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UNIT 9: NATURAL DISASTERS

Lesson 1: Getting started – We are all safe!
I. OBJECTIVES

By the end of this lesson, Ss will be able to:

1. Knowledge
- Gain an overview about the topic Natural disasters.
- Gain vocabulary to talk about Natural disasters.
2. Competences
- 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 - Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. damage (n,v) /ˈdæmɪdʒ/ to harm or spoil something thiệt hại, gây tổn hại

an object that has a wide

2. funnel (n) /ˈfʌnl/ cái phễu
round opening at the top

a dangerous storm which is a spinning cone of

wind that destroys anything in its path as it moves
3. tornado (n) /tɔːˈneɪdəʊ/ lốc xoáy
across the
ground

an occasion when a volcano

4. eruption (n) /ɪˈrʌpʃn/ explodes, and flames and sự phun trào
rocks come out of it

5. pull up /pʊl ʌp/ to move something towards yourself kéo lên, nhổ lên, lôi lên

a mass of rock and earth

6. landslide (n) /ˈlændslaɪd/ moving suddenly and vụ sạt lở
quickly down a steep slope

Assumption

Anticipated difficulties Solutions

Ss may lack experience of group work. - Encourage Ss to work in groups so that they can help one another.
- Give short, clear instructions, and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson

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- To lead into the new unit.

b. Content:
- Questions & answers about natural disasters
c. Expected outcomes:
- Ss have general ideas about the topic: Natural disasters.
d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

Asking questions: Questions:

- T asks Ss some questions about natural disasters in Viet Nam. 1. Can you name some natural disasters in Viet Nam?
- Ss answer the question individually. 2. Are there often natural disasters in Viet Nam?
- T draws a mind map on the board to summarise Ss’ ideas. Write the title on the board 3. How can you know when there is an incoming natural disaster?
Natural disasters. 4. What would you do if you were notified of an incoming earthquake?
- T asks Ss to guess what the conversation might be about.

e. Assessment
- Teacher’s feedback.
2. ACTIVITY 1: PRESENTATION (8 mins)
a. Objectives:
- To introduce some vocabulary related to the topic.
- To get Ss ready for the dialogue of the lesson.
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Ss know how to pronounce the new words correctly and use them in appropriate situations.
d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching New words:

- Teacher introduces the vocabulary. 1. damage (v,n)
- Teacher explains the meaning of the new vocabulary, using pictures, explanation and 2. funnel (n)
translation. 3. tornado (n)
- Teacher checks students’ understanding with the “Matching” technique. 4. eruption (n)
- Teacher reveals that these words will appear in the reading text and asks students to 5. pull up
open their textbook to discover further. 6. landslide (n)

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
3. ACTIVITY 2: PRACTICE (22 mins)
a. Objectives:
- To set the context for the introductory dialogue
- To develop students’ reading skills.
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again. Complete each sentence with no more than TWO words from it.
- Task 3: Write the natural disasters from the box under the pictures. Then listen, check, and repeat.
- Task 4: Choose the correct option to complete each sentence.
c. Expected outcomes:
- Students can read and understand general and specific information about Natural disasters.
d. Organisation

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TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (7 mins)

- Teacher asks Ss to look at the picture on pages 92, 93 and answer the questions Questions:
- Teacher elicits answers from Ss. 1. What can you see in the picture?
- Teacher introduces the two characters: Tom and Mi and explains that they are friends 2. What natural disaster is it?
and they are talking about natural disasters.
- Teacher plays the recording twice for Ss to listen and read along.
- Teacher asks some pairs of students to read the conversation aloud.

