Giáo án Tiếng Anh lớp 9 tiết 54 đến 60 - Unit 9: Natural disasters

.
V. Anticipated problems: The lesson may take time.
VI. Teaching steps:
1. Warm up: (1minute) Greet and check the students’ attendance. 
2. Revision: (5 minutes) Shark attack: WEATHER FORECAST
3. New lesson:
STAGES
ACTIVITIES
ON BOARD
PRE READING
(8 minutes)
* Preteach vocabulary:
- Teacher uses techniques to teach students new words.
- Checking understanding: 
Rubout and remember.
* Set the scene:
Thuy is talking to her grandmother. They are both watching TV, listening to the weather forecast on TV.
I. New words;
(to) turn up: ®iÒu chØnh to lªn
(to) expect: mong ®îi, chê ®ãn
thunderstorm: b·o cã sÊm sÐt, m­a to.
Delta (n): vïng ch©u thæ
Just in case: phßng khi, lì khi.
WHILE READING
(20 minutes)
* Listen and read. P.74 – 75:
- Students read the dialogue first and then practice the dialogue in group of three.
- Students read the dialogue again and fill in each blank with one word or phrase from the dialogue.
- Students read the dialogue for the third time and then answer the comprehension questions.
II. Listen and read. P.4 – 75:
1. Practice.
2. Gap fill. (Part b. P.75)
Answer key:
1. turn up
2. rainy
3. central highlands
4. have temperatures
5. weather forecasts; watching them
3. Answer these questions:
a) Why does Thuy’s grandmother ask her to turn up the volume?
b) What will the weather be like in Ha Noi tomorrow?
c) Where will there be thunderstorms over?
d) What is Thuy doing tommorrow?
e) What does Thuy’s grandmother want her to do?
Answer key:
a) Because she wants to listen to the weather forecast.
b) It will be sunny.
c) The central highlands.
d) She is meeting her old friends who dhe hasn’t met since she left school and she and they are going to a park on the other side of river.
e) She wants her to bring a long rain coat.
POST READING
(9 minutes)
* Teacher elicits the mode sentences:
- Concept checking:
+ What does this sentence mean?
+ What is used after “just in case”? A noun or a clause?
+ What is the intonation? Raising or falling?
4. Model sentences:
- I’ll bring a raincoat just in case it rains.
Note:
 Just in case it rains = Because it is possible to rain
4. Homework: (2 minutes)
- Learn by heart all the new words and model sentences.
- Do exercise: 5. P.61 (workbook)
* Teacher guides students to do the exercise:
Xem th«ng tin vÒ dù b¸o thêi tiÕt vµ viÕt c©u nh­ c©u mÉu. (Dïng mÖnh ®Ò quan hÖ trong c©u).
Period 55. Unit 9: Natural disasters
Lesson 2: speak and listen. P.76 – 77
I. Aims: - To help students practise speaking in preparations that should be made for a typhoon.
- To help students listen for details about how to live with earthquakes.
- To develop students’ skills.
II. Objectives: By the end of the lesson, students will be able to know some preparations that should be made for a typhoon and understand the listening.
III. Ways of working: T - WC, team work, pair work, individual work.
IV. Materials: Textbook, pictures in the textbook, tape.
V. Anticipated problems: - Listening may be difficul for some students.
- The lesson may take time.
VI. Teaching steps:
1. Warm up: (1 minute) Greet and check the students’ attendance.
2. Revision: (4 minutes)
* Discussion: The question raised:
- What happen if there is a typhoon? (flood, strong wind blowing, raining hard.)
fixing the leak in the roof
buying some canned food
Preparations for a typhoon
* Brainstorming:- Students write preparations should be made for a typhoon.
3. New lesson:
STAGES
ACTIVITIES
ON BOARD
PRE SPEAKING
(7 minutes)
* Preteach vocabulary:
- Teacher uses techniques to teach students new words. 
