grade 12 grade 12 nguyễn thành viễn unit nine deserts period 1 reading time 45 minutes objectives 1 educational aim by the end of the lesson ss will be able to read for specific information to un

Practise reading and copy down Some Ss rewrite English words - Ss read the passage in the textbook on page 155 and answer the questions. the attainment by all peoples of the.[r]

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Period : 1 (READING)

Time : 45 minutes

* OBJECTIVES

1 Educational aim : By the end of the lesson, Ss will be able to

- read for specific information to understand the passage,

- know some things about deserts

2 Knowledge

Grammar : - Pronunciation : Full and contracted forms of auxiliaries

- Conjunctions: So, but, however and therefore

Vocabulary : see infra

3 Skills : Reading for gist and for specific information

* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …

* PROCEDURE

Teacher’s activities Students’activities

Warm-up (5 min)

Game: Animals in hiding

- Divide the class into 4 groups

- Hang on a poster with the sentences

- Tell Ss to find out the animals hiding in

the sentences

-The group with more animals is the

winner

1 That will be a real help

2 She came late yesterday

3 He came to America today

4 Eric owes me ten cents

5 Do good workers succeed?

6 If Roger comes, we’ll begin

7 In April I on ly came once

8 I’ll sing; you hum on key

9 She clothes naked babies

10 At last, I, Gerald, had won

Lead-in :

1 Which kind of these animals can live in

deserts?

2 Can you name some other animals and

plants live in deserts?

Ss work in groups, looking at the poster and find out the animals in it.Some Ss of each group write on the board the animals they find out

Expected answers:

1 That will be a real help (bear)

2 She came late yesterday (camel)

3 He came to America today (cat)

4 Eric owes me ten cents (cow)

5 Do good workers succeed? (dog)

6 If Roger comes, we’ll begin (frog)

7 In April I on ly came once (lion)

8 I’ll sing; you hum on key

(monkey)

9 She clothes naked babies (snake)

10 At last, I, Gerald, had won (tiger)

- Camel, snake

- Scorpion; cactus

- Australia, China, Egypt …

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- Name some countries which have

stretch (n+v) – comprise (v) = include (v)

– explore (v) – aerial survey (n) - border

(n) – scientific expedition – sand dune (n)

– crest (n) – stable (a) -

* Checking : rub out and remember

* While-reading : (18 min)

Get Ss to read the passage and do the

tasks that follow

 Task 1

Give the Vietnamese equivalents to the

following words or phrases (p 98 )

- Ask Ss to work individually and the

compare with a partner

- Call on some Ss to read out their

answers

-Teacher and Ss check

 Task 2 (p.98)

Get Ss to decide whether the statements

are true (T) or false (F)

- Ask Ss to compare the answers with

their partners

- T checks with the whole class

* Post-reading : (12 min) : Work in pairs

 Task 3 Answer the questions

- Call on some Ss to write the answers on

the board

- Invite other students’opinions

- Give feedback and make comments

- T reads the Engish words and has

Ss say the Vietnamese meaning

- T says the Vietnamese meaning

of the words and has Ss speak out the English words

Ss work individually, and then compare with a partner

Some Ss say out their answers :

Ss work individually and then compare with a partner

Some Ss say out their answers

1 - The Great Victoria Desert,

- The Gibbon, Great Sundy and Tanami Deserts,

- The Simpson Deserts

2 (paragraph 2, lines 1-3)

3 In 1845 (paragraph 2, line 4)

4 (paragraph 2, lines 6-7)

5 by camels

6 - short dunes less then 10 m high

- parallel dunes up to 20 m high

7 Two : Hummock grasses, spinifexHomework : Ss memorize new words and prepare for the next lesson

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Period : 2 (SPEAKING)

Time : 45 minutes

* OBJECTIVES

- talk about natural features of desrerts and desert life

- express their ideas about related matters

2 Knowledge

* PROCEDURE

Warm-up (4min)

