lesson plan unit 11 english 11

Luong The Vinh High School
LESSON PLAN
Supervisor’s name: Le Thi Tuyet Minh
Student Teacher’s name: Vo Thi Ngoc Thuyen
Class: …….
Students’ level & characteristics: Grade 11/Pre-Intermediate level (the majority of students are
shy and passive, some are smart and active )
Lesson: Listening – Unit 11 (English 11 – Basic Edition)
Teaching time: Period 1 Tuesday morning Jan 26
th
2010
Aims: This lesson aims to
• Language:
 To help students listen to a short passage and understand specific information about two
groups of natural resources.
 To present and practice some vocabulary items concerning groups of natural resources
and how to use them carefully.
• Skill:
 To give students practice in listening for gist and detail.
 To help improve students’ writing skill via the task in the post-listening stage
Objectives: By the end of the lesson, students should be able to:
 Develop such listening micro-skills as listening for specific and detailed information.
 Improve their skill of writing about the use of natural resources.
 Use the acquired language and knowledge to write a paragraph about different kinds
natural resources
Relevant Previous Knowledge:
Students have finished the Reading and Speaking sections of Unit 11
Approaches and Teaching Aids:
a. Grammar-Translation Method + Communicative Approach
b. BB, computer, projector, realia, textbook, handouts…
Anticipated problems:

Student teacher’s name: Vo Thi Ngoc Thuyen Page 1
Luong The Vinh High School
 The majority of students may not be familiar with the topic “Sources of Energy”
 Most of the students are not good at listening.
 Solutions: Teacher gives students a short warm-up activity on the topic in order to familiarize
them with the topic.
Teaching procedure
A. Classroom procedure (1’)
* Greeting
* Checking attendance
B. New Lesson: (42’)
Teacher’s activities + Timing Students’
activities
Content
Pre – Listening:
Warm-up: (5’)
 Divide the class into 2 groups and tell the
instructions of the crossword.
“Each group will choose a number, and then answer
the question of this number. 10 marks for the correct
answer. If that group can’t answer the question, the
chance is for the other, 5 marks for the correct one.
After 2 groups find out all words here, you’ll have 10
seconds to guess the key word today by arranging
letters in each answer. Raise your hand if you have the
answer first and 20 marks for the key word.”
 Check students whether they understand the rule.
 Set the game in motion
 After all the words are made known, introduce the
topic of the today’s lesson: “The key word here is

RESOURCE, so today we’re going to listen to a
text about natural resources.”
Presenting vocabulary: (8’)
RESOURCE (n)
 Show some pictures of natural resources and elicit:
“ People say that our country is rich in mineral
supplies such as steel, iron or coal, also has a huge
amount of forest, water, wind and solar. All of these are
called resources, natural resources.”
 Ask students for its meaning.
Play a game

Contribute to
the lesson.
Appendix
Resource (n)
Ex: The natural
environment
includes all natural
resources.
Student teacher’s name: Vo Thi Ngoc Thuyen Page 2
Luong The Vinh High School
 Give students an example.
VITAL (a)
 Ask students to list something we cannot live
without them.
 Elicit the meaning:
“People can’t live without these resources, right? So,
the natural resources are very necessary for our life.
Or we can say, the natural resources are vital for our

life.”
 Ask students for synonyms.
 Give students an example
ECOLOGY
 Ask them to name some animals and the place they
live.
 Eliciting the meaning:
“So, these animals have the relation with their own
environment. And the science that studies the relation
between the environment and animals is ecology.”
 Ask them to translate into Vietnamese.
 If they cannot, give them the Vietnamese meaning.
RENEWABLE (a)
 Show pictures of solar panel and windmills.
 Eliciting meaning by asking some questions:
+ What source of energy does each picture refer to?
+ Do we use these sources of energy every day?
+ How long does it take them to be replaced?
 Lead to the meaning:
“Ok, these sources of energy are replaced quickly and
naturally, so we call them renewable energy.”
 Ask students for the Vietnamese meaning.
 Give students the opposite word.
FERTILIZE
 Show 2 contrast pictures: the first one is a barren
area; the other is an area with green plants.
 Ask students for comparisons.
 Lead to the meaning:
“Ok, the soil in the first picture is dry so flowers or
trees can’t grow in this soil; whereas you can see

plants grow very well in the second picture, right?
Maybe people add more substances to soil to make
plants grow well, or we can say the soil is fertilized.”
 Ask students for the Vietnamese meaning.
 Give student the family word and an example.
Conduct repeatition
 T reads the words aloud.
 Ask students to repeat the new vocabulary chorally
Read the words.
Vital (a)
Ex: Natural
resources are very
vital for our life.
Ecology (n)
Ecologist (n)
Ecological (a)
Renewable (a)
Ex: Grass for
animals is a
renewable resource.
Non- renewable (a)
Ex: Coal and oil
are non-renewable
because it takes
millions of years to
replace them.
Fertilize (v)
Student teacher’s name: Vo Thi Ngoc Thuyen Page 3
Luong The Vinh High School
and individually.

