Week: Date of planning: / /
Period: 69 Date of teaching: / /
UNIT 9: NATURAL DISASTER
LESSON 1: GETTING STARTED-SHOCKING NEWS
I. Objectives:
1. Knowledge: By the end of the lesson, students will be able to:
- listen for specific information about a day trip to an amazing town
- write a description of a schedule for a visit or a tour
2.Skills:Listening, writing
3. Attitude: Ss must have good attitude towards facing natural disaster
4. Competencies:Describing natural disasters
II. Main languages:
1.Vocabulary: lexical items related to the topic “Natural disasters”
2.Grammar: Review: use the past perfect tense to talk about an action before a stated time or another action in the past
- Passive voice: review

III. Teaching aid: lesson plan, visual pictures
IV. Procedures
Teacher’s activities
Ss’ activities
Contents
Competences

Warm – up.( 5’)
- T helps Ss review the previous unit by asking them to take part in a quick game. - T divides the class into two teams. Using a soft ball or rolled up ball of paper, have a student in Team A throw the ball to the other team, calling out an English speaking country, e.g., England. Whoever catches the ball must think of a thing or a place that country is famous for e.g., Big Ben, London, Liverpool, afternoon tea. The Beatles, etc. Continue with other countries until the time is up.
Presentation (10’)
Pre-teach vocab:










Set the scene:
1. Ask Ss to look at the title of the conversation and the picture. Ask them some questions:
Write the unit title on the board ‘Natural Disasters’.
Elicit any information Ss know about natural disasters by asking about natural disasters that have happened where they love or anywhere else in the world that they know of.
What was the natural disaster?
When did it happen?
Was there any damage to people or property?
Practice (20’)
1a. Read the conversation again and fill in the gaps with no more than three words.
Ask Ss to read each sentence and locate the information in the conversation, then choose suitable words/ phrases to fill each blank.
b. Responding to news
T model an exchange with a student by giving some bad news, ‘My cat died.’ and eliciting ‘That’s terrible!’ from the student. Focus on intonation, stressing the first syllable of ‘terrible’. Do the same with other Ss around the class. Encourage Ss to have fun exaggerating their intonation as they reply to T. Tell Ss to refer back to the conversation to find the other phrases. (Play the recording a model if necessary)
2a Write the responses into the corrects columns. Then listen, check and repeat.
First, have Ss work independently. Then allow them to share answers before playing the recording for them ti check. Play the recording for Ss to repeat the phrases. Remind Ss to play attention to their intonation as they practice.


b. Match the sentences (1-6) to the responses (a-f). Then practice the exchanges with a partner.
First, have Ss work independently. Then allow them to share answers before T gives comments. Point out that some of the responses could fit more than one statement. If Ss can justify their choice, then accept it. Ask Ss to work in pairs, practicing the exchanges with good intonation. T goes around the class to provide help.
3. Match the natural disasters with the pictures. Then listen, check your answers and repeat. Can you add more?
First, have Ss work in pairs to match the words/ phrases to the pictures. Then allow them to share answers with another pair before playing the recording for them to check. Play the recording for Ss to repeat the words/ phrases.
Further practice (7’)
4. Work in pairs. Ask and answer questions about common natural disasters in some areas in Viet Nam.
Ask Ss which of these natural disasters can happen in Viet Nam. Then model this activity with a more able student. Next ask Ss to work in pairs. Go around to provide help. Call on some pairs to practice in front of the class.
Homework(3’):
Prepare for unit 9 lesson 2

Team work















Whole class










Work individually
















Ss work independently. Then share answers before discussing as a class.





In pairs, Ss practice saying the phrases with correct intonation.