Game : Word bricks

- Divide Ss into 2 groups A and B

- Give group A a set of 10 red cards

(word bricks), and the same set of 10

green ones to group B

- Tell Ss to use 10 of the words on the

bricks to complete 10 words on the chart

- Ask Ss to go to the board to put each

word brick into each blank to make it a

correct word

- The group with more correct words is

the winner of the game

- Ss use 10 of the words on the bricks

to complete 10 words on the chart

- Ss go to the board to put each word brick into each blank to make it a correct word

Eliciting from Ss

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* While-speaking : (20 min)

 Task 1 (p 99)

Work in pairs Check the trees and

animals that you think might exist in a

desert

Get Ss to look at the newspaper cuttings

on page 87 and say what will have

happened by the end of the 21st century

 Task 2 Work in pairs (p.99)

- Let Ss find out natural features of a

Note down some mistakes Ss have made

for later correction

- Call on some Ss to say out their ideas

- Give feed back and comments

* Post-speaking

 Task 3

- Ask Ss to discuss and choose 5 most

important things you should bring along

with you when you go on an expedition

across a desert

- Call on some Ss to read aloud their

choices / write them on the board

A What about animals?

B I think only camel can live in deserts.

A Why do you think so?

B Because it’s very hot during the day and very cold at night.And there’s very little water near oases.

- climate : very hot and dry

- rainfall : very little

- plants/trees : no trees Cactus, spinifex and hummock grass

- Animals : camels

- Soil : sandy and dry

- Seasons : winter and summer

- Some Ss read aloud their sentences

Some Ss write their ideas on the board

Homework : Revise what you have learnt and prepare for the new lesson

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Period : 3 (LISTENING)

Time : 45 minutes

* OBJECTIVES

- listen for general information,

- know for details

2 Knowledge

- Conjunctions: So, but, however and therefore.

* PROCEDURE

Teacher’s Activities Students’Activities

Warm-up (6 min)

Game : What and Where

(about the vocab in the previous lesson)

Lead-in :

- Our lesson today will focus on some

features of deserts and how they are

formed

Pre-listening (8 min)

Pre-teach vocabulary :

hard (a) ≠ soft – spread, spread, spread

(v) – needle (n) - cause (n) – location

(n) – firewood (n) – speed (n)

* Checking : What and where

Ask and answer the questions

- What is a desert?

- How is a desert formed?

- Can human beings make a desert?

Why? / Why not?

* Listen and repeat (p 100)

While-listening (20 min)

 Task 1 : True / False statements

(p.100)

Play the CD 2 times and gets Ss to work

in pairs to put a tick T / F in the boxes

- Invite some Ss to give the answers

Elicit some words from SsPractise reading many times, in chorus and individually

Some Ss rewrite the English words.Elicit new words from Ss

Practise reading and copy downSome Ss rewrite the English words

Some Ss answer

Ss work in pairs

Ss listen and put a tick in the box

Ss listen for the second time Some Ss call out their answers and T writes them on the board

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- Check the answers with the whole

class

- Play the CD one more time for Ss to

listen and check if necessary

 Task 2 Listen again and answer the

 Task 3.Listen to the part of the

expert’s talk again and fill in the

missing word(s)

- Ask Ss to compare the result with their

partners

- Check the answers with the class

Post-listening (12 min) : Work in

 What should humans do to

prevent the growth of desert

Homework

*Teacher assigns homework

Matching and find out the Vietnamese

equivalents

1 ………like a fish A sheet

2 ………like a horse B drink

3 Like crocodile ………… C rake

2 Desert is a hot, dry and sandy place

3 Nature and humans

4 They eat every plant they can find

 Nature and humans

 Plant trees – build canals

Homework : Ss memorize new words and prepare for the new lesson

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Period : 4 (WRITING)

Time : 45 minutes

* OBJECTIVES

- describe the main features of a desert

- write a paragraph about the Sahara Desert

2 Knowledge

* PROCEDURE

Warm-up (4 min)

(about some words in the previous

lesson)

- Ask Ss to listen and repeat those

words and erase them word by word

Lead-in :

In today’s lesson, you will learn to

write a short paragraph about the main

features of the Sahara Desert.

