The 55 th period Date: 02/ 01/ 2010 Class 12 A3 UNIT 9: deserts Lesson A: Reading I. Objectives: 1. Educational aim: - Guessing the meaning in the context. Deciding true or false statements - Passage comprehensions 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. Methods: - 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. - expedition (n) - mystery (n)  mysterious (adj.) - aerial (adj.) - territory - spinifex (n) - (to) stretch cuộc thám hiểm sự huyền bí, bi ẩn trên không, trên trời lãnh địa, lãnh thổ cỏ lá nhọn trải dài While you read : (23 minutes) - Ask students to look through the passage and read in silence - 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 words and phrases in 1 - Help students read the passage - Explain pronunciation and meaning of new words which appear in the passage Task 1 : (3 minutes) A B 1. Royal Geographical Society of Australia 2. dune 3. hummock 4. crest 5. Australia Aborigine 6. sloping 7. steep 5a. th dõn c 7b. dc ng 4c. nh 1d. Hi a Lý Hong Gia c 6e. dc thoai thoi 3f. gũ, ng 2g. n cỏt - 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. - Guide students to read through the passage, and then focus 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. T F 1. According to the passage, there are three great deserts in Australia. the passage: - Share the key with other students: Keys: 1. Kéo dài, căng ra 2. Có cát, 3. Trắc lợng trên không 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 2 2. The Simpson Desert is the largest one in Australia.   3. The desert was named after Simpson in 1929.   4. Colson and Madigan travelled across the Simpson Desert in 1936,   5. There are more dunes in the western part of the desert.   6. Dry salt lakes are in the northern part of the desert.  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 - Questions: 1. Where is the Simpson Desert? 2. When did the first European enter the desert? 3. How did E. A. Colson and an Australia Aborigine travel across the desert? 4. What kinds of grass grow in the Simpson Desert? 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. - Listen to the teacher then do the task. - Works in pairs: 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 the 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. The 56 th period Date: 03/01/ 2010 Class 12 A3 3 UNIT 9: deserts Lesson B: Speaking I. Objectives: 1. Educational aim: - Explaining why some kind of trees and animals can exit in the deserts. 2. Knowledge: - General knowledge: The lives of trees 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. III. Teaching aids: - Board, chalks, textbook, handouts. IV. Procedure: Teacher s activities’ Students activities’ Warm-up: (5 minutes) Banana cactus grass lizard Camel buffalo date palm Fox goat eucalyptus Pre-speaking : (12 minutes) Task 1 - Guide students how to practise. - Ask students to work in pairs. - Explaining some new words. - Walk around and help them. - Call students to say. - Correct their mistakes.  Activity: Find out as many natural features of a desert as possible. - Climate: hot, cold, dry - Rainfall: little rain, much sunshine - Plants/trees: few (cactus, date palm) - Animals: few (fox, camel) - Soil: sandy, dry - Seasons: summer, winter  Useful language: - I think, we should … - In my opinion, … - I agree with you, … Kim’s game - Pairs work. - Practice answering the topic: I think banana can’t exit in desert because it is tropical plant but it is very hot in desert … ……… I think …. - Listen to the teacher and do the task. Ex: A. I think the climate in desert is very 4 - I can’t agree with you more … - I don’t think so, you’d better … - I disagree with you because .… - It’s not a good idea because … While-speaking : (15 minutes) Task 2 - Guide students how to practice. - Ask students to work in pairs. - Help the students with new structures. - Walk around and help them. - Call some student to stand up and report before the class. - Correct their mistakes. III. Post-speaking:  Task 3: You are going on an expedition across a desert with some of your friends. Discuss and choose the five most important things you should bring along with you. A knife A box of match Water A gun A car A mosquito net A horse A camel A cell phone Food A blanket A walkman - Guide students how to practise. - Ask students to work in groups - Call some pairs of student to stand up and practise. - Correct their mistakes. Homework: (3 minutes) - Ask the students to prepare the listening at home. rude. There is very little rain and it is always very hot…. I think …… …………………… - Free practices - The students who are called stand up to talk to the class about their ideas. Models: “I think we should bring a blanket because the climate is very cold at night ”… - Listen to the teacher. - Write down the homework to do at home. The 57 th period Date: 04/01/ 2010 Class 12 A3 UNIT 9: deserts Lesson C: speaking I. Objectives: 1. Educational aim: 5 - 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 the topic. 