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- After students finish, give them comments: correct some pronunciation mistakes they have made - Read aloud the words and ask the whole class to repeat. - Call 1 pair to role play in f[r]
Preparing date: Dec,28 th 08 Teaching date: Dec,29 th 08 Period division: 55th Unit 9: Deserts Lesson A - Reading I Aims : By the end of the lesson, students will be able to read for specific information to understand the passage and express their ideas about the deserts II Teaching aids: textbook, poster, picture, chalk… III Procedure: Stages T’s activities Sts’ activities Warm- up Filling: Fill in the blank with the most suitable word: Class work 4’ A…………… … is a hot, dry sandy place -> Desert I Ask and answer the questions: Pre- reading Suggested answers: Pair work 12’ dry, few trees, little or no water, little rainfall, few people and animals live in a desert……… camels, scorpions, cactus……… Egypt, Australia, China……… II Vocabulary: - aerial ['eəriəl] (adj): không - dune (n) [dju:n]: đụn cát - stretch (n) [stret∫]: dải đất, dải nước - aborigine (n) [,æbə'ridʒini:z]: thổ dân Úc - hummock (n) ['hʌmək] ®èng gò, đống - slope (n) [sloup]: dốc, đường dốc - corridor (n) ['kɔridɔ:]: đường hành lang - crest (n) [krest] : đỉnh - spinifex (n) ['spainəfeks] : cỏ nhọn sống vùng hoang mạc nước Úc III Check vocabulary R&R While reading Aks pls to d discuss and find out the Vietnamese equivalents 21’ I Task 1: Answers: kéo dài, căng cồn cát, đụn cát có cát, cú cỏt độ dốc, dốc thoai thoải trắc lợng không dốc đứng, dốc ngợc Hội địa lý hoàng gia Austra gò, đống thổ dân Australia 10 đỉnh (gò/đống) 11 cỏ nhỏn mọc hoang mạc II Task 2: True- false Answers: F F T F F T III Task 3: Answer the question Group work Pair work Answers: They are Great Victoria Deserts, Gibbon, Great Sandy and Tanami Deserts and Simpson Desert It lies between Lake Eyre in the south, the Macdonnel Ranges in the north, the Mulligan and the Diamantina Rivers in the east, and the Macumba and Finke Rivers in the west In 1845 He was the President of the South Australian Branch of the Royal Geographical Society of Australia They took camels across the desert 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 Two They are hummock grasses and spinifex After reading 6’ Home work 2’ The story is funny because the American businessman pretended to misunderstand the interpreter’s question The interpreter mispronounced ‘dessert’ (the last course of the meal) as ‘desert’ (dry, sand stretch of land) The word ‘dessert’ is stressed on the second syllable while the word ‘desert’ is stressed on the first syllable - desert ['dezət] sa mạc - dessert [di'zə:t] (bánh ngọt, bánh nhân hoa quả, kem) ăn vào cuối bữa ăn; tráng miệng (cũng - Aks pls to prepare leson speaking Individual work Whole class Preparing date: Dec,28 th 08 Teaching date: Dec,29 th 08 Period division: 56th Unit 9: Deserts Lesson B - Speaking I Aims : By the end of the lesson, students will be able to - Talking about nature features of the deserts - Explaining why some thing should be brought along while going across a desert II Teaching aids: textbook, poster, picture, chalk… III Procedure: Stages T’s activities Sts’ activities Naming the pictures Warm up Give out the pictures and the vocabularies relates to the Group work 15’ speaking lesson then ask pls to work in group to name them (match) - Eucalyptus [,ju:kə'liptəs] - crocodile ['krɔkədail] (con cá (cây bạch đàn) - cactus ['kæktəs] (cây x rồng) - date palm [pɑ:m] (cây ch là) - grass [grɑ:s] (cỏ) - frog [frɔg] (con ếch) - horse (con ngựa) - buffalo ['bʌfəlou] (con trâu) sấu) - camel ['kæməl] (con l đà) - fox [fɔks] (con cáo) - lizard ['lizəd] (con t lằn) - rabbit ['ræbit] (con thỏ) - goat [gout] (con dê) - sheep [∫i:p] (con cừu) Eucalyptus cactus date palm grass frog horse buffalo crocodile lizard rabbit camel sheep fox Pre - speaking Task 1: * Checking the trees and animals that might exist 23’ in a desert - Ask pls to work individual and compare with a partner - Eucalyptus - buffalo - horse - cactus - crocodile - rabbit - date palm - camel - goat - grass - fox - sheep - frog - lizard * Explain the choice - Ask pls to explain the reasons that they choose Model: - What kinds of trees and animals on this list you think Individual work Individual pair work While speaking 21’ might exist in the desert? - I think date palms, cactus, grass, camels and lizards can exist in the desert because they don’t need a lot of water and can survive under difficult conditions - What about banana trees? - I don’t think they can live in such hot weather Moreover, we have never seen banana trees in pictures taken in the desert, have we? ……………… Task 2: So why can bananas, frogs……exist in the desert? -> climate… hot pair work climate dry Ask pls to find out as much as many features of a desert as possible Using the cues in the text book and the model Useful expressions: - hot - dry - little rainfall, much sunshine, few grasses, few animals, few people, sandy…… Ex: A: What you know about the climate in the desert? B: It is said that it’s very hot in the daytime but it’s very cold at night A: And please tell me about the rainfall How often does it rain here? B: It rarely rains there so everything is very dry A: Are there seasons in the deserts? B: I am not sure but as far as I can remember in some cold