Unit 11 Sources of energy

<span class='text_page_counter'>(1)</span>Date of planning: 8/2/2017 Teacher: Le Thi Hai Nhu Period 68: Unit 11: SOURCES OF ENERGY Lesson B - SPEAKING I. OBJECTIVES: 1. Knowledge - By the end of this lesson, students will be able to: 2. Skill - Main skill: writing - Sub- skills: speaking, listening, writing. 3. Attitude - Students have positive and constructive attitude in learning skill. - Students are serious and willing to learn the lesson. II. METHODS - Individual work, pair and group work III. TEACHING AIDS - English textbook 11, computer, chalk, projector… IV. ANTICIPATED PROBLEMS - Students may not have enough vocabulary and structure to talk about the topic - Teacher may not have enough time to finish the lesson in 45 minutes. V. PROCEDURE 1. Class organization Clas Teaching date Number of students Absentees s 11 11 2. Check old lesson: no checking. 3. New lesson Teacher’s activities I.WARM-UP ( 7 minutes). Students’ activities. II. PRE-SPEAKING ( 8minutes ) Activity 1: Pre-teaching vocabulary -. Work individually Guessing the meaning of new words Listen to the teacher and take note.

<span class='text_page_counter'>(2)</span> 1.Technique: picture + ask students to answer the questions “ what is this” => nuclear reactor 2.Technique : definition (“ able to be brought or used” ) + example (“ is this dress available in large size” ) + picture. 3.Technique: picture + synonym “ very big” + example ( “ an enormous house , an enormous car”) 4. Technique : picture + definition (“ that is replaced naturally )  non- renewable - T reads new words 2 times and ask students to repeat it - Leave students 1minute t self- practice. - Call 1 or 2 students to read new words - Check new words by an activity: Activity 2: Checking vocabulary Matching new words in column A with its meaning in column B Handout 1 A B 1. enormous a. lò phản ứng 2. renewable b. có thể tái tạo được 3. available c. khổng lồ, to lớn 4. reactor d. có sẵn. Task 1: Lead-in: You are going to identify which the statement talk about advantage and which the statement talk about the disadvantage. Write A for advantage and D for disadvantage.. 1. recruit (n) [ri:'æktə] :. 2. upgrade (adj). 3. equip ( adj) [i'nɔ:məs]: to lớn, khổng lồ 4 renewable (adj) [ri'nju:əbl]: Có thể tái tạo được. Work individually - Match column A with column B as requirement Suggested answer 1-c, 2-b, 3-d, 4-a. Work in pair - Do task 1 as requirement - Ask Ss to do task 1. - Present their answers - Call on an S to come to the board and write down the Suggested answer : answers. - Check the answers with the whole class. 1-D, 2-D, 3-D, 4-A, 5-D, 6-A.

<span class='text_page_counter'>(3)</span> III.WHILE SPEAKING ( 20 minutes) Task 2: Talk about the advantages and disadvantages of some alternative sources of energy. Activity 1 - Call 2 students to read the dialogue - Ask students answer the question 1. What structures are used to ask for opinion? 2. Do you know any other structures? 3. What about structures used to express opinions?. -. Work in pair Read the dialogue Answer the question as requirement of teacher. -Provide students with more structures (show slide). Handout 2 Asking for opinions: Why do you think / believe so? What’s your opinion? What do you think about? What do you mean that? How do you feel about? Expressing opinions: I think/ believe/ feel…………. In my opinion, According to, It mean that… Expressing agreements I agree I think so, too That’s true/ right………. It’s good idea. Expressing disagreements I don’t think/ I don’t agree/ I disagree Well, maybe That might be true, but……… Activity 2 - Give the handout Handout 3 A: I think/ believe that ……………….can be an alternative source of energy. B: Why do you think/ believe so? A: Because our major sources of energy are running. Work in pair - listen to the teacher - make a conversation.

<span class='text_page_counter'>(4)</span> out ………………………… ……… B: I know……………………… However, it is…………………………………. Sample conversation: A: I think that solar energy can be an alternative source of energy - Ask students to work in pairs and make similar B: why do you think so? dialogues, using the provided words and structures A: because our major sources of - Call on some pairs to present their own dialogues. energy are running out while solar - Give feedback. energy is plentiful and infinite. B: I know it is also clean and safe to the environment. However it is only possible during the day time”. IV. POST SPEAKING (8 minutes ) Task 3 - Asks Ss to work in groups to discuss the actions that you and your friends often do to use energy economically to protect our environment. - Ask some students to stand up and tell loudly - Listen and correct mistakes. Work in group - Listen to the teacher - Give the answer Suggested answer: “ we often………. We often turn off electric devices like lights, fans when leave rooms, or unnecessary electric devices. We go to school by bike everyday to protect our environment as well as practise our health We join “ the Earth hour” annually”. 3. Consolidation ( 1 minute) - Ask students what they have learnt about this lesson. + Remind 4 new words . + Summarize the advantages and disadvantages of using alternative source of energy. 4. Home work ( 1 minute) - Ask students to revise Task 2 - Ask students to prepare Part C- Listening VI.COMMENTS Good points ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………. Weak points.

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