Task 2: Read the conversation again. Complete each sentence with no more than TWO words from it. (5 mins)

- Teacher tells Ss to read the conversation again and work independently to find the Answer key:
answers. 1. flood
- Ss work independently to find the best answers. 2. second floor
- Teacher has Ss compare the answers in pairs before checking with the whole class. 3. natural disaster
- Teacher checks the answers as a class and gives feedback. 4. was having
5. pulled

Task 3: Write the natural disasters from the box under the pictures. Then listen, check, and repeat. (5 mins)

- Teacher asks Ss to look at the pictures and say if they know the natural disaster shown Answer key:
in each picture. 1. flood
- Ss work individually to write the natural disasters in the box under the pictures. 2. tornado
- Ss compare their answers with a partner. 3. volcanic eruption
- Teacher invites some Ss to go to the board and write their answers. 4. storm
- Teacher confirms the correct answer. 5. landslide
- Teacher has some Ss practice saying the natural disasters words again. 6. earthquake

Task 4: Choose the correct option to complete each sentence. (5 mins)

- Teacher asks Ss to work in pairs, read the sentences and choose the correct answers. Answer key:
- Teacher asks for Ss’ answers and confirms the correct ones. 1. volcanic eruption
- For a more able class, teacher has Ss work in pairs to do the activity and explain why 2. earthquake
the other word is not the correct answer. 3. landslide
4. storms
5. tornado

e. Assessment
- T’s observation and feedback
4. ACTIVITY 3: PRODUCTION (7 mins)
a. Objectives:
- Ss can revise the words and phrases indicating natural disasters.
b. Content:
- Task 5: Word web
c. Expected outcomes:
- Ss can write the names of natural disasters they know.
d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

Task 5: Word web: Work in groups. Complete the web with all of the words and phrases related to natural disasters you know. (7 mins)

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- Work in groups. Complete the web with all of the words and phrases related to natural
disasters you know.
- Teacher asks Ss to work in groups.
- Teacher asks Ss to include the words and phrases learnt in this lesson or other words.
- Teacher invites some Ss to share their groups’s answers with the class.

e. Assessment
- T’s feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- Teacher asks one or two Ss to tell the class what they have learnt. Teacher shows them the slide with the objectives. Teacher ticks the objectives that have been learnt.
- Teacher asks Ss to say aloud some words and phrases they remember from the lesson.
b. Homework
- Learn by heart all the words that they have just learnt.
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
Teacher randomly puts Ss in groups of 4 or 5 and asks them to choose a natural disaster they want to learn more about and make a poster about it (suggested
information in Project lesson). Students will show and present their posters in Lesson 7 – Looking back and Project. (Teacher should check the progress of students’
preparation after each lesson.)
Board Plan

Date of teaching ……..

UNIT 9: NATURAL DISASTERS

Lesson 1: Getting started – We are all safe!

*Warm-up

* Vocabulary
1. damage (v,n)
2. funnel (n)
3. tornado (n)
4. eruption (n)
5. pull up
6. landslide (n)

Task 1: Listen and read.

Task 2: Read and complete each sentence.
Task 3: Write the name of natural disasters.
Task 4: Choose the correct answer.
Task 5: Complete the web.

*Homework

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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
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

to damage something so
1. destroy (v) /dɪˈstrɔɪ/ phá hủy
badly that it cannot be used

2. erupt (v) /ɪˈrʌpt/ start to burn or burst into flames phun trào

to say that an event or action

3. predict (v) /prɪˈdɪkt/ dự đoán
will happen in the future

a set of things used for a first-aid bộ dụng cụ dùng trong trường hợp khẩn
4. emergency kit /ɪˈmɜːdʒənsikit/
cấp

5. property (n) /ˈprɒpəti/ a building or area of land, or both together của cải, nhà cửa

a person who helps

6. rescue worker /ˈreskjuːˈwɜːkə/ someone or something out of nhân viên cứu hộ
a dangerous, harmful, or unpleasant situation

a person who has suffered

7. victim (n) /ˈvɪktɪm/ the effects of violence or nạn nhân
illness or bad luck

Assumption

Anticipated difficulties Solutions

- Encourage students to work in groups so that they can help each other.
1. Students may lack experience of group/ teamwork.

