- Show 4 pictures on page 74 and ask sts to match them with 4 words: snowstorm, earthquake, volcano, typhoon.. - Give sts some questions about the four natural disasters.[r]
(1)- Period: 54, 55, 56, 57, 58 - Form: 9A 4, 6, 8, 9
- Week: 28, 29 - Date of teaching: 12/3/2018 ->26/3/2018
UNIT 9: NATURAL DISASTERS Period 54: GETTING STARTED – LISTEN READ. I OBJECTIVES:
- Developing sts' listening and reading skills - Sts know some more natural disasters
- Sts can get the information about weather from the weather forecast
II LANGUAGE CONTENTS:
1. Grammar : - Tag question, imperative mood (review) - S future tense (review); Future continuous tense
2 Vocabulary: - words relating to natural disasters and weather forecast
III METHOD AND TEACHING AIDS:
1 Method: Communicative approach, teaching vocabulary
2 Teaching aids: tapes and cassette, textbooks, pictures
IV TEACHING PROCEDURES: 1/ Warm up: (chatting T - sts)
- Ask sts some questions about weather 1- What's the weather like today? 2- Do you like hot or cold weather?
3- Have you ever listen to the weather forecast on the radio or on TV? 4- Do you think weather forecast is useful for us? How is it useful?
-> introduce some natural disasters; ask sts to match the names of natural disasters (textbook /p74) to the pictures
1 snowstorm 2 earthquake 3 volcano 4 typhoon
2/ Presentation
- Set the scene: Thuy is talking to her grandmother while they are watching TV - Ask sts to listen to the tape (closed book), then answer the question:
What program are they watching on TV?
-> They are watching the weather forecast on TV. - Explain new words and remind sts of structures:
* Vocabulary
- forecast (n, v) -> weather forecast
- turn up ( the volume) turn down…(v)
- expect (v)
- oC : degree Celsius - coast (n)
- thunderstorm (n) - highlands (n) - delta (n): - trust (v) - in case:
* Predicting the weather:
- Hanoi will be (sunny/ windy/ rainy)
- Hanoi will have / experience temperatures between 0C and 0C
- Ho Chi Minh City's temperatures will be between 0C and 0C
(2)- The central highlands will experience (thunderstorms/ cloud) - There will be (thunderstorms/ cloud / rain)
- It will be raining ( + place)
*Review:
You don’t miss a single one on TV, you? -> Tag question
Don’t forget to bring along a raincoat -> Imperative mood
I like watching them -> Gerund after “like”
It will be raining along the coast of Thanh Hoa ->Future cont tense
- Guide sts to read the new words
3/ Practice:
* Practice the dia. (Sts work in groups of three.)
* Gap filling
- Ask sts to read the dia in silence, then the exercise (b)/p75 - Get sts to share their answers with their partners
- Give feedback * Answers:
1- turn up / weather forecast 2- raining
3- south- central coast and central highlands 4- have temperatures
5- the weather forecast / watching them
* Comprehension questions (pair-work)
- Show the questions on the poster Ask sts to answer the questions in pairs
*Answers:
1- Why does Thuy’s grandmother ask her to turn up the volume? -> Because she wants to listen to the weather forecast.
2- What will the weather be like in HCM city tomorrow?
-> Ho Chi Minh city will have temperatures between 270C and 350C. 3- Where is Thuy going?
-> She is going to a park on the other side of the river. 4- What does Thuy's grandmother want her to do? -> She wants her to bring along a raincoat.
