Giáo án môn tiếng anh môn 8

Aims By the end of the lesson, ss will be able to listen and read forspecific information then practice listening and speaking with thelexical items related to the topic "Pollution".. Co

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Unit 7 pollution

getting started

I Aims

By the end of the lesson, ss will be able to listen and read forspecific information then practice listening and speaking with thelexical items related to the topic "Pollution"

- A cassette and an audio compact disk

IV Anticipated problems

There may not be enough time for all the activities

- T makes a paper ball T throws the ball

to a student in group A and he/she has to

call out one fairytale If he/she is right,

group A gets one point, then he/she

throws the ball to a student in group B.

The game stops when time is up The

group with more points wims.

- Ask Ss if they know any stories about

pollotion.

- Write “pollution” on the board Ask Ss to

call out things which cause pollution.

Ss work in two teams:

- T elicits the meaning of

new words from Ss (use

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2 Listen and read

* Set the sences:

? Look at the picture on page

- Play the recording twice.

? Listen and read then check

your answer for the last

question.

II Practice

1 Comprehension

questions (1b P.7)

- Ss answer the questions

individually hen exchange

their answers with a

classmate Call on some Ss

to write their answers on

the board Check their

answers.

3 T/F (1c P.7)

- Ss work individually.

- Have some Ss write their

answers on the board.

- Confirm the correct

answers.

4 Name the pictures

(1d P.7)

- Have Ss look at the

pictures T asks them what

they see in each picture.

- Have Ss read the words

and identify any new

words they don’t know.

- Ss do the task in pairs.

5 Gap fill (3 P7)

- Ss work individually then

compare in pairs.

- polluted

- Repeat in chorus and individually

- Copy all the words

- Answer the questions individually

- Listen and read

1 They are in Mi’s home village.

2 It’s almost black.

3 She’s surprised because she sees the fish are dead.

4 It’s dumping poison into the lakes.

5 He’s sneezing so much because the air is not clean.

1F: It’s polluted by the factory

2T 3NI 4T 5T

Keys:

A.radioactive pollution B.noise pollutionC.visual pollution D.thermal pollutionE.water pollution F.land/soil pollutionG.light pollution G.air pollution

Keys: 1.thermal pollution 2.air pollution3

- Ss work in groups and give the reason for their order

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III Production: 4

(P7)

Discussion

- Ss work in groups of 4 In

5 minutes, Ss write down

the pollution types their

neighbourhood faces and

rank them in order of

seriousness

4 Consolidation

-Teacher gets students to retell the aims of the lesson.

5 Homework

-Prepare for the next lesson: Unit 7: Closer look 1

-Practise reading the dialogue correctly and fluently.

A closer look 1

I Aims

By the end of the lesson, ss will be able to:

- Pronouce correctly the words ending in –ic and –al in isolation and in context; Use words/phrases showing cause/effect relationships

- Improve their listening skill, wrting skill and pronunciation

II Objectives

- Vocab: words/phrases showing cause/effect relationships

- Phonetics: Stress in words ending in –ic and –al

III Materials

- Text book

- Board, chalk,

Students may get confused when practising the words stress

V Procedure

1 Warmer

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-Checking attendance

-Asking for the teaching date

2 Revision

- Teacher checks students’ homework:

+ Write new words

+ Read the dialogue

3 New lesson

I Vocabulary

1 Word form

- Have Ss look at the table in the

book Make sure they understand

what to do Ss complete the

exercise individually then

compare in pairs

- Call on some Ss to write the

answers on the board Check the

answers.

2 Gap fill (2P8)

- Ss decide which word form

should be filled in each blank Ss

complete the exercise individually

then compare in pairs.

- Call one student to give out

their answers before confirming

the correct answers.

Cause and effect

- Have Ss look at the language box Tell

Ss the words and phrases in the box

express cause and effect relationships.

- Explain the use of so, because, since,

because of, due to.

- Note about the structures:

3 Cause or effect (3a P8)

- Ss complete the task in pairs.

- T confirms the correct answers.

4 Writing (3b P8)

- Ss complete the exercise

individually then compare in

pairs.

