Giáo án Tiếng Anh 11 - Unit 11: Sources of enerrgy

al competences: + master words to understand the passage
	 + do the tasks correctly to improve reading skills
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1 Teacher’s preparation: lesson plan, textbook, handout.
2. Students’ preparations: textbook, notebooks, chalks, sub – boards.
III. PROCEDURE
1. Class stabilization: Greeting and checking students’ attendances (1m)
2. Homework checking: No
3. New lesson:
Contents
Teacher’s activities
Students’ activities
Competences
* Activity 1: What source of energy does each following picture refer to? ( 4 ms)
1. 
2. 
3. 
* Activity 2: Vocabulary 
( 8 ms )
- fossil fuel (n) nhiên liệu hóa thạch
- limited (adj) có hạn
- exhausted (adj) cạn kiệt
- alternative (adj) thay thế
- geothermal heat (n) năng lượng địa nhiệt
- release (v) giải phóng
- solar (adj) thuộc về mặt trời
- plentiful (adj) nhiều
- potential (n) tiềm năng
- make use of + N/ V_ing: tận dụng
* Activity 3: Gap - filling ( Task 1 / page 125) ( 8 ms)
KEY
1.released
2. alternative
3. energy
4. limited
5. exhausted
* Activity 4: True / False statements ( 10 ms)
1. Fossil fuels are unlimited.
2. Nuclear energy is plentiful but dangerous.
3. Geothermal heat is available everywhere in the world.
4. If the wind does not blow, there is no win energy.
5. Water power gives energy without pollution and it’s very cheap.
6. Solar energy is plentiful and safe.
KEY
1. F ; 2. T ; 3. F ; 4. T ; 5. F ; 6. T
* Activity 5: Answering the questions ( Task 3 / page 126 )
( 6 ms)
KEY:
1. Our major source of energy comes from fossil fuels.
2. Five sources of energy are mentioned in the text. They are nuclear power, solar energy, water power, wind power, geothermal heat. I think solar energy is the most potential.
- T shows the pictures to the class.
- T asks Ss some questions .
- T asks Ss to say aloud the answers.
- T listens and gives comments.
- T leads to the new lesson.
Expected answers:
1. win energy
2. solar energy
3. water energy
- T presents some new words on the board.
- T asks Ss to guess the meanings of the words.
- T listens and gives feedback.
- T reads the new words as a model.
- T asks Ss to repeat the new words in choral and individually.
- T corrects Ss’ mistakes.
- T demonstrates how to do the task.
- T divides the class into groups of four.
- T moves around and offers help.
- T asks some Ss to write the answers on the board and explain the choice.
- T asks other Ss to give comments.
- T checks the answers, gives comments and feedback.
- T demonstrates how to do the task.
- T asks Ss to work in pairs to do the task.
- T moves around and offers help.
- T asks some Ss to write the answers on the board and give evidences.
- T asks other Ss to give comments.
- T checks the answers, gives comments and feedback.
- T demonstrates how to do the task.
- T asks Ss to work in pairs to do the task.
- T moves around and offers help.
- T asks some Ss to write the answers on the board and give evidences.
- T asks other Ss to give comments.
- T checks the answers, gives comments and feedback.
- Ss look at the picture and listen to the T’s questions.
- Ss say aloud the answers.
- Other Ss listen.
- Ss look at the board and copy the spellings of the new words.
- Ss guess the meanings of the words through synonym, explanation.
- Ss listen to the T’s model.
- Ss read the words in choral and individually.
- Ss listen to the T’s demonstration and take notes.
- Ss work in groups of four to do as required.
- Ss may ask for help if necessary.
- Ss write the answers on the board and explain the choice.
- Other Ss give comments.
- Ss copy the feedback.
- Ss listen to the T’s demonstration and underline the key words.
- Ss work in groups of four to do as required.
- Ss may ask for help if necessary.
- Ss write the answers on the board and explain the choice.
- Other Ss give comments.
- Ss copy the feedback.
- Ss listen to the T’s demonstration and underline the key words.
- Ss work in groups of four to do as required.
- Ss may ask for help if necessary.
- Ss write the answers on the board and explain the choice.
- Other Ss give comments.
- Ss copy the feedback.
