giao an tieng anh lop 8 tuan 25 sach moi

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GIÁO ÁN TIẾNG ANH 8 TUẦN 25
NĂM HỌC 2019 - 2020
Period: 70

Date of planning: ……/……/……
Date of teaching: ……/……/……
UNIT 9: NATURAL DISASTER
Lesson 2: A closer look 1

I. Objectives:
1. Knowledge: By the end of the lesson, students will be able to :
- Practice the vocabulary and pronunciation of the unit 9.
2. Skills: Listening, speaking
3. Attitude: Ss must have good attitude towards facing natural disaster
4. Competencies: Coping with disasters
II. Main languages:
1.Vocabulary: erupt (v), strike (v), rage (n/v), collapse (v), shake (v), scatter (v),
evacuate (v), put out (v)
2.Grammar:
3. Pronunciation:- Stress in words ending in –logy and –graphy.
III. Teaching aid: lesson plan , visual pictures
IV. Procedures
Teacher’s activities
Warm – up.( 5’)
Ask sts to tell about some natural

Ss’ activities
Whole class

Contents
Warm – up.( 5’):
Review


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disasters they’ve experienced.
Pre-listening(10’)
Pre-teach vocab:

Whole class

*Vocabulary:
erupt(v)
strike(v)
rage(n/v)

collapse(v)

shake(v)

scatter(v)

evacuate(v)
put out (v)
bury (v)
rush into(v)
debris (n)
shelter (n)

While-listening (20’)
1. Fill in each blank with a Ss work independently to do the

Key:
1. struck

suitable verb in the correct from activity. Then share their answers
from the box below. Then listen, with one or more partners.
check and repeat.
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. T may ask for a translation
of the verbs to check their

2. erupted
3.

shook

4.

buried

5. raged 6.
Collapsed


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understanding. Leaving them on
the board as a reference. Play the
recording for Ss to repeat the
sentences. With a stronger class, T
may wish to ask Ss to make some
more examples with the verbs in
the box.Finish all the exercises
Audio script:
1. Yesterday, a terrible storm
struck the rural area of Ha Giang
Province.
2. Villagers rushed into public
shelters as soon as the volcano
erupted.
3. Hundreds of buildings were
completely destroyed when the
earthquake shook the city.
4. The mudslide buried the whole
village while people were still
sleeping in their houses.
5. The forest fire raged for eight
hours and some animals were
badly injured or killed.
6. We managed to run out of the
house into the street before the
walls collapsed.
2. Match the verbs in column A

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to the nouns in column B. Then
listen, check and repeat.
T may ask for translation of some
phrases

to

check

their

understanding. Play the recording
for Ss to repeat the phrases.

First,

Ss work independently. Key: 1. b

Then,

share their answers with

one or more partners.

2. d
4. e

3. a

5.

C

Audio script: 1. scatter debris

2. take shelter

3.

evacuate

the village
4. provide aid

5. Put out the

forest fire
3. Now use the phrases in 2 in
the correct from to complete the
sentences.
Have some Ss read out their
answers before checking with the

Ss

complete

the

sentences

whole class. Confirm the correct individually, using the phrases in
Key:
answers.
2.
1. Provide aid 2. Put
Post-listening(7’)
out the forest fire 3.
Pronunciation
Took shelter
4.
Stress in words ending in -logy

Scattered

and -graphy

Evacuate the village.

4. Listen and repeat these words.
Pay attention to the stressed
syllables.

debris

5.


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Play the recording and ask Ss to Words ending in -logy and listen

and

repeat

the

words, graphy

playing attention to the stressed
syllables of each word. T may play

REMEMBER

the recording as many times as For the words ending in – logy
and – graphy, place the stress on
necessary. Explain the rule in the
REMEMBER!
Box and ask the third syllable from the end.
some Ss to give some words soci’ology clima’tology
ending in -logy and -graphy.
5. Listen and mark the stress on
the correct syllable in the words

zo’ology as’trology
bibli’ography

de’mography

Ss listen and repeat

below. Pay attention to
-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 Work in pairs
may pause after each word and ask
them to repeat chorally. Correct
their pronunciation if necessary.
6. Read the following sentences
and

mark

(‘)

the

stressed

syllable in the underlined words.
Then listen and repeat the
sentences.

Ask Ss to work in pairs to mark
the stress in the words and practice

Key:

1. soci’ology
4.

clima’tology
2.

zo’ology

5. as’trology
3.
bibli’ography 6.
de’mography


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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 Ss work in pairs
each sentences and ask them to
repeat

chorally.

Correct

their

Key:
1.

We

are

studying

the

ge’ography

of

Asia.

pronunciation. If there is not

2.

enough time, after Ss mark the

bi’ology

stress, play the recording for them,

this afternoon.

then check their answers and
repeat the sentences.

