UNIT 9: NATURAL DISASTERS Lesson 1: Getting Started & Listen and read

Practice (13’) -T tells Ss to do exercise 1, join 2 sentences, using relative clauses -T asks Ss to study the pictures in the book and use the relative clause to describe each of the [r]

Week: Period:

Teaching date:

UNIT 9: NATURAL DISASTERS

Lesson 1: Getting Started & Listen and read

I/Objectives:

-By the end of the lesson, Ss will be able to  Get to know and use words about weather

 Understand the information in a weather forecast

II/Language contents:

-Vocabulary: snowstorm, earthquake, volcano…

III/Techniques:

-Brainstorming

-Questions and answers -Taking survey

-Matching

-Filling in the gap -Guessing game

IV/Teaching aids:

-Pictures, real objects, cassette recorder

V/Time and procedures: 45'

STEPS ACTIVITIES

Presentation (8’)

-T asks Ss some questions about the weather  What’s the weather like today?

 Do you think the weather forecast is useful for us? -T introduces the context and plays the tape

-T teaches the new words  Turn up (v) (mime)  Expect (v) (translation)  Thunderstorm (n) (picture)  Delta (n) (example)

-T asks Ss to repeat individually and chorally

Practice (15’) -T asks Ss to practice the dialogue in groups of three

-T calls on some students to play the roles of Thuy and her grandmother and the weatherman to practice the dialogue -T has Ss read the dialogue silently and the task (2b/ 75) -Ss the task and compare their answers with their friend’s Production

(10’)

-T asks Ss to look at the map which shows the weather of some provinces and fill in the charts

-T corrects the mistakes if there are any

-Ss tell the weather of each provinces, base on the forecast Homework (3’) -Ss exercise (WB/58) and write some sentences about the

weather forecast

VI/Self - evaluation:

Week: Period:

Teaching date:

UNIT 9: NATURAL DISASTERS Lesson 2: Speak

-Developing the speaking skill: talk about preparation for natural disaster -Ss get knowledge of preparations for natural disaster

II/Language content:

-Vocabulary: bucket, candle, peg, leak, latch -Expressions: showing opinions and agreement

 I think…/ I don’t think…

 I agree with you…/Yes, I think so

III/Techniques:

-Brainstorming

-Questions and answers -Taking survey

IV/Teaching aids:

-OHP -Magazines -Worksheet

V/Time and procedures: 45'

STEPS ACTIVITIES

Warm-up and presentation

(10’)

-T tells the origin of the word “typhoon” (from Chinese) and ask Ss to think of the preparations if there is a typhoon (Ss the Netword task)

Practice (20’) -T has Ss the task/ 36 and explains the expressions of giving opinions and showing agreement

-Ss work in pairs and then represent their ideas in front of the class, T corrects the mistakes if there are any

Production (11’) -T asks Ss to discuss the questions “What should you to help your family when there is a typhoon?”

Homework (5’) -T asks Ss to make a list of the things we should to prepare for an earthquake

VI/Self – evaluation

Week: Period:

Teaching date:

UNIT 9: NATURAL DISASTERS Lesson 3: Listen

I/Objectives:

By the end of the lesson, Ss will be able to

-get to know some ideas on how to live with earthquake through sentence completion exercises

-listen to the talk better, identify and catch key words for the answer-Students listen for specific information to fill in the missing words

-Ss will be able to complete the song by filling in the missing words

II/Language content:

-Vocabulary: earthquake zone

III/Techniques:

-Brainstorming

-Predicting -True – false

-Filling in the table

IV/Teaching aids:

-Pictures, cassette tape, students’ cardboards

V/Time and procedures: 45'

STEPS ACTIVITIES

Warm-up (5’) Ss listen to and sing the song “Heal the world” Pre-listening

(10’)

-T teaches the vocabulary

 Fixture (n) (things fix together in a position)  Block (v) (prevent movement from happening)  Zone (n) (area having particular feature)

 Roller (n) (translation)

 Container (n) (giving examples)

-T checks the Ss’ attendance (doing jumbled words) While- listening

(15’)

-T sets the scene (notes: before listening to the tape, tell Ss to read the table carefully and guess the missing words)

-T plays the tape and has Ss listen and fill in the blanks -Ss the task and compare their answers with their friends’ Post- listening

(10’)

