Giáo án Tiếng Anh 8 Unit 9: Natural disasters mới, chuẩn nhất

A. Warm – up.( 5’)

- T helps Ss review the previous unit by asking them to take part in a quick game.

- T divides the class into two teams.

Using a soft ball or rolled up ball of paper, have a student in Team A throw the ball to the other team,

calling out an English speaking country, e.g., England.

Whoever catches the ball must think of a thing or a place that country is famous for e.g.,

Big Ben, London, Liverpool, afternoon tea. The Beatles, etc. Continue with other countries until the time is up.

Vocabularies related to “ English speaking countries”

+whole class, team work.

B. Getting started( 10’)

1. Ask Ss to look at the title of the conversation and the picture. Ask them some questions:

Write the unit title on the board ‘Natural Disasters’.

Elicit any information Ss know about natural disasters by asking about natural disasters that have happened

where they love or anywhere else in the world that they know of.

What was the natural disaster?

When did it happen?

Was there any damage to people or property?

Individual

Pair work

C. Doing ( 22’)

a. Find a word or an expression from the conversation which you use when you….

Ss work independently. Guide Ss to look at the beginning of a reply/ a sentence for the answers.

Allow Ss to share answers. Check their answers.

Key:

1. Awesome, just awesome

2. Any of the following: Absolutely/ Right.

3. It’s hard to say

4. Perhaps

Ask Ss:

Do you know any other expressions which have the same meaning?

Vocabularies related to “ Natural disasters”

- volcano (n)

- tornado (n)

- flood (n)

- forest fire (n)

- earthquake (n)

- tsunami (n)

Individual

Pair work

Whole class

b. Read the conversation again and answer the questions.

Play the recording again without letting Ss read along.

Ask ss to try to answer as many questions as possible.

Ss then read the conversation again to check their answers.

Have some Ss read out their answers. Correct the answers as a class.

Key:

1. He’s at an international summer camp (in Singapore).

2. They come from different countries/ from all over the world.

3. He has made new friends, visited places, (and taken part in different activities.)

4. Because he uses English every day with people from different countries.

5. Two boys from Australia and a girl from the USA.

6. After July 15^th.

Individual

Pair work

C. Doing ( 22’)

a. Read the conversation again and fill in the gaps with no more than three words.

Ask Ss to read each sentence and locate the information in the conversation, then choose suitable words/ phrases to fill each blank.

Ss work independently.

Then allow them to share answers before discussing as a class.

Key:

1. tropical storm   2. Injured

3. damage   4. trapped

5. medical supplies

6. temporary accommodation

Individual

Pair work

b. Responding to news

T model an exchange with a student by giving some bad news, ‘My cat died.’ and eliciting ‘That’s terrible!’ from the student.

Focus on intonation, stressing the first syllable of ‘terrible’.

Do the same with other Ss around the class.

Encourage Ss to have fun exaggerating their intonation as they reply to T.

Tell Ss to refer back to the conversation to find the other phrases.

In pairs, Ss practice saying the phrases with correct intonation. (Play the recording again a model if necessary)

*Vocabulary

Responding to good news

Wow!

That’s great!

That’s a relief!

How wonderful!

That’s awesome!

Responding to bad news

How terrible!

Oh dear!

Oh no!

That’s shocking!

That’s awful!

Individual

Pair work

2a. Write the responses into the corrects columns. Then listen, check and repeat.

First, have Ss work independently.

Then allow them to share answers before playing the recording for them ti check.

Play the recording for Ss to repeat the phrases.

Remind Ss to play attention to their intonation as they practice.

Individual

Responding to good news- bad news

Wow!

Oh dear!

That’s great!

That’s awful!

That’s a relief!

How terrible!

How wonderful!

Oh no!

That’s awesome!

That’s shocking!

Pair work

2b. Match the sentences (1-6) to the responses (a-f). Then practise the exchanges with a partner.

First, have Ss work independently. Then allow them to share answers before T gives comments.

Point out that 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.

Key:

1. b  2. d  3. f  4. c   5. a   6.e

* Grammar:

Review: use the past perfect tense to talk about an action before a stated time or another action in the past

- Passive voice:

Individual

Pair work

3. Match the natural disasters with the pictures. Then listen, check your answers and repeat. Can you add more?

First, have Ss work in pairs to match the words/ phrases to the pictures.

Then allow them to share answers with another pair before playing the recording for them to check.

Play the recording for Ss to repeat the words/ phrases.

Key:

1. C  2. D   3. F

4. B  5. G   6.A

7. H   8. E

* Vocabularies related to

“ Natural disasters”

Individual

Whole class

D.Performing (5’)

4. Work in pairs. Ask and answer questions about common natural disasters in some areas in Viet Nam.

Ask Ss which of these natural disasters can happen in Viet Nam.