Pre-writing (7min)

Pre-teach Vocab :

Natural features – extend (v) – total area

(n) – arid (a) – moisture (n) – oasis (n)

average elevation – date palm (n) – fox

(n)

While-writing (20 min)

 Task 1 : - Ask Ss to work in pairs to

answer the questions, using “general

information” on page 102 :

1 Where is the Sahara Desert?

Some Ss rewrite the English words

- Eliciting from Ss

- Some Ss rewrite the English words.-Ss practise reading in chorus and individually

-T reads the Engish words and has Ss say the Vietnamese meaning

-T says the Vietnamese meaning of the words and has Ss speak out the English words

- Ss work individually and then compare

the results with a partner

- Expected answers :

1 It is located in the northern Africa

The Sahara extends from the Atlantic Ocean eastward past the Red Sea to

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2 How large is it?

3 How is the climate?

4 Name some of the natural features

of the Sahara.

5 What kind of animals and plants

can live in the desert?

- Go around the room to give help

- Invite some Ss to write their sentences

on the board

- T & Ss check

 Task 2 : Write a composition

- Have Ss to work in pairs, based on the

information given in Task 1, write an

composition of about 120 - 150 words

about the Sahara Desert

- Go around the class to control and

Iraq It lies largely in Morocco, Algeria,Tunisia, Libya, Egypt, Mauritania, Mali,Niger and Sudan

2 It covers a total area of more than

9,065,000 square kilometres, 1,610 km wide and about 5,150 km long from east

to west

3 The Sahara is one of the hottest

region in the world with arid land and dry climate It is very hot in summer and very cold in winter

4 In the desert, sometimes there are few

oases The surface of the desert comprises sandy land and large dunes ofsand People can also can find some tablelands with an average elevation from 400 to 500 m

5 Very few forms of animal and plant

life exist, main trees are cactus, date palm, acacia; main animals are gazelle, antelope, fox, jackal and camel

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Period : 5 (LANGUAGE FOCUS)

Time : 45 minutes

* OBJECTIVES

- distinguish between the full and contracted forms of

auxiliaries

- know the use conjunctions: So, but, however and therefore.

2 Knowledge

* PROCEDURE

Warm-up (4 min) : Game : Brainstorm

- Ask every student to rewrite the animals

they know in English

- Ss work individually and compare

the results with a partner, after that

compare with a group

- Pronunciation : (5 min)

- * Listen and repeat (p 103)

Full forms and contracted forms

* Practise reading these sentences (p

103)

- Get Ss to listen and repeat the sentences

on page 103

- Call on some Ss to read the sentences

- Make corrections in pronunciation if

needed

Ss work individually and then compare

- Ss work individually and compare the results with a partner, after that compare with a group

- A representative of each group write the result on the board

- The group with more animals will win

 Most of the auxiliaries have both full and contracted forms.

- Get Ss to listen and repeat the sentences on page 103

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Grammar: (pp 103-105)

Exercise 1 (7 min)

- Ask Ss to work in pairs to add so or but

and a comma where appropriate

- Get Ss to choose a correct answer

- Go around to give help if necessary

- Ask some Ss to write the answers on

the board / read aloud

- Give feedback

* Exercise 3 : (12 min) :

- Get Ss to complete the sentences by

adding so, therefore or however where

appropriate

- Ask Ss to work individually and then

- The student with the most correct words is awarded with good marks

1 so

2 but

3 so

4 but5.so

1 but 2 however 3 yet 4 so

5 but 6 However 7 but 8 but between/opposite

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Time : 45 minutes

* OBJECTIVES

- read for specific information to understand the passage,

- know some things about endangered species

2 Knowledge

Grammar : - Pronunciation : Rhythm

- Modal verbs: may, might, must, mustn’t, needn’t

* PROCEDURE

Warm-up (5 min)

Game:Wordstorm:Animals in Vietnam

- Tell Ss to write down as many animals

living in VN as possible

-The group with more animals is the

winner

Lead-in :

1 What animals do you think are in

danger of becoming extinct?

In today’s lesson, we’ll get to know about

the reasons why some animals are now in

danger of extinction and some solutions

to the protection of the endangered

species.