deserts there are hot summer and very cold winter ……………… After speaking Task 3: 10’ What are five things you should bring along with you if you are going on an expedition across the desert? a - I think I should bring a knife in case I need food to eat It’s also used to protect me from the attack of dangerous animals or bad people - And what about a mosquito net? Would you need one? - Oh, no I would have a face net and clothes long enough to cover my whole body - And what else would you need? - Food is next things because it’s very difficult to find food in Group work Home work 2’ the desert I think we should bring as much food as possible because we could get stuck there - Why don’t you bring a cell phone? It could be very helpful if you got lost Someone could come and rescue you - Are you joking? Do you think there would be telephone waves/ signals in the desert? And how can we charge the battery? ………… or b - I will bring water because there is little water and may I amy die without it - I will bring a camel because a camel is the best means of transport in a desert - I will bring food because it is almost impossible to find food in a desert - I will bring a box of match because there is no elictricity in a desert - I will bring a blanket because it is ver cold at night in a desert - Ask pls to write down at home and prepare lesson listening Whole class Preparing date: Dec,28 th 08 Teaching date: Dec,29 th 08 Period division: 57th Unit 9: Deserts Lesson C - Listening I Aims : By the end of the lesson, 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 II Teaching aids: textbook, poster, picture, chalk… III Procedure: Stages T’s activities - Asks Ss to discuss some questions Warm up What is desert? 6’ How is a desert formed? Can human beings make a desert? Why/Why not? It is hot, dry and sandy place It is a beautiful land of silence and space The sun shines, the wind blows and time and space seem endless Sts’ activities Class work Pre Listening 6’ While Listening 23’ It is formed by natural and human beings Yes, we cut down the trees and destroy the environment Gradually the land will become desert / Human beings can contribute in the making of desert because we cut down trees and destroy forests These actions can lead to the changes of climate Lead in "Our lesson today will focus on some features of deserts and how they are formed " Listen and repeat - Ask Ss to listen to the T’s pronunciation and repeat - frightening speed ['fraitniη spi:d]: tốc độ kinh khủng - Sahara (n): sa mạc Sahara - petroleum (n) [pə'trouliəm] dÇu má - Australia (n) [ɔs'treiljən] - firewood (n) ['faiəwud]: cñi - Mauritania - phenomenon [fə'nɔminən] hiện tượng Task 1: True or False statements * True / false prediction - Ask pls to predict the keys in pairs - Call some to tell their prediction * True / false prediction check - Turn on the tape and ask students to listen to the tapes times - Call some to check Answers: 1T 2T 3T 4F 5T Pairs work Task 3: Fill the missing words - Give out the words ask pls to find out the missing words and then fill the words in the blankets prevent canals smaller plants spreading 90% capital - Turn on the tape again and ask students to fill the gaps - Call some to check Post Listening 8’ 90% smaller plants prevent spreading capital canals - Ask pls to summerise the main point of the content Suggested answers: - It is hot, dry, sandy place Also a beautiful land of silence and space The sun shines, the win blows and time and space seem to be endless Only trees with hard needles can grow in the deserts - Nature and humans contribute to the growing of deserts Individual work Human beings cut down trees for firewood When the trees are gone, smaller plants die and there is nothing but sand and the land turn into desert Home work 2’ - Ask pls to prepare the writing lesson Whole class DESERTS 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 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 19th 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 The 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 Preparing date: January,3 th 08 Teaching date:,6 th 08 Period division: 58th Unit 9: Deserts Lesson D - Writing I Aims : By the end of the lesson, students will be able to write about the Sahara deserts II Teaching aids: textbook, poster, picture, chalk… III Procedure: Stages T’s activities Sts’ activities Warm- up * Eliciting picture: Identify the Sahara desert on the map Class work 6’ Where is the Sahara desert? How large is it? How is it climate? Name some of the natural features of the Sahara? What kind of animals and plants can live in the desert? Pre – writing 12’ * Vocabulary - extend (v) [iks'tend] : kéo dài, vơn tới - arid (adj) ['ỉrid] : kh« c»n - oasis (n) [ou'eisis] : ốc đảo, nơi thoải mái - tableland (n) ['teibllổnd] : bình nguyên - gazelle (n) [g'zel] : linh d¬ng nhá rÊt dƠ th¬ng, linh d¬ng gazen - antelope (n) ['ỉntiloup] : s¬n d¬ng - fox (n) [fɔks] : c¸o - jackal (n) ['dʒỉkɔ:l] : chã rõng * Checking technique: Translation * The way to write a composition about the Sahara Desert * Tenses used: Simple present Class work * General Outline of the Description: - Introduction - General description: + geography (location) + area + natural features ( climate/ rainfall/ elevation/ trees/ animals) - Conclusion Ask pls to writing the sentences by putting