How to Read in Presentation F (2,2524) = .31, P = .58

Module 6 "STEM" 6A

Lesson 2 (62)

Intelligent Free energy Storage pp.78-79
Date:
Course: 11
Teacher's name:
Learning objectives that this lesson is contributing to
xi.3.vii - employ appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics;

11.1.9 - use imagination to limited thoughts, ideas, experiences and feelings;

11.3.2 - inquire and respond with appropriate syntax and vocabulary to open-concluded higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics;

11.iii.3- explicate and justify ain and others' point of view on a range of general and curricular topics, including some unfamiliar topics;

xi.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar full general and curricular topics;

eleven.two.1 - sympathize the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics;

eleven.two.two - understand specific information in unsupported extended talk on a broad range of full general and curricular topics, including talk on a growing range of unfamiliar topics;

eleven.three.vi - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics;

11.4.3- skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more than circuitous and abstract, full general and curricular topics;

11.4.2- empathise specific data and item in extended texts on a wide range of familiar and unfamiliar general and curricular topics;

11.iv.half-dozen - recognize the attitude, opinion or tone of the writer in extended texts on a range of more complex and abstract general and curricular topics;

11.2.7 - sympathise speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics, including some unfamiliar topics;

11.4.5- deduce meaning from context in extended texts on a wide range of familiar and unfamiliar full general and curricular topics;

11.half dozen.v - use a range of transitive and intransitive verb complementation patterns on a wide range of general and curricular topics;

11.6.9 - utilize a wide diverseness of present and past forms, including a growing number of more nuanced contrasts [past and perfective attribute/elementary and progressive attribute] on a wide range of full general and curricular topics;

11.i.two - utilise speaking and listening skills to provide sensitive feedback to peers;

xi.1.4 - evaluate and respond constructively to feedback from others;

eleven.two.8 - recognize inconsistencies in statement in extended talk on a range of general and curricular subjects, including some unfamiliar topics;

eleven.3.4 - evaluate and comment on the views of others in a growing multifariousness of talk contexts on a wide range of general and curricular topics, including some unfamiliar topics;

11.5.two- utilise a broad range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

11.four.8- select and evaluate newspaper and digital reference resource to check meaning and extend understanding;

xi.5.1 - programme, write, edit and proofread work at text level independently on a broad range of general and curricular topics;

11.five.6 - write coherently at text level using a diverseness of connectors on a wide range of familiar general and curricular topics;

11.v.vii - utilize independently appropriate layout at text level on a wide range of general and curricular topics;

11.v.nine - punctuate written work at text level on a wide range of full general and curricular topics with a good degree of accuracy;

11.half dozen.8 - utilise a broad variety of future forms, including future perfect forms on a wide range of general and curricular topics
Lesson objectives
All learners will be able to:

listen for specific data (respond questions), read for specific information

(multiple choice);

Most learners will be able to:

listen for specific information (answer questions), read for specific data

(multiple choice), revise verb complementation and present/by tenses;

Some learners volition exist able to:

heed for specific information (respond questions), read for specific information (multiple pick), revise verb complementation and present/past tenses, give a presentation about energy storage benefits.
Vocabulary
Energy sources - Renewable: solar ability, air current power, hydro(electric) power, geothermal energy, wave power, biomass, biofuels, biogas;

Non-renewable: coal, petroleum, natural gas;

Verbs: fluctuate, outweigh;

Nouns: decarbonisation, decentralisation, grid;

Adjectives: intermittent
Ass essment criteria
Learners have met the learning objective if they can:

listen for specific data (answer questions), read for specific data (multiple choice), revise verb complementation and present/past tenses, requite a presentation most energy storage benefits
Value links
Explore the topic "Intelligent Energy Storage"
Cross – curricular links
ICT
ICT skills
Using videos& pictures, working with URLs
Previous learning
Vocabulary "Intelligent Energy Storage"
Plan
Planned timings
Planned activities
Excel Resources
Beginning the lesson

five minutes
Vocabulary

Ex.ane p.78

xi.iii.7
Aim: to introduce key vocabulary relating to the topic

• Read out the list of renewable and non-renewable free energy sources.

