gIAO AN 12

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Date of Preparation: December 29, 2008

Unit 9: deserts

(From Period 55 to Period 59

)

Period 55: reading

I- Objectives: - By the end of the lesson, the students will be able to:

- Develop such reading micro-skills as scanning for specific ideas, and guessing meaning in context.
- Use the information they have read to discuss the topic of deserts.

II-Methods: -Integrated, mainly communicative.

III-Anticipated Problems: - The students may lack vocabulary related to the topic.
IV-Teaching Aids: -Textbooks, pictures, handouts.

V- Procedure:

Steps Work

arrangement
Warm-up:

* Chatting: - Whole class

Pre-reading:
☞ Discussions:

- Require the students to work in pairs to observe the pictures provided and discuss the
questions:

1- What do you know about deserts?

2- What kinds of plants and animals live in a desert?
3- Name some of the countries which have deserts?

- Monitor the class and offer help if necessary.

- Call on some students to present in front of the class.

- Ask the other students to give comments on their friends’ presentation.
- Give feedback and comments.

☞ Pre-teaching Vocabulary:

- Elicit from the students some new words taken from the passage:

- circle (v.):
- comprise (v.):
- range (n.):

- territory (n.):
- eastward (adv.):

- corridor (n.):
- pale (adj.):

- Instruct the students to read these words.

- Pair work and

whole class.

- Whole class

While-reading:

☞ Activity 1: Task 1: Guessing Meaning in Context:

- Have the students to wok individually to read the passage quickly and then give the
Vietnamese equivalents to the words and phrases provided.

e.g
.

1- stretch: - kÐo dµi, căng ra

- Require the students to read the passage and then stop at the lines where there is the
word / phrase and try to guess the Vietnamese meaning basing on the contexts.

- Ask the students to share their answers with their friends.
- Go round the class and provide help if necessary.

- Call on some students to read their answers and explain their choices.
- Check the answers with the whole class and give comments.

➣ Expected

Answers:

2- sandy: - cã c¸t

3- aerial survey: - khảo sát trên không

4- Royal Geographical Society of Australia: - Hội Địa lý Hoàng gia Australia

5- Australia Aborigine: - thỉ d©n Australia

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6- dune: - đụn cát

7- sloping: - dèc thoai tho¶i

8- steep: - dốc đứng

9- hummock: - gò, đống

10- crest: - đỉnh (gò / ng)

11- spifinex: - cỏ lá nhọn ở vùng sa mạc Australia
☞ Activity 2: Task 2: True – False:

- Have the students work in pairs to read the passage again and state whether the
statements provided are True or False.

- Require the students to read the statements carefully to make sure that they understand
the statements.

- Ask the students to share their answers with other pairs.
- Control the class and offer help if necessary.

- Call on some students to present read their answers and explain their choices.
- Check the answers with whole class.

➣ Expected Answers:

1-F 2- F 3- T 4- F 5- F 6- T

☞ Activity 3: Task 3: Answering Questions:

- Ask the students to work in pairs to read the passage again and answer the questions

provided.

e.g
.

1- What are the names of the three great stretches of sandy deserts which circle the
center of Australia?

- They are Great Victoria Deserts, Gibbon, Great Sandy and Tanami Deserts and
Simpson Desert.

- Have the students compare their answers with other pairs.
- Go round the class to control and provide help if necessary.

- Call on some students to read their answers and ask the other students to give
comments on their friends’ presentation.

- Give final feedback and comments.

➣ Expected Answers:

2- It lies between Lake Eyre in the South, the Macdonnel 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 South 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 meters high, and in the
Northern part, they are parallel and are up to 20 meters high.

7- Two. They are hummock grasses and spifinex.

- Pair work and
whole class.

Post-reading:

- Ask the students to work in groups and read the story provided and answer the
questions that follow.

- Go round the class and provide help if necessary.

- Call on some students to present in front of the class.

- Require the other students to give comments on their friends’ presentation.

- Give feedback

- Group work and
whole class

Wrapping-up:

- Summarize the main points of the lesson.

- Require the students to remember the new words and to prepare for the Speaking.