the verbs in the While-writing blankets in the correct tense 15’ The Sahara (be) the largest desert in the world It (be) in the northern of Africa, East of Atlantic Ocean and the west of the Red Sea and Iraq It (lie) largely in Morocco, Algeria, Tunisia, Libya, Egypt, Mauritania, Mali, Niger and Sudan This desert (have) a total area of more than 9,065,000 square kilometers with 1610 kilometers width and 5150 kilometers in length from the east to the west There (be) a total absence of moisture so it (be) very dry It (be) very hot in summer and extremely cold in winter The Sahara (be) on a tableland with an elevation of 400 to 500 meters It (be) an arid sandy land with few oases but many large sand dunes Very few forms of animal and vegetable life (exist) there The main trees which (can be find) there are cacti, the date palms, and a form of acacia Only animals like gazelles, antelopes, foxes, jackals and camels (be)found in this desert Sample writing: The Sahara is the largest desert in the world It is in the northern of Africa, East of Atlantic Ocean and the west of the Red Sea and Iraq It lies largely in Morocco, Algeria, Tunisia, Libya, Egypt, Mauritania, Mali, Niger and Sudan This desert has a total area of more than 9,065,000 square kilometers with 1610 kilometers width and 5150 kilometers in length from the east to the west There is a total absence of moisture so it is very dry It is very hot in summer and extremely cold in winter The Sahara is on a tableland with an elevation of 400 to 500 meters It is an arid sandy land with few oases but many large sand dunes Very few forms of animal and vegetable life exist there 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 this desert Individual work After writing 10’ Home work 2’ - Ask pls to exchange the writing to other pls to check and give remarks - Ask pls to represent the task on board if being asked - read the writing to get others’ remarks - as the teacher asked - Ask pls to write a composition about Quy Chau Pair work Whole class Unit Deserts Date of -oOo preparing:……/ /200… Period No 59 - Lesson 5: Language focus Date of teaching:……/ …./200… Class:…………… I Objectives: Educational aim: - Full and contracted forms of auxiliaries - So, but, however and therefore Knowledge: - General knowledge: Combining the sentences - Language: Know how to use so, but, however and therefore - New words: Words related to the exercises Skills: - To practise students’ pronunciation and writing skills - To help students to be able pronounce the full forms and the contracted forms of auxiliaries and introduce to them the use of so, but, however and therefore II Method: - Integrated, mainly communicative III Teaching aids: - Board, tape, cassette player, chalks, textbook and notebook IV Procedure: Time Teacher’s activities 3’ 5' - read some words - ask Ss to listen and check if there are differences between every two words - go around the class and offer help if necessary - call on some Ss to give their answers in front of the class - give feedback and correct answers - leads in the new lesson Content Students’ activities A Warm- up: Listen and check if there are differences between every two words Suggested answers: he’s - his hill – he’ll there – they’re your – you’re time – I’m - listen carefully - check if there are differences between every two words - some Ss give their answers in front of the class Lead in: Today we’ll learn about the full form and contracted form of auxiliaries B Pronunciation - explain how to I Presentation 1: The full and contracted - listen carefully and pronounce full and forms of auxiliaries note down 5’ 10’ 8’ contracted forms of auxiliaries - play the CD - ask Ss to repeat in chorus and individual - ask Ss to work in pairs II Practice to practice reading the sentences in their textbook on page 103 - call on some Ss to read the sentences aloud - make correction if needed C Grammar: - gives some examples I Presentation 2: Linking words: but/ so/ however/ therefore It began to rain, so I opened my umbrella They were late, but they didn’t hurry Answers: It began to rain, therefore I opened my - ask Ss to express the sentences in another umbrella They were late However, they didn’t way so that the meaning stays the hurry Although they were late, they didn’t same hurry *The use of the conjunctions - elicit the use of the Similar meaning to but E.g.: - Although she is much younger than conjunctions from Ss me, we get on very well together - Her father was extremely angry with her However, he didn’t say anything Similar meaning to so We use so, therefore, as a result or for this reason to introduce the result of something E.g.: - He was late so he ran to the station - It was raining hard As a result, we didn’t go out II Exercise 1: - have Ss play the game Suggested answers: so so “Lucky number” - check the answers but but with the whole class so but but 6’ - explain the example carefully - ask Ss to work in pairs to the exercise suggested - ask Ss to discuss the answers with their friends - asks some of the students to the exercise orally - asks other Ss to give III Exercise Suggested answers: so but but however However yet however so but - listen carefully - repeat in chorus and individual - work in pairs to practice reading the sentences in their textbook on page 103 - some Ss read the sentences aloud - listen