unit 9

- Location - Who discovered - Some features……… Give feedback and comments Pairwork whole class group work pairwork Group work Whole class groupwork Groupwork Whole class Groupwork then

Unit 9 : Deserts ( c¬ b¶n)

Leson 1: Reading

Objective : By the end of the leson, Ss will be able to understand the passage

about deserts and scan for specific information

Teaching aids : pictures , posters ,hand-outs

Procedure:

I/Warmer

Ask Ss to look at the picture of a camel then ask the

class

-What is the name of the animal?

- Where does it live?

- Name some deserts (Shahara, Simpson )

Lead- in : Today we're going to read about Simpson

desert

II/Pre ’ reading

* Vocabulary :

- 'aerial(adj) (translation)

- dune (n) (picture)

- slope (n) ( transaltion)

- 'hummock (n) (picture)

- AustralianAborigine (n) (translation)

- crest(n) (explanation)

Whole class

whole class

- spinifex (n) (translation)

- stretch (v) miming

* Checking the vocabulary : Matching (a poster)

A( English) B ( Vietnamese)

- 'aerial

- dune

- slope

- hummock ‘

- AustralianAborigine

- crest

- spinifex

- stretch

-thổ dân úc

- trên không

- kéo dài, căng ra

- đỉnh , nóc -đụn cát cồn cát

- cỏ lá nhọn

- dốc

- gò , đống

* Feedback

* Gets Ss to guess T-F (task 2 )

III/While- reading

Ask Ss to read the passage and do the tasks

* Activity 1 ( task2 page 98 ) : True or Fasle

Tell Ss to work in pairs to decide whether the

statements are T or F

Teacher goes round the class to give help

- Peer correction

- Feed back

* Activity 2 : Completing the sentences

( hand-outs)

1- Three great stretches of sandy deserts which circle

the centre of Australia are

2- The Simpson desert lies

3- In 1845

4- Simpson was

5- In the western part of the desert,the dunes

are and in the northern part, they are

- Peer correction

- Feed back

IV/Post ’ reading

Ask Ss to retell some information about Simpson

desert

- Location

- Who discovered

- Some features………

Give feedback and comments

Pairwork

whole class group work

pairwork

Group work Whole class

groupwork

Groupwork Whole class

Groupwork then reports the ideas Whole class

Write a summary about Simpson desert

Read the funny story on page 99

Comments

Unit 9 Deserts

Speaking

Aim : Ss can list some kinds of trees and animals living in deserts and talk

about natural features of deserts

Teaching aids : pictures , posters

Procedure:

activities

Warmer * Hot seat : desert

- Ask some more questions : + What animals live in deserts ? + Can you name some deserts in the world :

- T leads to the new lesson

- New lesson : Talking about natural

features of deserts

Whole class

Pre-speaking * Vocabulary :

- ‘eucalyptus (n) (explain )

- date palm ( explain)

- ‘cactus (n) ( picture ) -‘ lizard (n) (picture)

* Activity 1: Tick the trees and animals that you think might exist in a desert

- Peer correction

- Feed back

Whole class

Group work

While-speaking

* Activity 2: Talk about the trees and animals that might live in a deserts :

- Model : Which trees can live in deserts ?

I think cactus Can you explain why cactus can live in

deserts ? Because

- Substitution : animal , camel

- Feed back

* Activity 3: Find out natural features of a desert

( a poster to supply materials ) hot, little rainfall, wet, sandy , dry, much rainfall, few people , much sunshine, many flowers , few animals , windy , snowy

- Peer correction

- Feed back

* Note: Natural features of deserts :

- dry

-little rainfall

- few people

- much sunshine

- few animals

- windy -sandy

- hot

* Activity 4 : Talk about natural features of deserts

- Model : Deserts are very hot It has little

rainfall in deserts

Pair work

Group work

Individual

speaking

Discuss : You are going on an expedition across a desert with some of your friends

Choose the five most important things you

group work

should bring along with you Teacher models with a student ;

- An , are you going on an expedition across

a desert ?

- Yes, I am

- What will you bring along with you ?