- Checking understanding:
Rubout and remember
* Exercise a). P.76:
- Students check (Ö) wht preparation should be made for a typhoon.
* Presentation Dialogue:
I. SPEAK
1. New words:
- a bucket: c¸i x«
- a latch: c¸i chèt cöa
- (to) tie: buéc, trãi
- a peg: c¸i chèt, cäc
2. What preparation should you made for a tyhoon?
3. Dialogue:
S1: What should we do if there is a typhoon?
S2: I think we should buy some canned food.
S1: Yes, I think so. The market will be closed and no food will be available. What else?
S2: I think we should buy a ladder.
S1: What for?
S2: Just in case we need to fix a roof. Because there must be strong wind blowing.
S1: That’s OK.
WHILE SPEAKING
(6 minutes)
* Pair work:
- In pair students talk about what they think they want to buy and do to prepare for a typhoon, explain why as the dialogue above. (Students may use the ideas in the boxof part b. P.76)
4. Speak:
POST SPEAKING
(5 minutes)
* Write it up:
- Students write about what should be made for a typhoon beginning with: “If there is a tyhoon, we should”
5. Write:
If there is a typhoon, we should.............
.
PRE LISTENING
9 minutes)
* Brain storming:
- Students find out the name of disasters.
* Preteach vocabulary:
- Teacher uses techniques to teach students new words.
* Pre questions:
- What happen if there is an earthquake?
- What will you do if there is an earthquake?
B. LISTEN
1. Brainstorming: 
Natural Disasters
thunderstorm
earthquake
drought
typhoon
forest fire
flood
2. New words:
- (to) block: chÆn, ng¨n c¶n, h¹n chÕ viÖc sö dông
- a roller: trôc l¨n, con l¨n (b¸nh xe ®Èy nghÜa trong bµi)
- a fixture: ®å ®¹c cè ®Þnh
- a fridge: tñ l¹nh
WHILE LISTENING
(7 minutes)
* Listen. P.77
- Students listen for the first time and check their predictions.
- Students listen for the second time and complete the table. P.77 
* Tapescript:
If you live in an eartthquake zone, you should take some time to look around your house. Place heavy books on the bottom shelf of your bookshelves. Block the rollers on your fridge and washing machine to prevent them from moving. Put hanging potted plants in plastic containers. check the mirrors in your bathroom and bedroom. Make sure they can’t move. Don’t put your bed next to a window.
Planning where you are going to be during an earthquake is very important. The first thing to remember is to stay inside. Then you should sit under a strong table or doorway, or stand in the corner of the room. 
3. Listen. P.77:
a) Checking the predictions:
b) Listen and complete the table:
* Answer key:
1. bottom shelf of your bookshelves
2. fridge
3. washing machine
4. mirrors
5. a window
6. inside
7. under a strong table
8. doorway
9. conner of a room
POST LISTENING
(5 minutes)
* Role play:
- Students work in pair, one of them takes the role of the expert and the other asks him / her questions about how to live with earthquakes. 
4. Speak:
4. Homework: (1 minutes) 
- Learn by heart all the new words.
- Do exercise 7. P.64 (workbook)
* Teacher guides students to do the exercise:
Period 56. Unit 9: Natural disasters
Lesson 3: getting started + read. P.74, 78
I. Aims: - To help students read and understand for details about natural disasters.
- To develop students’ reading skill.
II. Objectives: By the end of the lesson, students will be able to understand the text for details.
III. Ways of working: T - WC, teamwork, group work, individual work.
IV. Materials: Textbook, pictures in the textbook, additional board.
V. Anticipated problems:
VI. Teaching steps:
1. Warm up: (1 minutes) Greet and check the students’ attendance.
2. Revision: (5 minutes) * Wordsquare
- Students find nouns of Natural disasters. (7 words)
o
d
e
a
r
t
h
n
r
y
q
a
o
f
s
p
u
c
u
i
l
t
h
a
l
g
r
o
o
k
o
h
e
r
o
e
v
t
m
n
d
*Key:
? earthquake
$ drought, typhoon, storm, fire
# volcano
( flood
3. New lesson:
STAGES
ACTIVITIES
ON BOARD
PRE READING
(12 minutes)
* Matching:
- Students match the pictures on page 74 to the corect words
 Preteach vocabulary:
- Teacher uses techniques to tach students new words.