* Pre-reading : (9 min)

Pre-teach vocab

In danger of extinction (exp) - habitat

destruction (n) – exploit (v) – toxic

chemicals (n) – fertile (a) – contaminated

= polluted – biodiversity (n) – driven …to

the verge of extinction – benefit from (v)

Ss work in groupsSome Ss of each group write on the board the animals they know

Eliciting some new words from SsPractise reading and copy down

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– conserve (v)

tasks that follow

 Task 1 (108) Matching

words in column A with phrases in

B(p.108)

 Task 3 Finding information

- Ask Ss to read the passage again in pairs

- Ask Ss to find evidence in the passage

to support these statements

- Give feedback and make comment

Homework : Ss memorize new words and prepare for the next lesson

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Period : 7 (SPEAKING)

Time : 45 minutes

* OBJECTIVES

- talk about endangered animals

- express their ideas about endangered animals

2 Knowledge

Grammar : : - Pronunciation : Rhythm

* PROCEDURE

Warm-up (4min)

Game : Wordstorm: wild animals

- Divide Ss into 4 groups

- Ask each group to write down wild

animals they know

- The group with more animals is the

winner of the game

* Pre-speaking

Pre-teach vocab

giant (a) – bamboo forest (n) - height (n)

– weight (n) – life span (n) – tropical (a)

– subtropical (a) – illegal (a) – reason (n)

 Task 1 (p 109)

1 Where do elephants/tigers/pandas live?

2 Are they endangered? Why?

In today’s speaking lesson, you’ll

practise talking about the information of

some endangered animals such as

elephants, rhinos, tigers, pandas …

- Representative of each group write the wild animals on the board

- The group with more wild animals will win

Eliciting from Ss-T reads the English words and has Ss say the Vietnamese meaning

- T says the Vietnamese meaning of the words and has Ss speak out the English words

Suggested answers:

- In forests

- Yes, they are Because their habitat has been destroyed

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* While-speaking : (20 min)

 Task 2 (p 110)

Work in pairs Look at the information

about the panda

Get Ss to practise the example dialogue

T – Ss Ss – T Ss – Ss

- Let Ss look at the information about

tiger, rhino and elephants

- Ask Ss to make conversations about the

* Post-speaking

 Task 3

- Ask Ss to take turns to give an oral

report on the animals above

- Call on some Ss to read aloud their

choices / write them on the board

Homework

 Teacher assigns homework

A Where do giant pandas live?

B In bamboo forests in the mountains

in central and western China.

A What is the population of pandas in

A Where do elephants live?

B In central highland forests, in India, Thailand, China…

A What is the population of pandas in

the world?

B Only about 700,000

A What do they eat?

B Grass, bark, root, leaves and fruit.

A Do you know the reason why they are

Homework : Revise what you have learnt and prepare for the new lesson

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Time : 45 minutes

* OBJECTIVES

- know for details

2 Knowledge

* PROCEDURE

Warm-up (6 min)

Game : Animal Quiz

Hang a poster on the board:

1.What’s the largest animal in the

5 What is the largest bird in the world?

6.What’s the rarest large mammal in in

the world?

7.Which creature is the most dangerous

to man?

8 Which is the animal that looks like a

large monkey without tail?

Lead-in :

- Our lesson today will focus on some

information about gorilla

attain (v) – height (n) – weight (n) -

sociable (a) – civil war (n) – forest

Elicit some words from SsSome Ss write the English words

Elicit new words from Ss

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ranger (n) – grown-up (a) = adult

Ask and answer the questions

1 You can find gorillas in …………

2 The male gorilla may attain a height

 Task 1 : Listen to the passage and

choose the best answers (p.111)

class

 Task 2 Listen again and complete

the chart below (p 112)

- Have Ss compare the results with a

partner

- Call on some Ss to write their answers

on the board

- T and Ss check

 Task 3.Listen to the part of the

expert’s talk again and fill in the

missing word(s)

