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Vocabulary lesson, 'Energy sources'
Intermediate level. level


In this lesson, the students will learn about the energy sources abd their categories. They will learn the new topic by practicing and having listening activities and vocabulary activities. In this way, they will have practised their listening skills and also they will have learned new words related to the 'energy sources'.


No materials added to this plan yet.

Main Aims

  • To provide
  • To introduce and give the students to opportunity to practise vocabulary related to energy sources.

Subsidiary Aims

  • The subsidiary aim is to give the students practise in listening for specific information and detail , and to give them the opportunity to speak for fluency in the context of sources of energy.


Lead-in Stage : (5-10 minutes) • To set lesson context and engage students

The students will work in pairs and they will brainstorm different kinds of energy sources and then come to the board and write them round the circle. The teacher will also ask them to discuss how they could be connected to creating energy. Then, The teacher will choose the best ideas.

Pre-listening and vocabulary stage : (10-12 minutes) • To prepare students for the text and make it accessible

Students will listen the recording 1.312 listening and vocabulary exercise 3 on their course book. They will and check to see whether their ideas are included mentioned or not. Then, they will check their answers with their partners and confirm which of the ideas were included in the listening and get feedback from their pairs. If they miss any name of the energy sources, then the teacher adds from the box in exercise 2. Then, the teacher makes it sure that all the students have learned the items , for this reason the teacher repeats the new words and students repeat after the teacher.

while-listening(vocabulary) I : (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Students work in pairs/groups to put the vocabulary on to the diagram according to whether they are 'non-renewable'energy sources. Students listen again and check their answers. Students do the peer-check and then volunteer students come to the board and write the answers in the correct place. The teacher will check with the whole class and correct any mistakes that are wrong.

While listening-(vocabulary) stage II: (5-7 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Firstly, the students will read the questions before they listen. They will listen to the recording again and make notes to answer the questions. After they listen, they use their notes to answer the questions.Then the teacher gets the students to do some peer-checking: Students check their answers in pairs/groups. Then the teacher checks the answers with the whole class and correct any mistakes that are wrong.

Post-listening,(vocabulary) : (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

The teacher introduces the 'useful phrases'. The teacher elicits a couple of examples to show them how to use the phrases. Students will work in pairs/groups to discuss questions about the source of energy used in their country. The teacher monitors them during the activity. Then, the teacher takes feed back from the whole class and ask students to share their ideas and opinions with their friends.

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