1.poison2.contaminate (v): làm bẩn3.pollutant (n): chất gây bẩn4.polluted

5.death (n)6.damaged

Key:

1.poisonous 2.pollutants3.dead 4.contaminated5.damage 6.pollute

- Study and make notes

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4 Work in group (4 P8)

- Have Ss look at the pictures

Ask them which one shows the

cause and which shows the

effect Ss study the examples

and work in groups of four

II Pronunciation

Stress in words ending in –ic

and –al

- Ask Ss to study the rules and the

examples in the box.

5 Listen and mark the stress

(5 P9)

- Play the tape twice

? Work individually.

? Check your answers in groups.

- Repeat the words

? Ss do task 6 P9 individually

Play the recording for Ss to

check the answers

because of water pollution.

4 We plant trees, so we can have fresh air.

- Do the task individually

4 Consolidation

Teacher gets students to retell the aims of the lesson

5 Homework

-Learn by heart all the new words

-Do Ex A1,2 P3, B1,2,3 P4 (WB)

- Vocab: Lexical items related to pollution

- Grammar: Conditional sentences type 1 and 2

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The lesson may take time.

- Teacher checks students’ homework:

+ Write new words

+ Make sentences with “lead to, make sb do sth, result in, dueto ”

3 New lesson

- Elicit the form and use

from Ss.

- Ss do this exercise

individually then compare

partner.

- Confirm the correct

answers.

partner.

- Ask 2 Ss to write their

- Check as a class.

- Write on the board:

“If I were a billionaire, I

would ”

- Ask Ss to complete the

sentence orally Write the

most orginal answers on

the board.

or a state that happened

regularly in the past, but

does not happen now.

I Conditional sentence type 1

1 Supply the correct verb forms

1 recycle; will help 2 won't dump; fines

3 travel; will be 4 will save;

at school

2 When light pollution happens, animal will change their behaviour patterns

II Conditional sentence type 2

- Tell Ss that this is an example of the Conditional sentence type 2

- Help Ss study the form and use in language box

3 Matching

1b 2c 3d 4e 5a

4 Supply the correct verb forms Key: 1.were; would do

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partner.

Ss do this exercise

partner.

- Ask 2 Ss to write their

5 Was/were; would grow

5 Writing

1 If there weren’t so many billboards

in our city, people could enjoy the view

Students may find it difficult to use English to express their idea

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2 Revision

- Teacher checks students’ old lesson

o Make 5 sentences using conditional sentence type 1

o Make 5 sentences using conditional sentence type 2

3 New lesson

I Pre-Speaking:

* Preteach the vocab

- Teacher uses different

techniques to teach vocab

- Have Ss read the questionnare

Explain any unclear point

II

While speaking

* Pair work:

Ss work in pairs to compare their

answers and see if they have any

different answers

* Play the recording for Ss to

check their answers

III Post speaking

- earplug (n): cái nút tai

- affect (v) /əˈfekt/: làm ảnh hưởng

- hearing loss (n): mất thính lực

- blood pressure /ˈpreʃ.ə r / (n): huyết áp

- Copy all the wordsHave Ss do the task individually

- Ss work in pairs and report the differences

- Ss check their answers and tell

if any of the answers has surprised them

Ss work in groups of 4 to discuss the ways to prevent noise

pollution in five minutes

- Write their answers on a big piece of paper then present their answers

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-Do Ex C1, 2 (WB)

Skills 1

I Aims

By the end of this lesson students can:

+ Read for general and specific information about water

Weak students may find it difficult to catch up with whole class

T explains the new words

- Ss read all new words

- Have some Ss read in front of

the class.

I Reading

* New words

- sewage (n) /ˈsuː.ɪdʒ/ : chất thải; nước cống

- pesticide (n) /ˈpes.tɪ.saɪd/ : thuốc trừ sâu

- herbicide (n) /ˈhɜː.bɪ.saɪd/ : thuốc diệt cỏ

- point sauce pollution

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- Ss work in pairs.

- report the differences to the

class.

- Read the passage then

answer the questions.

