Giáo án Tiếng Anh 12 - Tiết 3 đến tiết 52

 didn't you do the exercises?" 
 The mother asked........................................................................................
 32. My mother is very busy at work but she takes good care of her children.
 In spide of...............................................................................................................
Đáp án đề kiểm tra học kỳ 1- Môn Tiếng Anh 12
Choose the word whose underlined part is pronounced differently from that of the other words by circling A,B, C or D. :( 0.6 point )
1.A 2.C 3.C 
Choose the word which has a different stress pattern from that of the rest. (0,4 point)
4.C 5.C
Choose the word/ phrase that best fits each blank :( 1,0 point )
6. A 7.C 8.B 9.C 10.C
Put the verbs in parentheses into the correct form ( 2,0 points )
11 will have finished
12. be used
13. had prepared
14. have been built
15. would not have missed
16. do not concentrate
17. had left
18. was going 
Complete each of the following sentences with one verb in the box( 1,0 point )
19.to talk
20.to give up
21.allowed
22.living
Reading : (2,5points )
23. She was/felt very nervous about the interview because she really wanted the job but she knew that a lot of people wanted it too.
24. She made note of what she might be asked and of what she wanted to ask.
25. No, she did not . She thought that she had no chance of getting the job so she felt relaxed as she walked in. She felt that she had nothing to lose.
26. The three interviewers were all very serious and they didnot seem to be interested in Susan / her.
27. She was chosen because among the applicants she was the only one who acted naturally.
Writing : (2,5 points )
28. Computers were sold commercially for the first time in the 1950s.
29. She advised me to think carefully before deciding to get married.
30. She started playing the piano 5 years ago.
31. The mother asked her son why he had not done the exercises.
32. In spite of being very busy at work, my mother takes good care of her childen
 Date of planning : Period 55
Unit 9 : DESERTS
A – Reading
I. Aims: 
- To provide students with general ideas of desert, what kinds of plants and animals live in a desert.
- To practice reading skills such as skimming for general information and scanning for details as well as guessing the meaning of new words in context.
- To help learner practice three forms of exercises: guess the meaning of a word based on context, decide whether the statements are true or false, and answer the questions.
II.Material needed:
 Board, chalk, textbook, pictures
III. Time Allowance : 45 mins
IV. Teaching procedure:
 1.Greetings
2. Checking Attendance
Class
Date of teaching
Attendance
12A1
............................................
...............................................
12A3
................................................
..............................................
Teacher’s activities
Students’ activities
Warm up
Guessing game
- Call on a student and give a picture to him/ her.
- Don’t let the others see the picture.
- A student goes to the board and gets the picture.
- The others can’t see the picture.
- The student leads the game. He / she tells the others to make Yes or No questions to guess:
“ What are there in this picture? Where is it?
- The other students make Yes or No questions to guess.
Possible Questions:
+ Is there any animal in this picture?
+ Is it a camel?
+ Are there any plants?
+ Are there any people living in this place?
+ Can we go by car across this place?
+ Is it a desert?
- The student answers the questions: Yes/ No
- Look at the picture to check the result.
Pre- reading
- Ask students to work in groups of 4 to ask answer the questions in the textbook in 5 minutes.
- Ask students questions:
+ What do you know about deserts?
+ Do you know what kinds of plants and animals live in a desert?
+ And can you name some countries, which have desert?
- Write students’ answers in the net works of a desert on board.
Few plants and animals
few people little water
desert
little rainfall in Australia and Africa
- Form group and discuss the 
Possible answers:
- I think it is hot and dry. There is no water. No people live there.
- I think because the desert is dry, so there are few plants and animals living in a desert. Only cactus and camel can live there.
- Oh, let me think. Maybe, Africa and 
Australia, I think.
- Look at the networks on the board.
While – reading
* Task 1 (07 min.)
- Tell students that they are going to a passage about a desert in Australia.
- Ask students to read silently and underline the main idea of each paragraph in the book.
- Give students handout and ask them to read the text again and match each word on the left with its meaning on the right.
Read the passage and match the words on the left with its meaning on the right.