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Date of Preparation: December 31, 2008

Unit 9: deserts

(From Period 55 to Period 59

)

Period 56: speaking

I- Objectives: - By the end of the lesson, the students will be able to:
- Explain why some kinds of trees and animals can exist in deserts.
- Talk about natural features of deserts.

- Explain why some things should be brought along while going across a desert.
II-Methods: -Integrated, mainly communicative.

III-Anticipated Problems: - The students may not have enough vocabulary to talk about the topic.
IV-Teaching Aids: -Textbooks, pictures, handouts.

V- Procedure:

Steps Work

arrangement
Warm-up:

* Network:

- Require the students to make a list of deserts in the world and say where they are and
what is the largest.

- Give feedback and lead in the New Lesson:

- Whole class

Practice:

☞Activity 1:Task 1: 
* Pre-teaching Vocabulary:

- Elicit from the students the meanings of some new words and phrases:

- eucalyptus (n.):
- cactus (n.):
- date palm (n.):
- frog (n.):

- fox (n.);
- lizard (n.):
- goat (n.):
- expedition (n.):

- Instruct the students to practice reading the words and phrases

* Checking Trees and Animals that May Exist in Deserts:

- Have the students work in pairs to discuss what animals and trees that they

think may exist in a desert and explain their choice.

- Whole class

- Pair work and
Gobi

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e.g
.

Camels can live in deserts. They can exist without food and water for a long time.
However, frogs can hardly exist in a desert because there is almost no water for them
to survive. etc.

- Ask the students to exchange their ideas with another pair.
- Go round the class to control and provide help if necessary.
- Call on some students to present in front of the class.

- Require the others to give comments on their friend’s presentation.
- Give final feedback and comments.

☞Activity 2: Task 2: Finding out Natural Features of a Desert:

- Ask the students to work in pairs again to find out as many features of a desert

as possible, then compare their notes with other pairs, using the cues

below:

- climate
- rainfall

- plants / trees
- animals

- soil
- seasons

- Ask the students to share their ideas with other pairs.
- Go round the class to check and provide help if necessary.

- Call on some students to present in front of the class and ask the others to comment.
- Give final feedback and comments.

➣ Suggested Ideas:

1- There is almost no water in a desert.
2- It is a hot, dry and sandy place.

3- There are a few animals and plants existing in a desert.
4- Little rain falls in a desert.

5- Some deserts are hot all the year round, but some can be cold for most of the year.
☞Activity 3: Task 3: Discussing and Choosing the Things to Bring along with in an 
Expedition:

- Require the students to work in groups and imagine that they are going on an
expedition across a desert with their friends then discuss and choose the five most
important things they should bring along with them and explain their choice, using the
cues provided.

- Control the class and offer help is necessary.

- Call on some representatives from groups to present.
- Ask the students to comment on their friends’ presentation.
- Give final feedback and comments

➣ Suggested Answers:

- I think we will bring a lot of food and water. Thy can help us to survive in the desert in
case we get lost.

- I think we should bring a box of matches because we will need them to make a fire at
night.

- In my opinion, we should hire a camel because it will help us carry our food and
water.

- I think, we should bring a gun along with us because…….

whole class.

- Pair work and
whole class

- Group work and

whole class

Wrapping-up:

- Summarize the main points of the lesson.

- Require the students to write a paragraph about life in a desert and prepare for the
Listening.

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Date of Preparation: January 2, 2009

Unit 9: deserts

(From Period 55 to Period 59

)

Period 57: listening

I- Objectives: - By the end of the lesson, the students will be able to:

- Develop such listening micro-skills as extensive listening for specific details. 
- Use the information they have to talk about deserts

II-Methods: -Integrated, mainly communicative.

III-Anticipated Problems: -The students may find it difficult to catch some exact words.
IV-Teaching Aids: - Textbooks, cassette player, handouts.

V- Procedure:

steps Work

arrangement

Warm-up:

* Chatting: - Whole class.

Pre-listening:
☞ Activity 1: Discussion:

- Ask the students to work in pairs to discuss the question:

1- What is a desert?
2- How is a desert formed?

