Giáo án Tiếng Anh Lớp 9 - Học kì II - Năm học 2010-2011 - Đinh Thị Hải

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Note: Father’s Day: - the third Sunday in June
 Mother’s Day: - (US) the second Sunday in May
 - (UK) the middle of March
 Comprehension questions.
- - Aks ss to ask and answer the questions onpage 69.
 -Gets ss to compare their answers with 
 their partners. 
 -Asks ss to give their answer before class
 -Correct and gives answer key.
a, to her dad
b, He is possibly dead. These ideas may tell about that “ how much you are missed.....,I now have children..”
c, his sense of humor
d, The best person in the world, a teacher, a care taker, a friend....
Writing
- Have Ss write their opinions, feeling and memories about their fathers.
- Share the writings to their partners.
* Discussion
Do you think we should organize the father’s Day in VN?
When?
- Ask Ss to write a passage about their father / mother.
T - whole class
Whole class
Individual work
Pair work
Individual work
Adjustment: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
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Date:19/02/2011
Unit 8 CELEBRATIONS
Period 52: Write
I. Objective: 
 By the end of the lesson ,students will be able to: 
- write a letter to a friend (share their ideas to celebrate Mother’s Day or Father’s Day)
II. Language content 
 1.Structures:
 2. Vocabulary : 
iii. Teaching aids: 
Extra board 
IV. Procedure:
Stage
Steps / Activities
Work arrangement
Warm up
*Chatting:1,Do you celebrate your birthday?
 2, What do you usually prepare for your birthday?
 3, Do people often celebrate Mother’s Day or Father’s Day in Vietnam?
Wordsquare
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Whole class
-
Whole class
Pre-writing
*Net work:
-What do cchildren do on Mother’s Day?
 -Give flowers/ cook meal
*Discussion:
According to you ,it is necessary to have a day to celebrate for our parents?
-The reasons for celebrating this day.
-When to celebrate?
-How to celebrate? (a good lunch /dinner; flowers,presents; give special food...)
*Elicilaton:
 3 part:
-first paragraph (opinion ,reason)
-second paragraph:when ,how ,what should we celebrate.
-third paragraph : your ideas.
- Present vocabulary.	
Whole class
While-writing
Have students work individually to write a letter to a friend
	Dear . . . . ,
	I’m writing to you to tell my idea about an important celebration. In my opinion, it is necessary to have aday to celebrate for our parents in our country.
The main reason is children will have a special day to express their feelings, memories and love for their parents. Moreover, we have an opportunity to enhance family traditions. On this occasion, members of families can have a chance to get together, to know one another and to help one another
 Ithink the time to celebrate that day should be on Sunday because Sunday is a day off so everybody is free from work or study. And the most suitable time is in Spring or Autumn because the weather is ussualy fine.
On that day, all the children should return to their parents’ house. They should have a family party with special food. Chilren should serve their parents the food that they like best. Chilren should give their parents flower, bring them a special cake or send them cards. It ‘ s not necessary to give our parents expensive gifts because our parents understand the meaning of our deeds.
I believe the idea will be supported and the day will be celebrated nationwide because everybody loves their parents and wants their parents to be happy.
 Love
Individually
Post-writing
-Have ss read their letters
-Correct ss’s mistakes
Individually
Homework
Ask ss to write a pasage to express their feelings about their father or mother
Adjustment: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
 Date: 05/03/2011
Unit 8 CELEBRATIONS
Period 53: Language focus
I. Objective: By the end of the lesson ,students will be able to: 
 - Further practice : +Relative clauses.
 +Adverb clauses of concession 
II. Language content 
 Structures: +Relative clauses/Adverb clauses of concession 
iii. Teaching aids: Extra board 
IV. Procedure: 
Stage
Steps / Activities
Work arrangement
Warm up
*Jumble word:
-........... Which
-........... Who
-........... Although
-............. Eventhough
Individually
Whole class
Presentation
*Relative clause-Explain how to use.
Ex: * Defining clause:
- The pen which is on the table is mine
- The girl who is talking to Nam is my sister 
* Non - Defining clause
- This book, which you talked with me about, is one of Dicken’ s novel
- Shakespeare, who wrote Romeo and Juliet, died in 1616. 
