Tanh Linh high school T: Vo Thi Xuan Lesson plan English 12 1 UNIT 9: DESERTS Lesson A: READING Period: I/ AIMS By the end of the lesson, Ss will be able to understand the passage about deserts and scan for specific details: + Skill: Reading for gist and for specific information. + Teaching methods: integrated and mainly communicative. + Teaching aids: pictures, cards, posters. II/ PROCEDURE TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES WARM UP (6 mins) Game: Animals in hiding + Get Ss to work in groups of five or six + Deliver handouts with the following sentences + Ask Ss to find the animals hiding in the sentences Example: Close the door at once. -> rat +The first group to find out all the animals is the winner  LEAD IN +Which kind of these naimals can live in deserts? + Name some others countries which have deserts + name some other kinds of animals and plants live in deserts We’ll get to know more about deserts in today’s lesson PRE-READING (9 mins) -* Pre-teaching vocabulary Checking: + Read out the Vienamese translation , synonyms or defintions of the words you have taught Ask Ss to read out the words Work in groups: + Find the animals hiding in the sentences Explected answers 1. That will be a real help -> bear 2. She came late everyday -> camel 3. He came to America today -> cat 4. Eric owes me ten cents -> cow 5. Do good workers succeed ? -> dog 6. If Roger comes, we will begin > frog 7. In Afril I only came once -> lion 8. I’ll sing; you hum on key -> monkey 9. She clothes naked babies -> snake 10. At last, I, Gerald, had won -> tiger Answer the questions Take note 1. aerial (a) in the air / existing above the ground Ex: the banyan tree has earial roots 2. dune(n) an hill of sand near the sea or in a desert 3. stretch (n) a length or area of a read , water or land Ex: The stretch of river was broader and deeper 4. aborigine (n) a member of the tribes that were living in Australia when Europeans arrived there, aboriginal 5. hummock (n) a small raised area of ground like very small hill, hillock 6. slop(a) the side of a mountain , hill or valley rises at a very sharp angle and is difficult to go up . 7. A steep slope 8. corridor (n) a strip of land that connects one country to another or gives it a rout to the sea through another country 9. crest (n) the top of a hill or wave Tanh Linh high school T: Vo Thi Xuan Lesson plan English 12 2 they hear. WHILE-READING ( 18 mins)  Activity 1: True/ False statements + Ask Ss to work in groups. + Get time of about 5 minutes for Ss to read the reading passage them tell them to close their books. + Read sentences, one by one . + Continue until all the sentences are read + Write the naswers of the groups on the board. +Ask SS to open the book andcheck with the whole class.  Activity 2: Questions and answers + Get Ss to read the reading passage and answer the questions. + Ask Ss to compare the answers with their partners. + Call on some Ss to write the answers on the board. + Check with the class. POST-READING (11 mins) Discussion +Break Ss into small groups + Tell Ss in groups to discuss the questions “ Which method should people use to stop desert expansion?” + Invite the groups to report their ideas + Give feedback and comments HOMEWORK (1 minute) 10. to be on the crest of wave: to feel happy and confident because things are going well 11. spinifex (n) Cây lá nhọn 12. shrubland (n) cây bụi  Activity 1: True// False Statements + Work in groups In about 5 minutes Listen to the teacher and the close the book Work in groups to decide whether the sentences are true or false Expected answers 1. F 2.F 3. T 4.F 5.F 6.T + Activity 2: Answer the questions Work individually and then compare with the partners Expected answers 1. They are Great Victoria Deserts, Gibbon, Great Sandy and Tanami Deserts and Simpson Desert. 2. It lies between Lake Eyre in the south , the MacDonald Ranges in the north, the Mulligan and the Diamantina Rivers in the east , and the Macumba and Finke Rivers in the west . 3. In 1845 4. He was the president of the sount Australian Branch of the Royal Geographical Society of Australia . 