Giáo án Tiếng Anh 12 unit 9: Deserts

Before you read : 7 minutes - Ask students to look at the picture ask and answer the questions.. While you read : 23 minutes - Ask students to look through the passage - Listen to teache

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UNIT 9: DESERTS LESSON 1: READING

Time: 45 minutes

I Objectives:

1 Educational aim:

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

- Passage comprehesions 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:

1 Organization:12c1 : total: -attendance: absentee(s)………

12c2 : total: -attendance: absentee(s)………

2.Oral checking: -during the lesson………

………

3 New lesson :

Teacher’s activities Students’ activities

Warm-up: (5 minutes)

Aims: to introduce the topic of the lesson

and to raise students' interest.

- Introduce the new lesson to the students

Before you read : (7 minutes)

- Ask students to look at the picture ask and

answer the questions

While you read : (23 minutes)

- Ask students to look through the passage

- Listen to teacher

- Look at the picture, listen to the teacher then ask and answer the questions in the book

- Work in pairs

- Listen to the teacher then read the

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and read in silence

- Help students read the passage

- Explain pronunciation and meaning of new

words which appear in the passage

Task 1 : (3 minutes)

- Ask students to read through the text once

to find out some new words, guess the main

idea

- Explain new words (give the Vietnamese

equivalents), guide the sts to get the main

contents of the reading text

- Ask students to work individually in 3

minutes to do this task

- Guide students to read through the passage

, then focus on only the sentences

surrounding the suggested words to do the

task effectively

- Give students some more words that may

be new/ unfamiliar to them

- Guide the students to read the word in

chorus and individually

Task 2: (4 minutes)

- Ask students to read the passage again

then work in pairs to choose the statements

are true or false

- Walk round the class to give help if

necessary

- Give suggested words, phrases or useful

suggestions

- Correct the students’ work

Task 3: (6 minutes)

- Ask students to read the questions

carefully

- Ask students to read through the passage

again

- Ask the class to do

passages

- Ask some new words if necessary

- Work individually to read the text then choose the the words and phrases in the passage:

- Share the key with other students:

Keys:

1 Kéo dài, căng ra

2 Có cát,

3 Trắc lợng trên không

4 Hội địa lý hoàng gia Australia

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 nhỏ mọc trên xa mạc

- Listen to the teacher then do the task

- Works in pais:

Keys:

1 F, 2 F, 3 T,

4 F, 5 F, 6 T

- Work individually to read the text then answer the questions:

- Share the key with other students:

Keys:

1 They are Great Victoria Deserts, Gibbon….

2 It lies between Lake Eyre in the south, the….

3 In 1845.

4 He was the President of the South….

5 They took camels across the desert.

6 In thwe western part, they are short, mostly ….

7 Two They are hummock grasses and

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- Call some students to give the answers.

- Ask others students to correct

- Give the true answers

After you read : (8 minutes)

- Ask student to read the story

Ask them for the humour of the story

Explain

Home work: (2 minutes)

- Review the reading and prepare the

speaking at home

spinifex

- Read the story then answer

- Work in groups

- Listen to the teacher

- Write down the homework to do at home

Comments:

………

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UNIT 9: DESERTS LESSON 2: Speaking Time: 45 minutes

I Objectives:

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

2 Knowledge:

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

- 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:

- Integrated, mainly communicative

- Board, chalks, textbook, handouts

IV Procedure:

………

3 New lesson : Teacher’s activities Students’ activities Warm-up: (5 minutes) - Ask students about the deserts of Australia Pre-speaking : (12 minutes) Task 1 - Guide students how to practise - Ask students to work in pairs - Explaining some new worrds - Walk around and help them - Call students to say - Correct their mistakes - Answer teacher's question - Pair work - Practice answering the toppic: I think banana can’t exit in desirt because it is tropical plant but it is vey hot in desert … ………

I think …

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While-speaking : (15 minutes)

Task 2

- Guide students how to practise

- Ask students to work in pairs

- Help the students with new structures

- Walk around and help them

- Call some student to stand up and report

before the class

- Correct their mistakes

Post-speaking : (10 minutes)

Task 3

- Guide students how to practise

- Ask students to work in groups

- Call some pairs of student to stand up and

practise

- Correct their mistakes

Homework: (3 minutes)

- Ask the students to prepare the listening at

home

- Listen to the teacher and do the task Ex:

A I think the climate in desert is very rude There is very little rain and it is always very hot…

I think ……

………

- Free practices - The students who are called stand up to talk to the class about their ideas - Listen to the teacher - Write down the homework to do at home Comments: ………

………

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Unit 9: DESERTS LESSON 3: Listening Time: 45 minutes I Objectives: 1 Educational aim: - 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 to the topic 3 Skills: - Listening and deciding on True or False statements. - Listening for details and gap-filling II Method: - Intergrated, mainly communicative III Teaching aids: - Tape, cassetteplayer, board, chalks, textbook IV Procedure: 1 Organization:12c1 : total: -attendance: absentee(s)………

………

3 New lesson :

Warm-up: (3minutes)

- Presentation

Before-listening: (7 minutes)

Before you listen:

