Giáo án môn Tiếng Anh Lớp 9 - Unit 9: Natural disasters - Trương Minh Tâm

WEEK : 28
PERIOD : 56
DATE :
 UNIT 9 : 
LESSON ONE : 
AIM : Reading the dialogue for details about weather forecast .
OBJECTIVE : By the end of the lesson , students will be able to understand the content of the dialogue about weather forecast .
SKILLS : Readng - Listening – Speaking .
TEACHING AIDS : Pictures , posters , cues .
T
CONTENT
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
5’
18’
12’
8’
2’
I . WARM UP
Networks
Hot 
Words related to 
the weather forecast
II . Pre reading
1. Preteach vocabulary
1 . a thunderstorm
2 . (to) trust
3 . (n) highlands
2.Checking memory
3.Set the scene 
The weather in these places
Hanoi
Hue
HCMcity
Hot 
rainy
4.Listen and check the answers
5.Listen and reapeat
6. Pair work 
III . while reading
1.Questions
1 . What is on TV ?
2 . What will the weather be like in Hanoi ?
3 . Will there be thunderstorms in CuaLong Delta ?
4 . What is Thuy going to do tomorrow ?
5 . Why does Thuy’s grandma ask her to bring along a raincoat ? 2.Pair work
IV . Post reading
Gap fill
1 . turn up / weather forecast
2 . rainy
3 . central highlands
4 . have temperatures
5 . weather forecast/ watching them 
V . HOMEWORK
Ex : VL will be rain 
- Setting up the activities
- Asking Ss to go to the board and write the words related to the weather forecast
- Giving examples
- Beginning the activities
- Eliciting à modelling à Checking : meaning , pronunciation
*Explanation
*Synonym(to beleave)
*picture
- What and where
- Setting up the scene
- Making sistuations to introduce a new lesson by drawing pictures
Grandma - Thuy
*Who are they ?
*What are they doing ? 
“Thuy and her grandma are watching TV about the weather forecast . But what the weather will be like for tomorrow in some places ”
- Asking Ss to guess what the weather will be like in these places
- Giving examples
- Monitoring and assisting
- Asking Ss to listen to the tape and check what they guess 
- Asking Ss to listen and repeat
- Asking Ss to practise speaking in groups of three
- Asking Ss to read the text again and answer the questions
- Monitoring and assisting
- Correcting and evaluating
- Asking Ss to read the text again and do the exercises Page 75
- Monitoring and assisting
- Correcting and feeding back
- Asking Ss to watch the weather fore cast on TV and write down weather in VL
- Listening and taking part in the activities 
(Red and white)
- Listening and repeating in chorus à individually
- Copying
- Listening and taking part in building the new lesson 
*Thuy and her grandma
*Watching TV
- Listening
- Guessing the answer 
- Listening and checking 
- Listening and repeating in chorus
- Practising speaking
- Reading and answering
- Playing the game “Lucky numbers”
- Practising speaking in pairs
- Doing the exercices in groups
- Copying
WEEK : 29
PERIOD : 57
DATE :
LESSON TWO : 
AIM : Speaking about preparations before a typhoon .
OBJECTIVE : By the end of the lesson , students will be able to talk about what they do to prepare for a typhoon fluently .
SKILLS : Speaking – Listening .
TEACHING AIDS : Pictures , posters .
T
CONTENT
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
5’
15’
15’
8’
2’
I . WARM UP
Network
snowstorm
Disasters
II . PRE speaking
1.Preteach vocabulary
1 . (to) hire
2 . (to) tie
3 . a latch
4 . a bucket
2.Checking memory
3 . Set the scene
Part a , Page 76
1 – 2 – 6 – 7 – 8 – 9 – 10 - 14
 III . while speaking
1.Dialogue build 
S1 : What should you do before the typhoon ?
S2 : I think we should buy some canned food . How about you ?
S1 : Yes , I think so .
S2 : Why ?
S1 : Because the market will be closed .
2.Pair work
IV . Post speaking
Discussion
What should we do when there is a typhoon ?
