GIAO AN TIENG ANH 8- UNIT 9

Step 3: T asks Ss to work in pairs saying the phrases with correct intonation Step4: T confirms Task 2 Exercise 2a: Write the responses into the correct columns.. T plays the recording

Week 24

Date of planning: February 14th , 2019

Date of teaching: February … , 2019

I Objectives:

1 Knowledge.

The aim of this review is to test what Ss have studied and practiced in units7,8

2 Skills: Reading, listening, writing.

3 Attitude:

4 Competence:

II Teaching procedure

1 The test matrix

Số câu: 2

Số điểm: 0,5

Phrasal verbs, conjunction,tenses, conditional

sentences Số câu: 4

Số điểm: 1,0

Phrasal verbs, conjunction,tenses,

Số câu: 2

Số điểm: 0,5

Write 4 sentences to describe life in the countryside

-Ss: get the test paper from T

5 police

1 131454

3

4 133666

2 Listen to a conversation between two friends Decide if the statements are true (T) or false (F) Circle T or

F You will listen TWICE.

5 Montreal has a light French-Canadian influence T F

C VOCABULARY & GRAMMAR.

I Choose the correct answer to complete each following sentence by circling A, B, C or D

1.Many aquatic animals have died ………the oil spill

2 The Statue of Liberty is a major monument in New York which ………… freedom

3 Davis uses English as his mother………because he comes from the UK

4 Acid rain can lead……… atmospheric pollution

II Put the correct form of the verbs in brackets.

1 The train ………(not arrive) inEdinburgh at 11 tonight as it departed late

2 If you promise to use water more carefully, I ……….(give) more pocket money

3 If I ……….(tobe) you, I would ride a bike to school instead of driving a motorbike

4 I ………(wait) for two hours, but my friend hasn’t come yet

D READING.

1 Read the passage below and choose one correct answer for each question:

Every year, students in many countries learn English Some of these students areyoung children Others are teenagers Many are adults Some learn at school, others study

by themselves A few learn English just by hearing the language in films, on television, inthe office or among their friends But not many are lucky enough to do that Most peoplemust work hard to learn another language

Many adults learn English because it is useful for their work Teenagers often learnEnglish for their higher studies, because some of their books are in English at college oruniversity Others learn English because they want to read newspapers or magazines inEnglish

Many boys and girls learn English at school because it is one of their subjects Theystudy their own language, mathematics, and English In England, America or Australia,many boys and girls study their native language, which is English, mathematics, and anotherlanguage, perhaps French, or German or Spanish

1 According to the writer ………

A only adults learn English B no children like to learn English

C English is useful for teenagers D English is popular all over the world

2 Most people learn English by ………

A watching video only B hearing the language in the office

C talking with foreigners D working hard on their lessons

3 Many boys and girls learn English because ………

A English give them a job B it is included in their study courses

C they are forced to learn it D they have to study their own languages

4 Many adults learn English because …………

A it helps them in their work

B they want to go abroad

C most of their books are in English

D English is spoken in their office

5 In America or Australia many school children study …………

A English as a foreign language

B English and mathematics only

C such foreign languages as French, German, and Spanish

D their own language and some foreign languages

II Read the passage below and answer the questions.

Visual pollution has a greater effect on people than you may think I remember when I went

to a big city, I was really scared because so much graffiti on the buildings' wall Then I looked up, and I saw a lot of power lines over my head Although they were not dangerous,

I still felt unsafe since I thought they might fall down These things prevented me from enjoying the beautiful sights of the city

I also remember the time when I was a student at a university Once I was so busy with my assignments that I did not tidy my room for two weeks Looking at the messy room caused

me so much stress that I did not want to study Then I decided to clean the room and put my thing in their proper places I also bought a small plants and placed it in a corner of the room These simple actions increased my motivation and helped me to focus on my

learning

Questions.

1.How did the author feel when she saw the power lines?