Underline parts of the passage

that help them with the

answers.

- Compare the answers in pairs.

- T confirms the correct

answers.

- Ss do the task individually.

- Compare in pairs.

- Read aloud the answers.

- T confirms the correct

answers.

- Ss work in groups of four.

- T helps Ss focus their ideas.

+ Point source pollution

+ Non-point source pollution

- Ss work in groups to

complete the diagram (5

minutes)

- Ask some groups to give a

presentation about water

pollution Other groups listen

and give comments.

Discuss the differences between the twopictures

2 Comprehension questions

Key:

1 It tells about the causes of water pollution.

2 It tells about the effects of water pollution.

3 It’s the water beneath the Earth’s surface.

4 They are industrial waste, sewage, pesticides, and herbicides.

5 They are pollutants from water and the atmosphere.

6 They use herbicides to kill weeds.

Factories dump industrial waste.

Solution 1: Give heavy fines to companies that are found doing this.

Solution 2: Educate companies about the environment.

Solution 3: Give tax breaks to companies that find “clean” ways to dispose of their waste.

5-6 Presentation about water pollution

* Work in groups

Water polution + Definition + Causes + Effects + Solutions

4 Consolidation

Teacher retells main points of the lesson

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5 Homework

-Prepare for the next lesson: Unit 7: Skills 2.

-Do Ex D1, 2, 3 (WB).

skills 2

I Aims

To help students develope writing skill, listening skill

II Objectives

By the end of the lesson students will be able to:

- Listen to get specific information about thermal pollution

- Write about the causes and effects of one pollution type

III Materials

- Text book

- Board, chalk,

- A cassette and an audio compact disc

It is rather difficult for weak Ss to express their ideas

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describing the pictures

and the relationship

- Ask Ss what they know

about thermal pollution

- Have Ss quickly read

the diagram and identify

the form of the

word/phrase to be filled

in each blank

- T plays the recording

once, ask for Ss’answers

then write them on the

board Play the recording

again for Ss to check

- reservoir (n) /ˈrez.ə.vwɑː r / : hồ chứa

- cooling tower (n): tháp giải nhiệt

- power plant (n): Nhà máy điện (power station)

- coastal (adj): ven biển

- They are both related to thermal pollution

III Writing

3 Work in pairs

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- Ss work in pairs to

decide which pollution

type in their area they

are going to discuss

Have Ss take notes of

the causes and effects

- Ss stay with their

partner One writes

about the causes and

the other writes about

the effects based on

their notes above

- Move around to give

helps Bring the whole

group together if there is

a point T wants to clarify

- Have Ss share their work

with each other and

combine it to make a

complete article.

- Post the sample article

on the board.

- Have Ss swap and read

each other articles.

- Ask for volunteer pairs to

read their articles out to

the class and have Ss

4-5 Writing

There are several types of pollution However, air pollution is the most serious in our area

Air pollution occurs when the air contains gases, dust, fumes or odour in harmful amounts Air pollution in our area is caused by several factors Firstly, the air pollutants come Viet Tri Chemical Factory They discharge harmful smoke into the air Secondly, the air pollutants come from many sources, such as all of the cars, motorcycles, in the my hometown.

Air pollution leads to many bad effects It is very harmful to our health It do harm to your eyes, throat, nose, lung and many breathing problems It may rerult in lung cancer In additions, it may lead to acid rain which destroy plants.

Looking back & project

I Aims

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To help students produce the language from the previous

sections and link with the topics

II Objectives

- Revise and make the use of all the target knowledge in unit 7

- Do a project about how to reduce polution while practising theconditional sentence type 2

III Materials

- Text book

- Board, chalk,

It is rather difficult for Ss to make use of all the content of thisunit

- Have two Ss write the

-Give feedback and the

7.light pollution 8.air pollution

3 Rewrite the sentences

1.The residents of the street cannot sleep because of the loud noise from the music club.

2.Vy had a stomachache since she ate a big dinner.

3.The road infront of my house was flooded due to the heavy rain.

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- Ss work individually and

-Give feedback and the

correct answers Accept all

the sentences if they make

sense.

