Planning date: 7/ 03 / 2011
54
th
period:
Unit 9: Natural disasters
Lesson 1: Getting started +
Listen and read
Objectives: By the end of the lesson, Ss will be able:
+ to understand the topic of the unit: Natural disasters.
+ to read a dialogue for details about the weather forecast.
+ to talk about the weather.
Language focus:
Vocabulary: turn up expect thunderstorm delta
snowstorm earthquake volcano typhoon
Structure: The present simple / The future simple
Teaching method: Communicative method
Teaching aids: Textbook(E9), posters, pictures, projector
Procedure:
Stage Activities Interaction
Warm up
(10ms)
Getting started
- Show four pictures on page 74 and ask Ss to match them
with four natural disasters: snowstorm, earthquake,
volcano, typhoon.
- Ask Ss some questions to elicit new words:
+ Is it raining in picture 4 ?
+ Is it snowy in the picture 1 ?
+ Do you think it s an earthquake in the picture’
2 ?
……

- Give feedback:
P1 – snowstorm
P2 – earthquake
P3 – volcano
P4 – typhoon
- Ask Ss some questions to check their understanding.
+ How do you know it is a snowstorm/an
earthquake/
a volcano/ a typhoon ?
- Focus Ss on the pronunciation and meaning.
- Call on some Ss to read aloud.
 Lead Ss to the topic of the unit: Natural disasters.
T-whole
class
T-whole
class
T-whole
class
Re-reading 1. Set the scene
- Introduce the dialogue by using the picture on page 75
and drawing two faces on the board. “ Thuy is talking to
her grandma while theyare watching the weather forecast
on TV”
2. Pre-teach vocabulary
- Present some new words:
(to) turn up: (mine)
to expect: (ranslation)
(the) thunderstorm: (Picture)
(the) delta: Cuu Long delta
just in case: (translation)

T-whole
class
T-whole
class
(10ms)
- Focus Ss on the pronunciation and meaning.
- Call on some Ss to read aloud.
Checking: Rub out and remember
3. T/F prediction
- Have Ss to guess about the dialogue.
1. There won t be any sunshine in Ha Noi. ’
2. Temperature in Hue will be over 30
o
C.
3. It will be cloudy in Cuu Long Delta.
4. Thuy is going out for a picnic with her old
friends.
5. Thuy s grandmother asks her to bring along’
a warm coat.
6. Thuy follows her grandmother s advice. ’
- Give feedback.
T-whole
class
While-
reading
(10ms)
1. Prediction check
- Ask Ss to listen and read the text, then ckeck their
predictions.
- Have Ss listen to the dialogue twice.

- Get the answer from Ss.
- Give feedback: 1.F 2.F 3.T 4.T 5.F 6.T
2. Rolw adoption
- Ask Ss to practice the dialogue in groups of three.
- Call on some groups to practice in front of the class.
- Focus Ss on the pronunciation and intonation.
3. Gap-fill
- Ask Ss to read the dialogue again and complete the
sentences on page 75,76.
- Get the answer from Ss.
- Feedback and correction: (Answer key: Teacher’s
book/P.98)
Individual
work
Pairwork
Individual
work
Post-reading
(11ms)
Speaking
- Ask Ss to read again the weather forecast on TV and
notice some phrases:
+ … will have temperature between … and …
+ … will experience temperature between … and
….
+ HCM…s temperature will be between … and ….
+ … can expect clouds / thunderstorms……
- Ask Ss to look at the map on page 75 and play the role of
the weatherman to present the weather forecast, based on
the information given.

- Call on some Ss to present before the class.
- Feedback and correction.
T-whole
class
Pairwork
Ss-whole
class
Consolidatio
n
(2ms)
- Focus on what Ss have learned. T-whole
class
Homework
(2ms)
- Ask Ss to write a weather forecast. The dialogue will
help them. Ss can change the information, the places,…
Planning date: 22 / 03 / 2011
55
th
period:
Unit 9: Natural disasters
Lesson 2: Speak + Language 1,2
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.
+ to use relative clause
Language focus:
Vocabulary: block roller bucket leak tie latch ladder blanket available
Structure: The present simple / The future simple / the passive form.
Teaching method: Communicative method
Teaching aids: Textbook(E9), posters, pictures, projector

