GIÁO ÁN TIẾNG ANH 9 UNIT 9

Date of preparation: March 10th , 2014 Extending period: 104 Week: 28 Classes: 9A2,4 NATURAL DISASTERS UNIT: Lesson: GETTING STARTED& LISTEN AND READ + 15 MINUTE TEST I Aims and objectives: - Language content: To introduce some words relating to natural disasters such as snowstorm, earthquare… To help the Ss revise the use of the tag-questions, gerund, the future simple tense… - Language function: To help the Ss talk about the weather forecast - Educational aim: To make the Ss aware of the importances of the weather forecast a Vocabulary: turn up, expect, thunderstorm, Delta, just in case, trust b Structures: the future simple tense, present progressive… Skills: Integrated skills Educational factor: To make the Ss to have the habit of watching the weather forecast on TV II- Teacher and Students’preparation: 1- Method: Communicative approach 2- Techniques: using pictures, pairwork, roleplay, substitution, explanation 3- Materials needed:Textbook, pictures 4- Students’preparation: new lesson, pictures 5- Previous exercises: The teacher’s keys to the last test III- Procedure in class: 1- Stabilization (3ms) a- Warm up: Greeting b- Checking absence: Who’s absent today? Checking up the previous knowledges (15 Minute test) MATRIX: Level Application Total Recognition Comprehension low high II -Vocabulary - To talk about adverb Language involving the topic clauses of concession, focus celebrations relatives clauses Total of sentences Total of mark Rate % II Speaking 20% Total of sentences Teaching Plan English 20% - 40% Choose the words are the opposite meaning to the root one 4 School year: 2013-2014 Total of mark Rate % III Writing Total of sentences Total of mark Rate % Total of sentences Total of mark Rate % 20% - Join each pair of the sentences using averb clauses of concession 20% 40% 40% 20% - Combine each pair of the sentences using Relative Pronoun 2 20% 40% 2 20% 18 10 100% I Make a cross on the correct answer A, B, C, or D in the following sentences :(4ms) By , it is enjoyable for many Americans to buy a Christmas tree and decorate it A celebration B tradition C priority D memory Was the movie “Star wars” for an Oscar ? A taken B recognized C nominated D accepted There is a(n) _ need for greetings cards when Christmas day comes A considerable B considerate C terrific D ancient He is famous for his He is very helpful to those less fortunate than himself A kind B unkind C kindly D kindness Tuan was an effective in that volunteer programme A active B activitist C actor D activity _ Easter, many children and adults enjoy painting eggs A On B At C During D In People in Ireland dance Easter Day to win prize cakes A on B at C for D in Easter is a joyful festival _ comes in early spring A which B that it C where D when II Join each pair of the sentences using the words in brackets :(2ms) The sun was shining The water was cold (although) He went on holiday to England The airfare was expensive (though) It was raining We decided to go out (even though) It was only the first time they met They made friends immediately (even though) III Combine each pair of the sentences using Relative Pronoun:(2ms) Teaching Plan English School year: 2013-2014 We stayed in a hotel The hotel was very expensive The man is an architect We play with his son every day IV Choose one word that has opposite meaning with the word given:(2ms) Lunar : Solar Easter Summer Annual Mean : beautiful excellent generous intelligent Ancient : old modern young antique Tragedies : tears joys humors comedies 3.New lesson: Time Teacher’s activities Students’ activities The content of the lesson I.Presentation of I LEAD-IN the new * Getting started: UNIT: materials - Shows four pictures on page 74 - Look at the pictures NATURAL 5ms and asks the Ss to match them with and match them with DISASTERS four words: snowstorm, four words Lesson: earthquake, volcano, typhoon GETTING STARTED & LISTEN AND READ * Getting started: Answer key: snowstorm earthquake volcano typhoon - Gives answers: + picture 1: snowstorm + 2: earthquake - Copy + 3: volcano + 4: typhoon - Gives the Ss some questions about the four natural disasters + How you know it is a - Answer the questions snowstorm / earthquake / volcano / Teaching Plan English School year: 2013-2014 Time 6ms 8ms Teacher’s activities typhoon? + have you ever experienced any of these natural disasters? what happened? How you feel? II PRE- PRACTICE: - Plays the tape one time - Introduces some new words: + turn up (v)(mine) + expect (v)( translation) + Delta (n)(visual) + just in case (n)( translation) + trust (v)(synonym: rely on) - Asks the Ss to read the new words - Checks understanding of the new words, using the technique: “ what and where” - Sets the sence: Thuy is talking to her grandmother while they both are watching TV III WHILE-PRACTICE: - Plays the tape again - Asks the Ss: What are they watching? -Asks the Ss to read the text silently - Calls on some Ss to read the text - Asks the Ss to exercise 2b on page 75 - Gets them to share their answers with