4. After you listen * Discussion:
- asks Ss to work in groups of four to discuss these questions. A secretary from each group
will note down Ss’ideas.
1. Have you ever visited a national park in our country? Or Have you ever seen a national
park in Vietnam on TV?
2. What is there in the National park?
3. Does it have the same problems as the other national parks?
4. What should we do to protect our national parks and what shouldn’t we do to destroy
them?
- calls on one of representative of each group comes to the front of the class and presents
their ideas.
- asks Ss to give comments on each group
5. Homework Write a summary of the text basing on the information in task 1 and task 2
***
Planning date: February 17 , 2008
Teaching date: February 18, 2008
Period 64
UNIT 10: NATURE IN DANGER
Lesson 4. Writing
A. Objectives: By the end of the lesson, Ss will be able to understand information about Cat Ba National park. Ss
are able to write a description of a location.
B. Materials: Textbook, chalk and board
C. Contents:
1. Vocabulary: coastal waters, abundant, stone tool, human born……
D. Procedure:
I. Class organization: (1’)
- greeting
- checking attendance:
11B2:
11B4:
11 B1
II. New lesson:
1. Warm up * Questions:
1. Have you ever been to Cat Ba?
2. When did you go?
3. What is Cat Ba like?
4. Would you like to know some more about Cat Ba?
- Today I would like to introduce to you some more information about Cat Ba national
park.
2. Before you write a. Teaching vocabulary:
- asks Ss to read the description of Cat Ba National park and teach some words.
+ Coastal waters vùng nước ven biển
+ abundant
(a)
= plentiful/ more than enough phong phú
Ex: Viet nam has a lot of abundant natural resources.
+ Stone tool: đồ đá
+ human born
b. Questions and answers:
- asks Ss some questions about Cat Ba National park, using the information in the textbook.
1. Where is Cat Ba National park?
2. Where is it located?
3. What are the special features of Cat Ba National park?
4. How large is it?
5. What do you know about the animals and plants in Cat Ba National park?
6. What are some of the historic features of the park?
- moves around to give help
- elicits from Ss what they would include in a description of a location
c. Outlining:
1. Location
2. Total area
3. Special features
4. Animals and plants
5. Historic features
* Useful language: use simple present.
3. While you write * Writing a description of a location
- asks Ss to write a short description of Cat Ba National park, using the following prompts:
Cat Ba National park/ declared as/ national park/ 1986/ situated/ Cat Ba island.
120 km/ Hanoi,/ 20 km east/ Hai Phong.
Cat Banational park/ the only site/ Vietnam/ endowed/ tropical forests/ coastal
waters with white sand beaches, abundant natural resources/, landscapes/ rare animals/
plants. It cover/ 15,200ha.
Cat Ba national park/ preserve/ 300 species of fish/ 40 kinds of animals/ 150 kinds
of birds/ 620 kinds of plants.
Stone tools/ human bones/ found/ island’s limitestone cave/ reveal/ people/
inhabited/ 6,000 years ago
4. After you write * peer correction
- asks Ss to exchange their writings and give correction
+ Suggested writing:
Cat Ba National park, which was declared as a national park in 1986, is situated
on Cat Ba island, 120 km from Hano and 20 km east of Hai Phong.
Cat Banational park is the only site in Vietnam endowed with tropical forests and
coastal waters with white sand beaches, abundant natural resources, beautiful landscapes
and many kinds of rare animals and plants. It covers 15,200ha.
Cat Ba national park preserves approximately 300 species of fish, 40 kinds of
animals, 150 kinds of birds, and 620 kinds of plants.
The stone tools and human bones found in the island’s limitestone caves reveal that
people inhabited there at least 6,000 years ago.
5. Homework Write the description about Cuc Phuong National park
+ Basic facts:
Location: Ninh Binh province, North of Vietnam
Distance from Hanoi: about 100 km South of Hanoi
Year established as a national park in 1962, the first national park in Vietnam.