-Ss work in groups and make a short presentation on how to live with earthquake

Homework (5’) -T has Ss summarize the main principles to survive through the earthquake

Week: Period:

Teaching date:

UNIT 9: NATURAL DISASTERS Lesson 4: Read

I/Objectives:

After learning the lesson, Ss may get more information about naturals disasters in the world

II/Language content:

-Vocabulary: words related to the natural disasters -Grammar: relative pronoun “which”

III/Techniques:

-Brainstorming

-Questions and answers -Completion

-Scanning

IV/Teaching aids:

- OHP -Stereo

-A picture of computer

STEPS ACTIVITIES

Warm-up (3’) -T has Ss match the pictures/74 with the right words: snowstorm, earthquake, typhoon, volcano

-Ss sing the songs “Heal the world” Pre- reading

(7’)

-T uses the pictures, asking Ss to tell the meaning of each one

-T plays the tape

-T teaches the new words

 Tidal wave (n) (pictures and examples)  Shift (n) (definition)

 Tornado (n) (picture)  Majority (n) (examples)

 Abrupt (a.) (quick and sudden)  Funnel- shaped (a.) (visual)  Warn (v) (translation)  Suck up (v) (translation) While- reading

(22’)

-T asks Ss to read the text silently and answer the questions

1 What is each message about? Where is Kobe?

3 What happened in Kobe in 1995?

-T teaches new structures (relative clause with “which” Post- reading

(10’)

-Ss work in groups to “True/False” task -T corrects the task

Week: Period:

Teaching date:

UNIT 9: NATURAL DISASTERS Lesson 5: Write

I/Objectives:

-After learning the lesson, Ss may  Develop writing skill

 Write a short story about the weather

II/Language content:

-Revision of the verb tenses: past simple, past progressive

III/Techniques:

-Questions and answers -Sentence – building -Matching

-Rearranging

IV/Teaching aids:

-Pictures of the activities in the countryside, flashcards -Transparence sheets and OHP

V/Time and procedures: 45'

STEPS ACTIVITIES

pre- writing (10’)

and answer the questions

 What are the people doing in each pictures?  What you think of the pitures?

-T explains the content of the pictures

While- writing (20’)

-Ss discuss in group of about what to write for their story T has Ss present their result on the screen and then corrects the mistakes in there are any

-T reviews the verb tenses: past simple and past progressive

Post- writing (10’)

-T has Ss tell the whole story, using the suggested words in groups of

-T enquires some students to retell the story in front of the class, using the pictures

Homework (5’) -T has Ss write the story which they can imagine about the experiences they have had

VI/Self – evaluation

Week: Period:

Teaching date:

UNIT 9: NATURAL DISASTERS Lesson 6: Language Focus

-By the end of the lesson, Ss will be able to  Recognize and distinguish relative clauses  Know how to use them in various situations

II/Language content:

-Relative clauses

-Adverb clauses of concession

III/Techniques:

-Questions answers -Sentence – building -Matching

-Describing

-Filling in the gaps -Guessing

IV/Teaching aids:

-Pictures (of LF)

V/Time and procedures: 45'

STEPS ACTIVITIES

Warm-up (7’) *Relative clause completion

-T asks Ss to work in groups (Ss say the first clause of a complex sentence, T calls at random on members of the groups to complete the sentences Ss can use their own ideas but they have to make sense Ss with no reaction (no answers) in less than seconds will be the loser

Sentences need to be completed:

3 May Day is the day when…

4 Valentine’s Day is the day when… July is the day when…

6 Mother’s Day is the day when… Presentation

(10’)

-T tells Ss how to identify a relative clause

 Relative clauses without comas are called “defining” or “identifying clauses” They provide essential information about the subject or object

 Relative clauses with comas are called “non- defining clauses” They provide additional information, which can be omitted/ removed

Practice (13’) -T tells Ss to exercise 1, join sentences, using relative clauses -T asks Ss to study the pictures in the book and use the relative clause to describe each of the people in the pictures, follow the examples in the book

Presentation (5’)

-Though, although, even though+ clause (these express the opposite ideas)

Practice (5’) -T has Ss exercise 3, join the sentences, use the words in the brackets T asks Ss to compare the sentences with their friends Practice (5’) -T tells Ss to exercise 4, look at the picture to complete the

sentences by using “though, although, even though”