Giáo án Tiếng Anh 12 unit 9: Deserts

GIÁO ÁN ENGLISH 12.
UNIT 9 : DESERTS
A. READING
I/ Aims: To help students gain some knowledge about deserts. To help students improve their
reading skills: scanning and skimming, guessing the meaning of words in context..
Students learn words and phrases in terms of deserts.
II/ Aids: English textbook for students. English textbook for teachers. Pictures
III/ Procedures:
Teacher’s activities

Students’ activities


Pre- reading
- Ask students to look at the picture page 91 and ask Ss to
answer some questions:
1/ What are they ? (Camel , cactus)
2/ Where do they live ? (desert )

- Greet teacher

3/ name some of deserts : Sahara , Simpson desert …

- Listen to the teacher and think about the topic.

4/ What do you know about desert ? For example : dry or - Answer teacher’s questions in pairs
wet , much or little , or no water , many or few people and
animals live in desert .
5/ What do you know about deserts?
6/ What kinds of plants and animals live in a desert.
7/ Name some of the countries which have eserts

- Call a pair to report their discussion
- Introduce the topic:
While- reading
Deserts
- Teach some new words: ask students whether they know
the words, if they do not know them, explain in English
then ask them to give Vietnamese equivalents to check
their understanding
- strech
- sandy
- aerial survey
- Royal Giographical Society of Autralia
- dune
- sloping
- hummock
- crest
- spinifex
- Let the whole class read the new words twice or three
times.
- Call 2-3 students to read new words again.

- Give Vietnamese equivalents


- Ask students to read the passage in silence

- Read the words

Task 1
- Ask students to do Task 1: Give Vietnamese equivalent

words to ones given in the passage

- Read the passage in silence

-Ask students to discuss the answers in pairs Check Ss’
answer
- Write down the answers on the board
- Let the whole class read the new words twice or three - Do task 1
times.
- Call 2-3 students to read new words again.
Task 2

- Write down the answers and read the words

- Ask students to do task 2 in pairs
- Go around to supervise students if necessary.

- Do task 2 in pairs

- Ask representatives of pairs to give the answers. If
students’ answers are right, repeat them, if not, give the
- Give the answers:
right answers.
Task 3

1. F

- Ask students to do task 3 in groups

2. F

- Go around to supervise students if necessary

3. T

- Ask representatives of groups to answer the questions. If 4. F
students’ answers are right, repeat them, if not, give the
5. F
right answers
Post- reading

6 T

- Ask students to do After you read in pairs, scanning the
text to find information to complete the note.
- Do the Task in pairs
- Go around to supervise them. Note down the serious and
common mistakes
- Call some pairs to read their note

* Suggested answers:
- Listen to the feedback and correct their
mistakes.


- Give feedback and correct some serious or common
mistakes.


UNIT 9 : DESERTS

B. SPEAKING
I. Aims
- Students can ask and answer about some deserts
- Students learn more words and phrases about deserts.
II. Aids
- English textbook for students
- English textbook for teachers
III . Procedures
Teacher’s activities
Warm up:

Jumbled words

hmmoukc

fsinipex

csrte

sdyan

Students’ activities

- Listen to the teacher and write the title in their
notebooks.

key: hummock ; spinifex ; crest ; sandy
Pre- speaking
- Introduce the lesson:
Today, we learn Unit 9: part B. Speaking (Write on

the board the title)
Task 1

- Look at Task 1

- Ask students to look at Task 1
- Ask students to do Task 1

- Do Task 1

- While students discuss, walk around the class to - Work in pairs and discuss in about 2 minutes.
guide or supervise them and give them help if
necessary.
- Ask Ss to check the trees and animals which can
live in deserts
- Give comments, correct the common mistakes
after they finish.
words explanation
eucalyptus


date palm
While- speaking
Task 2

Work in pairs

Ask Ss to find out as many natural features of
adesert as possible .Then compare your note with
the other pairs using the given cues

eg : It is very hot in summer and it is cold in winter
- Let the whole class read the new words twice or
three times.