- Ask Ss to compare the result with their

partners

- Check the answers with the class

Post-listening (12 min) : Work in

groups

Summarize the main ideas of the

passage, using the information and the

answers in Task 1 and 2

Homework

3 A and C (about 30 to 50 years)

Ss listen and choose the best answers

8 forests being cut down

Homework : Sts memorize new words and prepare for the new lesson

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Time : 45 minutes

* OBJECTIVES

- write about measures to protect endangered species

2 Knowledge

* PROCEDURE

Warm-up (4 min)

lesson)

Lead-in :

write the ways to protect and save the

fashionable (a) – habitat reserve (n) –

raise the awareness (v)

suggest possible measures that should

be taken to solve the following

problems on page 113 :

1.People do not know much about ð

need to protect rare and endangered

- Eliciting from Ss-Ss practise reading in chorus and individually

- Ss work individually and then compare the results with a partner

- Expected answers :

1 We should organize different

activities to raise people’s awareness of

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2 Projects to save endangered animals

do not have sufficient fumds

3 The habitats for endangered animals

are being seriously damaged and

polluted

4 People who live in or near

endangered animals’habitats have poor

living conditions and rely mostly on

wildlife products for their livelihood

5 Some countries do not have laws to

protect endangered animals

on the board

- T & Ss check

 Task 2 : Write a paragraph

- Have Ss to work in pairs, to write a

paragraph about measures for protecting

endangered animals using the ideas

discussed in Task 1 Begin your

the need to protect these animals

2 We should organize different

activities to raise money for projects to save endangered animals

3 We should ban dumping wastes into

the sea, making campfires in the forests

or destroying forests

4 We should raise their living

conditions by giving some lands for farming and raising animals

5 We should ask governments to enact

laws to protect endangered animals

Some Ss write their sentences on the board

Ss combine the answers above to write aparagraph about measures for protectingendangered animals

“There are a number of measures that

should be taken to protect endangered animals………

Homework :

Ss memorize the new words and prepare for the new lesson

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Time : 45 minutes

* OBJECTIVES

- practise giving the rhythm of English,

- use modal verbs: may, might, must, mustn’t, needn’t

2 Knowledge

* PROCEDURE

- Ask every student to write a sentence in

English

- Ask some Ss write their sentences onthe

board

- T corrects mistakes if needed and then

asks Ss to read rhythmically

114), paying attention to the stressed

syllables

on page 114

needed

- Ss work individually and compare the results with a partner, after that compare with a group

- A representative of each group writes the result on the board

- Ss listen and repeat the sentences on page 114

- Ss read the sentences

In chorus and individually

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Grammar: (pp 114-115)

Exercise 1 (7 min)

- Ask Ss to work in pairs to complete the

sentences, using may/might with one of

the verbs in the box

answers and say the Vietnamese

equivalents

- Check the answers with the whole class

sentences, using needn’t with one of the

verbs in the box

equivalents

- Give feedback

- Get Ss to complete the sentences with

must, mustn’t or needn’t

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Time : 45 minutes

* OBJECTIVES

- understand the passage about ways of reading books,

- scan for specific details

2 Knowledge

- Modals in the passive voice

* PROCEDURE

Warm-up (5 min)

Game: Wordstorm: books read recently

- Tell Ss to write down some books and

authors

-The group with more books is the winner

Lead-in :

1 Do you often read books?

2 What kind of books do you enjoy

reading?

In today’s lesson, we’ll get to know some

ways of reading or reading habits.

* Pre-reading : (9 min)

Pre-teach vocab

Taste (v) - swallow (v) – chew (v) –

digest (v) – dip into (a) – the first few

pages – source of knowledge (n)

Ss work in groupsSome Ss of each group write on the board the books they read / know

Eliciting some new words from SsPractise reading and copy down

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tasks that follow

 Task 1 (120)

words and phrases that follow

answers

-Teacher and Ss check

 Task 2 (p.120)

Get Ss to decide whether the following

sentences are true (T), false (F) or not

mentioned (NM) Put a tick in the

appropriate box

- Ask Ss to compare the answers with

their partners

 Task 3 Answer the questions

- Ask Ss to read the passage again in pairs

- Ask Ss to answer the questions

Ask Ss to find the names of types of

books in the square The words may go

across, down, up, backwards or

Some Ss say out their answers

1 There are three ways

2 when you find a good story and have time to enjoy it

3 read the first few pages

4 The information and stories with color, picture and action

5 (the last paragraph, lines 6-7) Here are some clues (p.121)Expected answers:

