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Procedure: Teacher’s activities Students’ activities Warm-up: 5 minutes Aims: to introduce the topic of the lesson and to raise students' interest.. While you read : 23 minutes - Ask stu

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Week: Period: Date:

UNIT 9: deserts

Reading

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:

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 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

- 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 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 KÐo dµi, c¨ng ra

2 Cã c¸t,

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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

- 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

4 Hội địa lý hoàng gia Austra

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 spinifex

- Read the story then answer

- Work in groups

- Listen to the teacher

- Write down the homework to do at home

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UNIT 9: deserts

SPEAKING

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:

- 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

While-speaking : (15 minutes)

Task 2

- Guide students how to practise

- Ask students to work in pairs

- Help the students with new structures

- Call some student to stand up and report before the class

Post-speaking : (10 minutes)

Task 3

- 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 …

- 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 ……

………

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- Guide students how to practise.

- Ask students to work in groups

- Call some pairs of student to stand up and practise

Homework: (3 minutes)

- Ask the students to prepare the listening at home

- Free practices

- The students who are called stand up

to talk to the class about their ideas

- Write down the homework to do at home

UNIT 9: deserts

Listening

I Objectives:

- 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

- Tape, cassetteplayer, board, chalks, textbook

IV Procedure:

Warm-up: (3minutes)

- Presentation

Pre-listening: (7 minutes)

Before you listen:

- Ask students to look at the book and answer the question

in the book

Before you listen:

- Look at the book

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- Let them work in pairs.

- Listen and correct for them

Listen and repeat

- 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

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

- Ask and answer the question in the book

- Work in pairs

- Listen and repeat

- 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

Listen then answer

Keys:

1.90%, 2 smaller plants 3 Prevent,

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Post-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

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

UNIT 9: deserts

Writing

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:

- Board, chalks, textbook and notebook

IV Procedure:

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- 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

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

- 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

- 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

UNIT 9: deserts

Language Focus

I Objectives:

1 Educational aim: - Full and contracted forms of auxiliaries.

- So, but, however and therefore

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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:

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

IV Procedure:

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

_ 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

_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 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

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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

Exercise 3:

_ 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

4 Homework: (2 minutes)

- Ask students to revise the strong form and weak

form of auxiliaries, the use of connections, redo

all the exercises and prepare unit 10 at home

4 But 8 So _ Notice the teacher’s explanation

_ Work in pairs Do the exercise given in the textbooks

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

Keys:

1 Therefore, 2 So, 3.So,

4 Therefore, 5 However,

6 Therefore, 7 So,

8 However

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

Tiêu đề	Deserts
Tác giả	Nguyễn Duy Tuấn
Chuyên ngành	English
Thể loại	Bài soạn

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Số trang	9
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