Thiết kế bài dạy môn Tiếng Anh 11 - Period 66 đến period 77

Date of preparation:13/01/2008 
Period 66:	 
Unit 11 : Sources of energy
A- Reading
I- objectives:
	1. Aim: By the end of the lesson, students will be able to get information about the human's present resources of energy and future energy ,so that they can have more attention to protect and have suitable works to save the nature and resources of energy.
 - Develop such reading micro-skills as scanning for specific ideas and guessing meaning in the context.
 - Use the information they have read to discuss the related topic.
2. Lexical items: Words/ phrases related to resources of energy like : fossil fuel, oil, coal, exhaut, alternative, released, nuclear, winmill, sailboat, dam, solar panel, plentiful, potential, ..
	3. Structures: The uses of some phrasal verbs : nuclear power station, we need energy to live and work, to cook meals, to light, to heat or cool the house, to run machines,.
II. Teaching aids: pictures, handout.
III. Anticipated problems: Students may have enough vocabulary to talk about the topic need to provided appropriate linguistic resources.
VI- Procedures: 
1- Organization:(2’) 
	- Greeting and checking the sts’ attendance
2- Checking the old lesson:( No )
3- New lesson (40’)
Teacher's Activities
Students' Activities
A.Warm up: (6mn)
- T: Give sts handout .
Asks sts to work in groups to find out fields in which competitions are often held by putting the letters in each word into the right order.
T divides the board into 4 sections . When time is up, T calls on the presentative of each group to come to board and write their list. Then T gets the whole class to count. Each correct word gets one point. Which group has more points wins the game. 
Walks around the class and provide help when they need.
Then call on some sts to tell their answers in front of the class.
Check the answers with the whole class.
Asks sts to tell the topic of this lesson about .
Lead to new lesson. With question : which is the topic of lesson about? 
Work in groups and rearrange the jumble words in the right orders.
fossil fuel, oil, coal, nuclear, solar panel, energy
cook meals,light,heat or cool ,run machines
Some presentatives come to board and present their answers.
Answers :
Answer teacher's question: the topic of lesson is about Popular celebrations.
B. Before you read:(6mn) 
Introduce the topic of the lesson and asks sts to look at the pictures then gets sts to work in pairs and answer the questions on page 100.
Have sts work in pairs then call on some pairs present in front of the class.
Elicit comments from the class and ask sts to guess what they are going to read about.
Gives sts some new words :
Fossil fuel: ['fɔsl fjuəl] (n) nhiờn liợ̀u hoá thạch.
Oil : [ɔil] (n) dõ̀u
Coal : [koul] (n)than đá
 Exhaut :[ig'zɔ:st] (V): cạn kiợ̀t, làm kiợ̀t sức
Alternative [ɔ:l'tə:nətiv] thờ̉ chọn đờ̉ thay cho mụ̣t vọ̃t khác; khác.
Released [ri'li:s] (v): tha, thả, phóng thích
Nuclear ['nju:kliə] (n) hạt nhõn
Windmill ['winmil] (n) cụ́i xay gió 
Sailboat ['seilbout](n) (từ Mỹ, nghĩa Mỹ) thuyờ̀n buụ̀m
Dam [dổm] (n) đọ̃p (ngăn nước)
Solar panel ['soulə 'pổnl] : bảng thu năng lường măt trời.
Plentiful ['plentifl] (a) có sụ́ lượng lớn; phong phú; dụ̀i dào
Potential [pə'ten∫l] (a) tiờ̀m năng; tiờ̀m tàng
Listen to teacher's guiding and work in pairs to ask and answer about 2 questions in the book.
Listen to teacher carefully and practise reading new words in chorus , in groups , in pairs and individually.
Practise reading new words in chorus then in pairs 
And read individually .
C. While you read: (20mn)
T plays the tape once model.
T has sts do the task 1.
 T conducts the correction of the task 1. 
T has Sts do task 2
Ask sts read through the exercise and do it in groups
 T let sts do in group and walk around to help them.