5. They took camels across the desert 6. In the western part, they are short, mostly less than 10 metres high, and in the northern part, they are parallel and are up to 20 metres high 7. Two. They are hummock grass and spinifex Work in groups Discuss the question “Which method should people use to stop desert expansion ?” Suggested ideas Ban people from cutting down trees for fuel and farmland. (because when people cut down trees, the climate and soil are affected and forests are turned into deserts). Plant a wall of trees across the edge of adesert to stop desert sand from spreading Build long cannals or pipelines to carry water to desert areas. Homework Read the story in their textbooks on page 99 and answer the questions. Tanh Linh high school T: Vo Thi Xuan Lesson plan English 12 3 UNIT 9: DESERTS Lesson: LISTENING Period: I/ AIMS + By the end of the lesson, Ss will be able to listen for general ideas and listen for specific details  Skill: Listen for gist and for specific information.  Teaching methods: integrated and communicative approach.  Teaching aids: Pictures, handouts, CD player. II/ PROCEDURES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES WARM UP (6 mins) +Game: Similies. + Arrange Ss into groups. + Deliver handouts with the following phrases and use the pictures as hints. + The initial letters of the words form a key word 1……… like a fish. 2. ………like a horse. 3. like crocodile ……… 4. As …… as ABC 5. As thin as a……… 6. As while as a ……  LEAD IN Our lesson today wil focus on some features of deserts and how they are formed. PRE-LISTENING (6 mins)  Pre-listening vocabulary + Explain the words by using explanation or synonyms WHILE-LISTENING (20 mins)  Activity 1: True / False statements + Play the CD once or twice and have Ss listen Work in groups + Fill in each gap of the phrases with one suitable word. Key: 1. drink 2. eat 3. tears 4. easy 5. rake 6. sheet The word to find: DESERT The first group to find out the key word wins the game. Take note 1. frightening (a) if something is frightening, it makes you feel afraid , anxious or nervous + frightening speed: tốc độ nhanh đến khủng khiếp 2. cool (v) to become or to make sb/sth cool or cooler + Cool sb down/off: to make sb feel cooler or make sb calm. 3. canal (n) kênh The Panama / Suez canal An irrigation canal 4. Needle (n) kim khâu + to look for a needle in a haystack ( proverb) mò kim đáy biển Practise the tasks 1. Activity 1: True / false statements Read all the statements before listening Listening to the record and decide whether the statements are true or false. Tanh Linh high school T: Vo Thi Xuan Lesson plan English 12 4 + Tell Ss to work in pairs to decide whether the statements are true or false. + Invite class opinions and check the answers with the whole class.  Activity 2: Multiple choice + Deliver handouts. + Let Ss licten to the passage and choose the best option. + Check the answers with the class  Activity 3: Gap-fill + Let Ss listen to the passage again and fill in the missing words. + Ask Ss to compare the result with their partners + Check the answers with the class. + Have Ss work in groups to fill in the missing words / phrases in the boxes + Ask SS to give the answers HOMEWORK (1 minute) Answers 1. T 2.F 3.T 4.F 5.T 2. Activity 2. Multiple choice + Listen to the record and choose the answers 1.The talk examines ……… what they are and how they are formed A deserts b. animals c. sand 2. Desert is a hot, dry …….place A peaceful b endless c sandy 3. Desert is also a beautiful land of ………and space A nature b silence c mountains 4. ……… and ……… cause the growing of the world’s deserts. A nature and animals b animals and humans C nature and humans 5. Rabbits contribute to the growing of deserts in Australia They ……… every plant they can find A destroy b eat c keep  3. Activity 3: Gap-fill + Listen to the passage again and fill in the missing words + Then compare the result with the partners Expected: 1. 