Giáo án Tiếng anh 8 UNIT 9 : NATURAL DISASTERS mới nhất

Sts’ and T’s activities

Contents

1. Warm- up

- Have Ss play games related to the topic

- Ask Ss to describe the picture ( Who, where , what ….. ? )

- Asking some questions

What was the natural disaster?

When did it happen /

Was there any damage to people or property ?

- Lead to the new lesson

2. Presentation

- Elicit some new words from the P and situations , realias

- Read many times in chorus

-Checking vocab:Slap the board

- Call some individuals

Network

I. Vocabulary

+ disaster (n)

+ severe (v)

+ minor (n)

+ damage (v)

+ relief (n)

+ temperatory (adj)

+ accommodation (n)

3.Practice

- Have Ss do Ex

- Call some Ss to give the answer

- Then,doEx

( Group-work )

- Ask some groups to present their work before the class

- Ask Ss to do exercises

-(individually)

- cross – check

-T provide the keys

1. tropical storm2. injured

3. damage4. trapped5. medical supplies6. temperatory accommodation

b. Responding to news.

* Key: 1. Oh no!2. That's a relief3. That's awful!

2a. Write the responses into the correct columns. Listen and repeat.

Key:

4. Production

-Have Ss listen , then practice the dialogue, then role-play

-Divide the class into 6 groups

-members of the groups take turns to present

-T Listen and feedback

b. Matching

* Key: 1. b2. d3. f4. c5. a6. e

3. Match the natural disasters with pictures.

* Key: 1. C2. D3. F4. B

5. G6. A7. H8. E

4. Work in pairs. Answer the questions.

5. Homework

- Learn by heart all the new words.

- Prepare for next lesson ( find the meaning of the new words in the next lesson )

* Do homework at home

Sts’ and T’s activities

Contents

I. Warm- up

- Have Ss play game “ spider-web of words ”

- Read 3 times in chorus

- Lead to the new lesson

(the previous Lesson )

II. Presentation

-Elicit some new words ( pictures , realias , situations ….)

- Have Ss read many times in chorus

- call some individuals

- Checking vocab:

I. Vocabulary

*Verbs of natural disasters

+ erupt (v)

+ rage (v)

+ collapse (v)

+ strike (v)

+ bury (v)

+ shake (v)

III.Practice

-Have Ss do Ex on the text book

-Guide how to do Exercises

-Have Ss work in pairs to do ex

-Cross –check

-Provide the keys

- Ask Ss to write down on the notebooks

* Practice .

1. Fill in the blank with a suitable verb in the correct form from the box below.

* Key:

1. struck2. erupted3. shook

4. buried5. raged6. collapsed

2. Match the verbs in column A to a noun in column B

* Key:

1. b - scatter debris

2. d -take shelter

3. a - evacuate the villager

4. e - provide aid

5. c - put out the forest fire

Pronunciation.

- Guide Ss how to pronounce and distinguish the two sounds

- Give examples and explain

- Have Ss practice in chorus

- Ask Ss to do Exto distinguish the sounds

- Have Ss practice

- call some individuals

4. Consolidation

-Retell the main contents of the lesson.

II. Pronunciation .

How tostress in words ending in "-logy" and "-graphy"

4. Listen and repeat these words

5. Listen and mark the stress on the correct syllable in the words below.

* Key:

1. soci'ology2. zo'ology

4. clima'tology3. bibli'ography

5. as'trology6. de'mography

6. Read the foloowing sentences and mark (') the stress syllable in the underlined words

1. We are studying the ge'ography of Asia.

2. I had a bi'ology lesson this afternoon.

3. They share a common interest in pho'tography

4. A bi'ography 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.

5. Homework

-Learn by heart all the new words.

-Doexercises of part A inworkbook.

-Prepare for next lesson ( find the

meaning of the new words in the

next lesson )

* do at home

Sts’ and T’s activities

Contents

1. Warm- up

- Get Ss recall somewords related to the topic.

- Listen and repeatmany times these words

(the previous Lesson )

* Change the verbs into the past participle forms.

1. build-built

2. take- taken

3. be-been

4. send- sent

5. bring- brought

2. Presentation:

-Have ss work independently. Then, ask them to share their answers with one or more partners. Ask some ss to say their answers aloud. Confirm the correct answers.