3. Skills: - Listening and deciding on True or False statements. - Listening for details and gap-filling. II. Method: - Integrated, mainly communicative. III. Teaching aids: - Tape, cassette player, board, chalks, textbook. IV. Procedure: Teacher s activities’ Students activities’ Warm-up: (3minutes) Students guess 2 items with 3 cues. 1. Cactus - a kind of plant with hard needles. - it grows in dry land - picture 2. Camel - a kind of animal used to carry things and people - it has 2 humps. - picture  T introduces the desert. Before-listening: (7 minutes) Before you listen: - Ask students to look at the book and answer the question in the book. - Let them work in pairs. - Listen and correct for them.  Answer the questions. 1. What is a desert? 2. How is a desert formed? 3. Can human beings make a desert? Why/Why not?  Listen and repeat: frightening speed Australia Sahara firewood petroleum Mauritania Listen and repeat Guessing game Before you listen: - Look at the book. - Listen to the teacher. - Ask and answer the question in the book. - Work in pairs. - Ss work in pairs to answer the Qs. 6 - 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.  Answer the questions. 1. What is a desert? 2. How is a desert formed? 3. Can human beings make a desert? Why/Why not?  Listen and repeat: frightening speed Australia Sahara firewood petroleum Mauritania 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: Listen again and fill in the table. - 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 in pairs. 1. The talk examines - What deserts are - _________ - Listen and repeat. - Preactise in pairs - Read the new words aloud in chorus then individual. - 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 oneself. - Read the questions 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. Listen then answer. Keys: 1. It examines deserts, what are they and how they are formed 7 2. Desert is - It is _______ place. - It is also a ______ and space. 3. The causes of the growing of the world’s deserts - nature and _______ 4. The way rabbits contribute to the growing of deserts in Australia They eat ______, which makes the land become desert. 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. After-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. Homework: (3 minutes) - Ask students write things to do to have a healthy and long life, and prepare part writing at home. 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 to the tape and do the task. Find evidences to each of the answers. Represent if being asked. Listen then answer. Keys: 1.90%, 2. Smaller plants. 3. Prevent, 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. The 58 th period Date: 05/01/ 2010 Class 12 A3 UNIT 9: deserts Lesson D: Writing 8 I. Objectives: 1. Educational aim: - Describing main features of a desert. 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: - Intergrated, mainly communicative III. Teaching aids: - Board, chalks, textbook and notebook. IV. Procedure: Teacher s activities’ Students activities’ Warm-up: (3 minutes) - 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.  Pre-teach vocabulary: - tableland (n) - oasis (n) - elevation (n) - cactus (n)  Pre-teach structures: - (to) lie in - (to) extend - There + be … - besides - as a result  T runs through information about Sahara Desert. - Correct. While-writing: (20 minutes) - Ask student to read the request of the writing. - Listen to the teacher. - Listen to the teacher. - 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. - Listen to the teacher. - discuss and write down. 9 - Explain them how to do the task - guide them to write. - Walk around and help them. - Call one to do on board. - Correct. 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. Homework: (2 minutes) - Ask students to rewrite the task at home and prepare part Language Focus at home. - work in groups. - Compare the result to the other groups. Ex: The Sahara Desert, which is the largest one in the world, lies in Northern Africa – largely in Morocco, Algeria, Tunisia, Libya, Egypt, Mauritania, Mali, Niger, and Sudan. It extends from the Atlantic Ocean eastward past the Red Sea to Iraq. It is 1,610 km wide and about 5150 km long from east to west. The total area is more than 9,065,000 square km. The weather is very hot in summer and very cold in winter. There are few oases. Dry climate always has influence on the atmosphere that moisture is almost totally absent. As a result, the land is so arid that some main plants and trees can exist long in the desert like cactuses, date palm, and a form of acacia. There are many kinds of animals like gazelle, antelope, fox, jackal, and camel. - 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. The 59 th period Date: 06/01/ 2010 Class 12 A3 UNIT 9: deserts Lesson E: Language focus I. Objectives: 1. Educational aim: - Full and contracted forms of auxiliaries. 