GIÁO ÁN ENGLISH 12 UNIT : DESERTS A READING I/ Aims: To help students gain some knowledge about deserts To help students improve their reading skills: scanning and skimming, guessing the meaning of words in context Students learn words and phrases in terms of deserts II/ Aids: English textbook for students English textbook for teachers Pictures III/ Procedures: Teacher’s activities Students’ activities Pre- reading - Ask students to look at the picture page 91 and ask Ss to answer some questions: 1/ What are they ? (Camel , cactus) 2/ Where they live ? (desert ) - Greet teacher 3/ name some of deserts : Sahara , Simpson desert … - Listen to the teacher and think about the topic 4/ What you know about desert ? For example : dry or - Answer teacher’s questions in pairs wet , much or little , or no water , many or few people and animals live in desert 5/ What you know about deserts? 6/ What kinds of plants and animals live in a desert 7/ Name some of the countries which have eserts - Call a pair to report their discussion - Introduce the topic: While- reading Deserts - Teach some new words: ask students whether they know the words, if they not know them, explain in English then ask them to give Vietnamese equivalents to check their understanding - strech - sandy - aerial survey - Royal Giographical Society of Autralia - dune - sloping - hummock - crest - spinifex - Let the whole class read the new words twice or three times - Call 2-3 students to read new words again - Give Vietnamese equivalents - Ask students to read the passage in silence - Read the words Task - Ask students to Task 1: Give Vietnamese equivalent words to ones given in the passage - Read the passage in silence -Ask students to discuss the answers in pairs Check Ss’ answer - Write down the answers on the board - Let the whole class read the new words twice or three - Do task times - Call 2-3 students to read new words again Task - Write down the answers and read the words - Ask students to task in pairs - Go around to supervise students if necessary - Do task in pairs - Ask representatives of pairs to give the answers If students’ answers are right, repeat them, if not, give the - Give the answers: right answers Task F - Ask students to task in groups F - Go around to supervise students if necessary T - Ask representatives of groups to answer the questions If F students’ answers are right, repeat them, if not, give the F right answers Post- reading T - Ask students to After you read in pairs, scanning the text to find information to complete the note - Do the Task in pairs - Go around to supervise them Note down the serious and common mistakes - Call some pairs to read their note * Suggested answers: - Listen to the feedback and correct their mistakes - Give feedback and correct some serious or common mistakes UNIT : DESERTS B SPEAKING I Aims - Students can ask and answer about some deserts - Students learn more words and phrases about deserts II Aids - English textbook for students - English textbook for teachers III Procedures Teacher’s activities Warm up: Jumbled words hmmoukc fsinipex csrte sdyan Students’ activities - Listen to the teacher and write the title in their notebooks key: hummock ; spinifex ; crest ; sandy Pre- speaking - Introduce the lesson: Today, we learn Unit 9: part B Speaking (Write on the board the title) Task - Look at Task - Ask students to look at Task - Ask students to Task - Do Task - While students discuss, walk around the class to - Work in pairs and discuss in about minutes guide or supervise them and give them help if necessary - Ask Ss to check the trees and animals which can live in deserts - Give comments, correct the common mistakes after they finish words explanation eucalyptus date palm While- speaking Task Work in pairs Ask Ss to find out as many natural features of adesert as possible Then compare your note with the other pairs using the given cues eg : It is very hot in summer and it is cold in winter - Let the whole class read the new words twice or three times - Read the new words - Do Task in groups - Call one student to repeat the instruction to check Present perfect tense whether they are clear about what they have to - One student repeats the teacher’s instruction - Go around to supervise them Note down serious - The others listen to their friends to make clear about and common mistakes what they have to - Do Task Post- speaking - Some groups report what they have discussed Task S1 : I choose : food , water , camel , knife, blanket, - After about minutes of discussion, call some S2 : Ichoose : wter ,car food, camel , blanket groups to report what they have done - Ask the others to listen to their friends - Repeat after the teacher - Listen to students attentively and pay attention to the mistakes they have made - One pair to role play in front of the whole class - After students finish, give them comments: correct - Listen attentively to their friends’ dialogue and give comments or ask questions some pronunciation mistakes they have made - Read aloud the words and ask the whole class to repeat - Call one pair to role play in front of the whole class - Ask the others listen attentively to their friends’ dialogue and give comments or ask questions - Listen to the teacher and correct the mistakes - Call another group if there is enough time - Give feedback and correct serious or common mistakes Home work - Prepare a presentation about the information about other deserts - Listen to the teacher and note down homework UNIT : DESERTS C LISTENING I Aims Students can improve their listening skill: they can catch detail information from the passage - Students can summarize the passage II Aids - - English textbook for students - English textbook for teachers - Tapes and cassette - Handouts III Procedures Teacher’ activities Students’ activities Pre- listening Warm up: Work in pairs - Ask Ss to answer the questions What is a desert ? How is a desert formed ? Can human beings make a desert ? While - listening - Listen to the passage and answer the questions Task - Ask students to listen to the passage the first time - Read the passage twice * Answers: - Ask some students to give