Unit 9 ( theo phan phoi chuong trinh moi )

Language focus: Vocabulary: turn up expect thunderstorm delta snowstorm earthquake volcano typhoon Structure: The present simple / The future simple Teaching method: Communicative metho

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Planning date: 7/ 03 / 2011

54 th period :

Unit 9: Natural disasters

Lesson 1: Getting started +

Listen and read

Objectives: By the end of the lesson, Ss will be able:

+ to understand the topic of the unit: Natural disasters

+ to read a dialogue for details about the weather forecast

+ to talk about the weather

Language focus:

Vocabulary: turn up expect thunderstorm delta

snowstorm earthquake volcano typhoon

Structure: The present simple / The future simple

Teaching method: Communicative method

Teaching aids: Textbook(E9), posters, pictures, projector

Procedure:

Warm up

(10ms)

Getting started

- Show four pictures on page 74 and ask Ss to match them with four natural disasters: snowstorm, earthquake, volcano, typhoon

- Ask Ss some questions to elicit new words:

+ Is it raining in picture 4 ? + Is it snowy in the picture 1 ? + Do you think it s an earthquake in the picture’s an earthquake in the picture

2 ?

……

- Give feedback:

P1 – snowstorm P2 – earthquake P3 – volcano P4 – typhoon

- Ask Ss some questions to check their understanding

+ How do you know it is a snowstorm/an earthquake/

a volcano/ a typhoon ?

- Focus Ss on the pronunciation and meaning

- Call on some Ss to read aloud

 Lead Ss to the topic of the unit: Natural disasters

T-whole class

Re-reading 1 Set the scene

- Introduce the dialogue by using the picture on page 75

and drawing two faces on the board “ Thuy is talking to

her grandma while theyare watching the weather forecast

on TV”

2 Pre-teach vocabulary

- Present some new words:

(to) turn up: (mine)

to expect: (ranslation) (the) thunderstorm: (Picture) (the) delta: Cuu Long delta just in case: (translation)

T-whole class

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(10ms) - Focus Ss on the pronunciation and meaning.- Call on some Ss to read aloud.

Checking: Rub out and remember

3 T/F prediction

- Have Ss to guess about the dialogue

1 There won t be any sunshine in Ha Noi ’t be any sunshine in Ha Noi

2 Temperature in Hue will be over 30 o C

3 It will be cloudy in Cuu Long Delta.

4 Thuy is going out for a picnic with her old friends

5 Thuy s grandmother asks her to bring along ’t be any sunshine in Ha Noi

a warm coat

6 Thuy follows her grandmother s advice ’t be any sunshine in Ha Noi

- Give feedback

T-whole class

While-reading

(10ms)

1 Prediction check

- Ask Ss to listen and read the text, then ckeck their predictions

- Have Ss listen to the dialogue twice

- Get the answer from Ss

- Give feedback: 1.F 2.F 3.T 4.T 5.F 6.T

2 Rolw adoption

- Ask Ss to practice the dialogue in groups of three

- Call on some groups to practice in front of the class

- Focus Ss on the pronunciation and intonation

3 Gap-fill

- Ask Ss to read the dialogue again and complete the sentences on page 75,76

- Feedback and correction: (Answer key: Teacher’s an earthquake in the pictures book/

P.98)

Individual work

Pairwork

Individual work

Post-reading

(11ms)

Speaking

- Ask Ss to read again the weather forecast on TV and notice some phrases:

+ … will have temperature between … and … + … will experience temperature between … and

… + HCM s temperature will be between ’t be any sunshine in Ha Noi … and … + … can expect clouds / thunderstorms ……

- Ask Ss to look at the map on page 75 and play the role of the weatherman to present the weather forecast, based on the information given

- Call on some Ss to present before the class

- Feedback and correction

T-whole class

Pairwork

Ss-whole class

Consolidatio

n

(2ms)

- Focus on what Ss have learned T-whole

class

Homework

(2ms)

- Ask Ss to write a weather forecast The dialogue will help them Ss can change the information, the places,…

Planning date: 22 / 03 / 2011

55 th period :

Lesson 2: Speak + Language 1,2

+ to talk about what they want to buy and do to prepare for a typhoon

Trang 3

+ to use relative clause

Language focus:

Vocabulary: block roller bucket leak tie latch ladder blanket available Structure: The present simple / The future simple / the passive form

Procedure:

Warm up

(5ms)

1 Shark s attrack’s an earthquake in the picture

- Have Ss play the game:

EARTHQUAKE

2 Chatting

- Ask Ss some questions about earthquake:

+ Have you ever heard of an earthquake ? + What happens if there is an earthquake ? + In which countries do earthquakes often occur ?

 Lead Ss to the topic of the lesson

T-whole class

Pre-speaking

(10ms)

1 Set the scene:

We have heard a talk on how to live with the earthquakes.