I

had

a

lesson

3. They share a
common interest

Homework(3’):

in pho’tography.

Prepare for unit 9 lesson 3

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


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Period: 71

Date of planning: ……/……/……
Date of teaching: ……/……/……
UNIT 9: NATURAL DISASTER
Lesson 3: A closer look 2

I. Objectives:
1. Knowledge: By the end of the lesson ,students will be able to :
- know how to use the grammar points correctly.
2. Skills: Listening, speaking
3. Attitude:Ss must have good attitude towards facing natural disaster
4. Competencies: Coping with disasters

II. Main languages:
1.Vocabulary: words related to the topic
2.Grammar: Passive voice, past perfect tenses.
III. Teaching aid: lesson plan , visual pictures
IV. Procedures
Teacher’s activities

Ss’ activities

Warm – up.( 5’)

Whole class

known

about

Warm – up.( 5’):
Review

- T asks Ss to tell something
they’ve

Contents

natural

disasters.
Presentation(10’)
Grammar

The passive voice: review

Whole class

Grammar points:


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Ask if Ss remember how to from

The

the passive voice. T may ask one

review

student to write the from on the

passive

voice:

The passive voice is

board and have other Ss give

formed with the verb to

examples.

be in the appropriate

If they do not remember well, ask

tense and form, and the

to read the REMEMBER! box.

past participle of the

Draw Ss’ attention to how the

main verb. Only verbs

passive

which can take an object

voice

is

formed

by

analysing the rule. Then ask some

can be used in the

more able Ss to give some

passive.

examples to illustrate this.

Ex:
- Only a few minor
injuries were reported.
- Medical supplies, food
and rescue equipment
have also been sent.
Key:

Practice (20’)
1. Read the conversation in
GETTING

STARTED

and

underline any sentence in the

Pairwork

Was anyone injured?
Only

a

few

minor

injuries were reported.

passive voice that you can find.

It seems many houses

Check your findings with a

and

partner.

were

Ask Ss to read the conversation in
GETTING STARTED again and
underline all instances of the

public

buildings

destroyed

or

flooded, and thousands
of

people

homeless.

were

left


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passive voice that they can find.

They’ve

Then, ask them to share their

workers to free people

findings with one or more partners

who were trapped in

before checking with the whole

flooded homes.

class.

sent

recue

Medical supplies, food
and rescue equipment
have also been sent.
They’ve been taken to a
self

place

where

temporary
accommodation will be
provided for them.
Key:
1. was scattered
2. Are built

2. Complete the sentences using

3.

the correct passive from of the

Were taken

verbs in brackets.
Have

Ss

work

independently.

Ss work independently.

4. will be predicted 5.
Will be delivered/ are

Then, ask them to share their Then share their answers with one going to be delivered
answers with one or more partners. or more partners.
Key:
Ask some Ss to say their answers
aloud.

Confirm

the

correct

have been given out to

answers.
3.

Rewrite

sentences

1. Food and blankets

the

using

passive voice.

the

following
corrects

homeless

people

(by

volunteers)
2. Ten people trapped in
collapsed buildings have

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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

been
Ss work independently. Then,

correct

going to be organized to
raise money for the
victims of the flood.

homework.

GETTING

The past perfect
STARTED.

* Forms:

Pay attention to the underlined (+) Positive
part.

Subject + had + past

Ask Ss to read part of the participle
GETTING (-) Negative
STARTED, paying attention to
Subject + had
the underlined part. Then, refer to
hadn’t + past participle
the yellow box, explaining the
conversation

from

not/

from of the part perfect tense and (?) Questions:
going through the examples.

(by

5. A garden party is

carefully. The rest can be done as

from

destroyed

damage will be caused.

them

4a Read part of the conversation

whole

the storm, a lot of

for Ss. Have Ss write the next two

The past perfect

the

4. If the area is hit by

support, model the first sentence
correct

the

the storm)?

For a class that needs more

and

Was

village

sentences.

sentences

(by

rescue workers) so far.

share their answers with one or 3.
more partners.

freed

Had + subject + past


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b When do we use the past participle
perfect? Can you think of any
rules?

Had + subject + not +
past participle

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

Hadn’t + subject + past
participle
* Short answers to Yes/ No
questions:

given. Then ask Ss to give some

(+) Yes, subject + had

more examples of their own.

(-) 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.


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5. Complete the sentences by First Ss work independently. Then Key:
putting the verbs in brackets share their answers with one or
into the simple past or past more partners.
perfect.

2.

arrived,

had stopped

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 give comments, and
makes any correction if available.
6. Work in pairs. Ask and
answer the following questions Pairwork
about you.
First, ask Ss to prepare their
answers

1. had left, erupted

independently.