- We should buy some canned food .
We .
V . HOMEWORK
Write it up
Ex ; We should buy 
- Setting up the activities
- Asking Ss to go to the board and write the disasters they know
- Giving examples
- Beginning the activities
- Eliciting à Modelling à Checking meaning , pronunciation
*Synoym(rent)
*mine
*Realia
*picture
- What and where
- Setting up the scene
- Making sistuations to introduce a new lesson by using pictures of getting started and questions
*What is the weather like in the picture ?
*What should we do before the typhoon ?
- Putting the poster of Part a , Page 76 on the board and asking Ss to make a stick before tha phrases 
- Giving examples 
- Monitoring and assisting
- Correcting and evaluating
- Presenting the dialogue by giving examples that there will be a typhoon .
- Eliciting from Ss to build the dialogue 
- Asking Ss to practise speaking in pairs 
- Monitoring and assisting 
- Correcting and evaluating
- Asking Ss to discuss about the question 
- Giving examples
- Monitoring and assisting
- Correcting and feeding back
- Asking Ss to write somethimg they prepare for a typhoon 
- Giving examples
- Checking comprehension
- Taking part in the activities (Red and white)
- Listening and repeating in chorus à individually
- Copying 
- Listening and taking part in building the new lesson by answering the questions
*storm/volcano
*Doing Part a Page 76
- Listening and answering to build the dialogue
- Practising speaking in pairs
- Discussing in groups
- Copying
WEEK : 29
PERIOD : 58
DATE :
LESSON THREE : 
AIM : Listen to a talk on how to live with earthquakes .
OBJECTIVE : By the end of the lesson , students will be able to understand the talk and know how to live with the earthquakes .
SKILLS : Listening – Speaking .
TEACHING AIDS : Pictures , posters .
T
CONTENT
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
5’
13’
17’
8’
2’
I . WARM UP
Shark attack
Earthquake : _ _ _ _ _ _ _ _ _ _
II . PRE listening
1.Preteach vocabulary
1 . (n) fisture
2 . a block 
3 . a roller
2.Checking memory .
3.Set the scene
T/F prediction
1 . We should look around the house for sometime .
2 . We should buy some clothes .
3 . We should paint the house .
4 . We should check the mirrors in the bedroom and bathroom .
 III . while listening
1.Check pre listening task
1 . T 2 . F 3 . F 4 . T
2 . Fill in the table (Page 77 )
1 . bootom shelf of your bookshelves
2 . frigde
3 . washing machine
4 . mirrors
5 . a window
6 . inside
7 . under a strong table 
8 . doorway
9 . corner of a room 
IV . Post listening
Discussion
What should you do when you live in the earthquake zone ?
Ex : We should buy some canned food . .
V . HOMEWORK
Write it up
Ex : We should buy some canned food . .
- Setting up the activities
- Asking Ss to guess the word by guessing the letters step by step 
- Giving examples
- Beginning the task
- Eliciting à modelling à checking meaning , pronunciation 
*explnation
*picture
 *picture
- What and where
- Setting up the scene
- Making situations to introduce the new lesson by using the picture 2 , Page 74
*What is it ?
*Do you know the countries which usually have earthquakes ?
*Are the earthquakes dangergous ?
“Yes , the earthquakes are very dangerous . So ,what should we do when we live in the earthquake zones . We are going to listen to an expert to talk on how to live with earthquakes”
- Asking Ss to guess which is True , which is False 
- Monitoring and assisting
- Asking Ss to listen to the tape and check pre listening task (1-2 times)
- Asking Ss to listen to the text again and fill in the table with the suitable information
- Monitoring and assisting
- Correcting and evaluating
- Asking Ss to discuss in groups
- Giving examples
- Monotoring and assisting 
- Correcting and giving feedback 
-Asking Ss to write their ideas “What should you do when you live in the earthquake zone?”
- Giving examples
- Checking comprehension
- Listening and taking part in the activities
- Listening and repeating in chorus à individually
- Copying
- listening and answering to take part in building the new lesson 
*Earthquake
*Japan .