10 [...]... necessary  Pre-teach vocabulary: Students’ activities -Work in pair to answer the questions 1.they are reading books 2 Enrich knowledge And Relax - Work in pair to answer the question 1.usually 2.Ennglish books 3. every time 30 - (to) swallow nuốt - (to) chew nhai - (to) digest tiêu hố - (to) taste nếm - (to) dip into xem lướt qua - (to) pick up cầm lên While you read : (2 3 minutes) - Ask students... danger of becoming extinct? Before you read : (7 minutes) Pre-teach vocabulary: - extinction (n) - extinct (a) - destruction (n) - exploitation (n) - vulnerable (a) - (to) enact Sự tuyệt chủng Sự phá hoại Sự khai thác Có thể bò làm hại ban hành - Ask students (to work in pairs) to open their books, look at the pictures, and do the tasks that follow 14 - work in pair to answer the questions 1.tortoise,... write - Compare the results with the other groups - Correct mistakes - Study all the lessons again III Grammar(2.5 points) (8 minutes) - Recall the grammar of articles - Guide students how to do - Give them some new words: - Do the first as an example - Ask students to the exercise - Call the to on board - Go round the class to control the set’s activities - State the keys - Correct mistakes IV Writing(2.5... mainly plants - Listen to the teacher’s explanation then correct the answers oneself - Read the questions 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 21 features sociable, and (2 ) planteating Group The silverback, one or members two sub-adult males, (3 ) a few females and their young Food (4 ) a variety of plants... Which of the animals and insects below can be found in Vietnam? +Which of them are in danger of becoming extinct? - Ask them to work in 3 minutes, - Teacher moves round to help if necessary - Ask some pairs to report - Give some remark if necessary Pre-teaching vocabulary: To edanger: (v) g©y nguy hiĨm Destruction(n) sù ph¸ ho¹i, nguyªn nh©n g©y ra c¸i chÕt Commercial(adj):(thc )bu«n b¸n Drainage(n):... activities Warm-up: (5 minutes) 27 - Greeting Warmer RETIG  TIGER PADNA  PANDA PHENLETH  ELEPHANT NIROH  RHINO Test yourself I Listening(2.5 points) (1 0 minutes) - Present the task: Listen and complete the table below - Tell students the topic of the table - Get students to look through the table - Explain the meaning of new words - After that turn on the tape of the passage aloud twice - Let students... members? 3 Where do gorillas sleep? 4 What kind of food do they eat? 5 What are the causes of being endangered? Homework: (3 minutes) - in not more than 80 words write -Listen to the teacher and write down homework about the life of a gorilla -The 63rd period Class 12 A3 Date: 11/01/ 2010 UNIT 10: endanger species I Objectives: 1 Educational aim: - Writing... points) (7 minutes) - Guide students how to write - Give students some models and structures to - Listen to the teacher carefully writes - Work in groups or in pairs then - Ask students to write write - Call the to on board - Go round the class to control the students’ activities - Correct mistakes - Listen to the teacher and write Homework (5 minutes) down correct answers - Ask students: - Do homework... -The 66th period Date: 06/02/ 2010 Class 12 A3 29 UNIT 11: Books Lesson A: Reading I Objectives: 1 Educational aim: - Students read and guess the meaning of words in contexts - Deciding on true or false statement - Passage comprehensions 2 Knowledge: - General knowledge: Ss know many advantages of reading books - Language: Common knowledge of books - New words: Words related to the topic 3 Skills:... urbanization (sù thµnh thÞ ho¸ While you read : (2 3 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), - Ask . words.  Pre-teach vocabulary: - tableland (n) - oasis (n) - elevation (n) - cactus (n)  Pre-teach structures: - (to) lie in - (to) extend - There + be … - besides - as a result  T runs through. Which of them are in danger of becoming extinct? Before you read : (7 minutes) Pre-teach vocabulary: - extinction (n) - extinct (a) - destruction (n) - exploitation (n) - vulnerable (a) - (to). 2 items with 3 cues. 1. Cactus - a kind of plant with hard needles. - it grows in dry land - picture 2. Camel - a kind of animal used to carry things and people - it has 2 humps. - picture 