2. Students may have underdeveloped co-operating skills. - Encourage students to work in pairs, in groups so that they can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)

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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’ ACTIVITIES CONTENTS

- 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 have seen.
- The group with more correct words becomes the winner. earthquake tornado

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’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (7 mins)

- Teacher introduces the words. New words:

- Teacher explains the meaning of the new vocabulary, using pictures and translation. 1. destroy (v)
- Teacher checks students’ understanding with the “Rub out and remember” 2. erupt (v)
technique. 3. predict (v)
4. emergency kit

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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 A and try to give the noun forms of these Answer key:
verbs. 1. destruction
- Teacher asks Ss to work in pairs to compare their answers. 2. eruption
- Teacher has some Ss write their answers on the board. 3. warning
- Teacher checks and confirms the correct answers. 4. prediction
5. damage

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 word/ phrase for each picture. 1. whistle
- Ss compare answers in pairs. 2. property
- Teacher invites some Ss to give their answers. 3. emergency kit
- Teacher confirms the correct answers. 4. victim
5. rescue worker

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 sure they understand the sentences and fill 1. damage
in the blanks with the words and phrases in the box. 2. warning
- Teacher lets Ss share their answers in pairs. 3. emergency kit
- Teacher invites some Ss to give the answers. 4. predict
- Teacher confirms the correct answers. 5. property

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’ ACTIVITIES CONTENTS

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 to the sentences. 1. The flood victims are collecting their ‘personal property.

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- Teacher asks Ss to pay attention to the underlined words and put stress on the 2. Avoid ‘dangerous places, such as windows or bookcases, during an
correct syllable in each word. earthquake.
- Teacher invites some Ss to share their answers, teacher confirms the correct ones. 3. There are ‘numerous ‘tropical storms in this area every year.
- Teacher plays the recording again for Ss to repeat the sentences. 4. Some ‘natural disasters, such as landslides, usually happen in
- Teacher has Ss practise the sentences in pairs and invites some pairs to read the ‘mountainous areas.
sentences aloud. 5. She gave us ‘practical tips about 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
Board Plan

Date of teaching ……..

UNIT 9: NATURAL DISASTERS

Lesson 2: A closer look 1

*Warm-up
* Vocabulary
1. destroy (v)
2. erupt (v)
3. predict (v)
4. emergency kit
5. property (n)
6. rescue worker
7. victim (n)
Task 1: Write the noun forms of the verbs.
Task 2: Write a word or phrase.
Task 3: Fill in each blank.
Task 4: Listen and repeat the words.
Task 5: Listen and repeat the sentences. Mark the stress.
*Homework

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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
Language analysis

Structure Examples

Affirmative sentences: S + was/ were + V_ing She was doing her homework at 8 o’clock last night.

Negative sentences: S + was/ were not + V_ing She was not doing her homework at 8 o’clock last night.

Questions: Was/ were + S + V_ing? Was she doing her homework at 8 o’clock last night?

Assumption

Anticipated difficulties Solutions

Students may not know how to work in teams or fully understand the exercises and Give short, clear instructions and help if necessary.
tasks.

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’ ACTIVITIES CONTENTS

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- Teacher says one sentence about himself, using the past continuous. Question:
- Teacher invites some Ss to answer the question. What were you doing?
(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’ ACTIVITIES CONTENTS

- Teacher draws Ss’s attention to the sentences on the board and asks “What is the - Form of the past continuous:
form of the past continuous?” (+): S + was/ were + V_ing.
- Teacher invites some Ss to answer the questions, then writes their answers on the (-): S + was/ were not + V_ing.
board. (?): Was/ were + S + V_ing?
- Teacher confirms the correct answer. - The use of the past continuous:
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’ ACTIVITIES CONTENTS

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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 exercise. Answer key:

- Ss do the exercise, then compare their answers with other pairs. 1. were helping
- Teacher invites some Ss to share their answers. 2. was not / wasn’t snowing
- Teacher confirms the correct answers. 3. was working
4. were … doing; was watching
5. Were … crying

Task 2: Circle the correct answer to complete each sentence. (5 mins)

- Teacher asks Ss to work individually and do the exercise. Answer key:

- Teacher asks Ss to compare their answers with a partner. 1. donated
- Ss discuss with their friends if there are any differences between their answers. 2. were you doing; was sleeping
- Teacher checks students’ answers as a class. 3. were camping; came
- Teacher confirms the correct answers. 4. ran; moved
5. wasn’t reading; was watching

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 and explains what they have to do. Answer key:
- Teacher asks Ss to work in pairs to do this activity. They make questions and then 1. Were you having dinner at 7 o’clock yesterday evening?
practise asking and answering. 2. Were you doing your homework at 8 o’clock yesterday evening?
- Teacher invites some pairs to ask and answer the question in front of the class. 3. Were you watching a film at 9 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.

