UNIT 9 TIẾNG ANH 8 THÍ điểm

Techniques / activities : Group/ pair work, individual work, guessing game, using pictures, matching, repetition, asking and answering, Explanation.. e *Activity 3: - Has sts work in

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Unit 9: NATURAL DISASTERS

Period 73: Getting started

1 Objectives

- Language content:

+ To introduce some types of natural disasters and words to describe a natural disaster

+ To review passive voice and to introduce the past perfect tense

- Language function:

+ To improve sts’ listening skill, speaking skill, writing skill, reading comprehension

+ To help them understand and do the tasks given correctly

+ By the end of the lesson, students can use some expressions to react the news of some natural disasters and ask and answer questions about common natural disasters

- Educational aims: +To educate the Ss about the environment to reduce natural disasters

2 Language contents:

+ Grammar:- passive voice: review

- past perfect tense

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

3 Techniques / activities : Group/ pair work, individual work, guessing game, using pictures, matching,

repetition, asking and answering, Explanation

4 Teaching aids: Ss’ books, text books, tape & radio, pictures, real objects.

5 Procedures

4ms

6ms

I WARM UP:

1 Networks: name some natural disasters you know earthquakes

2 Guiding questions:

a Have you ever experienced any of these natural disasters? What happened? How did you feel? -Introduces the lesson: today we’re going to listen and read a conversation between Duong and Nick They are talking about a typhoon

I PRE – PRACTICE

1 New words

Use techniques (translation, guessing from situations), pictures to present vocabularies

+ typhoon(n) /taɪˈfuːn/ : tropical storm

+ severve (adj) /sɪˈvɪə r / very serious

+ disaster(n) /dɪˈzɑː.stə r / : (an event which results in) great harm, damage or death, or serious difficulty

+ rescue worker: nhân viên cứu hộ

+ be trapped (v): If someone or something is trapped, they are unable to move or escape from a place or situation

e.g: The two men died when they were trapped in a burning building

+ accommodation (n) /əˌkɒm.əˈdeɪ.ʃ ə n/ : a place to live, work, stay, etc in

→ temporary accommodation: chỗ ở tạm thời

2 Grammar:

+ passive voice: review

- Have sts read the dialogue and find out the passive in the dialogue

Example: Was anyone injured?

+ past perfect tense: had + PP

Natural disasters

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5ms

Eg: Most people had moved to safe areas when the storm broke.

III CONTROLLED - PRACTICE

* Activity 1:

- Let Sts open their book and look at the picture Ask sts about the picture:

Where are Duong and Nick? What are they talking about?

Which natural disasters can we see in the bubbles?

- Plays the recording Ss listen and read T can play the recording more than once Pause the recording at the appropriate places if sts need help with comprehension

a - Asks Ss to read each sentence and locate the information in the conversation, then choose

suitable words/ phrases to fill each blank

Has sts work independently Then allows them to share their answers before discussing as a class

- Asks some sts to give their answers

- Gives feedback

Keys:

1 tropical storm 2.injured 3.damage 4 trapped 5 medical supplies 6 temporary accommodation

b – Models an exchange by giving some bad news, “My cat died” and eliciting the response from

the sts”That’s terrible.” Do the same with other sts around the class

- Asks sts to read the conversation again and find similar responses

*KEY:

1 Oh no 2 That’s a relief! 3 That’s awful!

*Activity 2:

a - First has sts work independently Then allows them to share their answers before playing the

recording for them to check Play the recording for them to repeat

- Remind sts pay attention to their intonation as they practise

KEY:

Responding to good news Responding to bad news

That’s a relief! How terrible!

That’s awesome! That’s shocking!

b - First has sts work independently Then allows them to share their answers before T gives

comments Point out that some of the responses could fit more than one statement

- Has sts work in pairs, practising the exchanges with good intonation

- Goes around the class to provide help

Keys: 1 b 2 d 3 f 4 c 5 a 6 e

*Activity 3:

- Has sts work in pairs to match the words/ phrases to the pictures Then allows them to share their answers with another pair before playing the recording for them to check

- Plays the recording for them to repeat the words/ phrases

Keys: 1 C 2 D 3 F 4 B 5 G 6 A 7 H 8 E

IV FREE - PRACTICE

*Activity 4:

- Asks sts which of these natural disasters can happen in VN Then models this activity with a more able student

- Has sts work in pairs Goes around the class to provide help

- Calls on some pairs to practise in front of the class

Example:

A: Which are the most common natural disasters in Thanh Hoa?

