Giáo án Anh Văn 9

tudents give the answer- 
Ss do pairwork to complete the sentences.
- Some students give the answers.
1. The majority of earthquakes occur around the Pacific Rim.
2. During the earthquake in Kobe, many people were killed when homes, office bloaks and highways collapsed.
3. A tidel wave can only occur when there is an arypt shift in the underwater movement of the Earth.
4. In Australia, a tropical storm is known as a cyclone.
5. Christopher Colombus gave the word “typhoon”.
6. A Tornado is a type of storm that passes overland below a thurnderstorm and stucks up anything that is in its path.
Post-reading.
-Have students write the sentences in their notebooks.
- Ask Ss some questions:
+ Why do people call the Pacific Rim “Ring of Fire”?
+ What will happen when there is an abrupt shift in the underwater movement of the earth?
+ What does “Typhoon” mean?
+ Can we predict volcano?
SS work in pairs, asks and answer
Homework:
1.Write the answers in your notebooks.
2. Translate the text into Vietnamese.
Unit 9: natural disasters
LESSON 5: write
I. Aims: Give SS more practice on writing
II. Objectives By the end of the lesson, Ss will be able to write a story about a typhoon.
III. Teaching aids: Teacher and students’ books.
IV. Procedure
Stages
Teacher’s activities
Student’s activities
Note
Warm up.
Jumbled words:
otnophy = typhoon
damotro = tornado
lacovno = volcano
tearquahke = earthquake
ormst = storm
Pre-writing
1. Pre teach:
+ behave: translation
+ shelter: explanation
+ all of sudden: suddenly
* Check: What and Where
2. Presentation:
- Explain the task.
- Have students look at the picture and talk about them:
+ Picture 1: Lan is playing outside with her dog.
+ Picture 2: all of sudden, the dog behaves strangely.
+ Picture 3: Lan ran home and her mther told her that there was a typhoon coming.
+ Picture 4: Mrs Quyen gathers her family and asks them to find shelter in the house.
+ Picture 5: Suddenly it becomes dark and the storm comes with strong wind and heavy rain.
+ Picture 6: The storm finishes and everyone is gald.
While-writing
- Have students write the story invidually.
- T corrects.
- Students swap their answers.
- Some students give the answers.
Post writing.
- T asks Ss to swap theirpostcards. - T corrects.
Homework.
Write the postcard in your notebooks.
Unit 9: natural disasters
LESSON 6: LANGUAGE FOCUS
I. Aims: Give SS more practice on Relative clauses and non-defining Relative clauses.
II. Objectives By the end of the lesson, Ss will be able to distinguish between defining Relative clauses and non-defining Relative clauses
.III. Teaching aids: Teacher and students’ books.
IV. Procedure
Stages
Teacher’s activities
Student’s activities
Note
Language Focus 1:
- Explain the exercise.
- Have the class read the example.
- Ask Ss to do one sentence.
- Have the class swap their answers.
- T corrects.
- Ss do the work invidually.
- Some students give the answers.
Language Focus 2:
- Have the class read A and B.
- Explain some problems.
- Have the class do the exercise invidually.
- Have the class swap their answers. 
- T corrects.
- Some ss give the answers.
Language Focus 3:
- Have the class read the sentences.
- T repeats the differences between defining relative clause and non- defining relative clause.
- Have the class do the exercise invidually.
- T corrects.
- Some students write the answers on the board.
Language Focus 4
Homework.
Unit 10: life on other planets
LESSON 1: GETTING STARTED
LISTEN AND READ.
I. Aims: Give SS more practice on reading
II. Objectives By the end of the lesson, Ss will be able know more about UFOs.
III. Teaching aids: Teacher and students’ books.
IV. Procedure
Stages
Teacher’s activities
Student’s activities
Note
Warm up:
Have students guess three words.
1. This word has 12 letters. It is the opposite of identified: 
2. This word has 6 letter. It means moving through the air as a bird does: 
3. This wors has 7 letters. It is in form. It means a thing that can be seen or touched: 
- T show the pictures on page 83 to the students and ask them some questions about UFOs.
1. What can you see in the pictures?
2. What do you call them in Vietnam?
3. Do you know another word for UFOs?
4. Do you think they really exist?
5. Have you ever seen any films on UFOs?
6. Do you want to see a UFO?
7. What do you want to know about UFOs?
8. If you saw a UFO, what would you do?
Unidentified 
Flying 
Objects
Presentation:
1. Pre-teach:
+ spacecraft: picture
+ meteor: picture
+ evidence: explanation
+ alien: explanation
+ capture: synonym: catch
+ device: translation
+ claim: translation
* Check: Matching.
- Asks Ss to read the text and find the words in the text that have the meanings given in 2a on page 84.
Listen
Repeat
Copy
Practice
-Ask Ss to work in pairs.
- Have some students give the answers.
- T corrects and gives the key:
- Have students do exercise 2b on page 84.
- Have the class do the work invidually.
- Have them swap their answers.
- Ask some students give the answers.