90 percent 2. smaller plants 3. prevent 4. spreading 5. capital 6. canals + Work in groups + Fill in the missing words Learn the new words Prepare the next lesson UNIT NINE Hello everyone. In today's talk, I'm going to tell you something about deserts, what they are and how they are formed. A desert is a hot, dry, sandy place. A desert is also a beautiful land of silence and space. The sun shines, the wind blows, and time and space seem endless. Nothing is soft. The sand and the rocks are hard, and many of the plants, such as the cactus, have hard needles instead of leaves. The size and location of the world's deserts are always changing. Over millions of years, as climates change and mountains rise, new dry and wet areas develop. But within the last 100 Tanh Linh high school T: Vo Thi Xuan Lesson plan English 12 5 years, deserts have been growing at a frightening speed. This is partly because of natural changes, but the greatest desert makers are humans. In the 19 century some people living in English colonies in Australia got rabbits from England. Today there are millions of rabbits in Australia, and they eat every plant they can find. 7 ne great desert that covers the centre of Australia is growing. Farming first began in the Tigris-Euphrates, but today the land there is a desert. In dry areas, people can plant crops on dry and poor land. When there are one or two very dry years, the plants die, and the land becomes desert. In developing countries, 90 percent of the people use wood for cooking and heat. They cut down trees for firewood. But trees are important. They cool the land under them and keep the sun off smaller plants. When leaves fall from a tree, they make the land richer. When the trees are gone, the smaller plants die, and the land becomes desert. Humans can make deserts, but humans can also prevent their growth. Algeria planted a green wall of trees across the edge of the Sahara to stop the desert sand from spreading. Mauritania planted a similar wall around its capital. Iran puts a thin covering of petroleum on sandy areas and plant trees. Other countries build long canals to bring water to the desert areas. Well, that's all for my talk. Thank you for listening. UNIT 9: DESERTS Lesson D: WRITING Period: I/AIM - By the end of the lesson, Ss will be able to decribe the main features of a desert - Write a paragraph about the Sahara Desert:  Materials: textbook, whiteboard markers…  Teaching methods: integrated and mainly communicative. III/ PROCEDURE TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES WARM UP (2 mins) + Show the world map to Ss and tell them to identify the Sahara Desert on the map  LEAD IN Today, we’ll learn to write about the main features of the Sahara Desert . PRE-WRITING (12 mins)  Pre-teaching vocabulary Whole class. Look at the map and identify the Sahara Desert on the map. Take note 1. extend (v) cover a particular area , distance or length of time. (kéo dài, vươn tới) 2. arid (a) khô cằn + Arid land is so dry that very few plants can grow on it. 3. oasis (n) ốc đảo 4. tableland (n) (bình nguyên) 5. gazelle (n) loài linh dương Tanh Linh high school T: Vo Thi Xuan Lesson plan English 12 6 Checking: + Read the definitions of the words or show pictures and ask Ss to say the English word Questions and answers + Tell Ss to work in pairs to ask and answer the following questions about the Sahara Desert . + Call on some Ss to give the answers + Go over the answers with the class  Elicit the general outline of the description WHILE-WRITING (16 mins) + Tell Ss towrite a desription of the Sahara , using the information in the table + Go around the class to control and give help where necessary + Collect Ss’ writing when they have finished POST-WRITING (14 mins) Peer correction + Break Ss into small groups. + Give five pieces of writing to each group. + Ask the groups to read the description, correct mistakes if needed and then choose the best one. + Call on some Ss to write their groups’ best descriptions on the board. + Make corrections with the class and comments HOMEWORK (1 min) 6. antelope (n) sơn dương 7. fox (n) 8. jackal (n) a wild animal like a dog Work in pairs: Answer the questions about the Sahara Desert 1. Where is the Sahara Desert ? 2. How large is it ? 3. How is the climate 4. Name some of the natural features of the Sahara ? 