Unit 11 Sources of energy

Date of Preparing:
Week:
Period:

Date of Teaching:
Class: 11A4
Date:
SOURCES OF ENERRGY

11A6

UNIT
11:

PART A: READING
I. OBJECTIVES
1. General knowledge: By the end of the lesson, Ss will:
- learn some new kinds of alternative energy
- widen vocabulary on sources of energy
2. Skill: + Integrated skill, mainly communicative
+ Reading skills: Skimming and scanning
3. Attitude: Active to join activities and tasks in class.
4. The content of the lesson: A passage about some new kinds of energy: advantages and disadvantages
5. Competences development orientation:
- General competences: self – taught, managing, giving solutions, brainstorming, co – operative.
- Special 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
* Activity 1: What source of - T shows the pictures to the
energy does each following class.
picture refer to? ( 4 ms)
- T asks Ss some questions .
- T asks Ss to say aloud the
answers.
- T listens and gives
comments.
- T leads to the new lesson.
1.

Students’ activities
Competences
- Ss look at the picture Brainstorming
and listen to the T’s Co – operative
questions.
- Ss say aloud the
answers.
- Other Ss listen.


Expected answers:
1. win energy
2. solar energy
3. water energy

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

- 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
* Activity 3: Gap - filling ( Task the task.
1 / page 125) ( 8 ms)
- T divides the class into
KEY
groups of four.
1.released
- T moves around and offers
2. alternative
help.
3. energy
- T asks some Ss to write the
4. limited
answers on the board and
5. exhausted
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.
* Activity 4: True / False
- T asks Ss to work in pairs to
statements ( 10 ms)

do the task.
1. Fossil fuels are unlimited.
- T moves around and offers
2. Nuclear energy is plentiful but help.
dangerous.
- T asks some Ss to write the
3. Geothermal heat is available answers on the board and
everywhere in the world.
give evidences.
4. If the wind does not blow, there - T asks other Ss to give

Self – study
- Ss look at the board Managing
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.

Self – study
- Ss listen to the T’s Mananging
demonstration and take Giving
notes.
solutions
- 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

Self – study
Mananging
Giving
solutions
Co - operative


is no win energy.
comments.

5. Water power gives energy - T checks the answers, gives
without pollution and it’s very comments and feedback.
cheap.
6. Solar energy is plentiful and
safe.
KEY
1. F ; 2. T ; 3. F ; 4. T ; 5. F ; 6. T
- T demonstrates how to do
the task.
* Activity 5: Answering the - T asks Ss to work in pairs to
questions ( Task 3 / page 126 )
do the task.
( 6 ms)
- T moves around and offers
KEY:
help.
1. Our major source of energy - T asks some Ss to write the
comes from fossil fuels.
answers on the board and
give evidences.
2. Five sources of energy are
- T asks other Ss to give
mentioned in the text. They are
comments.
nuclear power, solar energy,
- T checks the answers, gives
water power, wind power,
comments and feedback.
geothermal heat. I think solar
energy is the most potential.

the choice.
Other
Ss
give
comments.
- Ss copy the feedback.
Self – study
Mananging
- Ss listen to the T’s Giving
demonstration
and solutions
underline the key words. Co - operative
- 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.

IV. QUESTIONS OR EXERCISES TO ASSESS STUDENTS’ COMPETENCES
1. Desciption of awareness levels
Contents
Activity 1

Activity 2

Regcotition
Ss can guess the
topic of the lesson
Ss master words and
their meanings to
understand
the
passage

Activity 3

Activity 4

Activity 5

2. Exercises / Consolidation ( 10 ms)

Understanding

Low Application

Ss can understand
the meanings of
words in context
Ss can understand
the passage of each
paragraph
to

improve scanning
skill
Ss can improve
scanning skill

High Application


I. Choose the best answer to complete the following sentences:
Question 1:Water power gives energy without______.
A. 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
Nuclear power
Solar energy
Water power
Wind power
Geothermal heat

Advantages

Disadvantages


Date of Preparing:
Week:
Period:

Date of Teaching:
Class: 11A4
Date:

11A6

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
* Activity 1: Warm - up
- T shows some pictures to
( 5 ms)
the class.
Match the sources of energy to - T asks Ss to say aloud the
the pictures
answers about which sorts of
energy in each pictures.

- T listens and gives
comments and feedback.
1.

Students’ activities
Competences
- Ss look at the pictures. Brainstorming
- Ss say aloud the Co – operative
answers.
- Other Ss listen.


2.

KEY
Picture 1: water energy
Picture 2: solar energy
Picture 3: nuclear energy
Picture 4: geothermal heat
- T leads to the new lesson.

