Giáo án Tiếng Anh Khối 8 - Unit 9: Natural disasters

week:24	 Preparing date: 
Period: 70	 Teaching date: 
UNIT 9: NATURAL DISASTERS
Lesson 1: Getting started
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
- listen and read the dialogue about the typhoon in Nam Dinh province for details and then do some related exercises.
- use lexical items related to natural disasters
 - respond to good 
2. Qualities:
 Skills: Speaking, listening, reading, writing.
Attitude: - Positive about natural disasters.
 - Students know how to learn English in right way.
3. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
IV./. Procedure
Ss and T’s activities
Content
ACTIVITY 1: WARM-UP (5’)
AIMS:
-To attract Ss’s attention to the lesson 
-To lead into the new lesson
CONTENTS:
Vocabulary about natural disasters
PRODUCTS:
Sts’ attention on the topic
ORGANIZATION:
 Matching
* Activity 2a P27
a First, have Ss work independently. Then allow them to share answers before playing the recording for them to check. Play the recording for Ss to repeat the phrases. Remind Ss to pay attention to their intonation as they practice.
Key:
Responding to good news
Responding to bad news
Wow!
Oh dear!
That’s great!
That’s awful!
That’s a relief!
How terrible!
How wonderful!
Oh no!
That’s awesome!
That’s shocking!
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
AIMS: Help students listen, read and do some exercises about the conversation
CONTENTS : 
- Listen to the conversation
- learn new words about natural disaster
PRODUCTS:
- sts’ knowledge of natural disasters
- words and structures
ORGANIZATION:
2. Getting- started (10')
2.1. Vocabulary
- Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: Matching (Activity 3 P27)
? Work in pairs to match the words/phrases to the pictures. 
? Then share answers with another.
 ? Listen and check. Then repeat the words/phrases.
- typhoon
(n):
bão nhiệt đới
- tsunami
(n):
sóng thần
- volcanic
(n):
núi lửa
- tornado
(n):
lốc xoáy
- mudslide
(n):
lũ bùn
- drought
(n):
hạn hán
- flood
(n):
lũ lụt
- severe /si'vi:r/
(adj)
khốc liệt
- property
(n):
tài sản, của cải
- debris 
(n):
vôi gạch đổ nát
- Repeat in chorus and individually
- Copy all the words
1. C 2. D 3. F 4. B 
5. G 6. A 7. H 8. E
2.2. Listen and read
* Introduction: Write the unit title on the board ‘Natural Disasters’. 
? Answer the questions about natural disasters that have happened where you live or anywhere else in the world that you know of.
? What was the natural disaster?
? When did it happen?
?Was there any damage to people or property?
* Set the scenes:
? Look at the picture. 
- Ask Ss questions about the picute:
E.g.
? Where are Duong and Nick? 
? What are they talking about?
? Which natural disasters can we see in the speech bubbles?
‘Natural Disasters’
 - Answer the questions individually.
- They are at school.
- They are talking about Natural Disasters.
- They are tornado, flood and earthquake.
ACTIVITY 3: PRACTICE (15’)
AIMS: help Sts widen their knowledge of natural disasters and vocab 
CONTENTS :
Exercises p27	
PRODUCTS:
Keys to Exercises p27
ORGANIZATION:
Doing (20'')
3.1. Gap fill (1a P27)
? Read each sentence and locate the information in the conversation, then choose suitable words/phrases to fill each blank. 
? Work independently. 
- Then allow them to share answers before discussing as a class.
3.2. Responding to the news (1b P27)
- T models 
- Focus on intonation, stressing the first syllable of ‘terrible’. 
? Do the same with other Ss around the class. 
? Refer back to the conversation to find the other phrases. 
? Practice saying the phrases with correct intonation. ( Play the recording again as a model if necessary).
Key: 
1. tropical 2. injured 
3. damage 4. trapped 
5. medical supplies 6. temporary accommodation
T: My cat died.
S: That’s terrible!
Key: 1. Oh no! 2. That’s relief 3. That’s awful!
3.3. Matching 2b P27)
? Work independently then share the answers before T gives comments. 
- Point out that some of the response could fit more than one statement. 
Key:
1.b 2.d 3. f 
 4. c 5. a 6. E
Ask Ss which of these natural disasters can happen in Viet Nam. Then model this activity with a more able student. Next ask Ss to work in pairs. Go around to provide help. Call on some pairs to practice in front of the class.