carefully and note down - express the sentences in another way so that the meaning stays the same - as the teacher asked - some Ss give their answers in front of the class - play the game “Lucky number” - notice the teacher’s explanation - work in pairs: Do the exercise given in the textbooks - discuss the answers with their friends then correct the mistakes themselves - some of the Ss to the exercise orally - other Ss give comments - take notes of the 6’ 2’ comments - give the suggested IV Exercise 3: answers if necessary - explain the example Suggested answers: carefully therefore - ask Ss to work in pairs so to the exercise 3.so, suggested therefore - ask Ss to discuss the however answers with their Therefore friends so - ask some of the Ss to However the exercise orally - ask others to give comments - give the suggested answers if necessary D Wrapping - summarize the main points - assign homework suggested answers - notice the teacher’s explanation - work in pairs: Do the exercise given in the textbooks - discuss the answers with their friends then correct the mistakes themselves - some of the Ss to the exercise orally - other Ss give comments - take notes of the suggested answers - redo exercises Unit : Deserts A Language skills Reading: - 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 Speaking: - Students can ask and answer about a picture - Sts know the deserts in Autralia Listening: - Students can improve their listening skill : they can understand the passage and then they can summarize the passage that they have listened to - Students learn more words and phrases in term of deserds Writing: - Students can write a report basing on the information given in the Table of the Sahara desert B Language focus Pronunciation: - Students can use full and contracted forms of auxiliaries Grammar: - Students know how to use so, but ,howrever, and therefore A Reading 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 Aids - English textbook for students - English textbook for teachers - Pictures Procedures Stages Teacher’s activities - Greet Ss Prereading - Ask students to look at the picture page 91 and ask Ss (4min) to answer some questions: Whilereading ( 30 min.) Task ( min.) What you know about deserts? what kinds of plants and animals live in a desert Name some of the countries which have eserts - Call a pair to report their discussion - Introduce the topic: 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 - Ask students to read the passage in silence - Ask students to Task 1: Give Vietnamese equivalent words to ones given in the passage -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 times - Call 2-3 students to read new words again Task ( 10 min.) Task ( min.) Postreading ( 11 min.) - Ask students to task in pairs - Go around to supervise students if necessary - Ask representatives of pairs to give the answers If students’ answers are right, repeat them, if not, give the right answers - Ask students to task in groups - Go around to supervise students if necessary - Ask representatives of groups to answer the questions If students’ answers are right, repeat them, if not, give the right answers - Ask students to After you read in pairs, scanning the text to find information to complete the note - Go around to supervise them Note down the serious and common mistakes - Call some pairs to read their note - Give feedback and correct some serious or common mistakes Students’ activities - Greet teacher - Listen to the teacher and think about the topic - Answer teacher’s questions in pairs - Give Vietnamese equivalents - Read the words - Read the passage in silence - Do task - Write down the answers and read the words - Do task in pairs - Give the answers: F F T F F T - Do the Task in pairs * Suggested answers: - Listen to the feedback and correct their mistakes 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 Stages Teacher’s activities Prespeaking ( min.) - Introduce the lesson: Today, we learn Unit 9: part B Speakin g(Write on the board the title) - Ask students to look at Task - Ask students to Task - While students discuss, walk around the class to guide or supervise them and give them help if necessary - Ask sts 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 - Listen to the teacher and write the title in their notebooks Ask sts 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 Work in pairs - Let the whole class read the new words twice or three times - Read the new words Task Whilespeaking ( 28 min.) Task Students’ activities - Call one student to repeat the instruction to check whether they are clear about what they have to - Go around to supervise them Note down serious and common mistakes Postspeaking ( 10 min.) Task Home work ( min.) - After about minutes of discussion, call some groups to report what they have done - Ask the others to listen to their friends - Listen to students attentively and pay attention to the mistakes they have made - After students finish, give them comments: correct some pronunciation mistakes they have made - Read aloud the words and ask the whole class to repeat - Call 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 - Call another group if there is enough time - Give feedback and correct serious or common mistakes - Prepare a presentation about the information about other deserts - Look at