Area: 25,000 hectares, the country’s largest nature reserve
Typical habitats: limestone mountain, numerous caves, valleys
Animals and plants: 97 speacies of mammals, 300 species of birds …, a number of species
are listed in Vietnam Red Book of endangered species.
***
Planning date: February 19 , 2008
Teaching date: February 20, 2008
Period 65
UNIT 10: NATURE IN DANGER
Lesson 5. language focus
A. Objectives: By the end of the lesson, Ss will be able to:
- distinguish the difference between the consonant clusters / sl /, / sm /, / sn / and / sw /
- understand the use of relative Pronouns with prepositions
- write the sentences with relative pronouns with prepostions
B. Materials: Textbook, chalk and board, sub board
C. Contents:
1. Pronunciation: / sl /, / sm /, / sn / and / sw /
2. Grammar: Relative pronounswith prepositions
D. Procedure:
I. Class organization: (1’)
- greeting
- checking attendance:
11B2:
11B4:
11 B1
II. Checking old lesson: (homework)
III. New lesson:
1. Pronunciation - hangs on a flipchart of the sounds on the board and introduce the sounds to the Ss
/ sl /
Slave
Sleep
Slim
Slowly
/ sm/
Smoke
Smart
Smell
Small
/ sn /
Snack
Sneeze
Snooker
Snowy
/ sw /
Swallow
Swim
Swing
Switch
- asks Ss to repeat the words
- asks some Ss to repeat the words. The others listen and give remarks if they are
pronounced correctly.
- Ss practice reading aloud the sentences.
2. Grammar * Relative pronouns with prepositions
Ex: Duong is Thuy’s classmate. Thuy is talking to her.
who can combine these two sentences into one?
- Duong, to whom Thuy is talking, is Thuy’s classmate
1. I’ll introduce you to the man. I share a flat with him.
2. This is the magazine. I talked about it yesterday.
- asks Ss to combine into one
a. formal
1. I’ll introduce you to the man with whom I share a flat
2. This is the magazine about which I talked yesterday
b. informal:
1. I’ll introduce you to the man who/ whom/ that I share a flat with
2. This is the magazine which/ that I talked about yesterday.
Notes:
- Các đại từ quan hệ như Whom, Which, Whose … có thể theo sau một giới từ - làm túc
từ cho giới từ
- Ta có thể viết giới từ đứng trước đại từ whom/ which, hoặc đứng sau đại từ whom/
which/ that. ( giới từ không đứng trước who/ that)
3. Practice a. Exercise 1, p122.
+ Answers: 1. whom 2. which 3. whom 4. who 5. that 6. whom 7. which
b. Exercise 2, p122.
+ Answers:
1. The man to whom I talked yesterday was very kind
2. The man about whom I told you works in the hospital
3. The woman about whom I am telling you teaches me English
4. The movies about which they are talking is fantastic.
5. The picture at which she was looking was beautiful
6. I’ll give you the address to which you should write.
c. Exercise 3, p123.
+ Answers:
1. that 2. which
3. who 4. whom
5. which/ that 6. which
7. who 8. whom
4. Homework - make 5 true sentences about things around Ss, using relative pronouns with prepositions.
- do exercies in workbook, part language focus
***
Planning date: February 20 , 2008
Teaching date: February 21, 2008
Period 66
UNIT 11: SOURCES OF ENERGY
Lesson 1. Reading
A. Objectives: By the end of the lesson, Ss will be able to understand the passage, identify the main idea, guess
the meaning in context and express their own ideas about sources of energy.
