Giáo án Tiếng Anh 8 Unit 9: Natural disasters mới, chuẩn nhất

VietJack com Facebook Học Cùng VietJack UNIT 9 NATURAL DISASTERS I /Aims 1 Knowledge By the end of the lesson, students should be able to By the end of this unit, students can * pronounce words ending[.]

UNIT 9: NATURAL DISASTERS

I /Aims :

1 Knowledge: By the end of the lesson, students should

be able to:

By the end of this unit, students can:

* pronounce words ending in –logy and –graphy correctly inisolation and in context

* use the lexical items related to the topic ‘Natural disasters’

* use the past perfect tense to talk about an action before astated time or another action in the past

* Passive voice: review

* write a news report on a natural disaster

II Methods: Introduce the lessons, lead in the new lesson

Students practice in pairs( close pairs and open pairs), discuss in groups

III.Teaching aids: English book 8, CD audio player, pictures,

sub-board

IV Anticipated problems:

- Some students may make mistakes when using the pastperfect tense to talk about an action before a stated time oranother action in the past

V Procedure.

UNIT 9: NATURAL DISASTERS.

PERIOD 72: lesson 1: Getting started

I/ Objectives:

1 Educational aim: - Introduce the topic of the unit

2 Knowledge

- Vocabulary: lexical items related to the topic “ Natural disasters”

- Grammar: Review: use the past perfect tense to talk about anaction before a stated time or another action in the past

- Passive voice: review

3 Skills: L, S, R, W

II/ Teaching aids:

- T: lesson plan, visual pictures

- Ss: vocabularies related to “ Natural disasters”

1 Ask Ss to look at the title ofthe conversation and thepicture Ask them somequestions:

Write the unit title on the board

‘Natural Disasters’

Elicit any information Ss know

Vocabulariesrelated to “English

speakingcountries”

Vocabulariesrelated to

“ Natural disasters”

Whole class Individual Pair work

Individual

C Doing

( 22’)

about natural disasters byasking about natural disastersthat have happened where theylove or anywhere else in theworld that they know of

What was the natural disaster?

When did it happen?

Was there any damage to people or property?

a Read the conversation again and fill in the gaps with no more than three words.

Ask Ss to read each sentenceand locate the information in theconversation, then choosesuitable words/ phrases to filleach blank Ss workindependently Then allow them

to share answers beforediscussing as a class

‘That’s terrible!’ from thestudent Focus on intonation,stressing the first syllable of

‘terrible’ Do the same withother Ss around the class

That’sawesome!

Respondin

g to bad news

How terrible!

Oh dear!

Oh no!

That’sshocking!

That’s awful!

Individual Pair work

Individual Pair work

Individual

Pair work

D.Performi-ng (5’)

Encourage Ss to have funexaggerating their intonation asthey reply to T Tell Ss to referback to the conversation to findthe other phrases In pairs, Sspractice saying the phrases withcorrect intonation (Play therecording again a model ifnecessary)

2a Write the responses into the corrects columns Then listen, check and repeat.

First, have Ss workindependently Then allow them

to share answers before playingthe recording for them ti check

Play the recording for Ss torepeat the phrases Remind Ss

to play attention to theirintonation as they practice

Responding to good news- bad news

b Match the sentences (1-6)

to the responses (a-f) Then practise the exchanges with

tense to talkabout anaction

before astated time

or anotheraction in thepast

- Passivevoice:

* Vocabulariesrelated to

“ Natural disasters”

Individual Pair work

Individual Whole class

Group work

it Ask Ss to work in pairs,practicing the exchanges withgood intonation T goes aroundthe class to provide help.

First, have Ss work in pairs tomatch the words/ phrases to thepictures Then allow them toshare answers with another pairbefore playing the recording forthem to check Play therecording for Ss to repeat thewords/ phrases

Ask Ss which of these naturaldisasters can happen in VietNam Then model this activitywith a more able student Nextask Ss to work in pairs Go

Whole class

around to provide help Call onsome pairs to practice in front ofthe class.

- Learn by heart vocabulary & grammar

Do exercises……in workbook

*Feedback:…

………

………

UNIT 9: NATURAL DISASTERS.

