Unit 9-12 Cb

- Language: Common knowledge of the life of plants and animals in the deserts - New words: Words related to the lives of plants and animals in deserts.. - look at the picture on page 96

Trang 1

Date of

preparing: …… / /200 …

Date of teaching: …… … / /200 …

Class: ………

Unit 9

Deserts -oOo -Period N o 55 - Lesson 1: Reading

I Objectives:

1 Educational aim:

- Guessing the meaning in the context Deciding true or false statements

- Passage comprehensions and Understanding the humour of the story

2 Knowledge:

- General knowledge: Lives of plants animals in deserts.

- Language: Common knowledge of the life of plants and animals in the deserts

- New words: Words related to the lives of plants and animals in deserts.

3 Skills:

- Guessing meaning in context, deciding on true or false and passage comprehension

II Method:

- Integrated, mainly communicative

III Teaching aids:

- Picture, board, chalks, textbook, handouts,…

IV Procedure:

Time

3’

5’

2’

10’

Teacher s activities’

- ask Ss to fill in the

blank with the most

suitable word

- ask Ss to look at the

picture on page 96 and

ask and answer the

questions

- go around the class

and offer help if

necessary

- call on some Ss to ask

and answer in front of

the class

- comment

- read word by word

- ask Ss to repeat in

chorus and individual

and write them on the

blackboard

- say some words in

English and ask Ss to

speak them out in

Vietnamese

- ask Ss to read the

passage in silence and

do task 1

- ask Ss to compare the

answer with a partner

- call on some Ss to

Content

A Warm- up (3): Fill in the blank with the

most suitable word:

A…… is a hot, dry sandy place

Answer:

Desert

B Pre- reading:

I Ask and answer the questions:

Suggested answers:

1 dry, few trees, little or no water, little rainfall, few people and animals live in a desert………

2 camels, scorpions, cactus………

3 Egypt, Australia, China………

II Vocabulary:

- aerial (adj) ['eəriəl] : trên không

- dune (n) [dju:n] : đụn cát

- stretch (n) [stret∫]: dải đất, dải nớc

- aborigine (n) [,ổbə'ridʒini:z] : thổ dân úc

- hummock (n) ['hʌmək] : gò, đống

- slope (n) [sloup] : dốc, đờng dốc

- corridor (n) ['kɔridɔ:] : đờng hành lang

- crest (n) [krest] : đỉnh

- spinifex (n) ['spainifəks] : cỏ lá nhọn sống

ở vùng hoang mạc nớc úc III Check vocabulary

C While- reading

I Task 1:

Answers:

1 kéo dài, căng ra

2 có cát,

3 trắc lợng trên không

Students activities’

- fill in the blank with the most suitable word

- look at the picture on

page 96, listen to the teacher then ask and answer the questions in the book

- work in pairs

- some Ss ask and answer in front of the

- listen carefully

- repeat after the teacher in chorus and individual and write down

- do the task individually

- read the passage in silence and do task 1

- compare the answer with a partner

- some Ss answer in

Trang 2

6’

9’

5’

2’

answer in front of the

class

- comment and give

correct answer

- present the task: Read

the passage and choose

the statements are True

or False

- get students to work

in groups and discuss

about the passage

- go round the class to

control the discussion

- state the best option

- correct mistakes

- ask Ss to work in pairs

to ask and answer

about the passage

and offers help if

necessary

answer in front of the

class

- comment and give

correct answers

story

-ask them for the

humour of the story

- explain

- summarize the main

points

- assign homework

4 Hội địa lý hoàng gia Austra

5 thổ dân Australia

6 cồn cát, đụn cát

7 độ dốc, dốc thoai thoải

8 dốc đứng, dốc ngợc

9 gò, đống

10 đỉnh (gò/đống)

11 cỏ lá nhỏn mọc trên hoang mạc

II Task 2: True- false

Answers:

1 F

2 F

3 T

4 F

5 F

6 T

III Task 3: Answer the question

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 Macdonnel 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 South 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 grasses and spinifex

D Post- reading:

E Wrapping

front of the class

- listen to the teacher then read the passage and choose the statements are True or False

- work in groups to discuss about the passage

- finish the task

- compare their results with the other groups, and correct

- work in pairs to ask and answer about the passage

- some Ss answer in front of the class

- read the story

- learn new words by heart

- prepare for the next lesson

Date of

preparing: …… / /200 …

Class:………

Unit 9

Deserts -oOo -Period N o 56 - Lesson 2: Speaking

I Objectives:

- Explaining why some kind of trees and animals can exit in the deserts

2 Knowledge:

- General knowledge: The lives of trees and animals in the deserts.

