Unit 9 ( theo phan phoi chuong trinh moi )

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: Stage Activities Interaction 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’ 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 T-whole class 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 T-whole class (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. ’ 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’ a warm coat. 6. Thuy follows her grandmother s advice. ’ - 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. - Get the answer from Ss. - Feedback and correction: (Answer key: Teacher’s 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 … 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: Unit 9: Natural disasters Lesson 2: Speak + Language 1,2 Objectives: By the end of the lesson, Ss will be able: + to talk about what they want to buy and do to prepare for a typhoon. + 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. Teaching method: Communicative method Teaching aids: Textbook(E9), posters, pictures, projector Procedure: Stage Activities Interaction Warm up (5ms) 1. Shark’s attrack - 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 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. 2. Pre-teach vocabulary - Present some new words: bucket (n): (realia) leak (n): (picture) tie (v): (mime) latch (n): (realia) ladder (n): drawing) blanket (n): (picture) available(a): (translation) - Focus Ss on the pronunciation and meaning. - Call on some Ss to read aloud. Checking: Rub out and remember 3. Brainstorming - Have Ss think about what they do to prepare for a typhoon. (Speak a – P.76) - Get Ss’ 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 T-whole class T-whole class 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: S 1 : I think we should buy some canned food before a typhoon. S 2 : Yes. I think so. Because the market will be closed and no food will be available. S 1 : I think we should buy a ladder S 2 : What for ? S 1 : 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. - Get the answer from Ss. - Give feedback: (Answer key: Teacher’s 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’ 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 T-whole class Individual work - Get the answer from Ss. - Give feedback: (Answer key: Teacher’s book/P.105) 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. - Give feedback: (Answer key: Teacher’s book/P.104) - 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. - Give feedback: (Answer key: Teacher’s book/P.104) T-whole class Pairwork Individual work Consolidatio n (2ms) - Focus on what Ss have learned T-whole 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: Unit 9: Natural disasters Lesson 3: Listen + Language 3,4 Objectives: By the end of the lesson, Ss will be able: + 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. Teaching method: Communicative method Teaching aids: Textbook(E9), posters, pictures, projector Procedure: Stage Activities Interaction 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 )  Lead Ss to the topic of the lesson. 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 T-whole class While- Listening (6ms) Prediction check - Have Ss to listen to the tape twice and check their predictions. - Get the answer from Ss. - 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 Individual 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 T-whole class Consolidatio n (3ms) - Focus on what Ss have learned T-whole 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: Unit 9: Natural disasters 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 Teaching method: Communicative method Teaching aids: Textbook(E9), posters, pictures, projector Procedure: Stage Activities Interaction Warm up Brainstorming - Ask Ss tell natural disasters they know: - Get Ss’ answer and lay them out on the board. T-whole class (5ms) 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) 1. Pre-teach vocabulary - 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 - Focus Ss on the pronunciation and meaning. - Call on some Ss to read aloud. Checking: Rub out and remember 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 T-whole class While- reading (10ms) 1. Prediction check - Ask Ss to read the text, then check their predictions. - Get the answer from Ss. - Give feedback: (Answer key: Teacher’s book/P.101) 2. Gap-fill - Ask Ss to read the text again and complete the sentences on page 79 - Get the answer from Ss. - 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: + 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 ? ………… - Feedback and correction. Groupwork Consolidatio n (2ms) - Focus on what Ss have learned. T-whole class Homework (2ms) - Ask Ss to learn new words by heart and translate the text into Vietnamese. Planning date: 28 / 03 / 2011 58 th period: Unit 9: Natural disasters 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 Teaching method: Communicative method Teaching aids: Textbook(E9), posters, pictures, projector Procedure: Stage Activities Interaction 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 ?  Lead Ss to the topic of the lesson. T-whole class T-whole class Pre-writing 1. Set the scene - Introduce Lan’s story by using the pictures on page 80. 2. Pre-teach vocabulary - Present some new words: circle(n) (drawing) shelter(n): (picture) scared(a) = afraid (a) behave (v): (Traslation) suddenly (adv): = all of sudden strangely (adv): perfect (a): (translation) - Focus Ss on the pronunciation and meaning. - Call on some Ss to read aloud. Checking: Rub out and remember T-whole class T-whole class (15ms) 3. Picture description - 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’ + 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 ?’  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) T-whole 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) - Feedback and correction. T-whole class Consolidatio n (2ms) - Focus on what Ss have learned. T-whole class Homework (2ms) - Get Ss to write another story. They can make changes or add more details to the story. . some new words: bucket (n): (realia) leak (n): (picture) tie (v): (mime) latch (n): (realia) ladder (n): drawing) blanket (n): (picture) available(a): (translation) - Focus Ss on the pronunciation. new words: circle(n) (drawing) shelter(n): (picture) scared(a) = afraid (a) behave (v): (Traslation) suddenly (adv): = all of sudden strangely (adv): perfect (a): (translation) - Focus Ss on. life. Pre-reading (1 5ms) 1. Pre-teach vocabulary - 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)