Giáo án Tiếng Anh 12 unit 9: Deserts

3 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,

GIÁO ÁN TIẾNG ANH 12

Unit 9 : 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

1 Pronunciation:

- Students can use full and contracted forms of auxiliaries

2 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 Students’ activities

Pre-reading

(4min)

While-reading

( 30

min.)

Task 1

( 8

min.)

Task 2

( 10

min.)

Task 3

( 7

min.)

- Greet Ss

- Ask students to look at the picture page 91 and

ask Ss to answer some questions:

1 What do you know about deserts?

2 what kinds of plants and animals live in a desert.

3 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 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

- Ask students to read the passage in silence

- 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

- 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

- 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 1

- Write down the answers and read the words

- Do task 2 in pairs

- Give the answers:

1 F

2 F

3 T

Post-reading

( 11

min.)

- 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

- 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

- Give feedback and correct some serious or

common mistakes

4 F

5 F

6 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

Pre-speaking

( 5 min.)

- Introduce the lesson:

Today, we learn Unit 9: part B Speakin

g(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 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

- Look at Task 1

- Do Task 1

- Work in pairs and discuss in about 2 minutes

While-speaking

( 28

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

Work in pairs

Task 2

eg : It is very hot in summer and it is cold in

winter

- 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

( 10

min.)

Task 3

Home

work

( 2 min.)

- 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 1 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

- 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

Pre-listenin

g

(6min.)

Warm up:

ask sts 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-listenin

g

(29min.)

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:

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

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 sts to listen again and fill in the

missing words

- 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

1 90 percent

2 smaller plants

3 prevent

4 speading

5 capital

6 canals

Post-listenin

g

(10min.)

- 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 mistakes

wor in groups

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

Pre-writing

(7min.)

- 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 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

(28 min.)

- 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

1 Where is th Sahara desert ?

2 Whwt is its total area /

3 How long is it ?

4 How wide is it?

5 What is its natural feature ?

- Land

- Climate

- Write the description

- Listen to the teacher and correct the mistakes

- sand

-Table land

Wal kinds of trees can live in the Sahara

desert ?

- Go around to supervise them Note down

serious and common mistakes

- Show and correct some common mistakes

Post-writing

( 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

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

Pronunci

ation

(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

- 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

Gramma

r

(38min.)

Exercise 1

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 2

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

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 2however

3 yet

4 so

5 but

6 however

7 however

8 but Answer

1 therefore

2 so

3 so

4 therefore

5 however

6 therfore

7 so

8 howerver

- 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