Giáo án Tiếng Anh 11 tiết 67 đến 71 - Unit 11: Sources of energy

box to fill in the blank, paying attention to their right form”
-asks Ss to work individually to do the task
-lets Ss do the task in 3 ms
-asks Ss to give their answers 
-gives feedback
The keys:
1. released 2.alternative 
3. energy 4. limited
5. exhausted 
Task 2
-asks Ss to scan the passage and then do task 2
-gives instructions “ study the key words: nuclear power, solar energy Then go back to the passage and locate the keys words, then read around the sentences carefully to find out the answers”
-asks Ss to work individually and do the task
-lets Ss do the task in 5 ms
-asks Ss to compare their answers with their friends
-asks Ss to give their answers
-gives feedback
The keys:
(At the end of the lesson plan)
Task 3
-gives instructions “ skim the questions to understand them and underline the key words/ question words then decide what information needed to find in the text. Read the part carefully to find the answers”
-asks Ss to work in pairs, read and answer the questions
-lets Ss do the task in 5 ms
-asks Ss to give their answers
-gives feedback
The keys:
1. Our major source of energy comes from fossil fuels
2. Five sources of energy are mentioned in the text
I think.(it’s up to the students)
 IV. After you read 
-asks Ss to work in pairs
-gives instructions” read the summary and work out which part of speech is required for each blank, then work out which information to be filled”
-lets Ss prepare in 3minutes
-goes around to offer help
-asks Ss to give their answers
-gives feedback
The keys: 
1. energy 2. one
3. fuels 4. limited
5. alternative 6. source
-name some sources of energy 
-listen and answer
-listen and answer the teacher’s questions
-listen and answer
-listen to the teacher
-look at the pictures in the textbook and answer
-listen and answer
-listen to the teacher
-listen and guess the meaning of the new words
-copy down the new words in their note-books
-listen and answer
-listen to the teacher’s instructions
-work individually to do the task in the allotted time
-give their answers
-listen and answer
-listen to the teacher’s instructions
-work individually and do the task in the allotted time
-compare their answers with their friends
-give their answers
-listen and answer
-listen to the teacher’s instructions
-work in pairs and answer the questions
-do the task in the allotted time
-give their answers
-listen and answer
-work in pairs
-listen to the teacher’s instructions
-do the task in the allotted time
-give their answers
-listen and answer
Unit 11:
SOURCES OF ENERGY
Part: Reading
Content
New words: 
+ geothermal heat : 
+ windmill: 
+ solar panel: 
+ infinite (a): )- unlimited
+ potential (a) 
Task 1
The keys:
1. released 
2.alternative 
3. energy 
4. limited
5. exhausted 
Task 2
Task 3
Answer the questions:
The keys:
1. Our major source of energy comes from fossil fuels
2. Five sources of energy are mentioned in the text
I think. Is the most potential
Summary
The keys: 
1. energy 
2. one
3. fuels 
4. limited
5. alternative 
6. sources
7. unlimited 
8. environment
Homework: (4ms)
Asks Ss to: name some sources of energy and tell advantages and disadvantages of them
Preparation for the next lesson: 
Asks Ss to prepare part: “Speaking”
Self –evaluation:
Task 2: The key:
Sources of energy
Advantages
Disadvantages
Nuclear power
It’s unlimited( it can provide electricity for the world’s needs for hundreds of years)
It can be very dangerous
Geothermal heat
It’s valuable
It is available in a few places in the world
Solar energy
It is not only plentiful and finite but also clean and safe
It’s possible during the day time
Wind power
It is clean and unlimited (there is lots of it)
There is no wind energy if the wind does not blow
Water power
It is clean and unlimited (water power gives energy without pollution)
It is expensive
__________________________________________________________________________________________________________
Period : 68
Unit 11: SOURCES OF ENERGY
Part: Speaking
AIMS AND OBJECTIVES
Language content : + To enable Ss to use appropriate language to talk about advantages 
 and disadvantages of using alternative sources of energy sources
Language function: + Talking about advantages and disadvantages of energy sources 
Educational aim : By the end of the lesson, Ss will be able to:
 + use the required language to talk about advantages and disadvantages 
 of using alternative sources of energy sources
	 + use the required language to talk about the use of alternative sources of 
 Energy in the future
1. Language:
Vocabulary: hydroelectricity enormous, renewable,  
Grammar : no structures 
2. Skills: Speaking 
3. Method: Communicative approach
4. Techniques/activities: pair work, group works, discussion, role- play
5. Teaching aids needed: textbooks, board, chalk
6. Procedures:
 Stabilization: (1m)
Warm- up: Greets the Ss
Checking absence: Checks the Ss’ attendance
Checking up previous lesson: (5ms)
- Calls on one student to go to the b/b and asks him/ her to give these words in E.L 
1. địa nhiệt (geothermal heat )
2. khong giới hạn (infinite)
3. tiềm năng (potential)
Question: “ How many sources of energy are mentioned in the text? What are they?”