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- Language: + The way to make the life better in the deserts.

+ The tenses

- New words: words related to the trees and animals in the deserts.

3 Skills:

- Talking about nature features of the deserts

- Explaining why some thing should be brought along while going across a desert

II Method:

- Board, chalks, textbook, handouts

IV Procedure:

5’

12’

15'

- read words of animals and

trees

- ask Ss to listen and write

down the words they have

heard

- go around the class and

offers help if necessary

- call on some Ss to give

their answers

- give feedback and

suggested answers

- ask some questions

- guide Ss how to practise

- explain some new words

- walk around and help

them

- call Ss to say

- correct their mistakes

- help Ss with new

structures

- walk around and help

them

- call some pairs of Ss to

stand up and report in front

of the class

A Warm- up: Listen and write down

words of animals and trees:

Answers:

Grass, goat, sheep, buffalo, banana, camel, horse, date palm, cactus

Questions:

- Which animals and plants can’t live in the desert?

- buffalo, banana, horse

- Why?

- Because they can’t stand the heat and need a lot of water

B Pre- speaking: Task 1:

Model:

- What kinds of trees and animals on this list do you think 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?

………

C While- speaking: Task 2:

Useful expressions:

- hot

- dry

- little rainfall, much sunshine, few grasses, few animals, few people, sandy……

Model:

- What do you know about the climate in the desert?

- It is said that it’s very hot in the daytime but it’s very cold at night

- I see, but it says in the books that there are some cold deserts where it’s very cold

at some time of the year

- And please tell me about the rainfall

- listen and write down words read by the teacher

- some Ss give their answers

- answer the teacher’s questions

- listen to the teacher

- work in pairs

- some Ss to say

- listen to the teacher

- work in pairs

- some pairs of Ss stand up and report in front of the class

- imagine your life

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10’

3’

- ask Ss to work in groups

- call some groups of Ss to

stand up and practise

points

- assign homework

How often does it rain here?

- It rarely rains there so everything is very dry

- Are there 4 seasons in the deserts?

- I am not sure but as far as I can remember

in some cold deserts there are hot summer and very cold winter

………

D Post-speaking: Task 3:

Suggested answer:

- What are five things you should bring along with you if you are going on an expedition across the desert?

- 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 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?

…………

E Wrapping:

in ten years Say at least five sentences about yourself and your family

- listen carefully to

guiding

- work in groups

- some groups of Ss stand up and practise

- write a passage to say why desert is not

a favorable place for people and animals

to live (in not more than 50 words

- prepare the listening at home

Date of

preparing: …… / /200 …

Class: ………

Unit 9

Deserts -oOo -Period N o 57- Lesson 3: Listening

I Objectives:

- Listening, mastering the content of the tape.

- Doing the tasks fluently (true or false statements and the details)

2 Knowledge:

- General knowledge: By the end of the lesson, students will be able to understand how

to make the lives in the deserts better

- Language: The present simple tense.

- New words: Words related to the topic

3 Skills:

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- Listening and deciding on True or False statements.

- Listening for details and gap-filling

II Method:

- Tape, cassette player, board, chalks, textbook

IV Procedure:

3’

12’

10’

- ask Ss to complete the

following sentence with

their own word

offers help if necessary

- call on some Ss to answer

in front of the class

- give feedback and correct

answers

- ask Ss to look at the book

on page 100 and answer

the questions

- let them work in pairs

- listen and correct for

them

- turn on the tape and ask

students to listen

- let Ss listen again and

repeat

- write some words on

board and ask Ss to read

them aloud

- correct

- let Ss read the statements

for about 1 or 2 minutes

- play the CD player and

lets Ss listen to the passage

- play the CD player the

second time for Ss to catch

information they need

- let Ss listen to the tape

one more time if needed

and check the answers with

the whole class

-call on some Ss to give the

answers

- give feedback

- let Ss listen again

- have Ss play the Game

“Lucky number”

- check the answers with

the whole class

- give correct answers

A Warm- up: complete the following

sentence with your own word

A desert is a place ………

- …….where there are no roads, buildings, cars, rivers

-…… where it’s hard to live

- …… where it is very hot during the daytime but very cold at night

- ………where there are no plants but cactus

-……… where space seems to be endless

B Pre- listening:

I Ask and answer the questions:

1 A desert is a place there are no roads…

3 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

II Listen and repeat:

- frightening speed ['fraitniη spi:d]: tốc độ kinh khủng

- Sahara (n): sa mạc Sahara

- petroleum (n) [pə'trouliəm] :dầu mỏ

- Australia(n) [ɔs'treiljən]

- firewood (n)['faiəwud]: củi

- Mauritania

C While-listening:

I Task 1: True or False

Answers:

1T 2T 3T 4F 5T

II Task 2: Listen again and answer the questions:

Answers:

1 It examines deserts, what are they and how they are formed

2 It is hot, dry and sandy place It is a beautiful land of silence and space The sun

following sentence with their own word

- some Ss answer in front of the class

- look at the book on page 100 and answer the questions

- listen and repeat

- preactise in pairs

- read the new words aloud in chorus then individual

- read the statements for about 1 or 2 minutes

- listen carefully

- some Ss to give the answers in front of the class

- listen again carefully

- play the game “Lucky number”

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6’

2’

question quickly

- guide Ss the how to do

the task

- let Ss listen one or twice

times

- ask Ss to stand up and

speak their answers

- correct

- ask Ss to discus the

guided questions, find the

answer then write about

deserts

- let them work in groups

- move around to help if

necessary

- give remarks or even

suggestions

points

- assign homework

shines, the wind blows and time and space seem endless

3 Natural and humans

4 They contribute by eating every plant they can find This makes the land become deserts

III Task 3: Fill the missing words

Answers:

1.90%

2 smaller plants

3 prevent

4.spreading 5.capital 6.canals

D Post-listening: Summarize the main

ideas of expert’s talk:

- 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 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

E Wrapping:

- read the questions once to get the main contents

-listen to the tape and

do the task

- find evidences to each

of the answers

- represent if being asked

- listen then answer

- listen to the teacher’s explanation then correct the answers oneself

- discuss the guided questions in groups and write about the deserts

to correct oneself

- do exercise 2 on page

60, 62 in the students' workbook

Date of

preparing: …… / /200 …

Class:………

Unit 9

Deserts -oOo -Period N o 58 - Lesson 4: Writing

I Objectives:

- Describing main features of a desert

2 Knowledge:

- General knowledge: Writing about the Sahara deserts.

- Language: + The tenses.

+ Connectors (time expressions)

- New words: Words related to the Sahara desert.

3 Skills:

- To practise students’ speaking and writing skills

- To help students to able to write about the Sahara deserts

II Method:

- Board, chalks, textbook and notebook

IV Procedure:

3’ - show the world map to Ss

and ask them identify the

Sahara desert on the map

A Warm- up: Identify the Sahara desert

on the map - look at the shownmap and identify the

Sahara desert on the map

Trang 7

5’

2’

7’

5’

12’

9’

- reads words by word

- asks Ss to repeat in chorus

and individually and write

them down

- rubs out some words and

asks Ss to remember

- ask Ss some questions

about the Sahara desert

- tell Ss to work in pairs to

ask and answer the

questions

- call on some Ss to give

the answers in front of the

class

- go over the answers with

the whole class

- explain how to write a

composition about the

Sahara Desert

- supply the useful

expressions

- ask Ss to write a

composition about the

Sahara Desert

help them if necessary

- call a student to write on

the blackboard

- ask some groups to

represent their work, ask

B Pre - writing:

I Vocabulary

- extend (v) [iks'tend] : kéo dài, vơn tới

- arid (adj) ['ổrid] : khô cằn

- oasis (n) [ou'eisis] : ốc đảo, nơi thoải mái

- tableland (n) ['teibllổnd] : bình nguyên

- gazelle (n)[gə'zel] : linh dơng nhỏ rất dễ thơng, linh dơng gazen

- antelope (n) ['ổntiloup] : con sơn dơng

- fox (n) [fɔks] : con cáo

- jackal (n) ['dʒổkɔ:l] : chó rừng

II Check vocabulary:

III Answer the questions:

Questions:

1 Where is the Sahara desert?

2 How large is it?

3 How is it climate?

4 Name some of the natural features of the Sahara?

5 What kind of animals and plants can live in the desert?

IV The way to write a composition about the Sahara Desert:

* Tenses used: Simple present

* General Outline of the Description:

- Introduction

- General description:

+ geography (location) + area

+ natural features ( climate/ rainfall/

elevation/ trees/ animals)

- Conclusion

C While-writing:

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

D Post-writing:

- listen carefully

- repeat in chorus and individual and write them down

- answer the teacher’s questions

- work in pairs to ask and answer the questions

- some Ss give the answers in front of the class

- listen to the teacher carefully

- note down the useful expressions

- a student writes on the blackboard

- exchange the writing to other

Trang 8

2’

others to give remark

- choose some good

writing to read in class and

give remark

points

- assign homework E Wrapping:

groups to check and give remarks

- represent the task

on board if being asked

- read the writing to get others’ remarks

- do as the teacher asked

- rewrite the task at home and prepare

Focus at home.

Date of

preparing: …… / /200 …

Class: ………

Unit 9

Deserts -oOo -Period N o 59 - Lesson 5: Language focus

I Objectives:

- Full and contracted forms of auxiliaries

- So, but, however and therefore

2 Knowledge:

- General knowledge: Combining the sentences.

- Language: Know how to use so, but, however and therefore.

- New words: Words related to the exercises.

3 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:

- Board, tape, cassette player, chalks, textbook and notebook

IV Procedure:

Time

3’

5'

Teacher s activities’

- read some words

- ask Ss to listen and

check if there are

differences between

every two words

and offer help if

necessary

give their answers in

front of the class

- give feedback and

correct answers

- leads in the new

lesson

- explain how to

pronounce full and

contracted forms of

auxiliaries

- play the CD

Content

A Warm- up: Listen and check if there are

differences between every two words

1 he’s - his

2 hill – he’ll

3 there – they’re

4 your – you’re

5 time – I’m

Lead in: Today we’ll learn about the full

form and contracted form of auxiliaries

B Pronunciation

I Presentation 1: The full and contracted forms of auxiliaries

Students activities’

- listen carefully

- check if there are differences between every two words

- some Ss give their answers in front of the class

- listen carefully and note down

- listen carefully

Trang 9

5’

10’

8’

6’

- ask Ss to repeat in

chorus and individual

to practice reading the

sentences in their

textbook on page 103

read the sentences

aloud

- make correction if

needed

- gives some examples

- ask Ss to express the

sentences in another

way so that the

meaning stays the

same

- elicit the use of the

conjunctions from Ss

- have Ss play the game

“Lucky number”

- check the answers

with the whole class

- explain the example

carefully

to do the exercise

suggested

- ask Ss to discuss the

answers with their

friends

- asks some of the

students to do the

exercise orally

- asks other Ss to give

comments

- give the suggested

answers if necessary

- explain the example

carefully

II Practice

C Grammar:

I Presentation 2: Linking words: but/ so/

however/ therefore

1 It began to rain, so I opened my

umbrella.

2 They were late, but they didn t hurry.’

Answers:

1 It began to rain, therefore I opened my

umbrella

2 They were late However, they didn’t

hurry

3 Although they were late, they didn’t

hurry

*The use of the conjunctions

1 Similar meaning to but E.g.: - Although she is much younger than

me, we get on very well together

- 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

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:

1 so 5 so

2 but 6 but

3 so 7 but

4 but 8 so

III Exercise 2

1 but 5 but

2 however 6 However

3 yet 7 however

4 so 8 but

IV Exercise 3:

1 therefore

2 so 3.so,

- 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

- do 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 do the exercise orally

- other Ss give comments

- take notes of the suggested answers

- notice the teacher’s explanation

- work in pairs: Do the exercise given in the

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2’

to do the exercise

suggested

- ask Ss to discuss the

answers with their

friends

- ask some of the Ss to

do the exercise orally

- ask others to give

comments

- give the suggested

answers if necessary

points

- assign homework

4 therefore

5 however

6 Therefore

7 so

8 However.

D Wrapping

textbooks

- discuss the answers with their friends then correct the mistakes themselves

- some of the Ss to do the exercise orally

- other Ss give comments

- take notes of the suggested answers

- redo exercises

Tiêu đề	Deserts
Trường học	Royal Geography Society of Australia
Chuyên ngành	Geography
Thể loại	bài giảng
Năm xuất bản	200
Thành phố	Australia

Định dạng
Số trang	10
Dung lượng	229 KB