Bài soạn môn học Tiếng Anh lớp 11 - Period 64 đến Period 69

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?
- What kind of energy is the most popular in Vietnam?
[ 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, 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 126&127 in Textbook.
[ Students read the summary and discuss the completion with their partners.
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.
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)
Picture A:
Picture B:
Picture C:
Picture D:
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.
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  
[ 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.
[ 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
à Solar energy
à wind energy
à fossil fuel (oil)
à water energy
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.
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 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.
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: 
 ... E 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 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.
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.
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)
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.
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 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
- 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
Date of planning: 	 	
Period 68: Language Focus
Unit 11: SOURCES OF ENERGY 
***
	A. OBJECTIVES:
	I. Knowledge: - Pronouncing the cluster consonant sounds /Fr/, /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 /Fr/, /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 
/Fr/ /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: 
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
5. The experiment conducted at the University of .
6. .a hospital sponsored by the government 
Ask Sts to do exercise 3 /p.132 in pairs 
Make necessary corrections.
Practice 4
Rewrite the following sentences , using an infinitive phrase
1. John was the last man to reach the top .
2. The last person to leave the room must ..
3. The first person to see is Mr. Smith.
4the second person to be killed in that way.
5. The first person to catch the ball. 
Students listen and repeat the sounds, words after T. 
Students listen to the tape and repeat the sounds, words, sentences after T. {chorally & individually)
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 
Sts. read their sentences aloud in front of the class.
Sts. practice exercise 3 individually and in group work 
Sts. read their sentences aloud in front of the class.
	IV. Consolidation: Summarize the main point of the lesson
 	V. Homework: Do the exercises 3, 4 p. 72,73 in exercise book
Date of planning: 	 	
Period 69: Test yourself D
TEST YOURSELF D 
***
	A. OBJECTIVES:
I. Knowledge: By the end of this period Ss will be able to know how to practice, exercises (Recall all important knowledge that they’ve learnt in order to finish all exercises)
	II. Skills: Speaking, Writing, Reading, Listening
	B. PROCEDURE:
	I. Settlement: Checking attendance
	II. Checking: 
 	III. New lesson: Test yourself D
Teacher’s activities
Students’ activities
LISTENING
Listen to the passage about water conservation and complete the following sentences
* Ask Ss listen and complete the sentences:
- Get Ss to listen carefully and then find a partner to check their answers with.
READING
Read the passage and answer the questions
* Ask Ss to read the passage and then answer the following questions.
- Check with the whole class and provides corrective feedback. 
PRONUNCIATION and GRAMMAR
Listen and put a tick (P) in the right box, paying attention to the pronunciation of the underlined part of the word.
- Ask Ss to listen to the tape and tick the answer
- Give feedback
Complete each of the following sentences, using the correct form (to infinitive or participle) of the verbs in the box
WRITING
Write a paragraph of 120 words about the measures to protect the environment, using the cues given below
- Listen to teacher and understand how to practice.
- Listen to teacher.
- Do as required.
Expected answers
1. cannot live 2. it rains
3. planting vegetation
4. hold back the water
5. dry seasons
Expected answers
Air, water and soil are necessary to the survival of all living things.
Badly polluted air can cause illness, and even death. Polluted water kills fish and other marine life. Pollution of soil reduces the amount of land that is available for growing food.
Because much pollution is caused by things that benefit people. For example, exhaust from automobiles causes a large percentage of air pollution; but the automobile provides transportation for millions of people.
They would have to stop using many things that benefit them.
Governments can pass and enforce laws that require businesses and individuals to stop or cut down on certain polluting activities.
Expected answers
sneeze
smash
shrimp
spread
Expected answers
1. living 2. ringing
3. to leave 4. to drink
5. invited 6. blown
Expected answers
We are trying to find solutions to environmental pollution problem. People should stop cutting trees for timber. Instead, they should plant more trees and forests. They should reduce using cars and motorbikes that cause noise and air pollution. We should prevent farmers from using fertilizers and pesticides that damage the soil. People should not leave litter on the land and in the water. We should prohibit factories from dumping industrial waste into rivers and lakes. It is high time governments over the world had measures that require companies and individuals tot stop or cut down on polluting activities.
IV. Consolidation: Summarizes the main points of the lesson
V. Homework:	- Ask Ss to revise and redo all exercises.
	- Prepare for one period test