Ss memorize the new words and prepare for the next lesson

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Period : 13 (SPEAKING)

Time : 45 minutes

* OBJECTIVES

- talk about reading habits,

- talk about characters in a book

2 Knowledge

* PROCEDURE

Warm-up (4min)

Game : Wordstorm: types/kinds of books

- Divide Ss into 4 groups

- Ask each group to write down types of

books they know

- The group with more types is the winner

of the game

* Pre-speaking

Pre-teach vocab

detail (n) – while waiting for a bus –

during the break – content (n) - contents

(n) – the main character (n) – brave (a)

– witty (a)

Lead-in:

- When do you often read books?

- What kind of books do you read?

In today’s speaking lesson, we’ll talk

about the reading habits.

- Representative of each group write the result on the board

- The group with more types will win

Novel, romance, thrillery, science fiction, fiction, short stories, funny stories, science book, story book, picture book …

- Ss practise reading the words a few times (in chorus and individually)

Eliciting from Ss-T reads the English words and has Ss say the Vietnamese meaning

- T says the Vietnamese meaning of the words and has Ss speak out the English words

- optionable answers

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conversation 1 and practise reading it

- Let Ss look at the information about

tiger, rhino and elephants

- Ask Ss to complete the conversation 2

and practise reading it

- Ask Ss to work in pairs, ask and answer

-

- Go around to control and give help if

necessary

* Post-speaking

 Task 4

- Ask Ss to ask and answer about the

book they are reading Note down the

answers

Homework

 Teacher assigns homework

A Do you like reading?

A When do you often read books?

B I often read books in my free time

A How do you read books?

B I read the contents of a book first after that I read other parts

A Why do you like reading?

B Because books are a wonderful source of knowledge and pleasure Doyou agree with me?

A Of course I do

- Ss work in pairs to complete the conversation 1 and practise reading it

- Some Ss say out their answers :

A What kind of books do you

like/enjoy reading?

B ………

A How do you read books?

B………

A When do you often read books?

- Some Ss read aloud their sentences.Some Ss write their ideas on the board

A What are you doing at the moment?

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Time : 45 minutes

* OBJECTIVES

- listen for specific details

2 Knowledge

* PROCEDURE

Warm-up (6 min)

Game : Book Quiz

Ask Ss to make questions to know the

title of the book that their classmate

have read:

1.Have you read any books recently ?

2 Who wrote it?

3.What’s it about?

Lead-in :

- Our lesson today will listen to a

woman talking about the book that she

has just read

incredible (a) = unbelievable – journey

(n) – wilderness (n) – personality (n) –

survive (v) – unnoticed (a) – reunite (v)

– faithful to – fascinating story (a)

A student answers

Practise reading many times, in chorus and individually

Elicit new words from Ss

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While-listening (20 min)

 Task 1 : Listen to a woman talking

about the book that she has just read and

do the tasks that follow

class

 Task 2 Listen again and fill in the

gaps in the passage (p 124)

- Have Ss compare the results with a

partner

- Call on some Ss to write their answers

on the board

- T and Ss check

Post-listening (12 min) : Discussion.

- Tell Ss to work in pairs to ask and

answer the questions :

“Would you like to read the book?”

“Why? / Why not?”

- Call some pairs to act out their

conversation

Homework

Ss listen and choose the best answers

A Would you like to read the book?

B Yes, I’d like

A Why would you like?

B I’d like to read the book because I like animals What about you?

A I’d like to read the book because I want to know about the life of animals

Homework : Sts memorize new words and prepare new lesson

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Time : 45 minutes

* OBJECTIVES

- write complete sentences, using the prompts given

- write a book report

2 Knowledge

* PROCEDURE

Warm-up (4 min)

lesson)

Lead-in :

write the ways to protect and save the

endangered animals.

