Solar, wind or hydroelectric?

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Vocabulary - energy

group activity

LESSON OVERVIEW

With this lesson plan, students discuss different forms of alternative energy sources, learn vocabulary related to generating energy and engage in a group activity

C1 / Advanced
C2 / Proficiency
60 minFlipped LessonUnlimited Plan

This is a Flipped Classroom lesson plan. In a nutshell, it means that the first part of the lesson needs to be done by students at home. Learn more about flipped classroom and how we implement it in these lesson plans in our post.

PRE-CLASS ACTIVITIES

Vocabulary

Before the lesson, students do three vocabulary exercises. First, they do a CPE-style activity in which they need to come up with one word which fits three gaps. All the words can be used to talk about energy. Then, in the next task,  they choose verbs which collocate with certain nouns (e.g. absorb/reflect/transmit light, store/generate/absorb energy). In the last exercise, students have to complete sentences about different alternative energy sources with the words in the box (e.g. coating, cooling, turbine). 

IN-CLASS ACTIVITIES

Video and discussion

The in-class part of the lesson starts with a task in which students read sentences and decide which of the three alternative energy sources (hydroelectric, solar or wind) each of them refers to. It is followed by a video pre-viewing group activity wherein students discuss what they know about solar farms in deserts.They also brainstorm what would be the biggest problem if we decided to cover the Sahara with solar panels. Then, they watch the first part of the video and check their ideas. After that, they watch the first part of the video again and complete gaps with short phrases. While they watch the last part of the video, they take notes on three issues mentioned in it. This activity is followed by a discussion about the solar power. 

Group activity

In this part of the lesson, students first read four descriptions of other alternative energy sources (hydroelectric, wind, nuclear and geothermal) and complete the gaps with words in the box (e.g. maximize efficiency, drill a well, pump steam). After that, they do a group activity in which they complete a table with information about how different energy sources are or could be developed in their countries considering climate, landscape, reliability and possible public objections. They then compare their ideas with the other groups. Finally, students do a revision activity (which the teacher can also choose to do at the beginning of the next class). They need to explain how alternative energy sources are used to generate electricity, using the vocabulary they’ve learnt in the lesson. 

WORKSHEETS

 

Comments

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  1. Dennis

    On slide 12 question A “reduce” light still collocates. Film or tint over your windows reduces light by as much as 20%. for example

    Thanks for all the work you do!

    1. Ewa

      Hi, Dennis! Thanks for your comment. ‘Reduce’ might indeed not be the best word here, so we’ve changed it to make it less confusing.

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