- Ss work in groups of

four to discuss what they

would do or say in each

situation

**PROJECT

- Ss work in groups and

discuss the things thay

4 Supply the correct verb forms.

1.won’t be; don’t take 3.were/was; would wear

2.continue; will be 4.do; will see 5.would travel; didn’t have

6.wouldn’t be; didn’t take care

5 Complete the sentences.

What would you do to reduce pollution in our country if you were the Minister of Natural Resources and Environment?

getting started

I Aims

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By the end of the lesson, ss will be able to listen and read forspecific information then practice listening and speaking with thelexical items related to the topic "English speaking countries".

II Objectives

- Vocab: Types of films

- Grammar: Present tenses, present simple for future.

III Materials

- Text book

- Board, chalk,

Game: Where is it from?

- Teeacher prepare some photos of some famous places

from English speaking countries Show them to Ss and have

them guess what countries each place is from.

- What do these countries have in common?

- Write the title “ENGLISH SPEAKING COUNTRIES” on

the board Ask Ss to call out names of some English

speaking countries and their main cities.

- Play the game in teams

- It’s the language:

- Ss listen to the tape and

find out new words

- awesome /ˈɔː.səm/ adj Tuyệt vời

- absolutely adv Tuyệt đối

- improve v Cải thiện

To have difficulty doing sth

- native speaker

- camp n Trại

- official adj Chính thức

- accent /ˈæk.sənt/ n Giọng điệu

II Getting started

1a Answer the questions

1 Awesome, just awesome.

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- First, have Ss work

independently Then allow

them to share answers

before discussing as a

class

- Play the recording again

without letting Ss read

along Ask Ss to try to

answer as many questions

as possible Ss read the

conversation again to

check their answers Have

some Ss read out their

answers Correct the

answers as a class

- Ss work individually to

complete the sentences

Have them share their

answer in pairs

- Elicit the answers from

the whole class

- Have Ss work in pairs to

match the flags with the

countries.

- T checks.

- Ss work in groups of six.

- Locate the xis countries in 3

on the map given.

- The first to find all the

countries wins.

- Teacher controls the game.

2 Any of the following: Absolutely/Right.

3 It’s hard to say.

4 Perhaps.

1b Find questions in the conversation that ask about Coconut Crazy.

5 Two boys from Australis and a girl from the USA

2 Gap fill

Key:

1.summmer camp 2.English speaking countries3.native speakers 4.the USA5.accents 6.official language

3 Name the pictures.

1.the USA 2.the United Kingdom

3.Singapore 4 Australia

5 Canada 6 New Zealand

Game: WHERE ARE THEY?

- Ss play the game in groups of six

4 Consolidation

-Teacher gets students to retell the aims of the lesson

5 Homework

-Learn by heart all new words

-Learn the dialogue by heart

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Unit 8 English speaking countries

A closer look 1

I Aims

By the end of the lesson, ss will be able to pronouce correctly thewords ending in –ese and –ee in isolation and in context; Use thelexical items related to the topic of people and places in Englishspeaking countries

II Objectives

- Vocab: People and places in English speaking countries

- Grammar: Present tense, simple present for future

- Pronunciation: Stress in words ending in –ese and –ee

III Materials

- Text book

- Board, chalk,

* Check old leson

- T gets one student to go to the

board to write new words

- T gets the other student to

read the dialogue and answer

the questions

- Make comment

3 New lesson

I Vocabulary

1 Vocabulary

- parade (n): cuộc diểu hành

- unique (adj): độc đáo

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(situation, realia)

- Follow the seven steps of

teaching vacab

* Checking vocab: R0R

compare in pairs T checks then

gives feedback

compare in pairs T checks then

gives feedback

- Ask Ss to do the exercise

individually and then check with the

whole class

- Have Ss look at the pictures Ask

Ss what they see in each of them.

Allow Ss to work individually to do

the task.

- T checks as a class.

T notices the way to read

the sounds

- T plays the recording Ss

listen and repeat Have Ss

say the words individually

and mark the stress in the

words

- Play the recording for the

Ss to check

- Put the underlined words on

the board Have volunteer Ss

come and mark the stress in

the words.