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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’ ACTIVITIES CONTENTS

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 group leader to keep watch of the game. Suggested answers:
- Teacher explains the rule of the game: - Mai was reading.
The picture shows a class at break time. Now work in groups. Look at the picture for one - Phong and Nick were playing chess.
minute. Take turns to say a sentence that describes what each person in the picture was - Lan and Ann were singing.
doing. You score one point for every correct sentence. The student with the highest score - Nam was cleaning the board.
in each group wins. - Mi and Ha were talking.
- 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
Board Plan

Date of teaching ……..

UNIT 9: NATURAL DISASTERS

Lesson 3: A closer look 2

*Warm-up
* Presentation: The past continuous
- Form:
(+): S + was/ were + V_ing.
(-): S + was/ were not + V_ing.
(?): Was/ were + S + V_ing?
- Use:
* Practice:
Task 1: Complete the sentences.
Task 2: Circle the correct answer.
Task 3: Look at the picture and write.
Task 4: Form questions using the past continuous.
Task 5: Say a sentence.
*Homework

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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
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

to move backwards and forwards or up and down in

1. shake (v) /ʃeɪk/ rung, lắc
quick, short movements

a measurement of temperature on a standard in

2. Fahrenheit (n) /ˈfærənhaɪt/ which 32° is the temperature at which độ F (đo nhiệt độ)
water freezes and 212° that at which it boils

a system used to measure the

3. Richter scale (n) /ˈrɪktə skeɪl/ độ rích te (đo độ mạnh của động đất)
strength of an earthquake

Assumption

Anticipated difficulties Solutions

Ss may not have sufficient listening skills. - Play the recording many times if necessary.
- Pick some Ss to ask and answer the questions.
- Have Ss practise the dialogue in pairs.

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’ ACTIVITIES CONTENTS

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- 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’ ACTIVITIES CONTENTS

Vocabulary pre-teach (5 mins)

- Teacher introduces the vocabulary. New words:

- Teacher explains the meaning of the new vocabulary, using pictures and 1. shake (v)
translation. 2. Fahrenheit (n)
- Teacher checks students’ understanding with the “What and where?” technique. 3. Richter scale (n)

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 given situations and make similar Situations:
dialogues, using the language they have learnt. – You have a friend in a mountainous area. A landslide destroyed his
- Ss use the language and make similar dialogues. family’s garden yesterday. You share this news with your classmate.
- Teacher moves around to observe and provides help. – You hear that a big earthquake hit a city. You share this news with your
- Teacher calls on some pairs to practise in front of the class. classmate.
- Teacher comments on their performance.

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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’ ACTIVITIES CONTENTS

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 three short texts and decide what natural Answer key:
disaster each person is talking about. Nam: landslide
- Teacher asks Ss to prepare an explanation for their answers. Ann: tornado
- Teacher elicits answers from Ss. Tom: earthquake
- 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 a questionnaire to see how much they Answer key:
know about natural disasters. 1. A
- Teacher has Ss read through the questionnaire quickly and explain any new words. 2. B
- Teacher asks Ss to answer the questions individually. 3. C
4. B
5. C
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

Board Plan

Date of teaching ……..

UNIT 9: NATURAL DISASTERS

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Lesson 4: Communication
*Warm-up
* Everyday English
Vocabulary
1. shake (v)
2. Fahrenheit (n)
3. Richter scale (n)
Task 1: Listen and read.
Task 2: Practise in the following situations.
Task 3: Read and decide which natural disaster each person below is talking about.
Task 4: Choose the correct answer.
Task 5: Work in pairs. Compare your answers.
*Homework

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UNIT 9: NATURAL DISASTERS

Lesson 5: Skills 1
I. OBJECTIVES

By the end of this lesson, students will be able to:

1. Knowledge:
- Read for specific information about natural disasters
- Talk about a natural disaster.
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- Skills 1.
- Computer connected to the Internet.
- Projector / TV
- hoclieu.vn
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

the soft, grey or black, powdery substance left after

1. ash (n) /æʃ/ tro
something has burned.

