Tanh Linh high school
Lesson plan English 12
T: Vo Thi Xuan
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
Work in groups:
+ Get Ss to work in groups of five or six
+ Find the animals hiding in the sentences
+ Deliver handouts with the following
Explected answers
sentences
1. That will be a real help -> bear
+ Ask Ss to find the animals hiding in the
2. She came late everyday -> camel
sentences
3. He came to America today -> cat
Example:
4. Eric owes me ten cents -> cow
Close the door at once. -> rat
5. Do good workers succeed ? -> dog
+The first group to find out all the animals
6. If Roger comes, we will begin .-> frog
is the winner
7. In Afril I only came once -> lion
8. I’ll sing; you hum on key -> monkey
LEAD IN
9. She clothes naked babies -> snake
+Which kind of these naimals can live in
10. At last, I, Gerald, had won -> tiger
deserts?
+ Name some others countries which have
Answer the questions
deserts
+ name some other kinds of animals and
Take note
plants live in deserts
1. aerial (a) in the air / existing above the ground
Ex: the banyan tree has earial roots
We’ll get to know more about deserts in
2. dune(n) an hill of sand near the sea or in a desert
today’s lesson
3. stretch (n) a length or area of a read , water or land
PRE-READING (9 mins)
Ex: The stretch of river was broader and deeper
-* Pre-teaching vocabulary
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
Checking:
8. corridor (n) a strip of land that connects one
+ Read out the Vienamese translation ,
country to another or gives it a rout to the sea
synonyms or defintions of the words you
through another country
have taught Ask Ss to read out the words
9. crest (n) the top of a hill or wave
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Tanh Linh high school
Lesson plan English 12
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.
T: Vo Thi Xuan
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
+ Ask Ss to compare the answers with their Discuss the question
“Which method should people use to stop desert
partners.
+ Call on some Ss to write the answers on expansion ?”
Suggested ideas
the board.
Ban people from cutting down trees for fuel and farmland.
+ Check with the class.
(because when people cut down trees, the climate and soil
POST-READING (11 mins)
are affected and forests are turned into deserts).
Discussion
Plant a wall of trees across the edge of adesert to stop
+Break Ss into small groups
+ Tell Ss in groups to discuss the questions desert sand from spreading
“ Which method should people use to Build long cannals or pipelines to carry water to desert
areas.
stop desert expansion?”
Homework
Read the story in their textbooks on page 99 and answer
+ Invite the groups to report their ideas
the questions.
+ Give feedback and comments
HOMEWORK (1 minute)
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Tanh Linh high school
Lesson plan English 12
T: Vo Thi Xuan
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.
Work in groups
+ Arrange Ss into groups.
+ Deliver handouts with the following phrases and + Fill in each gap of the phrases with one suitable
use the pictures as hints.
word.
+ The initial letters of the words form a key word
Key:
1. drink
1………..like a fish.
2. eat
2. ………like a horse.
3. tears
3. like crocodile ………
4. easy
4. As ……..as ABC
5. rake
5. As thin as a………..
6. sheet
6. As while as a ……....
The word to find: DESERT
The first group to find out the key word wins the
LEAD IN
game.
Our lesson today wil focus on some features of
deserts and how they are formed.
PRE-LISTENING (6 mins)
Take note
Pre-listening vocabulary
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
+ Explain the words by using explanation or
+ Cool sb down/off: to make sb feel cooler or
synonyms
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
WHILE-LISTENING (20 mins)
Listening to the record and decide whether the
Activity 1: True / False statements
+ Play the CD once or twice and have Ss listen statements are true or false.
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Tanh Linh high school
Lesson plan English 12
T: Vo Thi Xuan
+ Tell Ss to work in pairs to decide whether the Answers
statements are true or false.
1. T 2.F 3.T
4.F
5.T
2. Activity 2. Multiple choice
+ Invite class opinions and check the answers
+ Listen to the record and choose the answers
with the whole class.
1.The talk examines ………..what they are and
how they are formed
A deserts b. animals c. sand
Activity 2: Multiple choice
2. Desert is a hot, dry …….place
+ Deliver handouts.
A peaceful b endless c sandy
+ Let Ss licten to the passage and choose the best
3. Desert is also a beautiful land of ………and
option.
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
+ Check the answers with the class
+ Then compare the result with the partners
Expected:
1. 90 percent
Activity 3: Gap-fill
2. smaller plants
+ Let Ss listen to the passage again and fill in the
3. prevent
missing words.
4. spreading
+ Ask Ss to compare the result with their partners
5. capital
+ Check the answers with the class.
6. canals
+ Work in groups
+ Have Ss work in groups to fill in the missing
+ Fill in the missing words
words / phrases in the boxes
+ Ask SS to give the answers
Learn the new words
Prepare the next lesson
HOMEWORK (1 minute)
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
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Tanh Linh high school
T: Vo Thi Xuan
Lesson plan English 12
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)
Whole class.
+ Show the world map to Ss and tell them to
Look at the map and identify the Sahara Desert on
identify the Sahara Desert on the map
the map.
LEAD IN
Today, we’ll learn to write about the main features
of the Sahara Desert .
Take note
PRE-WRITING (12 mins)
1. extend (v) cover a particular area , distance
Pre-teaching vocabulary
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
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Tanh Linh high school
Lesson plan English 12
Checking:
+ Read the definitions of the words or show
pictures and ask Ss to say the English word
T: Vo Thi Xuan
6. antelope (n) sơn dương
7. fox (n)
8. jackal (n) a wild animal like a dog
Questions and answers
+ Tell Ss to work in pairs to ask and answer the
following questions about the Sahara Desert .
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.
+ 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.
Work in groups.
Coorect the writing.
+ Search for more information about the Sahara on
the internet.
+ Make corrections with the class and comments
HOMEWORK (1 min)
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.
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Tanh Linh high school
T: Vo Thi Xuan
Lesson plan English 12
paper
1. They’re always phoning me at + Distinguish between the full form and contracted form of
home
auxiliaries.
2. He’s walking over the bridge
3. She says she’ll go to the party Take note
tonight
FULL FORM
CONTRACTED FORM
4. I am a teacher and you are I am
I’m
astudent
You are
You’re
5. Ann will be 12 next week
He is
He’s
She is
She’s
+ Ask Ss to distinguish between the full It is
It’s
form and contracted form of auxilaries We are
We’re
and elicit the answers from them.
They are
They’re
Read the sentences and tell Ss to repeat
I shall
I’ll
+ Call on some Ss to read the sentences
You will
You’ll
+ Make corrections in pronunciation if They will
They’ll
needed.
Repeat the sentences on the textbooks
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.
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 .
Elicit the use of
2. Similar meaning to SO
conjunctions from Ss
+ 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
PRACTICE
sentence
+ Activity 1: Sentence completion
Ex: The room is very small. It’s quite comfortable though
+ Ask Ss to work in pairs to do exercise 1 Activity 1: Sentence completion
+ Call on Ss to give the answers
Work in pairs
+ Check with the whole class
Suggested answers
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Tanh Linh high school
T: Vo Thi Xuan
Lesson plan English 12
Activity 2: Multiple choice
1. so 2. but 3. so 4. but 5. so 6. but 7. but 8 . so
+ Ask Ss to work in pairs to choose the
Activity 2: Multiple choice
correct alternative in each sentence
Work in single
+ Tell Ss to compare the answers in small Choose the correct answers
groups
Expected answers
+ Check the answers with the class
1. but 2. however 3. yet 4. so 5. but 6.however
HOMEWORK (1 min)
7.however 8. but
Homework
Make sentences with so/ but/ however / therefore. do exercise
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