………

2.Why did she have that feeling? ………

3 What was she busy with? ………

4 What happened when she looked the messy room? ………

5 What did she do for her room? ………

D WRITING I Rewrite the sentences, using the words given. 1 Keep silent or you’ll wake the baby up →If ……… … ………

2 Peter is fat because he eats so many chips →If ……….… …

3 Radioactive pollution is very dangerous It can cause abnormal growth [since] → ……… … ………

4 We started to learn English six years ago →We has

II Write 2sentences about causes and 2 sentences about effects of one type of pollution in your area. ………

………

………

………

ANSWER KEY.

I LISTENING

1 Listen to the announcement Fill each of the gaps with the ONE word and/or a number You will listen TWICE.

Key:

1 130243

2 traffic

3 123955

4 132749

5 assistance

2 Listen to a conversation between two friends Decide if the statements are true (T) or false (F) Circle T or

F You will listen TWICE.

B PHONETICS

I Choose the word whose underlined part is pronounced differently from that of the others.

II Choose the word that has a different stress pattern from that of the others.

C VOCABULARY & GRAMMAR.

I Choose the correct answer to complete each following sentence by circling A, B, C or D

II Put the correct form of the verbs in brackets.

1 doesn’t arrive 2 will give 3 were 4 have waited

D READING.

1 Read the passage and complete the sentences Circle A, B, or C.

II Read the passage below and answer the questions.

D WRITING

I Rewrite the sentences, using the words given.

II Use the words or phrases given to write meaningful sentences.

III Write 4 sentences to describe the life in the countryside

* HOMEWORK

Reflection:

………

………

………

………

………

Date of planning: February 14th , 2019 Date of teaching: February … , 2019

2 weeks after learning Unit 8: English Speaking Countries, English 8.

* Equipment and supplies.

- English 8, episde 1 (Student’s book)

- A4 white papers, pens , crayons…

- The computer connected to the Internet

- Available materials…

* Forms of work

- In small groups of 6- 8 students

II Procedure

ACTIVITY 1: Find information.

1 Find information in textbooks.

Read Unit 8 : English Speaking Countries in English book and takes notes about the people, culture, costumes….of an English Speaking Country

2 Find information in other materials.

Each group member searches one of the keywords related to the people, culture costumes of peoples of an English Speaking Country (Unit 8)

Ex: Canada: Country, geography location, climate, religion, people, food , costumes,

ACTIVITY 2: Process the collected information.

After collecting the information from different sources, group members work together

to organize the information effectively Students can refer to the table below

ACTIVITY 4:Select, design and create costumes.

- Discuss to choose at least five costumes of peoples the group plans to design

- Choose the materials to design costumes, hats, clothes and footwear

- Cut, paste, colour the costumes the same as the main characteristics of the peoples’ costumes

- Choose student models to show the costumes and other students introduce the

costumes

ACTIVITY 5: Perform, present about the costumes according to the following aspects.

Georaphy location

Georaphy

Assessment criteria

In terms of the products.

- The presentation is shown with the use of a variety of sentence patterns, description of characteristics of the costumes of the peoples

- Create costumes made of paper, nylon and colour of the paint

- Show make- up skills and speaking skills (expression, content, organization, coherence,unity)

In terms of the activities.

Show responsibilities, co- operations, distributions and disciplines when taking part in theactivities

ACTIVITY ASSESSMENT FORM.

Each group member sefl – assesses/assesses the contribution of group members according to the corresponding levels 0, 1, 2, 3, 4.

Name of members

Level of contribution

The whole group self- assesses contents by circling the corresponding levels A, B, C, D

Planning date: February 15th, 2019

Teaching date: February …., 2019 (Giáo án chi tiết)

LESSON 1: GETTING STARTED.