their partners - Gives feedback and corrects - Asks the Ss to answer the questions in pairs Why does Thuy’s grandmother ask her to turn up the volume? Which city is the hottest today? Where is Thuy going? What does Thuy’s grandmother want her to do? - Gets the Ss to call out their answers and corrects if necessary Students’ activities - Listen to the tape - Focus on the teacher’ explanation and write down - Read the new words - Play the game with the teacher’s helping - Listen to her - Listen to the tape - Answer: they are watching the weather forecast on TV - Read the text - Read the text The content of the lesson * New words: + turn up (v) + expect (v) + Delta (n) + just in case (n) + trust (v)(synonym: rely on) * Exercises: 2b 1… turn up, … weather forecast …… raining… …… thunderstorms …… have temperature… … weather forecast, … watching them - Do exercise 2b - Share their answers with their partners - Take notes - Answer the questions in pairs Because she wants to listen to the weather forecast - Call out their answers Teaching Plan English School year: 2013-2014 Time 5ms II Consolidation 3ms III Homework 3ms Teacher’s activities Students’ activities IV POST-PRACTICE: - Asks the Ss to read again the weather forecast on TV and notice some phrases * will have temperature between…… and …… * will experience temperature between… and… * HCM’ temperature will be between…… and… * can expect clouds/ thunderstorms - Asks the Ss to look at the map and play role of the weather forecast, based on the information given - Calls on some Ss to present before the class - Summaries what they have just learnt in the lesson - Gives the educational factor - Asks the Ss to learn the new words well, read the text and questions and answers - Asks the Ss to prepare for the next period: “ Speak+ Listen” The content of the lesson - Read again the weather forecast on TV and notice some phrases - Look at the map and play role of the weather forecast, based on the information given - Present before the class - Listen to her *** Self-evaluation : ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ……………………………………………………………………………………………… Date of preparation: March 12th , 2013 Period: 73 Week: 29 Classes: 9A2,3,5 UNIT: Period 55: NATURAL DISASTERS SPEAK & LISTEN I Aims and objectives: * Language content: - To review some words relating to disasters and structures - To help the Ss review the words relating to the topic “ natural disasters” * Language function: Teaching Plan English School year: 2013-2014 - To enable the Ss to talk about the way to prevent from disasters * Educational aim: -To educate the Ss how to prevent from disasters - Talking about preparations for a typhoon * Educational aim: - To enlarge the Ss’ knowledge of preparations for a typhoon Language a Vocabulary: bucket, leak, tie, latch, ladder, blanket, canned food, a power cut b Structures: Review- Model verbs: should, need, must Wh- questions Skills: Integrated skills Educational factor: -To encourage the Ss to join in some activities to prevent a typhoon II- Teacher and Students’ preparation: 1- Method: Communicative approach 2- Techniques: repetition, pair work, explanation, substitution, using picture 3- Materials needed: Textbook, 4- Students’ preparation: new lesson, pictures 5- Previous exercises: The teacher’s keys to the last exercises III- Procedure in class: 1- Stabilization (3ms) a- Warm up: Greeting b- Checking absence: Who’s absent today? Checking up the previous knowledge : (5ms) CORRECTION OF 15 MINUTE TEST I Make a cross on the correct answer A, B, C, or D in the following sentences :(4ms) B C B D B B A A II Join each pair of the sentences using the words in brackets :(2ms) Although the sun was shining, the water was cold He went on holiday to England though the airfare was expensive Even though it was raining, we decided to go out Even though it was only the first time they met, they made friends imediately IV Choose one word that has opposite meaning with the word given:(2ms) We stay in a hotel which was very expensive The man whose son we play with every day is an architect III Combine each pair of the sentences using Relative Pronoun:(2ms) solar generous modern comedies 3.New lesson: Teaching Plan English School year: 2013-2014 Time I Presentation of the new materials 5ms Teacher’s activities A/ SPEAK: I.WARM-UP: Brainstorming - Asks the Ss to think about what they to prepare for a typhoon - Has the Ss go to the board and write down Buy food Preparation for a typhoon Store water 7ms II PRE-SPEAKING: - Introduces some new words: + bucket (n)(visual) + leak (n)(visual) + tie (v)(mine) + latch (n)(picture) + ladder (n)(picture) + Blanket (n) (Explanation) + available (adj) (Translation) + damage (v) (synonym) = spoil: Checking understanding the new words: Slap the board -Revision: -Gives the form of some model verbs: Must /may + V(infinitive) -Gives the usage: deduction or prediction: -Asks the sts to answer the question individually: What happens if there is a typhoon? 