Giáo án Tiếng Anh 12 unit 9: Deserts

Task 2: Decide whether the following statements are true T or false F: - Guide Ss the way to do Task 2 and ask them to work in pairs - Get Ss to check theirs answers and explain II.. Tas

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 ( 5 min.)

- Ask Ss to look at pictures in their textbooks

and discuss the questions below

1 What is the name of the animal?

2 Where does it live?

3 How are deserts?

4 Name some deserts (Sahara, Simpson,

Gobbon )

* Introduce the title of the lesson U9:

DESERTS

Today we're going to read about Simpson

desert

* Discuss and answer the questions

Answers' suggestion:

1 It is a camel

2 It lives in deserts

3 They are dry, hot Dunes are around deserts

4 They are: Sahara, Simpson, Sonoran (Bac My), King Canyon (Uc)

- Ss pay attention and answer the questions

II PRESENTATION ( 35 min.)

1 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

2 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 1

- Give feedback

Task 2: Decide whether the following

statements are true (T) or false (F):

- Guide Ss the way to do Task 2 and ask

them to work in pairs

- Get Ss to check theirs answers and explain

II PRESENTATION

- Ss pay attention and take notes

- Ss work in pairs to do the Task 1, 2, 3

- 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) B (Vietnamese)

- 'aerial servey

- dune

- sloping

- hummock

Australian Aborigine

- crest

- spinifex

- stretch -Royal Geographical Society of Australia

- steep

- Sandy

- cuộc khảo sát trên không

- đụn cát cồn cát

- dốc thoai thoải

- gò , đống

- thổ dân úc

- đỉnh , nóc

- cỏ lá nhọn

- kéo dài, căng ra

- Hội địa lí hoàng gia Úc

- dốc đứng

- có cát

Task 2:

1 F (There are five: the Great Victoria, the Gibbon, Great Sandy, Tanami and Simpson)

2 F (Simpson is the last part of Australia

3 T (Until Madigan made an aerial

their choices.

- T calls on some Ss to read theirs answers

and explain their choices

- T comments and gives feedbacks

Task 3: Answer the following questions

- Ask Ss to read the passage silently and

answer the questions individually

- Ask Ss to work in pairs to compare their

answers

- Call on some Ss to write the answers on

the board

- Check with the class

- Give feedback

3 Post reading: * Read this story and answer

the questions

- Ask Ss to work in pairs

- Go around for help

- Call on some pairs to present

- Give comments

III CONSOLIDATION & HOMEWORK

( 5')

- Learn vocabulary

- Prepare section B - SPEAKING

survey in 1929, he )

4 F (Colson and Australia Aborigine)

5 F (In the western , there is a network of short dunes, and in the northern part , the dunes are )

6 T (In the northern dry salt lakes )

Task 3:

1 There are Great Victoria Deserts, Gibbon, Great Sandy, Tanami deserts and Simpson Deserts

2 It lies between Lake Eyre in the south, the Macdonnel Ranges in the north, the Mulligan and the Diamantia Rivers in the east and the Macumba and Finke Rivers

in the west

3 In 1845

4 He was the president of the South Autralian Branch of the Royal Geographical Society of Australia

5 They took camels across the desert

6 In the west part, they are short, mostly less than 10 meters high, and in the northern part, they are parallel and are up

to 20 meters high

7.Two They are hummock grasses and spinifex

Ss read the story silently, individually and answer the following questions

1 I think it is funny

2 dessert (mãn tr¸ng miÖng) and desert (sa m¹c)

- 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 STUDENTS’ ACTIVITIES

I WARM – UP ( 5min.)

- Ask Ss to discuss the questions

 Introduce the new lesson

"In today’s speaking section, you will

practice Talking about natural features of

deserts"

II PRESENTATION ( 35 min.)