- castle station (n): trại gia súc

- loch (n) /lɒk/: hồ (=lake)

- monument (n): đài/vật kỷ niệm

- spectacle (n) /ˈspek.tɪ.kll/: quang cảnh

2 Complete the table (Act 1 P.18)

5.A=spectacular 6.N=festival7.A=scenic 8.V=attract

4 Gap fill ( Act 3 P.18)

Key:

1.castle 2.symbolises 3.scenic

“-6 Listen and repeat.

1 Canto'nese 5.employ'ee

2 Taiwa'nese 6 adop'tee

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- Play the recording for Ss to

listen and check Call on some

Ss to say the sentences

4 Consolidation

5 Homework

-Prepare for the next lesson: Unit 8: Closer look 2.

-Do exercise A1, 2 (p.11), B1, 2, 3, 4 (P.12, 13) workbook

A closer look 2

I Aims

By the end of the lesson, ss will be able to review present tenses(present simple/continuous/perfect) and use the present simple totalk about future activities)

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- Teacher checks Ss’ homework.

+ One student goes to the board to write new words and

practise reading the stress of words ending in –ese and –ee

- Get one student to read the dialogue (Listen and read) by heart

- Teacher check with students

3 New lesson

- Remind Ss about the

use and the forms of the

simple present, present

continuous and the

present perfect and their

distinct time signals

- Let Ss work individually

Have Ss compare

answers in pairs before

checking with the whole

class

- Let Ss work individually

Have Ss compare

answers in pairs before

checking with the whole

class

- Ask Ss to read the

schedule and underline

the verbs in the

sentences

- Allow Ss time to discuss

and find the answers to

the questions

- Have Ss read the

Remember box then take

5 has celebrated → celebrates

7 are dancing → dance

II Present simple for the future Activity 3a

1 takes

2 leaves

Activity 3b

1 The future

2 The present simple

Activity 4 Gap fill

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- Ask Ss to do the

exercise individually,

encourage them to be

imaginative

- T goes around and

helps Ss with new

vocabulary Ss can

exchange and talk about

their schedule with a

-Prepare for the next lesson: Unit 8: Communication.

-Do exercise B 5, B6 (Workbook).

- Vocab: people and places in English speaking countries

- Practise speaking skills

III Materials

- Text book

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- Board, chalk,

Students may find it difficult to use English to express their idea

- The use and the forms of the

present tenses you have learnt

- Name some English speaking

countries you know

T - Students

3 New lesson

Pre-teach

- Set a time limit and h ave Ss do the

quiz individually as quickly as

possible.

- Have Ss share and discuss their

answers in pairs.

- Check as a class.

- Have Ss work individually then Ss

compare their answers in pairs.

- T confirms the correct answers

- garment (n) /ˈɡɑː.mənt/: áo quần

- surround (v): bao quanh

- diverse (adj) /daɪˈvɜːs/: đa dạng

- kilt (n): váy của người miền núi Scotland

II Practice

1 Do the quiz

Key:

1C 2A 3C 4B 5B 6B 7C 8A 9B 10A

2 Write the name of the countries next to the facts

1 the USA 2 New Zealand

3 the United Kingdom

4 Canada 5 Australia

3 Game: How much do you know about a country?

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- Put Ss into groups of six.

- Explain that now they have a

chance to put together what

they know about a country,

including all the information

they have got so far from the

lesson too

- Ask Ss to write the information

in short notes first without

mentioning the name of the

country (eg: far north/north/

America; - cold; - two

French )

* Ask each group to stand up in

front of the class Each member

of the group will give one fact

about the country

- The rest of the class guess

what country it is

- Vote for the most informative

and interesting introduction

4 Consolidation

Teacher retells main points of the lesson

5 Homework

-Prepare for the next lesson: Unit 8: Skills 1

-Do Ex C1, 2 (WB)

