unit9 test yourself c GIÁO ÁN MÔN TIẾNG ANH LỚP 12

- Ss work in groups, answering the questions: - T walks around and helps students.. - T can give the feedback before the class by asking Ss to answer - T explains Task 2: Now you answer

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Me too.

GA 12 GV: Nguyễn Thị Như Thủy

UNIT 9: DESERTS

Reading

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

- Undertand the passage about deserts

- Scan read for specific details

II Language Contents:

 Grammar: Revision of the present simple, present perfect, future

 Vocabulary: Words/phrases used to express in the text:

1 aerial: [‘e∂ri∂l] (explanation): in the air; existing above the ground(trên không)

2 dune (n) [ ] (picture): ahill of sand near the sea or in a desert (đụncát)

3 stretch (n)[ ](translation): a length or area of a road, water orland (dải đất, dải nước…)

4 aborigine [,æb∂’rid ini:z] (n) (picture + explanation): a member of thetribes that were living in Australia when Europeans arrived there;aboriginal (thổ dân Úc)

5 hummock [‘hΛm∂k] (n) (picture+explanation): a small raised area ofground like a very small hill; hillock (gò, đống)

III Techniques: Integrated, mainly communicative.

IV Teaching Aids: Some hand-outs with the questions.

V Procedure

Ss close the books

- Ss work in groups

- Ss’answers may vary

- Teacher leads in the lesson:

Today, we will talk about life in

deserts

- Ss open the books page 96, 97,

98 and look at the pictures

- Ss work in groups, answering

the questions:

- T walks around and helps

students

1 Warm-up:

• Where are these pictures?

• Do you know about them?

2 Before you read

1 What kinds of plants and animals live in a desert?

2 Name some of the countries which have deserts?

*Vocabulary and structures:

 Stretch of sandy desert: dãi sa mạc cát

 Crest: mào / bờm ngựa

 Eucalyptus: cây khuynh diệp/ bạch đàn

 Cactus: cây xương rồng

 Date palm: cây cha là

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- Ss’answer may vary

- T: Now we’ll study the reading

text about life in deserts

- T reads the text and explains

new words and phrases (T uses

pictures & explanations)

- T reads each word & Ss repeat

- Ss read after the tape to practise

pronouncing the new words

- Ss work in pairs, reading the

text again to get the information

of the reading

- T explains Task 1 - Ss work in

groups

- T walks around & helps Ss

- T can give the feedback before

the class by asking Ss to answer

- T explains Task 2: Now you

answer the questions in Task 3

- Ss work in pairs, asking and

answering the questions

- Ss check the answers together

- T goes around & helps Ss

- T can give the feedback before

the class by asking Ss to ask and

answer the questions

- T suggests Ss’ homework

 Lizard: con thằn lằn

 Oases: ốc đảo

 Acacia: cây keo

 Gazelle: dòng linh dương

 Antelope: loài linh dương

 Jackal: dog that lives in forest

3 While you read Task 1 Give the Vietnamese equivalents to the

following words or phrases

1 stretch

2 aerial survey: trắc lượng trên không

3 Royal geographical society of Australia: hội địa lí hoàng gia Úc

4 Australian Aborigine: thổ dân Úc

Task2: Decide true or false

1 F 2 F 3 T 4 F 5 F 6 T

Task 3 Answer the following questions.

1 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 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

4 After you read

Read this story and answer the questions that follow

1 Yes, it is

2 The fun is pronunciation /dez t/ and /diz t/ món

ăn tráng miệng

5 Homework:

- Learn by heart new words

- Prepare speaking

* COMMENTS:

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- Talk about natural features of deserts and desert life.

- Express their ideas about related matters.

 Vocabulary: Words/phrases used to express in the text:crocodile, frog, horse ,buffalo, sheep…

III Techniques: Integrated, mainly communicative.

IV Teaching Aids: Some hand-outs with the questions.

V Procedure

Ss close the books.

- Ss work in groups, talking about what

they’ve learnt

- T calls some representatives to tell

about

- T leads in the lesson: talk about the

trees and animals that exist in a desert

- Ss open the books.

- T explains Task1: Discuss in groups

about:

* to complete the task given

- Ss work in groups then exchange

together.

- T goes around & helps Ss.

Ss’answers may vary

- T can give the feedback before the

class by asking Ss to answer the

questions.