*Yes
- Guessing individually à comparing 
- Listening and and checking (individually à comparing) 
- Listening and finding out individually à comparing
- Writing down the answers on the posters in groups 
- Discussing in groups and then one of them to talk about their ideas 
- Copying
WEEK : 30
PERIOD : 59
DATE :
LESSON FOUR : 
AIM : Reading for details about the natural disasters .
OBJECTIVE : By the end of the lesson , students will be able to get more information about the natural disasters in the world .
SKILLS : Reading – speaking .
TEACHING AIDS : Pictures , posters .
T
CONTENT
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
5’
15’
15’
8’
2’
I . WARM UP
Jumbled words
quakeerath à earthquake
phoonty à typhoon
canoevol à volcanoe
torms à Storm
llapseco à collapse
II . PRE reading
1.Preteach vocabulary
1 . (to) suck up
2 . (adj) tidal
3 . a wave
4 . a shilf
5 . (adj) abrupt
2.Checking memory .
3.Set the scene
Brain storming
snowstorm
Disasters
T/F predictions (Part a , Page 79)
 III . while reading
1.Check pre reading task
1 . T 2 . T 3 . F 4 . T 5 . F 6 . T
2. Complete the sentences
(Part b , Page 79)
IV . Post READING
Questions
1 . Why do people call the Pacific Rim “Ring of fire” ?
2 . What will happen when there is an abrupt shift in the underwater movement of the earth /
3 . What does “typhoon” mean ?
4 . Can we predict a valcano ? Why? 
V . HOMEWORK
Ss collect the information
- Setting up the activities
- Asking Ss to go to the board and write the correct words
- Giving examples
- Beginning the activities
- Eliciting à modelling à checking meaning , pronunciation 
*Synonym(take s/t away)
*translation
*picture
*Synonym(movement)
*Synonym(very suddenly)
 - Rub out and remember
- Setting up the scene
- Making situations to introduce the new lesson by asking Ss tell about some disasters they know
*Are they dangerous ?
“Yes , they are very dangerous . Do you know clearly about them ? Today , we are going to read the text about some disasters”
 - Asking Ss to guess the things which is True , and which is False 
- Asking Ss to read the text and check what they guess
- Monitoring and assisting
- Correcting and evaluating
- Asking Ss to read the text again and complete the sentences
- Monitoring and assisting
- Correcting and evaluating
- Asking Ss to answer these sentences in groups
- Giving examples
- Monitoring and assisting
- Correcting and evaluating
- Asking Ss to collect the information about disasters from newspapers or other sourses to talk in the next period 
- Giving examples
- Checking comprehension
- Going to the board and writing in 2 groups (Red and white)
- Listening and repeating in chorus à individually
- Copying
- listening and answering to take part in building the new lesson 
*Yes
- Guessing in dividually à comparing 
- Reading and and checking
- Reading and trying to complete the sentences in groups
- Answering in groups and writing them on the posters
- Copying
WEEK : 30
PERIOD : 60
DATE :
LESSON FIVE : 
AIM : Writing a story about a typhoon .
OBJECTIVE : By the end of the lesson , students will be able to write a story about a typhoon .
SKILLS : Writing – Speaking .
TEACHING AIDS : Pictures , posters , Cues .
T
CONTENT
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
5’
15’
15’
15’
8’
2’
I . WARM UP
Kim’s game
Beautiful , shine , perfect , dog , play , run , home , tell , hear , typhoon , family , dark , strong , heavy , finish .
II . PRE writing
1.Preteach vocabulary
1 . (to) behave
2 . (adj) strange
3 . a wind 
2 .Checking memory
3 . Set the scene
(Using pictures of Page 80 )
 III . while writing
Ex : It is a beautiful day . The sun is shining . The sky is blue . The weather is perfect . 
IV . Post writing
Correction
V . HOMEWORK
Write it up
Ex : It is a beautiful day . The sun is shining . The sky is blue . The weather is perfect . 
