Giáo án Tiếng Anh 12 unit 9: Deserts

GIÁO ÁN ENGLISH 12
Unit 9: Deserts
Lesson 1: Reading
I. Objectives
By the end of the lesson Ss will be able to:
- understand the passage about deserts and scan for specific
information.
- use vocabulary related to the topic of the lesson through exercises.
II. Teaching aids
- Textbook, chalk, posters, pictures.
III. Procedures
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
I. WARM – UP ( 5 min.)
- Ask Ss to look at pictures in their textbooks * Discuss and answer the questions
and discuss the questions below

1. What is the name of the animal?
2. Where does it live?
3. How are deserts?
4. Name some deserts (Sahara, Simpson,
Gobbon...)
* Introduce the title of the lesson U9:
DESERTS
Today we're going to read about Simpson
desert.

Answers' suggestion:
1. It is a camel
2. It lives in deserts
3. They are dry, hot. Dunes are around

deserts.
4. They are: Sahara, Simpson, Sonoran
(Bac My), King Canyon (Uc)
- Ss pay attention and answer the
questions.


II. PRESENTATION ( 35 min.)
1. Pre- reading: Gest the meaning of some
words
Vocabulary:
- to comprise :
- enormous (adj)
- mystery (n)
- corridor (n):
- stable (a)
- shrub-land (n)
* Rub out remember
2. While reading :
Task1: Give the Vietnamese equivalents to
the following words or phrases
- Ask students to read through the text once
to find out some new words, guess the main
idea.
- Ask Ss to read the passage silently, stop
when they meet a new word or a phrase and
find words or phrases in the passage which
have the following meaning given in the
Task 1.
- Give feedback.

II. PRESENTATION
- Ss pay attention and take notes
- Ss work in pairs to do the Task 1, 2, 3
- Present on the extra board & then tick
on the board
- Others give feedback and correction.
Silent reading
Task 1: Checking the vocabulary :
Matching (a poster)
A (English)
- 'aerial servey

B (Vietnamese)
- cuộc khảo sát trên
không
- dune
- đụn cát. cồn cát
- sloping
- dốc thoai
thoải
- hummock
- gò , đống
Australian - thổ dân úc
Aborigine
- crest
- đỉnh , nóc
- spinifex
- cỏ lá nhọn
- stretch

- kéo dài, căng ra
-Royal
- Hội địa lí
Geographical
hoàng gia Uc
Society
of - dốc đứng
Australia
- có cát
- steep
- Sandy

Task 2:
1. F (There are five: the Great Victoria,
Task 2: Decide whether the following the Gibbon, Great Sandy, Tanami and
statements are true (T) or false (F):
Simpson)
- Guide Ss the way to do Task 2 and ask 2. F (Simpson is the last part of
them to work in pairs
Australia.
- Get Ss to check theirs answers and explain 3. T (Until Madigan made an aerial


their choices.
survey in 1929, he ...)
- T calls on some Ss to read theirs answers 4. F (Colson and Australia Aborigine)
and explain their choices.
5. F (In the western ...., there is a
- T comments and gives feedbacks.
network of short dunes, and in the

northern part ..., the dunes are ...)
6. T (In the northern .... dry salt
Task 3: Answer the following questions
lakes ....)
- Ask Ss to read the passage silently and Task 3:
answer the questions individually
1. There are Great Victoria Deserts,
- Ask Ss to work in pairs to compare their Gibbon, Great Sandy, Tanami deserts
answers.
and Simpson Deserts.
- Call on some Ss to write the answers on 2. It lies between Lake Eyre in the south,
the board.
the Macdonnel Ranges in the north, the
- Check with the class.
Mulligan and the Diamantia Rivers in the
- Give feedback.
east and the Macumba and Finke Rivers
in the west.
3. In 1845
4. He was the president of the South
Autralian Branch of the Royal
Geographical Society of Australia.
5. They took camels across the desert.
6. In the west part, they are short, mostly
3. Post reading: * Read this story and answer less than 10 meters high, and in the
the questions.
northern part, they are parallel and are up
- Ask Ss to work in pairs
to 20 meters high.
- Go around for help

7.Two. They are hummock grasses and
- Call on some pairs to present
spinifex.
- Give comments .
Ss read the story silently, individually
and answer the following questions.
III. CONSOLIDATION & HOMEWORK
1. I think it is funny
( 5')
2. dessert (mãn tr¸ng miÖng) and desert
- Learn vocabulary
(sa m¹c)
- Prepare section B - SPEAKING
- Do exercise at class


Period 56

Unit 9: Deserts
Lesson 2: Speaking
I. Objectives
By the end of the lesson, Ss will be able to:
- List some kinds of trees and animals living in deserts and talk about natural
features of deserts : Trees and animals living in deserts and natural features of
deserts.
- Express their ideas about trees and animals living, natural features of
deserts
II. Teaching aids
- Textbook, chalk, board.
III. Procedures

TEACHER’S ACTIVITIES
I. WARM – UP ( 5min.)
- Ask Ss to discuss the questions.
What kind of
trees and animals
can live in deserts?