Unit 8

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English speaking countries

- Read for specific information about the attraction of a country

- Talk about interesting facts of a country

- Practise speaking and reading skills

III Materials

- Text book

- Board, chalk,

Weak students may find it difficult to catch up with the wholeclass

Teacher uses different

techniques to teach

vocab (situation, realia)

- Follow the seven steps

of teaching vacab

* Checking technique:

R0R

- Ss discuss the questions in 3

minutes Draw a map of Great

Britain and highlight Scotland

on the map Leave it on the

board while the class reads the

I READING

1 New words:

- explore (v): thăm dò, thám hiểm

- pipe (v): thổi sáo

1 It’s in the north of Great Britain.

2 Any of all of the following: It’s famous for its rich and unique culture as well as its amazing natural beauty, its historic castles, its traditional festivals and its

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passage silently.

- Have Ss call out the answers

and say where they found the

information in the passage

- Ask Ss to scan the passage for

places first then read carefully

the information about each

place and choose the two

features related to it

- Ss work individually Ask two

Ss to write the answers on the

board

- Confirm the correct answers

- Ss compare the answers

before discussing as a class

- Give Ss a minute to think

about the things they like most

about Scotland and prepare

their reasons

- Have Ss work in pairs asking

and answering questions about

their choice

- Have Ss work in small groups

- Check as a class to make sure

that the information is

3 piping, drumming, dancing

4 the telephone, television, penicillin, the rain coat

5 Group work.

- Ss work in group Read and discuss thegiven interesting facts about Australia thenprepare a short introduction of Australia topresent to the class

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- Listen for specific information about a day trip to an amazingtown

- Write a description of a schedule for a visit or a tour

- Practise listening and writing skills

III Materials

- Text book

- Board, chalk,

- A cassette and an audio disk

Weak students may find it difficult to catch up with the wholeclass

- Teacher checks Ss’ homework

- Get one student to go to the board to read the text then answerteacher’s questions

3 New lesson

* Prelistening:

- Pre-teach voc:

Teacher uses different

- cherry blossom (n): hoa anh đào

- trail (n) /treɪl/ : path

- spacious (adj) /ˈspeɪ.ʃəs/ : rộng rãi

- illusion (n) /ɪˈluː.ʒ ə n/ : ảo giác

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- Ss read thequestions

carefully

- Play the recording, Ss

listen and answer the

question Ss share the

answer with a partner.

- Play the recording for Ss

to check the answer T

gives feedback.

- Give tiem for Ss to read

the events T plays the

recording again for Ss to

choose the best answers.

- Check as a class.

- Ask Ss to work in groups

of four Read the activities

and decide on the four

activities they would like

to do together.

- Allow Ss time to schedule

their visit and fill in the

schedule table.

- Have each group write a

description of their visit.

The description should

include: the name of the

activity, the time they do

it, and what it involes.

3b Schedule your visit

1 2

4 Consolidation

Teacher gets students to retell what they have learnt

5 Homework

-Prepare for the next lesson: Unit 8: Looking back & Project.

-Rewite the paragraph

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-Do Ex E1, 2 (WB)

Looking back & project

I AIMS

To help students produce the language from the previous

sections and link with the topics

II OBJECTIVE

- Revise and make the use of all the target knowledge in unit 8

- Design a poster for a city with pictures and information

III MATERIALS

- Text book

- Board, chalk,

IV ANTICIPATED PROBLEMS

It is rather difficult for Ss to make use of all the content of thisunit

-Have Ss work in 2 teams in 3 minutes

-Ss write the countries they know

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- Check the answers as a

sentences carefully and

look for clues that help

them decide which tense

should be used for each

blank

- Ask Ss to complete the

exercise individually and

then exchange their

answers

- Ask two Ss to write their

answers on the board

Confirm the correct

answers

- Ss work in groups,

discussing the statements

and decide if they are true

If they are not, find the

II Grammar.

3 Decide if the sentences have

a present meaning (P) or future meaning (F).

- Do the work individually

- Check the answers with partner

Keys:

1F 2F 3P 4P 5F

4 Supply the correct verb tenses

Key:

1.faces2.doesn’t set

Check your knowledge!