(-> There are 5 sources of energy mentioned in the text:
+ Nuclear power
+ Solar energy
+ Water energy
+ Wind power
+ Geothermal heat )
- Give feedback and marks
Presentation of the new material: (34ms) 
Time
Teacher’s activities
Students’ activities
The content of the lesson
5ms
9ms
20ms
I. Lead-in
-distributes Ss the handouts and asks them to reorder the letters into meaningful words related to energy
1. sosifl seult 2. ralos genery
3. teraw rowep 4. wpero inwd
5. eraluncn owerp
6. lamrehtoeg ygener
-gives feedback
The keys:
1. Fossil fuels
2. solar energy
3. Water power
4. Wind power
5. Nuclear power
6. Geothermal heat
-makes a question:
“What are the advantages and disadvantages of these sources of energy?”
-gives feedback
-tells the aim of the lesson: Talking about advantages and disadvantages of various sources of energy
II. Pre- Practice
Task 1 
-asks Ss to read through the statements and explains the new words 
+ hydroelectricity (n)
Eg: Vinh Son hydroelectricity
-asks Ss to work individually and do the task
-lets Ss do in 3 minutes
-asks Ss to compare their answers with their friends
-asks Ss to give their answers 
-gives feedback
The keys:
1. D 2. D 3. D 4. A 
5. D 6. A 7. D
III. Practice
Task 2
-asks Ss look through the dialogue 
-explains some new words if necessary ( Run out / abundant )
-reminds Ss of the expressions to ask for and give opinions, agree or disagree with someone
Expressions:
* Asking for opinion:
+ What do you think about..?
+ What’s your opinion about?
+ Do you have any opinions about..?
* Expressing opinion:
+ I think/ believe
+ In my opinion
+ I feel..
* Expressing agreements:
+ I agree
+ I think so, too
+ That’s right
* Expressing disagreements:
+ That might be true, but
+ Well, maybe, but
-introduces “ useful language”
-asks Ss to work in pairs and talk about the ads and disads, using the prompts in task 2
-lets Ss do in 3 minutes
-calls on some pairs to stand up and perform
-gives feedback
Task 3 
-asks Ss to work in groups and discuss their belief on the increasing use of alternative sources in the future 
-lets Ss prepare the task in 5ms 
-goes around to offer help
-calls on some representative to represent
-gives feedback
-get the handout
-listen and answer
-listen and answer the question
-listen and answer
-listen to the teacher
-read through the statements and guess the meaning of the new word
-copy down the new words in their note-books 
-work individually and do the task in the allotted time
-compare their answers with their friends 
-give their answers
-listen and answer
-listen to the teacher’s instructions
-listen and take notes
- 
-listen and take notes
-listen to the teacher’s instructions
-prepare the task in the allotted time
-stand up and perform
-listen and answer
-listen to the teacher’s instructions 
-work in groups
-prepare the task in the allotted time
-present in front of the class 
-listen and answer
Unit 11: 
SOURCES OF ENERGY
 Part: Speaking
Content
Task 1
+ hydroelectricity (n) 
The keys:
1. D 
2. D 
3. D 
4. A 
5. D 
6. A 
7. D
Task 2
New words:
+ enormous(a)
+ renewable (a)
* Asking for opinion:
+ What do you think about..?
+ What’s your opinion about?
+ Do you have any opinions about..?
* Expressing opinion:
+ I think/ believe
+ In my opinion
+ I feel..
* Expressing agreements:
+ I agree
+ I think so, too
+ That’s right
* Expressing disagreements:
+ That might be true, but
+ Well, maybe, but
Task 3
Homework: (5ms)
Asks Ss to write in their notebooks:
-write a report on how to use sources of energy economically	
Preparation for the next lesson: 
Asks Ss to prepare part: “Listening” 
Self –evaluation:
________________________________________________________________________________________
Period : 69
Unit 11: SOURCES OF ENERGY
Part: Listening
AIMS AND OBJECTIVES
Language content: + To encourage Ss to listen to a monologue about sources of energy
 + To help Ss practice listening 
Language function: Listening for specific and for detailed information
Educational aim: At the end of the lesson, Ss will be able to:
 + develop extensive listening skills
 + use the acquired language to talk about different kinds of energy 
1. Language:	
 a) Vocabulary : ecologist, fertilize, resources
 b) Grammar : no structures
2. Skills: Listening- Speaking 
3. Method: Communicative approach
4. Techniques/activities: group work, question-answer, multiple choice, gap-filling
5. Teaching aids needed: textbooks, board, chalk, tape
6. Procedures:
 Stabilization: (1m)
Warm- up: + Greets the Ss
b. Checking absence: Checks the Ss’ attendance
Checking up previous lesson: (5ms)
Checking up in lead-in part
Presentation of the new material: (35ms)
Time
Teacher’s activities
Students’ activities
The content of the lesson
6ms
6ms
15ms
8ms
I. Lead-in
-show out some picture and asks Ss to name what kid of energy in each picture
Picture 1: wind energy
Picture 2: gas
Picture 3: electricity
Picture 4: solar energy
-makes some questions:
1. Which sources of energy do you use in your house?
2. Is energy important to our life?
3. How important?
-gives feedback
-sets a situation” You are going to listening to a talk about the importance of energy and how to use it carefully”
-tells the topic of the lesson: Sources of energy
II. Before you listen
-teaches new words
Teach word by word following the principles and steps of teaching words
New words:
+ ecology (n) (Translation)
-> ecologist (n) (The person who study ecology)
+ resources (n)
Eg: Coal, oil, gas  are natural resources
+ fertilizer (n) (Picture)
-> fertilize (v)
Eg: If the soil is fertilized and protected, more trees will grow 
-checks understanding of the new words
-sets the situation: “You are going to listen about sources of energy. Listen and do some tasks below”
III. While you listen
Task 1
-gives instructions “ read the statements carefully and identify the key words in each option and the differences between them, then work out what information you need to concentrate on while listening and guess the answers”
-explains some new words if any
-plays the tape the first time
-asks Ss to give their answers
-plays the tape the second time to check their answers
-gives feedback
The key:
1. D 2. C 3. D 4. A 5. C 
Task 2
-gives instructions” read the passage carefully, identify the word you need to fill in each blank and guess the answers”
-has Ss to listen to the tape and do the task
-asks Ss to give their answers
-plays the tape again 
-asks Ss to compare their answers with their partners
-asks Ss to give their answers
-gives feedback(T may play the tape to check their answers)
The key:
1. Unlimited 2. atmosphere
3. may 4. gasses 5. amount
IV. After you listen
-asks Ss to play game” Jumble sentences”
(The words are at the end of the lesson plan)
-asks Ss to do the task below
Sources 
of energy
Non-
renew
Renew
Coal
P
Geo – 
Heat
P
Petro
P
Solar E
P
Oil
P
Wind E
P
Gas
P
* For good Students: ask Ss to discuss the following :
“ What should we do to contribute to the saving of energy?”
-lets Ss to prepare in 2 minutes
-calls on some representatives to stand up and speak out
-gives feedback
-look at the pictures and answer
-listen and answer the teacher’s questions
-listen and answer 
-listen to the teacher
-listen and guess the meaning of the new words and take notes
-listen and answer
-listen to the teacher
-read the statements in task 1 and guess the answers
-listen and take notes
-listen to the tape and do the task
-give their answers 
-listen and answer
-listen to the teacher’s instructions 
-guess the answers 
-listen to the tape and do the task
-give their answers
-listen to the tape again
-share their answers with their partners
-give their answers
-listen and answer
-take notes in their note-books
-listen to the teacher’s instructions
-play game
- do the task
-work in groups and discuss
-do the task in 2 minutes
-stand up and speak out
-listen and answer
Unit 11: 
SOURCES OF ENERGY
Part: Listening
Content
New words: 
+ ecology (n) 
-> ecologist (n)
+ Nitrogen (n): (N)
+ Oxygen (n): (O2)
+ Carbon dioxide (n): CO2)
Task 1
The keys:
1. D 
2. C 
3. D 
4. A 
5. C 
Task 2
The keys:
1. Unlimited 
2. atmosphere
3. may 
4. gasses 
5. amount
Homework: (4ms)
Asks Ss to write in their notebooks:
+ write 6 sentences about what benefit people get from the sources of energy
Preparation for the next lesson: 
Asks Ss to prepare part: “Writing” 
Self –evaluation:
The chart:
 Period : 70
Unit 11: SOURCES OF ENERGY
Part: Writing
AIMS AND OBJECTIVES
Language content: To provide Ss with practice writing description
Language function: Practicing writing descriptions of chart 
Educational aim : At the end of the lesson, Ss will be able to:
 + interpret the chart and write a description of information from the chart
1. Language: 
 a) Vocabulary : 
 b) Grammar : the simple past tense
2. Skills: Writing
3. Method: Communicative approach
4. Techniques/activities: Explanation, question- answer, gap- filling
5. Teaching aids needed: Textbooks, board, chalk, pare board 
6. Procedures:
 Stabilization: (1m)
Warm- up: + Greets the Ss
b. Checking absence: Checks the Ss’ attendance
Checking up previous lesson:(no checking because the teacher wants to save time
So that Ss can have more time to practise writing) 
Presentation of the new material: (39ms)
Time
Teacher’s activities
Students’ activities
The content of the lesson
4ms
8ms
20ms
7ms
I. Warm up
-shows out a chart and asks Ss to say something about it
-gives feedback
-tells the aim of the lesson: Writing description of chart
II. Pre-Writing 
-asks Ss to study the chart and complete the passage
-asks Ss to compare their answers
-asks Ss to give their answers
-gives feedback
The keys:
1. 117 2. coal 3. smallest
-asks Ss to answer the following the questions
+ What is the topic of the chart?