- Checking understanding:
Slap the board
* Set the sence:
- You are going to read a text about some natural disasters.
* True - false statements open prediction:
- Students predict whether the six statements are true or false. 
I. Matching:
Answer key:
1-snowstorm 3-volcano
2-earthquake 4-typhoon
II. New words:
- a tidal wave:
- a tornado:
- an abrupt shift:
- (to) erupt:
- funnel-shaped (adj):
- (to) suck up:
sãng thÇn
c¬n lèc xo¸y
sù chuyÓn dÞch/thay ®æi bÊt ngê (®ét ngét)
phun, phun trµo
h×nh phÔu
hót lªn
III. True - False prediction:
1. Most of the earthquakes in the world occur in the Ring of Fire.
2. The earthqake in Kobe in 1995 caused severe damage.
3. A huge tidal wave travelled from california to Alaska and hit Anchorage in the 1960s.
4. Typhoon, hurricane and tropical storm are different words for the same natural disaster.
5. The eruption of Mount Pinatubo is the world’s largest ever volcanic eruption.
6. A tornado looks like a funnel.
WHILE READING
(18 minutes)
* Read. P.78
- Students read for the first time and check their predictions.
- Students read again and complete the sentences.
IV. Read. P.78:
1. Checking predictions:
*Answer key:
1. T
2. T
3. F
4. T
5. F
6. T
2. Complete the sentences. Part b. P.79:
* Answer key:
1. The majority of earthquakes occur around the Pacific Rim.
2. During the earthquake in Kobe, many people died and a lot of homes, office blocks, highways weredamaged.
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” which means “big wind”.
6. A tornado is a type of storm that is funnel-shaped and passes overland below a thunderstorm.
POST READING
(7 minutes)
* Talking:
- In group of four, students talk about the natural disasters above.
3. Talking:
4. Homework: (2 minutes) 
- Learn by heart all the new words.
- Read the text again.
- Do exercise:4. P.60 (workbook)
* Teacher guides students to do the exercise:
Bµi tËp 4: t×m tõ miªu t¶ thiªn tai vµ ®iÒu kiÖn thêi tiÕt trong « ch÷. B¹n cã thÓ t×m ®­îc h¬n 12 tõ.
Period 57. Unit 9: Natural disasters
Lesson 4: write. P.79 - 80
I. Aims: - To help students write a story.
- To develop students’ writing skill.
II. Objectives: By the end of the lesson, students will be able to write a story about Lan and her dog, Skippy.
III. Materials: Textbook, pictures in the textbook, cards.
IV. Ways of working: T - WC, individual work.
V. Anticipated problems:
VI. Teaching steps:
1. Warm up: (1 minute) Greet and check the students’ attendance.
2. Revision: (5 minutes) * Jumbled words:
aethqrauek (earthquake)
onophyt (typhoon)
caoovln (volcano)
donarot (tornado)
3. New lesson:
STAGES
ACTIVITIES
ON BOARD
PRE WRITNG
(10 minutes)
* Preteach vocabulary:
- Teacher uses techniques to teach students new words.
* Open prediction:
- Teacher gets students predict the content of the story, using the 6 pictures in the textbook at page 80.
- Teacher gives the real / true story in Vietnamese.
I. New words:
- (to) behave: c­ xö, øng xö
- all of a sudden = suddenly: bÊt ngê, ®ét nhiªn
- a shelter: chç tró ngô
WHILE WRITING
(17 minutes)
* Sentences building:
- Students use the pictures and the words in the box to write a complete story about / of Lan and her dog.