Then model this activity with a more able student.

Next ask Ss to work in pairs.

Go around to provide help.

Call on some pairs to practice in front of the class.

Group work

E.Home-work(3’)

- Learn by heart vocabulary & grammar. Do exercises……in workbook.

Whole class

A. Warm – up.( 5’)

Ask ss to tell about some natural disasters they’ve experienced.

+whole class, team work.

B.Vocabulary(25’)

VOCABULARY

1. Fill in each blank with a suitable verb in the correct from from the box below. Then listen, check and repeat.

Write the first verb erupt on the board and elicits the past tense from Ss, writing erupted on the board.

Do the same with all the verbs. T may ask for a translation of the verbs to check their understanding.

Leaving them on the board as a reference.

Then have Ss work independently to do the activity.

Ask them to share their answers with one or more partners.

Play the recording for Ss to repeat the sentences.

With a stronger class, T may wish to ask Ss to make some more examples with the verbs in the box.

Finish all the exercises

Key:

1. struck   2. erupted  3. shook  4. buried  5. raged  6. Collapsed:

Audio script:

1. Yesterday, a terrible storm struck the rural area of Ha Giang Province.

2. Villagers rushed into public shelters as soon as the volcano erupted.

3. Hundreds of buildings were completely destroyed when the earthquake shook the city.

4. The mudslide buried the whole village while people were still sleeping in their houses.

5. The forest fire raged for eight hours and some animals were badly injured or killed.

6. We managed to run out of the house into the street before the walls collapsed.

The words related to natural disasters:

erupt(v)

strike(v)

rage(n/v)

collapse(v)

shake(v)

scatter(v)

evacuate(v)

put out (v)

bury (v)

rush into(v)

debris (n)

shelter (n)

Individual

Whole class/Individual

2. Match the verbs in column A to the nouns in column B. Then listen, check and repeat.

First, have Ss work independently.

Then, ask them to share their answers with one or more partners.

T may ask for translation of some phrases to check their understanding.

Play the recording for Ss to repeat the phrases.

Key:

1. b  2. d  3. a  4. e  5. C

Audio script:

1. scatter debris

2. take shelter  3. evacuate the village

4. provide aid  5. Put out the forest fire

Some expressions:

1.scatter debris

2. take shelter

3.evacuate the village

4. provide aid

5. Put out the forest fire

Individual

Pair work

3. Now use the phrases in 2 in the correct from to complete the sentences.

Have Ss complete the sentences individually, using the phrases in 2.

Then have some read out their answers before checking with the whole class.

Confirm the correct answers.

Key:

1. Provide aid   2. Put out the forest fire   3. Took shelter   4. Scattered debris  5. Evacuate the village.

- Words and expressions related to natural disasters.

Individual

C. Pronunciation (10’)

Pronunciation

Stress in words ending in -logy and -graphy

4. Listen and repeat these words. Pay attention to the stressed syllables.

Play the recording and ask Ss to listen and repeat the words, playing attention to the stressed syllables of each word.

T may play the recording as many times as necessary.

Explain the rule in the REMEMBER!

Box and ask some Ss to give some words ending in -logy and -graphy.

Individual

5. Listen and mark the stress on the correct syllable in the words below. Pay attention to -logy and -graphy.

Ask Ss to work in pairs to practice saying the words and mark the stress on the correct syllable in each word.

Then T plays the recording. Ss listen and check.

T may pause after each word and ask them to repeat chorally.

Correct their pronunciation if necessary.

Key:

1. soci’ology  4. clima’tology

2. zo’ology  5. as’trology

3. bibli’ography  6. de’mography

Words ending in -logy and -graphy REMEMBER

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

soci’ology clima’tology

zo’ology

as’trology

bibli’ography

de’mography

Whole class

6. Read the following sentences and mark (‘) the stressed syllable in the underlined words. Then listen and repeat the sentences.

Ask Ss to work in pairs to mark the stress in the words and practice saying the sentences.

Call some Ss to give the answers and say the sentences in front of the class.

Then ask Ss to listen while T plays the recording.

T may pause after each sentences and ask them to repeat chorally.

Correct their pronunciation.

If there is not enough time, after Ss mark the stress, play the recording for them, then check their answers and repeat the sentences.

Audio script:

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

ge’ography

bi’ology

pho’tography.

bi’ography

Zo’ology

Whole class

D. Home assignment(5’)

- Learn new words by heart.

- Practice pronounce words ending in – logy and - graphy

Whole class