Procedure:
Stage Activities Interaction
Warm up
(5ms)
1. Shark’s attrack
- Have Ss play the game:
EARTHQUAKE
2. Chatting
- Ask Ss some questions about earthquake:
+ Have you ever heard of an earthquake ?
+ What happens if there is an earthquake ?
+ In which countries do earthquakes often
occur ?
 Lead Ss to the topic of the lesson.
T-whole
class
T-whole
class
Pre-speaking
(10ms)
1. Set the scene:
We have heard a talk on how to live with the earthquakes.
Now we are talking about how to prepare for a typhoon.
2. Pre-teach vocabulary
- Present some new words:
bucket (n): (realia)
leak (n): (picture)
tie (v): (mime)
latch (n): (realia)
ladder (n): drawing)

blanket (n): (picture)
available(a): (translation)
- Focus Ss on the pronunciation and meaning.
- Call on some Ss to read aloud.
Checking: Rub out and remember
3. Brainstorming
- Have Ss think about what they do to prepare for a
typhoon.
(Speak a – P.76)
- Get Ss’ answer and lay them out on the board.
+ Buying some caaned food.
+ Buying candles and matches.
+ Filling all buckets with water.
+ Fixing the leak in the roof.
+ Tying the roof to the ground with pegs and
ropes.
+ Checking all the window and door latches.
- Elicit some questions and get Ss to ask and answer in
pairs.
(Ss look at the orange table on page 76)
+ Why do we need to buy food ?
Because the market will be closed and no food will be
available.
+ Why do we need to buy candles and matches ?
T-whole
class
T-whole
class
T-whole
class

T-whole
class
T-whole
class
Because there may be power cut.
…………
4. Language use
- Ask Ss to use the expressions when talking to one
another.
+ I think …
+ I think you should….
+ Yes. I think so.
+ What for ? /Why? Because…
While-
speaking
(8ms)
Word Cue Drill
- Ask Ss to talk about what they think they want to buy
and do to prepare for a typhoon; explain why. The ideas in
the bubbles on page 77 can help Ss talk easier.
Example exchange:
S
1
: I think we should buy some canned food
before a typhoon.
S
2
: Yes. I think so. Because the market will be
closed
and no food will be available.

S
1
: I think we should buy a ladder
S
2
: What for ?
S
1
: Just in case we need to fix the roof. Because
there must be strong wind blowing
- Call on some pairs to practice in front of the class.
Pairwork
Post speaking
20ms
1. Relative pronouns
- Ask Ss to answer the questions in Language focus 1
using the relative pronouns: who, that, which.
Example:
a. The city which was struck by a huge earthquake in
1995 in Japan is Kobe.
- Get the answer from Ss.
- Give feedback: (Answer key: Teacher’s book/P.103)
- Ask ss to review the use of the relative pronouns
Relative pronouns ( who, which, that) are used to replace
the pronoun.
Who is used for people
Which is used for things.
That is used for both people and things
2. Relative clauses
- Ask Ss to review the differences between Defining and

Non-defining.
Defining: Support important and necessary information
for the meaning of the sentences.
Example:
Auld Lang Syne is a song which is sung on New Year s’
Eve.
Non-defining: Support extra information for the meaning
of the sentences. The beginning and the end of the Non-
defining has commas.
Example:
My friend Tom, who sings Western songs very well, can
compose songs.
* That is only used in Defining
- Ask Ss to do Language focus 3/P.82. They have to
underline the relative clause. Then add commas to
separate the non-defining relative clause from the rest of
the sentence.
Pairwork
T-whole
class
T-whole
class
Individual
work
- Get the answer from Ss.
- Give feedback: (Answer key: Teacher’s book/P.105)
Matching (Language focus 2)
- Ask Ss to read the sentences in column A and B
carefully.
- Focus Ss on the meaning of the sentences.

- Ask Ss to match each of the sentences in column A with
the a related sentence in column B.
- Give feedback: (Answer key: Teacher’s book/P.104)
- Ask Ss to use a suitable relative pronoun to join the two
sentences (Using the non-defining relative clause)
Example:
1. Andrew is flying to Sacramento.
e. Sacramento is the capital city of California.

