Students´name: Julián Felipe Cortés Herrera

School/University Universidad Santo Tomas de Aquino

Grade Transversal English I

Age 19 - 22 years old

Level of English Intermediate beginners

Topic The alternative sources of energy

Time allotted 120 minutes

Objective Students will be able to describe the alternative sources of energy.

- Video 1: “Renewable Energy 101 | National Geographic” Retrieved

from: https://www.youtube.com/watch?v=1kUE0BZtTRc

- Video 2: “Can 100% renewable energy power the world? - Federico

Rosei and Renzo Rosei” Retrieved from:
https://www.youtube.com/watch?v=RnvCbquYeIM

- Table 1:

Material
 - Guide 1:
Text

ALTERNATIVE SOURCES OF ENERGY

Alternative energy is energy that does not come from fossil fuels, and thus
produces little to no greenhouse gases like carbon dioxide (CO2). This means
that energy produced from alternative sources does not contribute to
the greenhouse effect that causes climate change.

These energy sources are referred to as “alternative” because they represent

the alternative to coal, oil, and natural gas, which have been the most common
sources of energy since the Industrial Revolution. These fossil fuels emit high
levels of CO2 when burned to produce energy and electricity. Alternative
energy, however, should not be confused with renewable energy, although
many renewable energy sources can also be considered alternative. Solar
power, for example, is both renewable and alternative because it will always
be abundant and it emits no greenhouse gases. Nuclear power, however, is
alternative but not renewable, since it uses uranium, a finite resource.

In renewable energy, Latin America has a potential equivalent to almost seven

times the installed global capacity. In fact, it could cover and exceed its energy
demand without resorting to fossil fuels. But only 12 percent of its electricity
comes today from unconventional renewable sources.

Sadly, today the consumption trend indicates that there is greater dependence
on fossil fuels, such as natural gas, which generates greenhouse gases such as
methane. Countries like Chile and Colombia, especially, depend increasingly on
coal to produce energy, and to export it.
 QUESTIONS

1. The alternative energy does not come from

a. Fossil fuels
b. Sugarcane
b. Renewable sources, which do not generate pollution.
c. Only from the sun.

2. What is the chemical formula of carbon dioxide?

a. Co2
b. CD2
c. CD
d. CO2

3. What is the cause of climate change?

a. The trash
b. The greenhouse effect
c. CO2
d. The pollution.

4. Fossil fuels have been commonly used since:

a. Industrial Revolution
b. First World War
c. French Revolution
d. Modern age.

5. The alternative energy sources are always renewable.

True ___
False ___

6. Renewable energy in Latin America has the potential to cover and

exceed its energy demand.
True ___
False ___
 7. Colombia does not depend on coal to produce its energy.
True ___
False___
To start the class, the teacher will brainstorm with the students, in which the
teacher will ask his students. Do you know any alternative sources of energy?
What do you know? How are they? How do they work? What kind of energy do
Motivation /
they use regularly?
Warm-up
(15 minutes)
These questions are intended to make a talk with the students to recognize the
prior knowledge they have about the subject, and for students to know the topic
that will work in the class.
To present the topic to the students, the teacher will show two videos (Video 1
and video 2) about the alternative sources of energy, first they will be without
subtitles, and then with subtitles so that the students can capture the most
information of the videos, after observing the two videos, the teacher will make
Presentation
a table (Table 1) on the board where you can see the different alternative
(30 minutes)
energy resources along with characteristics of each of them, students should
copy this table in their notebook.

All questions that may arise in the class will be answered.

Each student will be given a sheet (Guide 1) where there will be a reading
Practice about alternative sources of energy, students should read carefully the reading.
(30 minutes) Also in the sheet there will be a section of multiple choice, and true or false
according to the reading that students should do.
Students will be in groups of three or four people, each of them must choose an
alternative source of energy, the purpose of being in a group, is that each of the
students should try to convince others that the alternative source of energy that
Aplicattion / he chose is the best. The students should use their own words and have a time
Production to think and organize their ideas, at that time designated the teacher can help
(30 minutes) solve questions that students have according to what they want to say.
At the end of the activity, each group will say what was the discourse about
which alternative source of energy convinced them what is the best.
 In order to know if the topic was learned by the students, each student in a
Evaluation /
sheet will write the four alternative sources of energy that were seen in class,
Follow up activity
and finally the student should write which alternative source of energy seems
(15 minutes)
best and the reasons for their decision.