• Give Ss fourth dimension to recollect about the deviation between them and elicit answers from Ss around the form.

Suggested Answer Key

The difference between renewable and non-renewable energy sources is that renewable energy sources practise not run out, whereas not-renewable

energy sources are but available in a limited amount.

Ex.ii p.78

11.1.9
eleven.iii.2
11.3.three-
11.3.5
Aim: to develop critical thinking skills

• Ask Ss to look at the picture and elicit which types of renewable energy wind turbines and photovoltaic cells employ. (Current of air ability and solar power).

• In groups, Ss hash out how the other renewable energy sources from Ex. ane are produced.

• Monitor the activity around the class and so ask some groups to share their answers with the class.

Suggested Respond Fundamental

A: I know hydroelectric power is produced using dams, waterfalls or in whatsoever place where water flows downhill. But I don't know anything almost geothermal free energy.

B: Geothermal free energy is produced using the heat from the Earth'southward core. It heats upwards water, turns it into steam and turns a turbine.

C: That's fascinating! I think I once saw machines in the sea that help generate energy using wave ability. Every time there was a moving ridge, the

machine moved and turned a turbine.

A: I've never seen that. Although, I exercise know a lilliputian bit about biomass and biofuels. They are both produced using organic affair from plants.

C: I don't know much about biogas, simply I know they have a biogas tank at the local farm. The farmer puts the waste in there and it's cleaved down by bacteria to produce a really smelly gas.
Educatee's book, IWB

Pupil'due south book, IWB

Main Activities

25 minutes
Listening & Reading
Ex.3 p.78
xi.2.1
11.2.two
xi.three.6
11.three.seven
xi.4.3-
Aim: to introduce the topic; to mind and read for specific information

• Read out the definition and elicit whether Ss have heard of 'free energy storage' before.

• Ask Ss to write down two questions they take almost energy storage.

• Play the recording. Ss listen and check if they can answer their questions.

• Ask various Ss to share their questions and answers with the class.

Suggested Answer Central

1 How can we store energy? (We can use batteries such every bit lithium-ion batteries.)

ii What are the benefits of using energy storage? (Nosotros can accept free energy whatever time nosotros need it.)

Ex.iv A p.79
11.4.2-
11.iv.6
Aim: to read for specific information (multiple choice)

• Enquire Ss to read the questions ane-v and the possible answers.

• Then give Ss time to read the text and choose their answers co-ordinate to what they read.

• Check Ss' answers around the form.

Answer Key

1 D 2 B iii A 4 C 5 B
Ex.4 B p.79
11.4.6
11.two.7
Aim: to read for author's opinion

• Ask Ss to read the text once again and recall about whether the writer is in favour of or against energy storage.

• And then give Ss time to find justifications for their answers in the text.

• Elicit answers from Ss around the grade.

Suggested Answer Cardinal

I believe that the author is in favour of energy storage because they use stiff language such as 'High capacity energy storage is imperative…' and share a positive view about pumped hydro storage when they say that 'Despite beingness the oldest form of energy storage engineering science, they are still efficient today.' The writer as well refers to lithium-ion batteries as 'the ideal candidate'.

• Refer Ss to the Bank check these words box and ask Ss to expect them up in the Word List.

• Play the video for Ss and arm-twist their comments.
Ex.v p.79
11.4.v-
Aim: to consolidate new vocabulary through synonyms

• Direct Ss to the words in bold in the text and give them time to match them to their synonyms in the listing using their dictionaries to aid them if necessary.

• Bank check Ss' answers around the class.

Answer Central

generated – produced

offshore – not on land

grid – a network of electricity

fluctuate – alter

outweighs – is more than

reliable – stable

reservoirs – places where water is stored

capacity – available infinite

supply – quantity produced

demand – quantity required

overheating – becoming too warm
Educatee'south book, IWB, Class CD, Rail three.10

Student'south volume, IWB

Student's book, IWB, DVD

Student'southward book, IWB

Grammar Verb complementation
Ex.6 p.79
11.6.v
To revise verb complementation

Refer Ss to the Grammer Reference department to review the theory on verb complementation.