B. Materials: Textbook, chalk and board, sub board
C. Vocabulary: alternative, reserve, exhaust, released …….
D. Procedure:
I. Class organization: (1’)
- greeting
- checking attendance:
11B2:
11B4:
11 B1
II. Checking old lesson: (homework)
III. New lesson:
1. Warm up & pre
-reading
* Brainstorming:
- asks Ss to give the sources of energy they know
Sources of energy: - nuclear
- coal
- wind
- oil
- natural
- wind
- asks Ss to look at the pictures of sources of energy on page 124 and name them
+ Expected answers:
1. Wind turbine – wind power
solar panel – solar energy
dam – water power (hydroelectric power)
2. We need energy to live and work ( to cook meal/ to light/ to heat or cool the house…)
- asks Ss some questions
1. What is our major source of energy?
2. Is this major source limited? Why?
3. How many sources of energy are mentioned in the text?
4. Which do you think the alternative source of energy?
- To know the answer to the questions, we will study Unit 11.
* Pre – teaching vocabulary
+ alternative
(a)
thay thế
+ reserve
(n)
sự dự trữ
+ exhaust
(v)
làm kiệt quệ
+ release
(a)
thải, phóng thích
+ Limited: we have only 45 minutes for this lesson
2. While you read a. Activity 1: Questions and answers
- asks Ss to read the text silently and answer the pre – questions with a partner.
1. What is our major source of energy?
Fossil fuels: oil, coal, natural gas
2. Is this major source limited? Why?
Yes, it is limited because our demand is increasing very quickly and fossil fuels will be
exhausted within a relative short time.
3. How many sources of energy are mentioned in the text?
Fossil fuels, nuclear energy, geothermal heat, solar energy, wind power, water power
4. Which do you think the alternative source of energy?
I think solar energy is the most potential energy of all the alternative sources of energy
b. Activity 2: Table completion
- copy the table on the board
- asks Ss to work in groups ( 5 groups) to scan the passage and find out the advantages
and disadvantages of each alternative source.
* Feedback: Each group choose one source of energy and write down its advantages and
disadvantages
+ Answers key:
Sources of energy advantages disadvantages
Nuclear power unlimited Can be very dangerous
Geothermal heat available Only possible in few places
Solar energy Not only plentiful & infinite but
also clean and safe
Only possible during the day
time
Wind power Clean and unlimited There is no wind when there is
no wind
Water power Clean & unlimited Expensive
3. After you read * Discussion
- asks Ss to work in groups to complete the summary of the reading passage by filling
each blank with a suitable word from the box.
+ Answers:
1. energy 2. one 3. fuels 4. limited
5. alternative 6. sources 7. unlimited 8. environment
4. Homework - reread the reading text, translate into Vietnamese and prepare the next part
Planning date: February 25 , 2008
Teaching date: February 26, 2008
Period 67
UNIT 11: SOURCES OF ENERGY
Lesson 2. Speaking
A. Objectives: By the end of the lesson, Ss will be able to:
- talk about advantages and disadvantages of energy sources.
- express their own ideas about alternative source of energy
B. Materials: Textbook, chalk and board, sub board
C. Vocabulary: renewable, reactor, radiation, hydroelectricity ……
D. Procedure:
I. Class organization: (1’)
- greeting
- checking attendance:
11B2:
11B4:
11 B1
II. Checking old lesson: (homework)
III. New lesson:
1. Warm up - gives a list sources of energy: oil, wind power, natural gas, nuclear power, solar energy,
coal, water power
- asks Ss to decide which energy is limited and which is unlimited
- checks Ss’ understanding
Limited
Oil
Coal
Unlimited
Wind power
Natural gas
Nuclear power
Solar power
Water power
- Who can tell me again about the advantages and disadvantages of these sources of
energy?
+ Today, we are going to talk some more about the advantages and disadvantages of the
sources of energy. Let’s begin our lesson.
2. Before you speak * Activity 1: Pre teaching vocabulary
+ renewable
(a)
>< nonrenewable có thể thay thế><
+ reactor
(n)
lò phản ứng
+ radiation
(n)
phóng xạ
+ hydroelectricity: using the power of water to produce electricity
* Activity 2: Put a tick (task 1, p127)
- Ss work in pairs and decide which statement is advantage and which is disadvantage
- writes the words: advantages and disadvantages on the board. Asks 7 Ss make two lines.
T reads the statement randomly aloud
- Ss run to the board to slap on the word they choose.
