Giáo án môn Tiếng Anh Lớp 8 - Tiết 65 đến 70 - Năm học 2019-2020

tion 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 as a model if necessary)
- 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.
- 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.
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.
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 and provide help. Call on some pairs to practice in front of the class.
VOCABULARY 
- ‘property (n): tài sản 
- ‘rescue worker (n): nhân viên cứu hộ 
- accommo‘dation (n): chỗ ở 
- trap (v): mắc kẹt
1. Listen and read. 
a. Read the conversation again and fill in the gaps with no more than three words.
Key:
1. tropical storm	2. Injured
3. damage 4. trapped	
5. medical supplies	
6. temporary accommodation
b. Responding to news.
1. Oh no! 
2. That’s a relief! 
3. That’s awful!
2a Write the responses into the correct columns. Then listen, check and repeat.
Responding to good news 
Wow!	 
That’s great!	 
That’s a relief!	
How wonderful!	
That’s awesome!	 
Responding to bad news
Oh dear!
That’s awful!
How terrible!
Oh no!
That’s shocking!
b. Match the sentences (1-6) to the responses (a-f). Then practise the exchanges with a partner.
Key:
1. b	2. d	3. f	
4. c	5. a	6.e
3. Match the natural disasters with the pictures. Then listen, check your answers and repeat. Can you add more?
Key:
1. C	2. D	3. F	
4. B	5. G	6.A	
7. H	8. E
4. Work in pairs. Ask and answer questions about common natural disasters in some areas in Viet Nam.
Example: 
A: Which are the most common natural disasters in Thanh Hoa?
B: Typhoons and floods.
A: How often do they happen there?
B: Typhoons happen there about three or four times a year, and floods about twice a year.
3. Consolidation 2’ 
- T summarizes the main content of the lesson. 
4. Homework 1’
- Learn new words. 
- Undo the tasks. 
- Practise the conversation. 
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Week: 23
Period: 67
 Date of planning: 27/3/2020
 Date of teaching: 8 /4/2020
UNIT 9: NATURAL DISATERS 
Lesson 2: A CLOSER LOOK 1 
I. OBJECTIVES
1. Knowledge
By the end of the lesson, SS will be able to use the lexcial items related to the topic “Natural disasters” and pronounce words in –logy and –graphy correctly in isolation and in context. 
2. Skills
- SS will be able to develop their reading and writing skills. They do exercises and pronounce words well. 
3. Attitudes
Students are hard-working and attentive. They know more about natural disasters and how to prevent it. 
4. Competence developments
SS will develop some competences such as being determined, self-studying, creative and communicating. They will use language correctly.
II. TEACHER AND STUDENTS’ PREPARATIONS
1. Teacher’s preparations
- Textbook, extra board, pictures and cassette. 
2. Students’ preparations
- Text books, the new lessons. 
* Working arrangements: Individually, pairs and groups.
III. PROCEDURES
1. Warm - up (5’)
Write words about natural disasters.
Natural disasters 
 Typhoon 
2. New lesson 37’
T and SS’ activities
Contents
- T introduces some new words. 
Picture
Picture
Picture
Action 
Situation 
Translation 
Translation 
Situation 
Picture 
- Check: Rub out and Remember. 
- Have Ss work independently to do the activity. 
- T can ask one S to make an example. 
- Ask them to share their answers with one or more partners. 
- Play the recording for Ss to check. 
- SS repeat the sentences. With a stronger class, T may wish to ask Ss to make some more examples with the verbs in the box.
- 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.
Audio script:	
1. scatter debris	
2. take shelter	
3. evacuate the village
4. provide aid	
5. Put out the forest fire	
- 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.
- 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.
- 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.	
- 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.
VOCABULARY 20’
Vocabulary 
- e‘rupt (v): phun (núi lửa)
- rage (v): nổi cơn dữ dội (sóng)
- co‘llapse (v): đổ, sập
- strike (v): đánh, đập vào (struck, stricken)
- ‘bury (v): chôn, vùi
- shake (v): lắc, rung (shook, shaken)
- ‘scatter (v): rải, rắc, tung
- e‘vacuate (v): di tản
- put out (v): dập tắt lửa
1. Fill in each blank with a suitable verb in the correct from from the box below. Then listen, check and repeat.
Key:
1. struck	2. erupted	3. Shook
4. buried	 5. raged	6. Collapsed
2. Match the verbs in column A to the nouns in column B. Then listen, check and repeat.
Key: 1. b	2. d	3. a	4. e	5. C
3. Now use the phrases in 2 in the correct form to complete the sentences.
Key:
1. Provide aid 
2. Put out the forest fire 
3. Took shelter 
4. Scattered debris 
5. Evacuate the village.
PRONUNCIATION 17’
Stress in words ending in -logy and -graphy
4. Listen and repeat these words. Pay attention to the stressed syllables.
5. Listen and mark the stress on the correct syllable in the words below. Pay attention to -logy and -graphy.
Key:	
1. soci’ology	4. clima’tology
2. zo’ology	 5. as’trology
3. bibli’ography	6. de’mography
6. Read the following sentences and mark (‘) the stressed syllable in the underlined words. Then listen and repeat the sentences.