Pre-writing (7min)

Pre-teach Vocab :

opinion (n) – heading (n) – recommend

(v) – theme (n) – title (n) – plot (n) –

captain (n) – cruel (a) – violence (n)

put the questions under the correct

headings :

on the board

- T & Ss check

- Eliciting from Ss-Ss practise reading in chorus and individually

- Ss work individually and then compare the results with a partner

9 A novel on love and violence

Summary of the book’s content

2 on o pirate’s ship on the Pacific

Ocean.

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General introduction

7 What’s the title of the book?

4 Who is the author?

9 What type of book is it?

Summary of the book’s content

2 Where is the book set?

5 What is the main theme of the story?

6 Who are the main characters?

8 What is the plot of the story?

Conclusion

1 What is your opinion of the book?

2 Would you recommend the book to

others?

 Task 2 : Work in pairs

- Have Ss to work in pairs, to ask and

answer the above questions about a

book Ss have just read

- Go around the class to control and

- Ask a student to write a report on the

book he/she has just read

- Ask other Ss to make correction and

comments

- Give feedback and comments

Homework

5 cruelty, strength and love

6 Wolf Larsen, Van Weyden and Maud

Brewster

8 The story is about a literature

researcher Van Weyden and a woman writer, Maud Brewster, who were caught in a storm and rescued by a sealer owned by a cruel captain Wolf Larsen.

Conclusion

1 It’s an interesting novel

2 I think it’s worth reading because it

gives us a lesson: with true love, man can find happiness

- Ss work in pairs, to ask and answer the above questions about a book they have just read

- Some pairs read their results to the class

Ss write a report on the book that they have just read

The book I have recently read is “The Sea Wolf” by Jack London That’s a novel on love and violence.

The book is set on o pirate’s ship on the Pacific Ocean The theme of the story is cruelty, strength and love The main characters are captain Wolf Larsen, Van Weyden and Maud Brewster The story is about a literature research Van Weyden and a woman writer, Maud Brewster, who were caught in a storm and rescued by a sealer owned by a cruel captain Wolf Larsen.

It’s an interesting novel I think it’s worth reading because it gives us a lesson: with true love, man can find happiness

Homework : Ss memorize new words and prepare for the new lesson

Trang 29

Time : 45 minutes

* OBJECTIVES

- practise giving the rhythm of English,

- use modal verbs in the passive voice

2 Knowledge

* PROCEDURE

- Ask every student to write a sentence in

English

- Ask some Ss write their sentences on

the board

- T corrects mistakes if needed and then

asks Ss to read rhythmically

126), paying attention to the stressed

syllables

on page 126

- A representative of each group write the result on the board

- Ss listen and repeat the sentences on page 126

- Ss read the sentences

In chorus and individually

Ss work individually and then

Trang 30

Exercise 1 (7 min)

- Ask Ss to work in pairs to rewrite the

sentences in the passive

sentences, using the suitable passive form

of the verbs in brackets

equivalents if needed

* Rule:

is going to be/have to be/ought to be + V 3

- Give feedback

- Get Ss to write similar sentences

Trang 31

Time : 45 minutes

* OBJECTIVES

- scan for specific information,

- know something about water sports

2 Knowledge

Grammar : - Pronunciation : Elision

- Transitive and intransitive verbs

* PROCEDURE

Warm-up (5 min) Game: Wordsquare

- Hang on a poster with the wordsquare

- Tell Ss to find out the words in the

wordsquare (10 words)

- The group with more points is  winner

Lead-in :

(Ask Ss to look at the words and guess

what they are going to learn)

In our reading lesson today, we’ll focus

Goalie = goalkeeper (n) – defensive

Ss work in groups, looking at the poster and find out the words in it.The words to find :

Across : swimming, baseball, football,chess, chessmen, rugby, badminton, golf, volleyball, basketball

Tiêu đề	Deserts
Trường học	Nguyễn Thành Viễn High School
Chuyên ngành	English
Thể loại	Giáo án
Năm xuất bản	2023
Thành phố	Hồ Chí Minh

Định dạng
Số trang	62
Dung lượng	54,83 KB