+ Suggested answers:
1.D 2D 3D 4A 5D 6A 7D
* Activity 3: Introducing the dialogue (books closed)
- hangs a flipchart of an dialogue on the board
A. I think/ believe that …1….can be an alternative source of energy.
B. Why do you think/ believe so?
A. Because our major source of energy is …2….while the wind is …3….and ……4
B. I know it is also …5to the environment. However, it is not …6 when there is no wind.
- asks Ss to guess the missing words to fill in the gaps
+ Answers:
1. wind power 2. running out 3. abundant
4. unlimited 5. clean and safe 6. available
- elicits the language from Ss
- asks Ss to read the dialogue and asks Ss to give useful language to express ideas
+ I think …
+ I believe ….
+ In my opinion ….
+ Personally …
+ I don’t think …
3. While you speak * Activity 1: Repetition
- has Ss repeat the dialogue
- model the conversation with one Ss
- calls some pairs to the front of the class to act out the conversation
* Activity 2: Substitution( Talking about advantages and disadvantages )
- asks Ss to work in pairs to substitute the underlined words to make new conversation
+ feedback: have Ss act out their new conversations in front of the class.
*Activity 3: Expressing ideas (task 3, p128)
- Ss work in groups of four to give their belief on the increasing use of alternative sources
in the future, using ideas in task 1 and task 2.
Sample:
A. I believe that the use of solar energy should be the alternative source of energy in
our country.
B. I agree with you. It’s the most feasible way to have solar energy in our country
because Vietnam is a tropical country ….
4. After you speak - calls on some groups to act out in front of the class
5. Homework Make a list of things the family should do to save energy
+ Suggested answers:
- try to reduce the amount of water bill or electricity bill by cutting power such as
lights, conditioner, when unnecessary.
- Do not cook with electricity
- Make sure there are no cracks in the pipes ……
Prepare the next lesson (listening lesson)
***
Planning date: February 28 , 2008
Teaching date: February 29, 2008
Period 68
UNIT 11: SOURCES OF ENERGY
Lesson 3. Listening
A. Objectives: By the end of the lesson, Ss will be able to:
- listen to specific information.
- express their own ideas how to protect environment.
B. Materials: Textbook, chalk and board, sub board
C. Vocabulary: ecologist, conserve, conservation ….
D. Procedure:
I. Class organization: (1’)
- greeting
- checking attendance:
11B2:
11B4:
11 B1
II. Checking old lesson: (homework)
III. New lesson:
Teacher’s activities Students’ activities
1. Warm up
- prepares some pieces of paper on which there is one
word: ocean/ sun/ land/ grass/ air/ coal/ oil ……
- checks Ss’ understanding of the instruction.
+ What do these pictures refer to?
+ Which of them are renewable and which of them
are non renewable? Why?
* To know the answer, we are going to listen to a
text about natural environment.
- work in groups ( not show the words to others)
- explain words by drawing ( group that gets more right
words will win the game)
+ They are about natural resources.
+ suggested answers:
Natural
resources
renewable Non
renewable
reasons
Grass x Grow quickly
Coal x Take years to
coal
Fossil fuels x
Solar
energy
x Unlimited
Air x Unlimited
2. Before you listen.
• Teaching vocabulary
+ ecologist
(n)
nhà sinh thái học
+ To conserve: giữ gìn, bảo tồn
+ resource
(n)
tài nguyên
+ definition
(n)
- asks Ss to make sentence with the word
- repeat after teacher in chorus
3. While you listen
- asks Ss to read task 1, p129 carefully, make sure
that Ss understand all the questions.
- tells Ss to listen to the tape and circle the word they
choose.
- gives Ss three minutes to read the paragraph
carefully and guess the missing word
- asks Ss to listen to the tape again and fill in the gaps
with words they have heard
a. Activity 1. Multiple choice ( Task 1, p129)
- read and guess the answers
+ Answers:
1d 2c 3d 4a 5b
b. Activity 2. Gap – fill (task 2, p129)
+ Answers:
1. unlimited
2. atmosphere
3. may
4. gases
5. amounts
4. After you listen.
- Questions:
+ What can we do to keep the resources renewable?