Brainstorming
Co – operative
Self – study
Managing
Self – study
Mananging
Giving solutions
Self – study
Mananging
Giving solutions
Co - operative
Self – study
Mananging
Giving solutions
Co - operative
IV. QUESTIONS OR EXERCISES TO ASSESS STUDENTS’ COMPETENCES
1. Desciption of awareness levels
Contents
Regcotition
Understanding
Low Application
High Application
Activity 1
Ss can guess the topic of the lesson
Activity 2
Ss master words and their meanings to understand the passage
Activity 3
Ss can understand the meanings of words in context
Activity 4
Ss can understand the passage of each paragraph to improve scanning skill
Activity 5
Ss can improve scanning skill 
2. Exercises / Consolidation ( 10 ms)
I. Choose the best answer to complete the following sentences:
Question 1:Water power gives energy without______. 
pollute 	B.polluting 	C. polluted	D. pollution
Question 2: All fossil fuels are ______ resources that cannot be replaced after use.
A. unlimited 	B. renewable 	C. available 	D. non-renewable
Question 3: Chemical ___ from cars and factories make the air, water and soil dangerously dirty. 
A. pollution	B. polluted	 C. pollutants 	D. pollute
Question 4: . Solar energy, air, water are________because there is an________supply 
 A. renewable/infinite	B. non-renewable/unlimited 
 C. renewable/limited	D. nom-renewable/limited
Question 5: ______ is produced from the heat stored in the earth's core.
A. Geothermal energy 	B. Nuclear energy
C. Solar energy 	D. Water energy
II. Complete the table below:
Source of energy
Advantages
Disadvantages
Nuclear power
Solar energy
Water power
 Wind power
Geothermal heat
Date of Preparing:
Date of Teaching: 
Week:
Class:
11A4
11A6
Period: 
Date:
UNIT 11 : SOURCES OF ENERGY
PART B: SPEAKING
I. OBJECTIVES
1. General knowledge: By the end of the lesson, Ss will:
- learn some new words about new sources of energy
- be able to talk about advantages and disadvantages of new souces of energy
2. Skill: + Integrated skill, mainly communicative
 + Speaking skills: Report on discussion
3. Attitude: Active to join activities and tasks in class.
4. The content of the lesson: some advantages and disadvantages of new sources of engergy
5. Competences development orientation:
- General competences: self – taught, managing, giving solutions, brainstorming, co – operative.
- Special competences: + master words to understand the lesson
	 + report on discussion results
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1 Teacher’s preparation: lesson plan, textbook, handout.
2. Students’ preparations: textbook, notebooks, chalks, sub – boards.
III. PROCEDURE
1. Class stabilization: Greeting and checking students’ attendances ( 2 ms)
2. Homework checking: ( 5 ms)
- Write some new words and their Vietnamese meanings on the board.
- Answer the questions in textbook, page 117
3. New lesson:
Contents
Teacher’s activities
Students’ activities
Competences
* Activity 1: Warm - up 
( 5 ms)
Match the sources of energy to the pictures
1. 
2. 
3. 
4. 
* Activity 2: Vocabulary ( 5 ms)
- reactor (n) lò phản ứng
- radiation (n) chất phóng xạ
- hydroelectricity (n) thủy điện
- unlimited (adj) không giới hạn
- abundant (adj) dư dả, nhiều
- renewable (adj) có thể tái sinh
- non – renewable (adj) không thể tái sinh
- harmful (adj) có hại, làm hại
* Activity 3: Discussion 
( 12 ms )
Talk about the advantages and disadvantages and of using each alternative source of energy
( Handout )
Example :
Wind power
A: I think that wind 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 wind is abundant and unlimited.
B: I know it is also clean and safe to the enviroment. However, it is not available when there is no wind.
* Activity 4: Report
( 12 ms)
Express your belief on the increasing use of alternative source of energy in the future, using the ideas from Task 2.
Possible answers:
In my opinion using the alternative sources is the necessary way to solve the rapid exhaustion of our major sources of energy. The alternative sources such as solar energy, water power, wind power are clean and safe for our life. Besides that they are unlimited and can be renewable. Nowadays, there are some developed countries that use the alternative sources parallel the major sources of energy. Day after day, science and technology develop so fast. There are more windmills, dams are built, more solar panels are set on the roofs of houses to create energy. I think in the future, the alternative sources will replace completely our major sources of energy.