Answer key:
It was a beautiful day. The sun was shining, the sky wa blue, and the weather was perfect. Lan was outside with her dog, Skippy. All of a sudden, the dof began behaving strangely. She kept running around in circles (and didn’t seem to be herself). Lan ran home with her 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 home.
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 is! She saved Lan from being caught in the typhoon.
II. Write. P.80:
E.g:It was a beautiful day. The sun was shining, the sky was blue.
POST WRITING
(10 minutes)
* Correction:
- Teacher helps students to correct their writings.
4. Homework: (2 minutes)
- Learn by heart all the new words.
- Write another story, using the pictures on page 80.
- Prepare “Language focus 1, 2, 3, 4”
Period 58. Unit 9: Natural disasters
Lesson 5: language focus 1, 2, 3, 4. P.80 - 82
I. Aims: To help students further practice in relative clauses.
- To develop students’ skills.
II. Objectives: By the end of the lesson, students will be able to use relative clause with relative pronouns WHO/ WHICH/ THAT
III. Ways of working: T-WC, individual work.
IV. Materials: Textbook, colour chalk.
V. Anticipated problems: The lesson may take time.
VI. Teaching steps
1. Warm up: (1 minute) Greet and check the students’ attendance.
2. Revision:
3. New lesson:
STAGES
ACTIVITIES
ON BOARD
FURTHER PRACTICE
(42 minutes)
* Quiz show / Games:
Language focus 1. P.81:
- Students answer the questions gives using WHO / WHICH / THAT in their answers.
* Matching:
Language focus 2. P.81 - 82.
- Students match each of the sentences in column A with a related sentences in column B.
* Transformation Drill:
Language focus 3. P.82:
- Students underline the relative clauses in the sentences, then add commas to separate the non-defining relative clause from the rest of the sentences. 
Language focus 4. P.82:
- Students rewrite the sentences in exercise 3, replacing each underlined clause with a clause that they use the fact or their imagination to write.
I. Language focus 1. P.81:
* Answer key:
a) The city which was struck by a huge earthquake in 1995 in Japan is Kobe.
b) The country which won the 1998 Tiger Cup is Singapore.
c) The animal which has one or two hours 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 can’t swallow is the chewing gum, and the thing which you can swallow but you can’t chew is water.
II. Language focus 2. P. 81 - 82.
* Answer key:
1 + e. Andrew is flying to Sacramento, which is the capital city of California.
2 + g. It snowed in Lang Son, which is on the Ky Cung River, in the winter of 2002.
3 + f. Pompeii, which is an aincent city os Italy, was completely destroyed in A.D 79 by an eruption of Mount Vesuvius.
4 + a. Hurricane Andrew, which swept through southern Florida in August 1992, killed 41 people and made more than 200,000 homeless.
5 + c. The cyclone of November 1970 in Bangladesh, which killed about 500,000 people, was one of the worst natural disasters of the 20th century.
6 + d. The most disastrous earthquake in Japanese history, which occurred in 1923, damaged Tokyo and Yokohama and killed about 150,000 people.
7 + b. The October 1989 Loma Prieta earthquake, which measured 7.1 on the Richter scale, caused extensive damage to older buildings in San Francisco Bay area.
III. Language focus 3. P.82:
* Answer key:
b) Kangaroos, which comes from Australia, have long tails.
c) Ba, who lives on Trang Tien Street, likes playing the guitar.
d) (defining)
e) Neil Armstrong, who first walked on the moon, lived in the USA.
f) (defining)
g) Miss Lien, who sings very well, is my English teacher.
IV. Language focus 4. P.82:
* Suggested answers:
c) Ba, who won the first prize in the contest, likes playing the guitar.
d) The novel that I bought last week has been lost.
e) Neil Armstrong, who was my idol, lived in the USA.
f) The chair that was repaired yesterday is broken.
g) Miss Lien, who is wearing a blue blouse, is my English teacher.