→ Introduce the new lesson.

STUDENTS’ ACTIVITIES
Listen, discuss and answer.
* Expected answers
Cactus (n)
Date-palm (n)

- camel
(n)

- ……………..
Listen, look, guess, repeat, copy

"In today’s speaking section, you will
practice Talking about natural features of
 New words:
deserts"
1. ‘eucalyptus (n) :
2. date palm (n) :
II. PRESENTATION ( 35 min.)
3. ‘cactus (n) :
1. Pre-speaking:

4. ‘lizard (n) :
- Ask Ss to study the requirements in tasks
- Listen. - Read in pairs - Group works.
then find out the new words
- Go to the board to match
- Help Ss with the vocabulary and
pronunciation
- Elicit some useful expressions:
Rub out and remember


2. While – speaking
Task 1: Tick the trees and animals that you
think might exist in a desert
- Ask Ss to practice "ASK and ANSWER"
following the model below:
A: What animal can live in a desert?
B: I think it is ………
A: Why can ……. live in a desert?
B: Because …………………..
0A: What kind of trees can live in a desert?
B: I think it is ………
A: Why can ………….. live in a desert?
B: Because …………………………….
The Simple Tense can be used
- Invite some Ss to read aloud their dialogue.
- Correct mistakes if necessary.
Task 2: Find out natural features of a desert.
- Guide Ss to do Task 2,
- Tick a poster to supply materials:

hot, little rainfall, wet, sandy , dry, much
rainfall, few people , much sunshine, many
flowers , few animals , windy , snowy ...
NATURAL FEATURES
* Climate: - dry, hot, windy… very cold
(night)
* Rainfall: - very little,
* People / animals: - few
* Sunshine: - much
* Soil: - sandy, hot
* Seasons: hot
- Ask Ss to find out among them, what are the
natural features.
- Ask Ss to work in pairs
- Feed back: Give marks to better pairs
3. After – speaking:
Task 3 You are going on an expedition across
a desert with some of your friends. Choose
the five most important things you should
bring along with you .
Teacher models with a student ;

FEEDBACK 1:
- Students do as teacher’s

requirement.

- Students stand up and read aloud.

-Listen to the teacher and practice in

pairs
-Students divide in pairs.

-Students express their opinions..

FEED BACK 2:
- Students work with the teacher.
- Students find out.
- Students report their ideas in front of
class.
Model:
In a desert, the climate is very different.
It is extremely hot all day and
surprisingly cold in the evening.
……….
- Discuss in groups of four Ss

- Asks Ss to discuss and practice in
groups


A: Are you going on an expedition across a
desert?
B: Yes, I am .
A: What will you bring along with you ?
B: I will...
A: Why will you bring... ?
B: Because ....
- Invite some groups’ representatives to
report their ideas.

- Give feed back and make comments.
III. CONSOLIDATION & HOMEWORK (5')
-Write the application process again
- Prepare for part C - LISTENING

- Present the modal in front of the class
- Take notes and do the exercise at
home.

Whole class


Period 57

Unit 9: Deserts
Lesson 3 : Listening

I.Objectives
By the end of the lesson, the students will be able to:
- To practice students’ speaking and listening skills.
- To help students to guess the meaning of some words and do the task
given in order to understand the listening about deserts
1. Knowledge: - General knowledge: Listen for specific details
- Language: The present future tense.
- New words: Words related to the topic.
2. Skills:
- Listening and deciding on True or False statements.
- Listening comprehension through questions
II. Teaching aids
Textbook, posters….

III. Procedures
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
I. WARM – UP ( 5 min.)
- Ask Ss to discuss some questions.
- Ss pay attention to Teacher and
1. How is the weather in deserts?
find out the correct answers.
2. What animals/ trees can live in deserts?
Expected answers:
3. How is sand? How about the rocks?
1. It is very hot.
4. Questions in textbook
2. Camels, cactus…
3. It is dry, hot. The rocks are hard
→ Lead in " Our lesson today will focus on
…
some features of deserts and how they are
4. Answers ….
formed "
- Write down and repeat
New words
II. PRESENTATION ( 35 min.)
1 - agent (n)
1. Pre-listening
2 - cool (v)
Listen and repeat
3 - needle( n)
-Ask Ss to listen to the T’s pronunciation and
repeat