4/ Consolidation:
- Call on some pairs of sts to ask and answer the questions aloud - Correct sts’ mistakes
5/Homework:
- Learn new words by heart; prepare “SPEAK – LISTEN”
(3)UNIT9: NATURAL DISASTER
Period 55: SPEAK - LISTEN
I OBJECTIVES:
- Developing sts’ speaking and listening skils
- Providing sts with some practical knowledge of facing a typhoon and an earthquake - After studying the lesson, sts have more living skills to cope with natural disasters
II LANGUAGE CONTENTS:
1 Grammar: - There may be + noun… - There must be + noun … - S future tense (review)
2 Vocabulary:
- candle, match, ladder, peg, rope, latch, power cut, damage, block, roller
III METHOD AND TEACHING AIDS:
1. Method: Audio-lingual method, Communicative approach
2 Teaching aids: tapes and cassette, textbooks, cardboard …
IV TEACHING PROCEDURES: A/ SPEAK
1/ Warm up: (Brainstorming)
- Have sts think about what they should to prepare for a typhoon - Have sts go to the board and write down their answers
* Possible answer
- checking the door and the window
- cutting some branches of high trees around the house - buying oil, gas, candles
- …
2/ Pre- speaking: * Vocabulary
candle(n) match (n)
latch (v) peg (n)
ladder (n) power cut
damage (v, n)
- Explain structures: - There may be + noun … - There must be + noun…
*Use: in deduction or prediction
3/ While speaking
- Have sts exercise (a) /p76
Preparations for a typhoon
Buying food
(4)-Ask sts to check () what preparations they think should be made for a typhoon * Answers: (see textbook)
- Elicit some questions and get sts to ask and answer in pairs a- Why we need to buy food?
(Because the market will be closed and no food will be available.) b- What food we need to buy ?
(rice, oil, canned food, soya sauce, flour ) c- Why we need to buy candles?
(Because there may be a power cut.)
d- Why we need to fill all buckets with water?
(Because water pipes may be damaged and we'll not have enough water to use right after the typhoon)
e- Why we need to buy a ladder?
(Because the roof may be damaged by the typhoon and we have to fix it.) f- Why we need to check all the windows and door latches?
Just in case the strong wind pushes the doors open
- Ask sts to use the expressions on page 77 when talking to one another + I think / I think you should
+ Yes, I think so / I agree with you. + What for?/ Why?
Post speaking:
- Divide the class into groups
- Take turn to ask and answer about what they want to buy and to prepare for a typhoon
B/ LISTEN
1 Warm up (chatting)
- Ask sts some questions about earthquake 1- Have you ever heard of an earthquake? 2- What happens if there is an earthquake?
3- In which country earthquakes occur frequently?
4- What would you if there were an earthquake happening?
2 Pre-listening
Vocabulary
- block (v) - top (n) # bottom (n)
- roller (n) - mirror (n)
- hanging potted plants - fixture (n)
- container (n) - doorway (n)
Prediction
- Set the scene: “An expert is giving a talk on how to live with earthquakes.”
- Ask sts to look at the box on page 77 and guess the missing words in the blanks from (1) to (9)
- Give feedback
3 While listening
Listening and checking
- Ask sts to listen to the tape twice and check their prediction
(5)- Have sts to share their answers with their partners - Call on some sts to read their answers aloud - Correct sts’ mistakes
* The Answers:
1- bottom shelf of the bookshelf 2- fridge
3- washing machine
4- mirrors in the bathroom and bedroom 5- a window
6- inside
7- under a strong table 8- doorway
9- corner of a room
5 Homework:
- Learn new words by heart; prepare “READ”
V TEACHING EXPERIENCE:
_ _
UNIT 9: NATURAL DISASTERS
Period 56: READ
I OBJECTIVES:
- Developing sts’ reading skill
- After studying the lesson, Sts know more about natural disasters in the world - Sts are aware of protecting the environment to prevent natural disasters
II LANGUAGE CONTENTS:
1 Grammar: - Relative clauses 2 Vocabulary:
- Pacific Rim, strike, collapse, tidal wave, abrupt, shift, hurricane, cyclone, predict, erupt, eruption, warn, tornado, funnel-shaped, suck up, lift, baby carriage
III METHOD AND TEACHING AIDS:
1 Method: Communicative approach; Audio-lingual method
Teaching aids: text book, pictures, cardboard …
IV TEACHING PROCEDURES: 1/ Warm up:
* Matching and chatting
- Show pictures on page 74 and ask sts to match them with words: snowstorm, earthquake, volcano, typhoon
- Give sts some questions about the four natural disasters
(6)2/ Have you ever experienced any of these natural disasters? What happened? How did you feel?
