Giáo án Tiếng Anh Lớp 8 - Unit 9: Natural disasters - Lesson 5: Skills 1 - Năm học 2020-2021

Week 25 - Period 73
Date of planning: ./ ../2021
Date of teaching: ./ .. /2021
UNIT 9: NATURAL DISASTERS
Lesson 5: Skills 1
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to read for general and specific information about how to prepare for a natural disaster and talk about natural disasters and ways to prepare for them.
- Vocabulary: lexical items related to the topic “Natural disasters”
- Grammar: Passive voice, past perfect.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence. 
3. Behavior: Talk about a natural disaster, ask and answer questions about what to do when a natural disaster happens.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities
Contents
1. Warm up (3’)
a, Aims: To warm up the class and lead in the lesson.
b, Contents: Ss work individually to answer the questions.
c, Outcome: Ss can answer the questions well.
d, Organization:
Before Ss open their books, ask the question: ‘What can we do to prepare for a natural disaster?’
- See if any Ss can come up with some ideas.
- Make notes on the board. 
- As an option, this could be done in Vietnamese with T showing how to express these ideas in English.
- Now have Ss open their books.
2. Presentation (17’)
a, Aims: Read the information about natural disasters.
b, Contents: 
+ Ss work individually to read and find out the meaning.
+ Ss work individually to read the text again and answer the questions.
c, Outcome: Ss can understand the text about natural disasters and do reading exercises correctly.
d, Organization:
- 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 meaning 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.
- Ss can compare answers before discussing them as a class.
- SS answer. 
- T and other SS comment. 
I- READING
1. Read and find out the meaning.
- Wreak havoc: do great damage or harm to sombody/ something. (tàn phá)
- essential: necessary. (cần thiết)
- destructive: causing major damage, from the verb destroy. (có sức tàn phá)
- guidelines: rules or instructions telling you how to do something, espescially something difficult. (hướng dẫn)
- emergency: a suddenly serious and dangerous event or situation. (trường hợp khẩn cấp)
2. Read the text again and answer the questions.
1. Because they can wreak havoc across large areas and cause loss 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.
3. Practice (18’)
a, Aims: Talk about natural disaster and what to do when it happens.
b, Contents: 
+ Ss work individually to read the news reports (A-C) and match each one to the correct picture (1-3).
+ Ss work in pairs to choose one of the reports in 3.a and role-play telling each other about the news.
+ Ss work in groups to make a list of things to do before, during and after each of the disasters in your area.
c, Outcome: Ss can talk about natural disaster and what to do when it happens well.
d, Organization:
- First, ask Ss to read each news report. 
- T may help with the new vocabulary.
- Then ask Ss to match each news report to the correct picture.
- Have some Ss read out their answers before checking with the whole class.
- First, remind Ss of the responses they practised in GETTING STARTED, e.g., That’s shocking!; refer them back to this section if necessary.
- Now ask Ss to work in groups of three and role-play telling each other about one of the news reports in 3a. 
- T may go around and provide help.
- After finishing, T may call on some groups to do the role-play in front of the class.
- Ask Ss what disasters often happen in their area. 
- Elicit the answers from Ss and choose two disasters that happen the most.
- Divide the class into two groups; each will discuss one disaster. 
- Ss work in pairs within each group to discuss and write down what to do before, during and after this disaster. 
- Move around the class to help Ss if necessary.
II-SPEAKING 
3a. Read the news reports (A-C) and match each one to the correct picture (1-3).
Key : 
1. C
2. B
3. A
3b. Work in pairs. Choose one of the reports in 3.a. Role-play telling each other about the news. 
E.g.: 
A: Did you watch the news last nigh
B: No, I didn’t. What’s happened?
A: There was a powerful earthquake 
B: That’s shocking! Where was it? 
A: It was in the North East of Japan.
B: When did it happen?
A: It happened at 4 last Monday.
4a. Make a list of things to do before, during and after each of the disasters in your area. You can read the article in 1 again for ideas.
4. Application (5’)
a, Aims: Ss can interact in real situation.
b, Contents: Ss work in groups to discuss what they should do to prepare for a disaster in their area.
c, Outcome: Ss can talk about how to prepare for a disaster in their area well.
d, Organization:
T asks the Ss to do task
Ss do it in groups.
T asks some Ss to read their answers.
Some Ss read.	
T checks and corrects.
* Discuss what you should do 
A: What should you do to prepare for floods in your area?
B: First, I’ll make sure I have a disaster plan...
A: What should you do during a flood?
B: During a flood, I should try to get to higher ground as quickly as possible.
3. Guides for homework (2’)
- Do exercise part reading.
- Prepare new lesson: Skills 2
Week 25 – Period 74
Date of planning: ./ ../2021
Date of teaching: ./ .. /2021
UNIT 9: NATURAL DISASTERS
Lesson 6: Skills 2
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to listen for specific information about a natural disaster. They will be able to write a news report on a natural disaster.
- Vocabulary: lexical items related to the topic “Natural disasters”
- Grammar: Passive voice, past perfect.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence. 