Then

model the activity by asking a
student one of the given questions.
Ask Ss to work in pairs. T may go
around to provide help. Call some
pairs to practice in front of tha
class.
Further practice(7’)
7. GAME
Work in two teams. Take turns Team work
to give reasons why you were
pleases/ upset/ happy/ angry, etc.
Use the past perfect for the event

that had happened. Each correct

3.

had spent, arrived
4. got, hadn’t taken 5.
Found, had bought


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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.
If time does not allow, T can
choose either activity 6 or 7 for Ss
to do.
Homework(3’):
Prepare for unit 9 lesson 4

Period: 72

Date of planning: ……/……/……
Date of teaching: ……/……/……
UNIT 9: NATURAL DISASTER
Lesson 4: Communication

I. Objectives:
1. Knowledge: By the end of the lesson ,students will :
have some general knowledge of natural disasters.
2. Skills: Reading, speaking ,writing


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3. Attitude:Ss must have good attitude towards facing natural disaster
4. Competencies: Coping with disasters
II. Main languages:
1.Vocabulary: words related to the topic
2.Grammar:
III. Teaching aid: lesson plan , visual pictures
IV. Procedures
Teacher’s activities
Warm – up.( 5’)

Ss’ activities
Whole class

Contents
Warm – up.( 5’):
Discuss

YOUR VIEWS ON NATURAL
DISASTERS
Before Ss open their books, ask
them to work in groups to discuss
the question. Can we prevent
natural disasters with the help of
modern technology?
Pre-speaking(10’)
Pre-teach vocab:
Help Ss understand the meanings
of the words in Extra vocabulary,
and any other words from the text

Whole class
*Vocabulary:

you think they won’t know, by

- climate change = a

using examples, definitions or

permanent

even traditions.

weather conditions.

change

in

- victim = a person who


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has

been

attacked,

injured or killed as the
result of a crime, a
disease, an accident, ect.
While-speaking(20’)

- in charge = in a

1. Listen to a radio programme

position

on 4 Teen News. Then fill in the

control or responsibility

gaps with the words you hear.

for sb/ sth.

First, have Ss read the interview

Key:

and guess what the missing word Audio script:
for each gap in the interview is. Welcome to ‘Nature and You.’
Write the Ss’ ideas on the board. Today we have asked our listener

of

1. flooded
2. warming

Ask Ss to say which question each our listeners around the world to 3. used
person is answering (Sarah and call us to express their views on
4.unprepared
Peter: the first question; Nubita these two questions: ‘Are there
and Linh: the second question). more natural disasters now than 5. Reminding
Then play the recording. The first there were in the past?’’’ and ‘Are
time, ask Ss to close their books we prepared to deal with natural
and listen only. Then play the disasters?’
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. Refer Ss back to the
ideas on the board and decide

together if all of them are possible
options. If time is limited, T may
play

only

the

sentences

that

- Hi, I’m Sarah from Sydney,
Australia. I think there are more
natural disasters now than there
used to be. Whenever I what the
news on TV, I see places that are
flooded or affected by drought.
I’m certain this is the result of
climate
warming.

change

and

global

having

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include the information Ss need - Hello, I’m Peter from London,
for their answers.

England. I don’t think that there
are more natural disasters now
than in the past. But more are
being reported on the news in
shorter time periods. We’ve seen
them so often on the news that
we’ve become used to them.
- Hi, everyone, I’m Nubita from
Tokyo, Japan: I think recent
earthquakes and tsunamis just
show how unprepared we are to
deal with them. Despite all the
technology

and

knowledge

available to us nowadays, many
people become victims of natural
disasters.
- Good evening everyone, I’m
Linh from ha Noi, Viet Nam. I
don’t think we can prepare for

natural disasters as nobody knows
when or where they are going to
2. Read the listeners’ views on strike.
natural

disasters

again

It’s

Nature’s

way

of

and reminding us who is in charge and

decide who you agree with and that we should show more respect
who you disagree with.

to the natural environment.

Ask Ss to decide whose opinions
they agree with and who they

Work individually

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disagree with.
3. Answer the two questions. Ss make notes of the reasons for
Express your own views and their decision
write them down below.
Have Ss make notes of their
answers to the two questions in the

Pairwork

interview. Remind Ss that it does
not matter what their answers are,
and that it is more important that
they justify their answers. T may
go around to provide help.
Post-speaking(7’)
4. Work in pair. Now compare
your views with a partner. Do
you share the same views?
Encourage each pair to negotiate
for the same views. If time allows,
have some Ss report on their
answers. Otherwise, move around Ss work in pairs to share their
the class while Ss do this activity answers with a partner.
and give assistance.
Homework(3’):
Prepare for unit 9 lesson 5
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