Bài soạn TA 12 Unit 9 (C.Tien TQ)

Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh Lesson plan Unit 9 Deserts Period: 54 Date of planning: 9/1/2011 Date of teaching:12 C3:…………Vắng:………………………………………………… 12 C6:…………Vắng:………………………………………………… 12 C7: …………Vắng:………………………………………………… 12 C8:…………Vắng:……………………………………………… Lesson:1 Reading I. Oblectives: 1. Educational aims: - Guessing the meaning in the context. Deciding true or false statements - Passage comprehesions 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.Skill:  Main skill: Reading : - Guessing meaning in context, deciding on true or false and passage comprehension  Subskill: Speaking, Listening, Writing II. Teaching aids: Textbook, Whiteboard markes, Planning lesson, III. Teaching method: regrate, Communicative IV. Procedures: Teacher and Pupils’ activitives Content 1. Warm up: T: Show some pictures about desert and ask : 1- What are they ? 2- Where do they live ?) 3- name some of deserts : 4- What do you know about desert ? For example : P: Work in pairs and answer the questions 2. Pre-reading: T: - 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. - Camel , cactus -desert -Sahara , Simpson desert … -dry or wet , much or little , or no water , many or few people and animals live in desert . … Work in pairs. 1. Deserts are the large areas of sand without tree and water, but with severe climates, very hot during the day, and very cold at night. There is very little rainfall there; very few 1 Giáo viên: Cao Văn Tiến- Giáo án lớp 12 (cơ bản)- Môn Tiếng Anh 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 3. While-reading: T: give some new words and ask them to listen and repeat P: listen and repeat and then take note on their notebook T: Ask students to read through the text once to find out some new words, guess the main idea. - Explain new words (give the Vietnamese equivalents), guide the sts to get the main contents of the reading text. - Ask students to work individually in 3 minutes to do this task. Ask students to work individually in 3 minutes to do this task. - Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to do the task effectively. T: Guides Ss the way to do Task 2 and ask them to work in pairs P: work in pairs and complete the excises T: - Gets Ss to check theirs answers and explain their choices. - T calls some Ss to read theirs answers and explain their choices. - T comments and gives feedbacks. people and animals live except foe in oases. 2. In a desert, only cacti and a kind of spinifex can grow. No kind of animals can live in deserts. 3. Australia, Mongolia, the USA, and in north Africa have deserts. II. Vocabulary: - aerial (adj) ['e ri l] : trên không - dune (n) [dju:n] : đụn cát - stretch (n) [stret]: dải đất, dải nớc - aborigine (n) [,ổb 'rid ini:z] : thổ dân úc - hummock (n) ['h m k] : gò, đống - slope (n) [sloup] : dốc, đờng dốc - corridor (n) ['k rid :] : đờng hành lang - crest (n) [krest] : đỉnh - spinifex (n) ['spainif ks] : cỏ lá nhọn sống ở vùng hoang mạc nớc úc Task 1 : Give Vietnamese equivalents to Keys: 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 nhỏ mọc trên xa mạc Task 2: Decide whether the following statements are true (T) or false (F): 1. F (There are five: the Great Victoria, the Gibbon, Great Sandy, Tanami and Simpson) 2. F (Simpson is the last part of Australia. 3. T (Until Madigan made an aerial survey in 1929, he .) 4. F (Colson and Australia Aborigine) 5. F (In the western , there is a network of short dunes, and in the northern part ., the dunes are .) 6. T (In the northern dry salt lakes ) Task3: Answer the following questions 2 Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh T: - Asks Ss to read the passage silently and answer the questions individually P: read the passage scilently and then answer the questions P:- Asks Ss to work in pairs to compare their answers. - Calls on some Ss to write the answers on the board. - Checks with the class. - Gives feedback. 4. Post-reading: * Read this story and answer the questions. T: Ask Ss to work in pairs P: read the passage and work in pairs T:- Go around for help - Call on some pairs to present - Give comments . 1. There are Great Victoria Deserts, Gibbon, Great Sandy, Tanami deserts and Simpson Deserts. 2. It lies between Lake Eyre in the south, the Macdonnel Ranges in the north, the Mulligan and the Diamantia Rivers in the east and the Macumba and Finke Rivers in the west. 3. In 1845 4. He was the president of the South Autralian Branch of the Royal Geographical Society of Australia. 5. They took camels across the desert. 6. In the west part, they are short, mostly less than 10 meters high, and in the northern part, they are parallel and are up to 20 meters high. 7. two. They are hummock grasses and spinifex • Ss read the story silently, individually and answer the following questions. 1. I think it is funny 2. desert (món tráng mi ng) and desert (saệ m c)ạ 2. (It's the interpreter's pronunciation. He pronunced the word "dessert" wrongly, which made the American businessman misunderstand him. That's really a great pity or shame. 