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
3. Consolidation 2’ 
- T summarizes the main content of the lesson. 
4. Homework 1’
- Learn new words. 
- Undo the tasks. 
- Do Ex A1, A2, B1, B2, B3 (P.19 – 20) in the workbook.
A1: circle the word with a different stress pattern.
E.g.: 1 – B
A2: Mark the stress syllable ..
E.g.: meteo‘rology
B1: Choose the best answer.
E.g.: 1 – B
B2: Match the words to their definitions.nnE.g.: 1 – E
B3: Read and fill in each blank with a suitable word.
E.g.: 1 – raging 
Week: 24
Period: 68
 Date of planning: 6/4/2020
 Date of teaching: 13 /4/2020
UNIT 9: NATURAL DISATERS 
Lesson 3: A CLOSER LOOK 2 
I. OBJECTIVES
1. Knowledge
By the end of the lesson, SS will be able to review the passive voice. They will be able to use the past perfect correctly. 
* Grammar: Passive voice, past perfect.
2. Skills
- SS will be able to develop their reading and writing skills. They do exercises correctly. 
3. Attitudes
Students are hard-working and attentive. They know more about natural disasters and how to prevent it. 
4. Competence developments
SS will develop some competences such as being determined, self-studying, creative and communicating. They will use language correctly.
II. TEACHER AND STUDENTS’ PREPARATIONS
1. Teacher’s preparations
- Textbook, extra board, pictures. 
2. Students’ preparations
- Text books, the new lessons. 
* Working arrangements: Individually, pairs and groups.
III. PROCEDURES
1. Check the previous lesson (5’)
- Write the form of the passive voice and give some examples. 
? Present simple?
? Past simple?
? Future simple?
? Present perfect? 
 - T comments. 
2. New lesson 32’
T and SS’ activities
Contents
- Ask Ss to read the conversation in GETTING STARTED again and underline all instances of the passive voice that they can find. Then, ask them to share their findings with one or more partners before checking with the whole class.
- Have Ss work independently. Then, ask them to share their answers with one or more partners. 
- Ask some Ss to write their answer on the board. 
- Confirm the correct answers.
- SS retell how to transform the active voice into the passive voice and make an example. 
- Invite two Ss to write the sentences on the board while other Ss write the sentences in their notebooks. 
- Ask some Ss to give comments on the sentences on the board. 
- Confirm the correct sentences.
- Ask Ss to read part of the conversation from GETTING STARTED, paying attention to the underlined part. Then, refer to the yellow box, explaining the form of the part perfect tense and going through the examples.
- Now ask Ss to think about the rules for the past perfect tense. First, try to elicit them from Ss. Then go through the rules in the boxes by analyzing the examples given. Then ask Ss to give some more examples of their own.
- First, have Ss work independently. Then, ask them to share their answers with one or more partners. 
- Ask some Ss to say their answers aloud. - T gives comments, and makes any correction if available.
- First, ask Ss to prepare their answers independently. 
- Then model the activity by asking a student one of the given questions. 
- Ask Ss to work in pairs. T may go around toprovide help. 
- Call some pairs to practice in front of the class.
PASSIVE VOICE: Review (13’)
1. Read the conversation in GETTING STARTED and underline any sentence in the passive voice that you can find. Check your findings with a partner.
Key:
Was anyone injured?
Only a few minor injuries were reported.
It seems many houses and public buildings were destroyed or flooded, and thousands of peoplewere left homeless.
They’ve sent recue workers to free people who were trapped in flooded homes.
Medical supplies, food and recue equipment have also been sent.
They’ve been taken to a self place where temporary accommodation will be provided for them.
2. Complete the sentences using the correct passive from of the verbs in brackets.
Key: 
1. was scattered	
2. Are built	
3. Were taken
4. will be predicted	
5. Will be delivered/ are going to be delivered
3. Rewrite the following sentences using the correct passive voice.
Key:
1. Food and blankets have been given out to homeless people (by volunteers)
2. Ten people trapped in collapsed buildings have been freed (by the rescue workers) 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.
PAST PERFECT 19’
4a Read part of the conversation from GETTING STARTED. Pay attention to the underlined part.
E.g.:
Most people had moved to safe areas when the storm broke. 
b When do we use the past perfect? Can you think of any rules?
The past perfect
* Forms:
(+) Positive
	Subject + had + past participle
(-) Negative
	Subject + had not/ hadn’t + past participle
(?) Questions:
Had + subject + past participle
Had + subject + not + past participle
Hadn’t + subject + past participle
Yes, subject + had
No, subject + hadn’t
* The usage:
- The past perfect is used to describe an action before a stated time in the past.
Ex: 
People had managed to leave the flooded villages by 11 o’clock last night.