Andrew is flying to Sacramento, which is the capital
city of California.
- Give feedback: (Answer key: Teacher’s book/P.104)
T-whole
class
Pairwork
Individual
work
Consolidatio
n
(2ms)
- Focus on what Ss have learned T-whole
class
Homework
(1ms)
- Ask Ss to write something about what they have to do to
prepare for a typhoon.
Planning date: 24 / 03/ 2011
56
th
period:

Unit 9: Natural disasters
Lesson 3: Listen + Language 3,4
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.
+ to listen for details about how to live with earthquakes.
Language focus:
Vocabulary: block roller bucket leak tie latch ladder blanket available
Structure: The present simple / The future simple / the passive form.
Teaching method: Communicative method
Teaching aids: Textbook(E9), posters, pictures, projector
Procedure:
Stage Activities Interaction
Warm up
(7ms)
Let sts see watch some picture or video of earthquake
Question and answer
1. Do you know anything about earthquakes ?
2. Are they dangerous ?
3. Are there many earthquakes in VietNam ?
4. In which countries do earthquakes usually occur ?
5. What would you do if an earthquake occurred ?
( Before , while and after the earth quake )
 Lead Ss to the topic of the lesson.
T-whole
class
Pre-listening
(7ms)
1. Set the scene
- Introduce the text by using the table on page 77 and
saying: An expert is giving a talk on how to live with“

earthquakes block , roller ” ”
2. Gap-fill prediction
- Ask Ss to look at the table on page 77 and guess the
missing words in the blanks from (1) to (9).(present some
new words:
- Give feedback
T-whole
class
T-whole
class
While-
Listening
(6ms)
Prediction check
- Have Ss to listen to the tape twice and check their
predictions.
- Get the answer from Ss.
- Give feedback: Answer key
1. bottom shelf of the 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
Individual
work
T-whole
class
Post
listenimg
(20ms)

1- Write it -up
- Work in group and make a short presentation on how to
live with earthquakes based on the information in the
table .
- Call on some Ss present in front of class.
- Comment and make corrections if necessary .
2-Relative clause
Ask sts to remember how to use relative clause
(last previous)
.Task 3: Recognizing
- Ask SS to do the exercise 3/ p. 82, recognizing Defining
or Non- defining clauses and underlining them.
- Ss give their answers.
Task 4: Rewriting- Group work
- Ask SS to do exercise 4/ p. 82
- Call a Ss to read the intructions and examples.
- Have them do this in groups >Give feedback
T-whole
class
T-whole
class
T-whole
class
T-whole
class
Consolidatio
n
(3ms)
- Focus on what Ss have learned T-whole
class

Homework
(2ms)
- Ask Ss to write something about what they have to do to
prepare for a typhoon.
Planning date: 24 / 03/ 2011
57
th
period:
Unit 9: Natural disasters
Lesson 4: Read
Objectives: By the end of the lesson, Ss will be able to read a text about natural
disasters in the world for details.
Language focus:
Vocabulary: tornado funnel-shaped tidal wave erupt
collapse abrupt shift majority
Structure: The present simple / The past simple
Teaching method: Communicative method
Teaching aids: Textbook(E9), posters, pictures, projector
Procedure:
Stage Activities Interaction
Warm up Brainstorming
- Ask Ss tell natural disasters they know:
- Get Ss’ answer and lay them out on the board.
T-whole
class
(5ms)
Volcano Snowstorm
Thunderstorm Natural Disasters
Earthquake
Typhoon


There are many natural disasters in the world. Today
we are know more about them and their consequence to
our life.
Pre-reading
(15ms)
1. Pre-teach vocabulary
- Present some new words in the text.
tornado (n): (drawing)
funnel-shaped (a): (drawing)
suck up (v): (drawing)
tidal wave (n): (drawing)
erupt (v): (drawing)
collapse (v): (picture/explanation)
abrupt shift (translation)
majority (n): = most
- Focus Ss on the pronunciation and meaning.
- Call on some Ss to read aloud.
Checking: Rub out and remember
2. T/F prediction
There are 6 statements on page 79 about the information
of some natural disasters. 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 Ss to guess which statements are true and which are
false.
- Give feedback.
T-whole
class
T-whole

class
While-
reading
(10ms)
1. Prediction check
- Ask Ss to read the text, then check their predictions.
- Get the answer from Ss.
- Give feedback: (Answer key: Teacher’s book/P.101)
2. Gap-fill
- Ask Ss to read the text again and complete the sentences
on page 79
- Get the answer from Ss.
- Feedback and correction:
1. The majority of earthquakes occur around the Pacific
Rim.
2. During the earthquake in Kobe, many people were
killed when homes, officersblocks and highways
collapsed.
3. A tidal wave can oly 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 Chineses language gave us the meaning of 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.
Individual
work
Groupwork
T-whole
class

