Unit 11. Sources of energy

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Date of planning: February 8th_{, 2017}
Teacher: Nguyen Thi Quynh

<b>Period 68: UNIT 11 SOURCES OF ENERGY</b>
<b>B. Speaking</b>

<i><b>I. Objectives:</b></i>

1. Knowledge: By the end of the lesson, students will be able to:

-talk about the advantages and disadvantages of using each alternative source of
energy

-talk about the use of alternative sources of energy in the future.
2. Skills:

- Discussing predictions, Pay much attention to speaking skills
3. Attitudes:

- To encourage students to work harder.
- To provide students some motivation.
<i><b>II. Teaching aids:</b></i>

- Teacher: Textbook , computer, projector, speaker.
- Students: Student’s book, workbook, notebook.
<i><b>III. Procedure:</b></i>

1. Class organization:

Class Date of teaching Attendance Absence Notes

11A1
11A7

2. Previous lesson checking: no checking
<b> 3. New lesson: </b>

<b>1- Warm up </b>

<i><b>T’s activities</b></i> <i><b>Ss’ activities</b></i>

- T gives a video about sources of
energy

- Ask Sts to watch

- Ask Sts to guess the topic of the new
lesson they are going to study

- T leads in the new lesson

- Sts watch

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<b>2- Knowledge building </b>

<i><b>T’ s activities</b></i> <i><b>Ss’ activities </b></i>

<b>Step 1: Transfer learning duty for Ss.</b>
- Ask Ss to work in pairs to discuss
about the advantages and disadvantages
of using each alternative source of

energy

- discuss about the use of alternative
sources of energy in the future.

<b>Step 2: Do the duty.</b>

- Work in pairs to discuss about the
advantages and disadvantages of using
each alternative source of energy and
the use of alternative sources of energy
in the future.

<b>Step 3: Report the result and </b>
<b>discussion.</b>

- Show their ideas

<b>Step 4: Evaluate the Ss’ duty.</b>
<b>- </b>Give comments to their ideas and
feedback.

- work in pairs to discuss about the
advantages and disadvantages of using
each alternative source of energy and the
use of alternative sources of energy in
the future.

- Show ideas

- Listen to the T
<b>3- Practice </b>

<i><b>T’ s activities</b></i> <i><b>Ss’ activities</b></i>

<i><b>Task 1: </b></i>

-Ask an S to read the requirement of task
1

-give example:

<i>For example, the 1st_{statement talks about}</i>

<i>the disadvantage of fossil fuels so one</i>
<i>asks:</i> What is the disadvantage of fossil
fuels? And the other answers<i>: </i>Fossil fuels
will be exhausted within a relatively short
time.

<i><b>Task 1: </b></i>

-Read the requirement :

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- Ask Ss to work in pairs to do the task
-Ask some pairs to stand up and present.
- give feedback

<i> <b>Task 2:</b></i>

-T gives some structures:
<b>Asking for opinions:</b>

<i>Why do you think / believe so?</i>
<i>What’s your opinion about?</i>
<i>What do you think about?</i>
<b>Expressing opinions</b>:

<i>I think/ believe………….</i>
<i>Personally, I</i>

<i>think/ believe………</i>
<i>In my opinion,</i>

<b>Expressing agreements</b>
<i>I agree</i>

<i> I think so, too</i>

<i>That’s true/ right and……….</i>
<b>Expressing disagreements</b>

<i>Well, maybe</i>

<i>That might be true, but………</i>

-Ask Sts to pick out structures to ask and
give opinions .

- work in pairs to do the task

- some pairs to stand up and present

<i><b>Task 2:</b></i>

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-T gives the models:

<b>A:</b> I think that wind power

can be an alternative sources of energy.
<b>B: </b>Why do you think so?

<b>A:</b> Because our major sources of
energy are running out while the wind
is abundant and unlimited.
<b>B:</b> I know it is also clean and safe to
the environment.

However, it is not available when there
is no wind.

-Ask Ss to work in pairs and make similar
dialogues

- Call on some pairs to present their own
dialogues. Give feedback.

-Work in pairs and make similar dialogues.

-Present their dialogues in front of the class.

<b>4- Application </b>

<i><b>T’ s activities</b></i> <i><b>Ss’ activities</b></i>

<b>Task 3: </b><i><b>Discussion:</b></i>

- Ask Ss to work in groups to discuss
about the most potential source of energy
in the future.

- Invite some groups’ representatives to
report their ideas.

- Give feedback and make comments.

- Work in groups to discuss about the
most potential source of energy in the
future.

- some groups’ representatives to report
ideas.

<b>* </b>Expected answer:

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B: Why do you think so?

A: Because our major sources of energy
are running out while the solar energy is

plentiful and infinite.

B: I know it is also clean and safe to the
environment.

<b>5- Knowledge widening </b>

<i><b>T’ s activities</b></i> <i><b>Ss’ activities</b></i>

- Get Ss to do this task at home.

- Ask Ss to work in groups of 4. Each
group finds 3 ways of saving energy in
the future?

- Guide them how to find out the
information (books, television, radio,
the Internet or other sources)

- Ask Ss to show their discussion in
front of class in the next lesson.
- Give comments.

- Do the task at home.

- work in groups of 4. Each group finds 3
ways of saving energy in the future?

- show discussion in front of class in the
next lesson.

4. Consolidation: Teacher summarizes the main points of the lesson.
5. Homework:

- Ask Ss to do the homework and prepare the next lesson.

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