UNIT 9 TIẾNG ANH 8 THÍ điểm

Unit 9: NATURAL DISASTERS
Period 73: Getting started
1. Objectives
- Language content:
+ To introduce some types of natural disasters and words to describe a natural disaster.
+ To review passive voice and to introduce the past perfect tense.
- Language function:
+ To improve sts’ listening skill, speaking skill, writing skill, reading comprehension
+ To help them understand and do the tasks given correctly.
+ By the end of the lesson, students can use some expressions to react the news of some natural disasters and ask
and answer questions about common natural disasters.
- Educational aims: +To educate the Ss about the environment to reduce natural disasters.
2. Language contents:
+ Grammar:- passive voice: review
- past perfect tense
+ Vocabulary: lexical items related to the topic “Natural disasters”.
3. Techniques / activities: Group/ pair work, individual work, guessing game, using pictures, matching,
repetition, asking and answering, Explanation.
4. Teaching aids: Ss’ books, text books, tape & radio, pictures, real objects.
5. Procedures
Time
Teaching steps
4ms
I. WARM UP:
1. Networks: name some natural disasters you know
Natural
disasters

6ms

earthquakes

2. Guiding questions:
a. Have you ever experienced any of these natural disasters? What happened? How did you feel?
-Introduces the lesson: today we’re going to listen and read a conversation between Duong and
Nick. They are talking about a typhoon.
I. PRE – PRACTICE
1. New words
Use techniques (translation, guessing from situations), pictures to present vocabularies
+ typhoon(n) /taɪˈfuːn/ : tropical storm
+ severve (adj) /sɪˈvɪə r / very serious
+ disaster(n) /dɪˈzɑː.stə r / : (an event which results in) great harm, damage or death, or serious
difficulty
+ rescue worker: nhân viên cứu hộ
+ be trapped (v): If someone or something is trapped, they are unable to move or escape from a
place or situation
e.g: The two men died when they were trapped in a burning building.
+ accommodation (n) /əˌkɒm.əˈdeɪ.ʃ ə n/ : a place to live, work, stay, etc. in
→ temporary accommodation: chỗ ở tạm thời
2. Grammar:
+ passive voice: review
- Have sts read the dialogue and find out the passive in the dialogue.
Example: Was anyone injured?


26ms

+ past perfect tense: had + PP
Eg: Most people had moved to safe areas when the storm broke.
III. CONTROLLED - PRACTICE
* Activity 1:

- Let Sts open their book and look at the picture. Ask sts about the picture:
Where are Duong and Nick? What are they talking about?
Which natural disasters can we see in the bubbles?
- Plays the recording . Ss listen and read. T can play the recording more than once. Pause the
recording at the appropriate places if sts need help with comprehension.
a. - Asks Ss to read each sentence and locate the information in the conversation, then choose
suitable words/ phrases to fill each blank.
Has sts work independently. Then allows them to share their answers before discussing as a class
- Asks some sts to give their answers
- Gives feedback
Keys:
1. tropical storm 2.injured 3.damage 4. trapped 5. medical supplies 6. temporary accommodation
b. – Models an exchange by giving some bad news, “My cat died” and eliciting the response from
the sts”That’s terrible.” Do the same with other sts around the class.
- Asks sts to read the conversation again and find similar responses
*KEY:
1. Oh no
2. That’s a relief!
3. That’s awful!
*Activity 2:
a. - First has sts work independently. Then allows them to share their answers before playing the
recording for them to check. Play the recording for them to repeat.
- Remind sts pay attention to their intonation as they practise.
KEY:
Responding to good news
Responding to bad news
Wow!

5ms

Oh dear!

