- After students finish, give them comments: correct some pronunciation mistakes they have made - Read aloud the words and ask the whole class to repeat. - Call 1 pair to role play in f[r]
Trang 1Preparing date: Dec,28 th 08
Teaching date: Dec,29 th 08
Period division: 55th
Unit 9: Deserts Lesson A - Reading
I Aims : By the end of the lesson, students will be able to
read for specific information to understand the passage and express their ideas about the
deserts
II Teaching aids: textbook, poster, picture, chalk….
III Procedure:
Warm- up
4’ Filling: Fill in the blank with the most suitable word:
A……… … is a hot, dry sandy place -> Desert
Class work
Pre- reading
12’
I Ask and answer the questions:
Suggested answers:
1 dry, few trees, little or no water, little rainfall, few people and animals live in a desert………
2 camels, scorpions, cactus………
3 Egypt, Australia, China………
II Vocabulary:
- aerial [ 'eəriəl ] (adj): trờn khụng
- dune (n) [dju:n]: đụn cỏt
- stretch (n) [stret∫]: dải đất, dải nước
- aborigine (n) [,ổbə'ridʒini:z]: thổ dõn Úc
- hummock (n) [ 'hʌmək] đống gũ, đống
- slope (n) [sloup]: dốc, đường dốc
- corridor (n) ['kɔridɔ:]: đường hành lang
- crest (n) [krest] : đỉnh
- spinifex (n) ['spainəfeks] : cỏ lỏ nhọn sống ở vựng hoang mạc nước Úc
III Check vocabulary R & R
Pair work
While reading
21’
Aks pls to d discuss and find out the Vietnamese equivalents
I Task 1:
Answers:
1 kéo dài, căng ra 6 cồn cát, đụn cát
2 có cát, cú cỏt 7 độ dốc, dốc thoai thoải
3 trắc lợng trên không 8 dốc đứng, dốc ngợc
4 Hội địa lý hoàng gia Austra 9 gò, đống
5 thổ dân Australia 10 đỉnh (gò/đống)
11 cỏ lá nhỏn mọc trên hoang mạc
II Task 2: True- false
Answers:
1 F 2 F 3 T 4 F 5 F 6 T III Task 3: Answer the question
Group work
Pair work
Trang 21 They are Great Victoria Deserts, Gibbon, Great Sandy and Tanami Deserts and Simpson Desert
2 It lies between Lake Eyre in the south, the Macdonnel Ranges in the north, the Mulligan and the Diamantina Rivers in the east, and the Macumba and Finke Rivers in the west
3 In 1845
4 He was the President of the South Australian Branch of the Royal Geographical Society of Australia
5 They took camels across the desert
6 In the western part, they are short, mostly less than 10 metres high, and in the northern part, they are parallel and are
up to 20 metres high
7 Two They are hummock grasses and spinifex
After reading
6’
The story is funny because the American businessman pretended to misunderstand the interpreter’s question The interpreter mispronounced ‘dessert’ (the last course of the meal) as ‘desert’ (dry, sand stretch of land) The word ‘dessert’
is stressed on the second syllable while the word ‘desert’ is stressed on the first syllable
- desert ['dezət] sa mạc
- dessert [di'zə:t] món ngọt (bánh ngọt, bánh nhân hoa quả, kem) ăn vào cuối bữa ăn; món tráng miệng (cũng
Individual work
Home work
2’
Preparing date: Dec,28 th 08
Teaching date: Dec,29 th 08
Period division: 56th
Unit 9: Deserts Lesson B - Speaking
I Aims : By the end of the lesson, students will be able to
- Talking about nature features of the deserts
- Explaining why some thing should be brought along while going across a desert.
II Teaching aids: textbook, poster, picture, chalk….
