Date of preparing 23/02/2019
Date of teaching 27/02/2019

UNIT 11: SOURCES OF ENERGY
Period 67th: Part A: Reading
Aims:
To helps sts get more information about the different sources of energy.
Objectives:
By the end of the lesson, sts will be able to:
Understand new words related to sources of energy
Know about the advantages and disadvantages of different sources of energy
Do exercises of filling in the blanks and answering the questions
Talk about a kind of energy
Teaching method:
Integrated
Mainly communicative
Teaching aids:
textbooks, pictures of energy, chalks, poster, a black board, laptop, TV.
Procedure:

Teacher’s activities
Students’ activities

Warm-up: (5 minutes)
- Asks sts look at the pictures of the sources of energy on page 124 and name them.



-Asks sts to look and answer the questions:
What is our major source of energy?
Is this major source limited? Why?
How many sources of energy are mentioned in the text?
Which one do you think is the alternative source of energy?
To know the answers to the questions, we are studying UNIT 11: SOURCES OF ENERGY

Pre - reading: (10 minutes)
Teaches vocabulary:
-Writes vocabulary on the board
alternative /ɔːlˈtɜːnətɪv/ (adj): that can be used instead of something else:thay thế
reserve/rɪˈzɜːv/ (n): supply of something that is available to be usedin the future or when it is needed: sự dự trữ.
to exhaust /ɪɡˈzɔːst/ (v): to run out of, to weaken, to empty: làm kiệtquệ
released /rɪˈliːsd/ (adj): be free (using synonym to guess the meaning) thải ra, phóng ra
limited /ˈlɪmɪtɪd/ (adj): (Using situation to guess the meaning)
E.g.: We have only 45 minutes for this lesson.
=>We have .................................time for it.
- Reads aloud and asks sts to listen and repeat.
- Checking vocabulary:Task 1:Filling in the blanks:
+ Prepare a poster beforehand then hang on the board.Asks Ss to work in pairs and fill in each blank with a suitableword from the vocabulary
1. Six hundred balloons were ______ at the ceremony.
2. They are looking for ______ methods of making it.
3. People use ______ to run machines, heat and cool their homes.
4. The food in the restaurant is cheap, but the choice is rather ______.
5. Fuel supplies are nearly ______.
- Calls some sts write down the answer on the board.
- Give feedbacks.

While – reading: (20 mins)
-Turns on the radio two times.


Task 2: Scan the passage and write down the advantage(s) and disadvantage(s) of each alternative source of energy.

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- Asks sts to read the text and locate the key words in the passage
-Asks sts to check their answer with a peer
-Call on students to answer and write them on the board
-Check the answers with the whole class

Task 3:Answer the questions.
1. What is our major source of energy?
2. How many sources of energy are mentioned in the text, and which one do you think has the most potential?
- Asks sts to read the passage again and do task 3.
- Asks sts to read questions carefully and underline key words.
- Ask sts to find answers for all questions in the passage individually first, then compare in pairs.
- Calls on some students to write answers on the board.
- Asks sts to write down key words, lines and part containing the answers clearly.










Post – reading (8 mins)
- Prepares 5 cards: each card has a kind of energy (Nuclear power, Solar energy, Water power, Wind power, Geothermal heat)
-Divides class into 5 groups. Asks each group choose one card randomly.
- Asks each group to talk about advantages and disadvantages of a kind of energy which they chose.
- Calls 5 sts in each group randomly.
- Give feedback
- The group presenting well become the winners.
- The win team can get marks.

Home work: (2 minutes)
- Ask students to do Reading exercise of Unit 11 in workbook and prepare Part B: Speaking at home

- Look at the pictures and name them
Expected answer: The sources of energy in the pictures are:
+ wind turbine => wind power
+ solar panel => solar energy
+ dam => water power

- Listen to the teacher and answer the