7ms Students’ activities - Think about preparing for a typhoon - Go to the board and write down *Possible answers: + Check the door and the window + Cut some branches of high trees in the garden or around the house + Buy oil, gas + Buy candles + Check the roof - Focus on the teacher’s explanation and write down - Read the new words - Play the game - Listen to her -Gives possible answers: There may be a power cut There must be heavy rain Big trees may fall down The market may be closed There may be a flood…… III WHILE-SPEAKING: -Has Ss exercise 3a on page - Work in pairs 76 the students have to check Teaching Plan English The content of the lesson UNIT: NATURAL DISASTERS LESSON 2: SPEAK & LISTEN I New words: 1.Bucket (n): xô 2.Leak (n): chỗ thủng 3.Tie (v): cột, trói Latch (n): chốt cửa Ladder (n) thang Blanket (n) : mền available (adj) có sẵn damage (v) :phá hỏng,làm thiệt hại, -Revision: Must /may + V(infinitive) What happens if there is a typhoon? There may be a power cut There must be heavy rain Big trees may fall down The market may be closed There may be a flood……… * Exercise a: Preparations for a typhoon: School year: 2013-2014 Time Teacher’s activities Students’ activities what preparations they think should be done for a typhoon -Gives answer keys: PBuying some canned food Painting the house Buying a dog PBuying candles PBuying matches Hiring some Video movies PFilling all buckets with water PBuying a ladder Washing your blankets PFixing the leak in the roof PTying the roof to the ground with pegs and ropes Inviting some friends over for a dinner PChecking all the window and door latches -Elicits some questions and gets - A good student does the sts to ask and answer in pairs model with the teacher a Why we need to buy food? a Because the market will be closed and no food will be available b What food we need to buy? b Rice, oil, canned food, soy sauce, flour… c Why we need to buy c Because there may be candles? power cut d Because water pipes may d Why we need to fill all be damaged and we won’t buckets with water? have enough water to use right after the typhoon e.Because the roof may be damaged by the typhoon, e Why we need to buy a and we have to fix it ladder? f.Just in case the strong wind pushes the doors open f Why we need to check all - Perform in front of the the window and door latches class - Take notes -Asks the sts to use the expressions on page 77 when talking one another * I think … * I think you should… *Yes I think so *What for? Teaching Plan English The content of the lesson 1- 4- 5- 7- 8- 10- 11- 13 PBuying some canned food Painting the house Buying a dog PBuying candles PBuying matches Hiring some Video movies PFilling all buckets with water PBuying a ladder Washing your blankets PFixing the leak in the roof PTying the roof to the ground with pegs and ropes Inviting some friends over for a dinner PChecking all the window and door latches * Exercise b: * I think … *I think you should *Yes I think so *What for? *……… Ex: S1: I think we should buy some candles and matches before the typhoon S2: Yes, I think so too There may be a power cut S1: I think we should fill on the buckets with water before a typhoon S2: What for ? why? S1: Because the water pipes may be damaged by the typhoon School year: 2013-2014 Time 2ms 2ms 5ms 5ms Teacher’s activities *……… IV POST-SPEAKING: -Divides the sts into two groups of four -Has sts talk about what they think they want to buy and to prepare for a typhoon; explain why They can use the questions and the answers above Besides, the ideas in the bubbles on page 77 can help sts talk easily -Go around and help sts , encourage sts to show their own ideas - Calls on groups to present and corrects B> LISTEN: I LEAD-IN: - Asks the Ss some questions: In which country earthquakes occur frequently? What would you if there was an earthquake? - Sets the scene: An expert is giving a talk on how to live with earthquake II PRE-LISTENING: - Teaches some new words: + block (v)(definition) + roller (n)(picture) + strike (v)(synonym: hit) + snout (n)(picture) + hurricane (n)(synonym: typhoon in Asia) + cyclone (n)(explanation) + eruption (n)(pictures) - Asks the Ss to read the new words - Checks understanding of the new words, using the technique: “slap the board” - Reviews some words: imperative sentences - Asks the Ss to guess the missing words in the listening task III WHILE-LISTENING: - Plays the tape, asks the Ss to Teaching Plan English Students’ activities The content of the lesson - Work in groups Ex: S1: Why we need to buy candles? S2: Because power may be cut S3:… - Present and take notes - Listen and answer the questions LISTEN: - Listen to her * New words: - Focus on the teacher’s explanation and write down - Read the new words - Play the game with the teacher’s helping 1.Block (n): hạn chế,ngăn cản Roller (n): trục lăn, lăn Strike - struck (v): hit : va chạm Snout (n) mõm Hurricane (n) =cuồng phong Cyclone (n)) lốc xoáy Eruption (n) : phun trào - Listen to her - Read and guess the missing words - Listen to the tape and fill in the gaps School year: 2013-2014 Time 2ms II