1 Scottish men wear kilts

2 The USA has the biggest population.

3 California is a state in the USA.

4 They live in Australia.

5 English and French

Explore us!

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- Ss do the project at

home

- Have Ss present their

posters in the next lesson

getting started

I Aims

By the end of the lesson, ss will be able to listen and read forspecific information then practice listening and speaking with thelexical items related to the topic "Natural disasters"

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- Have some Ss present their

posters about the city they choose

with pictures and information

- Ask Ss to vote for the best

Ask sts to copy in note books

2 Listen and read

* Set the sences:

- Have Ss keep their books

closed Write “Natural

disasters” on the board and

ask Ss to guess the content

of the lesson.

- Have Ss read the dialogue

and check.

II Practice

- Ss do the task individually

then share answers before

discussing as a class.

- Teacher models an

exchange with a student by

giving some bad news, “My

cat died” and eliciting

“That’s terrible!” from the

student Focus on

information, stressing the

first syllable of “terrible” Do

the same with other Ss

around the class.

I.Vocabulary.

- typhoon (n): bão nhiệt đới

- damage (n) /ˈdæm.ɪdʒ/ : sự thiệt hại

- severe (adj) /sɪˈvɪə r / : = very bad; khốc liệt

- homeless (adj): vô gia cư

- debris (n) /ˈdeb.riː/ : vôi gạch đổ nát

II The dialogue :

- Teacher – students.

T: What was the natural disaster? When did it

happen?

1a: Gap fill

1 tropical storm 2 injured

2a Write the responses into the correct table

Wow! Oh dear!

That’s great! That’s awful!

That’s a relief! How terrible!

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- Ss do the task individually

then allow them to share

their answers before playing

the recording for them to

check

- Ss do the task individually.

- Ss share the answers.

- T gives comments Ask Ss

to work in pairs practising

the exchanges with good

intonation.

- Ss work in pairs then share

the answers with another

pairs.

- Play the recording for Ss to

check.

- Ask ss which of these

natural disasters can happen

in Viet Nam Then model this

activity with a more able

student.

- Ask Ss to work in pairs Go

around to provide help Call

on some pairs to practise in

front of the class.

How wonderful! Oh no!

That’s awesome! That’s shocking!

4 Consolidation

5 Homework

-Prepare for the next lesson: Unit 9: Closer look 1.

-Practise reading the dialogue fluently Learn by heart all new

words

Unit 9 Natural disasters

A closer look 1

I Aims

By the end of the lesson, ss will be able to understand stress intwo-syllable words; Use the lexical items related to the topic “Naturaldisasters”

II Objectives

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- Vocab: Types of natural disasters, words to describe natural disasters.

- Pronunciation: stress in words ending in “-logy” and “-graphy”

III Materials

- Text book

- Board, chalk,

* Check old leson

- T gets one student to go to the

board to write new words

- T gets the other student to

read the dialogue and answer

the questions

- Make comment

3 New lesson

(situation, realia)

- Follow the seven steps of

teaching vacab

* Checking vocab: R0R

- Make sure Ss understand what

they have to do

- Ss work individually then compare in

pairs T checks then gives feedback.

- Play the recording for Ss to repeat the

I Vocabulary

1 Vocabulary

- erupt (v) /ɪˈrʌpt/: phun (núi lửa)

- rage (n) /reɪdʒ/: diễn ra ác liệt

- collapse (v) /kəˈlæps/: đổ sập

- scatter (v): tung, rải, rắc

- shake (v): rung, lắc

- evacuate (v) /ɪˈvæk.ju.eɪt/: sơ tán

- put out (v): dập tắt (lửa)

2 Gap fill (Act 1 P.28)

- Key:

1 struck 2 erupted 3.shook

4 buried 5 Raged 6.collapsed

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pairs T checks then gives feedback.

phrases.

- Have Ss do the exercise individually

- Have some Ss read out their answers

before checking with the whole class.

- Confirm the correct answers.

- Play the recording and ask Ss to listen

and repeat the words, paying attention

to the stressed syllables of each word.

- Have Ss study the rules in the

Remember box!