- T corrects and gives the key:
.
proof, support: evidence
2. failinf star, or shooting star: meteor
3. unknown / srtange people or things: aliens
4. bringing together or gathering: collecting
5. caught a prisoner: capture
6. became impossible to see: disappeared 
a. An aicraft, a weather ballon or a meteor…..
b. ….nine large round objects travalling at about 2, 800 meters an hours
c. …1,500 UFO…
d. ….UFO above their house.
e. …….an egg – shaped object in one of his fields and also aliens collecting soil………..
f……..claimed they were captured by aliens and taken about a spacecraft.
g. ………and his plane disappeared after sighting a UFO….
h. …..that he saw a plate – like device at a treetop 30 meters away from his garden.
Further-practice:
- Have the class discuss the topic “UFOs”
+ Do you believe in Keneth Arnold, or the woman who saw a UFO above her house?
+ Can you imagine what the aliens are like?Are they small or big?e they inteligent?
- Discuss
Homework:
Write the note on page 84 in your notebooks.
 Unit 10: life on other planets
LESSON 2: SPEAK
I. Aims: Give SS more practice on speaking
II. Objectives By the end of the lesson, Ss will be able totalk to one another about what they think there might be on Mars, on the moon and on other planets.
 III. Teaching aids: Teacher and students’ books.
IV. Procedure
Stages
Teacher’s activities
Student’s activities
Note
Warm up:
Wordsquare:
S
E
A
R
T
H
M
U
M
E
R
C
U
R
N
S
A
U
S
S
R
U
B
R
A
A
R
V
C
Y
M
O
O
N
T
S
- Ask students some questions about the solar system:
+ Which planet is the nearest to the sun?
+ Which is the biggest?
+ Which is the hottest?
Find out as amny words as possible
l- earth/ sun / Mars / moon / mercury
Pre-speaking:
1. Pre-teach:
+ miceooganism: translation
+ gemstone: realia
+ sparkling: realia
+ creature: translation
+ trace: visual
+ minaral: example
* Check: Rub out and remember.
2. Revision of model verbs: MAY – MIGHT 
3. Matching.
A space tourist travelled to Mars, he saw many things there and noted them down. There are drawings of things. Try to guess and match the drawing with the namrs.
- Have the class do the matching in pairs.
- Have some Ss give the answers.
- T corrects and gives the key.
Listen
Repeat
Copy
- Match
While-speaking.
- Have students practice the dialouge between Nam and Hung on page 85.
- Have some pairs practice the dialouge before the class.
- Have students make up similar dialouges about the drawings, using the cues in 3a.
- Ss do the work in pairs.
- Ask some pairs to practice their dialouge before the class.
A: What do these drawings say?
B: There might be mountains on Mars.
A: And what about the red signs on the leftcorrner?
B: Well, they might be gas on Mars.
Post-speaking.
- Have the class discuss the topic:
 What may there be on Mercury / on the moon / on Mars?
Homework:
Write the dialouge in your notebooks.
Unit 10: life on other planets
LESSON 3: listen
I. Aims: Give SS more practice on listening
II. Objectives By the end of the lesson, Ss will be able to know more about the moon by listening and relatives pronouns who – which – that.
 III. Teaching aids: Teacher and students’ books.
IV. Procedure
Stages
Teacher’s activities
Student’s activities
Note
Warm up:
* Wordsquare
There are 10 hidden words about “Life on other planets”
G
A
M
C
D
H
K
E
E
S
M
E
T
E
O
R
L
V
R
P
P
O
M
L
W
X
Y
I
A
A
B
A
N
S
C
D
Z
D
E
C
C
R
E
A
T
O
R
E
P
E
G
H
I
K
M
O
L
N
P
C
T
E
L
I
F
L
N
C
A
R
O
C
A
P
T
U
R
E
S
A
S
L
F
U
T
I
V
F
I
F
C
B
A
L
L
O
O
N
D
T
Meteo
Creature
Capture
Baloon
Evedence
Spacecraft
Alien
Disappear
Gemstone
claim
Pre-listening:
Pre-teach:
+ expert: a person who has special knowledge, skill or practice
+ crater: visual
+ one six: 
+ two-fifths
- Set the scene: You will listen to the description of the moon. But before listening, you should read the statements on page 86 and guess which is correct and which is incorrect.
- Have the class do the work in pairs.
- Listen
Repeat
Copy
I think
I hear
A
B
C
D
E
F
G
H
I
J
While-listening.
- Have students listen to the tape twice and check their prediction.
- Ask some students give the answers.
- T corrects anf gives the key.
Keys: a,c,d,f,i,j
Post-listening.
- Have students do pairwork to ask and answer questions:
1. Why are there no sounds on the moon?
2. How many creaters are there on the moon?
3. How much will you weigh on the moon if you weigh 50 kilos on the earth?
4. Will you sleep well on the moon?Why?Why not?
- Have students to listen to the tape to find out the answers.
- Ask some students give the answers.
- T corrects.
Do pair work to answer
Homework:
Language focus 1.2.