Period 57

Unit 9: natural disasters

Lesson 2: Speak
Date: March 20th 2011
I. Aims:
- Practice speaking about preparations for a typhoon.
II. Teaching aids:
tape, cassette, poster
III. Objectives
- By the end of the lesson, Ss will be able to talk about what
they want to buy and do to prepare for a typhoon and get
some ideas on how to live with earthquakes.

IV. Procedure:
1. Warm up: (4) Brainstorming
- Asks Ss to think of what they do to prepare for a typhoon.
- Asks Ss to go to the board and write down
cut some branches of high trees
buy candles buy food

preparatio
ns for a buy oil/ gas
typhoon
check the roof check the doors and windows

- Gives feedback and corrrects

- Introduces the lesson: Today you are going to speak about
preparations for a typhoon and listen about how to live with
earthquakes.
2. Pre-teach
a bucket c¸i x«
(drawing): chç thñng, chç dét
a leak (trans): buéc, trãi
to tie (mime): chèt cöa
a latch (realia): c¸i thang
a ladder (drawing): cã s½n
available (adj) lµm háng, ph¸ huû
(trans):
to damage (trans):
Checking vocab: Matching (poster)
3. Presentation
Revision
Form: S + must/ may/ might + V-infinitive...
Use: to talk about deduction or prediction
- Asks Ss to check what preparations Ss think should be made for a
typhoon
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- Gets feedback
- Asks Ss to answer the question:
What may happen if there is a typhoon?
- Gets feedback
- Runs through the box in section b-Page 76
4. Practice
- Gives instructions: Now you work with a partner. Talk about what
you think you want to buy and do to prepare for a typhoon and
explain why, using the ideas in the box and the example.
- Asks Ss to practice
- Calls on some pairs to practice before the class
- Gives feedback and corrects
5. Production
Write-it-up
- Asks Ss to write down their preparations for a typhoon
- Calls on some Ss to read their writing
- Gives feedback and corrects
6. Homework
- Learn by heart the new words
- Write all the exercises in your exercise book
………………………………………………..
Period 58
Unit 9: natural disasters
Lesson 3: Listen
th
Date: March 20 2011
I. Aims:
- Practice listening for details about how to live with
earthquakes.
II. Objectives
- By the end of the lesson, Ss will be able to talk about what
they want to buy and do to prepare for a typhoon and get
some ideas on how to live with earthquakes.
III. Teaching aids:
tape, cassette, poster
IV Procedure:
1. Warm up: (1)
2. Check up: Mix up
3.Pre-teach
to block (trans): ng¨n c¶n, h¹n chÕ
a roller (trans): trôc l¨n, con l¨n
a mirror (exp): c¸i g¬ng
to prevent (exp): ng¨n chÆn
doorway (trans): lèi ra vµo (nhµ)
Checking vocab: Slap the board
4. Pre-listening
Open Prediction:
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- Sets the scene: An expert is giving a talk about how to live with
earthquakes. You are going to listen and complete the table.
- Runs through the table
- Asks Ss to guess the missing words
- Gets feedback and writes some guesses on the board
5. While-listening
- Asks Ss to listen to the tape twice and check their predictions
- Gets feedback
- Asks Ss to listen again to check their answers
- Gives feedback and corrects Ss’ answers
Answer key
1. bottom shelf of your bookshelf
2. fridge
3. washing machine
4. mirrors
5. a window
6. inside
7. under a strong table
8. doorway
9. corner of a room
- Lets Ss listen to the tape once again
6. Post-listening
- Asks Ss some questions:
+ Where should we place heavy books?
+ Should you block the rollers on your fridge?
+ Should you check the mirrors?
+ Where should you stay?
+ Should you stand in the corner of the room?
- Calls on some Ss to check
- Gives feedback and corrects
7. Homework
- Learn by heart the new words
- Write all the exercises in your exercise book
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Period 59
Date: 21 / 03/ 2011
Unit 9: natural disasters
Lesson 3: Read
* Aims:
- Reading for details about natural disasters.
- By the end of the lesson, Ss will be able to get more
information about the natural disasters in the world.
* Teaching aids:
* Procedure:
1. Warm up: (4) Brainstorming
- Asks Ss to think of natural disasters and write on the board
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 snowstorm
earthquake typhoon

natural volcano
disasters

flood drought

- Gives feedback and corrrects

- Introduces the lesson: Today you are going to read about some
natural disasters.
2. Pre-teach(7)
- Elicits the new words from Ss
a tidal wave (e.g): sãng thÇn
abrupt = quick bÊt ngê, ®ét ngét
a shift (exp): sù chuyÓn
to warn (trans): dÞch,thay ®æi
funnel-shaped c¶nh b¸o
(adj) cã h×nh phÔu
to suck up hót lªn
(picture): lèc xo¸y
a tornado ®æ, sôp ®æ
(picture):
to collapse (exp):
Checking vocab: Matching
3. Pre-reading(8)
True/ False Prediction
- Sets the scene: There are six statements about the information of
some natural disasters. All of you have to read them and guess
whether they are true or false.
- Gets feedback and writes some guesses on the board
3. While-reading(20)
- Asks Ss to read the text and check their predictions
- Gets feedback and corrects
Answer key
1. True 4. True
2. True 5. False
3. False 6. True
- Asks Ss to read the text again and complete the sentences in
section b-Page 79
- Calls on some Ss to read aloud their sentences
- Gives feedback and corrects
Answer key
1. The majority of earthquakes occurs around the Pacific Rim.
2. During the earthquake in Kobe, many people were killed when
homes, office blocks and highways collapsed.
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 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 passes overland below a
thunderstorm and sucks up anything that is in its path.
4. Post-reading(5)
- Asks Ss some questions about the text:
a. Why do people call the Pacific Rim “Ring of Fire”?
b. When will a tidal wave happen?
c. What does typhoon mean?
d. Can we predict a volcano?
- Gives feedback and corrects
5. Homework(1)
- Learn the new words by heart
- Write all the answers in your exercise book.

