Bài soạn môn học Tiếng Anh lớp 11 - Period: 66 đến period: 70

Period: 66
UNIT 11: SOURCES OF ENERGY
Lesson : READING
Date of preparation: 13/ 01/ 2011
Date of teaching: 18/ 01/ 2011
I. Objectives: 	
1. Educational aim: Ss should understand more about advantages and disadvantages of various sources of energy and be aware of the importance of using sources of energy reasonably.
2. Knowledge:
 a. General knowledge: By the end of the lesson, Ss will be able to:
 - know about sources of energy
 - use vocabulary items related to the issues of energy in real life contexts.
 - improve their reading skills (skimming, scanning, deducing, time reading)
b. Vocabulary: fossil fuel, source of energy, alternative, geothermal heat and solar 
 energy.
3. Skills: Integrated, mainly reading
II. Methods: Integrated, mainly communicative
III. Techniques: Questions and answers, repetition, pair work, explanation, T/F statements, gap filling, multiple choices, games
IV. Teaching aids: Textbook, charts, pictures and chalks
V. Procedure:	
 Teacher’s activities
 Students’ activities
1. Warm- up: 
- Have Ss play the game The Golden Key in teams A and B. The Golden Key is a word which has 6 letters.
- Explain the rule of the game: Each team takes turn to choose a number and the T gives the hints. If Ss guess the word correctly, they will get one mark and be given 1 letter of the golden key. If not, another group can give the answer and score the point. The letters are delivered inorderly and Ss have to arrange them to discover the Golden Key and get 3 marks. The group with higher mark wins the game.
1. In modern, this kind of weapon is often used in wars.
2. It makes tree swing and we feel comfortable if we have it on hot summer days.
3. Something like oil, gas, coal
4. It covers two- third of the earth.
5. Nowadays people like to use it to cook.
6. We can’t have light if it goes out.
 N E G E R G 
 1 2 3 4 5 6
 The golden key: ENERGY
- Ask Ss to guess the topic of the lesson today.
- Lead to the lesson:” Today we study Unit 11 to know some advantages and disadvantages of some sources of energy.” 
2. Pre- reading:
- Asks SS to look at the 3 pictures in textbook an discuss 2 questions in groups of 4 within 1 minute.
1. What sources of energy does each picture above refer to?
2. What are they used for?
- Teaches some vocabulary items.
+ Show some pictures and asks them what sources of energy are mentioned 
 Nuclear energy Geothermal heat
 Windmill
+ alternative (adj)- that can be used instead of ST else: thay thế
+ potential (adj)- Da Lat has a potential of tourism:
Tiềm năng
+ available (adj)- The air is always available for us to breathe: có sẵn
+ exhaust (v)- to run out of, to weaken: là kiệt quệ
+ release (v)- be free: thải. phóng thích
Let Ss guess the meaning of these words basing on the T’s explanation and the given pictures.
Read aloud the words and asks Ss to repeat,
3. While- reading:
- Have Ss read the passage silently within 2’
*Task 1: Fill each blank with one of the words in the box. All of the words appear in the reading passage.
- Instruct SS to read the passage quickly and stop at the lines that contain these words. Then SS guess their meaning based on the contexts in the sentences and the components of the words.
-Check whether SS understand words correctly by asking them to provide Vietnamese equivalents to the words.
- Ask SS to do the task 1 individually within 2’.
- Go around to provide help
- Ask to exchange their answers with their partners
- Call some SS to present their answers and asks them to explain their choice.
- Ask for peers’ comments.
- Give feedback.
*Task 2:
- Explain the requirement of the task 2: Ss are going to read the passage carefully then write down the advantages and disadvantages of each sources of energy.
- Instruct Ss to use some strategies to do Task 2:
 + Read through the name of sources of energy in the first column.
 + Go back to the passage and find their advantages and disadvantages. Mark them then write down on the next two columns.
- Ask SS to do the task 2 in groups within 2’.
- Go around providing helps when necessary. 
- Call SS to read aloud their answers and asks them to give evidences.
- Provide correct answers. 
