+ Tell Ss to work in pairs to ask and answer the following questions about the Sahara Desert. + Call on some Ss to give the answers + Go over the answers with the class[r]
(1)UNIT 9: DESERTS Lesson A: READING
Period: I/ AIMS
By the end of the lesson, Ss will be able to understand the passage about deserts and scan for specific details:
+ Skill: Reading for gist and for specific information
+ Teaching methods: integrated and mainly communicative + Teaching aids: pictures, cards, posters
II/ PROCEDURE
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
WARM UP (6 mins) Game: Animals in hiding
+ Get Ss to work in groups of five or six + Deliver handouts with the following sentences
+ Ask Ss to find the animals hiding in the sentences
Example:
Close the door at once -> rat
+The first group to find out all the animals is the winner
LEAD IN
+Which kind of these naimals can live in deserts?
+ Name some others countries which have deserts
+ name some other kinds of animals and plants live in deserts
We’ll get to know more about deserts in today’s lesson
PRE-READING (9 mins) -* Pre-teaching vocabulary
Checking:
+ Read out the Vienamese translation , synonyms or defintions of the words you have taught Ask Ss to read out the words they hear
Work in groups:
+ Find the animals hiding in the sentences Explected answers
1 That will be a real help -> bear She came late everyday -> camel He came to America today -> cat Eric owes me ten cents -> cow Do good workers succeed ? -> dog If Roger comes, we will begin -> frog In Afril I only came once -> lion I’ll sing; you hum on key -> monkey She clothes naked babies -> snake 10 At last, I, Gerald, had won -> tiger Answer the questions
Take note
1 aerial (a) in the air / existing above the ground Ex: the banyan tree has earial roots
2 dune(n) an hill of sand near the sea or in a desert stretch (n) a length or area of a read , water or land Ex: The stretch of river was broader and deeper
4 aborigine (n) a member of the tribes that were living in Australia when Europeans arrived there, aboriginal
5 hummock (n) a small raised area of ground like very small hill, hillock
6 slop(a) the side of a mountain , hill or valley rises at a very sharp angle and is difficult to go up
7 A steep slope
8 corridor (n) a strip of land that connects one country to another or gives it a rout to the sea through another country
9 crest (n) the top of a hill or wave
(2)WHILE-READING ( 18 mins)
Activity 1: True/ False statements + Ask Ss to work in groups
+ Get time of about minutes for Ss to read the reading passage them tell them to close their books
+ Read sentences, one by one
+ Continue until all the sentences are read + Write the naswers of the groups on the board
+Ask SS to open the book andcheck with the whole class
Activity 2: Questions and answers + Get Ss to read the reading passage and answer the questions
+ Ask Ss to compare the answers with their partners
+ Call on some Ss to write the answers on the board
+ Check with the class POST-READING (11 mins) Discussion
+Break Ss into small groups
+ Tell Ss in groups to discuss the questions “ Which method should people use to stop desert expansion?”
+ Invite the groups to report their ideas + Give feedback and comments
HOMEWORK (1 minute)
12 shrubland (n) bụi
Activity 1: True// False Statements + Work in groups
In about minutes Listen to the teacher and the close the book
Work in groups to decide whether the sentences are true or false
Expected answers
1 F 2.F T 4.F 5.F 6.T + Activity 2: Answer the questions
Work individually and then compare with the partners Expected answers
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
MacDonald Ranges in the north, the Mulligan and the Diamantina Rivers in the east , and the Macumba and Finke Rivers in the west
3 In 1845
4 He was the president of the sount 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 grass and spinifex
Work in groups Discuss the question
“Which method should people use to stop desert expansion ?”
Suggested ideas
Ban people from cutting down trees for fuel and farmland. (because when people cut down trees, the climate and soil are affected and forests are turned into deserts).
Plant a wall of trees across the edge of adesert to stop desert sand from spreading
Build long cannals or pipelines to carry water to desert areas.