Now we are talking about how to prepare for a typhoon.

bucket (n): (realia) leak (n): (picture) tie (v): (mime) latch (n): (realia) ladder (n): drawing) blanket (n): (picture) available(a): (translation)

3 Brainstorming

- Have Ss think about what they do to prepare for a typhoon

(Speak a – P.76)

- Get Ss’s an earthquake in the picture answer and lay them out on the board

+ Buying some caaned food

+ Buying candles and matches

+ Filling all buckets with water

+ Fixing the leak in the roof

+ Tying the roof to the ground with pegs and ropes

+ Checking all the window and door latches

- Elicit some questions and get Ss to ask and answer in pairs

(Ss look at the orange table on page 76)

+ Why do we need to buy food ? Because the market will be closed and no food will be available.

+ Why do we need to buy candles and matches ?

T-whole class T-whole class

T-whole class

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Because there may be power cut.

…………

4 Language use

- Ask Ss to use the expressions when talking to one another

+ I think …

+ I think you should … + Yes I think so.

+ What for ? /Why? Because …

While-speaking

(8ms)

Word Cue Drill

- Ask Ss to talk about what they think they want to buy and do to prepare for a typhoon; explain why The ideas in the bubbles on page 77 can help Ss talk easier

Example exchange:

S1: I think we should buy some canned food before a typhoon

S2: Yes I think so Because the market will be closed

and no food will be available

S1: I think we should buy a ladder

S2: What for ?

S1: Just in case we need to fix the roof Because there must be strong wind blowing

- Call on some pairs to practice in front of the class

Pairwork

Post speaking

20ms 1 Relative pronouns- Ask Ss to answer the questions in Language focus 1

using the relative pronouns: who, that, which

Example:

a The city which was struck by a huge earthquake in

1995 in Japan is Kobe.

- Give feedback: (Answer key: Teacher’s an earthquake in the pictures book/P.103)

- Ask ss to review the use of the relative pronouns

Relative pronouns ( who, which, that) are used to replace the pronoun.

Who is used for people Which is used for things.

That is used for both people and things

2 Relative clauses

- Ask Ss to review the differences between Defining and Non-defining

Defining: Support important and necessary information

for the meaning of the sentences.

Example:

Auld Lang Syne is a song which is sung on New Year s ’t be any sunshine in Ha Noi

Eve

Non-defining: Support extra information for the meaning

of the sentences The beginning and the end of the Non-defining has commas.

Example:

My friend Tom, who sings Western songs very well, can

compose songs

* That is only used in Defining

- Ask Ss to do Language focus 3/P.82 They have to underline the relative clause Then add commas to separate the non-defining relative clause from the rest of the sentence

Pairwork

T-whole class

Individual work

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- Get the answer from Ss.

Matching (Language focus 2)

- Ask Ss to read the sentences in column A and B carefully

- Focus Ss on the meaning of the sentences

- Ask Ss to match each of the sentences in column A with the a related sentence in column B

- Ask Ss to use a suitable relative pronoun to join the two sentences (Using the non-defining relative clause)

Example:

1 Andrew is flying to Sacramento

e Sacramento is the capital city of California

 Andrew is flying to Sacramento, which is the capital

city of California.

T-whole class Pairwork

Individual work

Consolidatio

n

(2ms)

class

Homework

(1ms) - Ask Ss to write something about what they have to do to prepare for a typhoon

Planning date: 24 / 03/ 2011

56 th period :

Lesson 3: Listen + Language 3,4

+ to talk about what they want to buy and do to prepare for a typhoon

+ to listen for details about how to live with earthquakes

Language focus:

Vocabulary: block roller bucket leak tie latch ladder blanket available Structure: The present simple / The future simple / the passive form

Procedure:

Warm up

(7ms)

Let sts see watch some picture or video of earthquake

Question and answer

1 Do you know anything about earthquakes ?

2 Are they dangerous ?

3 Are there many earthquakes in VietNam ?

4 In which countries do earthquakes usually occur ?

5 What would you do if an earthquake occurred ? ( Before , while and after the earth quake )

T-whole class

Pre-listening

(7ms)

1 Set the scene

- Introduce the text by using the table on page 77 and

saying: An expert is giving a talk on how to live with“

earthquakes block , roller ” ”

2 Gap-fill prediction

- Ask Ss to look at the table on page 77 and guess the missing words in the blanks from (1) to (9).(present some new words:

- Give feedback

T-whole class

While- Prediction check Individual

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(6ms)

- Have Ss to listen to the tape twice and check their predictions

- Give feedback: Answer key

1 bottom shelf of the bookshelf 2 fridge

3 washing machine 4 mirrors

5 a window 6 inside

7 under a strong table 8 doorway

9 corner of a room

work T-whole class

Post

listenimg

(20ms)

1- Write it -up

- Work in group and make a short presentation on how to live with earthquakes based on the information in the table

- Call on some Ss present in front of class

- Comment and make corrections if necessary

2-Relative clause

Ask sts to remember how to use relative clause (last previous)

.Task 3: Recognizing

- Ask SS to do the exercise 3/ p 82, recognizing Defining

or Non- defining clauses and underlining them

- Ss give their answers

Task 4: Rewriting- Group work

- Ask SS to do exercise 4/ p 82

- Call a Ss to read the intructions and examples

- Have them do this in groups.- >Give feedback

T-whole class T-whole class

T-whole class

Consolidatio

n

(3ms)

class

Homework

(2ms)

