GIÁO ÁN ENGLISH 12 Unit 9: Deserts Lesson 1: Reading I Objectives By the end of the lesson Ss will be able to: - understand the passage about deserts and scan for specific information - use vocabulary related to the topic of the lesson through exercises II Teaching aids - Textbook, chalk, posters, pictures III Procedures TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES I WARM – UP ( min.) - Ask Ss to look at pictures in their textbooks * Discuss and answer the questions and discuss the questions below What is the name of the animal? Where does it live? How are deserts? Name some deserts (Sahara, Simpson, Gobbon ) * Introduce the title of the lesson U9: DESERTS Today we're going to read about Simpson desert Answers' suggestion: It is a camel It lives in deserts They are dry, hot Dunes are around deserts They are: Sahara, Simpson, Sonoran (Bac My), King Canyon (Uc) - Ss pay attention and answer the questions II PRESENTATION ( 35 min.) Pre- reading: Gest the meaning of some words  Vocabulary: - to comprise : - enormous (adj) - mystery (n) - corridor (n): - stable (a) - shrub-land (n) * Rub out remember While reading : Task1: Give the Vietnamese equivalents to the following words or phrases - Ask students to read through the text once to find out some new words, guess the main idea - Ask Ss to read the passage silently, stop when they meet a new word or a phrase and find words or phrases in the passage which have the following meaning given in the Task - Give feedback II PRESENTATION - Ss pay attention and take notes - Ss work in pairs to the Task 1, 2, - Present on the extra board & then tick on the board - Others give feedback and correction Silent reading Task 1: Checking the vocabulary : Matching (a poster) A (English) - 'aerial servey B (Vietnamese) - khảo sát không - dune - đụn cát cồn cát - sloping - dốc thoai thoải - hummock - gò , đống Australian - thổ dân úc Aborigine - crest - ®Ønh , nãc - spinifex - cá nhọn - stretch - kéo dài, căng -Royal - Hội địa lí Geographical hoàng gia Uc Society of - dốc đứng Australia - có cát - steep - Sandy Task 2: F (There are five: the Great Victoria, Task 2: Decide whether the following the Gibbon, Great Sandy, Tanami and statements are true (T) or false (F): Simpson) - Guide Ss the way to Task and ask F (Simpson is the last part of them to work in pairs Australia - Get Ss to check theirs answers and explain T (Until Madigan made an aerial their choices survey in 1929, he ) - T calls on some Ss to read theirs answers F (Colson and Australia Aborigine) and explain their choices F (In the western , there is a - T comments and gives feedbacks network of short dunes, and in the northern part , the dunes are ) T (In the northern dry salt Task 3: Answer the following questions lakes ) - Ask Ss to read the passage silently and Task 3: answer the questions individually There are Great Victoria Deserts, - Ask Ss to work in pairs to compare their Gibbon, Great Sandy, Tanami deserts answers and Simpson Deserts - Call on some Ss to write the answers on It lies between Lake Eyre in the south, the board the Macdonnel Ranges in the north, the - Check with the class Mulligan and the Diamantia Rivers in the - Give feedback east and the Macumba and Finke Rivers in the west In 1845 He was the president of the South Autralian Branch of the Royal Geographical Society of Australia They took camels across the desert In the west part, they are short, mostly Post reading: * Read this story and answer less than 10 meters high, and in the the questions northern part, they are parallel and are up - Ask Ss to work in pairs to 20 meters high - Go around for help 7.Two They are hummock grasses and - Call on some pairs to present spinifex - Give comments Ss read the story silently, individually and answer the following questions III CONSOLIDATION & HOMEWORK I think it is funny ( 5') dessert (mãn tr¸ng miƯng) and desert - Learn vocabulary (sa m¹c) - Prepare section B - SPEAKING - Do exercise at class Period 56 Unit 9: Deserts Lesson 2: Speaking I Objectives By the end of the lesson, Ss will be able to: - List some kinds of trees and animals living in deserts and talk about natural features of deserts : Trees and animals living in deserts and natural features of deserts - Express their ideas about trees and animals living, natural features of deserts II Teaching aids - Textbook, chalk, board III