1 Pre-speaking:

- Ask Ss to study the requirements in tasks

then find out the new words

- Help Ss with the vocabulary and

pronunciation

- Elicit some useful expressions:

Rub out and remember

Listen, discuss and answer

* Expected answers

- ………

Listen, look, guess, repeat, copy

 New words:

1 ‘eucalyptus (n) :

2 date palm (n) :

3 ‘cactus (n) :

4 ‘lizard (n) :

- Listen - Read in pairs - Group works

- Go to the board to match

Cactus (n) Date-palm (n)

- camel (n)

What kind of

trees and animals

can live in deserts?

2 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 do 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

3 After – speaking:

Task 3 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 do 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 do the exercise at home

Whole class

Period 57 Unit 9: Deserts

Lesson 3 : 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 do the task given in order to understand the listening about deserts

1 Knowledge: - General knowledge: Listen for specific details

- Language: The present future tense

- New words: Words related to the topic

2 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 ( 5 min.)

- Ask Ss to discuss some questions.

1 How is the weather in deserts?

2 What animals/ trees can live in deserts?

3 How is sand? How about the rocks?

4 Questions in textbook

 Lead in " Our lesson today will focus on some

features of deserts and how they are formed "

II PRESENTATION ( 35 min.)

1 Pre-listening

Listen and repeat

-Ask Ss to listen to the T’s pronunciation and

repeat

Frightening speed Sahara

petroleum

Australia firewood

Mauritania

- Explain unfamiliar words to students

2 While – listening:

You will hear an expert talking about deserts,

what they are and how they are formed

- Ss pay attention to Teacher and find out the correct answers

Expected answers:

1 It is very hot.

2 Camels, cactus…

3 It is dry, hot The rocks are hard

…

4 Answers ….

- Write down and repeat New words

1 - agent (n)

2 - cool (v)

3 - needle( n)

4 – hard (a)<> soft (a)

- Read through the statements and underline key words

- Listen to the tape

- Do the task individually and

* 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 do 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 do the task in groups

- Ask Ss to present their answers on their

sub-ordinate boards and then tick them on the board

- Play the tape and correct the structure, words

…

- Check and gives feedback

* Task3: Fill in the missing word(s)

- Explain the task

- Let Ss read the passage and find the right

words to fill in

- Play the tape once more

- Ask Ss to compare the answers with their

partners

- Check the answers with the whole class

3 Post – listening:

Work in groups: Ask students to Summarize the

main ideas of the experts Use the following

guidelines:

+ Definition of deserts

compare the answers

Feedback1: Listen and choose

True/ False

- 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

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

2 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

3 Nature and humans

4 They contribute by eating every plant they can find This makes the land becomes desert

Feedback 3:

1 90 percent (%)

2 smaller plants

3 prevent

4 spreading

5 capital

6 canals

3 Post – listening:

- Ss do in groups

- Present in front of class

+ The reason for the growth of the deserts

+ The things people should do and shouldn’t do

to prevent the growth of the deserts……

- 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

Whole class

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 STUDENTS’ ACTIVITIES

I WARM – UP ( 5 min.)

Answer the question from the cues

WHAT IS IT?

The Cues:

1 It is a desert in Africa

2 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 :

- Listen to the cues and give the answer

IT IS SAHARA DESERT

- compare & comment

* Vocabulary:

1 'arid (a) = very dry

2 oasis (n) :

3 ga'zelle (n) :

4 'atelope (n) :

General information:

- Ask students to read the request of task one

and translate

- Explain them how to do 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 ……

- Walk around and help them

- Call on some to stand up and answer the

questions

- Correct & gives feedback

3 Post – writing ( correction )

- Ask some groups to represent their work,

ask other to give remark

- Choose some good writing to read in class

and give remarks

III CONSOLIDATION & HOMEWORK

( 5')

- Rewrite in the notebooks

- Prepare part D

5 '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 support abundant plant and animal life Outside the oases, only short, thorny bushes grow But the bushes support plants-eating animals such as antelope and gazelles Today some desert people still trade by camels across the desert

- Listen to the teacher and write down