- The past perfect is used to describe an action that happened before another action in the past.
Ex: People had already left the flooded villages when the rescue workers arrived.
5. Complete the sentences by putting the verbs in brackets into the simple past or past perfect.
Key:
1. had left, erupted	
2. arrived, had stopped	
3. had spent, arrived
4. got, hadn’t taken	
5. Found, had bought
6. Work in pairs. Ask and answer the following questions about you.
3. Consolidation 6’ 
7. GAME
Work in two teams. Take turns to give reasons why you were pleased/ upset/ happy/ angry, etc. Use the past perfect for the event that had happened. Each correct sentence gets one point. The team with the most points wins.
Model the game with the whole class first. Divide the whole class into two teams (e.g. left side and right side). Then allow members from the two teams to take turns in giving reasons why they were pleased/ upset/ happy/ angry, ect. Count the correct sentences to find the winning team.
4. Homework 2’
- Learn the structures. 
- Undo the tasks. 
- Do Ex A4, A5 (P.20 - 21) in the workbook.
A4: Complete the sentences using the passive forms of the verbs.
E.g.: 1 – is held
A5: Read the letter and write the corrrect form of each verb.
E.g.: 1 – had just left
Week: 24
Period: 69
 Date of planning: 6/4/2020
 Date of teaching: 13 /4/2020
 UNIT 9: NATURAL DISATERS 
Lesson 5: SKILLS 1 
I. OBJECTIVES
1. Knowledge
By the end of the lesson, SS will be able to read for general and specific information about how to prepare for a natural disaster and talk about natural disasters and ways to prepare for them.
2. Skills
- SS will be able to develop their reading and speaking skills. 
3. Attitudes
Students are hard-working and attentive. They know more about natural disasters and how to prevent it. 
4. Competence developments
SS will develop some competences such as being determined, self-studying, creative and communicating. They will use language correctly.
II. TEACHER AND STUDENTS’ PREPARATIONS
1. Teacher’s preparations
- Textbook, extra board, pictures. 
2. Students’ preparations
- Text books, the new lessons. 
* Working arrangements: Individually, pairs and groups.
III. PROCEDURES
1. Warm - up (5’)
(Pre – reading)
Before Ss open their books, ask the question: ‘What can we do to prepare for a natural disaster?’
- See if any Ss can come up with some ideas.
- Make notes on the board. 
- As an option, this could be done in Vietnamese with T showing how to express these ideas in English.
- Now have Ss open their books.
2. New lesson 32’
T and SS’ activities
Contents
While – reading 
- 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.
- 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.
- SS answer. 
- T and other SS comment. 
Pre – speaking 
- 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.
While – speaking 
- 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 and provide help.
- After finishing, T may call on some groups to do the role-play in front of the class.
- 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.
- 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.
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?
Suggested answers: 
- Wreak havoc: do great damage or harm to sombody/ something. (tàn phá)
- essential: necessary. (cần thiết)
- destructive: causing major damage, from the verb destroy. (có sức tàn phá)
- guidelines: rules or instructions telling you how to do something, espescially something difficult. (hướng dẫn)
- emergency: a suddenly serious and dangerous event or situation. (trường hợp khẩn cấp)
2. Read the article again and answer the questions
Key:
1. Because they can wreak havoc across large areas and cause loss of life or damage to property.
2. Learn about the risk in your area and read the information about natural disasters on local government sites.
3. Enter all the emergency contact numbers in your mobile phone so you can call the rescue and emergency workers if necessary.
4. Your emergency supply kit should include food, water, medication, personal hygiene items, copies of personal documents and some money.
5. We need to know the evacuation routes and shelters.
SPEAKING 
3a. Read the news reports (A-C) and match each one to the correct picutre (1-3).
Key : 
1. C
2. B
3. A
3b. Work in pairs. Choose one of the reports in 3.a. Role-play telling each other about the news. 
E.g.: 
A: Did you watch the news last nigh
B: No, I didn’t. What’s happened?
A: There was a powerful earthquake 
B: That’s shocking! Where was it? 
A: It was in the North East of Japan.
B: When did it happen?
A: It happened at 4 last Monday.
4a. Make a list of things to do before, during and after each of the disasters in your area. You can read the article in 1 again for ideas.
4b Discuss what you should do in the event of a natural disaster in your area. Use the information from the table above.
Example: 
A: What should you do to prepare for floods in your area?
B: First, I’ll make sure I have a disaster plan ...
A: What should you do during a flood?
B: During a flood, I should try to get to higher ground as quickly as possible ...
3. Consolidation 6’ 
Post – reading and post – speaking
- SS retell what they should do before, during and after a natural disaster. 
4. Homework 2’
- Learn by heart the new words.
- Write a paragraph about what they should do before, during and after a natural disaster. 
- Do ex D1, D2, D3 (P.22 – 23) in the workbook.
D1: Read the paragraph and choose the correct answer.
E.g.: 1 – B
D2: Read the text and choo