Giáo án Tiếng Anh lớp 12 Unit 9 Deserts

Tanh Linh high school T: Vo Thi Xuan
Lesson plan English 12
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
Work in groups:
+ Find the animals hiding in the sentences
Explected answers
1. That will be a real help -> bear
2. She came late everyday -> camel
3. He came to America today -> cat
4. Eric owes me ten cents -> cow
5. Do good workers succeed ? -> dog
6. If Roger comes, we will begin > frog
7. In Afril I only came once -> lion
8. I’ll sing; you hum on key -> monkey
9. 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
3. 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
Tanh Linh high school T: Vo Thi Xuan
Lesson plan English 12
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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)
10. to be on the crest of wave: to feel happy and
confident because things are going well
11. spinifex (n) Cây lá nhọn
12. 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
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.
Tanh Linh high school T: Vo Thi Xuan

Lesson plan English 12
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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
Work in groups
+ Fill in each gap of the phrases with one suitable
word.
Key:
1. drink
2. eat
3. tears
4. easy
5. rake
6. 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
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.
Tanh Linh high school T: Vo Thi Xuan
Lesson plan English 12
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+ 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)
Answers
1. T 2.F 3.T 4.F 5.T
2. 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:
1. 90 percent
2. smaller plants
3. prevent
4. spreading
5. capital
6. 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
Tanh Linh high school T: Vo Thi Xuan
Lesson plan English 12
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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
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 nguyên)

5. gazelle (n) loài linh dương
Tanh Linh high school T: Vo Thi Xuan
Lesson plan English 12
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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)

6. antelope (n) sơn dương
7. fox (n)
8. jackal (n) a wild animal like a dog
Work in pairs:
Answer the questions about the Sahara Desert
1. Where is the Sahara Desert ?
2. How large is it ?
3. 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)
3. 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 Listen and write what they hear on a piece of paper.
Tanh Linh high school T: Vo Thi Xuan
Lesson plan English 12
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paper
1. They’re always phoning me at
home
2. He’s walking over the bridge
3. 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
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 do exercise 1
+ Call on Ss to give the answers
+ Check with the whole class
+ 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
1. It began to rain, therefore I opened my umbralla
2. They were late . However, they didn’t hurry
3. Although they were late , they didn’t hurry
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
Tanh Linh high school T: Vo Thi Xuan
Lesson plan English 12
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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)
1. 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
1. 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