3- Can human beings make a desert? Why / Why not?

- Require the students to compare their answers with another pair.
- Call on some students to present in front of the class.

- Give feedback and comments.

☞ Activity 2: Pre-teaching Vocabulary:

- Elicit from the students some words taken from the listening passage.

- needle (n.):
- colony (n.):

- Tigris – Euphrates (n.):

- edge (n.):
- canal (n.):

- spread (v.):

- Instruct the students to practice reading these words and phrases and the ones listed
in this part.

- Pair work and whole
class.

- Whole class.

While-listening:

☞ Activity 3: Task 1: True - False:

- Instruct the students to listen to an expert talking about deserts, what they are and
how they are formed and then decide whether the statements provided are True or
False.

- Before playing the tape, ask the students to read the statements carefully to make
sure that they understand the statements.

- Play the tape the first time for the students to listen to and take notes of the
answers.

- Ask for the students’ answers and write them on the board.
- Play the tape again for the students to check their answers.

-Ask the students to compare their answers with a partner.

- Call on some students to read and explain their answers and ask the others to

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comment.

- Play the tape the last time to check with the class.

➣

Expected Answers:

1- T 2- F 3- T 4- F 5- T

☞ Activity 4: Task 2: Answering Questions:

- Require the students to listen to the tape again and answer the questions provided.
- Before playing the tape, ask the students to read the questions carefully, underline
the key words and try to find the answers using the information they got in Task 1.
- Ask the students to share their ideas with a friend.

- Play the tape for the students to answer the questions.

- Have the students work in pairs to compare their answers with their partner.

- Call on some students to read their answers and explain their choices and ask the
others to comment.

- Play the tape for the last time to check with the class.
➣ Expected Answers:

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

2- It is 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 become
desert.

☞ Activity 5: Task 3: Filling in the Gaps:

- Ask the students to listen to the tape again and fill in the gaps in the summary with
the missing words.

➣ Expected Answers: 
1- 90 %

2- smaller plants
3- prevent

4- spreading
5- capital
6- canals

- Individual work, pair
work and whole class

Post-listening:

☞ Activity 6: Summarizing Main Ideas:

- Require the students to work in groups to summarize the main ideas of

the expert’s talk, using the suggestions below:

1- What is a desert?

2- What causes the growth of a desert?

3- What should humans do to prevent the growth of deserts?

- Go round the class to provide help if necessary.

- Call on some representatives to present in front of the class and elicit feedback from
the class.

- Give final feed back and comments.

- Group work and
whole class

Wrapping-up:

- Summarize the main points of the lesson
- Require the students to prepare for the Writing.

- Whole class

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Unit 9: deserts

(From Period 55 to Period 59

)

Period 58: writing

I- Objectives: - By the end of the lesson, the students will be able to:
- Write a composition describing main features of the Sahara Desert.
II-Methods: -Integrated, mainly communicative.

III-Anticipated Problems: -Some students may not be familiar with this kind of writing.
IV-Teaching Aids: -Textbooks, handouts

V- Procedure:

steps Work

arrangement
Warm-up:

* Discussions:

- Have the students work in pairs to discuss the following questions:

1- Where is the Sahara Desert?
2- How large is it?

3- What is the weather in the Sahara Desert like?

4- Name some of the natural features of the Sahara Desert?
5- What kinds of animals and plants exist in this desert?

- Control the class and provide help if necessary.
- Call on some pairs to present in front of the class.

- Check the answers with the whole class and lead in the new Lesson.

- Pair work and whole
class

Pre-writing:

☞ Activity 1: Pre-teaching Vocabulary:

- Elicit from the students some new words:

- extend (v.):
- arid (adj.):
- moisture (n.):

- elevation (n.):
- tableland (n.):
- acacia (n.);

- gazelle (n.):
- antelope (n.):
- jackal (n.):

- Instruct the students to practice reading these words.