*Adverb clauses of concession
- Explain how to use.
Ex:- An goes out although it ‘s raining 
- Although it ‘s raining, An goes out
Whole class
Practice
Exercise1: Lucky number:3,7,6,10
 1 2 3 4 5 6 7 8 9 10 11 12
-Ss read aloud their sentences before the class.
-Teacher checks and corrects.
a) Auld Lang Syne is a song which is sung on New Year ‘ s Eve
b) This watch is a gift which was given to me by my aunt on my 14th birthday
c) My friend Tom, who sings Western folk songs very well, can compose songs.
d) We often go to the town cultural house, which always opens on public holidays
e) I like reading books which tell about different peoples and their cultures 
f) On my mom’s birthday my dad gave her roses, which were very sweet and beautiful
g) Judy like the full – moon festival, which is celebrated in mid – fall very much
h) Tomorrow I’ll go to the airport to meet my friends, who come to stay with us during the Christmas
Exercise 2:
-T gives a poster to ss: 
-Students use sentences in extra board to describe each of the people in the picture that use relative clauses with “who”.
-Teacher corrects.
Exercise3: Join the sentences.
-Teacher explains although / even though +...clause
-Have students combine the sentences using adv of concessions in brackets.
-Get students to compare their answers.
-Asks students to read their sentences and corrects.
Exercise 4:Look at the pictures. Complete the sentences
- Hangs the pictures
-Asks students some questions base on the pictures.
 Ex: -What is Tuan doing? Tuan is doing his H.W
-................................? .......................
-Asks students to complete the sentences using suitable tenses of verb cues under each picture.
-Teacher corrects.
b) Even though Liz has an exam tomorrow, she is still watching TV now.
c) It rained yesterday although the weather bureau predicted the weather would be fine
d) Ba ate a lot of food though he wasn’t hungry
e) Even though the keyboard wasn’t working well, Mary tried to finish her letter
Groups
Pairs
Production
-Ask students to describe their friends or things in class using relative pronouns, adverbs of concession for author to guess who is he /she/ What is this?
Individually
Homework
-Ask students to describe their friends or things in class using relative pronouns, 
Adjustment: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
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Date: 05/03/2011 
Unit 9 natural disasters 
 Period 54: Getting started- Listen and read
I. Objective: 
 By the end of the lesson ,students will be able to: 
 - Listen and read a dialogue for detail information about a weather forecast 
Get to know and use new words about weather
Understand the information in a weather forecast 
II. Language content 
 Vocabulary snowstorm, earthquake, volcano, typhoon 
iii. Teaching aids: 
tape, cassette, pictures 
IV. Procedure: 
Stage
Steps / Activities
Work arrangement
Warm up
Explain the words in the book.
T: Ask Ss to match the picture to the correct words 
- Give correct answers
1.snow storm
2.earthquake
3.volcano
4. typhoon
Individually
Whole class
Presentation
-weather forecast (n) : döï baùo thôøi tieát
-thunder storm (n) : baûo keøm theo saám
-(to) experience : traûi qua, coù kinh nghieäm
-(to) expect : ñoùn nhaän
-cloud (n) : maây
-coast (n) : bôø bieån
-(to) trust : tin caäy
* Check up: What and where
Tell Ss to look at the pictures on page 75 and answer, in which program do we see in these pictures? (in weather forecast) 
T: Set the scene "Thuy is talking to her grandmother while they are watching a weather forecast on TV. Now you look at the book and listen to the tape?	
Whole class
Practice
-Have students listen twice. Then practice the dialogue in groups of three.
-Correct their mistakes.
-Have them match the places with the weather
-Feed back
1.Hanoi	 a.raining
2.Coast of Thanh Hoa 	 b.thunder
3.The south central coast	 c.27-35 oc 
4.Hue	 d.25-30 oc
5.Cuu long delta	 e.sunny
6.HCM city	 `f.clouds
-Have students read the dialogue and complete the sentences.
-Feed back
T: Call on some Ss to read aloud their completed sentences in front of class.
-Feed back
1. turn up; weather forecast
2. raining
3. central highlands
4. have temperature
5. weather forecasts
Groups
Production
T: Ask Ss to work in group of 3 to 4 and discuss to make a weather forecast for the following day in Vietnam
T: Call on some representatives from groups to read their forecast aloud in front of class
Groups
Homework
Combine the following sentences using “which”:
1.Lan likes the books very much. You borrowed them last Monday .
