Kế hoạch bài dạy Tiếng Anh 8 - Tuần 25, Tiết 71 đến 73 - Năm học 2020-2021

Period 71 Planning date:7/3/2021 UNIT 9: NATURAL DISASTERS Lesson 3: A closer look 2. A. OBJECTIVES: By the end of the lesson, Ss can use: I. Knowledge : - Use the past perfect tense to talk about an action before a started time or another action in the past. - Use the passive voice to talk about an action done by someone. II. Competence: communication, ability to use language, self-study, co-operation. III. Qualities : honesty, industriousness, responsibility. IV. Skill : reading, speaking, listening. V. Grammar : past simple, passive voice, past perfect tense. B. Teaching aids: Posters , pictures, a cassette C. PROCEDURE: I. Warm up: Mention as many kinds of pollution as possible. - The class is divided into 2 teams. The team has more correct words will be the winner. II. Presentation 1. Dialogue: - Ask ss to read the dialogue in pairs A: Did you watch TV last night ? B: No, I didn’t. What ‘s happened? A: There was a typhoon in Nam Dinh? B: Oh no! That’s terrible! Was anyone injured? A: Only a few minor injuries were reported. Most people had moved to safe area when the storm broke. 2. Model sentences: a.Only a few minor injuries were reported => Form : S+ be + Vpp + by + O => Use : to talk about an action done by someone b. Most people had moved to safe area when the storm broke. =>Form : S + had + Vpp + O =>Use : to talk about an action before a started time or another action in the past. III. Practice : 1. Complete the sentences: - Ask ss to work in groups. - Use the correct passive form of the verbs in brackets. - Students give their answers. - T confirms the correct answers. KEY: 1. was scattered 2. are built 3. were taken 4. will be predicted 5. Will be delivered/ are going to be delivered 2. Rewrite the following sentences : - Ask ss to work in pairs. - Rewrite these sentences using the correct passive voice. - T asks some Ss to give comments on the sentences on the board. - T confirm the correct sentences. 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) so far. 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. Gap fill. - Ss work individually and give the correct verb form. - Then they share their answers with one or more partners. - T asks some Ss to say their answers aloud. - T gives comments, and make any correction if available. KEY: 1. Had left 2. Arrived, had stopped 3. Had spent, arrived 4. Got/ hadn’t taken 5. Found, had bought IV. Production : Game - Ss work in two teams. - Take turn to give reasons why you were pleased / upset / happy / angry, ect. - Use past perfect for the event that had happened. - Each correct sentences gets one point. - The team with the most points wins. - T models the game with the whole class first. - T divides class into two teams. Then allows members from the two teams to take turns in giving reasons why they were pleased / upset / happy / angry, ect. - T counts the correct sentences to find the winning teams. Example: A: On my birthday, I was very pleased because I had received a nice present. B: Last Tuesday I was annoyed because I had missed the school bus. V. Homework: - Do the exercises B4, B5 (pages 20,21) - Prepare “communication”. Period 72 UNIT 9: NATURAL DISASTERS Lesson 4: Communication . A. OBJECTIVES: By the end of the lesson, Ss can : I. Knowledge : - Have a brief overview about natural disasters. - Get to know about others’ views on natural disasters. - Express their own’s views about natural disasters using vocabulary related to topic “natural disasters”. II. Competence : - Communication, ability to use language, self-study, creative ( make dialogue ) co- operation ( work in pair ). III. Qualities: industriousness, responsibility, honesty. B. TEACHING AIDS :textbook, cassette, dics, projector C. PROCEDURE: I. warm up: T asks Ss to work in groups to discuss the questions : “ Can we prevent natural disasters with the help of modern technology?” II. Pre – speaking. 1. Vocabulary : Matching - Ask ss to work in pairs and match the words with their meanings A B deal with responsible for something or someone Climate change take action to solve a problem Victims change in the world’s weather be in charge of someone has been hurt or dammaged 2. Listen. - Ask ss to a radio program on 4Teen News. - Then fill in the gaps with the words they hear. KEY: 1. Flooded 2. Warming 3. Used 4. Unprepared 5. Reminding III. While – speaking: 1. Discussion. - Ask ss to read the listeners’ views on natural disasters again and decide who you agree with and who you disagree with. - Talk to your friends about your opinion. - Ss make notes of the reasons for their decision. 2. Mapped dialogue : - Ask ss to work in pairs and complete the dialogue. - Then ask some pairs to present in front class. A: Hello .. B: Hi A: Are there any natural disasters in your hometown ? B: .. A: What are they ? B: .. A: Are there more natural disasters now than there were in the past ? B: I think .. A: Are we prepared to deal with natural disasters ? B: I think/ I don’t think What is your opinion ? A: I think IV. Post- speaking:Writing - Ask ss to express their own views and write them down. V. Homework: - Learn by heart the new words - Express your views on the questions in activity 1. - Prepare: Skills 1 ( Unit 9). Period 73 UNIT 9: NATURAL DISASTERS Lesson 5: Skills 1 A. Objectives : I. Knowledge : By the end of the lesson, ss will be able to : - Have a brief overview about the topic “natural disasters”. - Use the lexical items related to the topic “natural disasters”. - Get some specific information about how to prepare for a natural disaster. II. Competence : communication, ability to use language, self- study, co-operation. III. Qualities : industriouness, responsibility, honesty. IV. Skill : reading, speaking. V. Grammar : present simple tense, modal verbs. B. Teaching aids : textbook, projector, computer. C. Procedures I. Warm up: Chatting - 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. II. Pre-reading: 1. Talking: - Ss work in groups of 4, 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. 2. Discussing: - Discusswhat 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 Ss ask 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. III. While- Reading: 1- 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. 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. 2. 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. 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. 3a. 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. - Then ask Ss to match each news report to the correct picture. - Have some Ss read out their answers before checking with the whole class. Key : 1. C 2. B 3. A 3b. 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. IV. Post-reading: 1. Retelling: - Ss retell what should be done before a storm. V. Homework: Write the post-reading in notebooks