Giáo án Tiếng Anh 8 - Period 63-65, Unit 9: Natural disasters - Năm học 2023-2024

 Date of preparing: 23/2/2024 
 Period 63: UNIT 9: NATURAL DISASTERS 
 Lesson 2: A closer look 1 
I. OBJECTIVES 
By the end of this lesson, students will be able to gain: 
1. Knowledge: 
- Vocabulary: The lexical items related to natural disasters. 
- Pronunciation: Stress in words ending in -al and -ous 
2. Core competence: 
- Develop communication skills and creativity 
- Be collaborative and supportive in pair work and teamwork 
- Actively join in class activities 
3. Personal qualities 
- Develop awareness of Natural disasters. 
- Be concerned and know what to prepare when natural disasters happen. 
II. MATERIALS 
- Grade 8 textbook, Unit 9 - A closer look 1 
- Computer connected to the Internet 
- Projector / TV 
- hoclieu.vn 
III. PROCEDURES 
1. WARM-UP (5 mins) 
a. Objectives: 
- To create an active atmosphere in the class before the lesson. 
- To lead into the new lesson. 
b. Content: 
- Kim‟s game. 
c. Expected outcomes: 
- Ss review words about Natural disasters. 
d. Organisation 
 TEACHER AND STUDENTS’ 
 CONTENTS 
 ACTIVITIES 
 - Teacher asks Ss to work in 2 groups. Kim’s game: 
 - Teacher shows some pictures related 
 to Natural disasters in 2 minutes. 
 - Ss look at the pictures and 
 remember (no writing). 
 - As soon as teacher stops showing 
 the pictures, Ss work in groups and 
 write the words for the pictures they earthquake tornado 
 have seen. 
 - The group with more correct words 
 becomes the winner. 
 volcanic eruption tidal wave/ tsunami 
 flood drought 
e. Assessment 
- Teacher‟s feedback. 
2. ACTIVITY 1: VOCABULARY (22 mins) 
a. Objectives: 
- To present some words and phrases related to natural disasters. 
- To give Ss further practice with words and phrases related to natural disasters. 
b. Content: 
- Vocabulary pre-teaching 
- Task 1: In column B, write the noun forms of the verbs in column A. 
- Task 2: Write a word or phrase from the box under the correct picture. 
- Task 3: Fill in each blank with a word or phrase from the box. 
c. Expected outcomes: 
- Ss know how to pronounce the new words correctly and use them in appropriate 
situations. 
d. Organisation 
 TEACHER AND STUDENTS’ 
 CONTENTS 
 ACTIVITIES 
 Vocabulary pre-teaching (7 mins) 
 - Teacher introduces the words. New words: 
 - Teacher explains the meaning of the new 1. destroy (v) 
 vocabulary, using pictures and translation. 2. erupt (v) 
 - Teacher checks students‟ understanding with 3. predict (v) 
 the “Rub out and remember” technique. 4. emergency kit 
 5. property (n) 
 6. rescue worker 
 7. victim (n) 
 Task 1: In column B, write the noun forms of the verbs in column A. (5 mins) 
 - Teacher asks Ss to read the verbs in column Answer key: 
 A and try to give the noun forms of these 1. destruction 
 verbs. 2. eruption 
 - Teacher asks Ss to work in pairs to compare 3. warning 
 their answers. 4. prediction 
 - Teacher has some Ss write their answers on 5. damage 
 the board. 
 - Teacher checks and confirms the correct 
 answers. 
 Task 2: Write a word or phrase from the box under the correct picture. (5 mins) 
 - Teacher asks Ss to work individually. Answer key: 
 - Ss look at the pictures and choose a suitable 1. whistle 
 word/ phrase for each picture. 2. property 
 - Ss compare answers in pairs. 3. emergency kit 
 - Teacher invites some Ss to give their 4. victim 
 answers. 5. rescue worker 
 - Teacher confirms the correct answers. 
 Task 3: Fill in each blank with a word or phrase from the box. (5 mins) 
 - Teacher asks Ss to work individually. Answer key: 
 - Ss read all the sentences carefully to make 1. damage 
 sure they understand the sentences and fill in 2. warning 
 the blanks with the words and phrases in the 3. emergency kit 
 box. 4. predict 
 - Teacher lets Ss share their answers in pairs. 5. property 
 - Teacher invites some Ss to give the answers. 