☞ Activity 2: Eliciting the General Outline:

- Elicit from the students general outline of the description:

 Introduction:

 General description:
- Geography (Location)
- Area

- Natural Features (Climate / Rainfall / Elevation / Animals / Plants)

 Conclusion:

- Whole class

While-writing:

☞ Activity 3: Writing a Composition about the Sahara Desert:

- Have the students to work individually to write a composition about the Sahara Desert,
using the information from the table provided and the general outline above.

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- Go round the class to control and offer help if necessary.

Post- writing :

- Ask the students to work in pairs, exchanging their compositions for peer correction.
- Go around the class to observe and collect mistakes and errors.

- Collect some writings for quick feedback.

- Write some typical errors on the board and elicit self and peer correction.

- Provide corrections only when the students are not able to correct the errors.

- If necessary require one student to write his / her compositions on the board and ask
for the students’ comments.

- Give final feedback and comments.

➣

Sample Composition:

The Sahara Desert, the largest desert in the world, is in northern Africa. It extends
from the Atlantic Ocean eastward past the Red Sea to Iraq. The desert lies largely in
Morocco, Algeria, Tunisia, Libya, Egypt, Mauritania, Mali, Niger and Sudan.

The Sahara Desert has a total area of more than 9,065,000 sq km. It is 1,610 km wide
and about 5,150 km long. It has arid land and dry climate (moisture is almost totally
absent. The weather is very hot in summer and very cold in winter. Although the land
is sandy and there are many large dunes of sand in the desert, few oases exist.
There are few forms of anima and vegetable life existing in the Sahara Desert. The
most popular animals are gazelle, antelope, fox, jackal, and camel, and the main trees
are cactus, the date palm, and a form of acacia.

………

- Pair work and whole
class

Wrapping-up:

- Summarize the main points of the lesson

- Require the students to rewrite their compositions and prepare for the Language
Focus.

- Whole class

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(From Period 55 to Period 59

)

Period 59: language focus

I- Objectives: - By the end of the lesson, the students will be able to:

- Distinguish between the full and contracted forms of auxiliaries correctly.
- Use the conjunctions: so, but, however and therefore appropriately.
II-Methods: -Integrated, mainly communicative.

III-Anticipated Problems: -The students may not have enough time to finish all the work.
IV-Teaching Aids: -Textbooks, handouts.

V- Procedure:

steps Work

arrangement
Warm-up:

* Chatting: - Whole class.

Pronunciation:

➣ Full & contracted forms of auxiliaries:

- Elicit from the students the differences between the full and contracted forms of
auxiliaries.

- Read the phrases in each column all at once and ask them to pay attention to how
the full and contracted forms of the auxiliaries are pronounced.

- Read the phrases with the repetition of the students.

- Have the students practice pronouncing the phrases in pairs.
- Go round the class and provide help if necessary.

- Ask some students to pronounce the phrases and give corrections if necessary.

➣ Practicing reading sentences:

- Read the sentences for the students to listen to and ask them to repeat.
- Have the students work in pairs to practice reading the sentences.
- Go round the class to control and provide help if necessary.
- Ask some students to read the sentences and give feedback.

Grammar: conjunctions: so, but, however & therefore
☞ Presentation :

- Elicit from the students the use of conjunctions: so, but, however and therefore

(briefly).

- Ask the students to give examples for illustrations.

☞ Practice: 
* Exercise 1:

- Ask the students to work individually to read the sentences provided and then add
so or but and a comma where appropriate.

e.g. - It began to rain, so I opened my umbrella.
- It began to rain, but he did not open his umbrella.
- Require the students to compare their answers with a partner.
- Go round the class and provide help if necessary.

- Whole class

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- Call on some students to read their answers and ask the others to make comments.
- Check the answers with the whole class and provide corrective feedback.

➣

Expected Answers:

1- so

2- but
3- so

4- but
5- so
6- but

7- but
8- so

* Exercise 2:

- Ask the students to work in pairs to read the sentences provided and then

underline the correct alternative in the sentences.

e.g. 1- Dan did not study for the exam, however / but Lan did.

- Require the students to compare their answers with another pair.

- Call on some students to read their answers and explain their choices and ask the
other students to comment on their friends’ presentation.

- Give final feedback.