III Procedure:
Warm up
15’
Naming the pictures
Give out the pictures and the vocabularies relates to the speaking lesson then ask pls to work in group to name them (match)
- Eucalyptus [,ju:kə'liptəs] - crocodile ['krɔkədail] (con cá
Group work
Trang 3(cây bạch đàn)
- cactus ['kæktəs] (cây x rồng)
- date palm [pɑ:m] (cây ch là)
- grass [grɑ:s] (cỏ)
- frog [frɔg] (con ếch)
- horse (con ngựa)
- buffalo ['bʌfəlou] (con trâu)
sấu)
- camel ['kæməl] (con l đà)
- fox [fɔks] (con cáo)
- lizard ['lizəd] (con t lằn)
- rabbit ['ræbit] (con thỏ)
- goat [gout] (con dê)
- sheep [∫i:p] (con cừu)
fox
Individual work
Pre - speaking
23’
Task 1: * Checking the trees and animals that might exist
in a desert.
- Ask pls to work individual and compare with a partner.
Individual pair work
* Explain the choice.
- Ask pls to explain the reasons that they choose
Model:
- What kinds of trees and animals on this list do you think
Trang 4might exist in the desert?
- I think date palms, cactus, grass, camels and lizards can exist
in the desert because they don’t need a lot of water and can survive under difficult conditions
- What about banana trees?
- I don’t think they can live in such hot weather Moreover, we have never seen banana trees in pictures taken in the desert, have we?
………
While
speaking
21’
Task 2:
So why can bananas, frogs……exist in the desert? -> climate…
Ask pls to find out as much as many features of a desert as possible Using the cues in the text book and the model
Useful expressions:
- hot - dry
- little rainfall, much sunshine, few grasses, few animals, few people, sandy……
Ex:
A: What do you know about the climate in the desert?
B: It is said that it’s very hot in the daytime but it’s very cold
at night
A: And please tell me about the rainfall How often does it
rain here?
B: It rarely rains there so everything is very dry.
A: Are there 4 seasons in the deserts?
B: I am not sure but as far as I can remember in some cold deserts there are hot summer and very cold winter
………
pair work
After speaking
10’
Task 3:
What are five things you should bring along with you if you are going on an expedition across the desert?
a - I think I should bring a knife in case I need food to eat It’s
also used to protect me from the attack of dangerous animals or bad people
- And what about a mosquito net? Would you need one?
- Oh, no I would have a face net and clothes long enough to cover my whole body
- And what else would you need?
- Food is next things because it’s very difficult to find food in
Group work
climate hot
dry
Trang 5the desert I think we should bring as much food as possible because we could get stuck there
- Why don’t you bring a cell phone? It could be very helpful if
you got lost Someone could come and rescue you
- Are you joking? Do you think there would be telephone waves/ signals in the desert? And how can we charge the battery?
………… or
b
- I will bring water because there is little water and may I amy die without it
- I will bring a camel because a camel is the best means of transport in a desert
- I will bring food because it is almost impossible to find food
in a desert
- I will bring a box of match because there is no elictricity in a desert
- I will bring a blanket because it is ver cold at night in a desert
Home work
2’
- Ask pls to write down at home and prepare lesson listening Whole class
Preparing date: Dec,28 th 08
Teaching date: Dec,29 th 08
Period division: 57th
Unit 9: Deserts Lesson C - Listening
I Aims : By the end of the lesson, students will be able to
- To practice students’ speaking and listening skills
- To help students to guess the meaning of some words and do the task given in
II Teaching aids: textbook, poster, picture, chalk….
III Procedure:
Warm up
6’
- Asks Ss to discuss some questions
1 What is desert?
2 How is a desert formed?
3 Can human beings make a desert? Why/Why not?
1 It is hot, dry and sandy place It is a beautiful land of silence and space The sun shines, the wind blows and time and space seem endless
Class work
Trang 62 It is formed by natural and human beings.