Consolidation 2ms III Homework 3ms Teacher’s activities listen and fill in the gaps - Checks the answers - Plays the tape twice, the Ss exchange their keys - Gives answers and corrects * Answers: bottom shelf of the bookshelf fridge washing machine mirrors a window inside under a strong table doorway corner of a room IV POST-LISTENING: * Matching Make movement difficult or impossible Typhoon in North and south America Typhoon in Australia The synonym of “ hit” The nose or jaws of an animal An outbreak or bursting forth a hurricane b block c strike d eruption e cyclone f snout - Has the Ss listen the tape again - Summaries the content of the lesson Students’ activities - Take notes - Listen and exchange The content of the lesson - Look at and take notes * Complete: – Bottom shelf of the bookshelf – Fridge – washing machine – mirrors – a window – inside – under a strong table – Doorway – Corner of a room - Matching 1- b 2- a 3- e 4- c 5- f 6- d - Listen to her and take notes - Asks the Ss to learn the new words and read the text again - Asks the Ss to prepare for the next period: “ Read” *** Self-evaluation : ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ……………………………………………………………………………………………… Teaching Plan English School year: 2013-2014 Steps & Time 5ms II Consolidation 5ms III Homework 5ms Teacher’s activities mistakes IV POST-READING: - Asks the Ss some questions: Why people call the Pacific Rim “ Ring of Fire” What will happen when there is an abrupt shift in the underwater movement of the earth? What does “ typhoon” mean? Can we predict a volcanol? - Reminds the content of the lesson Students’ activities The content of the lesson - Listen and answer Because 90% of earthquakes occur around the Pacific Rim Tidal waves will happen It means “ big wind” Yes The scientists can warn us about the eruption - Listen to her and take notes - Asks the Ss to learn the new words by heart, read the text again and write exercise 5b in the notebook - Asks the Ss to prepare for the next period: “ Write” *** Self-evaluation : ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………… Teaching Plan English School year: 2013-2014 Week: 30 Classes: 9A2,3,5 UNIT 9: Lesson: Date of preparation: March 23rd , 2013 Period: 57-Extending period: 77 NATURAL DISASTERS WRITE I- Aims and objectives: * Language content: To review some irregular verbs and the simple past tense and past progressive tense * Language function: To help the Ss to talk about the story ( weather) To enable the Ss to use the simple past and progressive tense * Educational aim: To make the Ss aware of the importances of the animals Language a Vocabulary: behave, shelter, all of sudden b Structures: irregular verbs and the simple past tense and past progressive tense Skills: Integrated skills Educational factor: To make the Ss to love and take care of dogs II- Teacher and Students’preparation: 1- Method: Communicative approach 2- Techniques: explanation, asking-answering, groupwork, correction 3- Materials needed:Textbook, posters 4- Students’preparation: new lesson, pictures 5- Previous exercises: The teacher’s keys to the last exercises III- Procedure in class: 1- Stabilization (3ms) a- Warm up: Greeting b- Checking absence: Who’s absent today? Checking up the previous knowledges (5ms): * Questions: - Asks the Ss to read the text, answer the questions and write some new words * Key to the questions: According to each Ss’ideas New lesson: Teaching Plan English School year: 2013-2014 Time Teacher’s activities I Presentation of the new materials 5ms I LEAD-IN: - Asks the Ss to look at the pictures and the words in the box then answer the questions: + Who is this? + What is her dog’s name? - Corrects and introduces the lesson:” Today we will learn to write a story by using words and pictures” II PRE-WRITING: - Teaches some new words: + behave (v)(translation) + shelter (n)(definition) + all of sudden ( IDM)(synonym: suddenly) - Asks the Ss to read the new words - Checks understanding of the new words, using the technique: “ what and where” - Shows six pictures on the board - Sets the sence: This is Lan’s family, they are at home - Asks some questions: * Picture 1: + who is this? + Where is she? 7ms + What is she doing? Students’ activities The content of the lesson UNIT: - Look at the pictures and NATURAL answer the questions DISASTERS Period 77: WRITE - Focus on the teacher’s explanation and write down - Read the new words - play the game with the teacher’s guiding - Look at - Answer the questions: + It’s Lan + She’s outside/in the garden + She’s playing with her dog, Skippy = Lan is outside playing with her dog + It looks strange… * Picture 2: + How is the dog? * Picture 3: + What’s on TV? + What does Lan’s mother say? * Picture 4: + What are they doing? * Picture 5: + What’s the weather like now? * Picture 6: + What’s the weather like now? + How are they now? Teaching Plan English I New words: + behave (v) + shelter (n) + all of sudden ( IDM) II Writing: It was a beautiful day The sun was shiny, the sky was blue and the weather