 - Teacher confirms the correct answers. 
e. Assessment 
- Teacher‟s observation and feedback. 
3. ACTIVITY 2: PRONUNCIATION (13 mins) 
a. Objectives: 
- To help students identify the stress in words ending in -al and -ous 
- To help students stress the words ending in -al and -ous correctly and read the sentences 
including these words with correct stress. 
b. Content: 
- Listen and repeat the words. Pay attention to the word stress. 
- Listen and repeat the sentences. Mark the stress in the underlined words. 
c. Expected outcomes: 
- Ss distinguish and pronounce the words ending -al and -ous with correct stress. 
d. Organisation 
 TEACHER AND STUDENTS’ 
 CONTENTS 
 ACTIVITIES 
 Task 4: Listen and repeat the words. Pay attention to the word stress. (6 mins) 
 - Teacher asks Ss to read out the words. 
 - Teacher plays the recording for them to 
 listen and repeat the words they hear. Teacher 
 plays the recording as many times as 
 necessary. 
 - Teacher explains that these words have the 
 stress on the first syllable and tells them that 
 the endings –al and –ous do not change the 
 stress pattern of the original words. 
 - Teacher asks Ss to work in pairs to practise 
 saying the words. 
 - Teacher invites some Ss to say the words 
 aloud. 
 Task 5: Listen and repeat the sentences. Mark the stress in the underlined words. 
 (7 mins) 
 - Teacher has Ss read the sentences quickly. Answer key: 
 - Teacher plays the recording for Ss to listen 1. The flood victims are collecting their 
 to the sentences. „personal property. 
 - Teacher asks Ss to pay attention to the 2. Avoid „dangerous places, such as 
 underlined words and put stress on the correct windows or bookcases, during an 
 syllable in each word. earthquake. 
 - Teacher invites some Ss to share their 3. There are „numerous „tropical storms 
 answers, teacher confirms the correct ones. in this area every year. 
 - Teacher plays the recording again for Ss to 4. Some „natural disasters, such as 
 repeat the sentences. landslides, usually happen in 
 - Teacher has Ss practise the sentences in „mountainous areas. 
 pairs and invites some pairs to read the 5. She gave us „practical tips about 
 sentences aloud. treating „poisonous wastes. 
e. Assessment 
- Teacher‟s observation and feedback 
4. CONSOLIDATION(5 mins) 
a. Wrap-up 
- Teacher asks Ss to retell the main points of the lesson. 
b. Homework 
- Learn by heart all the words that they have just learnt. 
- Do exercises in the workbook. 
- Prepare for Lesson 3 - A closer look 2 
 Date of preparing: 23/2/2024 
 Period 64: UNIT 9: NATURAL DISASTERS 
 Lesson 3: A closer look 2 
I. OBJECTIVES 
By the end of this lesson, students will be able to gain: 
1. Knowledge: 
- Grammar: How to use “The past continuous” 
2. Core competence: 
- Develop communication skills and creativity 
- Be collaborative and supportive in pair work and teamwork 
- Actively join in class activities 
3. Personal qualities 
- Develop awareness of Natural disasters. 
- Be concerned and know what to prepare when natural disasters happen. 
II. MATERIALS 
 - Grade 8 textbook, Unit 9 - A closer look 2 
 - Computer connected to the Internet 
 - Projector / TV/ pictures and cards 
 - Phần mềm tương tác hoclieu.vn 
III. PROCEDURES 
1. WARM-UP (5 mins) 
a. Objectives: 
- To create an active atmosphere in the class before the lesson. 
- To lead into the new lesson. 
b. Content: 
- Questions and answers. 
c. Expected outcomes: 
- Ss can use suitable answers to teacher‟s questions. 
d. Organisation 
 TEACHER AND STUDENTS’ 
 CONTENTS 
 ACTIVITIES 
 - Teacher says one sentence about himself, Question: 
 using the past continuous. What were you doing? 
 - Teacher invites some Ss to answer the 
 question. 
 (teacher writes the question and Ss‟ answers on 
 the board. If Ss don‟t use the past continuous, 
 still accept their answers). 
 - Teacher underlines the form of the past 
 continuous in the sentence, and then corrects 
 Ss‟s answers if they don‟t include the past 
 continuous in their answers. 
