Bài soạn Unit 9 Deserts

date of teaching January 4th 2011 January 4th 2011 January 4th 2011 The 54 th period Class 12C2 Absent student 12C3 12C4 UNIT 9: deserts lesson A: Reading A Objectives: 1.Aims: -Life of plants, animals in deserts - Common knowledge of the life of plants and animals in the deserts Knowledge: -Vocabulary: Words related to the lives of plants and animals in deserts - Grammar: + The tenses Skills: - main skill: reading - sub – skills: writing,listening,speaking B Method: Integrated, mainly communicative C Teaching aids:- Teacher:hand-outs, dictionary,pictures,… D Procedure: Teacher’s activities Students’ activities Checking the sts whole lesson Warm-up: (5 minutes) Aims: to introduce the topic of the - Listen to teacher lesson and to raise students' interest - Introduce the new lesson to the students Before you read : (7 minutes) - Ask students to look at the picture - Look at the picture, listen to the teacher then ask and answer the questions ask and answer the questions in the book - Work in pairs - Listen to the teacher then read the passages While you read : (23 minutes) - Ask students to look through the - Ask some new words if necessary passage and read in silence - Help students read the passage - Explain pronunciation and meaning of - Work individually to read the text then new words which appear in the passage Task : (3 minutes) - 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 minutes to this task - Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to the task effectively - Give students some more words that may be new/ unfamiliar to them - Guide the students to read the word in chorus and individually Task 2: (4 minutes) - Ask students to read the passage again then work in pairs to choose the statements are true or false - Walk round the class to give help if necessary - Give suggested words, phrases or useful suggestions - Correct the students’ work Task 3: (6 minutes) - Ask students to read the questions carefully - Ask students to read through the passage again - Ask the class to - Call some students to give the answers - Ask others students to correct - Give the true answers choose the the words and phrases in the passage: - Share the key with other students: Keys: KÐo dài, căng Có cát, Trắc lợng không Hội địa lý hoàng gia Austra Thổ dân Australia Cồn cát, đụn cát độ dốc, dốc thoai thoải Dốc đứng, dốc ngợc Gò, đống 10 Đỉnh (gò/đống) 11 Cỏ nhỏ mọc xa m¹c - Listen to the teacher then the task - Works in pais: Keys: F, F, T, F, F, T - Work individually to read the text then answer the questions: - Share the key with other students: Keys: They are Great Victoria Deserts, Gibbon… It lies between Lake Eyre in the south, the… In 1845 He was the President of the South… They took camels across the desert In thwe western part, they are short, mostly … Two They are hummock grasses and spinifex After you read : (8 minutes) (available for class 12C2) - Ask student to read the story Ask them for the humour of the story Explain Home work: (2 minutes) - Review the reading and prepare the speaking at home - Read the story then answer - Work in groups - Listen to the teacher - Write down the homework to at home date of teaching January 7th 2011 January 7th 2011 January 5th 2011 The 55 th period Class 12C2 Absent student 12C3 12C4 UNIT 9: deserts lesson B: Speaking A Objectives: 1.Aims: - Explaining why some kind of trees and animals can exit in the deserts - The way to make the life better in the deserts Knowledge: -Vocabulary: Words about The lives of trees and animals in the deserts -Grammar: + The tenses Skills: - main skill: speaking - sub – skills: writing,listening, reading B Method: Integrated, mainly communicative C Teaching aids:- Teacher: hand-outs,dictionary,… D Procedure: Teacher’s activities Students’ activities Checking the sts whole lesson Warm-up: (5 minutes) - Ask students about the deserts of - Answer teacher's question Australia Pre-speaking : (12 minutes) Task - Guide students how to practise - Pair work - Practice answering the toppic: - Ask students to work in pairs - Explaining some new worrds - Walk around and help them - Call students to say - Correct their mistakes While-speaking : (15 minutes) Task - Guide students how to practise - Ask students to work in pairs - Help the students with new structures - Walk around and help them - Call some student to stand up and report before the class - Correct their mistakes I think banana can’t exit in desirt because it is tropical plant but it is vey hot in desert … ……… I think … - Listen to the teacher and the task Ex: A I think the climate in desert is very rude There is very little rain and it is always very hot… I think …… …………………… Post-speaking : (10 minutes) Task (available for class 12C2) - Guide students how to practise - Ask students to work in groups - Free practices - Call some pairs of student to stand up - The students who are called stand up to