Giáo án Tiếng Anh 12 unit 9 Deserts

GIÁO ÁN ENGLISH 12
UNIT 9: DESERTS
The 55
th
period
Grade 12
Theme: DESERTS
Unit 9
READING
Time: 45 minutes
I. OBJECTIVES:
1. Educational aim:
- 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. Skills:
- Guessing meaning in context, deciding on true or false and passage comprehension.
II. METHOD:
- Integrated, mainly communicative.
III. TEACHING AIDS:
-Picture, board, chalks, textbook, handouts,…
IV. PROCEDURE:
Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
Aims: to introduce the topic of the 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 ask and
answer the questions.
- Listen to teacher.
- Look at the picture, listen to
the teacher then ask and answer
the questions in the book.
- Work in pairs.
- Listen to the teacher then read
While you read : (23 minutes)
- Ask students to look through the passage
and read in silence.
- Help students read the passage.
- Explain pronunciation and meaning of new
words which appear in the passage.
Task 1 : (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 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.
- 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)
the passages.
- Ask some new words if
necessary.
- Work individually to read the
text then choose the the words
and phrases in the passage:
- Share the key with other
students:
Keys:
1. Kéo dài, căng ra
2. Có cát,
3. Trắc lượng 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 ngược
9. Gò, đống
10. Đỉnh (gò/đống)

11. Cỏ lá nhỏ mọc trên xa mạc
- Listen to the teacher then do
the task.
- Works in pais:
Keys:
1. F, 2. F, 3. T,
4. F, 5. F, 6. T.
- Work individually to read the
text then answer the questions:
- Share the key with other
students:
Keys:
1. They are Great Victoria
- Ask students to read the questions carefully.
- Ask students to read through the passage
again.
- Ask the class to do.
- Call some students to give the answers.
- Ask others students to correct.
- Give the true answers.
After you read : (8 minutes)
- 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.
Deserts, Gibbon….
2. It lies between Lake Eyre in
the south, the….

3. In 1845.
4. He was the President of the
South….
5. They took camels across the
desert.
6. In thwe western part, they are
short, mostly ….
7. Two. They are hummock
grasses and spinifex
- Read the story then answer.
- Work in groups.
- Listen to the teacher.
- Write down the homework to do at
home.
The 56
th
Period
Grade 12
Theme: DESERTS
Unit 9
Speaking
Time: 45 minutes
I. Objectives:
1. Educational aim:
- 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.
- New words: words related to the trees and animals in the deserts.

3. Skills:
- Talking about nature features of the deserts.
- Explaining why some thing should be brought along while going across a desert.
II. Method:
- Integrated, mainly communicative.
III. Teaching aids:
- Board, chalks, textbook, handouts.
IV. Procedure:
Teacher’s activities Students’ activities Notes
Warm-up: (5 minutes)
- Ask students about the deserts of Australia.
Pre-speaking : (12 minutes)
Task 1
- Guide students how to practise.
- 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)
- Answer teacher's question.
- Pair work.
- Practice answering the
toppic:
I think banana can’t exit in
desirt because it is tropical
plant but it is vey hot in
desert … ………
I think ….
Task 2

- 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.
Post-speaking : (10 minutes)
Task 3
- Guide students how to practise.
- Ask students to work in groups.
- Call some pairs of student to stand up and
practise.
- Correct their mistakes.
Homework: (3 minutes)
- Ask the students to prepare the listening at
home.
- Listen to the teacher and do
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 ……
……………………
- Free practices
- The students who are called
stand up to talk to the class
about their ideas.

- Listen to the teacher.
- Writedownthehomework todo
athome.
The 57
th
period
Grade 12
Theme: DESERTS
Unit 9
LISTENING
Time: 45 minutes
I. OBJECTIVES:
1. Educational aim:
- Listening, mastering the content of the tape.
- Doing the tasks fluently (true or false statements and the details).
2. Knowledge:
- General knowledge: By the end of the lesson ,students will be able to understand how to make
the lives in the deserts better.
- Language: The present simple tense.
- New words: Words related to to the topic.
3. Skills: - Listening and deciding on True or False statements.
- Listening for details and gap-filling.
II. Method:
- Intergrated, mainly communicative.
III. Teaching aids:
- Tape, cassetteplayer, board, chalks, textbook.
IV. Procedure:
Teacher’s activities Students’ activities Notes
Warm-up: (3minutes)
- Presentation.

Before-listening: (7 minutes)
Before you listen:
- Ask students to look at the book and answer
the question in the book.
- Let them work in pairs.
- Listen and correct for them.
Listen and repeat
- Turn on the tape and ask students to listen.
- Let students listen again and repeat.
- Listen to the teacher.
Before you listen:
- Look at the book.
- Listen to the teacher.
- Ask and answer the question
in the book.
- Work in pairs.
- Listen and repeat.
- Preactise in pairs.
- Read the new words aloud
in chorus then in devidual.
- Write some words on board and ask
students to read them aloud.
- Correct.
While-listening: (25 minutes)
Task 1:
Ask students to read the statement at least
once first.
Ask them to guess the answers.
Play the tape once then check how many
answers can students find.