- Read the new words .
- Do Task 2 in groups

- Call one student to repeat the instruction to check Present perfect tense
whether they are clear about what they have to do
- One student repeats the teacher’s instruction.
- Go around to supervise them. Note down serious
- The others listen to their friends to make clear about
and common mistakes.
what they have to do.
- Do Task 2
Post- speaking

- Some groups report what they have discussed.

Task 3

S1 : I choose : food , water , camel , knife, blanket,

- After about 3 minutes of discussion, call some S2 : Ichoose : wter ,car food, camel , blanket.
groups to report what they have done.
- Ask the others to listen to their friends

- Repeat after the teacher.

- Listen to students attentively and pay attention to

the mistakes they have made
- One pair to role play in front of the whole class.
- After students finish, give them comments: correct - Listen attentively to their friends’ dialogue and give
comments or ask questions.
some pronunciation mistakes they have made
- Read aloud the words and ask the whole class to
repeat.
- Call one pair to role play in front of the whole
class.


- Ask the others listen attentively to their friends’
dialogue and give comments or ask questions.

- Listen to the teacher and correct the mistakes.

- Call another group if there is enough time.
- Give feedback and correct serious or common
mistakes.
Home work
- Prepare a presentation about the information
about other deserts
- Listen to the teacher and note down homework

UNIT 9 : DESERTS
C. LISTENING


I. Aims
Students can improve their listening skill: they can catch detail information from the

passage.
- Students can summarize the passage.
II. Aids
-

- English textbook for students
- English textbook for teachers
- Tapes and cassette
- Handouts
III. Procedures
Teacher’ activities

Students’ activities

Pre- listening
Warm up:

Work in pairs

- Ask Ss to answer the questions
1. What is a desert ?
2. How is a desert formed ?
3. Can human beings make a desert ?
While - listening

- Listen to the passage and answer the questions.

Task 1
- Ask students to listen to the passage the first time
- Read the passage twice

* Answers:

1.
2.
- Ask some students to give their answers. If their 3.
answers are right, repeat them; if not give the correct 4.
5.
answers.

Task 2

T
T
F
F
T

- Listen again the third time to finish the task.

- Ask them to listen again the second and the third - Discuss the answers to the questions in pairs.
time to finish task 2:
- Answer the questions, and correct the wrong answers.
- Ask students to discuss the answers to the


questions in pairs.

Key:

- Go around to supervise students if necessary.

1. It examines deserts , what they are and how they are
formed .

- Eliciting the answers from students, if their
answers are right, repeat the answers, if they are 2. It is a hot , dry , sandy place . The sun shines , the
wrong, give them the answers:
wind blows , and time and space seem endless .
3. Nature and humans .
- If most students do not catch the information for 4. By eating every plant they can find . This makes the
the questions, let them listen again to the passage land become desert .
once more.
5. People cut trees down . When the trees are gone , the
smaller phants die , and the land becomes desert .
Task 3 Ask Ss to listen again and fill in the missing
words

Key:
1. 90 percent
2. smaller plants
3. prevent
4. speading
5. capital
6. canals

Post - listening
- Ask students to do After you read in groups
- Discuss the questions in the book
- Go around to supervise them. Note down serious

and common mistakes.
- Ask one group to report what they have discussed
- Give comments after they finish
- Call another group if there is enough time.
- Give feedback and correct serious or common

- Work in groups


mistakes.


UNIT 9 : DESERTS
D. Writing
I. Aims
- Students can write a report basing on the information given in the Table of Tango’
economic development in two decades
- Students can improve their writing skill.
II. Aids
- English textbook for students
- English textbook for teachers
III. Procedures
Teacher’ activities
Students’ activities
Warmer.