E.g: 
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.
ACTIVITY 4: PRODUCTION (5’)
AIMS:
Review the lesson
CONTENTS :
New words and structures
Natural disasters in your area
PRODUCTS:
Vocabulary of natural disaster and social knowledge about natural disasters
ORGANIZATION:	
Further practice (3')
? Sum up the main content of the lesson.
Production(2')
Homework:
? Learn by heart all the new words.
? Do Ex B2,3 P20 (Workbook)
? Prepare: Closer Look 1
- Collect pictures, songs, clips talking about natural disasters.
- Answer individually
- Take note
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Kiểm tra ngày tháng năm 
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week:25	 Preparing date: 
Period: 71	 Teaching date: 
UNIT 9: NATURAL DISASTERS
Lesson 2: A closer look 1
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
- learn more words about natural disasters
- remember the rules of stress in words ending in -logy and -graphy
2. Qualities:
Skills: Speaking, listening, writing.
Attitude: - Positive about natural disasters.
 - Students know how to learn English in right way.
3. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
IV./. Procedure
Ss and T’s activities
Content
ACTIVITY 1: WARM-UP (5’)
AIMS: help sts change the state from relaxation to concentration
CONTENTS :
Natural disaster in your area
PRODUCTS:
Science vocabulary
ORGANIZATION:
Matching
- Give out the posters
? Match a word with its meaning
- Teacher monitors and gets feedback.
A
B
1. ecology
2. biology
3. photography
4. apology
5. biography
6. psychology
7. sociology
8. zoology
9. bibliography
10. demography
11. astrology
12. climatology
a. lời xin lỗi
b. khí hậu học
c. sinh thái học
d. tâm lí học
e. động vật học
f. thiên văn học
g. sinh vật học
h. thuật chụp ảnh
i. nhân khẩu học
j. thư mục
k. khí hậu học
l. tiểu sử 
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
AIMS: teach new words
CONTENTS :
Vocabulary of A closer Look 1
Word form
PRODUCTS:
Key to Task 2,3,4 TB P28
ORGANIZATION
Vocabulary 
2. 1. Vocabulary
- Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: Ordering
- erupt
(v):
phun
- rage
(v):
diễn ra ác liệt
- bury
(v):
chôn vùi, chôn
- shake
(v):
rung
- collapse
(v):
sụp, sụp đổ
- strike
(v):
đánh, đập
- evacuate
(v):
sơ tán
- Repeat in chorus and individually
- Copy all the words
2.2. Gap fill (Activity 1 P28)
- Write the first verb erupt on the board and elicits the past tense from Ss, writing erupted on the board. 
? Do the same with all the verbs. 
? Work independently to do the activity. 
- Play the recording for Ss to repeat the sentences. 
2.3. Matching (2 P28)
? Match the verbs in A to the nouns in B.
? Listen and check then repeat.
- erupt - erupted
Key: 1. struck 2. erupted 3. shook 
 4. buried 5. raged 6. collapsed
1. e
2. b
3. a
4. d
5. c
2.4. Complete the sentences (3P28)
? Use the phrases in 2 in the correct form to complete the sentences
Key:
1. provide shelter 
2. put out the forest fire 
3. evacuated the village 
4. scattered debris 
5. take aid
ACTIVITY 3: PRACTICE (15’)
AIMS: 
Help sts know the meaning and how to read different word forms
CONTENTS :
Rules of Stress in words ending in -logy and –graphy
PRODUCTS:
Key to Task 5 P28
ORGANIZATION:
Pronunciation
Stress in words ending in -logy and –graphy
* Remember: For words ending in -logy and -grapgy, place the stress on the third syllable from end.
3.1. Listen and repeat (4 P28)
? Ss listen and repeat. Pay attention to the stress syllables
- Then have Ss say the words individually.
-logy
-graphy
ecology
photography
biology
biography
apology
geography
psychology
technology
3.2. Mark the stress (Activity 5 P28)
? Mark the stress in the words first. 
? Listen, check and read aloud. 
3.3. Mark the stressed syllables in the underlined words (Activity 6 P28)
? Read the sentences first.
? Mark the stressed syllables in the underlined words.