Call on some present and another comment, and ask them 
To explain the answers 
Give the correction .
T has Sts do task 3
Ask sts read through the exercise and do it in groups
 T let sts do in group and walk around to help them.
D. After you read: (8 mn)
Ask sts to work in pairs to discuss the questions ask and answer them in the groups.
Walks around to help sts when necessary.
When all have finished, call on some presentative in each group to present to share ideas.
Give feedback.
Listen to the radio 
 Then read the text in silience again and give the answers of the task 
Answers: 
1. Released 2. Alternative 3. energy 4. limited 5. exhauted
Sts work in pairs and present the answers
Read the questions and work in groups to answer them.
Advantages:
- it's unlimited.
- It is not only plentiful and infinite but also clean and safe.
- It is clean and unlimited.
- It is clean and unlimited.
Disadvantages:
- It can be very dangreous.
- It is only possible in few places.
- It is only possible during the day time.
- There no wind energy when there is no wind.
- It is expensive.
1. Our major sources of energy comes from fossil fuels.
2. five sources of energy are mentioned in the text. I think solar energy is the most potential.
1. energy 2. one 3. fuel 4. limited.
5. alternative 6. sources 7. unlimited
8. environment.
Listen to teacher's feedback.
E. Homework: (3mn)
T guides sts do homework. (reading part in the workbook on pages 70-71).
Listen to teacher carefully. Take notes.
Date of preparation:14/01/2008
Period 67:	 
Unit 11 : Sources of energy	
B- Speaking
I- objectives:
	1. Aim:By the end of the lesson sts will be able totalking about advantages and disavantages of sources energy.
	2. Lexical items: Words/ phrases related to advantages and disavantages of sources energy.
	3. Structures: Present tenses and simple future tense.
II. Teaching aids: pictures , posters 
III. Anticipated problems: Sts may have limited linguistic resources for discussion.
IV- Procedures:
1- Organization:(2’) 
	- Greeting and checking the sts’ attendance
2- Checking the old lesson:(10')
	* Do exercise 1 in the part 1 of reading ( Read the passage and answer 5 questions ) 
	* Do exercise in the part 2 of reading (1. A 2. D 3. B 4. D)
3- New lesson (30’)
Teacher's Activities
Students' Activities
1.Warm up: (4mn):
Asks sts to work in groups to find out the words which refer to the post office , they studied in the reading.
T divides the board into 4 sections . When time is up, T calls on the presentative of each group to come to board and write their list. Then T gets the whole class to count. Each correct word gets one point. Which group has more points wins the game. 
Listen and lead to new lesson.- 
Work in 4 groups to find out the words which refer to the post office , studied in the reading.
Answer all the teacher's questions.
2. Pre- speaking: (10mn)
Task 1: Ask sts read the requirement.
Have them dicuss in groups the way to do this task.
Before sts do the task , ask them to read the list of advantages and disadvantages of various sources of energy carefully and tick the appropriate box A and D.
Have sts work in pairs .Walk around the class offer ideas and comments when sts need help.
Elicit or explain some words quickly
Call on some present their own opinions in front of the class.
Listen and give commentations.
Read the requirement, and discuss the way to do .
Work in pairs and and tick the appropriate box A and D with advantages and disadvantages then compare with anothers.
Practse reading some new words.
- geothermal: [,dʒi:ou'θə:məl] (a) thuụ̣c địa nhiợ̀t
- nuclear reactor: lò phản ứng hạt nhân. 
- hydroelectricity : [,haidrouilek'trisiti] (n) thủy điợ̀n.
1. D 2. D 3. D 4. A 5. D 6. A 7. D 
 3. While - speaking: (20mn)
Task 2:
Ask sts to read the requirement and discuss the way to do the task.
Call on some to present.Listen and guide sts do the task in pairs.
Before sts do the task , ask them to read the suggestions in the book.
Guide sts to work in pairs to ask answer with the suggestions.
Task 3: 
Introduces the Task 3 : Have sts work in pairs .
