Unit 9-12 Cb

Date of preparing:……/ /200… Date of teaching:……/ …./200… Class:……………… Unit 9 Deserts ---------------oOo------------- Period N o 55 - Lesson 1: 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. Method: - Integrated, mainly communicative. III. Teaching aids: - Picture, board, chalks, textbook, handouts,… IV. Procedure: Time 3 3 5 2 10 6 Teachers activities - ask Ss to fill in the blank with the most suitable word. - ask Ss to look at the picture on page 96 and ask and answer the questions. - go around the class and offer help if necessary. - call on some Ss to ask and answer in front of the class. - comment. - read word by word. - ask Ss to repeat in chorus and individual and write them on the blackboard. - say some words in English and ask Ss to speak them out in Vietnamese. - ask Ss to read the passage in silence and do task 1. - ask Ss to compare the answer with a partner. - call on some Ss to answer in front of the class. - comment and give correct answer. - present the task: Read the passage and choose the statements are True or False. Content A. Warm- up (3): Fill in the blank with the most suitable word: A is a hot, dry sandy place. Answer: Desert B. Pre- reading: 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 (adj) ['eril] : trên không - dune (n) [dju:n] : đụn cát - stretch (n) [stret]: dải đất, dải nớc - aborigine (n) [,ổb'ridini:z] : thổ dân úc - hummock (n) ['hmk] : gò, đống - slope (n) [sloup] : dốc, đờng dốc - corridor (n) ['krid:] : đờng hành lang - crest (n) [krest] : đỉnh - spinifex (n) ['spainifks] : cỏ lá nhọn sống ở vùng hoang mạc nớc úc III. Check vocabulary C. While- reading I. Task 1: Answers: 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 nhỏn mọc trên hoang mạc II. Task 2: True- false Answers: 1. F 2. F 3. T Students activities - fill in the blank with the most suitable word. - look at the picture on page 96, listen to the teacher then ask and answer the questions in the book. - work in pairs. - some Ss ask and answer in front of the - listen carefully - repeat after the teacher in chorus and individual and write down. - do the task individually. - read the passage in silence and do task 1. - compare the answer with a partner. - some Ss answer in front of the class. - listen to the teacher then read the passage and choose the statements are True or False. Date of preparing:……/ /200… Date of teaching:……/ …./200… Class:…………… Unit 9 Deserts ---------------oOo------------- Period N o 56 - Lesson 2: 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: Time Teacher’s activities Content Students’ activities 5’ 12’ - read words of animals and trees. - ask Ss to listen and write down the words they have heard. - go around the class and offers help if necessary. - call on some Ss to give their answers. - give feedback and suggested answers. - ask some questions. - guide Ss how to practise. - ask Ss to work in pairs. - explain some new words. - walk around and help them. - call Ss to say. - correct their mistakes. A. Warm- up: Listen and write down words of animals and trees: Answers: Grass, goat, sheep, buffalo, banana, camel, horse, date palm, cactus Questions: - Which animals and plants can’t live in the desert? - buffalo, banana, horse - Why? - Because they can’t stand the heat and need a lot of water. B. Pre- speaking: Task 1: Model: - What kinds of trees and animals on this list do you think might 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? - listen and write down words read by the teacher. - some Ss give their answers. - answer the teacher’s questions. - listen to the teacher. - work in pairs. - some Ss to say. 15' 10’ - guide Ss how to practise. - ask Ss to work in pairs. - help Ss with new structures. - walk around and help them. - call some pairs of Ss to stand up and report in front of the class. - correct their mistakes. - guide Ss how to practise. - ask Ss to work in groups - call some groups of Ss to stand up and practise. - correct their mistakes. - 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? ……………… C. While- speaking: Task 2: Useful expressions: - hot - dry - little rainfall, much sunshine, few grasses, few animals, few people, sandy…… Model: - What do you know about the climate in the desert? - It is said that it’s very hot in the daytime but it’s very cold at night. - I see, but it says in the books that there are some cold deserts where it’s very cold at some time of the year. - And please tell me about the rainfall. How often does it rain here? - It rarely rains there so everything is very dry. - Are there 4 seasons in the deserts? - I am not sure but as far as I can remember in some cold deserts there are hot summer and very cold winter. ……………… D. Post-speaking: Task 3: Suggested answer: - What are five things you should bring along with you if you are going on an expedition across the desert? - 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 the 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 - listen to the teacher. - work in pairs. - some pairs of Ss stand up and report in front of the class. - imagine your life in ten years. Say at least five sentences about yourself and your family. - listen carefully to the teacher’s guiding. - work in groups. - some groups of Ss stand up and practise. 3’ - summarize the main points. - assign homework. would be telephone waves/ signals in the desert? And how can we charge the battery? ………… E. Wrapping: - write a passage to say why desert is not a favorable place for people and animals to live (in not more than 50 words - prepare the listening at home. Date of preparing:……/ /200… Date of teaching:……/ …./200… Class:………………. Unit 9 Deserts ---------------oOo------------- Period N o 57- Lesson 3: Listening I. Objectives: 1. Educational aim: - 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: Time Teacher’s activities Content Students’ activities 3’ - ask Ss to complete the following sentence with their own word. - go around the class and offers help if necessary. - call on some Ss to answer in front of the class. - give feedback and correct answers. A. Warm- up: complete the following sentence with your own word. A desert is a place………. Suggested answers: - …….where there are no roads, buildings, cars, rivers. -…… .where it’s hard to live. - …… where it is very hot during the daytime but very cold at night. - ………where there are no plants but - complete the following sentence with their own word. - some Ss answer in front of the class. 