➣

Expected Answers:

2- however
3- yet
4- so

5- but
6- However

7- however
8- but

* Exercise 3:

- Have the students work individually to read the sentences provided and add so,
therefore or however

where appropriate.

e.g. - It began to get dark, so I turned on the light.
- I think, therefore I am.

- Require the students to compare their answers with a partner.
- Go round the class and provide help if necessary.

- Call on some students to read their answers and ask the others to make comments.
- Give final feedback and comments.

➣

Expected Answers:

1- therefore
2- so

3- so
4- Therefore

5- However
6- Therefore

7- so
8- However

- Pair work and whole
class

- Individual work, pair
work and whole class

Wrapping-up

- Summarize the main points of the lesson.

- Require the students to prepare for Unit 9. - Whole class.

Date of Preparation: January 9, 2009

Unit 10: endangered species

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Period 60: Reading

I- Objectives: - By the end of the lesson, the students will be able to:

- Develop such reading micro-skills as scanning for specific ideas, and guessing meaning in context.
- Use the information they have read to discuss the topic of endangered species.

II-Methods: -Integrated, mainly communicative.

III-Anticipated Problems: - The students may lack vocabulary related to the topic.
IV-Teaching Aids: -Textbooks, pictures, handouts.

V- Procedure:

Steps Work

arrangement
Warm-up:

* Chatting: - Whole class

Pre-reading:
☞ Discussions:

- Require the students to work in pairs to observe the pictures provided and discuss the
questions:

1- Which of the animals and insects in the pictures can be found in Vietnam?
2- Which of them is / are in danger of becoming extinct?

- Monitor the class and offer help if necessary.

- Call on some students to present in front of the class.

- Ask the other students to give comments on their friends’ presentation.
- Give feedback and comments.

☞ Pre-teaching Vocabulary:

- Elicit from the students some new words taken from the passage:

- biologist (n.):
- identify (v.):
- exploit (v.):
- exploitation (n.):

- drainage (n.):
- urbanization (n.):

- contaminate (v.):
- fertile (adj.);

- vulnerable (adj.);
- enact (v.):
- over-hunt (v.):

- Instruct the students to read these words.

- Pair work and
whole class.

- Whole class

While-reading:

☞ Activity 1: Task 1: Matching:

- Have the students to wok individually to read the passage quickly and study the table
provided then math each noun in Column A with a suitable definition in Column B.
- Instruct the students to read the passage and stop at the lines the nouns appear

and try to guess their meaning basing on the context.

e.g
.

1- C: extinction: - a situation in which a plant, an animal, a way of life, etc. stops
existing.

- Ask the students to share their answers with their friends.

- Go round the class and provide help if necessary.

- Call on some students to read their answers and explain their choices.
- Check the answers with the whole class and give comments.

➣ Expected

Answers:

2- D 3- A 4- B

☞ Activity 2: Task 2: Multiple Choice:

- Ask the students to work in pairs to read the passage again and then choose the

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option A, B, C, or D to complete the sentences provided.

e.g
.
➣

1- The number of species around the globe threatened with extinction is over…
 A- 7,200 B- 8,300 C- 1,600 D- 15,000.

The answer is C.

- Go round the class to control and provide help if necessary.

- Call on some students to read their answers and explain their choices.
- Check the answers with the whole class.

➣ Expected Answers:

2- B 3- A 4- A 5- D

☞ Activity 3: Task 3:

- Have the students work in pairs again to read the passage and find the evidence in the
passage to support the statements provided.

- Require the students to read the statements carefully to make sure they understand the
statements.

- Go round the class and offer help if necessary.

- Ask the students to compare their answers with other pairs.

- Call on some students to read their answers and explain their choices.
- Give feedback and comments.

➣ Expected Answers:

1- Pollution is one of the main causes of species extinction: - The first sentence of the
second paragraph

2- Species diversity has provided humans with so many essential things: - The third
paragraph

3- There are a number of ways to help save endangered species: - The fourth paragraph

- Pair work and
whole class.

Post-reading:

- Ask the students to work in groups to summarize the reading passage by

writing ONE sentence for each paragraph.

e.g
.

