Thiết kế bài dạy môn Tiếng Anh khối 11 - Period: 66 đến period: 71

UNIT 11: SOURCES OF ENERGY
Period: 66 Section: Reading
Week: 25
Aim: By the end of the lesson, students will be able to understand the passage, identify the main idea, and guess the meaning in context, express own ideas about sources of energy.
Teaching aids: Textbook, pictures, handouts.
Procedure:
T
Stages & Content
T’s activities
Ss’ activities
5
15
20
9
1
I. WARM UP: Word Grid 
ENERGY
Lead in: What sources of energy do you know?
 Oil coal
 wind
 Source of
 natural nuclear
II. PRE-READING:
* Pre-teach vocabulary:
- alternative (adj) : thay theá
- reserve (n) : söï döï tröõ
- exhaust (v) : laøm kieät queä
- released (adj) : phoùng thích
- limited (adj) : giôùi haïn
* Checking vocabulary: Gap-fill (Task 1/125-126)
1. Released 2.alternative 3. exhausted 4.limited 4.reserve
III. WHILE-READING:
* Answer the Pre questions
1. What is our major source of energy?
- Our major source of energy is fossil fuels (oil, coal, natural gas)
2. Is this major source limited? Why?
- Yes, it is limited. Because our demand is increasing very quickly and fossil fuels will be exhausted within a relative short time.
3. How many sources of energy are mentioned in the text?
- The sources of energy mentioned in the text are: Fossil fuels, nuclear energy, geothermal heat, solar energy, wind power, water power.
4. Whish one of do you think is the most potential energy of all the alternative sources of energy?
- I think solar energy is the most potential energy of all the alternative sources of energy.
* Table Completion
Sources of energy
Advantages
Disadvantages
Nuclear energy
unlimited
Very dangerous
Solar energy
not only plentiful & infinite but also clean & safe
Possible in the day time
Water power
clean & unlimited 
Expensive
Wind power
clean & unlimited
No windà no wind energy
Geothermal heat
avail be
possible
IV. POST-READING: Discussion
Which of these alternative energy sources is the most feasible in Vietnam? Say why?
V. HOMEWORK:
Revise the reading lesson and prepare the next part. 
- Ask Ss find out the vertical word.
- Read and write the words on the board. explain
- definition
- explanation
- synonym
- synonym
- situation
- Ask Ss to work in pairs and fill in each blank with a suitable word from the vocabulary.
- Ask Ss to read the text silently and answer the pre-questions with a partner.
- Ask Ss to scan the passage to find out the advantages and disadvantages of each alternative source.
- Ask Ss to work in groups and take notes their group’s ideas.
- Ss find out the vertical word.
- Listen and answer
- Work in pairs and fill in each blank with a suitable word from the vocabulary
- Read the text silently and answer the pre-questions with a partner.
- Ss to scan the passage to find out the advantages and disadvantages of each alternative source.
- A preventative of each group to come to the front of the class & present their group’s ideas.
 Unit 11: SOURCES OF ENERGY
Period: 67 Section: Speaking
Week: 25
Aim: By the end of the lesson, students will be able to talk bout advantages and disadvantages of energy sources. Express their ideas about alternative source of energy.
Teaching aids: Textbook, pictures
Procedures:
T
Stages & Content
T’s activities
Ss’ activities
5
10
20
14
1
I. WARM UP:
 Limited Unlimited 
Oil wind power
Coal natural gas
 nuclear power
 solar energy 
 water power
II. PRE-SPEAKING:
* Pre-teaching vocabulary
- renewable (adj) : coù theå phuïc hoài ñöôïc
- reactor (n) : loø phaûn öùng
- radiation (n) : phoùng xaï
- hydroelectricity (n) : thuûy ñieän
* Checking vocabulary: ROR
* Task 1/ 172:
1-D 2-D 3-D 4-A 5-D 6-A 7-D
* Task 2/173: Introducing the dialogue 
* Useful language: Expressing ideas
- I think 
- I believe 
- In my opinion 
- Personality 
- I don’t think 
III. WHILE-SPEAKING:
* Activity 1: Repetition
* Activity 2: Substitution
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 source of energy is running out while the wind is abundant and limited.
