Giáo án Tiếng Anh 12 - Unit 9: Deserts

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.
WHILE-READING ( 18 mins)
Activity 1: True/ False statements 
+ Ask Ss to work in groups.
+ Get time of about 5 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)
Work in groups:
+ Find the animals hiding in the sentences
Explected answers
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
At last, I, Gerald, had won -> tiger
Answer the questions
Take note
aerial (a) in the air / existing above the ground 
Ex: the banyan tree has earial roots
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
aborigine (n) a member of the tribes that were living in Australia when Europeans arrived there, aboriginal
hummock (n) a small raised area of ground like very small hill, hillock 
slop(a) the side of a mountain , hill or valley rises at a very sharp angle and is difficult to go up .
A steep slope 
corridor (n) a strip of land that connects one country to another or gives it a rout to the sea through another country
crest (n) the top of a hill or wave
to be on the crest of wave: to feel happy and confident because things are going well 
spinifex (n) Cây lá nhọn 
shrubland (n) cây bụi
Activity 1: True// False Statements
+ Work in groups
In about 5 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 3. T 4.F 5.F 6.T
+ Activity 2: Answer the questions
Work individually and then compare with the partners
Expected answers
They are Great Victoria Deserts, Gibbon, Great Sandy and Tanami Deserts and Simpson Desert.
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 .
In 1845
He was the president of the sount Australian Branch of the Royal Geographical Society of Australia .
They took camels across the desert
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
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 
Period: ..........
I/ AIMS
+ 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.
3. like crocodile 
4. As ..as ABC
5. As thin as a..
6. 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.
+ 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)
Work in groups
+ Fill in each gap of the phrases with one suitable word.
Key:
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 
2. 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
4. Needle (n) kim khâu
+ to look for a needle in a haystack ( proverb) mò kim đáy biển 
Practise the tasks
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 2. Multiple choice
+ Listen to the record and choose the answers
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
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 
3. Activity 3: Gap-fill 
+ Listen to the passage again and fill in the missing words
+ Then compare the result with the partners
 Expected:
90 percent
smaller plants 
prevent
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. 7 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.
 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.
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
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)
 Whole class.
Look at the map and identify the Sahara Desert on the map.
Take note 
extend (v) cover a particular area , distance or length of time. (kéo dài, vươn tới)
arid (a) khô cằn
+ Arid land is so dry that very few plants can grow on it.
oasis (n) ốc đảo
tableland (n) (bình nguyên)
gazelle (n) loài linh dương
antelope (n) sơn dương
fox (n) 
jackal (n) a wild animal like a dog
 Work in pairs:
Answer the questions about the Sahara Desert
Where is the Sahara Desert ?
How large is it ?
How is the climate
Name some of the natural features of the Sahara ?
What kinds of animals and plants can live in the desert?
Take note the outline
Introduction 
General description
+ Geography
+ Area 
+ Natural features ( climate/ rainfall / elevation/ trees / animals)
Conclusion 
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 
They’re always phoning me at home 
He’s walking over the bridge 
She says she’ll go to the party tonight 
I am a teacher and you are astudent
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
It began to rain, so I opened my umbralla
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 do exercise 1
+ 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) 
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 do the same 
Expected answers
It began to rain, therefore I opened my umbralla
They were late . However, they didn’t hurry
Although they were late , they didn’t hurry
Take note
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 .
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
so 2. but 3. so 4. but 5. so 6. but 7. but 8 . so
Activity 2: Multiple choice 
Work in single
Choose the correct answers
 Expected answers 
but 2. however 3. yet 4. so 5. but 6.however 7.however 8. but
Homework
Make sentences with so/ but/ however / therefore. do exercise 3