UNIT 9 : DESERTS
Period 55 A. READING Teaching date..//2009
A. Aims : By the end of the lesson Ss will be able to:
- understand the passage about deserts and scan for specific information.
- use vocabulary related to the topic of the lesson through exercises.
B. Teaching aids: Textbook, posters, pictures.
C. Teaching method: Communicative approach .
D. Procedure:
Teachers Activities Students Activities
I. Warm up ( 5 Min.) Game : Animal in
hiding
- Get Ss to work in group ; Deliver handouts
with the following sentences and ask them to
find the animals hiding in the sentences.
Ex: Close the door at once ! -> rat
1. That will be a real help.
2. She came late every day.
3. He came to America today.
4. Eric owes me ten cents.
5. Do good workers succeed?
6. If Roger comes, well begin.
7. In April I only came once.
8. Ill sing; you hum on key.
9. She clothes naked baby.
10. At last, I, Gerald, had won.
Lead in : Which kind of these animal can live
in deserts ?
II. Presentation ( 35 Min.)
1, Pre reading
a, Pair work :Discuss the questions in
textbooks

Poster Matching
A (English) B (Vietnamese)
1. stretch a. thổ dân úc
2. sandy b.kho sỏt trên không
3. 'aerial survey c. kéo dài, căng ra
4. Royal Geographical d.đỉnh , nóc
Society of Australia e.đụn cát. cồn cát
5.Australian Aborigine f.cỏ lá nhọn
6. dune g. dốc
7. slope h. gò , đống
to the following words or phrases
- Ask students to read through the text once to
find out some new words, guess the main idea.
- Ask Ss to read the passage silently, stop
when they meet a new word or a phrase and
find words or phrases in the passage which
have the following meaning given in the Task
1.
- Hang a poster , ask Ss to match.
- Gives feedback.
b. Task 2: Decide whether the following
statements are true (T) or false (F):
- Guides Ss the way to do Task 2 and ask them
to work in pairs
- Gets Ss to check theirs answers and explain
their choices.
- T calls some Ss to read theirs answers and
explain their choices.
- T comments and gives feedbacks.
c. Task 3: Answer the following

the Gibbon, Great Sandy and the Tanami Deserts)
3. T (Until Madigan made an aerial survey in
1929, he ...)
4. F (Colson and Australia Aborigine)
5. F ( .... northern....)
6. T (In the northern .... dry salt lakes ....)
Feedback(Task 3)
1. There are Great Victoria Deserts, Gibbon, Great
Sandy, Tanami deserts and Simpson Deserts.
2. It lies between Lake Eyre in the south, the
MacDonnell Ranges in the north, the Mulligan and
the Diamantia 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 west 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 spinifex.
Suggested ideas :
- ban people from cutting down trees for fuel and
farmland ( because when they cut down trees, the
climate and soil are affected and forests are turned
into deserts.
- plant a wall of trees across the edge of a desert to
stop desert sand from spreading.
-build long canals or pipelines to carry water to

- Ask Ss to choose the trees and animals and
give the reasons why they can live in a desert.
Expected answers:
- camel
- banana
- horse
- buffalo
- dog
- grass
- spinifex
- hummock grass
- date palm
.........
* Animals and plants can live in deserts: camels,
lizards, desert fox, some kinds of birds cactus ,
date palm....
Sample conversation:
A: What animals can live in a desert?
B: I think they are camels.
A: Why can they live in a desert?
B: Because they can exist without food and
water if they need to. When they eat, they store
fat in their humps. They can drink as much as
water and store in a small flash – shaped bags
Plants and animals
2. While – speaking
Task 2 : Finding out the natural features of
a desert.
- Have Ss to work in pairs to find out as many
natural features of a desert as possible .

- It has arid climate.
- Little rain falls in deserts.
- Some deserts can be cold for most of the year.
Generally, the seasons are dry.
Feedback
- I thing we should bring a lot of food and water.
They can help us to survive in the desert if we
get lost.
- In my opinion, I think we should bring a large
hat and sun block to protect ourselves from the
heat and sunlight.
- A box of match is very necessary for us to
make a fire at night.
Goodbye!
Period 57 C. LISTENING Teaching date…../……/2009
A. Aims : By the end of the lesson, the students will be able to:
- To practice students’ speaking and listening skills.
- To help students to guess the meaning of some words and do the task given in order
to understand the listening about deserts
B. Methods: Integrate, Communicative approach
C. Teaching aids : Textbook, posters….
D. Procedures:
Teacher’s Activities Students’ Activities
I. Warm – up ( 5 Min.) Jumble words
- Ask Ss to put the words in the correct order.
TEREDS
*Lead – in : Our lesson will focus on some
features of desserts and how they are formed .
II. Presentation ( 35 min.)
1. Pre-listening:

- It is formed by nature and the act of humans.
- Human can make deserts. They destroy the soil
and environment , step by step, the soil becomes
desert.
- Read through the statements and underline key
words
- Listen to the tape
- Do the task individually and compare the
answers
Feedback:
1. T ( Nothing is soft.)
2. F ( Some kinds of plants can grow in deserts.)
3. T (Time and space seem endless in a
desert.)
4. F ( Nature and humans cause the change...)
5. T ( They eat every plant they can find.)