Costume ssl

Food

+ know about the topic “natural disasters”

+ understand the conversation

+ be aware of the language components that are about the topic

2 Skills: Develop listening, speaking and reading skills.

3 Attitude: Have a positive attitude about protecting themselves from natural disasters.

4 Competence: Develop: pair work, self- study, communication

II Preparation

- T: Card numbers of groups, MP3 file

- Ss: find out the new words in the conversation

III Procedures

Teacher’s and students’ activities Content

ACTIVITY 1: WARM UP (5’)

“A video clip” about the natural disasters

Objectives: - To get ss to involve in the

lesson

- To introduce the topic

Step1: T asks Ss to

- Watch a video clip and write natural

disasters they see in the clip

Step2: Ss do the task T goes around the

class to provide help

Step3: 4 Ss from 4 groups read out loud the

answers, 1S in group 1 reads, Ss in other

groups listen and check the correct answers

Typhoon, earthquake, volcanic eruption,

flood, forest fire, …

Step4: T confirms, gives comments, leads

to the content of the new lesson

“In this lesson, we will have a chance to

know more about natural disasters and how

to rescue ourselves”

ACTIVITY 2: PRESENTATION (10’)

Objectives: To present vocabulary about

natural disasters through the conversation

* Answer the questions and find out the

- disaster (n) thảm hoạ

- severe ((adj): khốc liệt

- minor injury: bị thương nhẹ

- relief (n): sự đau đớn

- homeless (n): người vô gia cư

- against (v): chộng chọi

Step1: T gives the task to Ss:

Answer the questions Work in pairs

+ Where are Duong and Nick? (at school)

+ What are they talking about?

+ What natural disasters can we see in

bubbles?

Time: 2 minutes

Step2: Ss do the task T goes around the

class to help

Step3: T calls 5 pairs of students to answer

the questions Work in 4 groups, find out

the meanings, stress and pronunciation of

new words in 2 minutes

Step4: T confirms, has Ss read all new

words aloud Then call 5 Ss to repeat new

words

ACTIVITY 3: PRACTICE (20’)

Objectives: To practice understanding the

conversation about the natural disasters

Task 1: Listen and read.

Exercise 1a Read the conversation again

and fill the blank with no more than

three words.

Step 1: T asks Ss to

- Read each sentence and locate the

information in the conversation, then

choose suitable words/ phrases to fill each

blank

- Work independently in 2 minutes

Step2: Ss do the task T goes around the

class to help

Step 3: T allows Ss to share their answers

Then call on Ss to give their answer

Step 4: T gives the correct answers

Exercise 1b Responding to news

Step 1: T models an exchange with a

student by giving some bad news, “my cat

died’ and elicting ‘That’s terrible’ from

student Focus on intonation, stressing the

first sylable of ‘ terrible’

- T asks Ss to do the same with other

around the class in 2 minutes

- Encourage Ss to have fun exaggerating

their intonation as they reply to T tells Ss to

refer back to the conversation to find the

other phrases

Step 2: Ss do the task T goes around the

class to help

Step 3: T asks Ss to work in pairs saying

the phrases with correct intonation

Step4: T confirms

Task 2

Exercise 2a: Write the responses into the

correct columns Then listen, check and

repeat.

Step1: T has Ss

- Work individually in 2 minutes

- Write the responses into the correct

columns

Step 2: Ss do the task T goes around the

class to help

Step 3: T allows Ss to share their answers

before playing the recording for them to

check

Step 4: T plays the recording for Ss to

repeat T reminds Ss to pay attention to

their intonation as they practise

Exercise 2b: Match the sentences (1- 6) to

the responses (a- f) Then practice the

exchanges with a partner.

Step 1: T has Ss

- Work individually in 1 minute

- Match the sentences (1- 6) to the

Responding to good news

Responding to bad news

That’s great ! That’s awful !That’s relief ! How terrible !How wonderful ! Oh no!

That’s awesome! That’s shocking !

b Match the sentences (1- 6) to the responses (a- f) Then practice the exchanges with a partner

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

Step 4: T: give comments, point out 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

Step 4: T plays the recording for them to

check Ss listen and repeat the words /

phrases

ACTIVITY 4: PRODUCTION (7’)

Objectives: To use target language in a

meaningful context to talk about common

natural disasters in some areas in Viet Nam

Exercise 4: Work in pairs Ask and

answer questions about common natural

disasters in some areas in Viet Nam.