- Ask Ss to look at the picture and ask some questions:

-

Look at the picture

-

Answer these questions

1. What is the name of this desert ? Is it large?
2. Can you say some things about the Sahara desert?
Lead in: We'll learn to write about the main features of
the Sahara desert
Pre- writing
- Write on the board the title of the lesson: Unit 9
Part D. Writing
- Ask students to look at the table page 96
This table presents the information about the Sahara
resert
- Introduce some new words. (eliciting, give the
definitions in English then ask students to translate them


into Vietnamese to check their understanding)
arid
moisture

- Write down in the notebooks the title.

elevation
acacia
Gazelle

- Look at the table page 96

jackal
- Listen to the teacher.

- Guess the meaning of the new words.

- Read the words
While- writing
Questions

Suggested passage

1. Where is the Sahara derest ?

The Sahara is the lagest desert. It is in
(northern) Africa.This desert is very big and very
dry. It is very hot in summer and extremely cold in
winter.

2. How large is it?
3. What is the climate like?
4. Name some of the natural features of the Sahara.
5. What kind of animals and plants can live in the desert?
- Land
- Climate
- Sand

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 gazelles, antelopes, foxes, jackals and
camels are found in the desert.


- Table land
What kinds of trees can live in the Sahara desert ?
- Go around to supervise them if necessary.
- Call some pairs to give the answers. If their answers are
right, repeat them; if not give the correct answers.
- Go around to supervise them. Note down serious and
common mistakes

- Write the description

- Show and correct some common mistakes.
- Listen to the teacher and correct the mistakes.
Post- writing
- Ask students to revise their description.

- Revise their description.

- Ask students to hand in their work to mark
- Hand in their work


UNIT 9 : DESERTS
E. LANGUAGE FOCUS

I. Aims:
1. Pronunciation:
- Students can use the full and contracted forms of theauxiliaries pronunced
2. Grammar:
- Students know how to use “ so , but, however and therefore.
- Students revise information questions.
- Students practice using past tense to talk about people’ autobiography
II. Aids:
- English textbook for students
- English textbook for teachers
- Pictures
III. Procedures:
Teacher’s activities
- Introduce the lesson:

Students’ activities
- Listen to the teacher

Auxiliary often has the strong form when it is used in
short answers, and it has the weak form when it is
used in questions.

- Listen to the teacher

- Read the auxiliaries both full and contracted forms
for students to recognize the difference
- Read the second time for the students to repeat.
- Ask 2-3 students
mispronounce.

to

repeat,

correct

- Read the sound
their

Practice these sentences
- Read 2 times the sentences, and then let the whole
class read the sentences twice or three times.

- Read the sentences twice or three times.

- Read the sentences again

- Read the sentences in pairs.
Exercise 1


Explain how to use so or but
Can you tell me what the difference so and but ? Give
me some examples
It began to rain, so I open my umbrella
It began to rain, but he didn’t open his umbrella
Note : Before " so , but " there is a comma

- Give the answers
1. so

2. but
3. so
4. but
5. so

- Call some students to give their answers. If students’
answers are right, repeat them, if not, give the right
answers

6. but

Exercise 2

8. so

Underline the correct altrmative in the sences

7. but

- Give the answer

Note : explain how to use however

1. but

- Call some students to give their answers. If students’
answers are right, repeat them, if not, give the right
answers

2. however

- Go around to supervise them

4. so

3. yet

5. but
6. however
Exercise 3

7. however

Add so , therefore , or however

8. but

Note The use of therefore
- Call some students to give their answers. If students’ - Answer
answers are right, repeat them, if not, give the right
1. therefore
answers
Go around to supervise them
- Ask students to do exercise 3
- Go around to supervise them

2. so
3. so
4. therefore
5. however

- Ask students to discuss the answers in pairs.

6. therfore

- Call some students to give their answers. If students’
answers are right, repeat them, if not, give the right
answers

7. so
8. howerver