- Invite two ss to write the sentences on the board while other ss write the sentences in their notebook. Ask some ss to give comments on the sentences on the board. Confirm the correct answers.

- provide the keys

1.The passive voice (review)

Ex: Was anyone injured ?

Only a few minor injuries were reported.

2. Complete the sentences using the correct passive form of the verbs in brackets.

* Key: 1. was scattered

2. are built

3. were taken

4. will be predicted

5. will be delivered/ are going to be delivered

3. Rewrite the following sentences using the correct passive voice.

* Key:

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

2. Ten people trapped in collapsed buildings have been freed (by the rescue workers)

3. Was the whole village destroyed (by the storm) ?

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

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

3. Practice:

- Ask Ss to read the part of the conversation fromGETTING STARTED. Paying attention to underlined part. Then, refer to yellow box , explaining the form of the past perfect tense and going through the examples.

- Give the form

- Have Ss workin pairs to do Ex4,5

-Call someone to present their

answers.

- Cross –correct

- Provide the keys

- Ask Ss to write down on their notebooks

II. Past perfect tense .

Ex: I had left when they came

(-) Negative: S + had not/ hadn't + Vpp

Ex: I hadn't left when they came

Ex: Had you left when they came ?

* Short answers to Yes/ No questions

(+) Yes, s + had

(-) No, s + hadn't

NOTE : ( textbook)

*Practice :

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

* Key: 1. had left/ erupted

2. arrived/ had stopped 3. had spent/ arrived

4. got/ hadn't taken5. found/ had bought

4 .Production

- Ask Ss to workin groups of four.

- Call some groups to present their ans

- Cross –correct

- T feed-back

6. Ask and answer the following questions about you.

7. GAME

5. Homework

-Learn by heart all the new words.

-Doexercises of part B inworkbook.

-Prepare for next lesson ( find the

meaning of the new words in the

next lesson )

Doat home

Teacher’s& Students’ activities

Contents

1.Warm up:

Chatting: Picture drill

a. What can you see in the picture ?

b.Where do you think they are ?

c.Who can you see in the picture ?

d.What do you think people in the

picture are talking about ?

e.Can we prevent natural disasters

with the help of modern technology?

f. If Yes/ why? or No / why not ?

- Set the sense .

- Lead to the new lesson

2. Presentation

- Elicit some new words from pictures and situations

- Read aloud many times in chorus

- Checking vocab: matching game

- Call some individuals

I.Vocabulary.

* how to prevent natural disasters

climate change :

victim,

in charge

global warming

deal with :

NOTE:

3.Practice .

-Have Ss play game/ do expage

-Have Ss work in pairs/ in groups of four

- Cross –check

- Call some groups to represent their work

- Give the answers

- Feedback

III. Practice

1.Listen and fill in the gaps .

1, flooded2, warming3, used

4 unprepared5, reminding

2.Reread the views and decide who you agree with / disagree with .

( Ss’ answers )

2.Answer the two questions .

- Express your own views and write them down . ( Ss’ own ideas )

4. Production

- Have Ss play GAMES

-Have ss work in groups in five minutes to discuss more ways to reduce noise pollution. Ss write their answers on a big piece of paper and then present their answers. Have ss vote for the best ways.

- Call some Ss/ groups to represent beforethe class

- Feedback

4. Work in groups

Vote the best ways

- Ask ss which of the 8 questions in the questionnaire proposes ways to prevent noise pollution- This activity can be carried out as a game

5. Homework

-Learn by heart all the new words.

-Do exercises of part C in workbook

-Prepare for next lesson find the meaning of the new words in the next lesson)

Do at home

Teacher’s and SS’ activities

Contents

1.Warm – up.

- 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.Pre-reading

- 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?

- 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.

3.While-reading

Read the article again and answer the questions

- 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.

Read the news reports (A-C) and match each one to the correct picutre (1-3).

- First, ask Ss to read each news report.

- T may help with the new vocabulary.

- Thenask Ss to match each news report to the correct picture.

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

Work in pairs. Each pair can choose one of the reports in 3a. Role-play telling each other about the news. Use the example below.

- 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 to provide help.

- After finishing, T may call on some groups to do the role-play in front of the class.

4.Post-reading

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.

- 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.

4b Discuss what you should do in the event of a natural disaster in your area. Use the information from the table above.

- Now have Ss form new pairs: one student from each group above.

- Have Ssask 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 their conversations in front of the class.