Step 1: T asks Ss which of these natural

disasters can happen in VietNam

Then model this activity a with a mode able

student

- T asks Ss to work in pairs in 3 minutes

Step 2: Ss do the task T goes around the

class to help

Step 3: T calls on some pairs to practise in

front of the class

- Leant by heard new words

- Do these exercises again

- Prepare unit 9: A closer look 1

- 2Ss summarize the content of the lesson.

* Homework (1’)

T assigns the homework

Ss listen and write down.

Reflection:

………

………

………

………

………

Ký duyệt của Ban giám hiệu tuần 24 từ tiết 70 đến tiết 72 Ngày…………tháng …… năm 2019 Weeek 25 Date of planning: February … , 2019

Date of teaching: ……….… , 2019 (Giáo án chi tiết)

LESSON 2: A CLOSER LOOK 1.

I Objectives:

1 Knowledge

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

- Use the lexical items related to the topic" Natural disasters"

- Pronounce the words ending in –logy ans –graphy correctly in isolation and in context

2 Skills: Develop listening and speaking skills

3 Attitude: Have a positive attitude about protecting themselves from natural disasters.

4 Competence: Develop: pair work, self- study, communication, group work

II Preparation.

Teacher: Textbook, workbook, MP3 file.

Students: Textbooks, workbooks,

III Procedures

Teacher’s and students’ activities Contents

ACTIVITY 1: WARM UP (5’)

Objectives: - To get ss involve in the lesson

- To introduce the topic

Step1: T asks ss to

- Work in groups of 5 in 2 minutes

- Write down types of natural disasters

Step2: Ss do the task T goes around the

class to provide help

Step3: Ss report their answers.

Step4: T confirms

Lead- in to the topic This lesson we’ll

know about natural disaters.

ACTIVITY 2: PRESENTATION (10’)

Objectives: To present the lexical items the

related to the topic"natural disasters"

Step1: T gives the task to Ss:

Work in 4 groups, find out the meanings,

stress and pronunciation of new words in 2

minutes

Step2: Ss do the task T goes around the

class to help

Step3: 1 student from groups writes the

answers on the board Each other reads the

words aloud

Step4: T confirms, has Ss read all new

words aloud Then call 5 Ss to repeat new

Let’s play “ network’

Typhoon

* Vocabulary

- erupt (v): phun trào

- rage (v): diễn ra ác liệt, hung dữ

disasters

ACTIVITY 3: PRACTICE (15’)

Objectives: - To practice using the words to

talk about natural disasters

Task 1:

Exercise 1: Fill each blank with a suitable

verb in the correct form from the box

below Then listen, check and repeat

Step1: T gives Ss the task

- Work individually Change the verbs into

past simple in one minute

- Then fill each blank with a suitable verb

Work individually in 1 minute

Step2: Ss do the task T goes around the

class to provide help

Step3: T asksSs to share their answerswith

one or more partners and calls 2 Ss writes

the answers on the board

Step4: T confirms T plays the recording

for Ss to repeat the sentences

Task 2:

Exercise 2: Match the verbs in column a

to the noun in column B then listen ,

check and repeat.

Step1: T gives the task to Ss:

- Work indepently in 2 minutes

- Match the verbs in column a to the noun

- 2Ss show their answers on the board

Step 4: T gives feedback T may translate of

some phases to check their understanding

T plays the recording for Ss to repeat the

phrases

Task 3:

Exercise 3: Now use the phrases in 2 in

the correct form to complete the

sentences

Step 1: T ask Ss to:

- Complete the sentences individually,

* Key 1:

1 struck 2 erupted 3 shook

4 buried 5 raged 6 collapsed

 Key 2

1.b 2 d 3 a 4 e 5 c

Audio script

1 scatter debric 2 take shelter

3 evacute 4 provide aid

5 put out the forest fire

* Key 3:

1 provide aid 2 put out the forest fire

3 took shelter 4 scattered debric 5 evacuate

using the phrases in 2

- Time: 2 minutes

Step2: Ss do the task T goes around the

class to help ss

Step3: T has 5 Ss read out their answers.