an extremely large wave caused by

2. tsunami (n) /tsuːˈnɑːmi/ a violent movement of the trận sóng thần
earth under the sea

to shake slightly in a way that you cannot control

3. tremble (v) /ˈtrembl/ rung lắc

Assumption

Anticipated difficulties Solutions

1. Students may lack knowledge about some lexical items. Provide students with the meaning and pronunciation of words.

2. Students may not have sufficient reading, speaking and co-operating skills. - Let students read the text again (if necessary).
- Create a comfortable and encouraging environment for students to speak.
- Encourage students to work in pairs, in groups so that they can help each
other.
- Provide feedback and help if necessary.

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:
- Who’s faster?
c. Expected outcomes:
- Ss review words related to natural disasters.

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d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

- Teacher divides Ss into groups.

- Teacher gives each group a piece of paper. erupt
- Teacher asks them to list all the words about natural disasters they have learnt. Natural disasters
- Ss work in their group and list all the words about natural disasters in 2 minutes.
- Teacher asks 4 groups to tick their posters on the board.
- Teacher checks and gives comments.
- The group with most correct words is the winner.

e. Assessment
- Teacher’s feedback.
2. ACTIVITY 1: READING (24 mins)
a. Objectives:
- To introduce some vocabulary
- To activate Ss’ knowledge of the topic of the reading text.
- To help Ss develop the skill of reading for the main idea (skimming), specific information (scanning) and guessing word meaning in context.
b. Content:
- Vocabulary pre-teach
- Task 1: Match the headlines with the natural disasters.
- Task 2: Read the two news articles. Match the highlighted words with their meanings.
- Task 3: Read the articles again and answer the questions.
c. Expected outcomes:
- Ss understand new vocabulary
- Students can understand the text and choose the right answers.
d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary: New words:

- Teacher introduces the vocabulary. 1. ash (n)
- Teacher explains the meaning of the new vocabulary, using pictures and translation. 2. tsunami (n)
- Teacher checks students’ understanding with the “Matching” technique. 3. tremble (v)

Task 1: Match the headlines (1 – 2) with the natural disasters (A – B). (5 mins)

- Teacher asks Ss to read the headlines carefully and match them with the disasters. Answer key:
- Ss work individually and do the task. 1. B
- Teacher elicits and confirms the correct answers. 2. A
- Teacher tell Ss something about Tonga which is a country in the South-western
Pacific Ocean. It consists of about 170 islands.
- Teacher tells them that they are going to read news articles about two natural
disasters.

Task 2: Read the two news articles. Match the highlighted words with their meanings.
(7 mins)

- Teacher asks Ss to read through the two articles individually. Answer key:
- Ss read the articles carefully and match the words with their meanings. 1. d
- Teacher asks Ss to compare answers in pairs. 2. e
- Teacher confirms the answers as a class and explains if needed. 3. a

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4. b
5. c

Task 3: Read the articles again and answer the questions. (7 mins)

- Teacher asks Ss to work individually. Answer key:

- Ss read the articles again and answer 5 questions. 1. In the South Pacific last Saturday.
- Teacher asks Ss to compare their answers with a partner. 2. A tsunami.
- Teacher confirms the correct answer as a class. 3. It destroyed hundreds of homes on some small islands, and more than
twenty people on these islands are missing.
4. For about 30 seconds.
5. A strong earthquake in China.

e. Assessment
- Teacher’s observation and feedback.
3. ACTIVITY 2: SPEAKING (13 mins)
a. Objectives:
- To help Ss generate ideas for talking about a natural disaster.
- To give Ss a chance to give a short piece of news about a natural disaster.
b. Content:
- Task 4: Work in pairs. Match the questions with the answers.
- Task 5: Work in groups. Prepare a short piece of news about the natural disaster in 4 or one you know of. Report the news to the class.
c. Expected outcomes:
- Ss can talk and prepare a short piece of news about natural disasters.
d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in pairs. Match the questions with the answers. (6 mins)

- Teacher asks Ss to work in pairs. Answer key:

- Ss read all the sentences carefully then match the questions with suitable answers. 1. c
- Teacher moves around to observe and offer help if needed. 2. e
- Teacher invites some pairs to practise in front of the class. 3. a
4. b
5. d