*Task 3:
- Explain the requirement of the task: Ss are going to read the passage again and answer the question in the textbook page.
- Instruct Ss to use the reading tips:
+ Read the questions carefully and underline key words.
- Ask Ss to do the task in groups within 2’.
- Call on some SS to write their answers on the board then ask them to explain their choice.
- Give feedback.
4. Post- reading:
 Complete the summary of the reading passage by filling each blank with the suitable word from the box.
One environment alternative limited 
Unlimited sources energy fuels
- Ask SS do the task individually within 2’.
- Call some SS to present their answers.
- Give feedback and corrects answers
- Ask Ss to summarizes the main points
5. Homework:
-Ask Ss to:
+ review all the new words and make sentences with them.
+ prepare the new lesson: Unit 11- Speaking
- Divide into 2 teams A and B
- Listen to the rule and do as directed
Nuclear
Wind
Fuels
Water
Gas
Electricity 
- Guess
- Listen
- Discuss and give the answers
1. Wind power, water power and solar energy.
2. We need energy to live and work.
 + To cook meals.
 + To light, heat or cool the house
 + To run machines
- Look at the pictures and give the meaning 
- Listen and take note
- Guess
- Repeat
- Read silently
- Read and guess
 - Provide Vietnamese equivalents
- Do the task
- Exchange the answers
- Gives correct answers:
released
alternative
 energy
limited
exhausted
- Give comments
-Listen
- Listen 
- Listen
- Do the task 2
Sources of energy
Advantage(s)
Disadvantage(s)
Nuclear energy
It is unlimited.
It can be very dangerous.
Solar energy
It is not only plentiful and infinite but also clean and safe.
It is only possible during the day time.
Water power
It is clean and unlimited.
It is expensive.
Wind power
It is clean and unlimited.
If the wind does not blow, there is no wind energy.
Geothermal heat
It is available.
It is only possible in a few places.
- Listen
- Do the task
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.
 Listen
- Give answers:
Expected answer:
energy
one
fuels
limited
unlimited
sources
alternative
environment
- Listen
- Summarize
- Listen
Period: 67
Unit 11: SPEAKING
Date of preparation: 17/ 01/2011
Date of teaching: 22/ 01 / 2011
I. Aims: 
1. Educational aim: Talk about the advantages and disadvantages of using the sources of renewable energy and the reason of using them.
2. Language : words and phrases related to sources of energy
3.Skills : fluency on talking about the advantages and disadvantages of various sources of energy
II. Methods: intergrated, mainly communicative 
III. Teaching aids : text book, coloured chalk.
IV. Procedure: 
Teacher’s activities
 Students’ activities
1. Warm- up: 
- Have Ss play The game: True or False statement.
-Divide the class into 2 groups, each group chooses 2 representatives to play in the game. The T will read aloud the 10 statements one by one and the representatives have to decide whether they are T or F. With one correct answer Ss will be given 10 marks. The group with higher marks wins the game.
Statements:
1. Nuclear energy is very dangerous.
2. Solar energy is produced from water power.
3. Global arming also produces energy.
4. Biological gas is produced from pigs’ excrement.
5. Fossil fuel will be never exhausted.
6. Water moves from a low place to a high place, it makes energy.
7. Coal is one of unlimited sources of energy.
8. If the win doesn’t blow, there is no wind energy.
 9. Petroleum gives energy without pollution.
10. The sun, the wind and general gas are alternative sources energy.
- Give feedback & asks Ss to correct false sentences.
2. Pre- speaking:
-Ask Ss to list some sources of energy & classify them into 2 groups: limited and unlimited energy sources.
- Pre- teaches some new words:
+ Renewable (adj) = alternative: thay thế (≠ nonrenewable)
+ radiation (n): sự phóng xạ
+ reactor (n): lò phản ứng
+ hydroelectricity (n)- Sesan 4A hydroelectricity belongs to Gia Lai province: thủy điện
*Task 1:
- Ask Ss to work in 5 groups corresponding with 5 kinds of unlimited sources of energy.
- Ask these groups to discuss on advantages and disadvantages of each kind within 2’, and then write down their answers on charts.