- T shows some pictures to the class.
- T asks Ss to say aloud the answers about which sorts of energy in each pictures.
- T listens and gives comments and feedback.
KEY
Picture 1: water energy
Picture 2: solar energy
Picture 3: nuclear energy
Picture 4: geothermal heat
- T leads to the new lesson.
- T presents some new words on the board.
- T asks Ss to guess the meanings of the words.
- T listens and gives feedback.
- T reads the new words as a model.
- T asks Ss to repeat the new words in choral and individually.
- T corrects Ss’ mistakes.
- T demonstrates how to do the task.
- T asks SS to work in pairs to do the task.
- T moves around and offers help.
- T asks Ss to present in front of the class.
- T and other Ss listen.
- T gives comments and corrects Ss mistakes.
- T demonstrates how to do the task.
- T asks Ss to work in groups of 4 to do the task.
- T moves around and offers help.
- T asks some Ss to present in front of the class.
- T listens and gives comments and corrects Ss’ mistakes.
- Ss look at the pictures.
- Ss say aloud the answers.
- Other Ss listen.
- Ss look at the board and copy the spellings of the new words.
- Ss guess the meanings of the words through synonym, explanation.
- Ss listen to the T’s model.
- Ss read the words in choral and individually.
- Ss listen to the T’s demonstration and take notes.
- Ss work in pairs.
- Ss may ask for help if necessary.
- Ss present in front of the class.
- Other Ss listen.
- Ss listen to the T’s correction.
- Ss listen to the T’s demonstration take notes.
- Ss work in groups of 4 to do as required.
- Ss may ask for help if necessary.
- Ss present in front of the class.
- Other Ss listen and give comments.
Brainstorming
Co – operative
Self – study
Managing
Self – study
Mananging
Giving solutions
Self – study
Mananging
Giving solutions
Co - operative
IV. QUESTIONS OR EXERCISES TO ASSESS STUDENTS’ COMPETENCES
1. Desciption of awareness levels
Contents
Regcotition
Understanding
Low Application
High Application
Activity 1
Ss can guess the topic of the lesson
Activity 2
Ss master words and their meanings to support their speaking
Activity 3
Ss can use the sentences / ideas given to talk about the topic
Activity 4
Ss report the results in front of the class to improve their speaking skill
2. Exercises / Consolidation / Homework 
Express your personal opinion for the following question: 
Useful language
Sources of energy
Advantages
Disadvantages
Wind power
Abundant, unlimited, clean, safe, renewable
Not available if there is no wind
Solar energy
Plentiful, safe, clean, renewable
Some places in the world is not available like in Poles
Nuclear energy
Abundant, enormous
Dangerous, may hamful to people and the environment, non – renewable
Water power
Clean, safe
Exspensive, only in high places, not in delta or plains, non – renewable
Geothermal heat
Unlimited, convenient, renewable
Only available in some palces in the world
Possible answers:
Wind power
A: I think that wind 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 wind is abundant and unlimited.
B: I know it is also clean and safe to the enviroment. However, it is not available when there is no wind.
Solar energy
A: I think that solar energy can be an alternative source of energy.
B: Why do you think so?
A: Because our major sources of energy are running out while solar energy is plentiful and infinite.
B: I know it is also clean and safe to the enviroment.
However, it is only possible during the day time.
Nuclear power
A: I think that nuclear power can be an alternative source ofenergy
B: Why do you think so?
A: Because our major sources of energy are running out while nuclear power is unlimited.
B: However, it can be very dangerous. A nuclear reactor releases radiation which is harmful to the environment.
Water power
A: I think that water 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 water is unlimited.
B: I know it also provides energy without pollution.
However, it is expensive to build a dam for hydroeiectricity.
Geothermal heat
A: I think that geothermal heat can be an alternative source of energy.
B: Why do you think so?
A: Because our major sources of energy are running out while this heat is available.
B: I know it also provides energy without pollution.
However, it is possible only in a few places in the world.