English
Vietnamese
1. stretch
2. sandy
3. aerial survey
4. Royal Geographical Society of Australia
5. Australian Aborigine
6. dune
7. sloping
8. steep
9. hummock
10. crest
11. spinifex
a.tr¾c nghiÖm trªn kh«ng
b. dèc ®øng
c. cá l¸ nhän sèng ë cïng xa m¹c
d. ®Ønh (gß/®èng)
e. cã c¸t
f. d¶i
g. héi ®Þa lý hoµng gia «xtr©ylia
h. ®ôn c¸t
i. dèc thoai tho¶i
k. thæ d©n «xtr©ylia
l. gß ®èng
- Call some students to check the answers.
- Write the right answer of students on the board.
- Ask the whole class to read after teacher twice.
* Task 2( 08 min.)
- Tell the students that they will read the text again and decide whether the statements are true or false.
- Ask students to read all the statements first 
- Ask students to do this task individually in 5 minutes and exchange the answers with their partner.
- Go round to help if necessary.
- Call some students to stand up and tell the answer and explain their choice
- Tick the right answer on the board and correct the wrong ones.
- Read all the statements and ask students to repeat after the true sentence.
* Task 3(08 min.)
- Give instruction:
+ In this task, you will read again and five the answers for the seven questions.
+ First, read through all the questions and tell me if there are any new words.
- Ask students to work in pairs to do this task in 5 minutes.
- Go round to help if necessary
- Check the answer by calling one student to answer the teacher’s question then he/ she will read another question and call the other to answer. The next one will continue like that.
- What are the names of the three great stretches of sandy desert which circle the center of Australia?
- Write the right answer of students on the board.
- Listen to the teacher.
- Read silently and underline the main idea of each paragraph.
- Read the text again and look at the handout, matching the words with its meaning.
- Read aloud the matching:
1.f 6. h
2. e 7. i
3.a 8. b
4. g 9. l
5. k 10. d
 11. c
- Repeat after the teacher.
- Listen to the teacher
- Read the statements and do the task.
- Read the answers
Possible answers:
- 1. F because there is no information 
- 2. F because no information is mentioned.
- 3. T because you can find information in line 10 from the top to the bottom.
- 4. F because Madigan traveled across the Simpson Desert in 1939.
- 5. F because there is no information.
- 6. T. From the bottom of the passage, you can find the answer.
- Read aloud the statements:
+ The desert was named after Simpson in 1929.
+ Dry salt lakes are in the northern part of the desert.
- Listen to the teacher.
- Read through all the questions and answer “No”.
- Do the task with their partner.
- Listen to the teacher’s instructions.
Post- reading
T asks sts to read the story and then answer the questions.
- Ask students to pronounce the two words.
- Ask them if they have ever mispronounced these two words.
- Ask students to work in pairs and read story, answering the two questions in the book in 3 minutes.
- Call some students to stand up and answer the questions
+ Is the story funny?
+ Where is the fun?
- Ask one student to retell the story in front of class.
- Give some comments if necessary.
- Look at the picture.
 Dessert desert
- Desert / ‘dez¶:t/
- Dessert/ di’z¶:t/
- Possible answers:
Sometimes/ not yet, never…
- Work in pairs, read the story and answer the questions in the book.
Possible answers:
- Yes, it is
- The fun is made due to the mispronunciation of the interpreter. Instead of / di’z¶:t/, he pronounce
 / ‘dez¶:t/ , so the guest answers “ Trees and water”.
- One go to the board and tell the funny story.
Home work
- Give homework directions:
1. Do the reading part in the workbook.
2. Prepare for the next lesson.
- Write down.
- Ask questions if necessary.
Date of planning :
.................
……………….
 Period : 56
Unit 9 : DESERTS
B – Speaking
I. Aims: 
- To enable students to explain why some animals can live in a desert and the others cannot.
- To enable to explain orally the reasons for taking along some furniture and leaving the other one.
- To help students practice speaking about the natural features of a desert.
II.Material needed:
Board, chalk, textbook, pictures
III. Time Allowance : 45 mins
IV. Teaching procedure:
 1.Greetings
2. Checking Attendance
Class
Date of teaching
Attendance
12A1
.......................................
........................................
12A3
.........................................
.........................................
Teacher’s activities
Students’ activities
Warm up
Language games
 (To introduce the meaning new words in the task 1)
- Divide the whole class into 8 groups.
- Tell the students that they will look at pictures and tell what kind of plants and animals are.
- If anyone can say the name of plants and animals quickly in Vietnamese, they get 10 points, and in English, they get 20 points.