- Ask Ss to hang 5 charts on the black board.
- Give feedback. 
- Ask Ss do task 1 quickly (orally) in individuals.
- Ask Ss to give the answers
- Ask for peers comment.
- Give feedback.
*Task 2:
- Explain the requirement of task 2.
- Read the dialogue and has Ss repeat after the T.
- Model the conversation with one S.
- Call several pairs to role play the sample dialogue.
- Ask Ss to do task 2 in pairs based on details on the charts of advantages and disadvantages of energy resources.
- Suggest Ss to use the useful words and phrases on the same page.
- Elicit some structures of asking and expressing ideas from Ss
- Correct Ss’ answers and supplies them with some structures 
+ I think that..
+ Why do you think/ believe so? 
 + It‘s However,.
 + I don’t think
- Call some pairs to make their own dialogue in front of the class.
- Ask for peers’ comment.
- Give feedback.
*Task 3:
- Have Ss work in groups to express their belief on the increasing use of alternative sources in the future, using the ideas from Task 2:
- Give a model.
A: I believe that the use of solar energy should be the alternative source of energy in our country.
B: I agree with you. It is the most feasible way to have solar energy in our country because Vietnam is a tropical country.
- Move around to help Ss when necessary.
- Listen and corrects the mistakes.
4. Post- speaking:
- Ask Ss to work in groups of 5 to make a list of things the family should do to save energy.
- Have Ss to share ideas with others by changing groups.
5. Homework:
 - Ask Ss to write a paragraph about the alternative source of energy that you think is the most feasible one for our country.
- Ask Ss to prepare for the new lesson.
-Play the game.
Expected answers:
T
F
T
T
F
F
F
T
F
F
- Give answers
+ Limited energy sources: oil, fossil fuels, natural gas, coal. 
+ Unlimited energy sources: wind energy, solar energy, water energy, nuclear energy, and geothermal heat.
- Work in 5 groups 
- Discuss and write down
- Hang on
- Listen
- Do the task
- Give the answers
+Advantages: 4; 6.
+Disadvantages: 1; 2; 3; 5; 7. 
- Give comment
- Listen
- Listen
- Listen and repeat after the T
- Model with the T
- Role play
- Do the task 2
- Listen
- Answer
- Listen and take note
- Act out
A: I think ... ion, from A chart 
2. General knowledge: Students learn how to write descriptions of a chart
- Language: students should interpret and compare date described in chart form and write a report of the data analysis
- New words: Words related to the topic 
3. Skills: Writing descriptions of pie charts
II. Methods: Integrated, mainly communicative
III. Teaching aids: Student’s book, notebook, 
IV. Procedure:
 Teacher’s activities
 Students’ activities
1. Warm-up: 
- Ask students to keep book close
- give them handout with a table of information
- ask them to work in pair to transfer the table into a pie chart
- Check and explain them to the class:
 In order to understand them we learn part Writing
2. Pre-writing:
* Task1:
- Ask student to read the hand out with a description of a pie chart and discuss the organization and other characteristics of the description
- Explain some new words
- Answer the questions
1. How many parts are there in the description? what are they?
2.What does the first part tell you?
3.What language items should you pay attention to in the second part/underline them
4.What does the last part tell you?
- Let them work in groups
- Walk around, check and help students
3. While-writing: 
*Task 2:
- Ask students to work in pair to analyze the chart using the following questions
+What does the chart show?
+What is the general trend of the chart?
+Which consumption has the largest energy which comes second?
+Which consumption has the smallest?
+Where does most of the world consumption ?
