Unit 9 Advanced-NTP

6’ B/ Checking the old lesson - Call on 2 SS to go to the board and write new words they learnt in the previous period.. 34’ c/ new lesson III- While-reading 2 Questions and answers Tas

Unit 9 : Deserts

Period: 73 Lesson 1: Reading Teaching date: 5/ 1/ 2009

*/ Objectives: By the end of the lesson, SS are able to get some knowledge about deserts

and how to prevent desertification

*/ Teaching aids: Textbook, handouts, drawings

*/ Procedures:

2’ A/ Organization

- Greeting

attendance

B/ Checking the old lesson

(No checking)

5’

35’

C/ New Lesson

I- Warm-up:

() Questions:

- Ask SS to discuss and answer the 2 Qs

below:

1, What is the largest desert in the world?

2, What make the deserts tend to expand?

 Transition: You know, with changes in

temprature the deserts tend to expand Today

we’ll study the causes of desert expansion

and how to prevent it

II- Pre-reading:

() Brainstorming:

- Ask SS to give ideas on what they know

about deserts

- Note down SS’ ideas and check with the

class

() Matching deserts with locations

(Task a, p.114)

- Tell SS to look at the marked places on

the world map and then match the deserts with their locations

- Call on SS to give answers and check

with the class

*/ Expected answers:

- Discuss the Qs

- Give answers

- Listen

- Give ideas about deserts

- Look at the marked places

on the world map in the textbook and match the deserts with their locations

- Give answers

- Copy

Deserts

1 The Gobi Desert: in Mongolia

2 The Great Sandy Desert: in Australia

3 The Mojave Desert: in California

4 The Sahara Desert: in Africa

() T/ F statements about deserts:

(Task b, p.114)

- Ask SS to work in pairs and decide whether

the statements about deserts are T or F

- Check with the class

*/ Expected answers:

1 F (Water is formed under the stones during

the night A lot more water can be found in an

oasis in the desert Besides, there is rain in

the desert, thuogh not very much)

2 T (The Gobi Desert is a kind of cold

deserts because it has very cold winters

several months a year)

3 F (Camels mainly live in Asian and African

deserts)

4 F (Camels’ humps store fat that can turn

into food to help them survive when crossing

the desert)

5 T (Although we can find lots of other kinds

of desert plants, cacti are the most popular)

() Teaching Vocabulary:

- Pre-teach some vocab Through elicitation

and explanations

+ expansion /ik’sp„n∫n/ mở rộng ra

+ herd /hз:dd/ (n) bầy gia súc

+ turn into: biến thành

+ dune // (n) đụn cát

+ fix /fiks/ (v) cố định

+ fixation /fik’sei∫n / (n) sự cố định

+ advance /əd’v„ns/ (v) tiến tới, tăng trưởng

+ brushwood /br/ (n) cành cây gãy

+ bury // (v) chôn vùi

+ pour // (v) đổ, rót

+ retain // (v) giữ lại

+ pipeline // (n) đường ống

+ topsoil // (n) lớp đất trên mặt

+ wash away // cuốn trôi

- Within pairs, discuss whether the statements are

T or F

- Give answers

- Copy

- Listen and note down

- Practice reading

() Talking about the pictures (Task c, p.114)

- Put SS into pairs

- Tell SS to discuss what happened to the

places and people in the pictures

- Call on SS to give their ideas

- Invite the class to give opinions and

encourage them to give more ideas

- Give feedback and comment

*/ Expected answers:

1 Picture A: arid, parched land due to lack of

water

2 Picture B: sandstorm (in Beijing,

China)-the wind blows sand from China)-the desert into China)-the

city, people have to wear masks

3 Picture C: a house is buried in the sand-the

house owner is standing near the roof of his

house

III- While-reading:

(1) Reading the text:

- Read the text and tell the text content

briefly in Vietnamese

- Work in pairs

- Discuss what happened to the places and people in the pictures

- Give ideas

- Copy

- Look at the textbook and listen to the T’s reading

2’ D/ Consolidation

- Design HW:

1, Learn by heart New Words

2, Prepare Tasks a+b+c on pages 115-116

- Copy

Unit 9 : Deserts

Period: 74 Lesson 2: Reading (Cont’) Teaching date: 6/ 1/ 2009

*/ Objectives: By the end of the lesson, SS are able to:

- read for specific details

- read for gist or general ideas

*/ Teaching aids: Textbook, handouts, drawings

*/ Procedures:

2’ A/ Organization

- Greeting

attendance

6’ B/ Checking the old lesson

- Call on 2 SS to go to the board and write

new words they learnt in the previous period

- Invite class opinions and comment

- Give mark

- Go to the board and write new words

34’ c/ new lesson

III- While-reading

(2) Questions and answers

(Task a, p.115)

- Ask SS to read the text and find the answers

to the questions

- Tell SS to work with a partner, asking and

answering the questions

- Call on some pairs to ask and answer and

check with the class

*/ Expected answers:

1, People cut down trees for fuel and

farmland; their herds (horses, cattle) eat up

the grass covering the soil

2, “Dune fixation” is the method of fixing

sand dunes or stopping them from moving

forward

3, Beijing is affected by the Gobi Desert

when strong winds blow sand and dust from

the desert into the city 30 to 40 days a year

4, The method of poring oil on sandy areas to

retain water for planting trees is harmful to

the environment

(3) Describing the pictures

(Task b, p.115)

- Tell SS the pictures are about some of the

ways to solve the problem of desert

expension

- Individually read the text and answer the Qs

- Work in pairs – Role play

- Present

- Copy

- Listen to the teacher’s explanation

- Ask SS to refer to the text to make

sentences to describe the pictures

- Tell SS to work with a partner and compare

answers

- Call on SS to read out their descriptions

- Invite class opinions and comments

- Give feedback and comments

*/ Expected answers:

(Picture B) People plant trees

(Picture C) The local government bans

burning firewood for fuel

(Picture D) Other countries build long

pipelines to carry water to desert

areas

(Picture E) Other countries build long canals

to carry water to desert areas

(Picture F) People make stone lines along the

route of rainwater to catch up

rainwater and prevent topsoil

from washing away

IV/ Post-reading

Completing the summary

(Task c, p.116)

- Ask SS to read the summary of the text and

fill in each space with the missing

information

- Tell SS to refer to the text if necessary

- Tell SS to use no more than 3 words in each

space

- When they have finished, ask SS to work

with a partner and compare answers

- Call on SS to give their answers

- Go over the answers with the class

*/ Expected answers:

1, expansion 5, banning burning firewood

2, efforts 6, pouring thin oil

3, fixing 7, temporary

4, building 8, canals or pipelines

- Describe the pictures by making sentences

- Work in pairs then compare the answers with others

- Read out the descriptions

- Copy

- Individually read the summary

of the text and fill in the space with the missing information, use

no more than 3 words in each space

- Work in pairs then compare the answers with others’

- Copy

2’ d/ consolidation

Unit 9 : Deserts

Period: 75 Lesson 3: Listening Teaching date: 7/ 1/ 2009

Unit 9 : Deserts

Period: 76 Lesson 4: Speaking Teaching date: 10/ 1/ 2009

*/ Objectives:

- By the end of the lesson, SS are able to express possibility

- By the end of the lesson, SS have an idea of what they would do to survive an a desert

*/ Teaching aids: Textbook, handouts, drawings.

*/ Procedures:

2’ A/ Organization

- Greeting

class attendance

B/ Checking the old lesson

(No checking)

5’

6’

8’

c/ new lesson

I- Warm-up:

Game: Describing a picture

- Divide SS into small groups of five or six

- Present a picture of a man

- Tell SS to write as many adjectives as possible to

describe the man

- The group with the most relevant adjs Wins the

game

- Set a time limit and have SS start the game

- Check with the class and declare the winner

- Ask SS: What will happen to the man?

- Call on SS to express their opinions

Transition: Do you know exactly what will happen to

the man? Of course not That’s why we just make

guessesand give possibilities Today we’ll learn how

to express possibility

II- Pre-speaking:

(1) Recognizing the target language

(Task a, p 117)

- Assign SS to work in pairs

- Tell SS to read the mini dialogue and underline the

words and expressions of possibility

- Call on SS to give their answers and check with the

class

*/ Expected answers:

(2) Eliciting and introducing Useful language

- Elicit and introduce some useful language

Group work

- Look at the picture on the board and write adjs describing the man

- Guess

- Express opinions

- Listen

Pair work

- Read the mini dialogue and underline the words and expressions of possibility

- Give answers

- Listen and take notes

I’d probably (not) ……

What would you do if ……?

Perhaps I’d ……

7’

 After may, might, or could we can use a

continuous form (be + V-ing)

 Could is not used with not in this context

III- While-speaking

A tour of the Sahara (Task b, p 118)

- Put SS into groups

- Tell SS to read the situation and discuss the ways to

get out of the tricky situations listed

- Tell SS to refer to the prompts for help with ideas

and vocabulary

- Call on SS to give ideas for each situation

- Give feedback and comments

IV- Post-speaking Listening: Note taking

- Read Jane’s letter of reply telling her friend Anne

some possibilities when she comes to visit Britain

(Appendix)

- Tell SS to listen and complete the table with suitable

information

Areas of information Possibility

- time to come

- weather

- clothes

- accommodation

- activity

- October

Have SS listen again and check with the class

Group work

- Read the situation and discuss the ways to get out of the tricky situations listed

- Give ideas in front of the class

- Listen

- Complete the table with suitable information

- Listen again and check

2’ d/ consolidation

Language review

- Tell SS to review the useful language for possibility Copy.