 - Setting up the activities
- Asking Ss to try to remember the words on the board 
- Hiding the words and asking Ss to go to the board to write them again 
- Giving examples
- Beginning the task
- Eliciting à modelling à Checking meaning , pronunciation
*translation
*examples
*realia
- Slap the board
- Setting up the scene
- Making situation to introduce the new lesson by 
realia situations 
*What will happen when you see ants come into your house ?
*what will happen when you see there are many dragon flies flying in the sky ?
- Then using the picture 2 , Page 80 to eliciting the pictures
*What can you see in the picture ?
*What is the dog doing ?
“The dog hehaves strangely , so what will happen ?”
- Sticking the pictures and the poster of Page 79 of write on the board and running through them (P1:How is today ?/ How about the sun ? / And the sky ? / and the weather ? )
- Asking Ss to ask and answer about the pictures in pairs
- Monitoring and assisting
- Asking Ss to say out the story in the front of the class
- Asking Ss to write a story about the typhoon in groups
- Giving examples
- Monitoring and assisting
- Asking Ss to putting posters on the board 
- Correcting and giving feedback
- Asking Ss to write the story into their notebooks
- Giving examples
- Checking comprehension
- Listening and taking part in the activities 
- Listening and repeating in chorus à individually
- Copying
- listening and answering to take part in building the new lesson 
*There will be a floot
*It will be rain
*a girl and a dog
*Running around
- Listening and answering 
- Asking and answering in pairs
- Saying out 
- Writing in groups
- Correcting
- Copying
WEEK : 31
PERIOD : 61
DATE :
LESSON SIX : 
AIM : Practice in non-defining and futher practice in defining R.C .
OBJECTIVE : By the end of the lesson , students will be able to distinguish between defining R.C and non-defining R.C and use them accurately .
SKILLS : Speaking – Listening .
TEACHING AIDS : Pictures , posters , Cues .
T
CONTENT
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
5’
15’
15’
8’
2’
I . WARM UP
Revision
1 . This is a girl . She studies very hard .
2 . Tony is a good manager . She studies very hard .
II . PRESENTATION
1.Set the scene
1 . This is a girl who studies very hard .
2 . Tony, who studies very hard ,
 is a good manager .
2. Con cept check 
S + V(affi)  , + Au.V(negative) + S ? 
S + V(Negative)  , + Au.V(affi) + S ?
I am a student , aren’t I ?
(am à aren’t) 
III . PRACTICE
1. Matching (L.F 1 )
A
Singapore
B
Kobe
C
Columbus
D 
rhinoceros
2 . Drills (Question –answer )
- Using the matcing 
3.Pair work
IV .PRODUCTION
L .F 2 , Page 81
1-e , 2-g , 3-f , 4-a , 5-c , 6-d , 7-b 
V.HOMEWORK 
LF4 , Page 82
Ex : Kangaroos , which come from Australia , have a long tails .
- Setting up the activities
- Asking Ss to combine the sentences
- Giving examples
- Beginning the activities
- Setting up the scene
- Making sistuation to introduce the new lesson by using the revision 
- Writing the revision on the board , and presenting the new lesson by checking the concepts :
*What aree diffirences between the two sentences ?
*What does it mean ?
*What is the form ?
*what do we use it for ?
- Asking ss to copy
- Asking Ss to do the matching in groups
- Monitoring and assisting
- Asking Ss to ask and answer using the matching and non-difining adj clauses 
- Modelling 
- Monitoring and assisting 
- Correcting and evaluating
- Asking Ss to work in groups to do the LF 2 , page 81
- Giving examples 
- Monitoring and assisting 
- Correcting and giving feed back 
- Asking Ss to do the LF4 ,Page 82
- Giving examples
- Checking comprehension
- Taking part in the activities 
- Answering
- listening and taking part in building the lesson 
- Listening and answering
- Copying
- Matching
- Repeating in chorus à individually
- Practising speaking in pairs
- Doing the exercises in groups
- Copying