- knowing what students will be able to do specific information about the lexical items related to the topic a natural disaster and what to do when it happens.. Ability development: spe[r]
Trang 1Period 68 Unit 9 :
NATURAL
DISASTERS
Skills1 :
Reading;
Skills2: Writing
(27-4-2020:
8A,8B)
I Aims & Objectives:
1 Language content: By the end of the lesson, the students can read about naturals disasters then
answer the questions and can write about naturals disasters
2 Language contents:
a Vocabulary: review
b Structures: the past tense and review passive sentences
2 Language function:
spoken interaction and spoken production
3 Educational aim:
- read for specific information about specific information about a natural disaster and what to do
when it happens
- knowing what students will be able to do specific information about the lexical items related to the topic a natural disaster and what to do when it happens
4 Ability development:
speaking and reading skills
- intergrated skills
II TEACHER'S AND STUDENTS' PREPARATION:
-Teacher's preparation: teaching aids,lesson plan, text book, pictures page 32,33, posters
-Students' preparation:
- Vocabulary: review
Structures: Present perfect and past perfect tenses
III METHODS AND TECHNIQUES:
1 Method: communicative Aproach
2 Techniques: Pre question for prediction, matching, find the mean, pair works, group works, ask
and answer interview
IV PROCEDURE : ( Reading comprehension and writing )
1 Stabilization
2 Checking: (No checking)
3 New lesson:
Trang 2A/T Teacher's activities Students' activities Contents
Act1
3'
Act2
9'
Act3
7'
- Greeting
- Tell me some Natural
disasters that you have
known
- Are they very dangerous?
-Lead in:
- To know more about that
We continue Unit 9 :
NATURAL DISASTERS
SKILLS 1
- What can you do to prepare
for natural a disaster?
- Ask Ss to scan the article to
find where the words/ phrases
wreak havoc, essential,
destructive, guidelines, and
emergency are in the article.
Ask if Ss know the meanings
of the words/ phrases
If they do not, T may help Ss
work out the meanings of
these words from the article T
can also explain the words/
phrases
- T may set a longer time limit
for Ss to read the article again
and answer the questions
- Ask Ss to note where they
found the information that
helped them to answer the
questions
- Greeting
- Write in group
- Listen and answer the situation
- Listen
- Give the ideas
- We read the article and find where the words/
phrases wreak havoc, essential,destructive, guidelines
- Feedback
- Answer for the meaning
- Listen to the teacher
- Read
- Ss can compare
discussing them as a class
I Warm up:
Natural disasters
-?
-?
-
II New lesson
Unit 9 :
NATURAL DISASTERS
SKILLS 1- 2
READING
1 Read an article about how to prepare for a natural disaster Look at the words in the box, then find them in the article and underline them What do they mean?
The answer:
- wreak havoc: do great damage
or harm to somebody/something
- essential: necessary
- destructive: causing major damage, from the verb destroy
- guidelines: rules or instructions telling you how to
do something, especially something difficult
- emergency: a suddenly serious and dangerous event or situation
2 Read the article again and answer the questions
The answers:
1 Because they can wreak havoc across large areas and cause loss
Trang 38'
Act5
7’
Act6
9’
- Listen and correct
- Have Ss ask and answer
questions about the things
they should do in the event of
each disaster they had
discussed in a If time allows,
invite some pairs to
demonstrate
First, ask Ss to work in pairs
to discuss the missing word
for each gap from the
information they have heard
- Play the recording again and
allow Ss to fill the gaps as
they listen
- Ask Ss to share their
answers in pairs before
playing the
- Give the correction
- Ask Ss to make notes about
a natural disaster they or one
of their family members have
experienced in the given table
- Remind them that they do
not have to write full
sentences and they can use
abbreviations
- Then, ask Ss to share their
notes with their partners
- Set up the writing activity
Remind Ss that the first and
most important thing is
always to think about what
they are going to write
- Give the answers by pair work
- Read each news report
- Match each news report to the correct picture
- Read then give the answers
- Chose the natural disaster
- Make notes about a natural disaster
- Share and read out the notes
- Base on the ideas above
- Ss can use the chart in
3 as a model for their report
-Write a draft report first Then have them write their final version
in class or at home
of life or damage to property.
2 Learn about the risks in your area and read the information about natural disasters on local government sites.
3 Enter all the emergency contact numbers in your mobile phone so you can call the rescue and emergency workers if necessary.
4 Your emergency supply kit should include food, water, medications, personal hygiene items, copies of personal documents and some money.
5 We need to know the evacuation routes and shelters.
WRITING
3 Have you or one of your family members experienced a natural disaster? Make notes about it in the table below Alternatively, you can write about a natural disaster you have read about.