Task 5: Work in groups. Prepare a short piece of news about the natural disaster in 4 or one you know of. Report the news to the class. (7 mins)

- Teacher divides Ss into groups. Example:

- Ss prepare a short piece of news about natural disasters. Five days of heavy rain caused a serious flood in a village in Phu Yen.
- Teacher asks them to read the news in the reading part again to imitate the way it is The flood happened last week. …
written.
- Teacher asks them to read the example. Teacher tells them that they only need to
organise the answers to the questions in 4 in a logical order to create a piece of news.
- Teacher moves around to give support if needed.
- Teacher invites some groups to report the news to the class.
- Teacher asks other groups to listen and give comments.
- Teacher comments on Ss’ answers.

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:
- Learn by heart all the words that they have just learnt.
- Do exercises in the workbook.

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- Prepare for Lesson 6 – Skills 2.

Board Plan

Date of teaching ……..

UNIT 9: NATURAL DISASTERS

Lesson 5: Skills 1
*Warm-up
* Reading
Vocabulary
1. ash (n)
2. tsunami (n)
3. tremble (v)
Task 1: Match.
Task 2: Read and match.
Task 3: Read and answer the questions.
* Speaking
Task 4: Match the questions with the answers.
Task 5: Prepare a short piece of news. Report to the class.
*Homework

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UNIT 9: NATURAL DISASTERS

Lesson 6: Skills 2
I. OBJECTIVES

By the end of this lesson, students will be able to:

1. Knowledge:
- Listen and get general and specific about things to do before, during, and after a natural disaster;
- Write instructions about things to do before, during, and after a natural disaster.
2. Core competence:
- Develop communication skills and creativity.
- Be collaborative and supportive in pairwork.
- 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 Skills 2.
- Computer connected to the Internet.
- Projector / TV
- hoclieu.vn
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

a group of people with official responsibility for

1. authority (n) /ɔːˈθɒrəti/ a particular chính quyền
area of activity

to make someone realise a

2. warn (v) /wɔːn/ cảnh báo
possible danger or problem

to stay away from someone or something

3. avoid (v) /əˈvɔɪd/ tránh, tránh xa

Assumption

Anticipated difficulties Solutions

Students may not have sufficient listening, writing and co-operating skills. - Play the recording, replay depends on students’ needs.
- Encourage students to work in pairs, in groups so that they can help each
other.
- Provide feedback and help if necessary.

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:
- Chatting
c. Expected outcomes:
- Ss can talk about what people should do before, during and after a storm.
d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

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- Teacher shows a picture of a storm and asks Ss what people should do before, during
and after a storm.
- Teacher asks Ss to work individually and think of the answers.
- Teacher invites some Ss to share their ideas.
- Teacher gives comments and leads to the new lesson.

e. Assessment
- Teacher’s feedback.
2. ACTIVITY 1: VOCABULARY (4 mins)
a. Objectives:
- To introduce new words related to natural disasters.
- To help Ss develop the skill of listening for specific information.
- To help Ss further develop the skill of listening for specific information.
b. Content:
- Vocabulary pre-teach
- Task 1: Work in pairs. Look at the picture and answer the questions.
- Task 2: Listen to a broadcast. Put the activities in the correct column.
- Task 3: Listen again and tick T (True) or F (False) for each sentence.
c. Expected outcomes:
- Ss can answer the questions correctly.
- Ss can listen for specific information and do the learning tasks
d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching

- Teacher introduces the vocabulary. New words:

- Teacher explains the meaning of the new vocabulary, using pictures and translation. 1. authority (n)
- Teacher checks students’ understanding with the “Matching” technique. 2. warn (v)
3. avoid (v)

Task 1: Work in pairs. Look at the picture and answer the questions. (4 mins)

- Teacher asks Ss to work in pairs and look at the pictures carefully. Suggested answer:
- Ss look at the pictures and answer the two questions. A torch, a mask, a lamp, a whistle, a bottle of water, some medicine,
- Teacher elicits the answers from Ss. matches, a radio, some plasters, a candle, a multi-purpose knife, some
- Teacher invites some Ss to answer in front of the class. batteries, a blanket.