1- Over 15,000 plant and animal species all over the world are threatened with
extinction.

- Go round the class and provide help if necessary.

- Call on some students to present in front of the class.

- Require the other students to give comments on their friends’ presentation.

- Give feedback

➣ Suggested Answers:

2- The main causes of species extinction are habitat destruction, commercial exploitation
and pollution.

3- Biodiversity is important for humans as it provides food, clean air, water, fertile soil
and other products.

4- Different efforts have been made to conserve endangered species.

- Group work and
whole class

Wrapping-up:

- Summarize the main points of the lesson.

- Require the students to remember the new words and to prepare for the Speaking.

- Whole class

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(From Period 60 to Period 64

)

Period 61: speaking

I- Objectives: - By the end of the lesson, the students will be able to:
- Ask and answer about endangered species.

- Talk about the information of some endangered animals.
II-Methods: -Integrated, mainly communicative.

III-Anticipated Problems: - The students may not be confident enough to talk about the topic.
IV-Teaching Aids: -Textbooks, pictures, handouts.

V- Procedure:

Steps Work

arrangement
Warm-up:

* Chatting: - Whole class

Practice:

☞Activity 1:Task 1:

- Have the students work in pairs to practice asking and answering the

questions provided:

1- What do you call Gấu Trúc, Tê Giác, Hæ, Voi in English?
2- In which sort of habitats can you find each of these animals?

3- Which of these animals can be kept as a pet or used for food or medicine?
4- Which of them is / are endangered?

- Ask the students to exchange their ideas with their friends.
- Go round the class to control and provide help if necessary.
- Call on some students to read their answers.

- Require the others to give comments on their friend’s presentation.
- Give final feedback.

➣ Suggested Answers

1- We call them panda , rhino , tiger and elephant respectively.“ ” “ ” “ ” “ ”

2- Panda can be seen in bamboo forests in China. Rhinos can be found in grasslands
and sub-tropical forests. Tigers and elephants are seen in forests,…

3- None of these animals can be kept as a pet, except for tigers that can be used for
medicine.

4- All of them are. 
☞ Activity 2: Task 2:

- Require the students to work in pairs again to study the information provided about
some endangered animals and practice asking & answering about them as followed:

e.g
.

A: - Where do giant pandas live?

B: - In bamboo forests in the mountains in central and western China.
A: - What is the population of pandas in the world?

B: - Only about 600.
A: - How high are they?

B: - They are from 1.2 to 1.5 m high.
A: - What is their average weight?

- Pair work and
whole class.

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B: - Between 75 and 160 kg.

A: - How long do they live?

B: - Their average lifetime is about 20 to 30 years.
A: - Are they in danger of extinction?

B: - Yes. Their population is in decline/
A: - Why?

B: - Because their natural habitat is being destroyed and they are being hunted
illegally for commercial trade.

- Require the students to share their ideas with another pair.
- Go round the class and offer help if necessary.

- Call on some students to present in front of the class and ask the other students to
comment on their friends’ presentation.

- Give final feedback and comments.
☞Activity 3: Task 3:

- Ask the students to work in groups to take turn to give an oral report on the

animals mentioned in Task 2.

e.g
.

A: - Tigers are, perhaps, the most hunted animals in the world today.

B: - Yes. They are hunted for medicine almost everywhere. There are only about 6,000
left.

………

- Go round the class to check and provide help if necessary.

- Call on some representatives to present in front of the class and ask the rest of the
class to give comments on their friends’ presentation.

- Give final feedback and comments.

- Group work and
whole class.

Wrapping-up:

- Summarize the main points of the lesson.

- Require the students to write a paragraph about endangered species in Vietnam and
prepare for the Listening.

- Whole class

Date of Preparation: January 14, 2009

Unit 10: endangered species

(From Period 60 to Period 64

)

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I- Objectives: - By the end of the lesson, the students will be able to:

- Develop such listening micro-skills as extensive listening for specific details.

- Use the information they have to discuss the topic of endangered animals.
II-Methods: -Integrated, mainly communicative.

III-Anticipated Problems: -The students may find it difficult to catch some exact words.
IV-Teaching Aids: - Textbooks, cassette player, handouts.