- T asks Ss to practise the exchanges in

task fluently.

- T explains Task 2 : In pairs, you find

out as many natural features of a desert

possible

- T can give suggested models:

- Ss work in pairs, give the prediction

T asks Ss to practise Task 3 the

1 Warm-up

Give some animals that live in desert

Unit 2: SPEAKING Talking about the plants and animals that live in desert

2 Before you speak Task 1 Check the trees and animals that you think might exist

3 While you speak Task2: Find out as many natural features of a desert as

possible Use the cues.

• Climate: hot, dry

• Rainfall: very low

• Plants / trees: very few, some kinds of trees such as palm trees

• Animals : very few , only camels

• Water because there is no water we may die

• A camel because a camel is the best means of transport in a desert.

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Me too.

exchanges in task fluently.

- Ss work in groups , and do the ex

- T suggests Ss’homework.

• Food because it is almost impossible to find food in a desert

• A box of match because there is no electricity in a desert

• A blanket because it is very cold at night in a desert

5 homework

- To remind Ss to continue to write about the topic

discussed at home

- New lesson : C LISTENING

COMMENTS

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Teaching date: 5/01/2011

Period: 57

UNIT 9: DESERTS

Listening

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

- Listen for the understanding of the passage

- Listen for specific details

II Language contents:

 Vocabulary: frightening, cool, canal, needle……

III Techniques: Integrated, mainly communicative.

IV Teaching aids: Cassette, tape and some hand-outs with the questions.

V Procedure

Ss work in groups,

- T can give the feedback before the

class by asking a student to read the

answers

- T: Today, we’ll listen to an expert

talking about desert

- T explains task1 Now you decide

whether the statements are true or false

- Ss work in pairs

- T gives the feedback by asking Ss to

read the sentences aloud before class.

T explains the tasks then decide true or

false

- Ss read the sentences in Task

carefully.

- Ss listen to the tape twice or three

times and anwser the questions.

Ss check their answer sentences.(T can

give marks)

- T replays the tape twice.

- Ss work individually, answering the

questions then check the answers

together

- Ss listen to the tape twice or three

times and fill in.

1 Warm-up

Answer the questions:

1 What is a desert?

2 How is a desert formed?

3 Can human beings make a desert? Why or why not?

2 Before you listen

- Frightening speed: tốc độ nhanh đến khủng khiếp

- To explain the meaning

- play the CD once or twice and have Ss listen

- To show Ss to decide the task

1 T 2 F 3 T

4 F 5 T

Task 2 Answer the questions

4 It examines deserts what they are and how they are formed

5 It is hot, dry, sandy place It is also a beautiful land of silence and space The sun shines, the wind blows, and time and space seem endless

6 Nature and humans.

7 They contribute by eating every plant they can find This makes the land become desert

Task 3 listen to part of the expert’s talk again and fill in the

missing word(s)

1 90% 2 smaller plants 3 prevent 4 spreading

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- Remind ss to do exercise 5 capital 6 canals

4 After you listen

Summarize the main ideas of the expert’s talk Use the following suggestions:

1 What is a desert?

2 What causes the growth of a desert?

3 What should humans do to prevent the growth of deserts?

5 Homework:

- Prepare writing

* COMMENTS:

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- Describle the main features of a desert.

- Write a paragragh about the Sahara Desert.

 Grammar: Revision of the present simple, present perfect, future.

 Vocabulary: extend, arid, oasis, tableland, gazelle, antelope, jackal.

IV Teaching Aids: Some hand-outs with the questions.

V Procedure

Ss close the books.

- Ss work in groups, answering the

questions.

- T calls one or two Ss to answer the

questions.

- T leads in the lesson: write a

composition about the Sahara desert

- T explains Task 1 Read the sentences

given and write.

- Ss work in pairs to ask and answer the

following questions about the Sahara

Desert

- T goes around and helps Ss.

T: To you What tense do people often

use to write? (Present simple tense)

- T explains: To describe thing It is

usually written in the present tense and

used the special words for thing

- T explains new words.

1 Warm-up

Study the information in the table

* location (give a map)

2 Before you write

 Oases: ốc đảo

 Gazelle: linh dương nhỏ

 Antelope: sơn dương

 Jackal: a kind of wild dog that lives in a desert :chó rừng

 Fox : con cáo

 Arid:khô cằn Read the definitions of the words or show pictures and ask

Ss to say the English words.