 - Teacher tells them that they are going to learn 
 the past continuous and leads to the lesson. 
 e. Assessment 
 - Teacher‟s feedback. 
 2. ACTIVITY 1: PRESENTATION (8 mins) 
 a. Objectives: 
 - To introduce the form and use of the past continuous. 
 b. Content: 
 - Introduce the past continuous. 
 c. Expected outcomes: 
 - Ss know the form and how to use the past continuous. 
 d. Organisation 
 TEACHER AND STUDENTS’ 
 CONTENTS 
 ACTIVITIES 
- Teacher draws Ss‟s attention to the - Form of the past continuous: 
sentences on the board and asks “What is the (+): S + was/ were + V_ing. 
form of the past continuous?” (-): S + was/ were not + V_ing. 
- Teacher invites some Ss to answer the (?): Was/ were + S + V_ing? 
questions, then writes their answers on the 
board. - The use of the past continuous: 
- Teacher confirms the correct answer. We use the past continuous to describe: 
 + an action that was happening at a 
 particular time in the past. 
 + a past action that was happening when 
 another action interrupted it. We use the 
 past simple for the action that interrupted it. 
 - Notes: 
 + We can use when or while before the past 
 continuous. 
 + We can only use when before the past 
 simple. 
 e. Assessment 
 - Teacher‟s observation and feedback 
 3. ACTIVITY 2: PRACTICE (23 mins) 
 a. Objectives: 
 - To help Ss practise the form of the past continuous. 
 - To help Ss distinguish the past simple and the past continuous. 
 - To give further practice with the past continuous. 
 b. Content: 
 - Task 1: Complete the sentences by putting the verbs in brackets into the past 
 continuous. 
 - Task 2: Circle the correct answer to complete each sentence. 
 - Task 3: Look at the picture and write what each person in Lan‟s family was doing when 
 the earthquake happened. Use the given word and phrases from the box. 
 - Task 4: Form questions using the past continuous. Then in pairs, ask and answer the 
 questions. 
 c. Expected outcomes: 
 - Ss know how to use the past continuous. 
- Ss can distinguish the past simple and the past continuous. 
d. Organisation 
 TEACHER AND STUDENTS’ 
 CONTENTS 
 ACTIVITIES 
 Task 1: Complete the sentences by putting the verbs in brackets into the past 
 continuous. (6 mins) 
 - Teacher asks Ss to work in pairs and do the Answer key: 
 exercise. 1. were helping 
 - Ss do the exercise, then compare their answers 2. was not / wasn‟t snowing 
 with other pairs. 3. was working 
 - Teacher invites some Ss to share their 4. were doing; was watching 
 answers. 5. Were crying 
 - Teacher confirms the correct answers. 
 Task 2: Circle the correct answer to complete each sentence. (5 mins) 
 - Teacher asks Ss to work individually and do Answer key: 
 the exercise. 1. donated 
 - Teacher asks Ss to compare their answers with 2. were you doing; was sleeping 
 a partner. 3. were camping; came 
 - Ss discuss with their friends if there are any 4. ran; moved 
 differences between their answers. 5. wasn‟t reading; was watching 
 - Teacher checks students‟ answers as a class. 
 - Teacher confirms the correct answers. 
 Task 3: Look at the picture and write what each person in Lan’s family was doing 
 when the earthquake happened. Use the given word and phrases from the box. (6 
 mins) 
 - Teacher asks Ss who they can see in the 
 picture and what they are doing. 
 - Teacher describes the situation to Ss and asks 
 them to describe the actions of the people in the 
 picture, using the past continuous and the 
 words/ phrases given in the box. 
 - Teacher has Ss do this exercise individually 
 and then compare their answers with another 
 classmate‟s. 
 - Teacher invites some Ss to write their answers 
 on the board. 
 - Teacher checks the answers with the whole 
 class and confirms the correct answers. 
 Answer key: 
 1. Lan‟s grandparents were watching 
 TV. 
 2. Lan‟s/ Her mother was reading a 
 book. 