Post-reading
(11ms)
Asking and answering
- Divide the class into four groups.
- Have Ss to read the text again.
- Group 1 ask a questions and the others answer it.
- Group 2 ask another question and the others answer it.
- Go on until the four groups ask their questions.
Possible answer:
+ Why do people call the Pacific Rim Ring of “
fire ?”
+ What does Typhoon mean ?“ ”
+ Can we predict a volcano ?
+ What does a tornado look like ?
…………
- Feedback and correction.
Groupwork
Consolidatio
n
(2ms)
- Focus on what Ss have learned. T-whole
class
Homework
(2ms)
- Ask Ss to learn new words by heart and translate the text
into Vietnamese.

Planning date: 28 / 03 / 2011
58
th

period:
Unit 9: Natural disasters
Lesson 5: Write
Objectives: By the end of the lesson, Ss will be able to write a story about typhoon.
Language focus:
Vocabulary: behave shelter all of sudden strangely perfect
Structure: The past simple
Teaching method: Communicative method
Teaching aids: Textbook(E9), posters, pictures, projector
Procedure:
Stage Activities Interaction
Warm up
(8ms)
1.Hangman
- Let Ss play the game.
STORY
2. Chatting
- Ask Ss some questions:
+ Have you ever written a story ?
+ What is it about ?
+ How long did it take to write it ?
+ How do you write a story ?
 Lead Ss to the topic of the lesson.
T-whole
class
T-whole
class
Pre-writing 1. Set the scene
- Introduce Lan’s story by using the pictures on page 80.
2. Pre-teach vocabulary

- Present some new words:
circle(n) (drawing)
shelter(n): (picture)
scared(a) = afraid (a)
behave (v): (Traslation)
suddenly (adv): = all of sudden
strangely (adv):
perfect (a): (translation)
- Focus Ss on the pronunciation and meaning.
- Call on some Ss to read aloud.
Checking: Rub out and remember
T-whole
class
T-whole
class
(15ms)
3. Picture description
- Ask Ss some questions to elicit the story.
(Ss can use the given words under the pictures as cues)
Picture 1:
+ Who is this ? It s Lan’
+ Where is she ? She is outside/in the garden.
+ What is she doing ? She is playing with her dog,
Skippy.
 Lan is outside playing with her dog.
Picture 2:
+ What's wrong with the dog?
+ Was he behaving strangely?
+ What do you think what is going to happen ?
 All of a sudden, the dog behaved strangely.

Picture 3:
+ What did Lan do after that ?
+ What did Lan s mother say ?’
 Lan ran home and her mother told her that there was a
typhoon.
Picture 4:
+ What was happening ?
+ Where were they ?
+ What did they do ?
 Mrs. Quyen gathered her family and asked them to find
shelter in the home.
Picture 5:
+ What was the weather like ?
+ How did they feel ?
 Suddenly, it became dark. The storm came with strong
wind and heavy rain. They felf scared.
Picture 6:
+ How did they feel ?
+ Did the storm finished ?
 The storm finished and everyone was grad.
(T can teach new words while describing the
pictures)
T-whole
class
While-
writing
(10ms)
Guided writing
- Have Ss write the story individually. The cues in the box
on page 79 will help Ss to write easier.

- Ask Ss to use the past tense.
- Go around and help Ss to write.
Individual
work
Post-writing
(8ms)
Correction
- Choose some writing to strick on the board.
- Ask Ss to retell the story before the class (Using their
writing)
- Feedback and correction.
T-whole
class
Consolidatio
n
(2ms)
- Focus on what Ss have learned. T-whole
class
Homework
(2ms)
- Get Ss to write another story. They can make changes or
add more details to the story.