5. Home work: - Summarize the main points. - Assign homework. - Prepare new lesson. 6. Comment: ………………………………………………………………………………. ………………………………………………………………………………. ………………………………………………………………………………. Lesson plan 3 Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh Unit 9 Deserts Period: 55 Date of planning:9/1/2011 Date of teaching:12 C3:…………Vắng:………………………………………………… 12 C6:…………Vắng:………………………………………………… 12 C7: …………Vắng:………………………………………………… 12 C8:…………Vắng:……………………………………………… Lesson:2 Speaking I. Oblectives: 1. Educational aims: - Explaining why some kind of trees and animals can exit in the deserts. 2. Knowledge: - General knowledge: The lives of treas and animals in the deserts. - Language: + The way to make the life better in the deserts. + The tenses. 3.Skill:  Main skill: Speaking  Subskill: Reading, Listening, Writing II. Teaching aids: Textbook, Whiteboard markes, Planning lesson, III. Teaching method: regrate, Communicative IV. Procedures: Teacher and Pupils’ activitives Content 1. Warm up: T: - Ask Ss to discuss the questions. → Introduces the new lesson. "In today s speaking section, you will’ practice Talking about natural features of deserts" 2. Pre-speaking: T: - Ask Ss to study the requirements * Expected answers - …………… Listen, look, guess, repeat, copy  New words: Cactus (n) Date-palm (n) - camel (n) 4 What kind of trees and animals can live in deserts? Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh in tasks then find out the new words P: read the requests T:- Help Ss with the vocabulary and pronunciation - Elicit some useful expressions: Rub out and remember 3. While-speaking: Task 1: Tick the trees and animals that you think might exist in a desert - Asks Ss to practice "ASK and ANSWER" following the model below: - Students do as teacher’s requirement. P:- Students stand up and read aloud. P:-Listen to the teacher and practice in pairs -Students divide in pairs. Task 2: Find out natural features of a desert. T: - Guide Ss to do Task 2, P: work in pairs and find out as much as possible T:- Ticks a poster to supply materials: - Asks Ss to find out among them, what are the natural features. - Asks Ss to work in pairs - Feed back: Give marks to better pairs 1. ‘eucalyptus (n) : cay khuynh diep 2. date palm (n) : cay cha la 3. ‘cactus (n) : cay xuong rong 4. ‘lizard (n) : con than lan - Listen. - Read in pairs - Group works. - Go to the board to match Task 1: Tick the trees and animals………. A: What animal can live in a desert? B: I think it is ………(date palms, cactus, grass, camels and lizards can exist in the desert) A: Why can ……. live in a desert? B: Because ………………….( they don't need a lot of water and can survive under difficult conditions.). A: What kind of trees can live in a desert? B: I think it is ………( cacti and (hummock) grasses A: Why can ………… live in a desert? B: Because …………( they can stand the severe climate there) Or P1: What kinds of trees and animals on this list do you think might exist in the deserts? P2: I think date palm 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 P1: What about banana trees? P2: I don't think they can live in such hot weather. Task 2: Find out natural features…… Suggested answers: hot, little rainfall, wet, sandy , dry, few people , much sunshine, few animals , windy , NATURAL FEATURES * Climate: - dry, hot, windy… very cold (night) * Rainfall: - very little, * People / animals: - few * Sunshine: - much * Soil: - sandy, hot * Seasons: hot Model: In a desert, the climate is very different. It is extremely hot all day and surprisingly cold in the evening. 5 Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh 4. Post-speaking: Task 3 You are going on an expedition across a desert with some of your friends. Choose the five most important things you should bring along with you . Teacher models with a student ; T: Invite some groups’ representatives to report their ideas. P: practice with teachers - Give feed back and make comments. ………. P1: What do you know about the climate in the desert? P2: It is said that it's very hot in the daytime but it's very cold at night. P1: 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. P2: And please tell me about the rainfall. How often does it rain here? P1: It rarely rains there so everywhere is very dry. P2: Are there 4 seasons in the desert? P1: I'm not sure but as far as I can remember in some cold derserts there are hot summers and cold winters. Task 3 You are going on A: Are you going on an expedition across a desert? B: Yes, I am . A: What will you bring along with you ? B: First of all, I think we should have camels. We can't use a car because there are no petrol stations in a desert and we can't store enough petrol for a expedition. C: Next we should bring enough food, maybe canned food, and water as there are no shops and water in a desert. D: The fourth thing is knives in case we run out of water, we can use them to cut cacti for water. A: And the last thing I think we should bring with is boxes of matches. To make fires at night to warm or signals… B: OK, In my opinion these things are necessary for us in the expedition. 