2.The postcard is beautiful. I showed it to you yesterday
3.Do you enjoy the coffee? My sister made it this morning
4.Knife is an object. We use it to cut something
5.Where is the hat? I lent it to you last week.
6. Library card is a card. It is used to borrow books from the library.
7.The flowers are very beautiful. She gives me the flowers.
Adjustment: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
 DuyÖt ngµy, 07 th¸ng 03 n¨m 2011
 Tæ tr­ëng
 Phïng ThÞ DiÖn
Date: 12/03/2011 
Unit 9: natural disasters 
Period 55: Speak - Listen
I. Objective: 
 By the end of the lesson ,students will be able to: 
Know what should be prepared for a typhoon
Improve the discussion skills: agreeing and disagreeing 
Get to know some ideas on how to live with earthquakes through sentence completion exercise
Listen to the talk better, identify and catch key words for the answers
II. Language content 
 1.Structures
 2. Vocabulary : Canned food, bucket, fix the leak, roof, peg, door latch, power cat, block, zone, roller, hang potted plant, doorway 
iii. Teaching aids: 
tape, cassette, pictures 
IV. Procedure: 
Stage
Steps / Activities
Work arrangement
Warm up
- Have there been any typhoons in our hometown?
+ What should we do when there is a typhoon?
+ Do you know anything about earthquakes?
+ Are there any earthquakes in Vietnam?
+ in which countries do earthquakes usually occur?
Individually
Whole class
Pre-teach
Canned food (n): ®å ¨n ®ãng hép
Fix the leak: söa ch÷a lç thñng
Roof (n): m¸i nhµ
Peg (n): mãc treo
Door latch (n): kho¸ bªn ngoµi (cöa) 
Power cut (v): c¾t ®iÖn	
Whole class
While-teach
T: Ask Ss to work in pairs, study the list and check what preparations should be made for a 
typhoon
T: Call on some pairs to explain their answers
- Correct and gives suggested choice
T: Have Ss continue working in pairs but with another partner 
- Ask them to talk about what they think they want to buy and do to prepare for a typhoon, explain why. The ideas in the box and the samples on page 77 maybe helpful.
Ex: 
I think we should buy some candles and matches before a typhoon.
B: Yes, I agree with you. Because there maybe a power cut when the wind is strong.
..
*Listening:
T: Set the scene "An expert is giving a talk on how to live with earthquakes, Actually he will give us advice on what should we do before and during an earthquake. Listen to the talk and complete the table"
-Explain words:
-(to) block : ngaên, caûn
-roller (n) : con laên
-container (n) : be,ã chaäu
T: Play the tape several times if necessary
T: Call on some Ss to read their answers aloud 
- Feedback and give correct answers, Play the tape again and stop at each answer
Answers
1. bottom shelf of the bookshelf 
2. fridge 
3. washing machine
4. mirrors
5. window
6. inside
7. under a strong table
8. door way
9. Conner of the room. 
T: Call on some ss to read full sentenses in front of class.
Groups
Pairs
Post teach
Have Ss work in group and make a short presentation on how to live with earthquakes based on the information in the table
Homework
Exercise 4 page 60, exercise book
Ex: 1-sunny
Adjustment: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
Date: 12/03/2011 
Unit 9: natural disasters 
Period 56: Read
I. Objective: 
 By the end the lesson, students will be able to more information about the natural disasters in the word.
II. Language content 
 1.Structures
 2. Vocabulary:
 Pacific Rim, collapse , abrupt, a shift, erupt, funnel - shaped, suck up. 
iii. Teaching aids: 
tape, cassette, pictures 
IV. Procedure: 
Stage
Steps / Activities
Work arrangement
Warm up
* Jumble words:
1. otnophy – typhoon
2. damotro – tornado
3. lacono – volcano
4. tearquake – earthquake
5. ormst – storm
Individually
Whole class
Pre-reading
New words:
- Pacific Rim: trans
- collapse( v) picture
- abrupt (adj) (synonym: quick, sudden)
- shift (n) definition: change of position)
- erupt (v) trans
- funnel - shaped (n) có hình phÔu (visual)
- suck up (v) hót lªn (translation)
Checking:
 - Rub out and remember.