3. Behavior: Talk about a natural disaster, ask and answer questions about what to do when a natural disaster happens.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities
Contents
 1. Warm- up (3’)
a, Aims: To help Ss to pay attention in the lesson.
b, Contents: Ss work individually to talk about natural disasters.
c, Outcome: Ss can talk about natural disasters well.
d, Organization:
T asks the Ss to talk about natural disasters.
Ss do it.
 2. Presentation (15’)
a, Aims: Help Ss listen for specific information about natural disasters.
b, Contents: 
+ Ss work individually to listen to the new report and correct the following statements.
+ Ss work individually to listen again and complete the date chart.
c, Outcome: Ss can listen for specific information about natural disasters and do listening exercises well.
d, Organization:
T explains the exercise.
Ss explain.
T asks them to listen to the new report and correct the following statements.
Ss do it.
T asks them to compare with their answers.
Ss compare.
T asks some Ss to read their answers.
Some Ss read.	
T checks and corrects.
T explains the exercise.
Ss explain.
T asks them to listen again and complete the date chart.
Ss do it.
T asks them to compare with their answers.
Ss compare.
T asks some Ss to read their answers.
Some Ss read.	
T checks and corrects.
1. Listen to the new report and correct the following statements.
1. A typhoon hit Nghe An Province last night.
2. Dozens of people were seriously injured in the storm.
3.There was extensive damage to property in Cua Lo, a coastal town in Nghe An.
4.The storm had already weakened when rescue workers arrived in the area.
5.According to the weather bureau, heavy rain will continue over the next few days.
2. Listen again and complete the date chart.
1. winds 
2. homeless 
3. damage
4. flood 
5. debris 
6. accommodation
 3. Practice (20’)
a, Aims: Help Ss write about causes and effects of one pollution type.
b, Contents: 
+ Ss work individually to make note about the natural disaster 
+ Ss work individually to use their note in three to write a news report.
+ Ss work in pairs to swap news reports with a partner.
c, Outcome: Ss can listen for specific information about natural disasters and do listening exercises well.
d, Organization:
- 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.
- T may ask some more able Ss to read out their notes to the whole class 
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 
Types of natural disaster
Earthquake and tsunami
What is this disaster?
An earthquake with a magnitude of 9.0 richter and serve waves of forty meters in height.
When and Where did the disaster occur
It happened in 2011 in Tohoku, Japan
What are the effects
15 889 died, 6152 injured, 2 601 missing.
More than 1000000 buildings damaged
Appropximate damage: 235 billion dollars. 
What has been done to help the victims? 
Food, medical supply, accommodation
Example:
- Set up the writing activity.
- Remind Ss that first and most important thing is always to think about what they are going to write.
- In this case, Ss can use the chart in 3 as a model for their report.
- T may still need to provide some help with the language necessary for writing.
- Ask Ss to write a draft report first. 
- Then have them write their final version in class or at home, depending on time allowed. 
- If they write in class, they can also do it in pairs or groups.
- T may display all or some of the reports on the wall/ board and invite other Ss to give comments.
- Ss edit and revise their reports as homework.
- Note that the audio script provides a good model of a news report.
- This structure can be used to write another news report.
- Write the news report in the notebooks.
4a. Use your notes in 3 to write a new report.
4b. Swap new 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.
Suggested writing
On March 11th, 2011, a disaster happened to Japanese people. A serious compound disaster stuck Japan. An earthquake with a magnitude of 9.0 Richter hit Tohoku, Japan. A distronous tsunami followed the earthquake in only a short time. It caused terrible damages to Japan. According to the weather bureau of Japan, 15 889 people died in this disaster. 6152 people were badly injured and 2601 people went missing. The damage to human life and property was huge. The city was destroyed by this compound disaster. Approximately 235 billion dollars was lost due to this disaster. The government tried their best to support the victims. They provide food, medical supply, temporary accommodation and other helps.
4. Application (5’)
a, Aims: Ss can talk about a natural disaster.
b, Contents: Ss work in groups to talk about a natural disaster in their area. 
c, Outcome: Ss can talk about a natural disaster in their area well.
d, Organization:
T asks Ss to talk about a natural disaster in their area. 
Ss talk about a natural disaster in their area.
T corrects and gives comments.
3. Guides for homework (2’)
- Do exercise in speaking in workbook.
- Prepare Looking back and project.
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Week 25 - Period 75
Date of planning: ./ ../2021
Date of teaching: ./ . /2021
UNIT 9: NATURAL DISASTERS
Lesson 7: Looking back and Project
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to review all vocabulary and knowledge they learnt in this unit.
- Vocabulary: lexical items related to the topic “Natural disasters”
- Grammar: Passive voice, past perfect.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence. 
3. Behavior: Talk about a natural disaster, ask and answer questions about what to do when a natural disaster happens.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities
Contents
1. Warm- up (3’)
a, Aims: To help Ss to pay attention in the lesson.
b, Contents: Ss work individually to talk about some natural disasters.
c, Outcome: Ss can talk about some natural disasters well.
d, Organization:
T asks the Ss to talk about some natural disasters.