Homework
Read the story in their textbooks on page 99 and answer the questions
UNIT 9: DESERTS Lesson: LISTENING
(3)+ By the end of the lesson, Ss will be able to listen for general ideas and listen for specific details Skill: Listen for gist and for specific information
Teaching methods: integrated and communicative approach Teaching aids: Pictures, handouts, CD player
II/ PROCEDURES
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
WARM UP (6 mins) +Game: Similies
+ Arrange Ss into groups
+ Deliver handouts with the following phrases and use the pictures as hints
+ The initial letters of the words form a key word 1……… like a fish
2 ………like a horse like crocodile ……… As …… as ABC As thin as a……… As while as a ……
LEAD IN
Our lesson today wil focus on some features of deserts and how they are formed
PRE-LISTENING (6 mins)
Pre-listening vocabulary
+ Explain the words by using explanation or synonyms
WHILE-LISTENING (20 mins) Activity 1: True / False statements
+ Play the CD once or twice and have Ss listen + Tell Ss to work in pairs to decide whether the statements are true or false
+ Invite class opinions and check the answers with the whole class
Activity 2: Multiple choice + Deliver handouts
Work in groups
+ Fill in each gap of the phrases with one suitable word
Key:
1 drink eat tears easy rake sheet
The word to find: DESERT
The first group to find out the key word wins the game
Take note
1 frightening (a) if something is frightening, it makes you feel afraid , anxious or nervous
+ frightening speed: tốc độ nhanh đến khủng khiếp cool (v) to become or to make sb/sth cool or cooler
+ Cool sb down/off: to make sb feel cooler or make sb calm
3 canal (n) kênh
The Panama / Suez canal An irrigation canal Needle (n) kim khâu
+ to look for a needle in a haystack ( proverb) mò kim đáy biển
Practise the tasks
1 Activity 1: True / false statements Read all the statements before listening
Listening to the record and decide whether the statements are true or false
Answers
1 T 2.F 3.T 4.F 5.T Activity Multiple choice
+ Listen to the record and choose the answers 1.The talk examines ……… what they are and how they are formed
(4)+ Let Ss licten to the passage and choose the best option
+ Check the answers with the class Activity 3: Gap-fill
+ Let Ss listen to the passage again and fill in the missing words
+ Ask Ss to compare the result with their partners + Check the answers with the class
+ Have Ss work in groups to fill in the missing words / phrases in the boxes
+ Ask SS to give the answers HOMEWORK (1 minute)
A peaceful b endless c sandy
3 Desert is also a beautiful land of ………and 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 Australia
They ……… every plant they can find A destroy b eat c keep
Activity 3: Gap-fill
+ Listen to the passage again and fill in the missing words
+ Then compare the result with the partners Expected:
1 90 percent smaller plants prevent
4 spreading capital canals
+ Work in groups + Fill in the missing words Learn the new words Prepare the next lesson UNIT NINE
Hello everyone In today's talk, I'm going to tell you something about deserts, what they are and how they are formed
A desert is a hot, dry, sandy place A desert is also a beautiful land of silence and space The sun shines, the wind blows, and time and space seem endless Nothing is soft The sand and the rocks are hard, and many of the plants, such as the cactus, have hard needles instead of leaves
The size and location of the world's deserts are always changing Over millions of years, as climates change and mountains rise, new dry and wet areas develop But within the last 100 years, deserts have been growing at a frightening speed This is partly because of natural changes, but the greatest desert makers are humans
In the 19 century some people living in English colonies in Australia got rabbits from England Today there are millions of rabbits in Australia, and they eat every plant they can find ne great desert that covers the centre of Australia is growing
Farming first began in the Tigris-Euphrates, but today the land there is a desert In dry areas, people can plant crops on dry and poor land When there are one or two very dry years, the plants die, and the land becomes desert
In developing countries, 90 percent of the people use wood for cooking and heat They cut down trees for firewood But trees are important They cool the land under them and keep the sun off smaller plants When leaves fall from a tree, they make the land richer When the trees are gone, the smaller plants die, and the land becomes desert
(5)canals to bring water to the desert areas
Well, that's all for my talk Thank you for listening
UNIT 9: DESERTS Lesson D: WRITING
Period: I/AIM
- By the end of the lesson, Ss will be able to decribe the main features of a desert - Write a paragraph about the Sahara Desert:
Materials: textbook, whiteboard markers…
Teaching methods: integrated and mainly communicative III/ PROCEDURE
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
WARM UP (2 mins)
+ Show the world map to Ss and tell them to identify the Sahara Desert on the map
LEAD IN
Today, we’ll learn to write about the main features of the Sahara Desert
PRE-WRITING (12 mins)
Pre-teaching vocabulary
Checking:
+ Read the definitions of the words or show pictures and ask Ss to say the English word Questions and answers
+ Tell Ss to work in pairs to ask and answer the following questions about the Sahara Desert
+ Call on some Ss to give the answers + Go over the answers with the class
Elicit the general outline of the description
WHILE-WRITING (16 mins)
+ Tell Ss towrite a desription of the Sahara , using the information in the table
+ Go around the class to control and give help where necessary
+ Collect Ss’ writing when they have finished
Whole class
Look at the map and identify the Sahara Desert on the map
Take note
1 extend (v) cover a particular area , distance or length of time (kéo dài, vươn tới)
2 arid (a) khô cằn
+ Arid land is so dry that very few plants can grow on it
3 oasis (n) ốc đảo
4 tableland (n) (bình ngun) gazelle (n) lồi linh dương antelope (n) sơn dương fox (n)
8 jackal (n) a wild animal like a dog Work in pairs:
Answer the questions about the Sahara Desert Where is the Sahara Desert ?