- Set the scene:There are 6 statements about the information of some to natural disastests. All of you have to read them and guess whether they are true or false.
- Hang the poster of T/F statements on the board.
- Get students to guess which statements are true and which are false.
1. Most of earthquakes in the world occur in the Ring of Fire.
2. The earthquake in Kobe in 1995 caused severe damage.
3. A huge tidal wave traveled from California to Alaska and hit Anchorage in the 1960s.
4. Typhoon, hurricane and tropical storm are different words for the same natural disasters.
5. The eruption of Mount Pinatubo is the world’s largest ever volcano eruption
6. A Tornado looks like a funnel
Whole class
While-reading
Ss work individually to read the text carefully and tell the teacher what is the text about in general.
- Check True or False sentences.
- Correct the False sentences.
- Complete the sentences.
*T / F statements:
Guess
Answer
Correction
1
T
2
T
3
F
A huge tidal wave traveled from Alaska to California
4
T
5
F
The eruption of Mount Pinatubo is the world’s largest volcanic eruption in more than 50 years.
6
T
* Complete the sentences:
1. .in the world occur in the Ring of Fire.
2. ...people were killed when homes, office blocks and highways collapsed.
3.  an abrupt shift in the under water movement of the Earth.
4. . a cyclone.
5.  the word " typhoon".
6. .. looks like a funnel
Groups
Pairs
Post-reading
- Ss work in group five . Each groups is in charge of one kind of natural disasters. ( Ex: earthquake, tidal waves, .....) Then Ss have to summarise that part and talk about it in turns
Groups
Homework
Do exercise in workbook.
Prepare for the next lesson
Adjustment:............ 
.................................... 
 DuyÖt ngµy, 14 th¸ng 03 n¨m 2011
 Tæ tr­ëng
 Phïng ThÞ DiÖn
Date: 19/03/2011 
Unit 9: natural disasters 
Period 57: Write
 I. Objective: 
By the end the lesson, students will be able to write a story 
II. Language content 
 1. Structures
 2. Vocabulary:
iii. Teaching aids: 
 pictures 
IV. Procedure:
 Stage
Steps / Activities
Work arrangement
Warm up
*Write it up:
 Ss work in groups to write as many sentenes as possible with that word. The group that can write the most correct sentences will be th winner
- The teacher write the word: " dog" on the board.
- Ss work in groups to write as many sentenes as possible with that word. The group that can write the most correct sentences will be th winner.
*. Ex: - I have a lovely dog.
 - I want to buy a clever dog.
Individually
Whole class
Pre-writing
- behave (v): cư xử, ứng xử (translation)
- shelter (n): chỗ trú ngụ (definition: a place of safely)
- all of sudden (IDM): bất ngờ, bỗng dưng (synonym: suddenly)
* Checking vocabulary: what and where
	Show six pictures on the board
- Set the scene: This is Lan’s family, they are at home
- Ask home questions to elicit the story
1. 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 out side playing with her dog.
2. Picture 2:
- How is the dog? It looks strange. Perhaps is it scared?
à All of a student, the dog behaves strangely
3. 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.
à Lan ran home and her mother tells her that there is a typhoon coming
4. Picture 4:
- What are they doing? They are gathering and talking about the coming typhoon
à Mrs. Quyen gathers her family and asks them to find shelter in the house.
5. Picture 5: 
- What’s the weather like now? It is very dark. It has strong wind a heavy rain
à Suddenly, it becomes dark. The storm comes with strong win and heavy rain
6. Picture 6:
- What’s the weather like now? It’s fine.
- How are they now? They all are happy.
à The storm finishes soon and everyone is glad
Whole class
Groups
While-writing
- Ask some students to look at the pictures and retell the story
- Have students write a story individually. The cues in the box on page 79 will help students to write easily
- Ask students to use past tense.
- Go around and help students to write.
- Get students to share with their partners and correct mistakes.
Individually
Groups
Post-writing
- Take some writing to correct 
- Ask students to rewrite their writings
- Collect their papers and correct. 
 Whole class
Homework
- Get students to write another story.
Adjustment: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
Date: 19/03/2011 
Unit 9: natural disasters