Procedures TEACHER’S ACTIVITIES I WARM – UP ( 5min.) - Ask Ss to discuss the questions What kind of trees and animals can live in deserts? → Introduce the new lesson STUDENTS’ ACTIVITIES Listen, discuss and answer * Expected answers Cactus (n) Date-palm (n) - camel (n) - …………… Listen, look, guess, repeat, copy "In today’s speaking section, you will practice Talking about natural features of  New words: deserts" ‘eucalyptus (n) : date palm (n) : II PRESENTATION ( 35 min.) ‘cactus (n) : Pre-speaking: ‘lizard (n) : - Ask Ss to study the requirements in tasks - Listen - Read in pairs - Group works then find out the new words - Go to the board to match - Help Ss with the vocabulary and pronunciation - Elicit some useful expressions: Rub out and remember While – speaking Task 1: Tick the trees and animals that you think might exist in a desert - Ask Ss to practice "ASK and ANSWER" following the model below: A: What animal can live in a desert? B: I think it is ……… A: Why can …… live in a desert? B: Because ………………… 0A: What kind of trees can live in a desert? B: I think it is ……… A: Why can ………… live in a desert? B: Because …………………………… The Simple Tense can be used - Invite some Ss to read aloud their dialogue - Correct mistakes if necessary Task 2: Find out natural features of a desert - Guide Ss to Task 2, - Tick a poster to supply materials: hot, little rainfall, wet, sandy , dry, much rainfall, few people , much sunshine, many flowers , few animals , windy , snowy NATURAL FEATURES * Climate: - dry, hot, windy… very cold (night) * Rainfall: - very little, * People / animals: - few * Sunshine: - much * Soil: - sandy, hot * Seasons: hot - Ask Ss to find out among them, what are the natural features - Ask Ss to work in pairs - Feed back: Give marks to better pairs After – speaking: Task You are going on an expedition across a desert with some of your friends Choose the five most important things you should bring along with you Teacher models with a student ; FEEDBACK 1: - Students as teacher’s requirement - Students stand up and read aloud -Listen to the teacher and practice in pairs -Students divide in pairs -Students express their opinions FEED BACK 2: - Students work with the teacher - Students find out - Students report their ideas in front of class Model: In a desert, the climate is very different It is extremely hot all day and surprisingly cold in the evening ……… - Discuss in groups of four Ss - Asks Ss to discuss and practice in groups A: Are you going on an expedition across a desert? B: Yes, I am A: What will you bring along with you ? B: I will A: Why will you bring ? B: Because - Invite some groups’ representatives to report their ideas - Give feed back and make comments III CONSOLIDATION & HOMEWORK (5') -Write the application process again - Prepare for part C - LISTENING - Present the modal in front of the class - Take notes and the exercise at home Whole class Period 57 Unit 9: Deserts Lesson : Listening I.Objectives By the end of the lesson, the students will be able to: - To practice students’ speaking and listening skills - To help students to guess the meaning of some words and the task given in order to understand the listening about deserts Knowledge: - General knowledge: Listen for specific details - Language: The present future tense - New words: Words related to the topic Skills: - Listening and deciding on True or False statements - Listening comprehension through questions II Teaching aids Textbook, posters… III Procedures TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES I WARM – UP ( min.) - Ask Ss to discuss some questions - Ss pay attention to Teacher and How is the weather in deserts? find out the correct answers What animals/ trees can live in deserts? Expected answers: How is sand? How about the rocks? It is very hot Questions in textbook Camels, cactus… It is dry, hot The rocks are hard → Lead in " Our lesson today will focus on … some features of deserts and how they are Answers … formed " - Write down and repeat New words II PRESENTATION ( 35 min.) - agent (n) Pre-listening - cool (v) Listen and repeat - needle( n) -Ask Ss to listen to the T’s pronunciation and repeat – hard (a) soft (a) Frightening speed Sahara petroleum Australia firewood - Read through the statements and Mauritania underline key words - Explain unfamiliar words to students - Listen to the tape While – listening: - Do the task individually and You will hear an expert talking about deserts, what they are and how they are formed * Task1: Decide whether the statements are true (T) or false (F) - Ask students to read through the statements and underline key words - Ask Ss to guess whether the statements are true or false - Play the tape two times - Ask Ss to individually then exchange the answer - Play the tape again, have students listen and check the answers by giving their ideas - Check and gives feedback * Task2: a/ Listen again and answer the questions - Ask students to read through the questions - Play the tape again - Ask Ss to the task in groups - Ask Ss to present their answers on their subordinate boards and then tick them on the board - Play the tape and correct the structure, words … - Check and gives feedback compare the answers Feedback1: Listen and choose True/ False T F T F T - Read through the statements and underline the key words - Listen to the tape - Do the task individually and compare the answers Feedback2: a Expected answers It examines deserts, what they are and how they are formed It is a hot, dry, sandy place It is also a beautiful land of silence and space The sun shines, the wind blows, and time and space seem endless Nature and humans They contribute by eating every plant they can find This makes the land becomes desert Feedback 3: 90 percent (%) smaller plants * Task3: Fill in the missing word(s) prevent - Explain the task spreading - Let Ss read the passage and find the right capital words to fill in canals - Play the tape once more - Ask Ss to compare the answers with their partners Post – listening: - Check the answers with the whole class - Ss in groups - Present in front of class Post – listening: Work in groups: Ask students to Summarize the main ideas of the experts Use the following guidelines: + Definition of deserts + The reason for the growth of the deserts + The things people should and shouldn’t to prevent the growth of the deserts…… Whole class - Go around and offer to help if necessary - Call on some Ss to present in front of the class - Correct and gives comments III CONSOLIDATION & HOMEWORK (5') - Prepare part D - WRITING Period 58 Unit 9:Deserts Lesson 4: Writing I Objectives By the end of this lesson, students will be able to : - Write full paragraph about the Sahara desert II Teaching aids - Pictures, textbooks, handouts , board & chalk III Procedures TEACHER’S ACTIVITIES I WARM – UP ( min.) Answer the question from the cues STUDENTS’ ACTIVITIES - Listen to the cues and give the answer WHAT IS IT? The Cues: It is a desert in Africa It is the largest desert in the world Introduction: Write a composition about THE SAHARA DESERT II PRESENTATION ( 35 min.) 1, Pre – writing : * Elicit structures: + Vocabulary : + Tenses: Simple present * Check: R.O.R 2, While – writing : IT IS SAHARA DESERT - compare & comment * Vocabulary: 'arid (a) = very dry oasis (n) : ga'zelle (n) : 'atelope (n) : General information: - Ask students to read the request of task one and translate - Explain them how to the task - Give students the structures and some new words OUTLINE: * Location: - It is the largest desert … - It is located in and extends/stretches from …to - It lies largely in ……… (10% of Africa) * Area: - It covers … - Its total area is … - … has a total area of … * Natural features: - The moisture is almost totally absent so it is … - It is …… with …… - There is/ are … - Sahara is on a tableland with … * Trees and animals: - We can find …… - The main trees are…… - The main animals can be seen are …… 'jackal (n) : Suggested answers Sample writing : The Sahara is a vast region that extends across parts of ten countries in Northern Africa The name Sahara comes from the Arabic word for "desert" It stretches the entire width of the continent, from the Atlantic Ocean in the west to the Red sea in the East In fact, the Sahara is almost as large as the United States In this great desert, daytime temperatures can be scorching The highest outdoor temperature ever recorded in the Sahara in 1922 was 1360 Fahrenheit (580 Celsius) In winter, it can get chilly enough at nighttime for water to freeze The Sahara is very dry Most parts of the desert receive just a few inches of rain a year In other areas, years pass without any rain at all There are hundred oases scatted across the Sahara, mostly along