Task 2: Listen to a broadcast. Put the activities (1 – 6) in the correct column. (7 mins)

- Teacher tells Ss that they are going to listen to a broadcast in which instructions to Answer key:
prepare for a natural disaster are given. - Before a storm: 2,6
- Teacher has them read the activities 1-6 and try to guess which activities go into - During a storm: 3,5
which column. - After a storm: 1,4
- Teacher invites some Ss to share their answers and write them on the board.
- Teacher has Ss read the activities again and underline the key words.
- Teacher plays the recording and asks Ss to listen and put the activities in the correct
columns.
- Ss work in pairs to compare their answers.
- Teacher asks Ss to compare their answers with the ones on the board.
- Teacher confirms whether they are right or wrong, playing the audio again if

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necessary.

Task 3. Listen again and tick T (True) or F (False) for each sentence. (7 mins)

- Teacher tells Ss that they are going to listen to the broadcast again and decide if the Answer key:
statements are true or false. 1. F
- Without playing the recording again, teacher has Ss read the statements and decide 2. T
if they are true or false. 3. F
- Teacher plays the recording and asks Ss to listen again to check their answers. 4. T
- Teacher asks Ss to work in pairs to compare their answers.
- Teacher asks for Ss’ answers and confirms the correct ones.

e. Assessment
- Teacher’s observation and feedback
3. ACTIVITY 2: WRITING (15 mins)
a. Objectives:
- To brainstorm ideas and make an outline for Ss’ writing.
- To help Ss practise writing instructions about things to do before, during and after a flood.
b. Content:
- Task 4: Work in pairs. Discuss what you should do before, during, and after a flood. Write your ideas in the columns.
- Write instructions (80 - 100 words) about things to do before, during, and after a flood.
c. Expected outcomes:
- Ss can write instructions about things to do before, during, and after a flood.
d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in pairs. Discuss what you should do before, during, and after a flood. Write your ideas in the columns. (5 mins)

- Teacher asks Ss to work in pairs.

- Ss discuss what they should do before, during and after a flood.
- Ss write their ideas in the columns.
- Teacher has some Ss present their ideas.
- Teacher comments on their answers.

Task 5: Write instructions (80 - 100 words) about things to do before, during, and after a flood. (10 mins)

- Teacher asks Ss to work individually and write their instructions based on their answers Suggested answer:
in task 4. Here are the things you should do before, during, and after a flood.
- Teacher asks one student to write his/ her answer on the board. Other Ss and teacher Before:
comment on the writing on the board. – Prepare an emergency kit with necessary things.
– Build barriers to stop floodwater from entering the house.
– Move to a higher place if necessary.
During:
– Listen to the radio or television for warnings and information.
– Be careful with flash flooding.
After:
– Avoid moving water.
– Stay away from damaged areas unless the local authority needs your
help.
– Listen for local warnings of flash floods.

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

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- Learn by heart all the words that they have just learnt.
- Rewrite the instructions.
- Do exercises in the workbook.
- Prepare for Lesson 7 – Looking back + Project.

Board Plan

Date of teaching ……..

UNIT 9: NATURAL DISASTERS

Lesson 6: Skills 2
*Warm-up
* Listening
Vocabulary
1. authority (n)
2. warn (v)
3. avoid (v)
Task 1: Look at the picture and answer the questions.
Task 2: Listen and put the activities in the correct column.
Task 3: Listen and tick.
* Speaking
Task 4: Discuss and write your ideas.
Task 5: Write instructions.
*Homework

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UNIT 9: NATURAL DISASTERS

Lesson 7: Looking back & Project
I. OBJECTIVES

By the end of this lesson, students will be able to:

1. Knowledge:
- Revise more vocabulary items they have learnt in the unit.
- Revise the differences between the past simple and past continuous.
- Revise the past continuous.
- Have an opportunity to research more deeply into a natural disaster.
2. Core competence:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work.
- 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- Looking back & Project
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Assumption

Anticipated difficulties Solutions

Students may not have sufficient speaking, writing and co-operating skills - Encourage students to work in pairs, in groups so that they can help each
when doing project. other.
- Provide feedback and help if necessary.

