks the sts to give some examples to illustrate
- corrects their examples
- introduces the way to use an infinitive phrase to replace a relative clause
Yuri Gagarin was the first man who flew into space.
à Yuri gagarin was the first man to fly into space.
* “To- infinitive”: 
+ to show purpose
+ to replace relative clauses with the expression “the first, the last, the second, etc”
IV. Practice
Exercise 1 
- asks the sts to do exercise 1 in 2’
- calls on some sts to answer
- corrects
1. The boy playing the piano is Ben.
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 for the causes of cancer are making progress.
5. The fence surrouding our house is made of wood.
6. We have an apartment overlooking the park.
Exercise 2
- asks the sts to do the task individually
- calls on some sts to write on the board
- corrects
1. The ideas presented in that book are interesting.
2. I come form a city located in the sourthern part of the country.
3. They live in a house built in 1890.
4. The photographs published in the newspaper were extraordinary.
5. the experiment conducted at the University of Chicago was successful.
6. They work in a hospital sponsored by the government.
Exercise 3
- asks the sts to do exercise 3 in groups in 2’
- asks the sts to answer orally
- gives feedback
1. John was the last man to reach the top of the mountain.
2. The last person to leave the room must turn off the light.
3. The first person to see is Mr. Smith.
4. This is the second person to be killed in that way.
5. the first person to catch the ball will be the winner.
V. Consolidation
- reviews the use of resucing a relative clause into a phrase
- look at some pictures (shrimp, spring, shrine) and answer what they are
- listen
- listen
- read the words in the textbook after the teacher
- read the words aloud
- listen, repeat if necessary]
- listen 
- practise reading the sentences
- practise
- listen
- take notes
Eg: a. The baby who is clapping her hand is my daugher.
The picture which was drawn by my sister has won the second prize.
- reduces the relative clauses into phrases
a. The baby clapping her hand is my daugher.
The picture drawn by my sister has won the second prize.
- analyse the structures and tell the way to reduce a clause into a phrase
- give some examples to illustrate
- write down
- take notes
Yuri Gagarin was the first man who flew into space.
à Yuri gagarin was the first man to fly into space.
* “To- infinitive”: 
+ to show purpose
+ to replace relative clauses with the expression “the first, the last, the second, etc”
- do exercise 1 in 2’
- answer
- take notes
1. The boy playing the piano is Ben.
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 for the causes of cancer are making progress.
5. The fence surrouding our house is made of wood.
6. We have an apartment overlooking the park.
- do the task individually
- write on the board
1 The ideas presented in that book are interesting.
2. I come form a city located in the sourthern part of the country.
3. They live in a house built in 1890.
4. The photographs published in the newspaper were extraordinary.
5. the experiment conducted at the University of Chicago was successful.
6. They work in a hospital sponsored by the government.
- do exercise 3 in groups 
- answer orally
- take notes
1. John was the last man to reach the top of the mountain.
2. The last person to leave the room must turn off the light.
3. the first person to see is Mr. Smith.
4. This is the second person to be killed in that way.
5. the first person to catch the ball will be the winner.
- listen
UNIT 11: 
SOURCES OF ENERGY
Part E Language Focus
Pronunciation 
/ r/ / spl/ /spr/ 
Shred splash spring
Shrill split spray
Shrim spleen spread
Shrine splutter sprightly
Grammar
Eg: a. The baby who is clapping her hand is my daugher.
The picture which was drawn by my sister has won the second prize.
- reduces the relative clauses into phrases
a. The baby clapping her hand is my daugher.
The picture drawn by my sister has won the second prize.
Yuri Gagarin was the first man who flew into space.
à Yuri gagarin was the first man to fly into space.
* “To- infinitive”: 
+ to show purpose
+ to replace relative clauses with the expression “the first, the last, the second, etc”
Exercise 1
1. The boy playing the piano is Ben.
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 for the causes of cancer are making progress.
5. The fence surrouding our house is made of wood.
6. We have an apartment overlooking the park.
Exercise 2 
The ideas presented in that book are interesting.
2. I come form a city located in the sourthern part of the country.
3. They live in a house built in 1890.
4. The photographs published in the newspaper were extraordinary.
5. the experiment conducted at the University of Chicago was successful.
6. They work in a hospital sponsored by the government.
Exercise 3
1. John was the last man to reach the top of the mountain.
2. The last person to leave the room must turn off the light.
3. the first person to see is Mr. Smith.
4. This is the second person to be killed in that way.
5. the first person to catch the ball will be the winner.
Homework (1’)
- redo the execises and do some exercises in the workbook
Preparation for the next lesson (1’):
-prepare for the first semester examination
Self–evaluation:

Tài liệu đính kèm:

  • docUnit_11_Sources_of_energy.doc