unit 9

Unit 9 : Deserts ( c¬ b¶n) Leson 1: Reading Objective : By the end of the leson, Ss will be able to understand the passage about deserts and scan for specific information. Teaching aids : pictures , posters ,hand-outs Procedure: Teacher’s activities Ss ’ activities I/Warmer Ask Ss to look at the picture of a camel then ask the class. -What is the name of the animal? - Where does it live? - Name some deserts (Shahara, Simpson .) Lead- in : Today we're going to read about Simpson desert. II/Pre ’ reading * Vocabulary : - 'aerial(adj) (translation) - dune (n) (picture) - slope (n) ( transaltion) - 'hummock (n) (picture) - AustralianAborigine (n) (translation) - crest(n) (explanation) Whole class whole class - spinifex (n) (translation) - stretch (v) miming * Checking the vocabulary : Matching (a poster) A( English) B ( Vietnamese) - 'aerial - dune - slope - hummock - AustralianAborigine - crest - spinifex - stretch -thổ dân úc - trên không - kéo dài, căng ra - đỉnh , nóc -đụn cát. cồn cát - cỏ lá nhọn - dốc - gò , đống * Feedback * Gets Ss to guess T-F (task 2 ) III/While- reading Ask Ss to read the passage and do the tasks * Activity 1 ( task2 page 98 ) : True or Fasle Tell Ss to work in pairs to decide whether the statements are T or F. Teacher goes round the class to give help. - Peer correction - Feed back . * Activity 2 : Completing the sentences ( hand-outs) 1- Three great stretches of sandy deserts which circle the centre of Australia are . 2- The Simpson desert lies 3- In 1845 . 4- Simpson was . 5- In the western part of the desert,the dunes are .and in the northern part, they are - Peer correction - Feed back IV/Post reading Ask Ss to retell some information about Simpson desert. - Location - Who discovered - Some features Give feedback and comments Pairwork whole class group work pairwork Group work Whole class groupwork Groupwork Whole class Groupwork then reports the ideas Whole class V/Homework Write a summary about Simpson desert Read the funny story on page 99 Comments Unit 9 Deserts Speaking Aim : Ss can list some kinds of trees and animals living in deserts and talk about natural features of deserts. Teaching aids : pictures , posters Procedure: Steps Contents Ss ’ activities Warmer * Hot seat : desert - Ask some more questions : + What animals live in deserts ? + Can you name some deserts in the world : - T leads to the new lesson - New lesson : Talking about natural features of deserts. Whole class Pre-speaking * Vocabulary : - ‘eucalyptus (n) (explain ) - date palm ( explain) - ‘cactus (n) ( picture ) -‘ lizard (n) (picture) * Activity 1: Tick the trees and animals that you think might exist in a desert. - Peer correction - Feed back . Whole class Group work While- speaking * Activity 2: Talk about the trees and animals that might live in a deserts : - Model : Which trees can live in deserts ? I think cactus . Can you explain why cactus can live in deserts ? Because - Substitution : animal , camel - Feed back . * Activity 3: Find out natural features of a desert. ( a poster to supply materials ) hot, little rainfall, wet, sandy , dry, much rainfall, few people , much sunshine, many flowers , few animals , windy , snowy . - Peer correction - Feed back * Note: Natural features of deserts : - dry -little rainfall - few people - much sunshine - few animals - windy -sandy - hot * Activity 4 : Talk about natural features of deserts - Model : Deserts are very hot. It has little rainfall in deserts . Pair work Group work Individual Post ’ speaking Discuss : You are going on an expedition across a desert with some of your friends. Choose the five most important things you group work should bring along with you . Teacher models with a student ; - An , are you going on an expedition across a desert ? - Yes, I am . - What will you bring along with you ? - I will . - Why will you bring . ? - pair work Homework Write about your discussion in class Comments Unit 9 : Deserts ( c¬ b¶n) Leson 3: Listening Objective : By the end of the leson, Ss will be able to: - listen for the understanding of the passage - listen for specific details Teaching aids : pictures , cassette, hand-outs Procedure: Stage Teacher’s activities Ss ’ activities Warmer ( 4m.) Pre ’ listening ( 5 m) While- listening ( 25 m.) Ask Ss to look at the picture and brainstorm some natural features of deserts Example : - windy - sandy……… Lead-in: Our lesson today will focus on some features of deserts and how they are formed * Vocabulary : Read the words in the book and ask Ss to repeat Check the meaning with the whole class Give some more new words: - agent (n) - cool (v) - needle( n) * Get Ss to guess T-F (task 1) • Task 1 : True or Fasle Play