5. Home work: - Summarize the main points. - Assign homework. - Prepare new lesson. 6. Comment: ………………………………………………………………………………. ………………………………………………………………………………. ………………………………………………………………………………. 6 Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh Lesson plan Unit 9 Deserts Period: 56 Date of planning: 9/1/2011 Date of teaching:12 C3:…………Vắng:………………………………………………… 12 C6:…………Vắng:………………………………………………… 12 C7: …………Vắng:………………………………………………… 12 C8:…………Vắng:……………………………………………… Lesson:3 Listening I. Oblectives: 1. Educational aims: By the end of the lesson, the students will be able to: - To practice students’ speaking and listening skills. - To help students to guess the meaning of some words and do the task given in order to understand the listening about deserts 2. Knowledge: - General knowledge: Listen for specific details - Language: The present future tense. - New words: Words related to the topic. 3.Skill: Main skill: Listening- Listening and deciding on True or False statements. - Listening comprehension through questions  Subskill: Reading, Speaking, Writing II. Teaching aids: Textbook, Whiteboard markes, Planning lesson, cassette player III. Teaching method: regrate, Communicative IV. Procedures: 7 Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh Teacher and Pupils’ activitives Content 1. Warm up: T:- Ask Ss to discuss some questions. 1. How is the weather in deserts? 2. What animals/ trees can live in deserts? 3. How is sand? How about the rocks? 4. Questions in textbook P: work in pairs then ask and answer T: → Lead in " Our lesson today will focus on some features of deserts and how they are formed " 2. Pre-listening: T: ask them to open the book and discuss the questions. P: work in pairs and answer the questions. T: go around and help if necessary P: correct for each other 3. While- listening: You will hear an expert talking about deserts, what they are and how they are formed. * Task1: Decide whether the statements are true (T) or false (F) T: Ask students to read through the statements and underline key words. P: work individualy T:- Ask Ss to guess whether the statements are true or false. - Play the tape two times P: do individually then exchange the answer. Task2: a/ Listen again and answer the questions T:- Ask students to read through the questions. - Play the tape again P: do the task in groups. T:- Ask Ss to present their answers on their sub-ordinate boards and then tick them on the board. - Play the tape and correct the structure, Expected answers: 1. It is very hot. 2. Camels, cactus… 3. It is dry, hot. The rocks are hard … 4. Answers …. - Write down and repeat Work in pairs. Ask and answer the following questions… 1. A desert is a large area of land where it is always very hot and dry and there is a lot of sand. 2. A desert can be formed by various causes, the major of which is global climatic change. The second cause is the misutulisation of land by humans such as poor land…and at present the deforestation. 3. Human beings can contribute in the making of a desert because we cut down trees and destroy forests, These actions can lead to the changes of climate. Feedback1: Listen and choose True/ False 1 2 3 4 5 T F T F T Feedback2: a. Expected answers 1. It examines deserts, what they are and how they are formed. 2. It is a 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 3. Nature and humans. 4. They contribute by eating every plant they can find. This makes the land becomes desert. 8 Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh Tape ’ Script: Unit 9: DESERTS 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 th 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. The 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. Humans can make deserts, but humans can also prevent their growth. Algeria planted a green wall of trees across the edge of the Sahara to stop the desert sand from spreading. Mauritania planted a similar wall around its capital. Iran puts a thin covering of petroleum on sandy areas and plant trees. Other countries build long canals to bring water to the desert areas. Well, that's all for my talk. Thank you for listening 5. Home work: - Summarize the main points. - Assign homework. - Prepare new lesson. 6. Comment: ………………………………………………………………………………. ………………………………………………………………………………. ………………………………………………………………………………. Lesson plan Unit 9 Deserts Period: 57 Date of planning: 16/1/2011 Date of teaching:12 C3:…………Vắng:………………………………………………… 12 C6:…………Vắng:………………………………………………… 12 C7: …………Vắng:………………………………………………… 12 C8:…………Vắng:……………………………………………… Lesson:4 9 Giáo viên: Cao Văn Tiến- Giáo án lớp 12 (cơ bản)- Môn Tiếng Anh Writing I. Oblectives: 1. Educational aims: - Describing main features of a deserts. 2. Knowledge: - General knowledge: Writing about the Sahara deserts. - Language: +The tenses. + Connectors (time expressions) - New words: Words related to the Sahara desert. 