Ss do it.
Natural disasters
Flood
 2. Vocabulary (10’)
a, Aims: Help Ss review vocabulary related to natural disasters.
b, Contents: 
+ Ss work individually to match the words (1-6) to their definitions (A-F).
+ Ss work individually to use the words form the box in the correct form to complete the sentences.
c, Outcome: Ss can review vocabulary related to natural disasters and do vocabulary exercises correctly.
d, Organization:
- Have Ss work independently.
- Then they can check their answers with a partner before discussing the answers as a class. 
- However, tell Ss to keep a record of their original answers so they can use that information in their self-assessment.
- Have Ss work independently.
- Then they can check their answers with a partner before discussing the answers as a class. 
- However, tell Ss to keep a record of their original answers so they can use that information in their self-assessment.
I. Vocabulary
1. Match the words (1-6) to their definitions (A-F).
Key:
1. C
2. F
3. D
4. B
5. A
6. E
2. Use the words form the box in the correct form to complete the sentences.
Key:
1. evacuated 2. Put out
3. take 4. Provided
5. scattered
3. Grammar (18’)
a, Aims: Help Ss review passive and past perfect.
b, Contents: 
+ Ss work individually to decide which of the sentences can be changed to passive voice. Write them down. Explain why two of them cannot.
+ Ss work in groups to match the two parts to make complete sentences.
+ Ss work in groups to imagine five bad things that happened to them yesterday, and write them down. Then add time clause to your sentences.
c, Outcome: Ss can review passive and past perfect and do grammar exercises correctly.
d, Organization:
T explains the lesson.
Ss listen.
T asks them to do the exercise 3.
Ss do it.
T asks some Ss to write at the board.
Ss do it, the others give comment.
T checks and corrects.
T asks the Ss to do exercise 4.
Ss do it in groups
T asks them to read the answers.
Ss do it.
T: Checks and corrects.
T asks the Ss to imagine five bad things that happened to them yesterday, and write them down.
Ss do it.
T explains the exercise.
Ss listen.
T asks them to work in group. Add time clause to their sentences.
Ss do it.
T asks some Ss to read their answers.
Ss do it.
T checks and corrects.
II- Grammar 
3. Decide which of the sentences can be changed to passive voice. Write them down. Explain why two of them cannot.
1. The tickets will be collected (by Mr. Smith).
2. A play was put on (by the students) at the end of term.
3. The sentence cannot be written in the passive because its main verb is is not a transitive verb.
4. The message was taken (by Julie).
5. The picture as painted by a local artist.
6. The sentence cannot be written in the passive because its main verb arrive is 3 not a transitive verb.
4. Match the two parts to make complete sentences.
1. d 2. F 3. A 4. B 5. C 6. E
5a. Imagine five bad things that happened to you yesterday, and write them down.
Example:
- Someone stole my bike.
- My sister broke my computer.
........
5b. Work in group. Add time clause to your sentences.
- When I woke up yesterday morning, somebody had stolen my bike.
- When I got home yesterday, my sister had broken my computer.
4. Communication (5’)
a, Aims: Help Ss use expression to react to the news of the tropical storm.
b, Contents: Ss work in pairs to read the new headlines and use the expression from the box in Getting started to respond them.
c, Outcome: Ss can use expression to react to the news of the tropical storm correctly.
d, Organization:
T asks explains the exercise.
Ss listen.
T read the example.
Ss listen. 
T asks them to do the exercise in pairs.
Ss do it.
T: Asks some pairs practice.
Some pairs practice.
T checks and corrects.
6. Read the new headlines. In pairs, use the expression from the box in Getting started to respond them.
Example:
A: It says here that a six-year-old girl was rescued from a forest fire by her pet dog. 
B: Wow! That’s amazing!
5. Project (7’)
a, Aims: Help Ss know more activities to provide aid for victims of natural disasters.
b, Contents: Ss work in groups to do the project at home.
c, Outcome: Ss can know how to finish their project at home.
d, Organization:
1. Ask Ss to look at the pictures and use the phrases they have learnt in Unit 9 to describe each picture. Then allow them to share answers before checking with the whole class.
2. Ask Ss to work in groups discussing how to work out a plan to help the victims of a natural disaster for their teams. Remind them to write their plan on a large piece of paper. If there is enough time, T may let Ss complete the project in class. Otherwise, Ss can complete the project as homework if they need more time. 
3. When Ss have finished their plans, T asks them to display their plans on the wall/ board. Have the groups move around and read the plans and then vote for the best plan.
Project – A helping hand 
Suggested key:
 1. providing (food/ medical...) supplies
 2. clearing up debris
 3. freeing trapped people
 4. setting up temporary accommodation (for the victims of a disaster)
 5. repairing houses/ buildings
 6. evacuating the village/ town ... to a safe place/ area
3. Guides for homework (2’)
- Finish project at home.
- Prepare Unit 10 – Getting started.