That’s great!
That’s awful!
How terrible!
That’s a relief!
Oh no!
How wonderful!
That’s awesome!
That’s shocking!
b. - First has sts work independently. Then allows them to share their answers before T gives
comments. Point out that some of the responses could fit more than one statement.
- Has sts work in pairs, practising the exchanges with good intonation.
- Goes around the class to provide help.
Keys: 1. b
2. d
3. f
4. c
5. a
6. e
*Activity 3:
- Has sts work in pairs to match the words/ phrases to the pictures. Then allows them to share their
answers with another pair before playing the recording for them to check.
- Plays the recording for them to repeat the words/ phrases.
Keys: 1. C
2. D
3. F
4. B
5. G
6. A

7. H
8. E
IV. FREE - PRACTICE
*Activity 4:
- Asks sts which of these natural disasters can happen in VN. Then models this activity with a more
able student.
- Has sts work in pairs. Goes around the class to provide help.
- Calls on some pairs to practise in front of the class.
Example:
A: Which are the most common natural disasters in Thanh Hoa?
B: Typhoons and floods
A: How often do they happen there?


4ms

B: Typhoons happen there about 3 or 4 times a year and floods about twice a year.
V. HOMEWORK
T guides Ss to:
- Learn by heart all the new words.
- Do Ex in the workbook and
- Prepare for the next lesson: Closer Look 1
VI. REMARKS

*Self- Evaluation
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

Date of preparing : February 14, 2016

Date of teaching: February 19, 2016
Class: 8A2


Unit 9: NATURAL

DISASTERS
Period 74: A Closer Look 1

1. Objectives
- Language content: + To introduce sts to some vocabulary related to types of natural disasters and words to
describe natural disasters
+ To help sts use lexical items related to the topic to “Natural disasters”.
+ To help sts pronounce stress in words ending in –logy and -graphy.
- Language function:
+By the end of the lesson, students will be able to pronounce stress in words ending in –logy and –graphy and
use lexical items related to the topic to “Natural disasters”.
- Educational aims: + Educate sts to be aware of the importance of helping the environment and reducing
natural disasters.
2. Language contents:
+ Vocabulary: words related to the topic to “Natural disasters”.
+Pronunciation: stress in words ending in –logy and –graphy
3. Techniques / activities: Group/ pair work, individual work, games (guessing game,…), using pictures, gap
filling
4. Teaching aids: Ss’ books, text books, tape & radio, pictures, real objects.
5. Procedures
Time
Teaching steps
5ms
I. WARM UP: Kim’s Game

- Have Ss work in group looking at the pictures and natural disasters on page 27 in 1 minute.
- Each group chooses a representative writing on the board in 2 minutes. The group with the most
words is the winner.

10ms

-> Today we are going to learn some more about how to use lexical items related to the topic to
“Natural disasters” and how to pronounce stress in words ending in –logy and –graphy.
II. PRE – PRACTICE
1. VOCABULARY
Use techniques( translation, guessing from situations), pictures, and real objects to present
vocabularies.


+ erupt(v) (translation), then ask Ss to give the noun form of the verb “erupt” → eruption (n)
+ strike – struck (v) → They predict that a large earthquake will strike the east coast before the
end of the decade.
+ rage (v) → to happen in a strong or violent way
The storm raged outside.
+ bury /ˈber.i/ - buried (v): to put a dead body into the ground, or to put something into a hole in
the ground and cover it
E.g: His father is buried in the cemetery on the hill.
+ collapse(v) to fall down suddenly because of pressure or having no strength or support
E.g: Thousands of buildings collapsed in the earthquake.
+ shake(v) to move backwards and forwards or up and down in quick, short movements, or to
make something or someone do this
E.g: The explosion shook buildings for miles around.
+ scatter(v) tung, rải, rắc
+ evacuate(v): to move people from a dangerous place to somewhere safe
E.g: The police evacuated the village shortly before the explosion.