3 Yes, we cut down the trees and destroy the environment
Gradually the land will become desert / Human beings can contribute in the making of desert because we cut down trees and destroy forests These actions can lead to the changes of climate
Lead in " Our lesson today will focus on some features of
deserts and how they are formed "
Pre
Listening
6’
Listen and repeat
- Ask Ss to listen to the T’s pronunciation and repeat
- frightening speed ['fraitniη spi:d]:tốc độ kinh khủng
- Sahara (n): sa mạc Sahara
- petroleum (n) [pə'trouliəm] dầu mỏ
- Australia (n)[ɔs'treiljən] - firewood (n) ['faiəwud]: củi
- Mauritania
- phenomenon [fə'nɔminən] hiợ̀n tượng
While
Listening
23’
Task 1: True or False statements
* True / false prediction.
- Ask pls to predict the keys in pairs
- Call some to tell their prediction
* True / false prediction check.
- Turn on the tape and ask students to listen to the tapes 2 times
- Call some to check
Answers:
1T 2T 3T 4F 5T
Task 3: Fill the missing words.
- Give out the words ask pls to find out the missing words and then fill the words in the blankets
- Turn on the tape again and ask students to fill the gaps
- Call some to check
1 90% 2 smaller plants 3 prevent
4 spreading 5 capital 6 canals
Pairs work
Post
Listening
8’
- Ask pls to summerise the main point of the content
Suggested answers:
- It is hot, dry, sandy place Also a beautiful land of silence and space The sun shines, the win blows and time and space seem to be endless Only trees with hard needles can grow in the deserts
- Nature and humans contribute to the growing of deserts
Individual work
Trang 7Human beings cut down trees for firewood When the trees are gone, smaller plants die and there is nothing but sand and the land turn into desert
Home work
2’
DESERTS
Hello everyone In today's talk, I'm going to tell you something about deserts, what they are and how they are formed
A desert is a hot, dry, sandy place A desert is also a beautiful land of silence and space The sun shines, the wind blows, and time and space seem endless Nothing is soft The sand and the rocks are hard, and many of the plants, such as the cactus, have hard needles instead of leaves
The size and location of the world's deserts are always changing Over millions of years, as climates change and mountains rise, new dry and wet areas develop But within the last 100 years, deserts have been growing at a frightening speed This is partly because of natural changes, but the greatest desert makers are humans
In the 19th century some people living in English colonies in Australia got rabbits from England Today there are millions of rabbits in Australia, and they eat every plant they can find The great desert that covers the centre of Australia is growing
Farming first began in the Tigris-Euphrates, but today the land there is a desert In dry areas, people can plant crops on dry and poor land When there are one or two very dry years, the plants die, and the land becomes desert
In developing countries, 90 percent of the people use wood for cooking and heat They cut down trees for firewood But trees are important They cool the land under them and keep the sun off smaller plants When leaves fall from a tree, they make the land richer When the trees are gone, the smaller plants die, and the land becomes desert
Humans can make deserts, but humans can also prevent their growth Algeria planted a green wall of trees across the edge of the Sahara to stop the desert sand from spreading Mauritania planted a similar wall around its capital Iran puts a thin covering of petroleum on sandy areas and plant trees Other countries build long canals to bring water to the desert areas
Trang 8Well, that's all for my talk Thank you for listening
Preparing date: January,3 th 08
Teaching date:,6 th 08
Period division: 58th
Unit 9: Deserts Lesson D - Writing
I Aims : By the end of the lesson, students will be able to write about the Sahara deserts.
II Teaching aids: textbook, poster, picture, chalk….
III Procedure:
Warm- up
6’
* Eliciting picture: Identify the Sahara desert on the map.