Go over the answers with the class.

1 Where is the Sahara Desert?

2 How large is it?

3 How is the climate?

4 Name some of the natural features of the Sahare.

5 What kinds of animals and plants can live in the desert?

General Outline of the Descriopition

- Introduction

- General description + Geography + Area + Natural features (climate/rainfall/elevation/trees/animals)

- Conclusion

3 While you write

The Sahara desert is largest in the world It has a total area of more than 9,065,000 square kilometers with 1,610 km wide and about 5,150 km long from the east to the west Located in northern Africa, it extends from the Atlantic Ocean easterward past the Red Sea of Iraq It lies mostly in Moroco, Algeria, Tunisia, Libya, Egypt, Mauritania, Mali, Niger, and Sudan.

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- T explains Task 2:Write an assay

- Ss work individually then check their

writing together.

-T goes around and helps Ss.

- Ss write their paragraph on the board

then they correct

Remind the task to do at home

It is totally impossible to find moisture in the Sahara desert The land is arid and the climate is dry It is very hot in summer and very cold in winter If you are in the desert you can see few oases exist there and all spreads in front of you is sandy land and large dunes of sand Its tableland has an average elevation from 400 to 500 m there are a few forms of animals and vegetable life The main trees you can find there are cactus, the date palm, and a form of acacia The main animals you are likely to see there gazelle, antelope, fox,

jackal and camel

4 After you write Writing correction 5 homework: - Prepare language focus COMMENT:

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I Aim: 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…in the setences.

 Grammar: Connectors

 Pronunciation: full and contracted forms of auxiliaries

IV Teaching Aids: Some hand-outs with examples and questions.

V Procedure

T gives some words then ss

pronounce

* Activity 1.

- Ss still close the books

- Ss work in groups and find the

words are pronounced

* Activity 2.

- T asks Ss to open the books

- T explains the pronunciation

- Ss work in pairs, pronunciation

and underlining the sounds

- Write down these sentences

- Ask Ss to express the

sentences in another way so

that the meaning stays the

same

Expected:

I PRONUNCIATION: contracted forms of auxiliaries

* Listen and repeat

Full forms Contracted

f Full forms contracted

I amYou are

He isShe is

It is

We areThey are

I’mYou’reHe’sShe’sIt’sWe’reThey’re

I shall / willYou will

He will

It will

We willThey will

I’llYou’llHe’llShe’llIt’ll

* Practise reading these sentences

I think I’ll buy a motorbike

You’ll notice that there’s a girl coming It’ll be much better if you could do it We’ll have to talk to her

She’s feeling much better now

They’re studentsHe’ll be 17 next month

II GRAMMAR Linking words: BUT/SO/HOWEVER/THEREFORE

ý liên quan lại với nhau trong câu Chúng thường được dùng với dấu phẩy hoặc chấm phẩy Các từ chuyển ý

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Me too.

1 It began to rain, so I opened

my umbrella

2.They were late However,

they didn’t hurry

- Elicit the use of the

conjunctions from Ss

Practice:

- Ask Ss to work in pairs to do the

exercise

- Call on Ss to give the anwers

- Check with the whole class

- Ss make sentences by using the

following words and phrases:

- We can also express a contrast by using the

adverb “however” with two sentences.

- We use so, therefore, as a result or for this reason

to introduce the result of something

- We use so (with or without and) before a clause.

- We use and, therefore before a clause.

- Therefore can also go before the verb.

- We also use as a result, therefore and for this

reason at the beginning of a new sentence

- We also use thought, to mean “however” at the

end of a sentence

Activity 1: sentence completion (Exercise 1)

@ 1 so 2 but 3 so 4 but 5 so 6 but 7 but

Choose the best answer

1 He is intelligent (so/ but/ and) he can’t answer my questions

2 The boy doesn’t wrote (and/ so/ but) read this lesson

3 He doesn’t come (so/ for/ or) he is afraid of crowds

4 The test was very long (or/ and/ but) easy (so/ or/ and) we can do

5 This book was (so/ or/ but/ for) exciting

6 He didn’t work hard (therefore/ however/ so) he couldn’t get good job

7 They know exactly the questions, (therefore/ nevertheless/ for) they can’t answer it quickly because they are new ours

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