the CD once or twice and have Ss listen Ask Ss to give the answers Check Ss listening with the whole class- play the tape again. . Task 2: Multiple choice ( handouts) 1. The talk examines…….what they are and how they are formed. a. deserts b. animals c. sand 2. Desert is a hot, dry,…… place. a. peaceful b. endless c. sandy Whole class whole class individual work Pairwork Post ’ listening ( 10 m.) Home work ( 1 m.) 3. Desert is also a beautiful land of……….space. a. nature b. silence c. mountains 4. …….and……cause the growing of the world’s deserts. a. Nature and animals. b. Animals and humans c. Nature and humans 5. Rabbits contribute to the growing of deserts in Austalia by………… a. eating every plant they can find b. cooling the land c. drinking a lot of water - Ask Ss to work in groups to discuss the right answers. - Peer correction - Play the tape again to check Ss’ answers. - Feed back . Task 3: Filling the gaps - Explain the task - Let Ss read the passage and find the right words to fill in - Play the tape once more - Ask Ss to compare the answers with their partners. - Check the answers with the whole class. Ask Ss to work in group to summarise the main ideas of the expert’s talk. Use the following guidelines: + definition of deserts + the reason for the growth of the deserts + the things people should do and shouldn’t do to prevent the growth of the deserts…… Call on some Ss to speak out in front of the class Feedback and give comments Internet explorer: Ask Ss to search more information about the deserts on the Internet. group work whole class Group work Whole class groupwork Groupwork Whole class Groupwork then reports the ideas Whole class Unit 9: desert( C¬ b¶n) Lesson 4: wrtiting I. Aims: By the end of the lesson, sts will be able to write full paragraph about the Sahara desert. II. Teaching aids: Textbook and pictures/posters. III. Procedures: Time Teacher's activities Students' activities 3 min. 12min. A. Warmer. Ask Ss to look at the picture and ask some questions: 1. What is the name of this desert ? Is it large? 2. Can you say some things about the Sahara desert? Lead in: We'll learn to write about the main features of the Sahara desert B. Pre-writing Vocabulary whole class 19 min. - 'arid (a) = very dry - oasis(n) (translation) - ga'zelle (n) (translation) -'antelope (n) (translation) - 'jackal (n) (translation) T gives some questions (poster) – ask Ss to answer using the information in the book 1. Where is the Sahara derest ? 2. How large is it? 3. What is the climate like? 4. Name some of the natural features of the Sahara. 5. What kind of animals and plants can live in the desert? T: feedback gives outline: + Introduction + Location + Area +Natural features (climate, land, trees, animals) C. WHILE - Writing. Divide the class into 2 big groups to write a description of the Sahara, using the information above. Group 1 : Write about introduction, location and area Group 2 : Write about natural features Goes round the class to control and give help Collect Ss' mistakes D. Post Writing– whole class group work whole class whole class groupwork 10min. 1min. Peer correction Correct Ss mistakesand gives feed back E. Homework : Finish the writing groupwork whole class Unit 9 : deserts Lesson 5: Language focus Objectives : 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, therefore in the sentences. Teaching aids : textbooks, charts…. Procedure Teacher’s activities Students’ activities I/ Warm-up: Full form and contracted form of auxiliaries - read the following sentences and ask Ss to write what they hear on a piece of paper: 1. They’re always phoning me at home. 2. He’s reading a book in his room. 3. They say they’ll go to the cinema tonight. 4. I am a teacher and you are a student. 5. Lan will be 17 next week. - Ask Ss to compare the writings with other pairs. - Ask Ss to distinguish between the full form and contracted form of the auxiliaries and elicit the answers from them. II/ New lesson: pairwork – write down what they hear Groupwork Whole class [...]... read the sentences Group work Say how to use these words- translate into Vietnamese Pairwork Whole class Pairwork Groupwork Groupworks - each member of the group make a different sentence IV/ Comments : Unit 12 water sports Speaking ( n.c) Aim: By the end of the lesson Ss can express their opinions and preferences about some kinds of water sports Teaching aids : pictures , posters Procedure: Steps Teacher's . V/Homework Write a summary about Simpson desert Read the funny story on page 99 Comments Unit 9 Deserts Speaking Aim : Ss can list some kinds of trees and animals. Unit 9 : Deserts ( c¬ b¶n) Leson 1: Reading Objective : By the end of the leson,