GA 12 Cb 8,9,10,11,12,13,14,15,16.doc

Date of preparation:
Date of teaching:
Period : Unit 8: life in the future
A - Reading
I. Aims and objectives.
1. Educational aim:
- Students read and guess the meaning of words in contexts.
- They read and decide on True or False statements.
- They note taking and comprehend the passage.
2. Knowledge:- General knowledge: The changes of the life in the future.
- Language: Common knowledge of the life and the environment….
- New words: Words related to the life and the economic, environment…
3. Skills: - Guessing meaning in context, deciding on true or false and
passage comprehension.
II.Teaching methods: - Integrated, mainly communicative.
III. Teaching aids:
-Picture, board, chalks, textbook, handouts,…
IV. Procedure:
Teacher’s activities Students’ activities
Warm-up:
Aims: to introduce the topic of the
lesson and to raise students' interest.
- Introduce the new lesson to the
students.
Before you read :
- Ask students to look at the picture
ask and answer the questions.
While you read :
- 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 :
- 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
- 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 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. Pessimists
2. optimists
3. economic depression
4. terroism
5. wiped out
6. Space shuttle
Listen to the teacher then do the
task.
- Works in pais:
Keys:
may be new/ unfamiliar to them.
- Guide the students to read the word
in chorus and individually.
Task 2:
- Ask students to read the passage
again then work in pairs to ask and
answer the suggested questions.
- Walk round the class to give help if
necessary.
- Give suggested words, phrases or
useful suggestions.
- Correct the students’ work.
Task 3:
- 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 :
- Ask students to work in group to
scan the text again.
- Ask them to work in small groups
of three or four to discuss the
Advantages and disadvantages of
Robots
- Encourage them to use their own
words.
- Ask some students to report.
Home work:
- Review the reading and prepare the
speaking at home.
1 - Many large corporations will be
wiped out and millions of jobs will
be lost.
2 - The security of the earth will be
threatened by terrosist groups will
become more powerful and more
dangerous.
3 - People will be living in much
cleaner environment, breathing
fresher air anf being looked after
by …….
4 - They are developments in micro
technology–coputer and
telecommunication.
- Work individually to read the text

then choose the the words and
phrases in the passage:
- Share the key with other students:
Keys:
- Work: Factories, offices….
- Travel: Cars, space-shuttle, petrol,
….
- Listen to the teacher then do the
task.
- Some students stand up to report
their discussions.
- Work in groups
- Listen to the teacher
- Write down the homework to do at
home.
Date of preparation:
Date of teaching:
Period :
Unit 8: life in the future
B - Speaking
I. Aims and objectives:
1. Educational aim:
- Talking about the life in the future.
- Discussing predictions about life in the future….
2. Knowledge:
- General knowledge: The life in the future.
- Language: + The way to make the life better in the future.
+ The tenses.
- New words: words related to the life in the future.
3. Skills:

- Discussing predictions about life in the future.
- Talking about changes the life in the future.
II. Teaching method:
- Integrated, mainly communicative.
III. Teaching aids:
- Board, chalks, textbook, handouts.
IV. Procedure:
Teacher’s activities Students’ activities
Warm-up:
Tell a short story to prove that the
renovation measures has apparently
changed the social and people’s lives
positively.
Pre-speaking :
Task 1
- Guide students how to practise.
- Ask students to work individual.
- Walk around and help them.
- Call students to say.
- Correct their mistakes.
While-speaking :
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
Listen and give one’s own ideas or
story if being asked.

- Pair work.
- Practice answering the toppic:
By the end of the 21
st
, chinese
astronaunts …… ………
By the end of the 21
st
, a new moon
city will have been opened….
……………
- Listen to the teacher then practise.
- Workin pairs.
Ex:
I think it is likely that by the end of
the 21
st
century …………
In my opion, it is unlikely that by
the end of the 21
st
century …………
……………………
report before the class.
- Correct their mistakes.
Post-speaking :
Task 3
- Guide students how to practise.
- Ask students to work in gruops
- Call some pairs of student to stand

up and practise.
- Correct their mistakes.
Homework:
- Ask the students to prepare the
listening at home.
- Free practices
- The students who are called stand
up to talk to the class about their
ideas.
- Listen to the teacher.
- Write down the homework to do at
home.
Date of preparation:
Date of teaching:
Period :
Unit 8: life in the future
C - Listening
I. Aims and bjectives:
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 life better and longer in the future.
- Language: The present simple tense and the simple future tense.
- New words: Words related to to the topic.
3. Skills: - Listening and deciding on True or False statements.
- Listening for details.
II. Teaching method:
- Intergrated, mainly communicative.

