Bài Soạn Môn Học Tiếng Anh Lớp 11 - Unit 11: Sources Of Energy

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Trang Chủ › Tiếng Anh Lớp 11 Bài soạn môn học Tiếng Anh lớp 11 - Unit 11: Sources of energy - D. writing

I. Aims: After the lesson, the students will be able to:

+ improve their writing skill.

+ describe the information from a chart.

II. Teaching method: Communicative approach.

III. Teaching aids: textbook, laptop, projector and handouts.

IV. Procedure:

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0 Download Bạn đang xem tài liệu "Bài soạn môn học Tiếng Anh lớp 11 - Unit 11: Sources of energy - D. writing", để tải tài liệu gốc về máy bạn click vào nút DOWNLOAD ở trênLe Quy Don Gifted High School Week: 24 Supervisor: Ms. Trinh Ngoc Xuan Thao Period: 69 Student teacher: Dinh Thi Phu Nhuan Date of preparation: February 05th 2010 LESSON PLAN Grade: 11 Unit 11: SOURCES OF ENERGY D. WRITING Đà Nẵng, ngày 07 tháng 02 năm 2010 Giáo viên hướng dẫn Trịnh Ngọc Xuân Thảo I. Aims: After the lesson, the students will be able to: + improve their writing skill. + describe the information from a chart. II. Teaching method: Communicative approach. III. Teaching aids: textbook, laptop, projector and handouts. IV. Procedure: CONTENT TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES A. Check up: (3 mins) - Report the listening passage.( Homework) B. Warm-up: (5 mins) Game: Crosswords 1 C O A L 2 G E O T H E R M A L 3 G A S 4 S O L A R 5 W A T E R 1. A type of black mineral that is dug from the ground and burned to give heat. 2. Heat coming from deep inside the earth can be used as _________ energy. 3. A substance like air that is not a solid or a liquid. 4. The sun’s energy is called________ energy. 5. When it moves from a high place to a lower place, it makes energy. What is it? => Key word: CHART C. New lesson: 1. Pre-writing: a. Task 1: (7 mins) Choose the correct words in bold type to complete this report and then underline the expressions used to describe a chart. (handout) SALES ANALYSIS Sales began the year at 30.000 units in January and increased (1) slight / slightly to 32.000 units in February. There was a (2) sharp / sharply rise to 38.000 in March (3) due/ led to the introduction of a new price discounting scheme. This was followed by a (4) slight / slightly fall in April when sales dropped to 36.000 units. Our competitors launched a rival product in the spring and this resulted in a (5) dramatic / dramatically fall to 25.000 in May. But we ran a summer advertising campaign and sales increased (6) steady / steadily by 2.000 units a month throughout June, July and August until they stood (7) in / at 33.000 in September. The (8) dramatic / dramatically rise to 45.000 in October resulted from the launch of our new autumn range. But then we experienced problems meeting demand and sales fell (9) sharp / sharply in November and remained (10) steady / steadily at 39.000 in December. Suggested answers: 1. slightly 2. sharp 3. due 4. slight 5. dramatic 6. steadily 7. at 8. dramatic 9. sharply 10. steady b. Useful expressions: (handout) (1 min) There is has been was will be a(n) (very) slight small slow steady dramatic sharp rapid rise... increase... decrease... reduction... fall... growth... drop... ..... rise increase grow rapidly dramatically sharply gradually ..... fall decrease decline drop slightly slowly 2. While writing: a. Task 1: (5 mins) (page 130, textbook) - Study the chart about energy consumption in Highland in 2000 and fill in the gaps with the information from the chart. Suggested answers: 1. 117 2. coal 3. smallest b. Task 2: (5 mins) (page 130, textbook) - Continue your description of the trends in energy consumption in the year 2005 in Highland. c. Task 3: (10 mins) (page 130, textbook) - Describe the chart, using the information from Task 1 and 2 and the useful expression in the handouts. 3. Post writing: (8 mins) Corrections. D. Homework: (1 min) - Learn the useful expressions to describe a chart by heart. - Prepare for Language focus-unit 11, textbook. - Asks one student to report the listening passage. - Asks Ss to play the game to find out the key word. - Gives Ss handouts and asks them to do the task. - Gives feedback. - Gives Ss handouts. - Asks Ss to do the task. - Checks the answers. - Has Ss continue to describe the trends in pairs. - Calls some Ss to describe in front of the class. - Asks Ss to work in groups of 4 to describe the chart. - Calls 2 Ss from 2 groups to write their descriptions on the board. - Gives corrections. - Has Ss take notes. - One student does as required. - Play the game as the whole class. - Do the task. - Pay attention. - Get the handouts. - Do as required. - Check the answers. - Do as required. - Some Ss describe. - Work in groups and do as required. - Two Ss write their descriptions on the board. - Pay attention. - Do as required.

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