Play the tape again.
Check and give remarks.
Call some students to say out their answers
and the evidences they get to prove their
answers.
Task 2:
- Ask them to guess the answers.
Play the tape once then check how many
answers can students find.
Play the tape again.
Check and give remarks.
- Call some students to say out their
answers and the evidences they get to prove
their answers.
- Let students work inpairs.
- Read the statement once to
get the main contents.
Listen to the tape and do the
task.
Find evidences to each of the
answers.
Represent if being asked.
Keys: 1.T, 2.F, 3.T, 4.F, 5.
T.
- Listen to the teacher’s
explanation then correct the
answers onself.
- Read the questions once to
get the main contents.
Listen to the tape and do the

task.
Find evidences to each of the
answers.
Represent if being asked.
Listen then answer.
Keys:
1. It examines deserts, what
are they and how they are
formed
2. It is hot, dry and sandy
place, it is a beautiful land of
silence and space. The sun
shines, the wind blow and
time and space seem endless.
3. Natural and human.
4. They contribute by eating
every plant they can find, this
Task 3:
- Ask students to read the question quickly.
- Guide students the how to do the task.
- let student listen one or twice times.
- Ask students to stand up and speak their
answers.
- Correct.
After-listening: (7 minutes)
- 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 do to have a
healthy and long life, and prepare part
writing at home.
makes the land become
deserts.
- Read the questions once to
get the main contents.
Listen to the tape and do the
task.
Find evidences to each of the
answers.
Represent if being asked.
Listen then answer.
Keys:
1.90%, 2. smaller plants. 3.
Prevent, 4.Spreading
5.Capital, 6.canals
- Listen to the teacher’s
explanation then correct the
answers oneself.
- In groups, discuss the
guided questions and write
about the deserts to correct
oneself.
-Listen to the teacher and
write down homework to do
at home.
The 58
th

period
Grade 12
Theme: DESERTS
Unit 9
WRITING
Time: 45 minutes
I. Objectives:
1. Educational aim:
- 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. Skills:
_ To practise students’ speaking and writing skills.
_ To help students to able to write about the Sahara deserts
II. Method:
- Intergrated, mainly communicative.
III. Teaching aids:
- Board, chalks, textbook and notebook.
IV. Procedure:
Teacher’s activities Students’ activities Notes
Warm-up: (3 minutes)
- Presentation
Pre-writing: (10 minutes)
- Ask student to read the request of task one
and translate.
- Explain them how to do the task
- give students the structures:

- guide them some new words.
- Walk around and help them.
- Corect.
- Listen to the teacher.
- 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.
While-writing: (20 minutes)
- Ask student to read the request of the
writing.
- Explain them how to do the task
- guide them to write.
- Walk around and help them.
- Call one to do on board.
- Corect.
Post-writing: (10 minutes)
- Ask some groups to represent their work,
ask other to give remark.
- Choose some good writing to read in class
and give remark.
Homework: (2 minutes)
- Ask students to rewrite the task at home and
preapare part Language Focus at home.
- Listen to the teacher.
- discuss and write down.

- work in groups.
- Compare the result to the
other groups.
Ex:
The Sahara is the largest
desert in the world. It is
located in the Northern
Africa. The desert extends
from…….
- 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.
- Do as the teacher asked.
- Listen to the teacher and
write down homework.
The 59
th
period
Grade 12
Theme: DESERTS
Unit 9
LANGUAGE FOCUS
Time: 45 minutes
I. Objectives:

1. Educational aim: - Full and contracted forms of auxiliaries.
- So, but, however and therefore.
2. Knowledge:
- General knowledge: Combining the sentences.
- Language: Know how to use so, but, however and therefore.
- New words: Words related to the exercises.
3. Skills:
-To practise students’ pronunciation and writing skills.
-To help students to be able pronounce the full forms and the contracted forms of
auxiliaries and introduce to them the use of so, but, however and therefore.
II. Method:
- Intergrated, mainly communicative.
III. Teaching aids:
- Board, tape, cassetteplayer, chalks, textbook and notebook.
IV. Procedure:
Teacher’s activities Students’ activities Notes
1. Warm up: ( 3 minutes)
- Introduce the lesson to the students.
2. 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.
- 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.
_ 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.
3. Grammar: ( 25 minutes)
Exercise1:
- Giude students how to do
- 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.
Exercise 2:
_ explains the example carefully.
_ asks students to work in pairs to do the
exercise suggested.
_ asks students to discuss the answers with
their friends.
_ asks some of the students to do the exercise
orally.
_ 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 do
the exercise orally.
_ Other students give
comments.
_ Take notes of the suggested
answers.
Keys:
1. So 5. So
2. But 6. But
3. So 7. But
4. But 8. 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 do

the exercise orally.
_ Other students give
comments.
_ asks others to give comments.
_ gives the suggested answers if necessary.
Exercise 3:
_ explains the example carefully.
_ asks students to work in pairs to do the
exercise suggested.
_ asks students to discuss the answers with
their friends.
_ asks some of the students to do the exercise
orally.
_ asks others to give comments.
_ gives the suggested answers if necessary.
4. Homework: (2 minutes)
- Ask students to revise the strong form and
weak form of auxiliaries, the use of
connections, redo all the exercises and
prepare unit 10 at home.
_ Take notes of the suggested
answers.
Keys:
1. But 5. But
2. However 6.However
3. Yet 7. However
4. So 8. But
_ 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 do
the exercise orally.
_ Other students give
comments.
_ Take notes of the suggested
answers.
Keys:
1. Therefore, 2. So, 3.So,
4. Therefore, 5. However,
6. Therefore, 7. So,
8. However.
- Listen to the teacher and
write down homework to do
at home.