III. Teaching aids:
- Tape, cassetteplayer, board, chalks, textbook.
IV. Procedures:
Teacher’s activities Students’
activities
Warm-up:
- A story about age.
Before-listening:
Before you listen:
- Ask students to look at the book and
answer the question in the book.
- Let them work in pairs.
- Listen to the
teacher.
Before you
listen:
- Look at the
- Listen and correct for them.
Listen and repeat
-Turn on the tape and ask students to
listen
- Let students listen again and repeat.
- Write some words on board and ask
students to read them aloud.
- Correct.
While-listening:
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.
After-listening:
- In group, ask students to discus the
guided question, find the answer.
- Move around to help if necessary.
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.
- 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. F,
2.F, 3. F, 4.
T, 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.
1. Eating more
healthily food,
- Give remarks or even suggestions.
Homework:
- Ask students write things to do to
have a healthy and long life, and
prepare part writing at home.
cutting down
on things like
butter, alcohol
and cigarettes.
2. The
development in
medical
science.
Because
nobody dies
from old age,
just from
diseases that
affect people

when they get
older.
3. In ten
years stime ’
AIDS will also
be brought
under control.
- Listen to the
teacher’s
explanation
then correct the
answers
oneself.
- In groups,
discuss the
advantages
disadvantages
of having a
very long life.
Example:
Advantages:
- Do many
things they
want to do/
enjoy life
more.
- See their
children and
grandchildren
grow up.

- Help their
children and
grandchildren.
- Children and
grandchildren
are happy with
them.
Disadvantages
:
- Too weak to
do things and
often ill.
- Feel lonely
when children
have grown up
and busy with
their lives,
andfriends are
dead.
- Listen to the
teacher’s guide
to correct
oneself.
-Listen to the
teacher and
write down
homework to
do at home.
Date of preparation:
Date of teaching:

Period :
Unit 8. life in the future
D - Writing
I. Aims and objectives:
1. Educational aim:
- Discribing the world you would like to live in in the future .
2. Knowledge:
- General knowledge: Writing about some one's ideas or imagines.
- Language: +The tenses.
+ Connectors (time expressions)
- New words: Words related to the life in the future, environment….
3. Skills:
- To practise students’ speaking and writing skills.
- To help students to able to write about the ideal world they would like to live in the
year 2020.
II.Teaching method:
- Intergrated, mainly communicative
III. Teaching aids:
- Board, chalks, textbook and notebook.
IV. Procedures:
Teacher’s activities Students
’
activities
Warm-up:
- Free talk about the life in the future.
Pre-writing:
Task 1
- 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.
- Call some to stand up and answer the
questions
- Corect.
While-writing:
Task 2
- Ask student to read the request of
task two.
- 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:
- Ask some groups to represent their
work, ask other to give remark.
- Choose some good writing to read in
class and give remark.
Homework:
- Ask students to rewrite the task at
home and preapare part Language
Do as
required.
Exchange
the ideas
with
others.
- Listen

to
teacher.
- Write
down
- Do on
board.
- Report.
Ex:
+ conflict
(n)
+
harmony
(n)
+
materialis
tic (a).
Answer:
+ World:
Peaceful,
no war,
no
conflicts,
no threat
of
terrorism,
people
live is
harmony.
+
Employm

ent:
everyone
has a job.
+
Environm
ent: clean
and
Focus at home. healthy,
less
noise,
less
popolatio
n, having
larger
parks,
wild life
is
protected.
+ People:
Less
materialis
tic, less
silfish,
less
violent
and more
loving
- Listen
to the
teacher.