B: I know it is also clean and safe to the environment. However, it is not available when there is no wind.
IV. POST-SPEAKING:
 Group discussion
V. HOMEWORK:
Prepare the next part
- Ask Ss listen and decide which energy is limited and which is unlimited.
- explanation
- translation
- example
- picture
- Have Ss repeat the dialogue after the teacher
- Call some pairs to the front of the class to act out the conversation.
- Ask Ss to work in pairs to substitute the underlined words with suitable words or the words suggested in the Useful language to make new conversations.
- Assign homework
- Listen and decide which energy is limited and which is unlimited.
- Listen and answer
- Repeat the dialogue after the teacher.
- Some pairs to the front of the class to act out the conversation.
- Work in pairs to substitute the underlined words with suitable words or the words suggested in the Useful language to make new conversations.
- Listen and take note
UNIT 11: SOURCES OF ENERGY
Period: 68 Section: Listening
Week: 25
Aim: By the end of the lesson, students will be able to listen to specific information. Express their own ideas about how to protect environment.
Teaching aids: pictures, cassette player
Procedure:
T
Stages & Content
T’s activities
Ss’ activities
5
10
15
14
1
I. WARM UP: Pictionary
Lead in: What do these pictures refer to?
II. PRE-LISTENING:
Natural Resources
Renewable
Nonrenewable
Reasons
To know the answer, we’re going to listen to a text about natural resources and natural environment.
* Pre-teaching vocabulary:
- ecologist (n) : nhaø sinh thaùi hoïc
- to conserve (v) : giöõ gìn
- resources (n) : taøi nguyeân
- removable (adj) : coù theå di chuyeån ñöôïc
- fertilized (adj) : laøm cho phì nhieâu
* Checking: Matching
III. WHILE-LISTENING:
* Activity 1: Table Completion
Natural Resoures
Renew
-able
Nonrenew
- able
Reasons
Grass
Coal
Fossil fuels
Solar energy
Air
Water
ü
ü
ü
ü
ü
ü
It will grow quickly
It takes many of years of coal
Unlimited
Unlimited
* Activity 2: Multiple Choice
Listen to the tape and circle the word they choose
1-D 2-C 3-D 4-A 5-B
* Activity 3: Gap-Fill
1.unlimited 2.atmosphere 3.may 
4.gases 5.amounts
IV. POST-LISTENING:
-What can we do to keep the resources renewable?
- What should we do to protect our environment?
V. HOMEWORK:
Learn the new words by heart
Prepare the next part
- Ask Ss to work in four groups - Have Ss show the pictures and ask
- Ask Ss Which of them are renewable and which of them are non renewable? Why?
- Elicit the words by explanation, situation, and example.
- Ask Ss to listen and check their guessing
- Let them compare their answers.
- Check the answers with the class.
- Ask Ss to read task 1 page 129 carefully, guess the answer.
- Ask Ss to listen to the tape again and fill in the gaps with the words they have heard.
- Ask Ss to work in groups of five to discuss the questions.
- Work in groups
- Answer: They re about natural resources
- Ss work in pairs and guess the answers
Listen to the teacher
-tell the words
-repeat
-practise the words.
-write down
- Have Ss to listen to the recording twice. At the first time, ask Ss to list all the resources they hear. AT the second time Ss tick which resources is renewable and which is nonrenewable.
- Read task 1 page 129 carefully, guess the answer.
- Listen to the tape again and fill in the gaps with the words
-Work in groups of five to discuss the questions.
UNIT 11: SOURCES OF ENERGY
Period: 69 Section: Writing
Week: 26
Aim: By the end of the lesson, students will be able to read the information from the chart and write a description from a chart.
Teaching aids: hand outs, posters.