- Show the pictures and ask students to say the name of animals and plants in each picture.
- Turn up side down the pictures to show the meaning of each kind of plants and animals.
- Count the points of each group and announce which group is the winner.
- Tell the students that all those words in this game will appear in the task 1.
Task 1
- Tell the students that in task 1 they will have to decide what animals and plants are able to live in a desert. 
- Read all the words in task 1 and ask students to read after in chorus.
- Categorize all the words in task 1 into 2 items: plants and animals on the board.
- Ask students:
+ What are trees?
 Banana 
Cactus date palm
trees
Grass 
 Eucalyptus
+ What about animals?
horse goat buffalo
Animals
fox sheep
crocodile lizard 
 camel dog 
- Ask students to work in pairs and look at two networks on the board and decide which trees and animals can live in a desert. Give them 5 minutes for this task.
- Go round to help if necessary.
- Call some representatives to report their discussion. 
- Give comments on serious mistakes.
- Form group. 
- Listen to the teacher’s instructions.
- Look at the pictures.
- Look at the meaning and write it down in the notebook.
-Congratulate the winners.
- Listen to the teacher.
Task 1
- Read the words loudly.
- Banana, eucalyptus, cactus, date palm, grass.
- Horse, buffalo, crocodile, camel, fox, dog, lizard, rabbit, goat, sheep.
- Work in pairs and decide which trees and animals can exist in a desert and give reasons.
Possible answers:
- Our group thinks that buffalo, crocodile, horse, goat sheep and dog can’t live in a desert because they need water for survival. Regarding the plants except cactus, all the trees can’t live in a desert We think that only camel, lizard can exist in a desert. They don’t need water can adapt to the heat of a desert.
Task 2
- Ask students:
+ What do you want to mention when you talk about desert?
- Ask them to tell in detail about all the things they have listed.
+ How is the climate?
+ How is the rainfall?
+ What about plants?
+ Animals?
+ And soil?
- Write all the students’ answers on the board.
- Ask them to work in pairs and find out as many natural features of a desert as possible and then compare notes with the other pairs.
- Go round to supervise and help students if necessary.
- Call some representative to go to the board and present their group’s ideas.
- Give comments if necessary.
- Possible answers:
+ Climate, rainfall, plants and animals, season, and soil.
- Hot and dry
- Not much rainfall, very little.
- Few plants, few grasses.
- Few animals, we only see the camel.
- Arid.
- Work in pairs and brainstorm any ideas relating natural features of a desert.
- Compare the notes with the other pairs.
- One goes to the board and the other listen and ask and add information.
- Listen to teacher’s comments.
Task 3
- Tell the students to imagine that you and some of your friends are going on an expedition across a desert. 
- Ask them to list things that they will take along.
- Write on the board all things that students want to bring.
- Tell them that they only bring 5 five things and ask them work in groups of 4 to discuss and choose 5 things to take along and explain the reasons. Ask them to discuss in 7 minutes.
- Ask one representative of each group to go to the board and report their group’s ideas.
- Ask the other groups to compare, ask questions and add information.
- Give comments on their presentation.
+ I think everyone has his own ideas. However, when you present your viewpoint, you should find the reasonable reasons to support your ideas.
+ Try to show your disapproval in a polite way. For example. You can say “ I agree with you but or I see your point, but…”
+ Try to keep eye- contact with your friends.
- Listen to the teacher.
Possible answers:
+ Knife, gun, fast-food, cell phone, camel, water…
- Discuss in groups and choose the most 5 important things to bring along.
- Possible answers:
The first and foremost thing we will bring is water. You know, in a desert, there is lack of water and we can’t live without water, so it is the first thing we will bring. The second thing is camel, very important one. We can’t walk for a long time in a hot and climate, so we will ride on a camel. Next, we will bring walkman. We are keen on listening to music. Music will make us forget the tiresome and depression. The last two things are gun and knife. We just want to protect ourselves. That is all about our group’s ideas.
- The other groups listen and ask questions and add information.
A: what about cell phone? We think it is very important. We can use to keep contact with the others in case we are lost.
B: I don’t think it is important because in a desert, we seldom lose our way. Furthermore, I think it is no use because we can’t make a phone call in a desert.
- Listen to the teacher’s comment.
Homework
- Think of 3 things you will take along when you go across a desert and write a paragraph (100 words) to explain the reasons for choosing such three things.