PERIOD 73: lesson 2: a closer look 1

I/ Objectives:

1 Educational aim: - Practice the vocabulary and pronunciation of the unit 9

2 Knowledge and skills:

- Vocabulary: erupt (v), strike (v), rage (n/v), collapse (v), shake (v), scatter (v),

evacuate (v), put out (v)

- Pronunciation:

- Stress in words ending in –logy and – graphy

II/ Teaching aids:

- Lesson plan, visual pictures , aids

III/ Procedures :

Write the first verb erupt on the board

and elicits the past tense from Ss,

writing erupted on the board Do the

same with all the verbs T may ask for

a translation of the verbs to check their understanding Leaving them on the board as a reference Then have

Ss work independently to do the activity Ask them to share their answers with one or more partners

Play the recording for Ss to repeat thesentences With a stronger class, T may wish to ask Ss to make some more examples with the verbs in the box Finish all the exercises

2 Villagers rushed into public shelters

as soon as the volcano erupted

3 Hundreds of buildings werecompletely destroyed when theearthquake shook the city

4 The mudslide buried the wholevillage while people were still sleeping

The words related to natural disasters:

erupt(v) strike(v)rage(n/v)collapse(v)shake(v)scatter(v)evacuate(v)put out (v)bury (v)rush into(v)debris (n)shelter (n)

Some expressions:

+whole class

Whole class/ individuals

Individuals

Individua

2 Match the verbs in column A to the nouns in column B Then listen, check and repeat.

First, have Ss work independently

Then, ask them to share their answerswith one or more partners T may askfor translation of some phrases tocheck their understanding Play therecording for Ss to repeat the phrases

Key: 1 b 2 d 3 a 4 e 5 C

Audio script: 1 scatter debris

2 take shelter 3 evacuate the village

4 provide aid 5 Put out the forestfire

3 Now use the phrases in 2 in the correct from to complete the sentences.

Have Ss complete the sentencesindividually, using the phrases in 2

Then have some read out theiranswers before checking with thewhole class Confirm the correctanswers

Key:

1 Provide aid 2 Put out the forest fire

3 Took shelter 4 Scattered debris 5.

Evacuate the village.

Pronunciation

Stress in words ending in -logy and -graphy

4 Listen and repeat these words.

Pay attention to the stressed

1.scatterdebris

2 takeshelter3.evacuatethe village

4 provideaid

5

Put out theforest fire

5 Put outthe forestfire

- Words and expression

s related tonatural disasters

Words ending in

-logy and -graphy

REMEMBER

For the words ending

in – logy and – graphy, place the

lPair work

Individual

Individual

Individual

as many times as necessary Explain

the rule in the REMEMBER! Box and

ask some Ss to give some words

ending in -logy and -graphy.

5 Listen and mark the stress on the correct syllable in the words below Pay attention to

-logy and -graphy.

Ask Ss to work in pairs to practicesaying the words and mark thestress on the correct syllable in eachword Then T plays the recording Sslisten and check T may pause aftereach word and ask them to repeatchorally Correct their pronunciation ifnecessary

Then listen and repeat the sentences.

Ask Ss to work in pairs to mark thestress in the words and practicesaying the sentences Call some Ss togive the answers and say thesentences in front of the class Thenask Ss to listen while T plays therecording T may pause after eachsentences and ask them to repeatchorally Correct their pronunciation If

stress on the third syllable from the end.

soci’ologyclima’tology

zo’ologyas’trologybibli’ographyde’mography

ge’ographybi’ologypho’tography

bi’ographyZo’ology

Whole class

Whole class

Whole class

there is not enough time, after Ssmark the stress, play the recording forthem, then check their answers andrepeat the sentences.

5 Zo’ology is the scientific study

of animals and their behaviour

- Learn new words by heart

- Practice pronounce words ending in –logy and - graphy

* Feedback:

……….

………

……

UNIT 9: NATURAL DISASTERS.

PERIOD 74: lesson 3: A CLOSERLOOK 2

- Grammar: Passive voice, past perfect tenses.

3 Skills: Speaking, reading and writing

II/ Teaching aids:

- T: lesson plan, visual pictures

- Ss: study the lesson in advance

The passive voice: review

Ask if Ss remember how tofrom the passive voice T mayask one student to write thefrom on the board and haveother Ss give examples

If they do not remember well,ask to read the

REMEMBER! box Draw Ss’

attention to how the passivevoice is formed by analysingthe rule Then ask some moreable Ss to give some examples

to illustrate this

1 Read the conversation in GETTING STARTED and underline any sentence in the passive voice that you can find Check your findings with a partner.

Ask Ss to read the

conversation in GETTING

underline all instances of thepassive voice that they canfind Then, ask them to sharetheir findings with one ormore partners before checking

Grammar points:

The passive voice: review

The passive voice is formed with the verb to

be in the appropriate tenseand form, and thepast participle of the main verb

Only verbs which can take

an object can be used in the passive

Ex:

- Only a fewminor injurieswere reported

supplies, foodand equipmenthave also beensent

+whole class

Individual

IndividualPair work

C

Performing.

with the whole class

Key:

Was anyone injured?

Only a few minor injurieswere reported

It seems many houses andpublic buildings weredestroyed or flooded, andthousands of people were lefthomeless

They’ve sent workers to freepeople who were trapped inflooded homes

Medical supplies, food andequipment have also beensent

They’ve been taken to a selfplace where temporaryaccommodation will beprovided for them

2 Complete the sentences using the correct passive from of the verbs in brackets.

Have Ss work independently

Then, ask them to share theiranswers with one or morepartners Ask some Ss to saytheir answers aloud Confirmthe correct answers

2 Ten people

collapsedbuildings havebeen freed (by

workers) so far

3 Was the wholevillage destroyed(by the storm)?

4 If the area ishit by the storm,

a lot of damagewill be caused

5 A garden party

is going to beorganized toraise money forthe victims of theflood

The past perfect

* Forms:

+whole class

Group work

Individual

Whole class

passive voice.