+ Does it describe the past, the present or the future?
+ Which made up the largest amount of consumption: petroleum, coal, or nuclear and hydroelectricity?
+ Which consumption ranked the second?
+ Which made up the smallest amount of consumption?
-gives feedback
Suggested answers:
+ The chart shows the energy consumption in Highland in 2000.
+ It describes the past
+ Petroleumof consumption
+ Coal ranked the second 
+ Nuclear & Hydroelectricity
III. While-writing
-ask Ss to study the chart in 2005
-asks Ss to answer the questions above
-asks Ss to give their answer 
-gives feedback
-asks Ss to look at the chart and the two tasks again
-asks Ss to write the description of the chart individually
-reviews some expressions like:
Eg: 
* make up the largest/ smallest percentage
* This is followed by
* This ranks first/ second
+ Verb tenses:
*The chart shows the present situation -> simple present tense
* The chart shows the past events -> simple past tense
* Topic sentence -> simple present tense 
-lets Ss do the task in 15 ms
-goes around to observe and offer help
IV. Post writing
-selects some of Ss’ paper sheets and hang them on the b/b 
-has Ss correct their friends’ mistakes on the b/b
-gives feedback
* T draw Ss’ attention to the format of the paragraph ( topic sentences, supporting ideas/ examples, linking words, concluding sentence )
-look at the chart
-listen and answer
-listen to the teacher
-study the chart and do the task
-compare their answers
-give their answers
-listen and answer
-listen and answer the teacher's questions 
-listen ad answer
-study the chart in 2005
-answer the questions
-give their answer
-listen ad answer
-look at the chart and the two tasks again
-work individually
and write
-listen and take notes
-do the task in the allotted time
-hand in the paper sheets
-look at their friends’ work 
-correct their friends’ mistakes 
-listen and answer
Unit 11: 
SOURCES OF ENERGY
 Part: Writing
Content
Writing description of chart
Task 1
The keys:
1. 117 
2. coal 
3. smallest
Answer the following the questions
+ What is the topic of the chart?
+ Does it describe the past, the present or the future?
+ Which made up the largest amount of consumption: petroleum, coal, or nuclear and hydroelectricity?
+ Which consumption ranks second?
+ Which made up the smallest amount of consumption?
Suggested answers:
+ The chart shows the energy consumption in Highland in 2000.
+ It describes the past
+ Petroleumof consumption
+ Coal ranked the second 
+ Nuclear & Hydroelectricity
Homework: (5ms)
Asks Ss to correct the mistakes and write the complete paragraph in their note books
Preparation for the next lesson: 
Asks Ss to prepare par: “Language Focus” 
Self –evaluation:
__________________________________________________________________________________________________________________________________________________________________________ 
 Period : 71
Unit 11: SOURCES OF ENERGY
Part: Language Focus
AIMS AND OBJECTIVES
At the end of the lesson, Ss will be able to:
+ distinguish the sounds / r / ,/ spl / and / spr/ and pronounce them exactly 
+ use relative clauses replaced by participles and To-inf correctly and appropriately to solve 
communicative tasks. 
1. Vocabulary: The words with the sounds / r / ,/ spl / and / spr/ / in: shrimp, split, spring, 
2. Structure: Relative clauses replaced by participles and To-inf 
3. Procedures:
I. Warm- up (5ms)
-greets Ss
-has a short chat with Ss
II. Checking up Previous knowledge( no checking)
III. Content of the lesson (35ms)
Pronunciation
-asks Ss to give words with the sounds / r / ,/ spl / and / spr/ as much as possible
-has Ss read aloud the words
-tells the aim of the task : the sounds / r / ,/ spl / and / spr/
-introduces some more in the text book
-has Ss listen and repeat the words
-calls some Ss to stand up and repeat
-helps Ss practice the sentences
-calls some Ss to stand up and practice them
-gives feedback
Grammar 
Revision and Exercises
 I. A. Revision 1: Relative clauses replaced by present participles
-asks Ss to combine the following sentences, using relative pronouns
 The girl is my friend. The girl is dancing with your brother.
-gives feedback
The keys:
 The girl who / that is dancing with your brother is my friend.
-asks Ss to rewrite this sentence into another way
-gives feedback
 The girl dancing with you brother is