was perfect Lan was outside playing with her dog, Skippy All of a sudden, the dog began behaving strangely She kept running around circle Lan ran home with her dog to tell her mother what Skippy was doing Lan’s mother, Mrs Quyen told Lan that she heard on TV that there was a typhoon coming Mrs Quyen gathered her family and told them to find shelter in the house Suddenly, the sky became very dark The storm came with strong wind and heavy rain Mrs Quyen and her family were scared, but soon the storm finished and everyone was glad School year: 2013-2014 Time 10ms 5ms II Consolidation 5ms III Homework (5ms) Teacher’s activities III WHILE-WRITING: - Asks the Ss to look at the pictures and retell the story - Has the Ss write the story individually - Asks the Ss to use past tense - Goes around and helps the Ss to write - Gets the Ss to share with their partners and corrects the mistakes IV POST-WRITING: - Asks the Ss to practise speaking ( retell the story by looking at the pictures) - Corrects and gives marks - Revises the tenses Students’ activities The content of the lesson What a clever dog Skippy is She saved Lan from being caught in the typhoon - Look at the pictures and retell the story - Write the story individually - Use past tense - Ask for - Share with their partners - Practise speaking( retell the story by looking at the pictures) - Listen to her and take notes - Asks the Ss to learn the new words by heart and write the story in their notebooks - Asks the Ss to prepare for the next period: “ Language focus” ** Self- evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Teaching Plan English School year: 2013-2014 Date of preparation: March 23rd , 2013 Period: 58 – Extending period: 78 Week: 30 Classes: 9A2,3,5 UNIT 9: Lesson: NATURAL DISASTERS LANGUAGE FOCUS A Aims and objectives: * Language content: - To help the Ss review some structures about relative pronouns, and introduce the Ss the ways to use defining and non-defining relative clauses * Language function: - By the end of the lesson, Ss will be able to use the structures and exercises * Educational aim: - To enlarge the Ss’ knowledge about socialize knowledge Language a Vocabulary: Review b Structures: Relative pronouns and relative clauses B Procedure: I Warm up: (1m) - Greets the students and asks the monitor about the absence II Checking up the previous knowledge : (7ms) -Gives the game ‘Noughts and crosses’ Using the questions in exercise III Revision and Exercises: 1/ Revision : (10 ms )Relative pronoun: - Reviews the way to use relative pronoun by using example: relative pronoun use example who subject or object pronoun for people I told you about the woman who lives next door which subject or object pronoun for animals and things Do you see the cat which is lying on the roof? Teaching Plan English School year: 2013-2014 whose possession for people animals and things Do you know the boy whose mother is a nurse? whom object pronoun for people, especially in non-defining relative clauses I was invited by the professor whom I (in defining relative clauses we colloquially prefer who) met at the conference that subject or object pronoun for people, animals and things in defining I don’t like the table that stands in the relative clauses (who or which are also possible) kitchen * Defining relative clauses identify nouns these clauses tell us which nouns, these clauses tell us which person or thing the speaker means * Non- defining relative clauses give more information about a person or thing already identified When we write these clauses, we put commas at the beginning of the clause ( and often at the end of the clause) * We can’t use “ that” in a non- defining relative clause * In a non- defining relative clause we can’t leave out who or which 2/ Revision : Combine two sentences using suitable relative pronouns, put in commas if necessary:(10ms) The engineers designed the building The engineers received an award The students live in that dormitory They are from Australia The bicycle has only a wheel It is often used at the circus My best friend sees me every day He always has something new to tell me Her house is in excellent repair Her house is over two hundred years old The flowers were roses I bought the flowers for my sister We all like sticky rice cakes They are special Vietnamese food for the New Year Do you understand the word ? The teacher wrote it on the board People in Israel are going to celebrate their festival It is called Passover 10 The tigers and the women were from Africa You saw them on TV yesterday 3/ Revision 3: Correct the errors in adjective clause structures: (10ms) I enjoy the book that you told me to read it Phong still remembers the man who he taught him to play the guitar when he was a boy I don’t like to spend time with people which lose their tempers easily She sits next to a person who his name is Ahmed We don’t forget the typhoon which it swept through our village five years ago One of the people which I admire most is my aunt Football is the only sport in which I am interested