? Listen and repeat the sentences
Key:
1. so'ciology 
2. zo'ology 
3. bibli'ography
4. climat'ology 
5. as'trology
6. de'mography
ACTIVITY 4: PRODUCTION (5’)
AIMS:
Help sts find more word ending ending in -logy and -graphy CONTENTS :
A list of words ending ending in -logy and -graphy by sts
PRODUCTS: 
Sts can read and inderstand the words given
ORGANIZATION:
Further practice (2')
? Recall the rule of stress in words ending in -logy and -graphy
Production(3')
Homework:
? Learn by heart all the new words.
? Do Ex A1,2 P 19; B1 P19
? Prepare: Closer Look 2
- Collect pictures, songs, clips talking about natural disasters.
- Answer individually
- Take note
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week:25	 Preparing date: 
Period:72	 Teaching date: 
UNIT 9: NATURAL DISASTER
Lesson 3: A closer look 2
I./. Objectives
1. Knowledge: By the end of the lesson, ss will be able to:
- Review the use of the passive voice
- Learn about the past perfect and practice doing some exercises using these two structures
2. Qualities:
Skills: Use of English.
Attitude: - Positive about natural disasters.
 - Students know how to learn English in right way.
3. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
IV./. Procedure
Ss and T’s activities
Content
ACTIVITY 1: WARM-UP (5’)
AIMS:
Review Passive Voice
CONTENTS :
Present Simple, Past Simple, Simple Future in Passive Voice
PRODUCTS:
Sts can recall the knowledge the have learnt before.
ORGANIZATION:
Review passive voice
? Study REMEMBER!
? How do we form the passive voice?
? Which kind of verb can be used in the passive? 
? Work in three groups to write the forms of the passive voice in past simple, present simple and future tense.
- We form the passive voice with the verb to be in the appropriate tense and form and the past participle of the main verb.
- Only verbs which can take an object can be used in the passive.
1. Past simple: S + was/were + PP....
2. Present simple: S + is/am/are + PP....
3. Future: S + will be + PP....
 is/am/are + going to be + PP....
ACTIVITY 2 : KNOWLEDGE FORMATION (20’) 
AIMS:
Help sts know deeply how and when to use the passive voice
CONTENTS :
Passive Voice in Present Simple, Past Simple, Simple Future
PRODUCTS:
Sts’understanding ORGANIZATION:
Grammar 1. The passive voice 
 2.1. Activity 1 P29
? Read the conversation in GETTING STARTED.
? Underline any sentences in the passive voice that you can find.
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 people were left homeless.
They’ve sent rescue workers to free people who were trapped in flooded homes.
Medical supplies, food and rescue equipment have also been sent.
They’ve been taken to a safe where temporary accommodation will be provided for them.
2.2. Ss and T’s activities 2 P29
? Work independently. 
- Then, ask them to share their answers with one or more partners. 
? Say the answers aloud.
- Confirm the correct answers.
Key:
Was scattered 2. Are built 
3. Were taken
4. will be predicted 5. Will be delivered/are going to be delivered
2.3. Activity 3 P29
- Invite two Ss to write the sentences on the board while other Ss write the sentences in their notebooks.
? Model the first sentence for Ss. 
- Have Ss write the next two sentences and correct them carefully. The rest can be done as homework.
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 for raise money for the victims of the flood.
ACTIVITY 3: PRACTICE (15’)
AIMS:
Help sts know deeply how and when to use Past Perfect Tense
CONTENTS :
Formula and usage
PRODUCTS:
Sts’understanding 
ORGANIZATION:
Grammar 2: The past perfect (15'')
3.1. Activity 4 P29
 ? Read part of the conversation from GETTING STARTED.
? Paying attention to the underlined part. ? Refer to the yellow box, explaining the form of the past perfect tense and going through the examples.
? When do we use the past perfect?
? Can you think of any rules?
? Read the example in 4b P29
- We use the past perfect to describe:
 + an action before a stated time in the past
 + an action that happened before another action in the past
(+) Positive
 Subject + had + past participle
Example: I had left when they came.
(-) Negative
 Subject + had not/hadn’t + past participle
Example: I hadn’t left when they came.
(?) Questions:
 had + subject + past participle
 had + subject + not + past participle
 hadn’t + subject + past participle
Example: 
 Had you left when they came?
 Had you not left when they came?
