GIÁO ÁN TIẾNG ANH 12 Unit : Deserts A Language skills Reading: - To help students gain some knowledge about deserts - To help students improve their reading skills: scanning and skimming, guessing the meaning of words in context Students learn words and phrases in terms of deserts Speaking: - Students can ask and answer about a picture - Sts know the deserts in Autralia Listening: - Students can improve their listening skill : they can understand the passage and then they can summarize the passage that they have listened to - Students learn more words and phrases in term of deserds Writing: - Students can write a report basing on the information given in the Table of the Sahara desert B Language focus Pronunciation: - Students can use full and contracted forms of auxiliaries Grammar: - Students know how to use so, but ,howrever, and therefore A Reading Aims - To help students gain some knowledge about deserts - To help students improve their reading skills: scanning and skimming, guessing the meaning of words in context - Students learn words and phrases in terms of deserts Aids - English textbook for students - English textbook for teachers - Pictures Procedures Stages Prer e a d i n g (4min) Teacher’s activities - Greet Ss - Ask students to look at the picture page 91 and ask Ss to answer some questions: What you know about deserts? what kinds of plants and animals live in a desert Name some of the countries which have eserts - Call a pair to report their discussion - Introduce the topic: Deserts - Teach some new words: ask students whether they know the words, if they not know them, explain in English then ask them to give Vietnamese equivalents to check their understanding - strech - sandy - aerial survey - Royal Giographical Society of Autralia - dune While- sloping reading - hummock ( 30 - crest min.) - spinifex - Let the whole class read the new words twice or three times - Call 2-3 students to read new words again - Ask students to read the passage in silence - Ask students to Task 1: Give Vietnamese equivalent words to ones given in the passage -Ask students to discuss the answers in pairs Check Ss’ answer Task (8 min.) Task ( 10 min.) - Write down the answers on the board - Let the whole class read the new words twice or three times - Call 2-3 students to read new words again - Ask students to task in pairs - Go around to supervise students if necessary - Ask representatives of pairs to give the answers If students’ answers are right, repeat them, if not, give the right answers Students’ activities - Greet teacher - Listen to the teacher and think about the topic - Answer teacher’s questions in pairs - Give Vietnamese equivalents - Read the words - Read the passage in silence - Do task - Write down the answers and read the words - Do task in pairs - Give the answers: F F T Task (7 min.) - Ask students to task in groups - Go around to supervise students if necessary - Ask representatives of groups to answer the questions If students’ answers are right, repeat them, if not, give the right answers F F T - Do the Task in pairs - Ask students to After you read in pairs, Post- scanning the text to find information to complete reading the note ( 11 - Go around to supervise them Note down the min.) serious and common mistakes - Call some pairs to read their note - Give feedback and correct some serious or common mistakes * Suggested answers: - Listen to the feedback and correct their mistakes B Speaking I Aims - Students can ask and answer about some deserts - Students learn more words and phrases about deserts II Aids - English textbook for students - English textbook for teachers III Procedures Stages Teacher’s activities Pre- Introduce the lesson: speaking Today, we learn Unit 9: part B Speakin ( min.) g(Write on the board the title) - Ask students to look at Task Task - Ask students to Task - While students discuss, walk around the class to guide or supervise them and give them help if necessary - Ask sts to check the trees and animals which can live in deserts - Give comments, correct the common mistakes after they finish words explanation eucalyptus date palm While( 28 Ask sts to find out as many natural features of adesert as possible Then compare your note with the other pairs using the given cues Students’ activities - Listen to the teacher and write the title in their notebooks - Look at Task - Do Task - Work in pairs and discuss in about minutes Work in pairs min.) Task eg : It is very hot in summer and it is cold in winter - Let the whole class read the new words twice or three times - Read the new words - Do Task in groups Present perfect tense - One student repeats the teacher’s instruction - The others listen to their friends to make clear about what they have to - Do Task Post- After about minutes of discussion, call some - Some groups report what they have speaking groups to report what they have done discussed ( 10 - Ask the others to listen to their friends S1 : I choose : food , water , camel , knife, min.) - Listen to students attentively and pay blanket, attention to the mistakes they have made S2 : Ichoose : wter ,car food, camel , Task blanket - After students finish, give them comments: correct some pronunciation mistakes they have - Repeat after the teacher made - Read aloud the words and ask the whole class - One pair to role play in front of the whole to repeat class - Call pair to role play in front of the whole - Listen attentively to their friends’ class dialogue and give comments or ask - Ask the others listen attentively to their questions friends’ dialogue and give comments or ask questions - Call another group if there is enough time - Listen to the teacher and correct the - Give feedback and correct serious or common mistakes Home mistakes - Listen to the teacher and note down work - Prepare a presentation about the information homework ( min.) about