in it Mr Ba has some good advice for anyone they wants to learn a second language Students who living on campus are close to their classrooms and the library Teaching Plan English School year: 2013-2014 10 Uncle Ho was born in Lang Sen that is a small village in Nam Dan, Nghe An IV Homework: (5ms) - Review the structures in the lesson and rewrite the exercises in their notebook - Prepare for the next period: THE FOURTH TEST V/ Teacher’s comments: (2ms) ………………………………………………………………………………………………… ………………………………………………………………………………………………… ** Self – evaluation: ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Teaching Plan English School year: 2013-2014 Date of preparation: March 23rd , 2013 Extending period: 79 Week: 30 Classes: 9A2,3,5 Lesson: RELATIVE CLAUSES NO A Aims and objectives: * Language content: -To enable the students to revise the usage of relative clauses: who, which, that, whom * Language function: -To enable the Ss to use the right connective to complete exercises * Educational aim: -To educate the Ss to use the language suitably in communication Language a Vocabulary: no b Structures: Connectives B Procedure in class: I Warm up: (2ms) - Greets the students and asks the monitor about the absence II Checking up the previous knowledge : (5 ms ) * Questions: - Asks the Ss to read the passage and then answer the questions * Key to the questions: According to each Ss’ ideas -Teacher gives remarks and marks III Grammar and Exercises: 1/ Grammar: (10ms) An adverb which introduces a relative clause is called a relative adverb Examples are: when, where, why, whatever, wherever etc Study the following sentences: * That's the restaurant where we met for the first time (where = at/in which) * I remember the day when we first met (when = on which) * Tell me why you were late home (why = for which, but could replace the whole phrase 'the reason for which') Teaching Plan English School year: 2013-2014 Here the words where, when, why and how are relative adverbs because they introduce the relative clauses that follow immediately The relative adverb when can be replaced by ‘in/on which’ Where can be replaced by ‘in/at which’ Why can be replaced by ‘for which’ Relative Adverb Meaning Use Example When in/on which refers to a time expression The day when we met him Where in/at which refers to a place The place where we met him Why for which The reason why we met him refers to a reason * I don’t know the day when he came (= I don’t know the day on which he came.) * I know the house where he lives (= I know the house in which he lives.) * Do you know a shop where I can buy used laptops? (= Do you know a shop at which I can buy used laptops?) * Do you know the reason why she cried? (= Do you know the reason for which she cried.) 2/ Exercise: Exercise 1: Choose the appropriate relative adverb (When, Where, Why) (10ms) This is the station Emily met James July and August are the months _ most people go on holiday Do you know the reason so many people in the world learn English? This is the church Sue and Peter got married Edinburgh is the town _ Alexander Graham Bell was born 25th of December is the day _ children in Great Britain get their Christmas presents A famine was the reason _ so many Irish people emigrated to the USA in the 19th century A greengrocer's is a shop _ you can buy vegetables The day _ I arrived was very nice Teaching Plan English School year: 2013-2014 10 A horror film was the reason _ I couldn't sleep last night Keys: where when why when where when why where when 10 why Exercise 2: Combine two sentences using suitable relative abverbs.(16ms) This is the house We often stay in this house in summer ……………………………………………………………………………… I have not decided the day I’ll go to London on that day ……………………………………………………………………………… The book is a telephone directory We can look up telephone numbers in this book ……………………………………………………………………………… The airport is the most modern one We are going to arrive at this airport ……………………………………………………………………………… He doesn’t want to speak of the cause She divorced her husband for this cause ……………………………………………………………………………… The days were the saddest ones I lived far from home on those days ……………………………………………………………………………… I never forget the park We met each other for the first time at this park ……………………………………………………………………………… She will never foget the day his father was away then ……………………………………………………………………………… I recently went back to Paris I was born there nearly 50 years ago ……………………………………………………………………………… 10 You didn’t tell us the reason We have to cut down our daily expenses for that reason ……………………………………………………………………………… Keys: This is the house where we often stay in summer I have not decided the day when I’ll go to London The book where we can look up telephone numbers is a telephone directory The airport where we are going to arrive is the most modern one He doesn’t want to speak of the cause why he divorced her husband The days when I lived far from home were the saddest ones I never forget the park where we met each other for the first time She will never foget