 3. Lan‟s/ Her father was drinking tea. 
 4. Lan was talking on the phone. 
 5. Lan‟s/ Her brother was drawing. 
 Task 4: Form questions using the past continuous. Then in pairs, ask and answer 
 the questions. (5 mins) 
 - Teacher asks Ss to read the example carefully Answer key: 
 and explains what they have to do. 1. Were you having dinner at 7 
 - Teacher asks Ss to work in pairs to do this o‟clock yesterday evening? 
 activity. They make questions and then practise 2. Were you doing your homework at 
 asking and answering. 8 o‟clock yesterday evening? 
 - Teacher invites some pairs to ask and answer 3. Were you watching a film at 9 
 the question in front of the class. o‟clock yesterday evening? 
 - Teacher comments on their answers and 
 accepts different answers provided that they are 
 correct and logical. 
e. Assessment 
- Teacher‟s observation and feedback 
4. ACTIVITY 3: PRODUCTION (7 mins) 
a. Objectives: 
- To help students practise the past continuous via a game. 
b. Content: 
- Task 5: Work in groups. Take turns to say a sentence that describes what each person in 
the picture was doing. 
c. Expected outcomes: 
- Ss can say sentences to describe what each person in the picture was doing. 
d. Organisation 
 TEACHER AND STUDENTS’ 
 CONTENTS 
 ACTIVITIES 
 Task 5: Work in groups. Take turns to say a sentence that describes what each 
 person in the picture was doing. (7 mins) 
 - Teacher divides Ss into groups and assigns a Suggested answers: 
 group leader to keep watch of the game. - Mai was reading. 
 - Teacher explains the rule of the game: - Phong and Nick were playing 
 The picture shows a class at break time. Now chess. 
 work in groups. Look at the picture for one - Lan and Ann were singing. 
 minute. Take turns to say a sentence that - Nam was cleaning the board. 
 describes what each person in the picture was - Mi and Ha were talking. 
 doing. You score one point for every correct 
 sentence. The student with the highest score in 
 each group wins. 
 - Teacher has groups play the game in about 3-5 
 minutes. 
 - Teacher invites some groups to perform the 
 game in front of the whole class and comments 
 on their performance. 
e. Assessment 
- Teacher‟s observation and feedback. 
4. CONSOLIDATION (3 mins) 
 a. Wrap-up 
- Teacher asks Ss to summarise the main points of the lesson. 
b. Homework 
- Remember the form and use of the past continuous. 
- Do exercises in the workbook. 
- Prepare for Lesson 4 - Communication 
 Date of preparing: 23/2/2024 
 Period 65: UNIT 9: NATURAL DISASTERS 
 Lesson 4: Communication 
I. OBJECTIVES 
By the end of this lesson, students will be able to: 
1. Knowledge: 
- Use lexical items related to natural disasters. 
- Practise giving and responding to bad news. 
- Get some information about natural disasters. 
2. Core competence: 
- Develop communication skills and creativity 
- Be collaborative and supportive in pair work and teamwork. 
- Actively join in class activities 
3. Personal qualities 
- Develop awareness of Natural disasters. 
- Be concerned and know what to prepare when natural disasters happen. 
II. MATERIALS 
 - Grade 8 textbook, Unit 9 - Communication 
 - Computer connected to the Internet 
 - Projector / TV 
 - hoclieu.vn 
III. PROCEDURES 
1. WARM-UP (5 mins) 
a. Objectives: 
- To create an active atmosphere in the class before the lesson. 
- To lead into the new lesson. 
b. Content: 
- Ask and answer 
c. Expected outcomes: 
- Ss get some general ideas and get ready for the new lesson. 
d. Organisation 
 TEACHER AND STUDENTS’ 
 CONTENTS 
 ACTIVITIES 
 - Teacher shows a picture about one disaster. Answering the questions: 
 - Teacher asks Ss to work individually and 
 answer the questions. 
 - Teacher invites some Ss to talk in front of the 
 class. 
 - Teacher comments on their answers and leads 
 to the new lesson. 
 1. What do you see in the picture? 
 2. How do you feel? 
e. Assessment 
- Teacher‟s feedback. 
2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins) 
a. Objectives: 
- To introduce ways of giving and responding to bad news. 
- To help Ss practise giving and responding to bad news. 
b. Content: 
- Vocabulary pre-tech 
- Task 1: Listen and read the dialogue below. Pay attention to the highlighted sentences. 