 Hadn’t you left when they came?
Short answers to Yes/No questions:
(+) Yes, subject + had.
(-) No, subject + hadn’t
Example:
 Had you left when they came?
 Yes, I had. / No, I hadn’t.
3.2. Activity 5 P30
? 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 avaible.
Key:
1. had left, erupted 2. arrived, had stopped 3. had spent, arrived
4. got, hadn’t taken 5. found, had bought
3.3. Activity 6 P30
? Work in pairs. Ask and answer the following questions about you.
- T may go around to provide help. Call some pairs to practice in front of the class.
E.g: 
A: What had you learned to do by the time you started primary school?
B: By the time you started primary school, I had learned how to ride a bike.
3.4. Activity 7 P30
- Model the game with the whole class first. Divide the whole class into two team ( e.g. left side and right side ). 
? Take turns in giving reasons why they were pleased/ upset/happy/angry, etc. Count the correct sentences to find the winning team
E.g: On my birthday, I was very pleased because I had received a nice present.
ACTIVITY 4: PRODUCTION (5’)
AIMS: Review and Further Practices
CONTENTS :
Some sample sentences
PRODUCTS:
Sts can change a sentence frommactive to passive
Sts can make a sentence in Past Perfect tense
ORGANIZATION:
Further practice (2')
? Recall the uses of the past perfect tense
Homework:
? Learn by heart all the new words and structures.
? Do Ex B3,4,5 P20 (Workbook)
? Prepare: Communication
- Collect pictures, songs, clips talking about natural disasters.
- Answer individually
- Take note
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week:25	 Preparing date: 
Period:73	 Teaching date: 
UNIT 9: NATURAL DISATERS 
Lesson 4: Communication
I./. Objectives
1. Knowledge: By the end of the lesson, Ss will be able to:
	- Use the lexical items related to the topic ‘Natural disaters ’ to express their own ideas about natural disasters by answering 2 questions then compare with their partners.
2. Qualities
Skills: Speaking, listening, reading, writing.
Attitude: - Positive about natural disasters.
 - Students know how to learn English in right way.
3. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
IV./. Procedure
Ss and T’s activities
Content
ACTIVITY 1: WARM-UP (5’)
AIMS:
-To attract Ss’s attention to the lesson 
-To lead into the new lesson
CONTENTS:
Vocabulary about ways of learning languages
PRODUCTS:
Sts’ attention on the topic
ORGANIZATION:
Chatting
- T gives the question:
Can we prevent natural disaters with the help of modern technology?
- Ask ss to discuss the questions in groups of 6 ss
- Call on some representatives from some groups to reprent their ideas
- Introduce the new lesson 
- Answer the questions
ACTIVITY 2 : KNOWLEDGE FORMATION (20’) 
 AIMS:
- help sts learn more words about natural disasters
CONTENTS:
Vocabulary about natural disasters
PRODUCTS:
Vocabulary
Concepts of disasters
ORGANIZATION
* Teaching vocabulary(5’)
- Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: Slap the board
-deal(v): đối phó
-view(n): quan điểm
-tsunami(n): sóng thần
-strike(v): tấn công
-victim(n): nạn nhân
-charge(n) : nhiệm vụ , bổn phận
ACTIVITY 3: PRACTICE (15’)
AIMS:
-practice the main topic 
CONTENTS:
Discussion on natural disasters and ways of preventing them
PRODUCTS:
Sts’ own opinion on the topic
Vocabulary about disasters
Key to Communication
ORGANIZATION:
Communication 1
2.1.Listen to a radio programme on 4teen news. Then fill in the gaps with the words you hear. (12’)
- Use the pictures to set the scene
- Have ss read the interview and guess what the missing word for each gap in the interview
- Collect ss’ ideas
-Ask ss to listen to the recording and fill in the missing words
- Play the recording twice
- Ask ss to compare with their partners
- Get feedback
- Play once to check the answers
Communication 2
3.2.Read the listeners’ views on natural disaters again and decide who you agree with and who you disagree with (5’)
 - Ask ss to decide whose opinions they agree and who they disagree with. 