Date of Preparing:
Date of Teaching: 
Week:
Class:
11A4
11A6
Period: 
Date:
UNIT 11: SOURCES OF ENERGY
PART C: LISTENING
I. OBJECTIVES
1. General knowledge: By the end of the lesson, Ss will:
- know some renewable and non – renewable spurces of energy and classify them
2. Skill: + Integrated skill, mainly communicative
 + Listening skills: Listen and do the tasks correctly
3. Attitude: Active to join activities and tasks in class.
4. The content of the lesson: A monologue about some sources of energy
5. Competences development orientation:
- General competences: self – taught, managing, giving solutions, brainstorming, co – operative.
- Special competences: + master words to understand the passage
	 + multiple choice, gap - filling
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1 Teacher’s preparation: lesson plan, textbook, handout.
2. Students’ preparations: textbook, notebooks, chalks, sub – boards.
III. PROCEDURE
1. Class stabilization: Greeting and checking students’ attendances (1m)
2. Homework checking: Talk about advantages and disadvantages of new sources of energy
3. New lesson:
Contents
Teacher’s activities
Students’ activities
Competences
* Activity 1: Warm - up
( 4 ms)
List some of the things you use energy for in your house.
Expected answers:
TV, electric cooker, fans, telephones, gas stove,
* Activity 2: Vocabulary 
( 8 ms)
- ecologist (n) Nhà sinh vật học
- resources (n) nguồn
- renewable (adj) >< non – renewable (adj)
- unlimited (adj) không giới hạn
- fertilized (adj) làm cho màu mỡ
- replace (v) thay thế
- include (v) bao gồm
- necessary (adj) = vital (adj) = essential (adj)
- atmosphere ( n) không khí
- amount (n) = number
* Activity 3: Multiple Choice 
( Task 1 / page 129) 
( 10 ms )
KEY:
1. D
2. C
3. D
4. A
5. B
* Activity 4: Gap - filling
 ( Task 2 / 129 )
( 10 ms)
KEY
1. unlimited
2. atmosphere
3. may
4. gases
5. amounts
- T asks the questions.
- T asks Ss to say aloud the answers.
- T listens and gives comments and feedback.
- T leads to the new lesson.
- T presents some new words on the board.
- T asks Ss to guess the meanings of the words.
- T listens and gives feedback.
- T reads the new words as a model.
- T asks Ss to repeat the new words in choral and individually.
- T corrects Ss’ mistakes.
- T demonstrates how to do the task.
- T divides the class into groups of four and discuss as told.
- T plays the tape twice.
- T moves around and offers help.
- T asks Ss whether they can complete the task, if they cannot, T plays more.
- T asks Ss to say aloud the answers.
- T listens and gives comments.
- T plays the tape again and gives feedback.
- T demonstrates how to do the task.
- T plays the tape twice.
- T moves around and offers help.
- T asks Ss whether they can complete the task, if they cannot, T plays more.
- T asks Ss to say aloud the answers.
- T listens and gives comments.
- T plays the tape again and gives feedback.
- Ss listen to the question. 
- Ss say aloud the answers.
- Other Ss listen.
- Ss look at the board and copy the spellings of the new words.
- Ss guess the meanings of the words through synonym, explanation.
- Ss listen to the T’s model.
- Ss read the words in choral and individually.
- Ss listen to the T’s demonstration and take notes.
- Ss work in groups of four to do as required.
- Ss listen to the tape and do the task.
- Ss say aloud the answers.
- Other Ss give comments.
- Ss listen to the T’s demonstration and take notes.
- Ss do the task individually.
- Ss listen to the tape and do the task.
- Ss say aloud the answers.
- Other Ss give comments.
Brainstorming
Co – operative
Self – study
Managing
Self – study
Managing
Self – study
Mananging
Giving solutions
IV. QUESTIONS OR EXERCISES TO ASSESS STUDENTS’ COMPETENCES
1. Desciption of awareness levels
Contents
Regcotition
Understanding
Low Application
High Application
Activity 1
Ss can guess the topic of the lesson
Activity 2
Ss master words and their meanings to support their listening
Activity 3
Ss listen and get general information
Activity 4
Ss listen to the text and fill in the gaps
Ss can classify sources of energy into reneable and non – renewable , basing on the information from the listening text
2. Exercises / Consolidation ( 6 ms) 
Which group do these sources of energy belons to? Put a tick (✓) in the right column.  