B: Typhoons and floods

A: How often do they happen there?

B: Typhoons happen there about 3 or 4 times a year and floods about twice a year

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V HOMEWORK

T guides Ss to:

- Learn by heart all the new words

- Do Ex in the workbook and

- Prepare for the next lesson: Closer Look 1

VI REMARKS

*Self- Evaluation

………

Date of preparing : February 14, 2016

Date of teaching: February 19, 2016

Class: 8A2

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Unit 9: NATURAL DISASTERS

1 Objectives

- Language content: + To introduce sts to some vocabulary related to types of natural disasters and words to

describe natural disasters

+ To help sts use lexical items related to the topic to “Natural disasters”

+ To help sts pronounce stress in words ending in –logy and -graphy

- Language function:

+By the end of the lesson, students will be able to pronounce stress in words ending in –logy and –graphy and

use lexical items related to the topic to “Natural disasters”

- Educational aims: + Educate sts to be aware of the importance of helping the environment and reducing natural disasters

+ Vocabulary: words related to the topic to “Natural disasters”

+Pronunciation: stress in words ending in –logy and –graphy

3 Techniques / activities: Group/ pair work, individual work, games (guessing game,…), using pictures, gap

filling

5 Procedures

5ms

10ms

I WARM UP: Kim’s Game

- Have Ss work in group looking at the pictures and natural disasters on page 27 in 1 minute

- Each group chooses a representative writing on the board in 2 minutes The group with the most words is the winner

-> Today we are going to learn some more about how to use lexical items related to the topic to

“Natural disasters” and how to pronounce stress in words ending in –logy and –graphy

II PRE – PRACTICE

1 VOCABULARY

Use techniques( translation, guessing from situations), pictures, and real objects to present

vocabularies.

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+ erupt(v) (translation), then ask Ss to give the noun form of the verb “erupt” → eruption (n) + strike – struck (v) → They predict that a large earthquake will strike the east coast before the end of the decade

+ rage (v) → to happen in a strong or violent way

The storm raged outside

+ bury /ˈber.i/ - buried (v): to put a dead body into the ground, or to put something into a hole in the ground and cover it

E.g: His father is buried in the cemetery on the hill

+ collapse(v) to fall down suddenly because of pressure or having no strength or support

E.g: Thousands of buildings collapsed in the earthquake

+ shake(v) to move backwards and forwards or up and down in quick, short movements, or to make something or someone do this

E.g: The explosion shook buildings for miles around

+ scatter(v) tung, rải, rắc

+ evacuate(v): to move people from a dangerous place to somewhere safe

E.g: The police evacuated the village shortly before the explosion

2 PRONUNCIATION: stress in words ending in –logy and -graphy.

A VOCABULARY

*Activity 1:

- Asks sts to give the past form of the verbs given

- Have Ss look at the sentences in the book Explain to Ss how to do this exercise

- Have Ss complete the table individually and then compare the answers with a partner

- Call some Ss to the board to write their answers

- Play the recording for Ss to check their answers

- Replay the recording for Ss to repeat the words

- Give the correct answers:

Key: 1 struck 2 erupted 3 shook 4 buried 5 raged 6 collapsed

*Activity 2:

- Has sts work independently Then allows them to share their answers with one or more

partners

- Asks for translation of some phrases to check their understanding

- Play the recording for Ss to repeat the phrases.

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

*Activity 3:

- Has sts complete the sentences individually, using phrases in 2

- Has some read out their answers before checking with the whole class.