talk and practise to the class about their ideas - Correct their mistakes - Listen to the teacher Homework: (3 minutes) - Ask the students to prepare the listening at home - Write down the homework to at home date of teaching th January 2011 Class 12C2 Absent student 12C3 12C4 The 56 th period UNIT 9: deserts Lesson C : Listening A Objectives: 1.Aims: - By the end of the lesson ,students will be able to understand how to make the lives in the deserts better Knowledge: -Grammar:: The present simple tense -Vocabulary: Words related to to the topic Skills: - main skill: listening - sub – skills: writing, speaking, reading B Method: Integrated, mainly communicative C Teaching aids:- Teacher: tape, cassetteplayer, board, hand-outs,dictionary, … D Procedure: Teacher’s activities Students’ activities Checking the sts whole lesson Warm-up: (3minutes) - Presentation - Listen to the teacher Before-listening: (7 minutes) Before you listen: - Ask students to look at the book and Before you listen: - Look at the book answer the question in the book - Listen to the teacher - Let them work in pairs - Ask and answer the question in the book - Listen and correct for them - Work in pairs Listen and repeat - Turn on the tape and ask students to - Listen and repeat - Preactise in pairs listen - Read the new words aloud in chorus then - Let students listen again and repeat - Write some words on board and ask in devidual students to read them aloud - Correct While-listening: (25 minutes) - Read the statement once to get the main Task 1: Ask students to read the statement at contents Listen to the tape and the task least once first Find evidences to each of the answers Ask them to guess the answers Play the tape once then check how Represent if being asked Keys: 1.T, 2.F, 3.T, 4.F, T many answers can students find Play the tape again - Listen to the teacher’s explanation then Check and give remarks correct the answers onself Call some students to say out their answers and the evidences they get to - Read the questions once to get the main prove their answers contents Listen to the tape and the task Find evidences to each of the answers Represent if being asked Task 2: Listen then answer - Ask them to guess the answers Keys: Play the tape once then check how It examines deserts, what are they and many answers can students find how they are formed Play the tape again It is hot, dry and sandy place, it is a Check and give remarks beautiful land of silence and space The - Call some students to say out their sun shines, the wind blow and time and answers and the evidences they get to space seem endless prove their answers Natural and human - Let students work inpairs They contribute by eating every plant they can find, this makes the land become deserts - Read the questions once to get the main contents Listen to the tape and the task Find evidences to each of the answers Represent if being asked Listen then answer Task 3: - Ask students to read the question Keys: quickly 1.90%, smaller plants Prevent, - Guide students the how to the task 4.Spreading - let student listen one or twice times 5.Capital, 6.canals - Ask students to stand up and speak their answers - Correct - Listen to the teacher’s explanation then correct the answers oneself After-listening: (7 minutes) (available for class 12C2) - Ask students to discus the guided question, find the answer then write about deserts - Let them work in groups - Move around to help if necessary - Give remarks or even suggestions Homework: (3 minutes) - Ask students write things to to have a healthy and long life, and prepare part writing at home - In groups, discuss the guided questions and write about the deserts to correct oneself -Listen to the teacher and write down homework to at home date of teaching Class 12C2 Absent student 12C3 12C4 12C6 The 57 th period UNIT 9: deserts Lesson D :Writing A Objectives: 1.Aims: - Describing main features of a deserts Writing about the Sahara deserts Knowledge: -Grammar: +The tenses + Connectors (time expressions) - Vocabulary: Words related to the Sahara desert Skills: - main skill: writing - sub – skills: listening, speaking, reading B Method: Integrated, mainly communicative C Teaching aids:- Teacher: hand-outs,dictionary,… D Procedure: Teacher’s activities Students’ activities Checking the sts whole lesson Warm-up: (3 minutes) - Presentation - Listen to the teacher Pre-writing: (10 minutes) - Ask student to read the request of task one and translate - Explain them how to the task - give students the structures: - guide them some new words - Walk around and help them - Corect - Listen to the teacher - Try to understand the new words and phrases in the table - Work in groups - Ask the teacher about the words or phrases if can't understand - Listen to the teacher While-writing: (20 minutes) - Ask student to read the request of the - discuss and write down - work in groups writing - Compare the result