2. PRONUNCIATION: stress in words ending in –logy and -graphy.
20ms

III. CONTROLLED - PRACTICE
A. VOCABULARY
*Activity 1:
Asks sts to give the past form of the verbs given.
- Have Ss look at the sentences in the book. Explain to Ss how to do this exercise.
- Have Ss complete the table individually and then compare the answers with a partner.
- Call some Ss to the board to write their answers.
- Play the recording for Ss to check their answers.
- Replay the recording for Ss to repeat the words.
- Give the correct answers:
Key: 1. struck 2. erupted 3. shook 4. buried 5. raged 6. collapsed
*Activity 2:
- Has sts work independently. Then allows them to share their answers with one or more
partners.
- Asks for translation of some phrases to check their understanding.
- Play the recording for Ss to repeat the phrases.
Key: 1. b
2. d
3. a
4. e
5. c
*Activity 3:
- Has sts complete the sentences individually, using phrases in 2.
- Has some read out their answers before checking with the whole class.
- Confirm the correct answers.
Key: 1. provide aid
2. put out the forest fire 3. took shelter

4. scatter debris 5. evacuate the village
B. PRONUNCIATION
*Activity 4: Listen and repeat the words…
- Have Ss read out the words first. Then play the recording for them to listen and repeat the
words, paying attention to the stressed syllables of each word.
- Explain the rules in the REMEMBER! Box.
- Ask some sts to give some words ending in –logy and -graphy.
*Activity 5: Listen and mark the stress…
- Asks sts to work in pairs to practise saying the words and mark the stress on the correct syllable
in each word.
- Play the recording for them to check their answers. Then play the recording again for them to
listen and repeat the words.


Key: 1. soci’ology 2. zo’ology 3. bibi’ology 4. clima’tology 5. as’trology 6. de’mography
*Activity 6: Read the sentences and mark (‘) the stessed syllable in the underlined words.
Then listen and repeat the sentences.
- Asks sts to work in pairs to mark the stress in the words and practise saying the sentences.
- Call some sts to give the answers and say the sentences in front of the class.
- Play the recording and stop after each underlined word for them to check their answers.
- Then play the recording again for them to listen and repeat each sentence.
Key: 1. ge’ography 2. bi’ology 3. pho’tography 4. bi’ography 5. 2. zo’ology
5ms
5ms

IV. FREE – PRACTICE: one- two- three vocabulary game
V. HOMEWORK
? Learn by heart all the new words and practise pronoucing stress in words ending in –logy and
-graphy.
? Do Ex A1 A2, B1,2,3( workbook )

? Prepare: A Closer Look 2
VI. REMARKS

*SELF- EVALUATION
……………………………………………………………………………………………..
……………………………………………………………………………………………..

Date of preparing : February 14, 2016
Date of teaching: February 19, 2016
Class: 8A2


Unit 9: NATURAL

DISASTERS
Period 75: A Closer Look 2

1. Objectives
- Language content:
+ To help sts better the passive voice.
+ To enable Ss to understand and do the exercises of the past perfect correctly
- Language function: +By the end of the lesson, students will be able to use the passive voice and the past
perfect in some real situations.
- Educational aims: + To educate sts to be aware of the danger of natural disasters and help the victims of
disasters .
2. Language contents:
+ Grammar: - passive voice
- past perfect
3. Techniques / activities: Group/ pair work, individual work, games (guessing game,…), using pictures, gap
filling, comparison.

4. Teaching aids: Ss’ books, text books, tape & radio, pictures, real objects.
5. Procedures
Time
Teaching steps
3ms
I.
WARM UP:
*Activity 1
- Ask sts to read the conversation in GETTING STARTED again and underline all instances
of the passive voice that they can find. Then, asks sts to share their findings with their
partners.
- Elicit Ss’answer and quickly introduce the lesson.
12ms

II. PRE – PRACTICE:
1. Passive voice:
- Elicit Ss’answer and quickly introduce the passive form in general: Be+ PP
- Has sts to give some examples to check their understanding
2. Past perfect:
*Activity 4
a. - Ask sts to read part of the conversation from GETTING STARTED, paying attention to
the underlined part. Then refer to the yellow box, explaining toe form of the past perfect
tense and going through the examples.
b. Ask sts to think about the rules for the past perfect tense. First, try to elicit them from sts.
Then, go through the rules in the boxes by analysing the examples given. Then, asks sts to
give some more examples of their own.