- Let students work individually to write the description of the pie chart, using the sentences given in the book to begin their description
- Walk round and help students
4.Post-writing: 
- Give suggestions and corrections
- Ask students to read their profile
- Ask some students to read loudly their description
- Correct mistakes and mark
5. Homework:
- Ask students to do task 3 and part writing of Unit 11 in the student’s work book and prepare part Language Focus
- Keep book close
- Listen to the teacher and to transfer the table into a pie chart
Read the prompts
- Ask the teacher if necessary 
- Work in groups and answer the questions
-Useful language:
1. parts(introduction, body and conclusion)
2. language use : +make up less than...percent
+the most+ adj, the second most +adj
3.the chart shows that
Make up the largest/ smallest/ proportion/ amount contribute the larges
Keys: 1. 117 2.coal 3.smallest
- Work in pairs and analyze the chart
- Give answer
- Then work individually to 
write the description of the chart, using the sentences given in the book to begin their description
suggested answer:
 The population has increased since 2000.Therefore,there was a large consumption of energy in 2005.For instance,the consumption of nuclear and hydroelectricity was under 20 million tons and camp up to 75 million ton in 2005. It shows that the requirements for ellectricity in daily activities,production,business,and so on rose dramatically and the goverments in all countries apply effective solutions to the energy problems.What about the use of petroleum?The chart shows that there was a small decrease in the consumption of petroleum from 2000 to 2005-about 57 million tons in 2000 and about 50 million tons in 2005.Because fossil fuels are rapidly running out,and the price of crude oil has gone up for the last few decades,people tent to use nuclear energy and hydroelectricity.The consumption of coal in creased slightly-40 million tons in 2000 and 45 million tons in2005.In general,there was a draatic increse in energy consumption from 2000 to 2005.
- Listen to the teacher
- Finish the profile
- Some students read loudly their products in front of the class
- Listen to the teacher and write down homework 
 Period: 
UNIT 11 : LANGUAGE FOCUS .
Date of preparing:
Date of teaching:
I.Aims:
 - Help students distinguish and practice 3 sounds /Sr/, /spl/ and /spr/.
- Help them review relative clauses replaced by participles and to infinitive .
II. Method: integrated , mainly communicative.
III. Teaching aids: text book, game.
IV. Procedure:
 Teachers' activitives
 Students' activitives
I.Pronunciation.
1.Lead-in.
Game : “BINGO”.
T writes 6 words on the board:
Spray, split, shrill, splendid, shrimp, spray
T asks sts to write 3 words on the sheet paper 
T reads 3 words shrill, split, spring. Sts have 3 
same words, they are the winner
2.Pre- practice:
T writes and underlines 3 words: Shrill, split, spring
Helps sts how to pronounce 3 sounds: /sr/, /spl/, /spr/
Today we are going to learn 3 sounds /sr/, /spl/, /spr/
3.Practice:
T ask 1: T reads some words related to 3 sounds
T:aks sts to repeat
 - feedback
T ask 2: T: asks sts to practise these sentences
 : correts
4.Free- practice:
 T asks sts to close their books and says 
Number 1: /sr/
Number 2: / spl/
Number3: / spr/
T gives feedback
II. Grammar:
T asks sts some questions
1. Have you ever learnt Relative clauses?
2. Can you tell me some Relative pronouns?
T gives 2 sentences and asks sts to make a sentrence
 with relative pronouns.
Ex1: The man is from Japan. He is talking to John
ÒThe man who is talking to John is from Japan
T asks sts: Who can reduce this sentence?
T writes on the board.
The man talking to John is from Japan.
 V-ing phrase (present participle phrase)
T aks sts to find down the form:
 N/pro +relative pro +V
ÒN/pro +V-ing phrase (present participle phrase)
 Ex2: Some of the people who have been invited to the party
 can’t come relative clause
T asks sts who can reduce other way this sentence?
T writes on the board:
Some of the people invited to the party can’t come .
 V-ed phrase(past participle phrase) 
T explains and gives the form:
 N/pro +relative clause +V
ÒN/pro +V-ed phrase (past participle phrase)
 T asks sts work in pair and do task1 sentence1,5,6,&task2 sentence2,5 in the text book.
 T goes around and helps them
 feedback
Ex3: The first man that we must see is Tom.
 Relative clause
T asks sts : Besides V_ing or V-ed phrase
 Who can reduce this sentence?
T writes on the board: 
Ò The first man to see is Tom.
 To inf purpose
T explains: After the first/ second/ third, the last/ only and superlatives, we use to inf purpose.
T asks sts work in pair and do task 3 (sentence3,4) 
T helps sts and gives feedback.