- Ask Ss to write something about what they have to do to prepare for a typhoon

Planning date: 24 / 03/ 2011

57 th period :

Lesson 4: Read

Objectives: By the end of the lesson, Ss will be able to read a text about natural

disasters in the world for details

Language focus:

Vocabulary: tornado funnel-shaped tidal wave erupt

collapse abrupt shift majority

Structure: The present simple / The past simple

Procedure:

Warm up

(5ms)

Brainstorming

- Ask Ss tell natural disasters they know:

- Get Ss’s an earthquake in the picture answer and lay them out on the board

T-whole class

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Volcano Snowstorm

Thunderstorm Natural Disasters

Earthquake Typhoon

 There are many natural disasters in the world Today

we are know more about them and their consequence to our life.

Pre-reading

(15ms)

- Present some new words in the text

tornado (n): (drawing) funnel-shaped (a): (drawing) suck up (v): (drawing) tidal wave (n): (drawing) erupt (v): (drawing) collapse (v): (picture/explanation) abrupt shift (translation)

majority (n): = most

2 T/F prediction

There are 6 statements on page 79 about the information

of some natural disasters All of you have to read them and guess whether they are true or false.

- Hang the poster of T/F statements on the board

- Get Ss to guess which statements are true and which are false

- Give feedback

T-whole class

While-reading

(10ms)

1 Prediction check

- Ask Ss to read the text, then check their predictions

2 Gap-fill

- Ask Ss to read the text again and complete the sentences

on page 79

- Feedback and correction:

1 The majority of earthquakes occur around the Pacific

Rim.

2 During the earthquake in Kobe, many people were

killed when homes, officersblocks and highways collapsed.

3 A tidal wave can oly occur when there is an abrupt

shift in the underwater movement of the Earth.

4 In Australia, a tropical storm is known as a cyclone.

5 The Chineses language gave us the meaning of the word Typhoon“ ”

6 A tornado is a type of storm that passes overland below

a thunderstorm and sucks up anything that is in its path.

Individual work Groupwork

T-whole class

Post-reading

(11ms)

Asking and answering

- Divide the class into four groups

- Have Ss to read the text again

- Group 1 ask a questions and the others answer it

- Group 2 ask another question and the others answer it

- Go on until the four groups ask their questions

Possible answer: Groupwork

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+ Why do people call the Pacific Rim Ring of “

fire ?”

+ What does Typhoon mean ?“ ”

+ Can we predict a volcano ? + What does a tornado look like ?

…………

Consolidatio

n

(2ms)

class

Homework

(2ms) - Ask Ss to learn new words by heart and translate the textinto Vietnamese

Planning date: 28 / 03 / 2011

58 th period :

Lesson 5: Write

Objectives: By the end of the lesson, Ss will be able to write a story about typhoon Language focus:

Vocabulary: behave shelter all of sudden strangely perfect

Structure: The past simple

Procedure:

Warm up

(8ms)

1.Hangman

- Let Ss play the game

STORY

2 Chatting

- Ask Ss some questions:

+ Have you ever written a story ? + What is it about ?

+ How long did it take to write it ? + How do you write a story ?

T-whole class

Pre-writing 1 Set the scene

- Introduce Lan’s an earthquake in the pictures story by using the pictures on page 80

circle(n) (drawing) shelter(n): (picture) scared(a) = afraid (a) behave (v): (Traslation) suddenly (adv): = all of sudden strangely (adv):

perfect (a): (translation)

3 Picture description

T-whole class

T-whole

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(15ms) - Ask Ss some questions to elicit the story.

(Ss can use the given words under the pictures as cues)

Picture 1:

+ Who is this ? It s Lan ’t be any sunshine in Ha Noi

+ Where is she ? She is outside/in the garden.

+ What is she doing ? She is playing with her dog, Skippy.

 Lan is outside playing with her dog

Picture 2:

+ What's wrong with the dog?

+ Was he behaving strangely?

+ What do you think what is going to happen ?

 All of a sudden, the dog behaved strangely

Picture 3:

+ What did Lan do after that ? + What did Lan s mother say ? ’t be any sunshine in Ha Noi

 Lan ran home and her mother told her that there was a typhoon

Picture 4:

+ What was happening ? + Where were they ? + What did they do ?

 Mrs Quyen gathered her family and asked them to find shelter in the home

Picture 5:

+ What was the weather like ? + How did they feel ?

 Suddenly, it became dark The storm came with strong wind and heavy rain They felf scared

Picture 6:

+ How did they feel ? + Did the storm finished ?

 The storm finished and everyone was grad

(T can teach new words while describing the pictures)

class

While-writing

(10ms)

Guided writing

- Have Ss write the story individually The cues in the box

on page 79 will help Ss to write easier

- Ask Ss to use the past tense

- Go around and help Ss to write

Individual work

Post-writing

(8ms) Correction- Choose some writing to strick on the board

- Ask Ss to retell the story before the class (Using their writing)

T-whole class

Consolidatio

n

(2ms)

class

Homework

(2ms) - Get Ss to write another story They can make changes or add more details to the story

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