Walk around the class offer ideas and explain some new words when sts need help.
Then select some pairs at random and have them play roles in front of the class.
Elicit the structures that are used for asking for and giving opinions about contest or explain some words qickly. 
After sts finished ask them to work in pairs and choose one or more activities to talk about, they change the role after one activity. 
Then call on some pairs to act out their conversation. 
Elicit feedback and give final comment.
 Work in pairs to discuss to do the task.
Talk with a friend aboy advantages and diadvantages of using each alternative source of energy.
Work in pairs state the negative impacts made by poeple on the environmet and suggest measures to protect it.
(Some pairs at random play roles in front of the class.
Model 1:
A: I think/believe that geothermal heat can be an alternative source of energy.
B: Why do you tink /belive so?
A: B/c our major source of energy is running out while the geothermal heat is available.
B: I know it is also clean and safe to the environment. However, it is only possible in few places in the world.
Model 2:
A: I think/believe that water power can be an alternative source of energy.
B: Why do you tink /belive so?
A: B/c our major source of energy is running out while the water power is available.
B: I know it is also clean and safe to the environment. However, it is expensive.
Model 3:
A: I think/believe that nuclear energy can be an alternative source of energy.
B: Why do you tink /belive so?
A: B/c our major source of energy is running out while the nuclear energy is available.
B: I know it is also clean and safe to the environment. However, it is dangerous to the environment.
4. Homework:
 T guides sts do homework. (speaking part in the workbook at 74 pages)
Take notes.
 Period 68:	 
Unit 11 : Sources of energy	 
c- listening
I- objectives:
	1. Aim: By the end of the lesson sts will be able to listen about the importances of natural resources to the human's life and their preservation.
	- Develop such listening micro - skills as listening for specific information and listening for 	general information.
	2. Lexical items: Words/ phrases related to the importances of natural resources to the human's life and their preservation like : ecologist, renewable, non- renewable, fertilized, vital, conserved, definition, atmosphere, nitrogen, carbon dioxy, 
	3. Structures: The narrative statements .
II. Teaching aids: p ictures , posters ,tapescript, handout
III. Anticipated problems: Ss may not also be familiar with the note - taking task,so T should provide 	them some tips to deal with the task.
V- Procedures:
1- Organization:(2’) 
	- Greeting and checking the sts’ attendance
2- Checking the old lesson:(10')
	* does exercise in the speaking part (study the tabble and pactise asking as many question as possible
	* does exercise 3 in the  ...  and write ion the missing words.
T checks if Ss can answer the questions in TASK 2 without listening again. If they cannot, T plays the tape for them to listen again but before doing this, T should encourage Ss to read through all the questions, identify the information they need to look for in each question (by finding the key words and the question words, e.g. "what", "where", "how", etc.) and if possible, predict the answers.
- Then T plays the tape again for Ss to listen and answer the questions.
- T gets Ss to check their answers with a partner. Then T checks with the whole class. T should play the tape again and pause at difficult points if many Ss cannot complete the task.
 Listen to teacher carefully.
Read the sentences in the task carefully 
read the options in each question carefully and underline the words that make them different.
Listen to the tape three times and do the task individually and in pairs.
Keys:
 1.D 2.C 3.D 4. A 5. C 
Study the questions and discuss the way to do the task.
Some present the own opinion of the way to do the task.
Read the questions carefully. 
Guess the answers .
Listen to the tape three times and do the task in pairs and individually.
Answers:
1. unlimited.
2. atmosphere.
3. may. 
4. gases.
 5. amount
4. After you listen (5mn)
- which groups do these sources of energy belong to ? put a tick in the right column.
Work in groups to discuss the question. Then some stand up and present.
Sources of enrgy Renewable Non- Renewable
Coal V
Geothermal heat V
 Petroleum V
Solar energy V 
Oil V
Wind energy V
Gas V
5. Homework:
 Ask sts to write a paragraph about the advantages and disadvantages of a eneergy which your family is using in 100 - 120 words.
Take notes.