4. Homework: (2 minutes) - Do exercise 2. P.59 (workbook)
- Prepare Unit 10 (textbook)
* Guiding: Hoµn thµnh c©u, dïng M§QH kh«ng x¸c ®Þnh, ®­a th«ng tin vÒ tØnh, TP hoÆc VN
Period 59. kiÓm tra 1 tiÕt
A.Aims: -To check students’ knowledge from unit 8 to unit 9.
- To help students appropriate their own knowledge and help them to do later tests better.
B. Test. (Time allowance: 45 minutes)
I Listen and choose the best answers. 
Tet or the Lunar New Year holiday is the most (1) .festival in Viet Nam. Tet is a joyful festival which occurs in late(2) .. or early February. It is a time for families to (3).. and decorate their houses, wear new clothes and enjoy special (4) such as sticky rice cakes. Family members who live apart try to be together at Tet
1 A. unimportant	B. important	C. import	D. interesting
2 A. February	B. March	C. January	D. December
3 A. clean	B. to clean	C. cleaned	D. cleaning
4 A. food	B. drinks	C. dinner	D. meals
II. Choose A, B, C or D to complete the following sentences.
1. Last night we came to the show late .. the traffic was terrible.
A. although	B. despite	C. and	D. because
2. I live in Da Lat, .. is one of the most beautiful cities of Vietnam.
A. who	B. which	C. whom	D. whose
3. We think that Mother’s Day should be celebrated .
A. nationhood	B. nation wide	C. nationality	D. nation
4. According to the weather  ., it will be raining tonight.
 A. forecast	B. forecaster	C. forecasted	D. forecasting
5. Many people become .. because of natural disasters every year.
A. homeland	B. homesick	C. homeless	D. homework
6. We are going to .. the anniversary of our 50th weeding.
A. to celebrate	B. celebrated	C. celebrating	D. celebrate
III. Combine these pairs of sentences, using who, which, where. 
1. He met many friends. The friends encouraged him in his work.
2. He often tells me about his village. He was born there.
 .
3. The book was rather difficult. I gave him that book.
4. The man is a worker. We talk with him .
 .
V. Read the passage carefully, then answer the questions below. 
Millions of pound worth of damage has been caused by a storm which passed across the north of England last nights. The River Ribble burst its banks after heavy rain.
	People were rescued from the floods by the firemen, who received numerous calls for help. Wind speeds reached ninety miles an hour in some places.
	Roads were blocked by fallen trees and electricity lines were brought down, leaving thousands of homes without electricity. “Everything possible is being done to get the situation back to normal”, a spokesman said.
Questions:
1. What has been caused by a storm which passed across the north of England?
 ..
2. When did the storm happen?
 ..
3. What happen to the River Ribble?
4. Who rescued many people fron the floods?
 ..
 Period 60. ch÷a bµi kiÓm tra 1 tiÕt
I. Aims: - To correct the forty minutes test (period 59) and help SS to do the next test better.
II. Objectives:
- By the end of the lesson, students will be able to know the correct answers of the test and can know how to do the sentences they couldn't do. Students can also have some experience to do the next test better.
III. Ways of working Teacher - the whole class, individual work.
III. Materials: Paper test, colour chalk.
IV. Teaching steps:
1. Warm up: (1 minutes) Greet and check the students'attendance.
2. Presentation the test:
- Teacher gets students to look through their tests carefully and find the mistake the made and tell how to correct them.
3. Comment the result of the test:- The test papers are quite clear and clean.
- Most students know how to do the test. Some students do the test quite well.
* The bad points:- Some students write very carelessly
- Some students do the exercise III not very well.
4. Giving the answer key to the test:
I Listen and choose the best answers. 
1.B 2.C 3A 4A
II. Choose A, B, C or D to complete the following sentences.
 1.A 2.B 3.A 4.B 5.C 6.A 7.B 8.D
III. Combine these pairs of sentences, using who, which, where. 
 1.He met many friends who encourged him in his work.
 2.He often tells me