III. Home work:
- T asks sts look at the lesson again.
- T asks them to continue doing homework in the textbook.
- T asks them to prepare new lesson.
Sts look at and write down
Sts repeat after T
& practice
Read individuallly
Sts close their book
Listen & says number 1,2,3
Sts answer 
Sts rewrite the sentence
Sts can’t do/don’t
Sts write
 Pairwork & do exercises
Suggested answer:
Task1: 
The boy playing the piano is Pen
5. The fence sourrounding our.
6. We have apartement overlooking
Task2:
 2.I come from a city located in
 the
 5.The experience conducted .
Sts show relative clause
Sts work in pair& do task3
Suggested answer:
Task3:
3.The first person to see is Mr Smith
4. This is the second person to be killed
Period : 
 TEST YOURSELF D
Date of preparing:
Date of teaching:
I.Aims:
 - Consolidate what students have learnt
 - Check students’ skills 
 - Help students study systematically 
II . Skills : Integrated skills 
III . Methods : Integrated , mainly communicative 
IV. Procedure :
Teacher’s activities
Sts'activities
I / Listening :
1.Pre – listening :
T : Is water important to us ? 
What woild happen if there were no water ? 
T : Introduce the topic and the task 
T : Ask sts to read the sentenses and guess before listening 
2 / While –listening:
T : Play the tape for the 1st time 
T : Give sts time to didcuss the answer 
T : Play the tape for the 2nd time 
T : Play the tape for the 3rd time 
T : Check the answer
Post – listening :
T : Without water , what would happen ? 
II / Reading :
Lead – in :
T : What are necessary to the survival of all living things ? 
T Introduce the new material 
Pre _ reading :
T : Give some words :
exhaust (n)
discharge (v)
enforce (v)
_Ask sts to read the questions before reading .
While – reading :
T : Go round to help sts with vocabulary and structure 
T : Ask sts to do pairwork to ask and answer the question 
Post – reading :
T : Ask sts to suggest ways to stop air pollution 
 - answer
- listen and do the task
- read and discuss
-Sts : Listen and take notes 
-Sts : Listen , take note and share the ideas with friends
EXPECTED ANSWER
can not live 
it rains 
 planting vegetation 
hold back
dry seasons 
-answer
-answer
-listen
-khoi,khi,hoi nuoc boc ra tu mot dong co.
-thai ra
-lam cho co hieu luc
-Sts : Read silently and take note for the answer 
-work in pairs to anwer questions: 
EXPECTED ANSWER
1.Air , water and soil are necessary to the survival of all living things .
2.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 . 
3.Because much pollution is caused by things that benefit people . For examples , eshaust from automobiles causes a large percentage of air pollution , but the automobile provides trainsportation , for millions of people . 
4.They would have to stop using many things that benefit them .
5.Governments can pass and enfore laws that require business and individuals to stop, or cut down on certain polluting activities 
III / Pronunciation and Grammar 
Before – listening :
T : Ask sts to read all the words on book page 134 and guess the part of speech in the blanks . 
While – listening :
_ T : Play the tape twice .
Post – listening :
T : Ask sts to reread difficult words .
IV . Writing 
Pre – writing 
T : Helps sts to prepare by providing them structures that are necessary for writing .
While _ writing 
T : Go round to help sts 
Post _ writing 
T : Hang the sts’s writing and correct mistakes of students .
_ Give marks and remark and give comment 
_ Sts : Listen to pick out the spoken words .
EXPECTED ANSWER: 
a. 1. sneeze 2. smash 3. shrimp 4. spread 
b. 1. living 2. ringing 3. to leave 4. to drink 5. invited 6. blown 
-Sts : Discuss and write in groups of 4 
EXPECTED ANSWER:
We are try to find solutions to environmental pollution problem.People should stop cutting tres or deforesting for timber.Instead,they should plant more tres 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 scatter junk and litter on the land and in the water.
We should prohibit factories from dumping industrial wastes in to rivers and lakes.It is high time governments all over the world has measures that require companies and individuals to stop or cut down on polluting activities.