- discuss
and write
down.
- work in
groups.
-
Compare
the result
to the
other
groups.
- Listen
to the
teacher’s
explanati
ons.
-
Exchange
the
writing to
other
groups to
check
and give
remarks.
-
Represen
t 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
homewor
k.
Date of preparation:
Date of teaching:
Period :
Unit 8: life in the future
E - Language Focus
I.Aims and bjectives:
1. Educational aim: - Contracted form of auxiliaries (cotinued).
- Prepositions and articles.
2. Knowledge:
- General knowledge: Combining the sentences.
- Language: Know how to use in, on, at, of, by, about, among, to, with….
- 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 some prepositions and articles.
II.Teaching method:
- Intergrated, mainly communicative.
III. Teaching aids:
- Board, tape, cassetteplayer, chalks, textbook and notebook.
IV. Procedure:
Teacher’s activities Students’
activities
1. Warm up:
- Introduce the lesson to the students.
2. Pronunciation:
- 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.
- 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:
Exercise1:
- explains how to change direct speech
into reported speech with gerund
briefly then give some examples to
illustrate and asks students to work in
pairs to do the exercise suggested.
- 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.
- Listen to
the teacher’s
correction.
- Read the

sentences
suggested
individually.
- 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.
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.
- asks others to give comments.
_ gives the suggested answers if
necessary
4. Homework:
- Ask students to revise the strong
form and weak form of auxiliaries, the
use of prepositions and articles, redo
all the exercises and prepare Test
yourself C at home.
- 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.
- discuss the
answers with
their friends.
- some of the
students to do
the exercise
orally.
- other
students give
comments.
- take notes
of the
suggested
answers.
Keys:
1. in, 2.of,
3.on, 4.at,
5.to,
6.in, 7.about,

8.for,
9. between,
10.to.
- 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.
- take notes
of the
suggested
answers.
Keys:
1.Ø, 2.Ø, Ø,

Ø, 3. Ø. The.
the, 4.the. Ø,
5. the. Ø,
6.the. Ø,
7.the. Ø,
8.an.the.the,
9 Ø.the, 10.
Ø,a.
- Listen to
the teacher
and write
down
homework to
do at home
Date of preparation:
Date of teaching:
Period : 50
Test yourself c
I. Aims and objectives:
+ After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing.
- Improve their knowledge through the test yourself.
II. Teaching method: Integrated, mainly communicative.
II. Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs…
IV. Procedures:
Teacher’s activities Students’ activities
Warm-up:
- Greeting
- Ask students something about the test
yourself C

* Have you prepared it at home?
* Have you got any difficulties?
Test yourself
I. Listening.
- Presents the task: Listen and complete
the table below
- Tells students the topic of the table
- Gets students to look through the table
- Explains the meaning of new words
- After that turn on the tape of the passage
aloud twice
- Let students fill in the blanks with the
words they have just heard
- Goes round the class to control the
work
- Then turn on the tape of the passage
the last time for students to check their
results
- Corrects mistakes
II. Reading .
- Present the task: Read the passgae and
choose the statements are True or False.
- Gets students to work in groups,
discuss about the passage
- Goes round the class to control the
discussion
- State the best option
- Corrects mistakes
III. Grammar.
- Recall the grammar of articals.

- Giude students how to do
- Gives them some newwords:
- Do the first as an example.
- Asks students to to the exercise.
- Greeting
- Answer teacher’s questions
- Look at the book and listen to the task
- understand the task
- Listen to the tape carefully
- Fill in the blanks with the words they’ve
just heard
- Correct mistakes
Keys:
1.B, 2. C, 3. A, 4. B, 5. C.
- Look at the textbook and listen to the
teacher then read the passage and choose
the statements are True or False.
- Work in groups to discuss about the
passage
- Finish the task
- Compare their results with the other
groups, and correct.
Keys:
1. F, 2. F, 3. T, 4. T, 5. F.
- Listen to the teacher
- Work in groups to complete the
sentences
- Compare the results with the other
groups
- Correct mistakes

Keys:
A.
1. The, 2. An, 3. Ø 4.
The, 5. A, 6. Ø.
B
- Calls the to to on board.
- Goes round the class to control the
set’s activities
- State the keys
- Corrects mistakes
IV. Writing.
- Giude students how to write
- Give students some models and
structures to writes..
- Ask students to write.
- Call the to to on board.
- Go round the class to control the
students’ activities
- Correct mistakes
Homework
- Ask students:
+ to study all the lessons again
+ to get ready for the 45 minute-test
in the next period
1. Athough Nam worked very hard, he
didn't pass the exam.
2. Although I was very tired, I couldn't
sleep.
3. Eventhough she had all the ……..
4. Athough the traffic was bad, we