Date of preparation:16/01/2008
Period : 69	 
Unit 11 : Sources of energy 	 
D - writing
I- objectives:
1. Aim:By the end of the lesson sts will be able to write a descriptive paragraph from a chart based on information and suggested words
 2. Lexical items: Words/ phrases related to describe information from a chart
3. Structures: narrative style.
II. Teaching aids: pictures , hand out
III. Anticipated problems: Ss may not have sufficient vocabulary to write about the topic
IV- Procedures:
 1- Organization:(2’) 
	- Greeting and checking the sts’ attendance
2- Checking the old lesson:(10')
	* Present a paragraph about a species which is in dange-r in 100 - 120 words	(2 sts).
	3- New lesson (30’)
Teacher's Activities
Students' Activities
1.Warm up: (5mn): 
Ask Sts to close their books and ask them some questions .
? What kind of energy is consumed the most in VN?
? which one ranks next? Why?
- Ask them to work in groups
-Go around and give some suggested words 
2.Pre-writing: :(10mn)
Task 1:
- Introduce the task and raise out the question:
*you are going to interpret the formation from a chart. Read and take the exact figure for each item.:
1996:nuclear and hydroelectricity – 18 million tons prtroleum -41 millions tons
2000: nuclear and hydroelectricity – 70 millions tons petroleum -118 million tons coal – 63 millions tons
T prepares a handout with a description of a park 
T asks Ss to work in pairs to discuss the organization and other characteristics of description. T writes the following question on the board:
work on the task with a peer.
Call on some sts to answer the questions and elicit more ideas from the class.
Walk around the class , offer ideas and comments when sts need help.
 Then call on some sts to present their answers in front of the class.
Elicit corrective feedback from other sts and give the correct answers.
Work in pairs 
Some sts to present their answer in front of the class.
Read the task requirement and work on the task with a peer.
Some sts to present their answers in front of the class.
 Listen to teacher 's feedback carefully . and take notes some information.
Find out some new words in the box 
Practise reading new words in chorus and in pairs. 
3.While-writing: :(20mn).
Introduce the task : fill in the gaps in the passage with the exact information from the chart given
T checks in front of the class: 1.100 millions tons 2.petroleum 3.18 million tons 
Walks around and offer help when they need.
Ask sts to exchange their writing with other groups to correct mistakes.
4.Task 3:
Continue the description of the trends in energy consumption in the year 2000
T calls on some sts to hang on their writing on the board
1.nuclear and hydroelectricity
2.petroleum
3.coal
T suggests sts the way to correct the writing
Read the facts carefully.
Work in groups to write the description.
 Exchange the writing with other groups to correct mistakes.
Model:
The total energy consumption in 200 was about 287 million tons.Petroleum made up this figure the largest amount of this figure with 116 million tons (contributed to with 11 million tons).There was nearly as much coal used as petroleum. Nuclear and hydroelectricity only made up a small proportion of the total, about 67 millions tons
Practice individually then exchange in pairs
Read and remark
5.Post writing: :(5mn)
T asks Ss to exchange their writing with another student for peer correction.
- T goes around and corrects mistakes and errors.
- T collects some writings for quick feedback.
- T writes Ss typical errors on the board and elicits self and peer correctin. T provides correction only when Ss are not able to correct the errors.
- Finally, T provides general comments on the writings.
Compare the writing to anothers.
Then take the note of checking
Observe to the corrections of some the others' writing.
 Give commentations.
Listen to teacher refully and take notes
5. Homework:
 T guides sts do homework. (writing part in the workbook on pages 74)
Period 70:	 
Unit 11 : Sources of energy	 
e - language focus
I- objectives:
 	1 . Aim: By the end of the lesson sts will be able to distinguish the sounds : / r / and /spl/./spr/, students can pronounce consonants : / r / and /spl/./spr/ in individually words and in speaking, review the way to use relative pronouns and relative pronouns with preposition
 2. Lexical items: Words/ phrases related to/ r / and /spl/./spr/. 
 3. Structures: Relative clauses replaced by participles and to – infinitives
II. Teaching aids: hand out
III. Anticipated problems: Sts may have difficulty with clusters because they don't exist inVietnamese
IV- Procedures:
1- Organization:(2’) 
	- Greeting and checking the sts’ attendance
2- Checking the old lesson:(10')
	* Do exercise in the writing part 
3- New lesson (30’)
Teacher's Activities
Students' Activities
1.Pronunciation: (10mn)
T ask sts to close their books.