4a Use your notes in 3 to write
a news report
4b Swap news reports with a partner and review each other’s drafts Make revisions and corrections if necessary Then present your final news report to the class
Trang 42’
- Ask Ss to write a draft report
first Then have them write
their final version in class or
at home, depending on time
allowed
T may display all or some of
the reports and invite other Ss
to give comments Ss edit and
revise their reports as
homework
- Ask the Ss to write the
homework
-Write at home again
- Write the homework III Homework:
- Learn vocabulary by heart and write them in sentences
- Redo the exercise in your notebook
- Prepare for review3
+
Evaluation:
Trang 5Period 69 REVIEW 3
- LANGUAGE - GRAMMAR - EVERYDAY ENGLISH
I Aims & Objectives:
1 Language content: By the end of the lesson, the students can review what they have studied and
practiced in units 7,8 and 9 and how to pronoun the word end with ic , al, ese, ee, logy and graphy
2 Language contents:
a Vocabulary: review
b Structures: Review the past simple, the past perfect, passive sentences
2 Language function:
spoken interaction and spoken production
3 Educational aim:
- read for specific information about specific information about a natural disaster and what to do
when it happens
- knowing what students will be able to do specific information about the lexical items related to the topic a natural disaster and what to do when it happens
4 Ability development:
speaking and reading skills
- intergrated skills
II TEACHER'S AND STUDENTS' PREPARATION:
-Teacher's preparation: teaching aids,lesson plan, text book, pictures page 36, posters
-Students' preparation:
- Vocabulary: review
- Structures: review the past simple, the past perfect, passive sentences
III METHODS AND TECHNIQUES:
1 Method: communicative Aproach
2 Techniques: Pre question for prediction, matching, find the mean, pair works, group works, ask
and answer interview
IV PROCEDURE :( Consolidation )
1 Stabilization
2 Checking: (No checking)
3 New lesson:
A/T Teacher's activities Students' activities Contents
Act1
5’
- Greeting
- Write the English speaking
countries that you know
- Give the corrections
- Tell me some unique about
them
- Lead in:
To review vocabulary and the
- Greeting
- Write in groups
- Listen and answer
- Listen
I Warm up:
Write it up
A B
- ?
- ?
Trang 67'
Act3
10’
Act4
15'
grammar we come to part 1 of
REVIEW 3
REVIEW 3
Ask Ss to do this exercise
individually, and then to share
their answers with a partner
before giving T the answers
-T writes the correct answers
on the board
- Ask Ss to read the sentences
and decide what kind of word
is needed for each sentence (a
noun? a verb? An
adjective? )
- Elicit their answers Let Ss
do the exercise independently
- Check and write the answers
on the board
- Ask Ss to do this exercise
individually
- Check Ss’ answers and write
the correct ones on the board
- This exercise revises the use
of present tenses, conditionals,
and passive voice Have a
brief revision if necessary
- Then have Ss do it
individually Ss exchange
their answers and discuss if
there is any difference in their
answers Check and explain
- Do the exercise then share and
feedback
- Read the sentences and decide what kind of word is needed for each sentence
- Ss can then share their answers with
a partner then feedback
- Do this exercise individually
-Feedback
- Listen
- Do the exercise individually
- Feedback
REVIEW 3
LANGUAGE
+ Activity 1
Pronunciation
1 Mark the stress on the correct syllables in the words Then listen and repeat
The answer Nepa'lese 'musical pho'tography ath'letic tech'nology refe'ree eco'nomic bi'ology Japa'nese ge'ography ' physical exami'nee
+ Activity 2
Vocabulary
2 Complete each sentence with the suitable form of the word provided
The answer
1 predict 2 Iconic
3 natural 4 culture
5 flooded 6 polluted
3 Match the definitions with their words
The answer
1 c 2 a 3 f
4 b 5 d 6 e
+ Activity 3
Grammar
4 Choose the correct answer
A, B, C, or D to and pastures complete the sentences
The answer
1 A 2 B 3.C
4 A 5 C 6 B
5 Use the verbs in brackets in
Trang 76’
Act6
2’
each answer
- Have Ss read and decide
which type of conditional is
used in each sentence Elicit
their answers Then let Ss
independently
- Check and write the correct
answers on the board
- Ask Ss to look at the
subjects and the verbs to
decide if an active or a passive
is needed
- Have them do the exercise in
pairs Check and write the
correct answers on the board
- Have Ss do this exercise in
pairs
- Correct their answers and
ask some pairs to act out the
mini dialogues
Have the ss write the dialogue
at home
- Ask the Ss to write the
homework
- read and decide which type of conditional is used in each sentence
- do this exercise independently
- Feedback
- Listen
- Read and do the exercise in pairs
- Feedback
- Do this exercise in pairs
- Share and feedback
In pairs
- Do at home
- Write the homework
the correct form to complete the conditional sentences.