their answers If their answers are right, repeat them; if not give the correct answers Task T T F F T - Listen again the third time to finish the task - Ask them to listen again the second and the third - Discuss the answers to the questions in pairs time to finish task 2: - Answer the questions, and correct the wrong answers - Ask students to discuss the answers to the questions in pairs Key: - Go around to supervise students if necessary It examines deserts , what they are and how they are formed - Eliciting the answers from students, if their answers are right, repeat the answers, if they are It is a hot , dry , sandy place The sun shines , the wrong, give them the answers: wind blows , and time and space seem endless Nature and humans - If most students not catch the information for By eating every plant they can find This makes the the questions, let them listen again to the passage land become desert once more People cut trees down When the trees are gone , the smaller phants die , and the land becomes desert Task Ask Ss to listen again and fill in the missing words Key: 90 percent smaller plants prevent speading capital canals Post - listening - Ask students to After you read in groups - Discuss the questions in the book - Go around to supervise them Note down serious and common mistakes - Ask one group to report what they have discussed - Give comments after they finish - Call another group if there is enough time - Give feedback and correct serious or common - Work in groups mistakes UNIT : DESERTS D Writing I Aims - Students can write a report basing on the information given in the Table of Tango’ economic development in two decades - Students can improve their writing skill II Aids - English textbook for students - English textbook for teachers III Procedures Teacher’ activities Students’ activities Warmer - Ask Ss to look at the picture and ask some questions: - Look at the picture - Answer these questions What is the name of this desert ? Is it large? Can you say some things about the Sahara desert? Lead in: We'll learn to write about the main features of the Sahara desert Pre- writing - Write on the board the title of the lesson: Unit Part D Writing - Ask students to look at the table page 96 This table presents the information about the Sahara resert - Introduce some new words (eliciting, give the definitions in English then ask students to translate them into Vietnamese to check their understanding) arid moisture - Write down in the notebooks the title elevation acacia Gazelle - Look at the table page 96 jackal - Listen to the teacher - Guess the meaning of the new words - Read the words While- writing Questions Suggested passage Where is the Sahara derest ? The Sahara is the lagest desert It is in (northern) Africa.This desert is very big and very dry It is very hot in summer and extremely cold in winter How large is it? What is the climate like? Name some of the natural features of the Sahara What kind of animals and plants can live in the desert? - Land - Climate - Sand The Sahara is on a tableland with an elevation of 400 to 500 meters It is a sandy land with few oases but many large sand dunes The main trees which can be found there are cacti, the date palms, and a form of acacia Only animals like gazelles, antelopes, foxes, jackals and camels are found in the desert - Table land What kinds of trees can live in the Sahara desert ? - Go around to supervise them if necessary - Call some pairs to give the answers If their answers are right, repeat them; if not give the correct answers - Go around to supervise them Note down serious and common mistakes - Write the description - Show and correct some common mistakes - Listen to the teacher and correct the mistakes Post- writing - Ask students to revise their description - Revise their description - Ask students to hand in their work to mark - Hand in their work UNIT : DESERTS E LANGUAGE FOCUS I Aims: Pronunciation: - Students can use the full and contracted forms of theauxiliaries pronunced Grammar: - Students know how to use “ so , but, however and therefore - Students revise information questions - Students practice using past tense to talk about people’ autobiography II Aids: - English textbook for students - English textbook for teachers - Pictures III Procedures: Teacher’s activities - Introduce the lesson: Students’ activities - Listen to the teacher Auxiliary often has the strong form when it is used in short answers, and it has the weak form when it is used in questions - Listen to the teacher - Read the auxiliaries both full and contracted forms for students to recognize the difference - Read the second time for the students to repeat - Ask 2-3 students mispronounce to repeat, correct - Read the sound their Practice these sentences - Read times the sentences, and then let the whole class read the sentences twice or three times - Read the sentences twice or three times - Read the sentences again - Read the sentences in pairs Exercise Explain how to use so or but Can you tell me what the difference so and but ? Give me some examples It began to rain, so I open my umbrella It began to rain, but he didn’t open his umbrella Note : Before " so , but " there is a comma - Give the answers so but so but so - Call some students to give their answers If students’ answers are right, repeat them, if not, give the right answers but Exercise so Underline the correct altrmative in the sences but - Give the answer Note : explain how to use however but - Call some students to give their answers If students’ answers are right, repeat them, if not, give the right answers however - Go around to supervise them so yet but however Exercise however Add so , therefore , or however but Note The use of therefore - Call some students to give their answers If students’ - Answer answers are right, repeat them, if not, give the right therefore answers Go around to supervise them - Ask students to exercise - Go around to supervise them so so therefore however - Ask students to discuss the answers in pairs therfore - Call some students to give their answers If students’ answers are right, repeat them, if not, give the right answers so howerver