Procedures:
T
Stages & Content
T’s activities
Ss’ activities
4
10
20
9
1
I. WARM UP: Questions
1. Are you interested in the energy consumption in your family? Your country?
2. Do you know how much energy your country consumes in a year?
Lead in: To know how to read and write a chard of energy consumption, we will study the lesson today.
II. PRE-WRITING:
* Hang the chart on the board and explain the information in the chart
Key
100 million tons
Nuclear and Hydroelectricity
18 million tons
. Useful Languages
. Outlining:
III. WHILE-WRITING:
* Activity 1:
The total energy consumption in 2005 was over 140 million tons/under 160 million tons. Nuclear and Hydroelectricity made up the largest amount of this figure. There was nearly as much petroleum used as coal which only made up the smaller proportion of the total about 41 million tons.
* Activity 2:
* Activity 3:
IV. POST-WRITING:
* Correction
V. HOMEWORK:
Rewrite the comparison of the chart into ss/ notebooks.
- Ask Ss to listen and answer
- Lead in
- Hang the chart on the board and explain the information in the chart
- Call on some Ss to read out their answers
- Elicit the tense and the language which is used in the passage from Ss.
- Based on the chard in the textbook on page 130. Ss write a description of the trends in energy consumption in the year 2005 in Highland.
- Move around to give help
- When Ss have finished, ask them to exchange their writings, comparing and giving corrections.
- Have SS work in pairs to describe the chart, using similar function of language.
- Ask Ss to compare the amount of energy consumption in the two years 2000 and 2005.
- Listen and answer
- Listen
- In pairs, Ss look at the chart carefully and read the passage, contrasting the chart with the passage to find out the missing information
- Write a description of the trends in energy consumption in the year 2005 in Highland.
- Work in pairs to describe the chart, using similar function of language.
- Compare the amount of energy consumption in the two years 2000 and 2005.
Period: 70 UNIT 11: SOURCES OF ENERGY
Week: 26	 Section: Language Focus
Aim: By the end of the lesson, Ss will be able to: Distinguish the consonant clusters / r/ /spl/ /spr/
Understand the use of relative clauses replaced by participles and to infinitives
Write the sentences with relative clauses replaced by participles and to infinitives
Teaching aids: Realia, pictures, flipchart, handouts
Procedure
T
Stages & Content
T’s activities
Ss’ activities
I. Warm up: What are these? 
Expected answer: 
Shrimp / rimp/
Split ring /splitri /
Spring onion /’spri ni n/
Lead-in
II. Pronunciation 
Hang on the chart with the sounds: /r/ /spl/ /spr/
 r
spl
spr
Shred 
Split 
Spray
Shrill 
Splash 
Spread 
Shrug
Spleen 
Sprain 
shrink
Splutter 
Sprat 
Practice: 
Listen and repeat
Example:
	T: Spring	g S: three
	T: shrug	g S: one 
III. Grammar: 
Relative clauses replaced by participles and to infinitive
1. Active participles: 
She is Lan’s sister. 
What’s she doing?
g She’s playing with her dog
a. The girl who is playing with the dog is Lan’s sister. 
g The girl playing with the dog is Lan’s sister.
b. The man spoke to John is my brother. 
g The man speaking to John is my brother.
Note: We can use a present participle to replace a relative clause which has an active meaning. 
2. Passive participles
The picture which was drawn by a blind has won the first prize. 
g The picture drawn by a blind has won the first prize. 
Note: We can use a past participle to replace a relative clause which has a passive meaning. 
3. Infinitive relative clauses
a. Which was the first country which won the world cup? 
Have Ss to ask that question in another way. 
g Which was the first country to win the world cup?
b. The last person who leaves will have to turn out the lights. 
g The last person to leave will have to turn out the lights.
Notes: 
We can use a to-infinitive to replace a relative clause. 
We often use a to-infinitive after an ordinary number (first, second) after next, last, after, only and after superlative adjectives. 
Exercise 1: Key 
The boy playing the piano is Bend. 
Do you know the woman coming toward us? 