+ What should we do to protect our environment?
- calls one Ss from each group comes to front of the
class and gives the ideas
* Discussion.
- work in groups of five to discuss as following the
questions
- give comments
5. Homework - learn new words by heart
- prepare the next lesson (writing)
Typescript
The natural environment includes all natural resources that are necessary for life: the air, the ocean, 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 non renewable. 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 can not 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 non renewable because it takes millions of years to make coal. All fossil fuels are
nonrenewable resources.
Solar energy airs, and water are renewable resources because there is 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, oxygen, carbon
dioxide and other gases. If humans continue to pollute their air, it will not contain the correct amounts of these
gases.
***
Planning date: March 5 , 2008
Teaching date: March , 2008
Period 69
UNIT 11: SOURCES OF ENERGY
Lesson 4. Writing
A. Objectives: By the end of the lesson, Ss will be able to read the information from a chart and write a
description from a chart.
B. Materials: Textbook, chalk and board, sub board
C. Contents: 1. Vocabulary: consumption ……
2. Useful languages: to be under/ over + figure/ to make up the largest/ to account for …
D. Procedure:
I. Class organization: (1’)
- greeting
- checking attendance:
11 B1
III. New lesson:
1. Warm up and lead in.
* Questions:
+ Are you interested in the energy consumption in your
family/ your city/ your country?
+ Do you know how much energy your country
consume in a year?
- To know how to read and to write a chart of energy
- listen and answer questions if possible
consumption, we will study the lesson today.
2. Before you write
- hangs the chart on the board and explain the
information in the chart.
- Calls on some Ss to read out their answers
- elicits the tense and the language which is used in the
passage from Ss.
- gives more useful phrases
+ Some phrases used to describe changes
Verb + adv
Rise slightly
Increase steadily
Go up sharply
Decrease gradually
Decline dramatically
Go down/ fall/ drop
significantly
Adj + Noun
Slight rise
Steady increase
Sharp decrease
Gradual decline
Dramatic fall
Significant drop ….
+ Some other phrases
Remain the same/ remain unchanged/ remain stable/
fluctuate between … and ….
- look at the chart carefully and read the passage,
contrasting the chart with the passage to find out the
missing information.
+ Answers:
1. 117
2. coal
3. smallest
* Useful languages:
- use simple past tense
+ Languages to describe the chart
- The chart shows/ describes/represents/ indicates
- To make up the largest …
- To account for/ to take the smallest ….
- A small amount of…./ a large proportion of … / a
large percentage of ….
- There were/ was + noun/ noun phrase
- As much as …/ as + noun/ noun phrase + as
3. While you write
- asks Ss to write a description of the trends in energy
consumption in the year 2005 in highland in five
minutes
- asks Ss to exchange their writing, comparing and give
corrections when they have finished.
- asks Ss to work in groups, describe the chart to
compare the amount f energy consumption in the years
200 and 2005 using sub board
* Activity 1: Description the trends (task 2, p130)
+ Sample writing:
The total energy consumption in 2005 was over
140 million tons. Nuclear and hydroelectricity made up
the largest amount of this figure. There was nearly as
much petroleum used as coal which only made up the
smallest proportion of the total about 41 million tons
* Activity 2: Describe the chart (task 3, p130)
4. After you write
- gives correction and comments on their writing
+ Suggested writing:
There was an upward trend in the consumption of
coal and nuclear & hydroelectricity but there was a
sharp decrease in the use of petroleum. The amount of
coal used increased by 20 million tons and the
consumption of nuclear & hydroelectricity went up
dramatically by 54 million tons. However, the amount
of petroleum consumed in 2005 fell by 15 million tons.
5. Homework
- rewrite the comparison of the chart into Ss’ notebook
Planning date: March 10 , 2008
Teaching date: March 11 , 2008
Period 70
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