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:
- Mind map
c. Expected outcomes:
- Ss can tell the teacher what they have learnt in unit 9.
d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

- Teacher writes on the board “Unit 9” and asks students to think of what they have Suggested answer:
already learnt in this unit. - Vocabulary: about the natural disasters
- Students work in groups to do the task. - Pronunciation: stress in words ending in -al and -ous
- Teacher calls some students to retell. - Grammar: The past continuous
- Teacher confirms and leads them to do all the exercises in books.

e. Assessment
- Teacher’s feedback.
2. ACTIVITY 1: VOCABULARY (10 mins)

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a. Objectives:
- To help Ss revise the vocabulary they have learnt in the unit through pictures.
- To help Ss revise more vocabulary items they have learnt in the unit in different contexts.
b. Content:
- Task 1: Write the name of a natural disaster in each blank.
- Task 2: Fill in each blank with the correct form of the word in brackets.
c. Expected outcomes:
- Ss can use the words they have learnt in different contexts.
d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Write the name of a natural disaster in each blank. (5 mins)

- Teacher asks Ss to work individually, read the sentences and look at the pictures. Answer key:
- Ss write the name of a natural disaster in each blank. 1. flood
- Teacher asks Ss to compare their answers with a partner. 2. storm
- Teacher calls some Ss to share their answers. 3. earthquake
- Teacher confirms the correct answers as a class. 4. volcanic eruption
5. landslide

Task 2. Fill in each blank with the correct form of the word in brackets. (5 mins)

- Teacher asks Ss to work individually and read 5 sentences carefully. Answer key:
- Ss complete the sentences using the correct form of the words given. 1. destruction
- Teacher asks Ss to share their answers with a partner. 2. predictions
- Teacher invites some Ss to write their answers on the board. 3. victims
- Teacher confirms the correct answers. 4. warned
5. workers

e. Assessment
- Teacher’s observation and feedback
3. ACTIVITY 2: GRAMMAR (10 mins)
a. Objectives:
- To help Ss revise the differences between the past simple and past continuous.
- To help Ss revise the past continuous by completing the sentences about them and their family members.
b. Content:
- Task 3: Put the verbs into the correct tense: the past simple or past continuous.
- Task 4: Complete the sentences about you and your family members.
c. Expected outcomes:
Students can differentiate between the past simple and past continuous.
d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

Task 3: Put the verbs into the correct tense: the past simple or past continuous. (5 mins)

- Teacher asks Ss to work individually and read the sentences carefully. Answer key:
- Ss give the correct form of the verbs (the simple past or past continuous). 1. were … doing
- Teacher asks them to compare their answers with a partner. 2. destroyed
- Teacher confirms the correct answers as a class. 3. was watering; came
4. were calling; appeared
5. Were … listening

Task 4: Complete the sentences about you and your family members. (5 mins)

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- Teacher asks Ss to work individually and write sentences about their family members,
using the past continuous.
- Teacher asks Ss to compare their sentences with a partner.
- Teacher invites some Ss to write their sentences on the board.
- Teacher comments on their answers.

e. Assessment
- Teacher’s observation and feedback
4. ACTIVITY 3: PROJECT (15 mins)
a. Objectives:
- To provide Ss with an opportunity to research more deeply into a natural disaster.
b. Content:
- Present the poster to the class.
c. Expected outcomes:
- Ss can research more deeply into a natural disaster.
d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

What do we know about it?

- Ask Ss to read the instructions again (T has already assigned the project since the first
lesson of the Unit and checked their progress after each lesson).
- Let students have some time to check their posters for the final time and make any
adjustments if necessary.
- T has groups show their posters and present them to the class.

e. Assessment
- T checks ss’ grammatical and spelling mistakes on their poster, listens to their presentation, and gives feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- Teacher asks Ss to summarise the main points of the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Unit 10 – Getting started
Board Plan

Date of teaching ……..

UNIT 9: NATURAL DISASTERS

Lesson 7: Looking back & Project

*Warm-up
* Vocabulary
Task 1: Write the name of a natural disaster.
Task 2: Fill in each blank.
* Grammar
Task 3: Put the verbs into the correct tense.
Task 4: Complete the sentences.

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* Project
*Homework

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