the day when his father was away Teaching Plan English School year: 2013-2014 I recently went back to Paris where I was born nearly 50 years ago 10.You didn’t tell us the reason why we have to cut down our daily expenses V/ Teacher’s comments: (2ms) ………………………………………………………………………………………………………… ………………………………………………………………………………………… ** Self – evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………… Teaching Plan English School year: 2013-2014 Date of preparation: March 23rd , 2013 Extending period: 79 Week: 30 Classes: 9A2,3,5 Lesson: ADVERB CLAUSES OF CONCESSION NO2 AND CONNECTIVES NO2 A Aims and objectives: * Language content: -To enable the students to revise the usage of connectives: and, or, but, so, therefore, however…and adverb clauses of concessions: though/ although/ even though * Language function: -To enable the Ss to use the right connective to complete exercises * Educational aim: -To educate the Ss to use the language suitably in communication Language a Vocabulary: no b Structures: - Connectives - Adverb clause of concessions B Procedure in class: I Warm up: (2ms) - Greets the students and asks the monitor about the absence II Checking up the previous knowledge : (5 ms ) * Questions: - Asks the Ss to combine two sentences using relative abverbs This is the house We often stay in this house in summer ……………………………………………………………………………… I have not decided the day I’ll go to London on that day ……………………………………………………………………………… The book is a telephone directory We can look up telephone numbers in this book ……………………………………………………………………………… The airport is the most modern one We are going to arrive at this airport ……………………………………………………………………………… * Key to the questions: This is the house where we often stay in summer I have not decided the day when I’ll go to London The book where we can look up telephone numbers is a telephone directory The airport where we are going to arrive is the most modern one III Grammar and Exercises: Adverbs clauses of concessions: though/ although/ even though (3ms) Teaching Plan English School year: 2013-2014 - Asks the students to retell structures: S1 + V though/ although/ even though Main clauses + S2 + V Advebs clause of concession -Despite + noun/ V_ing , S + V - In spite of Exercise: Rewrite as indicated below The first is already done as an example (8ms) Pam was not felling well, however she went to school Although Pam was not feeling well, she went to school In spite of not feeling well, Pam went to school Tom was seriously advised by his teacher, but he insisted in disturbing the class  a Although ……………………………………………………………………………………  b In spite of …………………………………………………………………………………… Mary tried several times, but she couldn’t find a taxi  a Although ……………………………………………………………………………………  b In spite of …………………………………………………………………………………… Although he felt tired, he stayed up to keep us company  Despite …………………………………………………………………………………… They didn’t have much time, however they came to visit us  In spite of …………………………………………………………………………………… He is too old, but he still does his gymnastics every morning  a Although ……………………………………………………………………………………  b Despite …………………………………………………………………………………… Although the shirts are very expensive, people buy them because they are trendy  In spite of …………………………………………………………………………………… Although he had no qualifications for it, he got the job  In spite of …………………………………………………………………………………… I didn’t like the CD you have recommended me, but I bought it all the same  a Although ……………………………………………………………………………………  b In spite of……………………………………………………………………………………  10 I told her all the truth However she didn’t believe me  a) Although ……………………………………………………………………………………  b) In spite of…………………………………………………………………………………… Keys: 2.a Although Tom was seriously advised by his teacher, he insisted in disturbing the class b In spite of being seriously advised by his teacher, Tom insisted in disturbing the class a Although Mary tried several times, she couldn’t find a taxi Teaching Plan English School year: 2013-2014 b In spite of trying several times, she couldn’t find a taxi a Despite his tiredness, he stayed up to keep us company In spite of not having much time, they came to visit us a Although he is too old, he still does his gymnastics every morning b In spite of his old age, he still does his gymnastics every morning In spite of the price, people buy the shirts because they are trendy In spite of having no qualifications for it, he got the job a Although I didn’t like the CD you have recommended me, I bought it all the same b In spite of I not liking the CD you have recommended me, I bought it all the same 10 a) Although I told her all the truth, she didn’t believe me b) In spite of all the truth, she didn’t believe me Connectives: and, or, because, but, so, therefore, however (10ms) - Asks the students to remind the using of these connectives Exercises: The road was under water The police closed it to traffic (therefore)  ………………………………………………………………………………… Melissa tried to read the book She couldn’t understand it.(however)  ………………………………………………………………………………… I told the absolute truth No one would believe me.