UNIT 9: NATURAL DISASTERSLesson 1: Getting Started & Listen and read

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Week:
Period:

Teaching date:

<b>UNIT 9: NATURAL DISASTERS </b>

<b>Lesson 1: Getting Started & Listen and read </b>

<b>I/Objectives: </b>

-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

<b>II/Language contents: </b>

-Vocabulary: snowstorm, earthquake, volcano…

<b>III/Techniques: </b>

-Brainstorming

-Questions and answers
-Taking survey

-Matching

-Filling in the gap
-Guessing game

<b>IV/Teaching aids: </b>

-Pictures, real objects, cassette recorder

<b>V/Time and procedures:</b> 45'

STEPS ACTIVITIES

Presentation
(8’)

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

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 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 do the task (2b/ 75)
-Ss do 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 do exercise 1 (WB/58) and write some sentences about the

weather forecast

<b>VI/Self - evaluation:</b>

Week:
Period:

Teaching date:

<b>UNIT 9: NATURAL DISASTERS </b>

<b>Lesson 2: Speak </b>

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

I<b>I/Language content:</b>

-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

<b>III/Techniques: </b>

-Brainstorming

-Questions and answers
-Taking survey

<b>IV/Teaching aids: </b>

-OHP
-Magazines
-Worksheet

<b>V/Time and procedures:</b> 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 do the
Netword task)

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Practice (20’) -T has Ss do 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 do to help
your family when there is a typhoon?”

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

<b>VI/Self – evaluation </b>

Week:
Period:

Teaching date:

<b>UNIT 9: NATURAL DISASTERS </b>

<b>Lesson 3: Listen </b>

<b>I/Objectives: </b>

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

<b>II/Language content:</b>

-Vocabulary: earthquake zone

<b>III/Techniques: </b>

-Brainstorming

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-Predicting
-True – false

-Filling in the table

<b>IV/Teaching aids: </b>

-Pictures, cassette tape, students’ cardboards

<b>V/Time and procedures:</b> 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 do 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

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Week:
Period:

Teaching date:

<b>UNIT 9: NATURAL DISASTERS </b>

<b>Lesson 4: Read </b>

<b>I/Objectives: </b>

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

<b>II/Language content:</b>

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

<b>III/Techniques: </b>

-Brainstorming

-Questions and answers
-Completion

-Scanning

<b>IV/Teaching aids: </b>

- OHP
-Stereo

-A picture of computer

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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?
2. 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 do “True/False” task
-T corrects the task

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Week:

Period:

Teaching date:

<b>UNIT 9: NATURAL DISASTERS </b>

<b>Lesson 5: Write </b>

<b>I/Objectives: </b>

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

 Write a short story about the weather

<b>II/Language content:</b>

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

<b>III/Techniques: </b>

-Questions and answers
-Sentence – building
-Matching

-Rearranging

<b>IV/Teaching aids: </b>

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

<b>V/Time and procedures:</b> 45'

STEPS ACTIVITIES

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pre- writing
(10’)

and answer the questions

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

-T explains the content of the pictures

While- writing
(20’)

-Ss discuss in group of 4 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 4

-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

<b>VI/Self – evaluation </b>

Week:
Period:

Teaching date:

<b>UNIT 9: NATURAL DISASTERS </b>

<b>Lesson 6: Language Focus </b>

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

<b>II/Language content:</b>

-Relative clauses

-Adverb clauses of concession

<b>III/Techniques: </b>

-Questions answers
-Sentence – building
-Matching

-Describing

-Filling in the gaps
-Guessing

<b>IV/Teaching aids: </b>

-Pictures (of LF)

<b>V/Time and procedures:</b> 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 5 seconds will
be the loser.

Sentences need to be completed:

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3. May Day is the day when…

4. Valentine’s Day is the day when…

5. July 4 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 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 people in the pictures, follow the
examples in the book

Presentation 2
(5’)

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

Practice (5’) -T has Ss do 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 do exercise 4, look at the picture to complete the

sentences by using “though, although, even though”

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