* Game: WORD SQUARE
- Divide the class into teams
- Ask each team to write down the words they can find
T R O P I C A L P E
Y S C I E N T I S T P K U C M A U V P O
H V P I K I L L C E
O O S L T V K N U M O L T U S T B E P O N C O R A N X S Y V E A R T H Q U A K E
B N M D I N R V E F
Z O C C U R B E I S
2/ Pre-reading
Vocabulary - Pacific Rim - strike(v) - collapse(v) - tidal wave - abrupt (a) - shift (n): - hurricane
- cyclone - predict
- erupt (v) -> eruption (n) - warn (v)
- tornado (n): - funnel-shaped (a) - suck up (v): - baby carriage
* Prediction
- Have sts read statements of natural disasters (exercise (a)/p79) and guess whether they are true or false
- Give feedback
3 While reading a/ True or False
- Have sts read the text in silence, then check their prediction and correct the false statements
* Answer: 1 True 2 True
3 False -> A huge tidal wave traveled from Alaska to California. 4 True
5 False ->The eruption of Mount Pinatubo is the world's largest volcanic eruption in more than 50 years.
6 True
b/ Complete the sentences.
- Have sts work in pairs and complete the sentences (exercise (b)/p79)
* Answer key:
(7)2- During the earthquake in Kobe, many people were killed when homes, office blocks and highways collapsed.
3- A tidal wave can only 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 Chinese language gave us the word "typhoon”.
6- A tornado is a type of storm that is funnel-shaped and passes overland below a thunderstorm
4/ Post reading
- Give sts some questions about the text:
1- Why people call the Pacific Rim "Ring of Fire"?
-> Because 90% of earthquakes occur around the Pacific Rim
2- What will happen when there is an abrupt shift in the underwater movement of the Earth?
-> Tidal wave will happen.
3- What people call a tropical storm which reaches 120 kilometers per hour? -> A hurricane (in North and South America), a cyclone (in Australia) and a typhoon in Asia.
4- Can people predict when a volcano will erupt? -> Yes, they can.
5 Do you think it is necessary to watch the weather forecast frequently? Why? or why not?
-> Yes, I Because watching the weather forecast frequently helps us to decrease the damage that is caused by natural disasters.
6 What should we to prevent natural disaster? -> Students’ answers …
- T gives the moral lesson
5/ Homework
- Learn new words by heart; Rewrite all the exercises; Prepare “WRITE”
V TEACHING EXPERIENCE:
_
UNIT 9: NATURAL DISASTERS
Period 57: WRITE
I OBJECTIVES:
- Developing sts’ writing skill
- Sts can write a story about a typhoon
- Sts understand the danger of a typhoon and have skills to cope with it
II LANGUAGE CONTENTS: 1 Grammar: - S past tense (review)
(8)III METHOD AND TEACHING AIDS: 1 Method: Audio-lingual method
2 Teaching aids: textbooks, pictures, cardboard …
IV TEACHING PROCEDURES: 1 Warm up
* Jumble words
- Write the words whose letters are in a random order on the board
- Divide the class into teams Sts from each team go to the board and write the correct words
- The team which writes more correct words first wins the game 1- otnophy = typhoon
2- danotro = tornado 3- laconov = volcano
4- tearquahke = earthquake 5- ormst = storm
* Chatting:
- Are you scared of natural disasters?
- Have you ever experienced a typhoon? – What happened? -> Introduce the new lesson
2 Pre-writing
- Explain new words
* Vocabulary: - behave (v)
- shelter (n): a place of safety - all of sudden = suddenly
- to be scared (of) … = to be afraid (of)…
- Remind sts of the outline of a story (introduction, body, conclusion) - Remind sts of using the S past tense (Ved/ V2)
* Telling the story
- Show pictures on the board
- Set the scene: This is Lan's family, they are at home - Ask some questions to elicit the story
Picture 1
Who is this? - It's Lan.
Where is she? - She's outside / in the garden.
What is she doing? - She's playing with her dog, Skippy.
Lan is outside playing with her dog. Picture 2
How is the dog? - It looks strange Perhaps it is scared.
All of a sudden, the dog behaves strangely. Picture 3
What's on TV? - The weather forecast.
What does Lan's mother say? - She tells Lan that she has just heard on TV that there is a typhoon coming.