- Confirm the correct answers

Key: 1 provide aid 2 put out the forest fire 3 took shelter

4 scatter debris 5 evacuate the village

B PRONUNCIATION

*Activity 4: Listen and repeat the words…

- Have Ss read out the words first Then play the recording for them to listen and repeat the words, paying attention to the stressed syllables of each word

- Explain the rules in the REMEMBER! Box.

- Ask some sts to give some words ending in –logy and -graphy.

*Activity 5: Listen and mark the stress…

- Asks sts to work in pairs to practise saying the words and mark the stress on the correct syllable

in each word

- Play the recording for them to check their answers Then play the recording again for them to listen and repeat the words

Key: 1 soci’ology 2 zo’ology 3 bibi’ology 4 clima’tology 5 as’trology 6 de’mography

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5ms

*Activity 6: Read the sentences and mark (‘) the stessed syllable in the underlined words Then listen and repeat the sentences

- Asks sts to work in pairs to mark the stress in the words and practise saying the sentences.

- Call some sts to give the answers and say the sentences in front of the class.

- Play the recording and stop after each underlined word for them to check their answers

- Then play the recording again for them to listen and repeat each sentence

Key: 1 ge’ography 2 bi’ology 3 pho’tography 4 bi’ography 5 2 zo’ology

IV FREE – PRACTICE: one- two- three vocabulary game

V HOMEWORK

? Learn by heart all the new words and practise pronoucing stress in words ending in –logy and

-graphy.

? Do Ex A1 A2, B1,2,3( workbook )

? Prepare: A Closer Look 2

VI REMARKS

*SELF- EVALUATION

………

Class: 8A2

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Unit 9 : NATURAL DISASTERS

1 Objectives

- Language content:

+ To help sts better the passive voice

+ To enable Ss to understand and do the exercises of the past perfect correctly

- Language function: +By the end of the lesson, students will be able to use the passive voice and the past

perfect in some real situations

- Educational aims: + To educate sts to be aware of the danger of natural disasters and help the victims of

disasters

+ Grammar: - passive voice

- past perfect

3 Techniques / activities: Group/ pair work, individual work, games (guessing game,…), using pictures, gap

filling, comparison

5 Procedures

3ms

12ms

22ms

I WARM UP:

*Activity 1

- Ask sts to read the conversation in GETTING STARTED again and underline all instances

of the passive voice that they can find Then, asks sts to share their findings with their

partners

- Elicit Ss’answer and quickly introduce the lesson

II PRE – PRACTICE:

1 Passive voice:

- Elicit Ss’answer and quickly introduce the passive form in general: Be+ PP

- Has sts to give some examples to check their understanding

2 Past perfect:

*Activity 4

a - Ask sts to read part of the conversation from GETTING STARTED, paying attention to

the underlined part Then refer to the yellow box, explaining toe form of the past perfect

tense and going through the examples

b Ask sts to think about the rules for the past perfect tense First, try to elicit them from sts

Then, go through the rules in the boxes by analysing the examples given Then, asks sts to

give some more examples of their own

*Activity 2: Complete the sentences using the correct passive form of the verbs in

brackets.

- Has sts work independently Then allows them to share their answers with one or more

partners Ask some sts to say their answers aloud

- Confirms their correct answers

Key: 1 was scattered 2 are built 3 were taken

4 will be predicted 5 will be delivered/ are going be predicted

*Activity 3:

- Invites 2 sts to write the sentences on the board while other sts write the sentences in their

notebooks

- Asks sts to give comments on the sentences on the board

- Confirms their correct answers

Key:

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3ms

1 Food and blankets have been given out to homeless people (by volunteers).

2 Ten people trapped in collapsed building have been freed so far.

3 Was the whole village destroyed by the storm?

4 If the area is hit by the storm, a lot of damage will be caused.

5 A garden party is going to be organised to raise money for the victims of the flood.

*Activity 5: Complete the sentences by putting the verbs in brackets into the simple past or past perfect.