4 – hard (a)<> soft (a)
Frightening speed
Sahara
petroleum
Australia
firewood
- Read through the statements and
Mauritania
underline key words
- Explain unfamiliar words to students
- Listen to the tape
2. While – listening:
- Do the task individually and
You will hear an expert talking about deserts,


what they are and how they are formed.
* Task1: Decide whether the statements are true
(T) or false (F)
- Ask students to read through the statements and
underline key words.
- Ask Ss to guess whether the statements are
true or false.
- Play the tape two times
- Ask Ss to do individually then exchange the
answer.
- Play the tape again, have students listen and
check the answers by giving their ideas.
- Check and gives feedback.
* Task2: a/ Listen again and answer the

questions
- Ask students to read through the questions.
- Play the tape again
- Ask Ss to do the task in groups.
- Ask Ss to present their answers on their subordinate boards and then tick them on the board.
- Play the tape and correct the structure, words
…
- Check and gives feedback.

compare the answers
Feedback1: Listen and choose
True/ False
1 2 3 4 5
T F T F T
- Read through the statements and
underline the key words
- Listen to the tape
- Do the task individually and
compare the answers
Feedback2: a. Expected answers
1. It examines deserts, what they are
and how they are formed.
2. It is a hot, dry, sandy place. It is
also a beautiful land of silence and
space. The sun shines, the wind
blows, and time and space seem
endless
3. Nature and humans.
4. They contribute by eating every
plant they can find. This makes the

land becomes desert.

Feedback 3:
1. 90 percent (%)
2. smaller plants
* Task3: Fill in the missing word(s)
3. prevent
- Explain the task
4. spreading
- Let Ss read the passage and find the right 5. capital
words to fill in
6. canals
- Play the tape once more
- Ask Ss to compare the answers with their
partners.
3. Post – listening:
- Check the answers with the whole class.
- Ss do in groups
- Present in front of class
3. Post – listening:
Work in groups: Ask students to Summarize the
main ideas of the experts. Use the following
guidelines:


+ Definition of deserts
+ The reason for the growth of the deserts
+ The things people should do and shouldn’t do
to prevent the growth of the deserts……
Whole class.

- Go around and offer to help if necessary.
- Call on some Ss to present in front of the class.
- Correct and gives comments
III. CONSOLIDATION & HOMEWORK (5')
- Prepare part D - WRITING


Period 58

Unit 9:Deserts
Lesson 4: Writing
I. Objectives
By the end of this lesson, students will be able to :
- Write full paragraph about the Sahara desert.
II. Teaching aids
- Pictures, textbooks, handouts , board & chalk
III. Procedures
TEACHER’S ACTIVITIES
I. WARM – UP ( 5 min.)
Answer the question from the cues.

STUDENTS’ ACTIVITIES
- Listen to the cues and give the answer

WHAT IS IT?

The Cues:
1. It is a desert in Africa
2.. It is the largest desert in the world.
Introduction: Write a composition about

THE SAHARA DESERT.
II. PRESENTATION ( 35 min.)
1, Pre – writing :
* Elicit structures:
+ Vocabulary :
+ Tenses: Simple present
* Check: R.O.R
2, While – writing :

IT IS SAHARA DESERT

- compare & comment
* Vocabulary:
1. 'arid (a) = very dry
2. oasis (n) :
3. ga'zelle (n) :
4. 'atelope (n) :


General information:
- Ask students to read the request of task one
and translate.
- Explain them how to do the task
- Give students the structures and some new
words.
OUTLINE:
* Location:
- It is the largest desert …..
- It is located in ...and extends/stretches
from …to..

- It lies largely in ……….. (10% of Africa)
* Area:
- It covers ….
- Its total area is …
- … has a total area of ….
* Natural features:
- The moisture is almost totally absent so it
is …..
- It is ……. with ……..
- There is/ are …..
- Sahara is on a tableland with …
* Trees and animals:
- We can find ……..
- The main trees are…….
- The main animals can be seen are …….

5. 'jackal (n) :

Suggested answers
Sample writing :
The Sahara is a vast region that
extends across parts of ten countries in
Northern Africa. The name Sahara comes
from the Arabic word for "desert". It
stretches the entire width of the continent,
from the Atlantic Ocean in the west to the
Red sea in the East. In fact, the Sahara is
almost as large as the United States. In
this great desert, daytime temperatures
can be scorching. The highest outdoor

temperature ever recorded in the Sahara
in 1922 was 1360 Fahrenheit (580
Celsius). In winter, it can get chilly
enough at nighttime for water to freeze.
The Sahara is very dry. Most parts of the
desert receive just a few inches of rain a
year. In other areas, years pass without
any rain at all.
There are hundred oases scatted
across the Sahara, mostly along its edges
and in mountainous areas. Oases can
- Walk around and help them.
support abundant plant and animal life.
- Call on some to stand up and answer the Outside the oases, only short, thorny
questions
bushes grow. But the bushes support
- Correct & gives feedback.
plants-eating animals such as antelope
and gazelles. Today some desert people
3. Post – writing ( correction )
- Ask some groups to represent their work, still trade by camels across the desert.
ask other to give remark.
- Choose some good writing to read in class - Listen to the teacher and write down
and give remarks.
III. CONSOLIDATION & HOMEWORK
( 5')
- Rewrite in the notebooks.
- Prepare part D

homework.