3’ 3’ 12’ 10’ 6’ - ask Ss to look at the book on page 100 and answer the questions. - let them work in pairs. - listen and correct for them. - turn on the tape and ask students to listen - let Ss listen again and repeat. - write some words on board and ask Ss to read them aloud. - correct. - let Ss read the statements for about 1 or 2 minutes. - play the CD player and lets Ss listen to the passage. - play the CD player the second time for Ss to catch information they need. - let Ss listen to the tape one more time if needed and check the answers with the whole class. -call on some Ss to give the answers. - give feedback. - let Ss listen again. - have Ss play the Game “Lucky number”. - check the answers with the whole class. - give correct answers. - ask Ss to read the question quickly. - guide Ss the how to do the task. cactus. -……… where space seems to be endless. B. Pre- listening: I. Ask and answer the questions: Suggested answers: 1. A desert is a place there are no roads…. 2……………………………………… 3. 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 II. Listen and repeat: - frightening speed ['fraitniη spi:d]: tèc ®é kinh khñng - Sahara (n): sa m¹c Sahara - petroleum (n) [pə'trouliəm] :dÇu má - Australia(n) [ɔs'treiljən] - firewood (n) ['faiəwud]: cñi - Mauritania C. While-listening: I. Task 1: True or False Answers: 1T 2T 3T 4F 5T II. Task 2: Listen again and answer the questions: Answers: 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 blows and time and space seem endless. 3. Natural and humans. 4. They contribute by eating every plant they can find. This makes the land become deserts. III. Task 3: Fill the missing words. Answers: 1.90% - look at the book on page 100 and answer the questions. - listen and repeat. - preactise in pairs - read the new words aloud in chorus then individual. - read the statements for about 1 or 2 minutes. - listen carefully. - some Ss to give the answers in front of the class. - listen again carefully. - play the game “Lucky number” - read the questions once to get the main contents. -listen to the tape and do the task. 6’ 2’ - let Ss listen one or twice times. - ask Ss to stand up and speak their answers. - correct. - ask Ss to discus the guided questions, find the answer then write about deserts. - let them work in groups - move around to help if necessary. - give remarks or even suggestions. - summarize the main points. - assign homework. 2. smaller plants 3. prevent 4.spreading 5.capital 6.canals D. Post-listening: Summarize the main ideas of expert’s talk: 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. Human 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. E. Wrapping: - find evidences to each of the answers. - represent if being asked. - listen then answer. - listen to the teacher’s explanation then correct the answers oneself. - discuss the guided questions in groups and write about the deserts to correct oneself. - do exercise 2 on page 60, 62 in the students' workbook. Date of preparing:……/ /200… Date of teaching:……/ …./200… Class:……………… Unit 9 Deserts ---------------oOo------------- Period N o 58 - Lesson 4: Writing 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: - Integrated, mainly communicative III. Teaching aids: - Board, chalks, textbook and notebook. IV. Procedure: Time Teacher’s activities Content Students’ activities 3’ - show the world map to Ss and ask them identify the A. Warm- up: Identify the Sahara desert on the map. - look at the shown map and identify the 5’ 2’ 7’ 5’ 12’ Sahara desert on the map. - reads words by word. - asks Ss to repeat in chorus and individually and write them down. - rubs out some words and asks Ss to remember. - ask Ss some questions about the Sahara desert - tell Ss to work in pairs to ask and answer the questions. - call on some Ss to give the answers in front of the class. - go over the answers with the whole class. - explain how to write a composition about the Sahara Desert. - supply the useful expressions. - ask Ss to write a composition about the Sahara Desert. - go around the class and help them if necessary. - call a student to write on the blackboard. B. Pre - writing: I. Vocabulary - extend (v) [iks'tend] : kÐo dµi, v¬n tíi - arid (adj) ['ærid] : kh« c»n - oasis (n) [ou'eisis] : èc ®¶o, n¬i tho¶i m¸i - tableland (n) ['teibllænd] : b×nh nguyªn - gazelle (n) [gə'zel] : linh d¬ng nhá rÊt dÔ th¬ng, linh d¬ng gazen - antelope (n) ['æntiloup] : con s¬n d¬ng - fox (n) [fɔks] : con c¸o - jackal (n) ['dʒækɔ:l] : chã rõng II. Check vocabulary: III. Answer the questions: Questions: 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? IV. The way to write a composition about the Sahara Desert: * Tenses used: Simple present * General Outline of the Description: - Introduction - General description: + geography (location) + area + natural features ( climate/ rainfall/ elevation/ trees/ animals) - Conclusion C. While-writing: 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 Sahara desert on the map. - listen carefully. - repeat in chorus and individual and write them down. - do the task individually. - answer the teacher’s questions. - work in pairs to ask and answer the questions. - some Ss give the answers in front of the class. - listen to the teacher carefully. - note down the useful expressions. - do the task individually. - a student writes on the blackboard. 9’ 2’ - ask some groups to represent their work, ask others to give remark. - choose some good writing to read in class and give remark. - summarize the main points. - assign homework. 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. D. Post-writing: E. Wrapping: - 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. - rewrite the task at home and prepare part Language Focus at home. 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: . Date of preparing:……/..../200….. Date of teaching:……/ …./200….. Class:……………… Unit 9 Deserts ---------------oOo------------- Period N o 55 - Lesson 1: Reading. Date of preparing:……/..../200….. Date of teaching:……/ …./200….. Class:…………… Unit 9 Deserts ---------------oOo------------- Period N o 56 - Lesson 2: Speaking