- I will

- Why will you bring ?

-

pair work

Homework Write about your discussion in class

Comments

Unit 9 : Deserts ( c¬ b¶n)

Leson 3: Listening

Objective : By the end of the leson, Ss will be able to:

- listen for the understanding of the passage

- listen for specific details

Teaching aids : pictures , cassette, hand-outs

Procedure:

Warmer

( 4m.)

Pre ’

listening

( 5 m)

While-listening

( 25 m.)

Ask Ss to look at the picture and brainstorm some

natural features of deserts

Example : - windy

- sandy………

Lead-in: Our lesson today will focus on some

features of deserts and how they are formed

* Vocabulary :

Read the words in the book and ask Ss to repeat

Check the meaning with the whole class

Give some more new words:

- agent (n)

- cool (v)

- needle( n)

* Get Ss to guess T-F (task 1)

• Task 1 : True or Fasle

Play the CD once or twice and have Ss listen

Ask Ss to give the answers

Check Ss listening with the whole class- play the tape

again

Task 2: Multiple choice ( handouts)

1 The talk examines…….what they are and how they

are formed

a deserts b animals c sand

2 Desert is a hot, dry,…… place

a peaceful b endless c sandy

Whole class

whole class

individual work

Pairwork

Post ’

listening

( 10 m.)

Home

work

( 1 m.)

3 Desert is also a beautiful land of……….space

a nature b silence c mountains

4 …….and……cause the growing of the world’s

deserts

a Nature and animals b Animals and humans

c Nature and humans

5 Rabbits contribute to the growing of deserts in

Austalia by…………

a eating every plant they can find

b cooling the land

c drinking a lot of water

- Ask Ss to work in groups to discuss the right

answers

- Peer correction

- Play the tape again to check Ss’ answers

- Feed back

Task 3: Filling the gaps

- 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

Ask Ss to work in group to summarise the main ideas

of the expert’s talk Use the following guidelines:

+ definition of deserts

+ the reason for the growth of the deserts

+ the things people should do and shouldn’t do to

prevent the growth of the deserts……

Call on some Ss to speak out in front of the class

Feedback and give comments

Internet explorer: Ask Ss to search more information

about the deserts on the Internet

group work whole class

Group work Whole class

groupwork

Groupwork Whole class

Groupwork then reports the ideas

Whole class

Unit 9: desert ( C¬ b¶n)

Lesson 4: wrtiting

I Aims: By the end of the lesson, sts will be able to write full paragraph about

the Sahara desert

II Teaching aids: Textbook and pictures/posters.

III Procedures:

activities

3 min

12min

A 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

B Pre-writing

Vocabulary

whole class

min

- 'arid (a) = very dry

- oasis(n) (translation)

- ga'zelle (n) (translation)

-'antelope (n) (translation)

- 'jackal (n) (translation)

T gives some questions (poster) – ask Ss to answer using

the information in the book

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?

T: feedback

gives outline:

+ Introduction

+ Location

+ Area

+Natural features (climate, land, trees, animals)

C WHILE - Writing.

Divide the class into 2 big groups to write a description of

the Sahara, using the information above

Group 1 : Write about introduction, location and area

Group 2 : Write about natural features

Goes round the class to control and give help

Collect Ss' mistakes

D Post Writing–

whole class

group work

whole class

whole class

groupwork

1min

Peer correction

Correct Ss mistakesand gives feed back

E Homework :

Finish the writing

groupwork whole class

Unit 9 : deserts

Lesson 5: Language focus

Objectives : By the end of the lesson, students will be able to :

- distinguish between the full form and contracted form of some auxiliaries

- Use the conjunctions such as so, but, however, therefore in the sentences

Teaching aids : textbooks, charts….