- Task 2: Work in pairs. Practise giving and responding to bad news in the following 
situations. 
c. Expected outcomes: 
- Ss know how to give and respond to bad news. 
- Students can make dialogue using the structures of giving and responding to bad news. 
d. Organisation 
 TEACHER AND STUDENTS’ 
 CONTENTS 
 ACTIVITIES 
 Vocabulary pre-teach (5 mins) 
 - Teacher introduces the vocabulary. New words: 
 - Teacher explains the meaning of the new 1. shake (v) 
 vocabulary, using pictures and translation. 2. Fahrenheit (n) 
 - Teacher checks students‟ understanding 3. Richter scale (n) 
 with the “What and where?” technique. 
 Task 1: Listen and read the dialogue below. Pay attention to the highlighted 
 sentences. 
 (6 mins) 
 - Teacher plays the recording for Ss to listen 
 and read the dialogue between Mark and 
 Phong. 
 - Teacher asks Ss to pay attention to the 
 highlighted sentences and tells them that 
 these are two ways to give and respond to 
 bad news. 
 - Teacher has Ss practise the dialogue in 
 pairs. 
 - Teacher calls on some Ss to practise the 
 dialogue in front of the class. 
 Task 2: Work in pairs. Practise giving and responding to bad news in the 
 following situations. (9 mins) 
 - Teacher asks Ss to work in pairs to read the Situations: 
 given situations and make similar dialogues, – You have a friend in a mountainous 
 using the language they have learnt. area. A landslide destroyed his family‟s 
 - Ss use the language and make similar garden yesterday. You share this news 
 dialogues. with your classmate. 
 - Teacher moves around to observe and – You hear that a big earthquake hit a 
 provides help. city. You share this news with your 
 - Teacher calls on some pairs to practise in classmate. 
 front of the class. 
 - Teacher comments on their performance. 
e. Assessment 
- Teacher‟s observation and feedback. 
3. ACTIVITY 2: KNOWLEDGE OF NATURAL DISASTERS (18 mins) 
a. Objectives: 
- To provide Ss with knowledge of different natural disasters. 
- To provide Ss with a chance to communicate with each other and confirm their 
knowledge of natural disasters. 
b. Content: 
- Task 3: Read the short passages below. Decide which natural disaster each person 
below is talking about. 
- Task 4: Choose the correct answer to each question to see how much you know about 
natural disasters. 
- Task 5: Work in pairs. Compare your answers. Then check your answers with the key 
on page 101. How many points did each of you get? 
c. Expected outcomes: 
- Ss know more about natural disasters. 
d. Organisation 
 TEACHER AND STUDENTS’ 
 CONTENTS 
 ACTIVITIES 
 Task 3: Read the short passages below. Decide which natural disaster each person 
 below is talking about. (6 mins) 
 - Teacher asks Ss to work in pairs to read the Answer key: 
 three short texts and decide what natural Nam: landslide 
 disaster each person is talking about. Ann: tornado 
 - Teacher asks Ss to prepare an explanation for Tom: earthquake 
 their answers. 
 - Teacher elicits answers from Ss. 
 - Teacher confirms the correct answers. 
 Task 4: Choose the correct answer to each question to see how much you know 
 about natural disasters. (7 mins) 
 - Teacher tells Ss that they are going to answer Answer key: 
 a questionnaire to see how much they know 1. A 
 about natural disasters. 2. B 
 - Teacher has Ss read through the questionnaire 3. C 
 quickly and explain any new words. 4. B 
 - Teacher asks Ss to answer the questions 5. C 
 individually. 6. A 
 Task 5: Work in pairs. Compare your answers. Then check your answers with the 
 key on page 101. How many points did each of you get? (5 mins) 
 - Teacher asks Ss to work in pairs to compare 
 their answers. 
 - Teacher asks Ss to note down the answers and 
 then check them with the key on page 101. 
 - Teacher has Ss calculate the points each of 
 them earns. 
 - Teacher asks some Ss to report their answers 
 and points to the class. 
e. Assessment 
- Teacher‟s observation and feedback. 
4. CONSOLIDATION (4 mins) 
a. Wrap-up 
- Teacher asks Ss to summarise the main points of the lesson. 
b. Homework 
- Learn by heart all the words that they have just learnt. 
- Do exercises in the workbook. 
- Prepare for Lesson 5 – Skills 1