The people waiting for the bus in the rain are getting wet. 
The scientists searching the causes of cancer are making progress. 
The fence surrounding house is made of wood. 
We have an apartment overlooking the park. 
Exercise 2: Key 
The ideas presented in that book are interesting. 
I come from a city located on the southern part of the country. 
They live in a house built in 1890.
The photographs published in the newspaper were extraordinary. 
The experiment conducted at the University of Chicago was successful. 
They work in a hospital sponsored by the government.
Exercise 3: Key
John was the last man to reach the mountain. 
The last person to leave the room must turn off the lights. 
The first person to see is Mr. Smith. 
This is the second person to be killed in that way. 
The first person to catch the ball will be the winner. 
IV. Homework: 
- Teachers delivers the handouts to Ss (Appendix) 
Combine these sentences into one: 
The girl who is playing badminton in the schoolyard is my daughter. 
Do you know the boys who are talking to our form teacher over there? 
Do you come from a city which is located in the southern part of the country? 
The official took no notice of the telephone which was ringing on his desk. 
The first team which wins the competition will have a three-day holiday in Hawaii. 
Most of the goods which are made in this factory are exported. 
Show a picture or a realia of a shrimp, a split ring, a spring onion and ask
Ask Ss to listen to the teacher and repeat.
- Elicit the consonant clusters / r/ /spl/ /spr/
- Point to each sound and read it aloud three times. 
- Ask Ss to repeat the sounds. 
- Call on some Ss to pronounce them. - Read out some examples of the sounds.
Ask Ss to add some more words that contain the sounds. - Give each sound a number: 1- / r/ 	2- /spl/ 	3- /spr/
- Teacher reads the words randomly, 
- Show a picture of a girl playing with a dog and tell Ss:
- Eliciting question: Who can combine these two sentences into one?
- Write on the board:
- Ask Ss to look at the examples carefully. Elicit the rules from Ss.
- Write the notes on the board
Show the second picture and tell Ss: 
The picture has won the first prize. It was drawn by a blind.
Ask Ss to combine the two sentences into one. 
Elicit the rules from Ss
Write the notes on the board
- Ask Ss
Ask Ss to look at the examples carefully.
Elicit the rules from Ss. 
Write the notes on the board. 
Ask Ss to rewrite the sentences in exercise 1, using present participle phrase. 
Move around to give help. 
Have them exchange their exercise to check. 
Ask Ss to rewrite the sentences in exercise 2, using past participle phrase.
Move around to give help. 
Have them exchange their exercise to check. 
Ask Ss to rewrite the sentences in exercise 3, using infinitive phrase.
Move around to give help. 
Ask Ss to come to the board and write them down. 
Check Ss’ tasks and give corrections. 
- Answer: They are shrimp, a split ring, and a piece of spring onion. 
- Repeat the sounds.
- Practise reading aloud the sentences on page 131. 
- Listen and shout 1 or 2, 3 depending on the sound Ss hear. 
- Combine these two sentences into one
- Look at the examples carefully.
Combine the two sentences into one. 
Look at the examples carefully.
- Rewrite the sentences in exercise 1, using present participle phrase.
Rewrite the sentences in exercise 2, using past participle phrase.
Rewrite the sentences in exercise 3, using infinitive phrase.
Period: 71 TEST YOURSELF D
Week: 26
I. Listening: Listen to the passage about water conservation and complete the following sentences.
	1. Cannot live 	2. It rains 	3. Planting vegetation 	4. Hold back the water
 	5. dry seasons
II. Reading: Read the passage and answer the questions
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 avaible 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.
III. Pronunciation and Grammar: 
a. Listen and put a tick (ü) in the right box, paying attention to the pronunciation of the underlined part of the word.
	1. Sneeze 	2. Smash 	3. Shrimp 	4. spread
b. Complete each of the following sentences, using the correct form (to-infinitive or participle) of the verb in the box.
	1. Living 	2. Ringing 	3. To leave 	4. To drink	5. Invited 	6. blown