2 How large is it ? How is the climate
4 Name some of the natural features of the Sahara ?
5 What kinds of animals and plants can live in the desert?
Take note the outline
1 Introduction 2 General description + Geography
+ Area
+ Natural features ( climate/ rainfall / elevation/ trees / animals)
(6)POST-WRITING (14 mins) Peer correction
+ Break Ss into small groups
+ Give five pieces of writing to each group + Ask the groups to read the description, correct mistakes if needed and then choose the best one + Call on some Ss to write their groups’ best descriptions on the board
+ Make corrections with the class and comments HOMEWORK (1 min)
Write it up
Write the description of the Sahara Work in groups
Coorect the writing
+ Search for more information about the Sahara on the internet
UNIT 9: DESERTS
Lesson E: LANGUAGE FOCUS Period:
I/ AIMS
-By the end of the lesson, Ss will be ble to distinguish between the full form and contracted form of some auxilaries and use the conjunctions such as so/but/however/… in the sentences
Materials: textbook, whiteboard markers…
Teaching methods: integrated and mainly communicative II/ PROCEDURE
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
I/ PRONUNCIATION
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 walking over the bridge She says she’ll go to the party
tonight
4 I am a teacher and you are astudent
5 Ann will be 12 next week
+ Ask Ss to distinguish between the full form and contracted form of auxilaries and elicit the answers from them
Read the sentences and tell Ss to repeat + Call on some Ss to read the sentences + Make corrections in pronunciation if needed
II/ GRAMMAR
Linking words: BUT
/SO/HOWEVER/THEREFORE + Write down the sentences on the board
1 It began to rain, so I opened my umbralla
Listen and write what they hear on a piece of paper
+ Distinguish between the full form and contracted form of auxiliaries
Take note
FULL FORM CONTRACTED FORM I am
You are He is She is It is We are They are I shall You will They will
I’m You’re He’s She’s It’s We’re They’re I’ll You’ll They’ll
Repeat the sentences on the textbooks Listen and the same
Expected answers
(7)2 They were late but they didn’t hurry
+ Ask Ss to express the sentences in another way so that the meaning satys the same
Elicit the use of conjunctions from Ss
PRACTICE
+ Activity 1: Sentence completion + Ask Ss to work in pairs to exercise + Call on Ss to give the answers
+ Check with the whole class Activity 2: Multiple choice
+ Ask Ss to work in pairs to choose the correct alternative in each sentence + Tell Ss to compare the answers in small groups
+ Check the answers with the class HOMEWORK (1 min)
Take note
1 Similar meaning to BUT
+ We can also express a contrast by using the adverb “ however” with two sentences
Ex: Her father was extremely angry with her However, he didn’t say anything
2 Similar meaning to SO
+ 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 Ex: He was late so he ran to the station
+ Therefore can also go before the verb
Ex: I failed my driving test the first time and I therefore took it again
+ We also use as a result, therefore and for this reason at the beginning of anew sentence
Ex; It was raining hard As as result ,we didn’t go out.
I failed my driving test the first time Therefore I took it again
+ Therefore is rather formal
+ We also use though , tomean “ however” at the end of a sentence
Ex: The room is very small It’s quite comfortable though
Activity 1: Sentence completion Work in pairs
Suggested answers
1 so but so but so but but so Activity 2: Multiple choice
Work in single
Choose the correct answers Expected answers
1 but however yet so but 6.however 7.however but
Homework