Task - Do Task - Work in pairs and discuss in about minutes - Do Task in groups Present perfect tense - One student repeats the teacher’s instruction - The others listen to their friends to make clear about what they have to - Do Task - Some groups report what they have discussed S1 : I choose : food , water , camel , knife, blanket, S2 : Ichoose : wter ,car food, camel , blanket - Repeat after the teacher - One pair to role play in front of the whole class - Listen attentively to their friends’ dialogue and give comments or ask questions - Listen to the teacher and correct the mistakes - Listen to the teacher and note down homework 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 Stages Teacher’ activities Learners’ activities Prelistening (6min.) Warm up: ask sts to answer the questions What is a desert ? How is a desert formed ? can human beings make a desert ? Whilelistening (29min.) Task - Ask students to listen to the passage the first time - Read the passage twice - Ask some students to give their answers If their answers are right, repeat them; if not give the correct answers Work in pairs Task - Ask them to listen again the second and the third time to finish task 2: - Ask students to discuss the answers to the questions in pairs - Go around to supervise students if necessary - Eliciting the answers from students, if their answers are right, repeat the answers, if they are wrong, give them the answers: - Listen to the passage and answer the questions * Answers: T T F F T - Listen again the third time to finish the task - Discuss the answers to the questions in pairs - Answer the questions, and correct the wrong answers - If most students not catch the information for the questions, let them listen again to the passage once more 90 percent smaller plants prevent speading capital canals Task Ask sts to listen again and fill in the missing words Postlistening (10min.) - Ask students to After you read in groups _ discuss the questions in the book wor in groups - 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 mistakes 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 Stages Teacher’s activities Prewriting (7min.) Whilewriting (28 min.) Students’ activities - 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 elevation acacia Gazelle jackal - Write down in the notebooks the title - 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 Questions Where is th Sahara desert ? Whwt is its total area / How long is it ? How wide is it? What is its natural feature ? - Land - Climate - sand -Table land Wal kinds of trees can live in the Sahara desert ? - Look at the table page 96 - Listen to the teacher - Guess the meaning of the new words - Read the words - Write the description - Listen to the teacher and correct the mistakes - Go around to supervise them Note down serious and common mistakes - Show and correct some common mistakes Postwriting ( 10 min.) - Ask students to revise their description - Ask students to hand in their work to mark - Revise their description - Hand in their work 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 Stages Students’ activities Pronuncia tion (7min.) - Introduce the lesson: 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 - 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 to repeat, correct their mispronounce Practice these sentences - Read times the sentences, and then let the whole class read the sentences twice or three times - Listen to the teacher - Listen to the teacher - Read the sound - Read the sentences twice or three times - Read the sentences again - Read the sentences in pairs Grammar (38min.) Exercise Explain how to use so or but Can you tell me what the difference so and but ? Give me some example 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 - Call some students to give their answers If students’ answers are right, repeat them, if not, give the right answers Exercise Underline the correct altrmative in the sences Note : xplain how to use however - Call some students to give their answers If students’ answers are right, repeat them, if not, give the right answers Go around to supervise them - Give the answers so but so but so but but so - give the answer but 2however yet so but however however but Answer therefore so so therefore however therfore so howerver Exercise Add so , therefore , or however Note The use of therefore - Call some students to give their answers If students’ answers are right, repeat them, if not, give the right answers Go around to supervise them - Ask students to exercise - Go around to supervise them - Ask students to discuss the answers in pairs - Call some students to give their answers If students’ answers are right, repeat them, if not, give the right answers ... and the Diamantina Rivers in the east, and the Macumba and Finke Rivers in the west In 1845 He was the President of the South Australian Branch of the Royal Geographical Society of Australia They... Teaching date: ,6 th 08 Period division: 5 8th Unit 9: Deserts Lesson D - Writing I Aims : By the end of the lesson, students will be able to write about the Sahara deserts II Teaching aids: textbook,... th 08 Teaching date: Dec, 29 th 08 Period division: 5 6th Unit 9: Deserts Lesson B - Speaking I Aims : By the end of the lesson, students will be able to - Talking about nature features of the deserts