- Ask students to look at the book and answer

the question in the book

- Let them work in pairs

- Listen and correct for them

Listen and repeat

Before you listen:

- Look at the book

- Ask and answer the question in the book

- Work in pairs

- Listen and repeat

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- Turn on the tape and ask students to listen

- Let students listen again and repeat

- Write some words on board and ask students

to read them aloud

- Correct

While-listening: (25 minutes)

Task 1:

Ask students to read the statement at least

once first

Ask them to guess the answers

Play the tape once then check how many

answers can students find

Play the tape again

Check and give remarks

Call some students to say out their answers

and the evidences they get to prove their

answers

Task 2:

- Ask them to guess the answers

Play the tape once then check how many

answers can students find

Play the tape again

Check and give remarks

- Call some students to say out their answers

and the evidences they get to prove their

answers

- Let students work inpairs

- Preactise in pairs

- Read the new words aloud in chorus then

in devidual

- Read the statement 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

Keys: 1.T, 2.F, 3.T, 4.F, 5 T

- Listen to the teacher’s explanation then

correct the answers onself

- Read the questions once to get the main contents

Listen then answer

Keys:

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 shines, the wind blow and time and space seem endless.

3 Natural and human.

4 They contribute by eating every plant they can find, this makes the land become deserts.

- Read the questions once to get the main contents

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Task 3:

- Ask students to read the question quickly

- Guide students the how to do the task

- let student listen one or twice times

- Ask students to stand up and speak their

answers

- Correct

After-listening: (7 minutes)

- Ask students to discus the guided question,

find the answer then write about deserts

- Let them work in groups

- Move around to help if necessary

- Give remarks or even suggestions

- Ask students write things to do to have a

healthy and long life, and prepare part writing

at home

Listen then answer

Keys:

1.90%, 2 smaller plants 3 Prevent, 4.Spreading

5.Capital, 6.canals

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

- In groups, discuss the guided questions and write about the deserts to correct oneself

-Listen to the teacher and write down homework to do at home

Comments:

………

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Unit 9: DESERTS LESSON 4 Writing Time: 45 minutes

I Objectives:

- Describing main features of a deserts

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:

- Intergrated, mainly communicative

- Board, chalks, textbook and notebook

IV Procedure:

………

3 New lesson :

Warm-up: (3 minutes)

- Presentation

Pre-writing: (10 minutes)

- Ask student to read the request of task one

and translate

- Explain them how to do the task

- give students the structures:

- guide them some new words

- Corect

- Try to understand the new words and phrases in the table

- Work in groups

- Ask the teacher about the words or phrases if can't understand

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While-writing: (20 minutes)

- Ask student to read the request of the

writing

- Explain them how to do the task

- guide them to write

- Call one to do on board

- Corect

Post-writing: (10 minutes)

- Ask some groups to represent their work,

ask other to give remark

- Choose some good writing to read in class

and give remark

- Ask students to rewrite the task at home

and preapare part Language Focus at home

- discuss and write down

- work in groups

- Compare the result to the other groups Ex:

The Sahara is the largest desert in the world It is located in the Northern Africa

The desert extends from……

- Listen to the teacher’s explanations - Exchange the writing to other 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 - Listen to the teacher and write down homework Comments: ………

………

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Unit 9: DESERTS

LESSON 5: Language Focus

Time: 45 minutes

I Objectives:

1 Educational aim: - 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:

- Intergrated, mainly communicative

- Board, tape, cassetteplayer, chalks, textbook and notebook

IV Procedure:

………

3 New lesson :

1 Warm up: ( 3 minutes)

- Introduce the lesson to the students

2 Pronunciation: ( 15 minutes)

_ play the tape and asks students to listen to

the sounds listed in their books

_ asks students to listen to the tape then

repeat the words in chorus

_ asks students to repeat the words

individually

_ correct their pronunciation if necessary

Get the teacher’s explanation

_ Listen to the sounds listed in their books _ Listen to the tape then repeat the words

in chorus

_ Some individuals repeat the words

_ Listen to the teacher’s correction

_ Read the sentences suggested

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_ asks students to read the sentences

suggested individually

_ can read the sentences first and notice the

sounds in words

_ asks some students to read the sentences

aloud

_ asks others to give comments then correct

their pronunciation if necessary

3 Grammar: ( 25 minutes)

Exercise1:

- Giude students how to do

- Do the first as an example

- Ask students to to the exercise

- Call the to to on board

- go round to help students if necessary

- Explain and correct

Exercise 2:

_ explains the example carefully

_ asks students to work in pairs to do the

exercise suggested

_ asks students to discuss the answers with

their friends

_ asks some of the students to do the

exercise orally

_ asks others to give comments

_ gives the suggested answers if necessary

individually

_ Listen to 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 students to do the exercise orally

_ Other students give comments

_ Take notes of the suggested answers

Keys:

1 So 5 So

2 But 6 But

3 So 7 But

4 But 8 So _ 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 students to do the exercise orally

_ Other students give comments

_ Take notes of the suggested answers

Keys:

1 But 5 But

2 However 6.However

3 Yet 7 However

4 So 8 But

_ Listen to the teacher’s explanation

_ work in pairs Do the exercise given in the textbooks

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