- Write down the homework in the notebook.
- Ask questions if not clear.
----------------------------------------
Date of planning 
……………….
 The Period : 57
Unit 9 : DESERTS
C – Listening
I. Aims: 
- To enable students to practice listening for specific details.
- To make students to practice three forms of exercises: Decide the statements true or false, answer the questions and fill in the gap.
- To provide the students with the background knowledge about the desert.
II.Material needed:
Board, chalk, textbook, pictures
III. Time Allowance : 45 mins
IV. Teaching procedure:
 1.Greetings
2. Checking Attendance
Class
Date of teaching
Attendance
12A1
12A3
Teacher’s activities
Students’ activities
Warm-up
- T asks sts to complete the following sentence with their own words;
A desert is a place ……………………………………
- Sts work in groups and present in front of the class
- T gives suggetsions
(1) where there are no roas, buildings, cars, rivers ….
(2) where it is hard to live
(3) where it’s very hot during the daytime and very cold at night.
(4) where there are no plants but cactus
(5) where space semms to be endless
…..
- T leads sts to the lesson
Pre-listening.
- T asks sts to answer the questions in the textbook by turn.
(1) What is a desert?
(2) How is a desert formed?
(3) Can human beings make a desert? Why/Why not?
- T helps sts read the words given
frightening speed Sahara petroleum Australia firewood Mauritania
- Work in groups of 4, look at the question and discuss with their friends.
- answer the questions
- Look at the words in the textbook.
- Listen to the teacher.
- Repeat after the teacher.
- Some read loudly the words.
While – listening
Task 1: (10 min.)
- Tell students that they are going to listen to an expert talking about deserts, what they are and how they formed.
- Ask students to work with partners, read all the statements and guess the answer first in 3 minutes.
- Ask students to tell their guessing.
- Write all the guessing on the board.
- Ask them to listen and check their guessing.
- Turn on the tape.
- Ask students to exchange the answer with their friends.
- Check students’ guessing by asking whole class to tell the answers.
- Tick the right answers and correct the wrong ones.
Task 2: (10 min.)
- Tell students that they are going to listen again to the tape and do the task 2.
- Ask the students to predict what the answer for each question is about.
+ What central theme does the talk examine?
+ What is a desert?
+ What causes the growing of the world’s desert?
+ In what way do rabbits contribute to the growing of deserts in Australia?
+ In what way do people in developing countries contribute to the growing of deserts?
- Ask students to listen and find the answers for the 5 questions.
- Call some students to read aloud the answers.
- Write all the students’ answers on the board.
- Task 3 (10 min.)
- Tell the students that they are going to listen to the part of the talk about desert.
- Ask them to read the passage in 3 minutes and guess the missing information.
- Turn on the tape.
- Call four students to go to the board and write the answers.
- Check the answers on the board with the whole class.
- Tick the right answers and correct the wrong ones.
- Listen to the teacher.
- Work with their partner and guess the answer.
Possible answers:
- Listen to the tape and do the task 1.
- Exchange the answers with their partner.
- Tell the answer:
+ 1. T 
+ 2. T
+ 3. F
+ 4. F
+ 5. T
- Listen to the teacher.
Possible answers:
- It talks about the desert, what they are and how they are formed.
- Some stand up and tell the answers:
1. It examines deserts, what they are and how they are formed.ü
2. It is a hot, dry, and sandy place. It is also a beautiful land of silence and space. The sun shines, the wind blows, and time and time and space seem endless.ü
3. Nature and humans.ü
4. They contribute by eating every plant they can find. This makes the land become desert.ü
5. They contribute by cutting down trees for firewood. Trees 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 diem and there is nothing but the land becomes desert.ü
- Listen to the teacher.
- Read the passage silently and guess the information.
- The whole class listens and fills in the blanks.
- Four students go to the board and write the answers.
Possible answers of one student:
1. 90% 
2. Smaller plantsü
3. Preventü
4. Spreadingü
5. Capitalü
6. Camels à canals
Post-Listening
- Ask students to work in groups of 4 and summarize the main ideas of the expert’s talk. Ask them to do this within 5 minutes.
- Ask the students to answer all the questions in the textbook.
1. What is a desert?
2. What causes the growth of a desert?
3. What should humans do to prevent the growth of deserts?
- Tell students