Period 59

Unit 9:Deserts
Lesson 5:Language focus

I. Aims
By the end of the lesson, students will be able to
- Pronounce full and contracted forms of auxiliaries correctly (cont.)
- Review the use of prepositions (in, on, at, of, by, about, among, to, with….)
and articles (a/an/the,∅)
- Words related to the exercises
II. Teaching aids
Pictures, textbooks, handouts
III. Procedures
TEACHER’S ACTIVITIES
I. WARM – UP ( 5 min.)
1. They are always phoning me at home.
2. He is reading a book in his room.
3. They say they will go to the cinema
tonight.
4. I am a teacher and you are a student.
5. Lan will be 17 next week.
? What are "am, is, are, shall, will"?
→ Lead in: Today we study "Weak and
strong forms of some auxiliaries"(Cont.)
II. PRESENTATION ( 35 min.)
A. PRONUNCIATION

* Listen and repeat
- Read the model some words and ask Ss
to repeat.
- Get some Ss to pronounce these words
- Correct pronunciation (if any)
- Correct and gives feedback
Remarks:
* Full form is often used in common.
* Contracted form is often used in
abbreviation.
* Practice reading the sentences
- Play the tape, Ask Ss to read after the
tapes. (Reads aloud the sentences)
- Call on some Ss to read and correct

STUDENTS’ ACTIVITIES
Excepted answers :
* They are auxiliaries.
* They are prepositions.

 Repetition:
full
forms
I am
[ai æm]
You are
[ju:a:(r)]
He is
[hi: iz]
She is

[∫i: iz]
It is
[it iz]
We are
[wi: a:

contracte
d forms
I'm
[a'm]
You're
[ju ə]
He's
[hi:'z]
She's
[∫i: 'z]
It's
[it 'z]
We're
[wiə]

Full
forms

contract
ed forms
I
I'll
shall/will [ail
[ai ∫æl,

You'll
∫əl]
[ju:l]
You will He'll
[ju: wil] [hi:l]
He will She'll
[hi: wil] [∫i:l]
She will It'll
[∫i: wil]
[itl]
It will
We'll
[it wil]
[wil]


mistakes.

(r)]
They're
They are [đeə]
[đei a:
(r)]

We
They'll
shall/will [đeil]
[wi
∫æl/wil]
They

will
[đei wil]

- Listen and repeat.
- Read
 Practice reading aloud the sentences.
- I think I’ll buy a motorbike .
- You’ll notice that there’s a girl coming .
- It’ll be much better if you could do it .
- We’ll have to talk to her .
- She ‘s feeling much better now .
- They’re students .
. GRAMMAR
- He’ll be 17 next month ..
 BUT, HOWEVER, and YET:
1. My brother still had a dollar , but he - Ss remind some usages of the grammar
point.
didn’t want to spend it .
2. She was a bit tired . However she Pay attention and take notes (Explanation)
- Do exercise in groups or pairs.
stayed up late to finish the report .
3. She was a bit tired ; however , she
stayed up late to finish the report .
4. He is very rich , yet he is not
contented .
 ALTHOUGH / HOWEVER :
5. Although she was a bit tired, she stayed
Give their own examples.
up late to finish the report .
6. However tired she was, she stayed up

late to finish the report .
: But / yet / However / Although : coordinate conjunctions. They are used to
express contrast / concession.
 SO :
7. It was late , so the workers stopped Take note of some main information.
work and left the factory .
8. He is very popular , so everybody likes
him .


 THEREFORE :
9. It was late .Therefore the workers
stopped work and left the factory .
 To express result .
Suggested answers:
* Practice :
Exercise 1 :
Exercises 1: Add so or but and a comma 1. so
2. but
where appropriate
3. so
4. but
5. so
6. but
- Explain examples
7. but
8. So
Exercise2:
Underline
the

correct Exercise2:
alternative in the following sentences
1. but
3. yet
5. but
7. however
Exercise3: Add so , therefore or however Exercise3:
where appropriate
1. therefore
- Ask Ss to do exercises provided in the 3. so
5. However
books.
-Get them do individually, and then 7. So
compare the answers with the partners.
- Call on some Ss to give the answers.
- Correct and gives feedback.
III. CONSOLIDATION & HOMEWORK
Concessive Clauses.
- Practise reading the words and the
sentences
- Do all the exercises
- Prepare Unit10 , Part A – Reading

2. however
4. so
6. However
8. but .
2. so
4. therefore
6. Therefore

8. However