- Has Ss do this exercise individually, and then compare their answers with a classmate -Asks some sts to say their answers aloud

- T checks Ss’ answers and confirm the correct answers

Key:

1 had left, erupted 2 arrived, had stopped 3 had spent, arrived

4 got, hadn’t taken 5 found, had bought

*Activity 6: Work in pairs Ask and answer …

- First, asks sts to prepare their answers individually

- Then, models this activity by asking a st one of the given questions

- Asks st to work in pairs

- T may go around to provide help

- Call some pairs to practise in front of the class

IV FREE – PRACTICE:

*Activity 7: Game- Work in two teams Take turns to give reasons why you were pleased/ upset/… Use the past perfect ……

- Models the game with the whole class first

- Divide the whole class into 2 teams Then allows memberds from the 2 teams to take turns

in giving reasons why they were pleased/ upset/ happy/ angry, etc

- Count the correct sentences to find the winning team

V HOMEWORK

? Review Grammar

? Do Ex B4,5,6 P19,20 ( workbook )

? Prepare: Communication

VI REMARKS

*SELF- EVALUATION

………

Class: 8A2

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Unit 9 : NATURAL DISASTERS

1 Objectives

- Language content: + To introduce sts to some extra vocabularies relating to the natural disasters around the

world

+ To help sts review some vocabularies used to talk about the natural disasters

- Language function: +By the end of the lesson, students will be able to express their own views on natural

disasters

+ To help sts improve four skills, especially listening and speaking

- Educational aims: + Educate sts to be in charge of the surroundings and show more respect to the natural

environment

+ Grammar: Review

+ Vocabulary : extra vocabularies relating to the natural disasters around the world

3 Techniques / activities: Group/ pair work, individual work, games (guessing game,…), using pictures, Take a survey, chatting

4 Teaching aids: Ss’ books, text books, pictures, charts.

5 Procedures

5ms

10ms

I WARM UP: Kim’s Game

- Have Ss work in group looking at the pictures and natural disasters on page 27 in 1 minute

- Each group chooses a representative writing on the board in 2 minutes The group with the most

words is the winner

- Give an introduction: Today you are going to listen a radio programme on 4teen news, then fill in the gaps with the words you hear

II PRE – PRACTICE

* Uses techniques to present some extra vocabularies

- climate change: the way the world's weather is changing / a permanent change in weather

conditions

- victim (explanation): a person who has been attacked, injured or killed as the result of a crime, a

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5ms

3ms

disease, an accident, etc

- in charge: being the person who has control of or is responsible for someone or something

- Asks sts to repeat the words chorally and individually

- Check their understandings of new words: rub out and remember

*Pre- listening: Has Sts to work in group to discuss the question: Can we prevent natural disasters with the help of modern technology?

*Activity 1:

- Has sts read the interview and guess what the missing word for each gap in the interview is Write the sts’ ideas on the board

- Asks sts which question each person is answering

- Play the recording The first time, asks sts to close their books and listen only Then play the recording again and allow sts to fill the gaps as they listen

- Asks sts to share their answers in pairs before playing the recording a final time to allow pairs

to check their answers

- Refer sts back to the ideas on the board and decide together if all of them are possible options

If time is limited, T may play only the sentences that include the information sts need for their answers

Key:

1 flooded 2 warming 3 used 4 unprepared 5 reminding

*Activity 2: Read the listeners’ views on natural desasters again and decide who you agree with and who disagree with.

- Asks sts to decide whose opinions they agree with and whose they disagree with

- Sts make notes of the reasons for their decisions

*Activity 3: Answer the two questions Express your own views and write them down below.

- Have Sts make notes of their answers to the two questions in the interview

- Remind sts that it does not matter what their answers are, and that it is more important that they justify their answers

- T may go aorund to provide help

IV FREE PRACTICE

*Activity 4: Work in pairs…

- Have Ss work in pairs to share their answers

- Encourage each pair to negotiate for the same views

- If time allows, have some sts report on their answers Otherwise, move aorund the class while sts

do this activity and give assistance

V HOMEWORK

- Asks the sts to:

- Learn the vocabulary by heart and practice expressing your views on natural desasters

- Do exercise in the work book

- Prepare Skills 1

VI REMARKS

*SELF- EVALUATION

………

Class: 8A2

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