3.Skill: Main skill: Writing To practise students speaking and writing skills. _ To help students to able to write about the Sahara deserts Subskill: Speaking, Listening, Writing II. Teaching aids: Textbook, Whiteboard markes, Planning lesson, III. Teaching method: regrate, Communicative IV. Procedures: Teacher and Pupils activitives Content 1. Warm up: T: Handout the pictures and ask questions What do you know about Sahara desert? P: work in pairs and answer questions T: Where is it? 2. Pre-writing: T.introduces the lesson,the Sahara Desert. -T.explains some new words accoding to Sslevel P: Listen and take note -Using pictures * Suggested words: very big,sandy,in Africa,hot and dry climate,cactus,the date palms,camels,nomads,sand dunes The SAHARA DESERT -Vocabulary:(suggested new words) Oases : ốc đảo( sa mạc) Tableland : vùng cao nguyên Elevation: độ cao Gazelle: Linh dơng Antelope: nai sừng tấm 10 [...]... ……………………………………………………………………………… Lesson plan Unit 9 Deserts Period: 58 Date of planning: 6/1/2011 Date of teaching :12 C3:…………Vắng:………………………………………………… 12 C6:…………Vắng:………………………………………………… 12 C7: …………Vắng:………………………………………………… 12 C8:…………Vắng:……………………………………………… Lesson:5 I Oblectives: Language Focus 1 Educational aims: By the end of the lesson , Ss will be able to : 11 Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng... B * Practice: 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 12 Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh 3 While-stage: They’re students T_ Ask Ss to look at the posters and read He’ll be 17 next month the sentences carefully ( underlined words ) III/... for help stayed up late to finish the report _ Call on some Ss to give Vietnamses 3/ She was a bit tired ; however , she meanings these conjunctions stayed up late to finish the report _ Explain the uses of these conjuctions 4/ He is very rich , yet he is not contented Although / However : T: give some points of grammar Ex: P: listen and take note 5/.Although she was a bit tired , she stayed T:... _ Explain full forms and contracted forms Content Complete the charts : A/ Full forms Contracted forms I am You are He is She is It is We are They are B/ 2 Pre-stage: T: _ Read the charts aloud ( Model ) P: work individualyy T_ Play the tape P: listen and repeat T_ Read the sentences _Ask Ss to repeat _ Call on some Ss to read Full forms Contracted forms I will / shall You will He will She will... tired , she stayed T: ask them to give axamples up late to finish the report P: give examples 6/.However tired she was , she stayed up late to finish the report : But / yet / However / Although : coordinate conjunctions They are used to express contrast / concession 4 Post-stage: _ Give instructions P: work in groups _ Divide the class into 2 groups _ Give the rule of the game _ Praise the winner... factory 8/ He is very popular , so everybody likes him  Therefore : Ex: 9/ It was late Therefore the workers stopped work and left the factory  To express result  Practice: Exercise 1 : Add so or but and a comma where appropriate : ( LUCKY NUMBER ) ( Textbook : pages : 103 , 104 ) Key: 13 Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh _ Getting Ss to do the exercise _ correcting... aims: By the end of the lesson , Ss will be able to : 11 Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh _ Distinguish how to pronounce Full and contracted forms of auxiliaries _ Understand and use correctly the conjunctions : So , But , However and Therefore 2 Knowledge: Learn some points of grammar 3.Skill:  Main skill:  Subskill: Reading, Speaking, Listening, Writing II Teaching... chã hoang m¹c Suggested passage The Sahara is the lagest desert.It is in (northern)Africa.This desert is very big and very dry.It is very hot in summer and extremely cold in winter The Sahara is on a tableland with an elevation of 400 to 500 meters.It is a sandy land with few oases but many large sand dunes The main trees which can be found there are cacti,the date palms,and a form of acacia.Only animals...Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh 3 While- writing: T.goes round to help Ss.and gives them the meaning of new words Ss.practise writing a passage about the desert individually.Or Ss are put into groups to practise... or however where appropriate ( Textbook : page 105 ) Key: 1 therefore 2 so 3 so 4 therefore 5 However 6 Therefore 7 So 8 However IV/ Homework : Do the exercise in exercise book Prepare the next ( unit 10 ) 5 Home work: - Summarize the main points - Assign homework - Prepare new lesson 6 Comment: ……………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… 14 . líp 12 (c b¶n)- M«n TiÕng Anh Lesson plan Unit 9 Deserts Period: 54 Date of planning: 9/ 1/2011 Date of teaching :12 C3:…………Vắng:………………………………………………… 12 C6:…………Vắng:…………………………………………………. Gi¸o ¸n líp 12 (c b¶n)- M«n TiÕng Anh Unit 9 Deserts Period: 55 Date of planning :9/ 1/2011 Date of teaching :12 C3:…………Vắng:………………………………………………… 12 C6:…………Vắng:…………………………………………………