- Explain the rules and give examples.

- Ss work in pairs to practise saying the

words and mark the stress

- Play the recording for Ss to listen and

check.

pairs

- Play the recording and stop after each

underlined word for Ss to check.

5 Act 4 (p.28).

6 Listen and mark the stress (Act 5 P.28)

1 soci'ology 4.clima'tology

2.zo'ology 5.as'trology3.bilbli'ography

4.de'mography

7 Read the following sentences and mark (') the stress syllable in the underlined words.

Key:

1 ge'ography 2.bi'ology3.pho'tography 4.bi'ography5.Zo'ology

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-Do exercise A1, 2 (p.19), B1, 2, 3 (P.19,20) workbook.

A closer look 2

I Aims

By the end of the lesson, ss will be able to understand and usethe past perfect tense to talk about an action before a started time oranother action in the past

Check old lesson:

- S1: write new words

- S2: Stress in two-syllable words? Give examples

3 New lesson

conversation in Getting

started again and

underline all instances of

the passive voice that

they can find Ss share

their finfing then T check

as a class

- Individual work -

Grammar

Passive voice: Review

1 Underline the sentences in the passive

- Was anyone injured?

- Only a few minor injuries werereported

- It seems many houses and phulicbuildings were destroyed orflooded,

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compare in pairs.

- Have some Ss say their

answers aloud Confirm

the correct answers

- Invite 2 Ss to write the

sentences on the board

while other Ss write the

sentences in their

notebooks

- Ask some Ss to give

comments Confirm the

correct sentences

- Ask Ss to pay attention

to the underlined parts

in the qouted dialogue

- Get Ss to study the

yellow box, explain the

form of the past perfect

tense and go through

the examples

- Ask Ss to think about

the rules for the past

perfect Try to elicit from

- Chek Ss answer and

confirm the correct ones

- Ask Ss to prepare the

answers individually

- Model the activity then

ask Ss to work in pairs

5.will be delivered/are going to be delivered

3 Was the whole village destroyed bythe storm?

Past perfect Activity 4a (P.29)

Form:

S + had + P II

S + had + not + P II Had + S + P II ?

Activity 4b (P.29)

- We use the past perfect to describe

an action before a started time or another action in the past.

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- Model the game with

the class first Divide the

whole class into two

teams

- Count the correct

sentences to find the

winning team

Activity 7 (P.30): Game

- Ss members from the two teams totake turns to give reason why theywere pleased/upset/happy/angry,

4 Consolidation

5 Homework

-Prepare for the next lesson: Unit 9: Communication.

-Do exercise B4, B5 (Workbook).

- A cassette and a compact disk

Weak Ss may find it difficult to express their idea

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1 + Change into the passive:

a The flood destroyed the whole village

b The typhoon has made many people homeless

c The government will send medical suplies to the floodarea

2 Form and the usage of the past perfect? Give examples

3 New lesson

- Ask Ss to discuss the

question:

“Can we prevent natural

disasters with the help of

modern technology”

- Have Ss read the interview and

guess what the missing word for

each gap Write Ss’ ideas on the

board

- Play the recording twice Ss fill

in the gap as they listen Ss then

share the answer in pairs

- Play the recording for Ss to check

their answers

- Ask Ss to decide whose opinions

they agree with and whose they

disagree with

- Ss make note of the reasons for

their decision

- Have Ss make notes of

their answers to the two

questions in the interview

Remind Ss that it does not

matter what their answers

are, and that it is more

important that they justify

their answers

- Go around to provide help

- Ask Ss to work in pairs to

2 Read the listeners’ views on natural disasters again and decide who you agree with and who you disagree with.

3 Answer the two questions Express your own views and write them down.

4 Work in pairs

- Ss compare their views with a partner

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share their answers with a

partner Encourage each

pair to negotiate for the

-Prepare for the next lesson: Unit 9: Skills 1

-Do exercise C1, 2 (Workbook).

- Read for specific information about a natural disaster in a newsreport

- Talk about a natural disaster and what to do when it happens

- Practise speaking and reading skills

III Materials

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