V- Procedure:

steps Work

arrangement
Warm-up:

* Chatting: - Whole class.

Pre-listening:
☞ Activity 1: Discussion:

- Ask the students to work in pairs to read the questions and answers provided

and then choose the best answer A, B, or C for each question.

e.g
.

1- You can find gorillas in………
 A- Europe B- Asia C- Africa 
➣The correct answer is C.

- Require the students to compare their answers with another pair.

- Call on some students to read their answer in front of the class and explain their
choice.

- Give feedback and comments.

☞ Activity 2: Pre-teaching Vocabulary:

- Elicit from the students some words taken from the listening passage and instruct
them to practice reading the words provided:

- bared teeth:
- silverback (n.):
- sub-adult (n.):

- nest (n./v.):
- forest ranger (n.):
- creature (n.):

- Ask the students to guess what topic they are going to deal with in the Listening.
- Lead in the New Lesson.

- Pair work and whole
class.

- Whole class.

While-listening:

☞ Activity 3: Task 1: Multiple Choice:

- Instruct the students to listen to the passage about gorillas and choose the best
answer for each question.

- Before playing the tape, ask the students to study the questions and answers
carefully and try to guess the answers basing on their general knowledge.

- Play the tape the first time for the students to listen to and take notes of the
answers.

- Ask for the students’ answers and write them on the board.
- Play the tape again for the students to check their answers.

-Ask the students to compare their answers with a partner.

- Call on some students to read and explain their answers and ask the others to
comment.

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- Play the tape the last time to check with the class.

➣

Expected Answers:

1- A 2- B 3- D 4- C 5- D

☞ Activity 4: Task 2: Completing the Chart:

- Require the students to listen to the tape again and complete the chart provided with
the information they hear.

- Before playing the tape, ask the students to study the chart carefully, underline the
key words and try to find the answers using the information they got in Task 1.

- Ask the students to share their ideas with a friend.

- Play the tape for the students to answer the questions.

- Have the students work in pairs to compare their answers with their partner.

- Call on some students to read their answers and explain their choices and ask the
others to comment.

- Play the tape for the last time to check with the class.
➣ Expected Answers:

general features (1) peaceful, gentle, sociable, and (2) plant-eating

group members the silverback, one or two sub-adult males, (3) a few

females and their young

food (4) plants and a few insects and worms

place for sleeping nest (5) in trees or (6) in grasses

causes of being

endangered

(7) civil wars, hunters killing them for food, (8) forests
being cut down

- Individual work, pair

work and whole class

Post-listening:

☞ Activity 5: Summarizing the Passage:

- Have the students work in groups to summarize the main ideas of the passage
using the information in Task 1 and Task 2.

- Go round the class to provide help if necessary.

- Call on some students to present in front of the class and elicit feedback from the
class.

- Give final feed back and comments.

- Group work and
whole class

Wrapping-up:

- Summarize the main points of the lesson

- Require the students to prepare for the Writing. - Whole class

Date of Preparation: January 16, 2009

Unit 10: endangered species

(From Period 60 to Period 64

)

Period 63: writing

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- Write about measures to protect endangered species and possible results.
II-Methods: -Integrated, mainly communicative.

III-Anticipated Problems: -Some students may not have sufficient vocabulary to write.
IV-Teaching Aids: -Textbooks, handouts

V- Procedure:

steps Work

arrangement
Warm-up:

* Chatting: - Whole class

Pre-writing:

☞ Activity 1: Suggesting Possible Measures:

- Require the students to work in pairs to study the problems related

endangered species then discuss and suggest possible to solve the

problems.

e.g
.

1- People do not know much about the need to protect rare and endangered animals.
We should organize different activities to raise people s awareness of the need to’

protect animals.

- Go round the class and offer help if necessary.

- Call on some students to read their answers and ask the other students to give
comments.

- Give final feedback and comments.

➣ Expected Answers:

2- Projects to save endangered animals do not have sufficient funds. Therefore, we
should carry activities to appeal to international organizations, governmental
agencies, associations and individuals to contribute money to the protection of rare
and endangered animals.