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) khơng 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 )

- 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.
Example :
- T asks Ss to present in front
Wind power
of the class.
A: I think that wind power can be - T and other Ss listen.
- T gives comments and
an alternative source of energy.
corrects Ss mistakes.
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

Self – study
- Ss look at the board Managing
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.

Self – study
Mananging
Giving
solutions


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 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.

Self – study
- Ss listen to the T’s Mananging
demonstration
take Giving
notes.
solutions
- Ss work in groups of 4 Co - operative
to do as required.
- Ss may ask for help if
necessary.
- Ss present in front of
the class.
- Other Ss listen and
give comments.

IV. QUESTIONS OR EXERCISES TO ASSESS STUDENTS’ COMPETENCES
1. Desciption of awareness levels
Contents
Activity 1
Activity 2

Activity 3
Activity 4

Regcotition
Ss can guess the
topic of the lesson
Ss master words and
their meanings to
support
their
speaking

Understanding

Low Application

Ss can use the
sentences / ideas
given to talk about
the topic
Ss report the results

High Application


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:
Week:
Period:

Date of Teaching:
Class: 11A4
Date:
UNIT 11: SOURCES OF ENERGY

11A6


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
* 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

Teacher’s activities
- 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.

Students’ activities
- Ss listen to the
question.
- Ss say aloud the
answers.
- Other Ss listen.

Competences
Brainstorming
Co –
operative

- Ss look at the board
and copy the spellings Self – study
of the new words.
Managing
- Ss guess the meanings
of the words through
synonym, explanation.
- Ss listen to the T’s


- include (v) bao gồm
- necessary (adj) = vital (adj) =
essential (adj)
- atmosphere ( n) khơng 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 Ss to repeat the new model.
words
in
choral
and - Ss read the words in
individually.
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.

- Ss listen to the T’s Self – study
demonstration and take Managing
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.

- 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 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.

Self – study
Mananging
Giving
solutions

IV. QUESTIONS OR EXERCISES TO ASSESS STUDENTS’ COMPETENCES
1. Desciption of awareness levels
Contents
Activity 1
Activity 2

Regcotition
Ss can guess the
topic of the lesson
Ss master words and
their meanings to
support
their

listening

Understanding

Low Application

High Application


Ss listen and get
general information

Activity 3

Ss listen to the text Ss can classify
and fill in the gaps
sources of energy
into reneable and
non – renewable ,
basing
on
the
information
from
the listening text

Activity 4

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:
Week:
Period:

Date of Teaching:
Class: 11A4
Date:
UNIT 10: NATURE IN DANGER
PART D: WRITING

I. OBJECTIVES

11A6


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
* 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
G

E

O

S

O

L
P

T
W
A
E

C
H
A
R
T

KEY: CHART

O
E
T

A
R

E

L
M
R

A

L

R

O

L

E

U

Teacher’s activities
- 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.

Students’ activities
Competences

- Ss receive the Brainstorming
handouts.
Co – operative
- Ss say aloud the
answers.
- Other Ss listen and
give comments.

* Activity 2: Useful languages
( 6 ms)
Introduction:
The chart shows / indicates….

Self – study
- T demonstrates how to - Ss listen to the T’s Mananging
describe a bar chart.
presentation and take Giving
T
explains
these notes.
solutions


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

expressions in Vietnamese - Ss may ask questions
and gives examples.
if
they
don’t
- T checks Ss’ understanding. understand.

* Activity 3: Gap - filling ( Task
1 / page 130 ) ( 5 ms )
- T demonstrates how to do
KEY
the task.
1. 117
- T asks Ss to work in groups
2. coal
of six to do the task.
3. smallest
- T moves around and offers
help.
- T asks some Ss to write the
answers on the sub – boards.
* 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 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.

Self – study
- Ss listen to the T’s Mananging
demonstration
take Giving
notes.
solutions
- Ss work in groups of Co - operative
six to do as required.
- Ss may ask for help if
necessary.
- Ss write the answers
on the sub – boards.
Self – study
- Ss listen to the T’s Mananging
demonstration
take Giving
notes.
solutions
- Ss work in groups of Co - operative
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.

Self – study
Mananging
Giving
solutions
Co - operative


IV. QUESTIONS OR EXERCISES TO ASSESS STUDENTS’ COMPETENCES
1. Desciption of awareness levels
Contents
Activity 1
Activity 2

Regcotition
Ss can guess the
topic of the lesson
Ss master words and
their meanings to
write well

Activity 3

Activity 4

Activity 5

2. Exercises / Consolidation ( Homework )

Understanding

Low Application

Ss
master
expressions
and
structures to write
properly
Ss can practice
writing, using the
given cues
Ss find out mistakes
and correct them

High Application