its edges and in mountainous areas Oases can - Walk around and help them support abundant plant and animal life - Call on some to stand up and answer the Outside the oases, only short, thorny questions bushes grow But the bushes support - Correct & gives feedback plants-eating animals such as antelope and gazelles Today some desert people Post – writing ( correction ) - Ask some groups to represent their work, still trade by camels across the desert ask other to give remark - Choose some good writing to read in class - Listen to the teacher and write down and give remarks III CONSOLIDATION & HOMEWORK ( 5') - Rewrite in the notebooks - Prepare part D homework Period 59 Unit 9:Deserts Lesson 5:Language focus I Aims By the end of the lesson, students will be able to - Pronounce full and contracted forms of auxiliaries correctly (cont.) - Review the use of prepositions (in, on, at, of, by, about, among, to, with….) and articles (a/an/the,∅) - Words related to the exercises II Teaching aids Pictures, textbooks, handouts III Procedures TEACHER’S ACTIVITIES I WARM – UP ( min.) They are always phoning me at home He is reading a book in his room They say they will go to the cinema tonight I am a teacher and you are a student Lan will be 17 next week ? What are "am, is, are, shall, will"? → Lead in: Today we study "Weak and strong forms of some auxiliaries"(Cont.) II PRESENTATION ( 35 min.) A PRONUNCIATION * Listen and repeat - Read the model some words and ask Ss to repeat - Get some Ss to pronounce these words - Correct pronunciation (if any) - Correct and gives feedback Remarks: * Full form is often used in common * Contracted form is often used in abbreviation * Practice reading the sentences - Play the tape, Ask Ss to read after the tapes (Reads aloud the sentences) - Call on some Ss to read and correct STUDENTS’ ACTIVITIES Excepted answers : * They are auxiliaries * They are prepositions  Repetition: full forms I am [ai æm] You are [ju:a:(r)] He is [hi: iz] She is [∫i: iz] It is [it iz] We are [wi: a: contracte d forms I'm [a'm] You're [ju ə] He's [hi:'z] She's [∫i: 'z] It's [it 'z] We're [wiə] Full forms contract ed forms I I'll shall/will [ail [ai ∫æl, You'll ∫əl] [ju:l] You will He'll [ju: wil] [hi:l] He will She'll [hi: wil] [∫i:l] She will It'll [∫i: wil] [itl] It will We'll [it wil] [wil] mistakes (r)] They're They are [đeə] [đei a: (r)] We They'll shall/will [đeil] [wi ∫æl/wil] They will [đei wil] - Listen and repeat - Read  Practice reading aloud the sentences - I think I’ll buy a motorbike - You’ll notice that there’s a girl coming - It’ll be much better if you could it - We’ll have to talk to her - She ‘s feeling much better now - They’re students GRAMMAR - He’ll be 17 next month  BUT, HOWEVER, and YET: My brother still had a dollar , but he - Ss remind some usages of the grammar point didn’t want to spend it She was a bit tired However she Pay attention and take notes (Explanation) - Do exercise in groups or pairs stayed up late to finish the report She was a bit tired ; however , she stayed up late to finish the report He is very rich , yet he is not contented  ALTHOUGH / HOWEVER : Although she was a bit tired, she stayed Give their own examples up late to finish the report However tired she was, she stayed up late to finish the report : But / yet / However / Although : coordinate conjunctions They are used to express contrast / concession  SO : It was late , so the workers stopped Take note of some main information work and left the factory He is very popular , so everybody likes him  THEREFORE : It was late Therefore the workers stopped work and left the factory  To express result Suggested answers: * Practice : Exercise : Exercises 1: Add so or but and a comma so but where appropriate so but so but - Explain examples but So Exercise2: Underline the correct Exercise2: alternative in the following sentences but yet but however Exercise3: Add so , therefore or however Exercise3: where appropriate therefore - Ask Ss to exercises provided in the so However books -Get them individually, and then So compare the answers with the partners - Call on some Ss to give the answers - Correct and gives feedback III CONSOLIDATION & HOMEWORK Concessive Clauses - Practise reading the words and the sentences - Do all the exercises - Prepare Unit10 , Part A – Reading however so However but so therefore Therefore However