Invite two Ss to write thesentences on the board whileother Ss write the sentences intheir notebooks Ask some Ss

to give comments on thesentences on the board

Confirm the correct sentences

For a class that needs moresupport, model the firstsentence for Ss Have Ss writethe next two sentences andcorrect them carefully Therest can be done as homework

The past perfect 4a Read part of the

GETTING STARTED Pay attention to the underlined part.

Ask Ss to read part of the

conversation from GETTING STARTED, paying attention

to the underlined part Then,refer to the yellow box,explaining the from of the partperfect tense and goingthrough the examples

b When do we use the past perfect? Can you think of any rules?

Now ask Ss to think about therules for the past perfect tense

First, try to elicit them from

Ss Then go through the rules

in the boxes by analyzing theexamples given Then ask Ss

to give some more examples

Had +

subject + not +past participle

Hadn’t

+ subject + pastparticiple

* Short answers

to Yes/ No questions:

(+) Yes,subject +

had

(-) No,subject +

hadn’t

* The usage:

- The past perfect

is used to describe an action before a stated time in thepast

Ex:

People had managed to leavethe flooded

IndividualPair work

+whole class

Individual

Pair work

First, have Ss workindependently Then, ask them

to share their answers withone or more partners Asksome Ss to say their answersaloud T give comments, andmakes any correction ifavailable

Key:

1 had left, erupted 2

arrived, had stopped

3 had spent, arrived

4 got, hadn’t taken 5

Found, had bought

6 Work in pairs Ask and answer the following questions about you.

First, ask Ss to prepare theiranswers independently Thenmodel the activity by asking astudent one of the givenquestions Ask Ss to work inpairs T may go around toprovide help Call some pairs

to practice in front of theclass

7 GAME Work in two teams Take turns to give reasons why you were pleases/ upset/

happy/ angry, etc Use the past perfect for the event that had happened Each correct sentence gets one point The team with the

villages by 11 o’clock last night

- The past perfect

is used to describe an action that happened before another action in the past

Ex: People had already left the flooded villages when the rescue workers arrived

Team work

Whole class

most points wins.

Model the game with thewhole class first Divide thewhole class into two teams(e.g left side and right side)

Then allow members from thetwo teams to take turns ingiving reasons why they werepleased/ upset/ happy/ angry,ect Count the correctsentences to find the winningteam

If time does not allow, T can

choose either activity 6 or 7

UNIT 9: NATURAL DISASTERS.

PERIOD 75: lesson 4: COMMUNICATION

- Speaking, reading and writing

II/ Teaching aids:

- Lesson plan, visual pictures, text book

- climate change = a permanent change inweather conditions

- victim = a person who has been attacked,injured or killed as the result of a crime, a

NATURAL DISASTERS

- Vocabulary:

- climatechange = apermanent

weatherconditions

- victim = aperson who hasbeen attacked,injured or killed

whole class

Whole classIndividual

disease, an accident, ect.

- in charge = in a position of havingcontrol or responsibility for sb/ sth

1 Listen to a radio programme on 4 Teen News Then fill in the gaps with the words you hear.

First, have Ss read the interview and guesswhat the missing word for each gap in theinterview is Write the Ss’ ideas on theboard Ask Ss to say which question each

person is answering (Sarah and Peter: the

first question; Nubita and Linh: the second question) Then play the recording.

The first time, ask Ss to close their booksand listen only Then play the recordingagain and allow Ss to fill in the gaps asthey listen Ask Ss to share their answers

in pairs before playing the recording afinal time to allow pairs to check theiranswers Refer Ss back to the ideas on theboard and decide together if all of themare possible options If time is limited, Tmay play only the sentences that includethe information Ss need for their answers

Audio script:

Welcome to ‘Nature and You.’ Today wehave asked our listener our listenersaround the world to call us to express theirviews on these two questions: ‘Are theremore natural disasters now than there were

in the past?’’’ and ‘Are we prepared todeal with natural disasters?’

- Hi, I’m Sarah from Sydney, Australia Ithink there are more naturaldisasters nowthan there used to be Whenever I what the

news on TV, I see places that are flooded

or affected by drought I’m certain this isthe result of climate change and global

warming.

as the result of acrime, a disease,

an accident, ect

- in charge = in aposition ofhaving control

or responsibilityfor sb/ sth

1 flooded

2 warming

3 used4.unprepared

5 Reminding

global warming.

Whole classIndividual

+whole class, individual

Work in person