- Ask ss to make notes of the reasons for their decision
-Listen to the recording and fill in the missing words first then share compare
Key : 
1. flooeded
2. warming
3.used
4. unprepared
5.reminding
- Read the listeners’ view and decide whose opinions you agree and who you disagree with
3.3. Answer the two questions . Express your own views and write them down below(8’)
- Have ss make notes of their answers to the two questions in the interview
- Remind ss that it doesn’t matter what their answers are and that is more important that they justify their answers 
3.4. Work in pairs. Now compare your view with a partner. Do you share the same views ?(5’)
- Ask ss to work in pair to share their answers with a partner
- Encourage each pair to negotiate for the same views. 
- Have some ss report on their answers
- Work individually to make notes of their answers to the two questions in the interview
- Work in pairs
-Report on their answers
ACTIVITY 4: PRODUCTION (5’)
AIMS: Review
CONTENTS :
Natural disasters all over the world and in your area
PRODUCTS:
Facts 
ORGANIZATION:
Further practice (3')
- Summarize the lesson 
Homework:
 -Guide ss how to Ex B4,5 P 20
- Collect pictures, songs, clips talking about natural disasters.
Take note
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Kiểm tra ngày tháng năm 
 .
 ..
 ..
week:26	 Preparing date: 
Period:74	 Teaching date: 
UNIT 9: NATURAL DISASTERS
Lesson 5: Skills 1
I./. Objectives
1. Knowledge: By the end of the lesson, Ss will be able to:
 - Read for specific information about natural disasters in a news report
 - Talk about natural disater and what to do when it happens
2. Qualities:
Skills: Speaking, reading.
Attitude: - Positive about natural disasters.
 - Students know how to learn English in right way.
3. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
IV./. Procedure
Ss and T’s activities
Content
ACTIVITY 1: WARM-UP (5’)
AIMS:
Review vocab about natural disasters
CONTENTS :
Natural disasters and how to prepare for them.
PRODUCTS:
Sts can recall the knowledge the have learnt before.
ORGANIZATION
Chatting
- Ask ss to close the book and answer the question
 ? What can we do to prepare for a natural disaster?
- Introduce the new lesson 
- Answer the question
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
AIMS:
Help sts promote reading skill
CONTENTS :
Questions and answers about the 2 pictures in the textbook
PRODUCTS:
Sts can answer the questions
ORGANIZATION:
Reading- 15' 
Pre-reading
2.1. Read an article about how to prepare for a natural disaster. Look at the words in the box then find them in the text and underline them. What do they mean?
- T asks ss to scan the passage and find out where the words : wreak havoc, essential, destructive, guideline, emergency are in the passage then asks if ss know the meaning of these words. If they don’t, T may help ss work out the meaning of these words from the context
While-reading
-essential(adj): cần thiết
- wreak havoc(v):hủy hoại
-destructive(adj): có tính tàn phá 
-guideline(n): đường hướng
- emergency(n): tình trạng khẩn cấp
-kit(n): đồ đạc
-evacuation(n): sự sơ tán
-ash(n): tro
-lava(n): dung nham
2.2. Read the article again then answer the questions 
- Work individually then compare their answers with a classmate before giving the answers
- Ask some ss to write the answers on the board then confirm the correct answers 
- Work individually then compare with partner
Key:
1.Because they can wreak havoc across large areas and cause loss of life or damage to property
2.Learn about the risks in your area and read the information about natural disaters on local government sites
3.Enter all the emergency contact numbers in your mobile phone so you can call rescue and emergency workers if necessary
4.Your emergency supply kit should include food, water, medications, personal hygiene items, coppies of personal documents and some money
5.We need to know the evacuation routes and shelters
ACTIVITY 3: PRACTICE (15’)
AIMS:
Help sts promote reading and speaking skill
CONTENTS :
Reading comprehension, discussion
PRODUCTS:
Sts can underline the key words and work individually 
ORGANIZATION:
Post-reading
Speaking 
3.3a. Read the news reports then match each one to the correct pictures
- Have ss read the news report then match the news report to the correct pictures
- Ask some ss to read out their answers before checking with the whole class
3.3b. Work in pairs. Each pair can choose one of the reports in 3. Role- play telling each other about the news. Use the example below.
 First, remind ss of the responses they practised in Getting started, refer them back to this section if necessary .
- Ask ss to work in groups of 4 ss and role play telling each other about one of the news in 3.