arrived on time.
- Listen to the teacher carefully.
- Work in groups or in pairs then write.
- Compare the results with the other
groups.
- Correct mistakes
- Study all the lessons again
- Get the knowledge ready for the coming
test
Date of preparation: 29 /12 /2010
Date of teaching: / 1/2010
Period : 55
UNIT 9: deserts
A - Reading
I. Aims and 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. Teaching method:
- Integrated, mainly communicative.
III. Teaching aids:
- Picture, board, chalks, textbook, handouts,
IV. Procedure:
Teachers activities Students activities

tools
Warm-up:
Aims: to introduce the topic of the
lesson and to raise students'
interest.
- Introduce the new lesson to the
students.
Before you read :
- Ask students to look at the
picture ask and answer the
questions.
While you read :
- 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 :
- 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:
- 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 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 lợng 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 ngợc

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,
Textbook
Textbook
- 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:
- 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 :
- Ask student to read the story.

Ask them for the humour of the
story.
Explain.
Homework:
- Review the reading and prepare
the speaking at home.
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 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.
textbook

Date of preparation: 29/ 12 /2010
Date of teaching: / 1/2010
Period : 56
UNIT 9: deserts
B - Speaking
I. Aims and 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.Teaching method:
- Integrated, mainly communicative.
III. Teaching aids:
- Board, chalks, textbook, handouts.
IV. Procedure:
Teacher’s activities Students’ activities
tools
Warm-up:
- Ask students about the deserts of
Australia.
Pre-speaking :
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 :
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 :
Task 3
- Guide students how to practise.
- 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 ….
- 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.
- Ask students to work in groups
- Call some pairs of student to stand
up and practise.
- Correct their mistakes.
Homework:
- Ask the students to prepare the
listening at home.
- Write down the homework to do at home.
Date of preparation: 29 / 12 /2010
Date of teaching: / 1/2010
Period : 57
UNIT 9: deserts
C - Listening
I. Aims and 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.Teaching method:

- Intergrated, mainly communicative.
III. Teaching aids:
- Tape, cassetteplayer, board, chalks, textbook.
IV. Procedure:
Teacher’s activities Students’ activities
tools
Warm-up:
- Presentation
Before-listening:
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.
- Write some words on board and
ask students to read them aloud.
- Correct.
While-listening:
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.
- 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.
- 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 makes the
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:

- 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:
- Ask students write things to do to
have a healthy and long life, and
prepare part writing at home.
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.
Date of preparation: 29/ 12 /2010
Date of teaching: / 1/2010

Period : 58
UNIT 9: deserts
D - Writing
I.Aims and 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.Teaching method:
- Intergrated, mainly communicative
III. Teaching aids:
- Board, chalks, textbook and notebook.
IV. Procedure:
Teacher’s activities Students’ activities
tools
Warm-up:
- Presentation
Pre-writing:
- 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.
While-writing:
- 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:
- Ask some groups to represent their
work, ask other to give remark.
- Choose some good writing to read
in class and give remark.
Homework:
- Ask students to rewrite the task at
home and preapare part Language
Focus at home.
- 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.
- 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.
Date of preparation: 29 /12/ 2010
Date of teaching: /1/ 2010
Period : 59
UNIT 9: deserts
E - Language Focus
I.Aims and 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.Teaching method:
- Intergrated, mainly communicative.
III. Teaching aids:
- Board, tape, cassetteplayer, chalks, textbook and notebook.
IV. Procedure:
Teacher’s activities Students’ activities
tools
1. Warm up:
- Introduce the lesson to the
students.
2. Pronunciation:
- 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.
- 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:

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.
- 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.
- 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.
_ Take notes of the suggested
answers.
Keys:
1. But 5. But
2. However 6.However
3. Yet 7. However
- asks some of the students to do the
exercise orally.
- 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:
- 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.
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
Date of preparation: 9 /1/2010
Date of teaching: /1/2010
Period :60
UNIT 10: endanger species
A - Reading
I.Aims and objectives:
1.Educational aim: - Students read and guess the meaning of words in contexts.
- They read and answer questions about the texts.
- They practice scanning for specific information in the texts.
- Finding supporting evidence .
2. Knowledge:- General knowledge:Ss know some endangered species are plant
and animal species
- Language: Common knowledge of environment,…