Procedure

Teacher’s activities Students’ activities I/ Warm-up:

Full form and contracted form of auxiliaries

- read the following sentences and ask Ss to write

what they hear on a piece of paper:

1 They’re always phoning me at home

2 He’s reading a book in his room

3 They say they’ll go to the cinema tonight

4 I am a teacher and you are a student

5 Lan will be 17 next week

- Ask Ss to compare the writings with other pairs

- Ask Ss to distinguish between the full form and

contracted form of the auxiliaries and elicit the

answers from them

II/ New lesson:

pairwork – write down what they hear

Groupwork Whole class

A Pronunciation:

- Read the words in the tables and ask Ss to repeat

- Read the sentences on page 103 and ask Ss to

repeat

- Call on some Ss to read the sentences

- Make corrections in pronunciation

B Grammar :

1 Presentation:

- Write down the sentences on the boards:

1 It began to rain, so I opened my umbrella

2 They were late but they didn’t hurry

- Ask Ss to express the sentences in another way so

that the meaning stay the same

Expected answers:

1 It began to rain, therefore I opened my

umbrella

2 They were late However, they didn’t hurry

Or: Although they were late, they didn’t hurry

- Elicit the use of the conjunctions from Ss

2 Practice :

* Task 1 : Sentence completion (Exercise 1- p 104)

- Ask Ss to work in pairs to do the exercise

- Call on some Ss to give the answers

- Check with the whole class

* Task 2: Multiple choice (Exercise 2- p 104)

- Ask Ss to work in pairs to choose the correct

answer in each sentence

- Tell Ss to compare the answers with other pairs

3 Production:

- Ask Ss to work in groups to discuss to make

senntences with so, but, however, therefore in the

following situations :

1 It’s raining very hard outside …

2 Nam is sick …

3 He has a pain in his leg …

- Check with the whole class

III/ Homework :

Ask Ss to :- do exercise 3

- remember how to use the four

conjunctions

Whole class

Whole class – read the sentences

Group work

Say how to use these words- translate into Vietnamese

Pairwork Whole class

Pairwork Groupwork

Groupworks - each member of the group make a different sentence

IV/ Comments :

Unit 12 water sports ( n.c)

Speaking

Aim : By the end of the lesson Ss can express their opinions and preferences

about some kinds of water sports

Teaching aids : pictures , posters

Procedure:

activities

Warmer * Brainstorming:

- windsurfing -Which sports do you prefer ?

Whole class

I prefer Water sports

Lead in : Today we are going to practise expressing

opinions and preferences

Pre-speaking

* Vocabulary :

- restriction (n) (translation)

- moderate (v) (translation)

* Task a : Ask Ss to work in pairs to read the dialogue

- Ask to pick out the expressions of giving opinions and preferences and add more

G1: expressing giving opinions G2: expressing preferences

T feedbacks (poster) expressing opinions expressing preferences the point is

I find

in my opinion

I feel that

I think that

I prefer

I'd rather

I like better than/more than

I find more interesting/enjoyable

I have a strong preference for

* Task b:

Tell Ss to look at the poster and study the information to talk about the sports they prefer

Explain how to do the task

windsurfing, surfing

swimming, water polo, diving

equipment special

equipment:

rowing, water polo, surfing

no special equipment:

swimming

speed: rowing

low/slow speed:

swimming, water polo

surfing, windsurfing,

safe: rowing

Whole class

pair work Group work

Whole class

Whole class

diving weather

restrictions(good

or bad weather)

with weather restrictions:

surfing, windsurfing, swimming

without weather restrictions:

swimming

health restrictions withrestrictions:health

swimming (in the swimming pool) when having skin diseases

without health restrictions:

most sport

While-speaking

ask Ss to work in pairs to practice the model dialogue

Model:

A: B, tell me what sport you like

B: Diving and surfing.

A: Which do you prefer?

B: Well, I must say I'd rather go in for diving because it's cheap

A: But I think diving is a dangerous sport

* Substitution: use the information from the poster to practise

Ask Ss to work in groups

Go round to give help Ask some groups to act out in front of the class Feedback and give comments

Pairwork

Groups of 3 or 4

Post

speaking

Ask Ss to work with other groups to report their talk

Suggestions : I have just had a talk with some of my

friends about the sports they prefer……

Call on some Ss to report in front of the class

Feedback

Groupwork

Whole class

Homework Write about the sport you like best.