22ms

III. CONTROLLED - PRACTICE

*Activity 2: Complete the sentences using the correct passive form of the verbs in
brackets.
- Has sts work independently. Then allows them to share their answers with one or more
partners. Ask some sts to say their answers aloud.
- Confirms their correct answers
Key: 1. was scattered
2. are built
3. were taken
4. will be predicted
5. will be delivered/ are going be predicted
*Activity 3:
- Invites 2 sts to write the sentences on the board while other sts write the sentences in their
notebooks.
- Asks sts to give comments on the sentences on the board.
- Confirms their correct answers.
Key:


1. Food and blankets have been given out to homeless people (by volunteers).
2. Ten people trapped in collapsed building have been freed 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 organised to raise money for the victims of the flood.
*Activity 5: Complete the sentences by putting the verbs in brackets into the simple past or
past perfect.
- Has Ss do this exercise individually, and then compare their answers with a classmate.
-Asks some sts to say their answers aloud.
- T checks Ss’ answers and confirm the correct answers.
Key:
1. had left, erupted

2. arrived, had stopped
3. had spent, arrived
4. got, hadn’t taken
5. found, had bought

5ms

*Activity 6: Work in pairs. Ask and answer …..
- First, asks sts to prepare their answers individually.
- Then, models this activity by asking a st one of the given questions.
- Asks st to work in pairs.
- T may go around to provide help.
- Call some pairs to practise in front of the class.
IV. FREE – PRACTICE:
*Activity 7: Game- Work in two teams. Take turns to give reasons why you were
pleased/ upset/….. Use the past perfect ……
- Models the game with the whole class first.
- Divide the whole class into 2 teams. Then allows memberds from the 2 teams to take turns
in giving reasons why they were pleased/ upset/ happy/ angry, etc.
- Count the correct sentences to find the winning team.

3ms

V. HOMEWORK
? Review Grammar
? Do Ex B4,5,6 P19,20 ( workbook )
? Prepare: Communication
VI. REMARKS
*SELF- EVALUATION
……………………………………………………………………………………………..

……………………………………………………………………………………………..

Date of preparing : February 21, 2016
Date of teaching: February 23, 2016
Class: 8A2


Unit 9: NATURAL

DISASTERS
Period 76: Communication

1. Objectives
- Language content: + To introduce sts to some extra vocabularies relating to the natural disasters around the
world.
+ To help sts review some vocabularies used to talk about the natural disasters.
- Language function: +By the end of the lesson, students will be able to express their own views on natural
disasters.
+ To help sts improve four skills, especially listening and speaking.
- Educational aims: + Educate sts to be in charge of the surroundings and show more respect to the natural
environment.
2. Language contents:
+ Grammar: Review
+ Vocabulary : extra vocabularies relating to the natural disasters around the world.
3. Techniques / activities: Group/ pair work, individual work, games (guessing game,…), using pictures, Take a
survey, chatting.
4. Teaching aids: Ss’ books, text books, pictures, charts.
5. Procedures
Time
Teaching steps

5ms I. WARM UP: Kim’s Game
- Have Ss work in group looking at the pictures and natural disasters on page 27 in 1 minute.
- Each group chooses a representative writing on the board in 2 minutes. The group with the most
words is the winner.

- Give an introduction: Today you are going to listen a radio programme on 4teen news, then fill in
the gaps with the words you hear.
10ms II. PRE – PRACTICE
* Uses techniques to present some extra vocabularies
- climate change: the way the world's weather is changing / a permanent change in weather
conditions.