(but)  …………………………………………………………………………………… Jason was very tired He leant back and closed his eyes (because)  …………………………………………………………………………………… I’m learning French I like learning French.(and)  ………………………………………………………………………………… You can’t speak to Tim at the moment He’s sleeping.(so)  …………………………………………………………………………………… Nick had nowhere to go He slept on the park bench.(since)  …………………………………………………………………………………… Simon couldn’t come to the meeting He was busy.(therefore)  …………………………………………………………………………………… Keys: The road was under water; therefore, the police closed it to traffic Melissa tried to read the book; however, she couldn’t understand it I told the absolute truth, but no one would believe me Because Jason was very tired, he leant back and closed his eyes I’m learning French and I like learning French You can’t speak to Tim at the moment He’s sleeping Since Nick had nowhere to go, he slept on the park bench Simon was busy; therefore, she couldn’t come to the meeting IV/ Homework: (5ms) -Asks the students to makes five sentences using averb clauses of concession and five sentences using connectives V/ Teacher’s comments: (2ms) ………………………………………………………………………………………………………… ………………………………………………………………………………………… ** Self – evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Teaching Plan English School year: 2013-2014 ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………… Teaching Plan English School year: 2013-2014 [...]... ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………… Teaching Plan English 9 School year: 2013-2014 Week: 30 Classes: 9A2,3,5 UNIT 9: Lesson: Date of preparation: March 23rd , 2013 Period: 57-Extending period: 77 NATURAL DISASTERS WRITE I- Aims and objectives: * Language content: To review some irregular... ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Teaching Plan English 9 School year: 2013-2014 Date of preparation: March 23rd , 2013 Period: 58 – Extending period: 78 Week: 30 Classes: 9A2,3,5 UNIT 9: Lesson: NATURAL DISASTERS LANGUAGE FOCUS A Aims and objectives: * Language content: - To help the Ss review some structures about relative... reason _ so many Irish people emigrated to the USA in the 19th century 8 A greengrocer's is a shop _ you can buy vegetables 9 The day _ I arrived was very nice Teaching Plan English 9 School year: 2013-2014 10 A horror film was the reason _ I couldn't sleep last night Keys: 1 where 2 when 3 why 4 when 5 where 6 when 7 why 8 where 9 when 10 why Exercise 2: Combine two sentences using suitable...Week: 30 Classes: 9A2,3,5 UNIT 9: Lesson: Date of preparation: March 17th , 2013 Period: 75 NATURAL DISASTERS READ I/ AIMS AND OBJECTIVES: * Language content: To introduce some new words relating to natural disasters To help... Tornado (n)(translation) + Majority (n)(example) - Asks the Ss to read the new words - Checks understanding of the Teaching Plan English 9 - Listen to the tape - Focus on the teacher’s explanation and write down - Read the new words The content of the lesson UNIT: 9 NATURAL DISASTERS Period 75: READ I New words: + Tidal wave (n) + abrupt (adj) + shift (n) + warn (v) + funnel – shaped (adj) + suck up... ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Teaching Plan English 9 School year: 2013-2014 Date of preparation: March 23rd , 2013 Extending period: 79 Week: 30 Classes: 9A2,3,5 Lesson: RELATIVE CLAUSES NO 5 A Aims and objectives: * Language content: -To enable the students to revise the usage of relative clauses: who,... task and asks the Ss to guess they are true or false 1 Most of the earthquakes in the world occur in the Ring of Fire 2 The earthquake in Kobe in 199 5 caused severe damage 3 A huge tidal wave traveled from California to Alaska and hit Anchorage in the 196 0s 4 Typhoon, hurricane and tropical storm are different words for the same natural disasters 5 the eruption of Mount Pinatubo is the world’largest... ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………… Teaching Plan English 9 School year: 2013-2014 Date of preparation: March 23rd , 2013 Extending period: 79 Week: 30 Classes: 9A2,3,5 Lesson: ADVERB CLAUSES OF CONCESSION NO2 AND CONNECTIVES NO2 A Aims and objectives: * Language content: -To enable the students to revise the... board - Sets the sence: This is Lan’s family, they are at home - Asks some questions: * Picture 1: + who is this? + Where is she? 7ms + What is she doing? Students’ activities The content of the lesson UNIT: 9 - Look at the pictures and NATURAL answer the questions DISASTERS Period 77: WRITE - Focus on the teacher’s explanation and write down - Read the new words - play the game with the teacher’s guiding... volcanic eruption in more than 50 years 6 T - Calls on some Ss to read the text - Has the Ss work in pairs and complete the sentences in exercise 5b on page 79 - Calls on some pairs to practice before the class and corrects the Teaching Plan English 9 - Listen to the tape - Read the text and check the guessing (true or false) - Look at and take notes 6…… passes overland below a thunderstorm and sucks up