The answer:
1 get; will grow
2 was/ were; would not have to work
4 don’t act; will lose
3 could choose; would go
4 don’t act; will lose
4 don’t act; will lose
6 used; would be
6 Choose the correct voice to complete the sentences.
The answer:
1 have been sent 2 organised
3 is made up 4 is caused
5 was chosen 6 have replaced
+Everyday English
7 Match the sentences in A with replies in B
The answer:
1 e 2 a 3 g
4 b 5 d 6 f
III Homework:
- Learn vocabulary by heart and write them in sentences
- Redo the exercise in your notebook
- Prepare for REVIEW 2(continuous)
+
Evaluation:
Trang 8Period 70 REVIEW 3 (Continuous)
SKILLS: READING - WRITING
I Aims & Objectives:
1 Language content: By the end of the lesson, the students can review all the skills from unit 7 to
unit 9
2 Language contents:
a Vocabulary: review
b Structures: Review the past simple, the past perfect, passive sentences
2 Language function:
spoken interaction and spoken production
3 Educational aim:
- read for specific information about specific information about a natural disaster and what to do
when it happens
- knowing what students will be able to do specific information about the lexical items related to the topic a natural disaster and what to do when it happens
4 Ability development:
speaking and reading skills
- intergrated skills
II TEACHER'S AND STUDENTS' PREPARATION:
-Teacher's preparation: teaching aids,lesson plan, text book, pictures page 37, posters
-Students' preparation:
- Vocabulary: review
- Structures: review the past simple, the past perfect, passive sentences
III METHODS AND TECHNIQUES:
1 Method: communicative Aproach
2 Techniques: Pre question for prediction, matching, find the mean, pair works, group works, ask
and answer interview
IV PROCEDURE :( Consolidation )
1 Stabilization
2 Checking: (No checking)
3 New lesson:
A/T Teacher's activities Students' activities Contents
Act1
2' - Greeting
- Where do you live?
- Do you live in Viet Nam?
- Is Vietnam an English
speaking country?
- What’s English speaking
countries in Asia?
- To know more about that we
continue review 3
- Greeting
- Answer
- Listen and answer the situation
* Warm up:
Trang 97’
Act3
10'
Act4
24’
Act6
2’
REVIEW 3
- Have Ss read the text
- Ss read the text and answer
the questions independently
- Ss compare their answers
with a partner before giving
them to T
- Have Ss explain where they
got the answers from in the
text
- Ask Ss to read the
statements carefully first
- - Remind Ss that they can
use the present simple to talk
about practical aspects of an
event in the future For
example:
- T can call on a student to
write his/ her letter on the
board Other Ss and T
comment on it
- Ss then refer back to their
own work and see if they want
to make any changes Collect
some work to correct at home
- Ask the Ss to write the
homework
- Read the text
- Ss do them individually and check their answers with a partner before giving their answers
- Read to understand the schedule of the Fight Pollution Day
- Choose the activity they would like their friend to participate in
- Student to write his/
her letter on the board
- Other Ss and T comment on it
- Write the homework
II New lesson
REVIEW 3
SKILLS
Activity 1 Reading:
1 Read the text and choose the correct answer A, B, C, or D for each question.
The answer:
1 B
2 D
3 A
4 B
5 C
Activity 2
Writing
4 The school is organizing FIGHT POLLUTION DAY to raise students’ awareness of the dangers of pollution Choose one activity you would like your friend to participate
in and write to him/ her introducing it.
Example:
- The event takes place on Saturday, 4 April.
- The event starts at 8.30 and finishes at 12.00.
- We pick up trash and sort it for recycling
Review before TEST3 ( Bài tập kèm phía dưới)
III Homework:
- Learn vocabulary by heart and write them in sentences
- Redo the exercise in your notebook
- Prepare for the test 3and unit 4
Trang 10
Đáp Án cho bài tập tuần 22 ( Các em so sánh đối chiếu với bài làm của mình và chỉnh sửa để học nhé)
A1
1 polluted
2 enviromental
3 electric
4 sick
5 death
A.2
1.D; 2 D, 3 A; 4 B; 5 B;
6.D; 7 A; 8.D; 9 B; 10.A
A3
1 dumping poison 2.air pollution 3 watertemperature
4 Earth’s surface 5 substance 6 surprised 7 light pollution
8 waste 9 acid 10.poisonous
B Grammar:
I 1 don't 2.told 3 will die 4 would die 5 would come
6 will miss 7 were 8 is 9 were 10 tried
11 goes 12.will get 13 rains 14 would come 15 were
16 get 17 wears 18 will bite 19 woud be 20 eats
21 reads 22 are 23 will go 24 crashed
C Reading:
1 How 2 every 3 in 4 in to 5 made
6 main 7 for 8 less (of) 9 need 10 by
2 1.A, 2 B 3 B 4 A 5 A 6 A 7 A
8 I throw away plastic bags
9 We rcycle & reuse them.
10 They are garbage , plastic bags,plastic bottles.
C3.
1.C 2 C 3.B 4.B 5 A
6 A 7 B 8 D 9 C 10.A
D.
1 Most of people don't know where their plastic waste has gone.
2.What happens to rubbish in your are?
3 Noise pollution occurs because there is too many loud sounds in the enviroment.
4 Many animals eat littering become sick because people throw it on the ground.
5 People will more aware of protecting of the environment if there are more warning about the danger of polltion
I
1.There was a traffic chaos yesterday caused a serious road accident
2 I had to get the mob since I have spilled my juice
3 He walked slowly bcause of his bad leg
4 A peacock will spread his feathers so He will attract a female
5 The cyclone has come resulted in many thousands of deaths
6 Eating too much sugar lead in health problems