One S write the answers on the board

Exercise 4: Listen and repeat these

words Pay attention to the stressed

syllables

Step 1: T gives the task to Ss:

- Listen to the recording and repeat the

words, pay attention to the stressed sylable

in each word (T may play the recording as

many times as necessary)

Step 2: Ss listen to the recording T observes.

Step 3: T asks the whole class to repeat the

words

Step 4: T asks Ss look at the rules and the

examples in the box Go through the rules

with them For a more able class, have Ss

give some more example

T explains the rule in the REMEMBER –

Ask them to give some words ending in –

logy and –grapgy

Task 2:

Exercise 5: Listen and mark the stress

on the correct syllable in the words

below Pay attention to – logy and –

graphy.

Step 1: T asks Ss to:

- Practise saying the words and mark the

stress on the correct syllable in each word

- Work individually in 1 minute

Step2: Ss do the task T goes around the

class to provide help

Step 3: T asks Ss to share their answers

with one partner Then call 2 Ss to write the

answers on the board

Step 4: T plays the recording and asks Ss to

listen and check

T calls on some Ss to give their answer and

* Stress in words ending in -logy and – graphy

For words ending in -logy and –graphy place the stress on the third syllable from the end

Example: Bi’ology Pho’tography

* Key 5:

1 soci’ology 4 climate’tology2 zo’ology 5 as’trology

3 bili’ography 6 as’trology

T corrects.

Task 3:

Exercise 6: Read the following sentences

and mark (‘) the stressed syllable in the

underlined words Then listen and repeat

the sentences.

Step 1: T asks Ss to:

- Work in pairs to mark the tress in the

words and practise saying the sentences

- Time: 2 minutes

Step2: Ss do the task T goes around the

class to provide help

Step 3: T calls some Ss to give the answers

and say the sentences in front of the class

Then ask Ss to write while T plays the

recording T may pause eater each sentence

and ask them to repeat chorally

Step 4: T confirms.

* Consolidation (2’)

- 2Ss summarize the content of the lesson

* Homework (1’)

T assigns the homework

Ss listen and write down.

* Key 6:

1.We are studying the ge’oraghy of Asia 2.I had a bi’ology lesson this afternoon 3.they shares a common interest in pho’tography

4 A bi’oloraphy is a book that tells the story

of someone’s life, written by someone else

5 Zo’ology is the scientific study of animals and their behaviour

- Learn by heart new words and structures

- Do these exercises A1,2 in page 19 in workbook

Stress in words ending in – logy and -graphy

- Prepare unit 9: A closer look 2

Reflection:

………

………

………

………

………

Date of planning: February … , 2019

Date of teaching: ……… , 2019

LESSON 3: A CLOSER LOOK 2.

I Objectives:

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

1 Knowledge: Know/ use:

- Past perfect

- Passive voice (Review)

2 Skills: Develop speaking and writing skills.

3 Attitude: Have a positive attitude about protecting themselves from natural disasters

4 Competence: Develop group work, self- study and work individually.

II Preparation:

- T: power point file

- Ss: prepare the lesson in advance

III Procedures

Teacher’s and students’ activities Contents

ACTIVITY 1: WARM UP (5’)

Objectives: - To get ss involve in the lesson

- To introduce the topic

Step 1: T asks Ss to:

- Read the conversation in the Getting

stared again and underline all instances of

passive voice that they can find

- Work individually in 2 minutes

Step 2: Ss do the task T goes around to

provide help

Step 3: T asks Ss to share with a partner

3Ss read out loud the answers 2Ss write the

answers on the board

Step 4: T confirms, gives comments

T asks Ss? Which type of sentence are

they?