And then read the sentences and ask Ss to identify the blazon of verb complementation used in the underlined words/phrases.

• Check Ss' answers around the form.

Answer Key

one transitive verb + straight object

ii transitive verb + indirect object + infinitive phrase

iii transitive verb + -ing phrase

iv transitive verb + direct object + adverbial phrase

5 intransitive verb (no object) (BUT 'enter' is also transitive due east.one thousand. They entered the edifice past the side door. – direct object: the building)
Student'south book, IWB

Present/Past tenses
Ex.7 p.79
11.6.ix
Aim: to revise present and past tenses

• Refer Ss to the Grammar Reference section to review the theory on present and past tenses.

• Then elicit examples in the text (had already discovered, has evolved, are committing, are moving, have been using, have developed) and when/how nosotros use different present/past tenses.

• Give Ss time to consummate the electronic mail with the correct present/past tense.

• Check Ss' answers effectually the form. Ss justify their answers.

Respond Key

1 received (past simple, action happened at a stated time – last calendar week)

ii take been researching (present perfect continuous, emphasis on the elapsing of an activeness that started in the by and continues up to the nowadays – for three days now)

3 had been looking into (past perfect continuous, an action which started and finished in the past, before another action – earlier my visitor's

lithium-ion battery production took off)

4 had expressed (past perfect, an action which finished earlier another past activity – prior to our expansion in this field)

v hadn't considered (by perfect, an action which finished before another by action – before I read your proposal)

6 are thinking (think is a stative verb – when used in a continuous tense it means 'consider')

seven want (present simple, stative verb in the present)

8 had intended (past perfect, an activity which finished in the past and whose issue was visible at a afterwards point in the past – simply the weather forced me to cancel it)

9 forced (past simple, an action which happened at a stated fourth dimension in the past – a few hours ago)

10 hasn't arrived (present perfect – an activeness which started in the past and continues up to the present – the time give-and-take 'yet')
Student's book, IWB

Catastrophe the lesson

10 minutes
Speaking & Writing
Ex.8 p.79
11.1.2
11.1.iv
eleven.2.viii
eleven.3.iv
eleven.5.2-
Aim: to consolidate agreement of a text

• Inquire Ss to read the text and write three questions based on it.

• Ss swap papers with a partner, answer each other's questions and evaluate the answers.

• Monitor the action effectually the course.

Suggested Answer Key

i What is the oldest free energy storage solution?

(Pumped hydroelectric facilities are the oldest energy storage solution. They involve pumping water uphill from one area to another and

generating free energy as it flows downhill once again.)

ii Why are lithium-ion batteries considered i of the best free energy storage solutions? (They can store and evangelize free energy and are very efficient. They are also condign less expensive to produce and buy.)

3 How has the trouble of overheating been addressed? (Experts accept developed software that regulates the speed of charging.)
Ex.nine p.79
11.4.eight-
xi.5.one
11.5.6
eleven.5.7
11.5.9
11.6.eight
Aim: to expand the topic
•
•
• Assign the chore as HW and inquire Ss to share their answers in the next lesson.
Suggested Answer Key






Student'southward book, IWB

Educatee's book, IWB

Additional information

Differentiation – how do you lot plan to give more support? How do you lot program to challenge the more able learners?

prompt less able learners to engage in whole class checking and plenary activity with supportive questioning

provide sentence starters for final
Assessment – how are you planning to check learners' learning?

Learners have met the learning objective if they can:

mind for specific data (answer questions), read for specific data (multiple choice), revise verb complementation and nowadays/by tenses, requite a presentation about energy storage benefits
Cross-curricular links:
ICT
Reflection Use the space below to reflect on your lesson. Respond the most relevant questions from the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I brand from my plan and why?

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