to the other groups - Explain them how to the task Ex: - guide them to write The Sahara is the largest desert in the world - Walk around and help them It is located in the Northern Africa The - Call one to on board desert extends from…… - Corect - Listen to the teacher’s explanations - 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 Post-writing: (10 minutes) - Ask some groups to represent their - Do as the teacher asked work, ask other to give remark - Choose some good writing to read in -Suggested passage The Sahara is the lagest desert.It is in class and give remark (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 like Homework: (2 minutes) gazelles,antelopes,foxes,jackals and camels - Ask students to rewrite the task at are found in the desert home and preapare part Language Focus at home - Listen to the teacher and write down homework date of teaching Class 12C2 Absent student 12C3 12C4 12C6 The 58th period UNIT 9: deserts Lesson E : Language Focus A Objectives: 1.Aims: - Full and contracted forms of auxiliaries Combining the sentences - So, but, however and therefore Knowledge: - Language: Know how to use so, but, however and therefore - New words: Words related to the exercises Skills: - main skill: reading - sub – skills: listening, speaking, writing B Method: Integrated, mainly communicative C Teaching aids:- Teacher:hand-outs,dictionary,… D Procedure: Teacher’s activities Students’ activities Checking the sts whole lesson Warm up: ( minutes) - Introduce the lesson to the students Pronunciation: ( 15 minutes) _ play the tape and asks students to listen to the sounds listed in their books _ asks students to listen to the tape then repeat the words in chorus _ asks students to repeat the words individually _ correct their pronunciation if necessary _ asks students to read the sentences suggested individually _ can read the sentences first and notice the sounds in words _ asks some students to read the sentences aloud _ asks others to give comments then correct their pronunciation if necessary Grammar: ( 25 minutes) Exercise1: - Giude students how to - Listen to the teacher Get the teacher’s explanation _ Listen to the sounds listed in their books _ Listen to the tape then repeat the words in chorus _ Some individuals repeat the words _ Listen to the teacher’s correction _ Read the sentences suggested individually _ Listen to the teacher’s explanation _ work in pairs Do the exercise given in the textbooks _ Discuss the answers with their friends then correct the mistakes themselves _ Some of the students to the exercise orally _ Other students give comments _ Take notes of the suggested answers Keys: So So But But So But But So _ Notice the teacher’s explanation _ Work in pairs Do the exercise given in the textbooks _ Discuss the answers with their friends then correct the mistakes themselves _ Some of the students to the exercise orally _ Other students give comments Exercise 2: _ Take notes of the suggested answers _ explains the example carefully Keys: _ asks students to work in pairs to But But the exercise suggested However 6.However _ asks students to discuss the answers Yet However with their friends So But _ asks some of the students to the exercise orally _ Listen to the teacher’s explanation _ asks others to give comments _ work in pairs Do the exercise given in the _ gives the suggested answers if textbooks necessary _ Discuss the answers with their friends then correct the mistakes themselves _ Some of the students to the exercise orally _ Other students give comments Exercise 3: _ Take notes of the suggested answers _ explains the example carefully Keys: _ asks students to work in pairs to Therefore, So, 3.So, the exercise suggested Therefore, However, _ asks students to discuss the answers Therefore, So, with their friends However _ asks some of the students to the exercise orally _ asks others to give comments _ gives the suggested answers if - Do the first as an example - Ask students to to the exercise - Call the to to on board - go round to help students if necessary - Explain and correct necessary Homework: (2 minutes) - Ask students to revise the strong form and weak form of auxiliaries, the use of - Listen to the teacher and write down connections, redo all the exercises and homework to at home prepare unit 10 at home  ... 12C3 12C4 UNIT 9: deserts lesson B: Speaking A Objectives: 1.Aims: - Explaining why some kind of trees and animals can exit in the deserts - The way to make the life better in the deserts Knowledge:... 12C4 The 56 th period UNIT 9: deserts Lesson C : Listening A Objectives: 1.Aims: - By the end of the lesson ,students will be able to understand how to make the lives in the deserts better Knowledge:... write about the deserts to correct oneself -Listen to the teacher and write down homework to at home date of teaching Class 12C2 Absent student 12C3 12C4 12C6 The 57 th period UNIT 9: deserts Lesson