Period 60
Unit 9: natural disasters
Lesson 4: Write
Date: 3/4/2011
I. Aims:
- Vocabulary:
- Main teaching point: Writing a story about a typhoon.
- Skills: main skill: S
Subskills: W, L , R
II. Objectives
- By the end of the lesson, Ss will be able to write a short story.
III. Teaching aids:
Tape, cassette, pictures
IV. Procedure:
1. Warm up: Chatting
- Asks Ss some questions in the last lesson
- Gives feedback and corrects
- Introduces the lesson: Today you are going to learn to write a
story.
2.Pre-teach
to behave (trans): c xö, øng xö
shelter (exp): chç tró ngô
all of a sudden: bÊt ngê, bçng dng
a circle (drawing): h×nh trßn, ®êng
scared (adj) trßn
(trans): sî h·i
to shine (e.g): chiÕu s¸ng
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Checking vocab: Rub out and Remember
3. Pre-writing
- Sets the scene: Look at these pictures. This is Lan’s family, they
are at home.
- Asks Ss some questions to elicit the story and runs through the
pictures
Picture 1:
+ Who is this?
+ Where is she?
+ What is she doing?
Lan is outside playing with her dog.
Picture 2:
+ How is the dog?
Picture 3:
+ What’s on TV?
+ What does Lan’s mother say?

Picture 4:
+ What are they doing?
Picture 5:
+ What is the weather like now?
Picture 6:
+ What’s the weather like now?
+ How are they now?
4. While-writing:
- Gives instructions: Use the word cues and the pictures to write the
story.
- Asks Ss to write the story
- Monitors and helps weaker Ss
5. Post-writing
Correction
- After Ss finish their writing, Ss have to compare with their partners
and make some correction
- Calls on Ss to write the sentences on the board (sentence by
sentence)
- Calls on other Ss to read aloud their sentences
- Gives feedback and corrects
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 began behaving strangely. She kept
running around in 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 home.

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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.
6. Homework
- Write the complete story in your exercise book
- Prepare for the new lesson: Language Focus

Period 61
Unit 9: natural disasters
Lesson 5: Language Focus
Date 3/4/ 2011
I. Aims:
- Vocabulary:
- Main teaching point: To help Ss further practice in Relative
clauses.
Subskills: W, L , R
II. Objectives
- By the end of the lesson, Ss will be able to do all the exercises
using Relative clauses.
III. Teaching aids:
Tape, cassette, pictures
IV. Procedure:
1. Warm up:
2. Relative pronouns
? What relative pronouns are used in defining relative clauses:
Who/ which
- Explains some more
Who: for people
Which: for things
We can use that instead of who/ which
Language Focus 1
- Gives instructions: Use your knowledge to answer the questions.
Use who/ which/ that in your answers and start your answers with
the words given.
- Gives an example: in the book
- Asks Ss to work in 2 teams
T: asks each question
- Gives feedback and corrects
- Asks Ss to practice again
- Calls on some pairs to practice before the class
Answer key
b. The country which won ... is Singapore.
c. The animal which has ... snout is rhinoceros.
d. The explorer who discovered America is Christoper Columbus.
e. The planet which is closest to the Earth is Venus.
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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 ccan chew but you cannot swallow is the
chewing gum; the thing... is water.
3. Defining and non-defining relative clauses
- Gives Ss 2 pairs of sentences and asks them to use relative
pronouns who/ which to combine them.
a. Family members try to be together at Tet. They live apart.
Family members who live apart try to be together at Tet.
b. Vietnam exports rice. Vietnam is in Southeast Asia.
Vietnam, which is in Southeast Asia, exports rice
- Helps Ss distinguish the difference between defining and non-
defining relative clauses
+ Defining relative clauses identify nouns, these clauses tell us
which person or thing the speaker means.
who for people that
which for things
+ Non-defining relative clauses give more information about a
person or thing already identified. when we write these clauses, we
add commas. We can’t use that in non-defining relative clauses.
Language Focus 3
- Gives instructions: Underline the relative clause in the sentence.
Then add commas to separate the non-defining relative clause from
the rest of the sentence
- Asks Ss to do the exercise
- Calls on some Ss to write on the board
- Gives feedback and corrects
Language Focus 2
-Give instructions: Match each of the sentences in column A with a
related sentence in column B. Then use a suitable relative pronoun
to join the two sentences.
- Asks Ss to match the sentences
- Gets feedback and corrects
Answer key
1-e 3-f 5-c 7-b
2-g 4-a 6-d
- Asks Ss to combine the sentences
- Calls on some Ss to write on the board
- Gives feedback and corrects
Language Focus 4
- Gives instructions on how to do the exercise
- Asks Ss to write
- Calls on Ss to write their sentences on the board
- Gives feedback and corrects
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4. Homework
- Write all the exercises in your exercise book
- Review for the 45-minute test