Lan runs home and her mother tells her that there is a typhoon coming. Picture 4
(9) Mrs Quyen gathers her family and asks them to find shelter in the house. Picture 5
What's the weather like now? It is very dark It has strong wind and heavy rain
Suddenly, it becomes dark The storm comes with strong wind and heavy rain. Picture 6
What's the weather like now? It's fine. How are they now? They all are happy.
What you think about the dog, Skippy? What a clever dog, Skippy.
The storm finishes soon and everyone is glad
- Ask some sts to look at the pictures and retell the story
3/ While writing
- Divide the class into groups
- Give the task to each group (Each group writes a paragraph of the story on a cardboard.)
- Go around and help sts to write
4/ Post writing
- Stick the tasks of groups on the board -> Correct sts’ mistakes
- Ask some sts to read the whole story aloud -> Correct sts’ pronunciation
* Suggested writing:
It was a beautiful day The sun was shining, 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 in the circles Lan ran home with the 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 winds and heavy rain Mrs Quyen and her family were scared, but soon the storm finished and everyone was glad
What a clever dog, Skippy! She saved Lan from being caught in the typhoon.
5/ Homework
- Write down another story on notebooks Make changes or add more details to your story
V TEACHING EXPERIENCE:
UNIT 9: NATURAL DISASTERS
(10)I OBJECTIVES:
- Developing sts' speaking and writing skill
- Giving sts a chance to practice using “Relative clause”
II LANGUAGE CONTENTS:
1 Grammar: Relative clauses with WHO, WHICH, THAT (cont.)
2 Vocabulary: horn, snout, rhinoceros, explorer, discover, Venus, chew, swallow
III METHOD AND TEACHING AIDS:
1 Method: Teaching grammar; communicative approach Teaching aids: text book, cardboard, pictures
IV TEACHING PROCEDURES:
1-Warm up: (Bingo)
- Ask sts to some exercises to review the relative clauses
2 Presentation:
- Remind sts of WHO, WHICH, THAT in relative clause
3 Practice:
- Have sts work in pairs to the exercise 1p/81
- Sts practice asking and answering the questions in front of class - Correct sts' mistakes
* The answers:
a The city which was struck by a huge earthquake in 1995 in Japan is Kobe b The country which won the 1998 Tiger Cub is Singapore.
c The animal which has one or two horns on its snout is rhinoceros d The explorer who discovered America is Christopher Columbus. e The planet which is closest to the Earth is Venus.
f The animal which was chosen to be the logo of SEA Games 2003 is the buffalo. g The ASEAN country which is divided into two regions by the sea is Malaysia.
h The food which you can chew but you cannot swallow is the chewing gum; and the thing which you can swallow but you cannot chew is water.
4 Homework
- Rewrite down the exercise (1) on notebooks - Review Unit 8,9 for the coming 45min test
V TEACHING EXPERIENCE:
_
(11)PHẦN GIẢM TẢI (DẠY MỞ RỘNG)
Defining and Non-defining relative clauses
- Give sts pairs of sentences and ask them to use Relative pronouns Who or Which to combine them
1- The novel has been lost You gave me the novel on my birthday
The novel which you gave me on my birthday has been lost
Defining relative clauses
2- Vietnam exportss rice Vietnam is in the Southeast Asia
Vietnam which is in the Southeast Asia exportss rice
Non-defining relative clauses
- Help sts distinguish between Defining and Non-defining relative clauses - Defining relative clauses identify nouns these clauses tell us which person or thing the speaker means
- Non-defining relative clauses give more information about a person or a thing already identified When we write these clauses, we put commas at the beginning of the clause
* We can't use "That" in non-defining relative clauses
* In a Non-defining relative clauses we can't leave out who or which
3 Practice:
Recognizing Defining and Non-defining relative clauses
- Have sts language focus on page 82
- Ask sts to underline the relative clause in each sentence, then add commas to separate the non-defining relative clauses from the rest of the sentence
- Get sts to work in pairs, then ask some sts to write the sentences on the board
Matching
- Have sts language focus on page 81- 82
- Ask sts to match each of the sentences in column A with the related sentence in column B, then use a suitable relative pronoun to join them