Sources of energy
Non-renewable
Renewable
Coal
Geotherman heat
Petroleum
Solar energy
Oil
Wind energy
Gas
Date of Preparing:
Date of Teaching: 
Week:
Class:
11A4
11A6
Period: 
Date:
UNIT 10: NATURE IN DANGER
PART D: WRITING
I. OBJECTIVES
1. General knowledge: By the end of the lesson, Ss will:
- learn some structures to describe a chart
- be able to describe a chart
2. Skill: + Integrated skill, mainly communicative
 + Writing skills: building sentences
3. Attitude: Active to join activities and tasks in class.
4. The content of the lesson: Writing a paragraph to describe a chart
5. Competences development orientation:
- General competences: self – taught, managing, giving solutions, brainstorming, co – operative.
- Special competences: + master words / expressions to support writing
	 + build sentences with given cues.
II. TEACHER’S AND STUDENTS’ PREPARATIONS:
1 Teacher’s preparation: lesson plan, textbook, handout.
2. Students’ preparations: textbook, notebooks, chalks, sub – boards.
III. PROCEDURE
1. Class stabilization: Greeting and checking students’ attendances (2 ms)
2. Homework checking: Write some new words and their Vietnamese meanings in listening text on the boards. ( 6 ms)
3. New lesson:
Contents
Teacher’s activities
Students’ activities
Competences
* Activity 1: Warm - up ( 7 ms)
Crossword
What kind of energy is in each of these following picture?
1. Coal
2. Geothermal
3. Water
4. Solar
5. Petroleum
C
O
A
L
G
E
O
T
H
E
R
M
A
L
W
A
T
E
R
S
O
L
A
R
P
E
T
R
O
L
E
U
M
KEY: CHART
* Activity 2: Useful languages 
( 6 ms)
Introduction:
The chart shows / indicates.
It can be seen that.
As can be seen,
Body:
gradually increasing
a slight fall
kept rising 
reached a peak
increased at a steady rate
fell
increased sharply
Conclusion
General comments
* Activity 3: Gap - filling ( Task 1 / page 130 ) ( 5 ms )
KEY
 1. 117
2. coal
3. smallest
* Activity 4: Practice ( Task 2 / page 130)
( 15 ms )
* Activity 5: Correction ( 7 ms)
Sample writing
The chart shows the energy consumption in Highland in 2005. As can be seen, I the total energy consumption was 170 million tons. Nuclear and Hydroelectricity made up the largest amount of this figure (75 million tons). This was followed by the consumption of petroleum (50 million tons). Coal made up the smallest amount of energy consumption (45 million tons).
- T delivers handouts to Ss.
- T asks Ss to discuss and give the answers.
- T listens and gives comments.
- T leads to the new lesson.
- T demonstrates how to describe a bar chart.
- T explains these expressions in Vietnamese and gives examples.
- T checks Ss’ understanding.
- T demonstrates how to do the task.
- T asks Ss to work in groups of six to do the task.
- T moves around and offers help.
- T asks some Ss to write the answers on the sub – boards.
- T demonstrates how to do the task.
- T asks Ss to work in groups of six to do the task.
- T moves around and offers help.
- T asks some Ss to write the answers on the sub – boards.
- T asks Ss to hang the sub – boards on the black board.
- T asks other Ss to exchange the answers and give comments.
- T checks the answers on the board, give comments and corrects mistakes. 
- Ss receive the handouts.
- Ss say aloud the answers.
- Other Ss listen and give comments.
- Ss listen to the T’s presentation and take notes.
- Ss may ask questions if they don’t understand.
- Ss listen to the T’s demonstration take notes.
- Ss work in groups of six to do as required.
- Ss may ask for help if necessary.
- Ss write the answers on the sub – boards.
- Ss listen to the T’s demonstration take notes.
- Ss work in groups of six to do as required.
- Ss may ask for help if necessary.
- Ss write the answers on the sub – boards.
- Ss do as required.
- Ss look at the board and give comments for the writings.
- Ss listen to the T’s comments.
- Ss copy the feedback.
Brainstorming
Co – operative
Self – study
Mananging
Giv