Giáo án Tiếng Anh 12 - Theme 4: Nature

Week:
Period:
Date:
UNIT 9: deserts
Reading
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
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.
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)
- 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.
- 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. KÐo dµi, c¨ng ra
2. Cã c¸t,
3. Tr¾c l­ỵng trªn kh«ng
4. Héi ®Þa lý hoµng gia Austra
5. Thỉ d©n Australia
6. Cån c¸t, ®ơn c¸t 
7. ®é dèc, dèc thoai tho¶i
8. Dèc ®øng, dèc ng­ỵc 
9. Gß, ®èng
10. §Ønh (gß/®èng)
11. Cá l¸ nhá mäc trªn xa m¹c
- 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 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.
Week:
Period:
Date:
UNIT 9: deserts
SPEAKING
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
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)
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.
- 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.
- Write down the homework to do at home.
Week:
Period:
Date:
UNIT 9: deserts
Listening
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
Warm-up: (3minutes)
- Presentation
Pre-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.
- 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.
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.
Post-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.
- 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 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.
Week:
Period:
Date:
UNIT 9: deserts
Writing
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
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.
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.
- 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.
Week:
Period:
Date:
UNIT 9: deserts
Language Focus
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
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.
_ 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.
_ 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.
- 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
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