Homework: Do exercises of part D in workbook Preparefor unit 9 lesson 6

Chatting

Suggested answers:

- Wreak havoc: do great damage or harm to sombody/ something.

- essential: necessary.

- destructive: causing major damage, from the verb destroy.

- guidelines: rules or instructions telling you how to do something, espescially something difficult.

- emergency: a suddenly serious and dangerous event or situation.

Key:

- Because they can wreak havoc across large areas and cause loss of life or damage to property.

- Learn about the risk in your area and read the information about natural disasters on local government sites.

- Enter all the emergency contact numbers in your mobile phone so you can call the rescue and emergency workers if necessary.

- Your emergency supply kit should include food, water, medication, personal hygiene items, copies of personal documents and some money.

- We need to know the evacuation routes and shelters.

Key :

.

Teacher’s and SS’ activities

Contents

1.Warm – up.

Ask Ss to tell kinds of natural disasters.

2.Pre-listening

Pre-teach vocab:

3.While-listening

- Remind Ss about listening for keywords in statements.

- Play the recording and ask Ss to correct the statements.

- Then ask two or three Ss to write their answers on the board.

- Play the recording again for Ss to check the answers.

- First, ask Ss to work in pairs to discuss the missing word for each gap from the information they have heard in 1.

- Then 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 recording a final time to allow pairs to check their answers.

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

4.Post-listening

- 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.

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.

- 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.

5.Homework:

+ Write the news report in the notebooks

Do exercises of part E in workbook +Preparefor unit 9 lesson 7

Chatting

1. listening

a.Vocabulary:

-weather bureau: cục thời tiết

-property:tài sản

-hit: đánh

-rain-free: không mưa

-coastal: duyên hải

b. listening

ex 1 Key:

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.

Ex 2Key:

1.winds2.homeless

3.damage

4.flood

5.debris

6.accommodation

2. Write

a. -Drought

- There was no rain for 6 months and the temperature was over 40 celcius degrees.
- in the early of 2013 ,in Long An province

- The trees and animals died without water. The rice paddies were dry and died.The soil was broken. People didn’t have enough water for daily activities.

- The rescue workers brought water tanks to villages to provide water.People were limited to go out on day.

b.Flood
- Flood with heavy rains for many days
-   In 2012 ,       In Thanh Hoa province

- All homes, trees and animals were flooded. The water got to the roof of houses. Damage to property and people. Many people were injured.

-   Rescue workers helped people trapped in the flood.They brought people to safe places.

Teacher’s and SS’ activities

Contents

1.Warm – up

- This is the review section of the unit, so encourage Ss not to refer back to the unit pages.

- Instead they can use what they have learnt during the unit to help them answer the questions.

- That will help T and Ss see how far they have progressed, and which areas need further practice.

- The questions in Looking Back match the Finished! Self-assessment statements at the end of this lesson.

- Ss should check how well they did on each question and use that information when filling the self-assessment.

2.Presentation

Ex 1. Match the words (1-6) to their definitions (A-F).

- 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.

Ex 2. Use the words form the box in the correct form to complete the sentences.

- 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.

3.Practice

ex3. - 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.

Ex 4. Match the two parts to make complete sentences.

- 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.

5a. Imagine five bad things that happened to you yesterday, and write them down.

- First, ask Ss to work individually writing down, or inventing five bad things that happened to them yesterday.

- Then allow them to share the sentences with a partner.

5b. Work in groups. Add time clauses to your sentences as the following examples. Remember to use the past perfect.

- Ask Ss to work in groups.

- Remind them to add time clauses and use the past perfect with their sentences.

- Then ask each student to take turns to say out their sentences to the members of their group.

- T may go around to provide help.

4.Further practice

Ex 6. - First, model this activity with a more able student.

- Then ask Ss to work in pairs, using the expressions from the box in GETTING STARTED to respond to the news headlines.

- T may go around to provide help.

- Call on some pairs to practise in front of the class.

5.Homework:

Do Test yourself in workbook

Preparefor review1

Chatting

1.Vocab:

Key:

1.C2.F

3.D

4.B

5.A

6.E

Key:

1.evacuated

2.put out

3.take

4.provided

5.scattered

2. Grammar

Key:

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 is3not a transitive verb.

Key:

1.d

2.f

3.a

4.b

5c

6e

3. Communication