T leads to the content of the lesson

GRAMMAR 1- Passive voice: Review

ACTIVITY 2: PRESENTATION 1 (5’)

Objectives: - To review Passive voice

Step 1: T asks Ss to:

- Work individually in 1 minute

- Look at “REMEMBER” and read it aloud

- Repeat form of passive voice

Step 2: Ss do the task T goes around to

provide help

Step 3: 2S reads out loud the answers and

1 S writes form of passive voice on the

board

Exercise 1/ 29

1 was anyone injured?

2 Only a few minor injuries were reported

3 Many houses and public buildings were destroyed…

4 Thousands of people were left homeless

5 …who were trapped in flooded homes

6 Medicial supplies , food and rescure equipment have also been sent

7.They’ve been taken to a safe place where temporary accommodation will be provided for them

Grammar

I Passive voice

People speak English all over the world

English is spoken all over the world

Active: S + V + O

Passive: S + be + V-p.p … (by + O)

Step 4: T confirms and asks ss to take

notes

ACTIVITY 3: PRACTICE 1 (7’)

Objectives: To practice using passive voice

Task 1:

Exercise 2: Complete the sentences using

the correct passive form of the verbs in

brackets.

Step 1: T asks Ss to:

- Work independentlyin 1 minute

- Complete the sentences using the correct

passive form of the verbs in brackets

Step 2: Ss do the task T goes around to

provide help

Step 3: T asks Ss to share their answerswith

a partner Then T calls 5 Ss to read the

answers, 1S writes the answers on the

board

Step 4: T corrects.

Task 2:

Exercise 3: Rewritethe following

sentences usingthe correct passive voice

Step 1: T gives the task to Ss:

- Rewrite the following sentences using the

correct passive voice

- Work indivvidually in 2 minutes

Step 2: T invites two Ss to write the

sentences on the board while othere Ss

write in their notebooks

Step 3: T asks some ss to give comments on

the sentences on the board

Step 4: T corrects and asks Ss to check their

Exercise 4a: Read part of the

conversation from getting stared, pay

attention to the underline part.

Step 1: T asks Ss to:

- Read part of the conversation from getting

3 Was the whole village destryed (by the storm) ?

4.If the area is hit by srorm, a lot of dammage will be caused

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

Past perfect

(+) Positive S+ had + past paricipleEx: I had left when they came

(-) negative

stared, pay attention to the underlined part,

- Work individually in 1 minute

Step 2: Ss do the task T observes

Step 3: T calls 2 pairs of Ss to read example

before class

Step 4: T has Ss look at the structure of the

Past perfect in the language box

T explains the form of the past perfect tense

and goes through the examples

Task 2:

Exercise 4b: when do we use the past

perfect? Can you think of any rules?

Step 1: T asks Ss to:

- Think about the rules for the past perfect

tense

- Work individually in 1 minute

Step 2: Ss do the task T goes around to

Exercise 5: Complete the sentences by

putting the verbs in brakets into the

simple past or past perfect.

Step 1: T gives the task Ss:

- Work independently in 1 minute

- Complete the sentences by putting the

verbs in brakets into the simple past or past

perfect

Step 2: Ss do the task T goes around to

provide help

Step 3: T asks Ss to share with a partner

Then Tcalls on some Ss give their answers

Step 4: T corrects

Task 2

Exercise 6: work in pairs Ask and

answer the following questions about you

Step 1: T asks Ss to:

- Work individually in 2 minutes

- Answer the following questions about

S + had not( hadn’t) + past participleEx:: I hadn’t left when they came

(?) Questions Had + S +past participle Had + S + not + past participle Hadn’t +S + past participleEx: Had you left when they came?

Had you not left when they came?

Hadn’t you left when they came?

Yes, S + had

No, S + hadn’tEx: had you left when they came?