- Ask some groups to do role-play in front of the class
3.4. Make a list of things to do before , during and after each of disasters in your areas. You can read the passage in 1 again for ideas 
- Ask ss what disasters often happen in their areas
- Elicit the answers from ss and choose two disasters that happen most . 
- Divide the class into 2 groups to discuss and write down what do do before, during and after this diasters 
b. Discuss what you should do in the event of a natural disasters in your area. Use the information from the table above
- Have ss work in 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
- Invite some pairs to demonstrate their conversations in front of the class
 Key :
1C 2B 3A
- Work in groups of 4 ss and role play telling each other about one of the news in 3.
-Work in groups to discuss and write down what do do before, during and after this diasters 
Ask and answer questions about the things they should do in the event of each disaster they had discussed in a
ACTIVITY 4: PRODUCTION (5’)
AIMS: Review
CONTENTS :
Passive Voice
Languages and facts
PRODUCTS:
Facts 
ORGANIZATION:
Further practice (3')
- Sum up the main content of the lesson.
Homework (2')
- Do Ex C1.2, D1,2 P 22,23 
- Collect pictures, songs, clips talking about natural disasters.
Answer 
- Take note
-------------------------------o0o------------------------------
Kiểm tra ngày tháng năm 
 .
 ..
 ..
week:26	 Preparing date: 
Period:75	 Teaching date: 
UNIT 9: NATURAL DISASTERS
Lesson 6: Skills 2
I./. Objectives
1. Knowledge: By the end of the lesson, Ss will be able to:
listen for specific information about a natural disaster in a news report
write a news reports on a natural disaster
2. Qualities:
 Skills: Listening, writing.
Attitude: - Positive about natural disasters.
 - Students know how to learn English in right way.
3. Competence: Communication, self-learning capability, creative capacity, ability to use of language 
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
IV./. Procedure
Ss and T’s activities
Content
ACTIVITY 1: WARM-UP (5’)
AIMS:
Review usages of Passive Voice
CONTENTS :
Formulas
PRODUCTS:
Sts can recall the knowledge the have learnt before.
Vocab and knowledge of natural disasters and how to prepare for them
ORGANIZATION:
- Brainstorming: effects of a typhoon
- Work in teams: write as many words as possible
ACTIVITY 2 : KNOWLEDGE FORMATION (20’) 
AIMS:
Improve listening skill
CONTENTS :
Vocabulary of typhoon and other natural disasters
PRODUCTS:
Sts can recall the knowledge the have learnt before.
Vocab and knowledge of disasters
ORGANIZATION:
Pre-listening:
2.1. Activity 1: 
- Remind Ss about listening for key words in statements. Play the recording and ask Ss to correct the statements. Then ask two or three Ss to write their answers on the board. Play the recording again for Ss to check the answers.
While-Listening
Key:
1. A typhoon hit Nghe An Province last night.
2. Dozens of people were seriously injured in the storm.
3. There was extensive damage to property in Cua Lo, a coastal town in Nghe An
4. The storm had already weakened when rescue workers arrived in the area.
5. According to the weather bureau, heavy rain will continue over the next few days.
2.2. Activity 2: 
- First, ask Ss to work in pairs to discuss the missing word for each gap from the information they have heard in 1. Then play the recording again and allow Ss to fill in the gaps as they listen. Ask Ss to share their answers in pairs before playing the recording a final time to allow pairs to check their answers. If time is limited, T may play only the sentences that include the information Ss need for their answers.
Key:
which 2. homeless 
3. Damage 4. flood 
5. debris 6. Accommodation
ACTIVITY 3: PRACTICE (15’)
AIMS:
Improve writing skill and review vocab
CONTENTS :
Causes and effects of natural disasters
PRODUCTS:
Sts can recall the knowledge the have learnt before.
Vocab and knowledge of natural disasters
ORGANIZATION:
Post-listening
3.1. Activity 1: 
- Ask Ss to make notes about a natural disaster they or one of their family members have experienced in the given table. Remind them that they do not have to write full sentences and they can use abbreviations. Then, ask Ss to share their notes with their partners. T may ask some more able Ss to read out their notes to the whole class.
- pair work
3.2. Activity 4: 
- Set up the writing activity. Remind Ss that the first and most important thing is always to think about what they are going to write. In this case, Ss can use the chart in 3 as a model for their report. T may still need to provide some help with the language necessary for writing.
Ask Ss to write a draft report first. Then have t