Guiding Questions:
Give the guiding questions for the talk that students
are going to listen.
Play the tape once (non-stop) for students to grasp the
general ideal of the listening.
Ask for the answer. If students can’t answer, let them
listen again.
Give the complete answer.
While – Listening:
Task 1: True or False (listen paragraph 1)
 Give instructions for task 1.
 Ask students to read through the task carefully.
 Play the tape (the 1
st
paragraph) non-stop.
 Play the tape again, pause at some important points.
 Ask students to do the task and then check with
their partners.
 Ask students to give the answers.
 Check answers with the whole class, play the tape
again at points connecting to the questions to
confirm.
 Show the answers.
Task 2: Multiple Choice
 Give instructions for task 1.
 Ask students to read through the task carefully.
 Play the tape (the 1
st
paragraph) non-stop.
 Play the tape again, pause at some important points.

 Ask students to do the task and then check with
their partners.
 Ask students to give the answers.
 Check answers with the whole class, play the tape
again at points connecting to the questions to
confirm.
 Show the answers.
Task 3: Gap – Filling
 Give instructions for task 1.
 Ask students to read through the task carefully.
 Play the tape (the 1
st
paragraph) non-stop.
 Play the tape again, pause at some important points.
 Ask students to do the task and then check with
their partners.
 Ask students to give the answers.
 Check answers with the whole class, play the tape
again at points connecting to the questions to
confirm.
 Show the answers.
Listen and
answer the
questions.
Do the task
Handout
Student teacher’s name: Vo Thi Ngoc Thuyen Page 4
Luong The Vinh High School
Post_listening
T writes the diagram of the passage on the screen. Ask

students to work in group of 4 and summarize the
passage.
D. Consolidation: (1’)
 Consolidate the lesson
 Ask students to study the vocabulary at home and do the homework.
 Ask students to prepare the next lesson.
 Say goodbye to students.
APPENDIX
Tape script:
The natural environment includes all natural resources that are necessary for life: the air, the
oceans, the sun, and the land. Because they are vital for life, these resources must be protected
from pollution and conserved. Ecologists study their importance and how to use them carefully.
According to ecologists, resources are divided into two groups: renewable and
nonrenewable. When a resource is used, it takes some time to replace it. If the resource can be
replaced quickly, it is called renewable. If it cannot be replaced quickly and easily, it is
nonrenewable. For example, grass for animals is a renewable resource. When cows eat the grass,
the resource is used. If the soil is fertilized and protected, more grass will grow. Coal, however, is
nonrenewable because it takes millions of years to make coal. All fossil fuels are nonrenewable
resources.
Solar energy, air, and water are renewable resources because there is an unlimited
supply. However, this definition may change if people are not careful with these resources. The
amount of solar energy that reaches the earth depends on the atmosphere. If the atmosphere is
polluted, the solar energy that reaches the earth may be dangerous. If life is going to continue,
the air must contain the correct amount of nitrogen (N), oxygen (O), carbon dioxide (CO
2
), and
other gases, if human continue to pollute the air, it will not contain the correct amounts of these
gases.
Game
Student teacher’s name: Vo Thi Ngoc Thuyen Page 5

Luong The Vinh High School
1. The burning of wood releases this. (4 letters)
2. The form of energy which the sun releases. (5 letters)
3. A type of fuel formed the remains of plants or creatures millions of years
ago. (10 letters)
4. It is not a liquid, not a solid, so it must be a (3 letters)
5. It covers two- thirds of the Earth. (5 letters)
6. Piece of black mineral that is burnt as a fuel. (4 letters)
Key words: RESOURCE.

Student teacher’s name: Vo Thi Ngoc Thuyen Page 6
Luong The Vinh High School
Student teacher’s name: Vo Thi Ngoc Thuyen Page 7
Luong The Vinh High School

Student teacher’s name: Vo Thi Ngoc Thuyen Page 8