1 Where is the Sahara desert?
2 How large is it?
3 How is it climate?
4 Name some of the natural features of the Sahara?
5 What kind of animals and plants can live in the desert?
Class work
Pre – writing
12’
* Vocabulary
- extend (v) [iks'tend] : kéo dài, vơn tới
- arid (adj) ['ổrid] : khô cằn
- oasis (n) [ou'eisis] : ốc đảo, nơi thoải mái
- tableland (n) ['teibllổnd] : bình nguyên
- gazelle (n) [gə'zel]: linh dơng nhỏ rất dễ thơng, linh dơng gazen
- antelope (n) ['ổntiloup] : con sơn dơng
- fox (n) [fɔks] : con cáo
- jackal (n) ['dʒổkɔ:l] : chó rừng
* Checking technique: Translation
* The way to write a composition about the Sahara Desert.
* Tenses used: Simple present
Class work
Trang 9* General Outline of the Description:
- Introduction
- General description:
+ geography (location) + area
+ natural features ( climate/ rainfall/ elevation/ trees/
animals)
- Conclusion
While-writing
15’
Ask pls to writing the sentences by putting the verbs in the blankets in the correct tense
The Sahara (be) the largest desert in the world It (be) in the
northern of Africa, East of Atlantic Ocean and the west of the Red Sea and Iraq It (lie) largely in Morocco, Algeria, Tunisia, Libya, Egypt, Mauritania, Mali, Niger and Sudan
This desert (have) a total area of more than 9,065,000 square kilometers with 1610 kilometers width and 5150 kilometers in length from the east to the west There (be) a total absence of moisture so it (be) very dry It (be) very hot in summer and extremely cold in winter
The Sahara (be) on a tableland with an elevation of 400 to
500 meters It (be) an arid sandy land with few oases but many large sand dunes
Very few forms of animal and vegetable life (exist) there The main trees which (can be find) there are cacti, the date palms, and a form of acacia Only animals like gazelles, antelopes, foxes, jackals and camels (be)found in this desert
Sample writing:
The Sahara is the largest desert in the world It is in the
northern of Africa, East of Atlantic Ocean and the west of the
Red Sea and Iraq It lies largely in Morocco, Algeria, Tunisia,
Libya, Egypt, Mauritania, Mali, Niger and Sudan
This desert has a total area of more than 9,065,000 square
kilometers with 1610 kilometers width and 5150 kilometers in
length from the east to the west There is a total absence of moisture so it is very dry It is very hot in summer and
extremely cold in winter
The Sahara is on a tableland with an elevation of 400 to 500 meters It is an arid sandy land with few oases but many large
sand dunes
Very few forms of animal and vegetable life exist there.
The main trees which can be found there are cacti, the date
palms, and a form of acacia Only animals like gazelles,
antelopes, foxes, jackals and camels are found in this desert.
Individual work
Trang 10After writing
10’
- Ask pls to exchange the writing to other pls to check and give remarks
- Ask pls to represent the task on board if being asked
- read the writing to get others’ remarks
- do as the teacher asked
Pair work
Home work
2’
- Ask pls to write a composition about Quy Chau. Whole class
Date of
preparing: …… / /200 …
Date of teaching: …… … / /200 …
Class: ………
Unit 9
Deserts -oOo -Period N o 59 - Lesson 5: Language focus
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:
- Integrated, mainly communicative.
III Teaching aids:
- Board, tape, cassette player, chalks, textbook and notebook.
IV Procedure:
Time
3’
5'
Teacher s activities’
- read some words
- ask Ss to listen and
check if there are
differences between
every two words.
- go around the class
and offer help if
necessary.
- call on some Ss to
give their answers in
front of the class.
- give feedback and
correct answers.
- leads in the new
lesson.
- explain how to
pronounce full and
Content
A Warm- up: Listen and check if there are
differences between every two words
Suggested answers:
1 he’s - his
2 hill – he’ll
3 there – they’re
4 your – you’re
5 time – I’m
Lead in: Today we’ll learn about the full
form and contracted form of auxiliaries.
B Pronunciation
I Presentation 1: The full and contracted forms of auxiliaries.
Students activities’
- listen carefully.
- check if there are differences between every two words.
- some Ss give their answers in front of the class.
- listen carefully and note down.