other deserts C.Listening I Aims - Students can improve their listening skill: they can catch detail information from the passage - Students can summarize the passage II Aids - English textbook for students - English textbook for teachers - Tapes and cassette - Handouts III Procedures - Call one student to repeat the instruction to check whether they are clear about what they have to - Go around to supervise them Note down serious and common mistakes Stages Prelistenin g (6min.) Teacher’ activities Warm up: ask sts to answer the questions What is a desert ? How is a desert formed ? can human beings make a desert ? While- Task listenin - Ask students to listen to the passage the first g time (29min.) - Read the passage twice - Ask some students to give their answers If their answers are right, repeat them; if not give the correct answers Task - Ask them to listen again the second and the third time to finish task 2: - Ask students to discuss the answers to the questions in pairs - Go around to supervise students if necessary - Eliciting the answers from students, if their answers are right, repeat the answers, if they are wrong, give them the answers: - If most students not catch the information for the questions, let them listen again to the passage once more Task Ask sts to listen again and fill in the missing words Post- Ask students to After you read in groups listenin _ discuss the questions in the book g (10min.) - Go around to supervise them Note down serious and common mistakes - Ask one group to report what they have discussed - Give comments after they finish - Call another group if there is enough time - Give feedback and correct serious or common mistakes Learners’ activities Work in pairs - Listen to the passage and answer the questions * Answers: T T F F T - Listen again the third time to finish the task - Discuss the answers to the questions in pairs - Answer the questions, and correct the wrong answers 90 percent smaller plants prevent speading capital canals wor in groups D.Writing I Aims - Students can write a report basing on the information given in the Table of Tango’ economic development in two decades - Students can improve their writing skill II Aids - English textbook for students - English textbook for teachers III Procedures Stages Teacher’s activities Students’ activities Prew r i t i n g (7min.) - Write on the board the title of the lesson: Unit Part D Writing - Ask students to look at the table page 96 This table presents the information about the Sahara resert - Introduce some new words.( eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their understanding) arid moisture elevation acacia Gazelle jackal - Write down in the notebooks the title - Look at the table page 96 - Listen to the teacher - Guess the meaning of the new words - Read the words While- Go around to supervise them if necessary - Call some pairs to give the answers If their (28 min.) answers are right, repeat them; if not give the correct answers writing Questions Where is th Sahara desert ? Whwt is its total area / How long is it ? How wide is it? What is its natural feature ? - Land - Climate - Write the description - Listen to the teacher and correct the mistakes - sand -Table land Wal kinds of trees can live in the Sahara desert ? - Go around to supervise them Note down serious and common mistakes - Show and correct some common mistakes Postwriting ( 10 min.) - Ask students to revise their description - Ask students to hand in their work to mark - Revise their description - Hand in their work E.Language focus I Aims Pronunciation: - Students can use the full and contracted forms of theauxiliaries pronunced Grammar: - Students know how to use “ so , but, however and therefore - Students revise information questions - Students practice using past tense to talk about people’ autobiography II Aids - English textbook for students - English textbook for teachers - Pictures III Procedures Teacher’s activities Stages Pronunci - Introduce the lesson: ation Auxiliary often has the strong form when (7min.) it is used in short answers, and it has the weak form when it is used in questions - Read the auxiliaries both full and contracted forms for students to recognize the difference - Read the second time for the students to repeat - Ask 2-3 students to repeat, correct their mispronounce Students’ activities - Listen to the teacher - Listen to the teacher - Read the sound Practice these sentences - Read times the sentences, and then let the whole class read the sentences twice or three times - Read the sentences twice or three times - Read the sentences again - Read the sentences in pairs Gramma r (38min.) Exercise Explain how to use so or but - Give the answers Can you tell me what the difference so so and but ? Give me some example but It began to rain , so I open my umbrella so It began to rain , but he didn"t open his but umbrella so Note : Before " so , but " there is a but comma but - Call some students to give their answers so If students’ answers are right, repeat them, - give the answer if not, give the right answers but 2however Exercise yet Underline the correct altrmative in the so sences but Note : xplain how to use however however - Call some students to give their answers however If students’ answers are right, repeat them, but if not, give the right answers Go around to supervise them Answer therefore so so therefore however therfore so howerver Exercise Add so , therefore , or however Note The use of therefore - Call some students to give their answers If students’ answers are right, repeat them, if not, give the right answers Go around to supervise them - Ask students to exercise - Go around to supervise them - Ask students to discuss the answers in pairs - Call some students to give their answers If students’ answers are right, repeat them, if not, give the right answers