T introduces some pictures, ask sts to look at them and give word to describe it 
P1: shrimp P2: spring P3: Split
T reads aloud these sentences:
1.Today is a splendid spring day
2.Shrimp is my favorite seafood
3.In spring, People often go to the shrine
Ask sts to practise pronouncing the sounds in chorus 2 - 3 times
Then call on some to check in front of the class.
Listen and correct.
Have sts close their books 
Practicing sentences
Have sts practice in pairs to find out words which contain these consanants
Ask sts to listen to the tape and read after, pay attention to sentence stress
Listen to teacher carefully
Repeat to teacher.
Takes note some information.
Practise pronouncing these sounds in chorus.
Then some stand up to check in front of the class.
And work in pairs to read aloud the given sentences in the book.
Then some read loudly in front of the class to check.
2. Grammar : (25mn)
Relative clause replaced by past participial phrase or to infinitive
*T sets the scene: study these pairs of sentences and say if they are the same or difference in meanings
1.The man who spoke to john is my brother
-the man speking to john is my brother
2.The sport Game, which was held in India in 1951, was the first Asian Games
-The sport Games held in India in !951 was the first Asian Games
3.Yuri Gagarin was the first man who flew into space
- Yuri Gagarin was the first man to fly into space
Exercise 1: 
(?) ReWrite the followingsentences, using present participial phrase
1.The boy who is playing the piano is Ben
2.Do you know the woman who is coming toward us?
3.The people who are waiting for the bus in the rain are getting wet
4.The scientist who are researching the causes of cancer are making progress
.5.The fence which surrounds our house is made of wood
6.We have an apartment which overlooks the park
Execrise 2:
(?)Rewrite the following sentences, using a past participial phrase
1.The ideas which are presented in that book areinteresting
2.I come from a city that is located in the southern part of the country
3.They live in a house that was built in 1890
4.The photographs which were published in the newspaper were extraordinary
5.The experiment which was conducted at the University of chicago was successful
6.They work in a hospital which was sponsored by the government
T asks sts to do the exercise individually then compare their answer with a partner.
T calls some sts to give their answer.
Exercise3:
*Rewrite the following sentences, using to infinitive
1.John was the last man who reached the top of the mountain
2.The last person who leaves the room must turn off the light
3.The first person that we must see is Mr. Smith
4.This is the second person who was killed in that way
5.The first person who catches the ball will be the winner
Review the form and the use of relative pronouns
Read the situation carefully
Give remark
Work individually
Sts do the exercie individually, then in pairs.
Sts give their answer
Sts write the correct answer in their notebooks.
Sts do the execise in pairs. 
Sts give their remarks:
1.the same in meanings
2.different in structures
3.active – Ving phrase
4.passive –Ved/Vpp phrase
5.the first/ the last + to infinitive phrase
Work individually and exchange in groups
1.the boy playing the piano is Bend
2.The woman coming toward us?
3.the people waiting for the bus....
4.the scientist researching the causes of cancer are making progress
5.the fence surrounding our house
6.an apartment overlloking the park.
Sts write the correct answer in their notebooks.
1.The ideas presented in that book areinteresting
2.A city located in the southern part of the country
3.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.A hospital sponsored by the government
1.The last man to reach the top
2.The last first person to leave the room...................
3.The first person to see is Mr.Smith
4.The second to be killed in that way
5.The first person to catch.............
5. Homework:
T guides sts do homework (exercises in language focus on pages 72-73.)
Do again these exercises. 
Take notes.