Useful language Low High

Modal may should must

might can’t

could/ would

Adv maybe/ perhaps

possibly/ probably

Adj likely sure

possible probable certain

Appendix: Listen – note taking

Dear Anne,

It’s good to hear you may want to visit Britain I think October is the best time to come It’s usually quite warm, although there may be some rain, and it might be a bit cold in the evening, so bring a sweater Best of all, there won’t be so many tourists Make sure you bring an umbrella You may like to stay in a bed and breakfast, which is a private house with a best guest bedroom You won’t have to pay much for this type of accommodation When you arrive in London, you may like to buy a rail card to travel around the rest of the country

I hope this is useful

Best wishes,

Jane

Unit 9 : Deserts

Period: 77 Lesson 5: Writing

(Paragraph Writing) Teaching date: 12/ 1/ 2009

*/ Objectives:

- By the end of the lesson, SS are able to put the inordered sentences in correct Order to make up a paragraph about desert plants

- By the end of the lesson, SS are able to make an outline and develop a topic sentence

*/ Teaching aids: Textbook.

*/ Procedures:

2’ A/ Organization

- Greeting

class attendance

(No checking)

40’ c/ new lesson

Lead-in: We’ve learnt about the desert and now

we’ll practice writing about life in desert and how

to survive the harsh conditions there

I- Pre-writing:

(1) Re-ordering (Task a, p 119)

- Put SS into pairs

- Ask SS to read the sentences and put them in the

correct order of the paragraph

- Tell SS to look for transition signals or linking

words to help them decide on the order

- Call on SS to give their answers and

explanations

- Invite class opinions and comments

- Go over the answers with the class

*/ Expected answers:

3 – 5 – 4 – 2 – 1

These are signals:

such (a severe climate) Some others

The third kind Most of them

These signals help SS decide where the sentence

must go

(2) Completing the outline (Task b, pp.119-120)

- Ask SS to write the sentences in the correct place

in the outline

- Tell SS to compare answers with partners

- Call on SS to give answers and check with the

class

*/ Expected answers:

 Topic sentence:

Desert plants have their own ways of surviving in

very harsh conditions (3)

 Supporting idea 1:

Most of them have very small leaves or no leaves

at all This helps them avoid water loss (5)

 Supporting idea 2: Some others roll up their

leaves during the hottest parts of the day to reduce

the area exposed to sunlight or wind (4)

 Supporting idea 3: The third kind grows leaves

during the high moisture period of the year, and

- Listen

- Work in pairs

- Read the sentences and put them in the correct order of the paragraph

- Look for transition signals

or linking words to help them decide on the order

- Give answers and explanations

- Copy

- Write the sentences in the correct place in the outline

- Compare answers

- Give answers

- Copy

these leaves fall when it becomes hot and dry

again (2)

 Concluding sentence:

If desert plants do not have the ability to adjust to

such a severe climate, they’ll surely die (1)

II- While-writing:

Activity 1: Discussing and writing an outline

- Arrange SS to work in small groups

- Tell SS to discuss the ideas to support the topic

sentence

- Ask the groups to group and organize the ideas

and write an outline of the paragraph

- Call on SS to read out their ideas of their groups

- Note down some main ideas on the board

- Give feedback and comments

- Work in groups

- Discuss the ideas to support the topic sentence

- Group and organize the ideas and write an outline of the paragraph

- Read out the ideas of the groups

2’ d/ consolidation

- Ask SS to prepare for writing next period - Note down

Unit 9 : Deserts

Period: 78 Lesson 6: Writing (Cont’) Teaching date: 14/ 1/ 2009

*/ Objectives:

- By the end of the lesson, SS are able to write a well-organized paragraph

- By the end of the lesson, SS have an idea of what they would do to survive an a desert

*/ Teaching aids: Textbook, extra-board.

*/ Procedures:

2’ A/ Organization

- Greeting

attendance

B/ Checking the old lesson

(No checking)

40’ c/ new lesson

II- While-writing:

Activity 2: Writing the paragraph

- Ask SS to work individually, choose a topic

sentence and write a paragraph to develop it

- Remind SS to use transition signals to help with

the coherence of the paragraph

- Move around to monitor and give help

III- Post-writing

Peer Correction

- When SS have finished, have SS work in small

groups

- Ask SS to exchange their writings with their

partner and answer these questions:

1 Does the topic sentence include a topic and a

controlling idea?

2 How do the ideas and examples support the

thesis/ topic and controlling idea?

3 Does the concluding sentence restate the

thesis?

- Call on two SS (who developed two different

topic sentences) to write their paragraphs on the

board

- Ask the class to read the paragraphs together

and suggest corrections and improvement

- Encourage SS to give different options

- Give feedback and comments

- Work individually, choose a topic sentence and write a paragraph to develop it

- Use transition signals to help with the coherence of the paragraph

- Work in small groups

- Exchange writings

- Answer the questions

- Write paragraphs on the board

- Read the paragraphs together and suggest corrections and improvement

2’ d/ consolidation

- Tell SS to write a paragraph to develop the