Giáo án Tiếng Anh 12 unit 9: Deserts

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 k

GIÁO ÁN ENGLISH 12.

UNIT 9 : 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:

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 do they live ? (desert )

3/ name some of deserts : Sahara , Simpson desert …

4/ What do you know about desert ? For example : dry or

wet , much or little , or no water , many or few people and

animals live in desert

5/ What do 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 do 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

- Greet teacher

- Listen to the teacher and think about the topic

- Answer teacher’s questions in pairs

- Give Vietnamese equivalents

- Ask students to read the passage in silence

Task 1

- Ask students to do 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 2

- Ask students to do task 2 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

Task 3

- Ask students to do task 3 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

Post- reading

- Ask students to do 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

- Read the words

- Read the passage in silence

- Do task 1

- Write down the answers and read the words

- Do task 2 in pairs

- Give the answers:

1 F

2 F

3 T

4 F

5 F

6 T

- Do the Task in pairs

* Suggested answers:

- Listen to the feedback and correct their mistakes

- Give feedback and correct some serious or common mistakes

UNIT 9 : 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

Warm up: Jumbled words

hmmoukc fsinipex

csrte sdyan

key: hummock ; spinifex ; crest ; sandy

Pre- speaking

- Introduce the lesson:

Today, we learn Unit 9: part B Speaking (Write on

the board the title)

- Listen to the teacher and write the title in their notebooks

Task 1

- Ask students to look at Task 1

- Ask students to do Task 1

- While students discuss, walk around the class to

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

- Look at Task 1

- Do Task 1

- Work in pairs and discuss in about 2 minutes

date palm

While- speaking

Task 2

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

Work in pairs

- Let the whole class read the new words twice or

three times

- Read the new words

- Do Task 2 in groups

- Call one student to repeat the instruction to check

whether they are clear about what they have to do

- Go around to supervise them Note down serious

and common mistakes

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

- Do Task 2

Post- speaking

Task 3

- After about 3 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 one pair to role play in front of the whole

class

- 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

- 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

Home work

- Prepare a presentation about the information

about other deserts

- Listen to the teacher and correct the mistakes

- Listen to the teacher and note down homework

UNIT 9 : 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

Pre- listening

Warm up:

- Ask Ss to answer the questions

1 What is a desert ?

2 How is a desert formed ?

3 Can human beings make a desert ?

Work in pairs

While - listening

Task 1

- 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

- Listen to the passage and answer the questions

* Answers:

1 T

2 T

3 F

4 F

5 T

Task 2

- Ask them to listen again the second and the third

time to finish task 2:

- Ask students to discuss the answers to the

- 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

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:

- If most students do not catch the information for

the questions, let them listen again to the passage

once more

Task 3 Ask Ss to listen again and fill in the missing

words

Key:

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

2 It is a hot , dry , sandy place The sun shines , the wind blows , and time and space seem endless

3 Nature and humans

4 By eating every plant they can find This makes the land become desert

5 People cut trees down When the trees are gone , the smaller phants die , and the land becomes desert

Key:

1 90 percent

2 smaller plants

3 prevent

4 speading

5 capital

6 canals

Post - listening

- Ask students to do 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 9 : 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

Warmer.

- Ask Ss to look at the picture and ask some questions:

1 What is the name of this desert ? Is it large?

2 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 9

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

- Look at the picture

- Answer these questions

into Vietnamese to check their understanding)

arid

moisture

elevation

acacia

Gazelle

jackal

- Write down in the notebooks the title

- Look at the table page 96

- Listen to the teacher

- Guess the meaning of the new words

- Read the words

While- writing

Questions

1 Where is the Sahara derest ?

2 How large is it?

3 What is the climate like?

4 Name some of the natural features of the Sahara.

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

- Land

- Climate

- Sand

Suggested passage 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

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

- Show and correct some common mistakes

- Write the description

- Listen to the teacher and correct the mistakes

Post- writing

- Ask students to revise their description

- Ask students to hand in their work to mark

- Revise their description

- Hand in their work

UNIT 9 : DESERTS

E LANGUAGE FOCUS

I Aims:

1 Pronunciation:

- Students can use the full and contracted forms of theauxiliaries pronunced

2 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:

- 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

- Listen to the teacher

- Listen to the teacher

- Read the sound

Practice these sentences

- Read 2 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 1

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

- Call some students to give their answers If students’

answers are right, repeat them, if not, give the right

answers

Exercise 2

Underline the correct altrmative in the sences

Note : explain 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

Exercise 3

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 do exercise 3

- Go around to supervise them

- Give the answers

1 so

2 but

3 so

4 but

5 so

6 but

7 but

8 so

- Give the answer

1 but

2 however

3 yet

4 so

5 but

6 however

7 however

8 but

- Answer

1 therefore

2 so

3 so

4 therefore

5 however

- 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

6 therfore

7 so

8 howerver