3- The habitats for endangered animals are being seriously damaged and polluted.
The people and the governments all over the world should do their best to stop
destroying the habitats for animals and stop every action which does harm to the
environment.

4- People who live in or near endangered animals habitats have poor living’

conditions and rely mostly on wildlife products for their livelihood. The governments
should take measures to improve their people s living standard so that they do not’

have to rely to much on wildlife products and should educate the people be aware of
the importance of wildlife.

5- People keep buying fashionable wildlife products. The governments should,

therefore, enact laws to strictly punish those who illegally hunt animals or
purchase parts of animals and associated products.

etc.

- Pair work and whole
class

- Whole class

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☞ Activity 2: Task 2: Writing a Paragraph:

- Have the students to work individually to write a paragraph about measures for
protecting endangered animals using the ideas they discussed in Task 1

- Require the students to write their paragraphs in 15 minutes.
- Go round the class to control and offer help if necessary.

- Individual work

Post- writing :

- Ask the students to work in pairs, exchanging their paragraphs for peer correction.
- Go around the class to observe and collect mistakes and errors.

- Collect some writings for quick feedback.

- Write some typical errors on the board and elicit self and peer correction.
- Provide corrections only when the students are not able to correct the errors.

- If necessary require one student to write his/her paragraph on the board and ask for
the students’ comments.

- Give final feedback and comments.

➣

Sample Paragraph:

There are a number of measures that should be taken to protect endangered animals. Firstly,
We should organize different activities to raise people awareness of the urgent need to protect
these animals. For example, we should hold international conferences, seminars and forums
abut the importance of ecology and biodiversity. Secondly, we should appeal for governmental
agencies, international agencies, associations and individuals to contribute money to the
protection of rare and endangered animals. Thirdly, the people and the governments all over
the world should do their best to stop destroying the habitats for animals and stop every action
which does harm to the environment. In addition, The governments should take measures to
improve their people’s living standard so that they do not have to rely to much on wildlife
products and should educate the people be aware of the importance of wildlife. Finally, the
governments should enact laws to strictly punish those who illegally hunt animals or purchase
parts of animals and associated products. If these measures are taken, our planet might be a
peaceful and beautiful place for all kinds of beings to live in.

- Pair work and whole
class

Wrapping-up:

- Summarize the main points of the lesson

- Require the students to rewrite their paragraphs and prepare for the Language Focus.

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gIAO AN 12

Unit 9: deserts

(From Period 55 to Period 59

<b>)</b>

Period 55: reading

- Elicit from the students some new words taken from the passage:

Answers:

provided.

Unit 9: deserts

(From Period 55 to Period 59

<b>)</b>

- Elicit from the students the meanings of some new words and phrases:

think may exist in a desert and explain their choice.

as possible, then compare their notes with other pairs, using the cues

below:

Unit 9: deserts

(From Period 55 to Period 59

<b>)</b>

Expected Answers:

- Require the students to work in groups to summarize the main ideas of

the expert’s talk, using the suggestions below:

Unit 9: deserts

(From Period 55 to Period 59

<b>)</b>

- Have the students work in pairs to discuss the following questions:

- Elicit from the students some new words:

- Elicit from the students general outline of the description:

Sample Composition:

(From Period 55 to Period 59

<b>)</b>

Period 59: language focus

Expected Answers:

underline the correct alternative in the sentences.

Expected Answers:

where appropriate.

Expected Answers:

Unit 10: endangered species

and try to guess their meaning basing on the context.

Answers:

option A, B, C, or D to complete the sentences provided.

writing ONE sentence for each paragraph.

(From Period 60 to Period 64

<b>)</b>

Period 61: speaking

questions provided:

animals mentioned in Task 2.

Unit 10: endangered species

(From Period 60 to Period 64

<b>)</b>

and then choose the best answer A, B, or C for each question.

Expected Answers:

Unit 10: endangered species

(From Period 60 to Period 64

<b>)</b>

- Require the students to work in pairs to study the problems related

endangered species then discuss and suggest possible to solve the

problems.

Sample Paragraph:

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