5. What kinds of animals and plants can live in the desert? Take note the outline 1. Introduction 2. General description + Geography + Area + Natural features ( climate/ rainfall / elevation/ trees / animals) 3. Conclusion Write it up Write the description of the Sahara. Work in groups. Coorect the writing. + Search for more information about the Sahara on the internet. UNIT 9: DESERTS Lesson E: LANGUAGE FOCUS Period: I/ AIMS -By the end of the lesson, Ss will be ble to distinguish between the full form and contracted form of some auxilaries and use the conjunctions such as so/but/however/…. in the sentences  Materials: textbook, whiteboard markers…  Teaching methods: integrated and mainly communicative. II/ PROCEDURE TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES I/ PRONUNCIATION FULL FORM AND CONTRACTED FORM OF AUXILIARIES + Read the following sentences and ask Ss to write what they hear on a piece of Listen and write what they hear on a piece of paper. Tanh Linh high school T: Vo Thi Xuan Lesson plan English 12 7 paper 1. They’re always phoning me at home 2. He’s walking over the bridge 3. She says she’ll go to the party tonight 4. I am a teacher and you are astudent 5. Ann will be 12 next week + Ask Ss to distinguish between the full form and contracted form of auxilaries and elicit the answers from them. Read the sentences and tell Ss to repeat + Call on some Ss to read the sentences + Make corrections in pronunciation if needed. II/ GRAMMAR Linking words: BUT /SO/HOWEVER/THEREFORE + Write down the sentences on the board 1. It began to rain, so I opened my umbralla 2. They were late but they didn’t hurry + Ask Ss to express the sentences in another way so that the meaning satys the same.  Elicit the use of conjunctions from Ss PRACTICE + Activity 1: Sentence completion + Ask Ss to work in pairs to do exercise 1 + Call on Ss to give the answers + Check with the whole class + Distinguish between the full form and contracted form of auxiliaries. Take note FULL FORM CONTRACTED FORM I am You are He is She is It is We are They are I shall You will They will I’m You’re He’s She’s It’s We’re They’re I’ll You’ll They’ll Repeat the sentences on the textbooks Listen and do the same Expected answers 1. It began to rain, therefore I opened my umbralla 2. They were late . However, they didn’t hurry 3. Although they were late , they didn’t hurry Take note 1. Similar meaning to BUT + We can also express a contrast by using the adverb “ however” with two sentences Ex: Her father was extremely angry with her. However, he didn’t say anything . 2. Similar meaning to SO + We use so/ therefore / as a result or for this reason to introduce the result of something + We use so ( with or without and ) before a clause Ex: He was late so he ran to the station + Therefore can also go before the verb Ex: I failed my driving test the first time and I therefore took it again + We also use as a result, therefore and for this reason at the beginning of anew sentence Ex; It was raining hard. As as result ,we didn’t go out. I failed my driving test the first time .Therefore I took it again + Therefore is rather formal + We also use though , tomean “ however” at the end of a sentence Ex: The room is very small. It’s quite comfortable though Activity 1: Sentence completion Work in pairs Suggested answers Tanh Linh high school T: Vo Thi Xuan Lesson plan English 12 8 Activity 2: Multiple choice + Ask Ss to work in pairs to choose the correct alternative in each sentence + Tell Ss to compare the answers in small groups + Check the answers with the class HOMEWORK (1 min) 1. so 2. but 3. so 4. but 5. so 6. but 7. but 8 . so Activity 2: Multiple choice Work in single Choose the correct answers Expected answers 1. but 2. however 3. yet 4. so 5. but 6.however 7.however 8. but Homework Make sentences with so/ but/ however / therefore. do exercise 3 . desert areas. Homework Read the story in their textbooks on page 99 and answer the questions. Tanh Linh high school T: Vo Thi Xuan Lesson plan English 12 3 UNIT 9: DESERTS Lesson: LISTENING Period: I/ AIMS + By. Tanh Linh high school T: Vo Thi Xuan Lesson plan English 12 1 UNIT 9: DESERTS Lesson A: READING Period: I/ AIMS By the end of the lesson, Ss will be able to understand the passage about deserts. in deserts? + Name some others countries which have deserts + name some other kinds of animals and plants live in deserts We’ll get to know more about deserts in today’s lesson PRE-READING (9