Yes, I had/ No, I hadn’t

The use:

- We use the past perfect to describe an action before a started time in the past Ex: People had managed to leave the floodedvillages by 11 o’clock

- We use the past perfect to descibe an action happened before another action inthe past

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

* Key 5

1 had left, erupted

2 arrived, had stopped

3 had spent, arrived

4 got, hadn’t taken

5 found, has bought

Step 2: Ss do the task T goes around to

provide help

Step 3: T asks Ss to work in pairs Then T

models the activity by asking a student one

of the given questions

T calls on some pairs to practise in front of

the class

Step 4: T corrects

Task 3:

Exercise 7 : GAME

Step 1: T models the game with the class

first Devide the whole class into two teams

Then allow members from the two teams

to take turns in giving reasons why they

were pleased / upset/ happy… counter the

correct sentences to find the winning team

Step 2: Ss do the task T goes around to

provide help

Step 3: T calls 3 groups to practise before

class Other groups listen and remark

Step 4: T confirms.

* Consolidation (2’)

- 2Ss summarize the content of the lesson

* Homework (1’)

T assigns the homework

Ss listen and write down.

Game

.- Work in two teams

On my birthday , I was very pleased because I had received a nice present

Last Tuesday I was annoyed because I had missed the school bus

- Leant by heard new words

- Do Ex: 4,5,6 in page 5 in workbook

- Prepare unit 7: Communication

Reflection:

………

………

………

………

………

Date of planning: February … , 2019

Date of teaching: ……… … , 2019

LESSON 4: COMMUNICATION

I Objectives:

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

1 Knowledge: Know/ Use

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

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

2 Skills: Drill speaking and listening mainly.

3 Attitude: Have a positive attitude about protecting themselves from natural disasters.

4 Competence: Develop group work, pair work, communication and work individually.

II Preparation:

- T: power point file,

- Ss: prepare the lesson in advance

II Procedures

Teacher’s and students’ activities Contents

ACTIVITY 1: WARM UP (5’)

Objectives: - To get ss involve in the lesson

- To introduce the topic

Step 1: T: Hey, class before studying I’ll ask

you one question and you can answer them in

groups

“Can we prevent natural disasters with the

help of modern technology?

Step 2: Ss answer questions T goes around

the class to provide help

Step 3: T asks groups to show their answers

on the board and 1S from each group represent

the answers

Step 4: T confirms, gives comments, leads to

the content of the lesson:

ACTIVITY 2: PRESENTATION (5’)

Objectives: To present extra vocabulary and

how to use them in the text

Task 1 Extra vocabulary.

Step 1: T gives the task to ss:

Work in groups of 10, find out the

Step 3: 1S from each group writes their

answers on the board Others read their

a crime, adisease accident

- in charge- in a position of having control or responsibility for sb/ sth

- To deal with sb/ sth:

- Global warming(n):

How to prevent natural disasters with the help of modern technology

and write down

ACTIVITY 3: PRACTICE (20’)

Objectives: To practice knowing more

information about natural disasters

Task 1:

Exercise 1: Listen to a radio programme on

4Teen News Then fill the gaps with the

words you hear

Step1: T gives the task to Ss:

- Read the interview and guess what the

missing word for each gap in the interview is

Write the Ss’answers on the board

- Work individually in 1 minute

- Say which question each person is answering

(sarah and Peter: the first question, Nubita and

Linh: the second question)

- Play the recording The first time, ask ss to

close their books and listen only

- Play the recording again and allow Ss to fill

the gap as they listen

Step 2: Ss do the task T observe Ss to do the

task

Step 3: T asks to share their answers in pairs

Ss: share their answers in pairs T calls 2 Ss to

write their answers on the board

Step 4: T: play the recording a final time to

allow Ss to check their answers

Task 2:

Exercise 2: Read the listeners’ view on

natural disaster again and decide who you

agree with and who …

Step 1: T asks Ss to:

- Decide whose opinions they agree with and

who they disagree with

- Make notes of reasons for their decision

- Work in individually in 1 minute

Step 2: Ss answer questions T goes around

the class to provide help

Step 3: T asks Ss to share their answers with a

partner and calls at least 5 Ss to read the

- I agree with Linh’s view

- I don’t agree with Peter’s view