- victim (explanation): a person who has been attacked, injured or killed as the result of a crime, a
disease, an accident, etc.
- in charge: being the person who has control of or is responsible for someone or something
- Asks sts to repeat the words chorally and individually.
- Check their understandings of new words: rub out and remember
22ms III. CONTROLLED - PRACTICE
*Pre- listening: Has Sts to work in group to discuss the question: Can we prevent natural
disasters with the help of modern technology?
*Activity 1:
- Has sts read the interview and guess what the missing word for each gap in the interview is.
Write the sts’ ideas on the board.
- Asks sts which question each person is answering.
- Play the recording. The first time, asks sts to close their books and listen only. Then play the
recording again and allow sts to fill the gaps as they listen.
- Asks sts to share their answers in pairs before playing the recording a final time to allow pairs
to check their answers.
- Refer sts 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 include the information sts need for their
answers.
Key:
1. flooded
2. warming
3. used
4. unprepared
5. reminding
*Activity 2: Read the listeners’ views on natural desasters again and decide who you agree
with and who disagree with.
- Asks sts to decide whose opinions they agree with and whose they disagree with.
- Sts make notes of the reasons for their decisions.
*Activity 3: Answer the two questions. Express your own views and write them down below.
- Have Sts make notes of their answers to the two questions in the interview.
- Remind sts that it does not matter what their answers are, and that it is more important that they
justify their answers.
- T may go aorund to provide help.
IV. FREE PRACTICE
*Activity 4: Work in pairs…
- Have Ss work in pairs to share their answers.
- Encourage each pair to negotiate for the same views.
- If time allows, have some sts report on their answers. Otherwise, move aorund the class while sts
5ms do this activity and give assistance.
V. HOMEWORK
- Asks the sts to:
- Learn the vocabulary by heart and practice expressing your views on natural desasters.
- Do exercise in the work book
- Prepare Skills 1
3ms VI. REMARKS
*SELF- EVALUATION

……………………………………………………………………………………………..
……………………………………………………………………………………………..

Date of preparing : February 21, 2016
Date of teaching: February 26, 2016
Class: 8A2


Unit 9: NATURAL
Period 77:

Skills 1

DISASTERS

1. Objectives
- Language content: +To introduce some words related to natural desasters in the world.
+To supply some information about how to prepare for a natural desaster.
- Language function: +To help sts train reading for specific information about natural desasters.
+ To help sts talk about how to prepare for a natural desaster (Before; during and after).
+ To help sts improve and develop reading for specific information about how people prepare for natural
desasters.
- Educational aims: + Educate sts to be aware of preparing for natural desasters.
2. Language contents:
a. Vocabulary: words related to natural desasters
b. Structure:
3. Techniques / activities: Group/ pair work, individual work, games (guessing game, chain game, crossword
…), using pictures, Take a survey, brainstorming.
4. Teaching aids: Ss’ books, text books, pictures, charts.
5. Procedures

Time
Teaching steps
5ms
I. WARM UP:
Brainstorming:
Buy food
preparations for a
natural disaster

5ms

10ms

Then have sts answer the question: What can you do to prepare for a natural desaster?
A. READING
I. PRE – READING:(Activity1 )
* Uses techniques to present some new words:
- wreak havoc: do great damage or harm to sb/ sth
- essential: necessary
- destructive: causing major damage, from the verb destroy => destruction(n)
- guidelines: rules/ instructions telling you how to do sth, especially sth difficult
- emergency: something dangerous or serious, such as an accident, which happens suddenly
or unexpectedly and needs fast action in order to avoid harmful results
II. WHITE-READING:
Activity 2:
- Ask sts to read the text again to answer the questions.
- Have Ss compare their answers before giving the answers to the teachers.
- Ask Ss to give evidence when giving the answers.
- Give the correct answers.
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
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 neceesary.
4. Your emergency supply kit should include food, water, medications, personal
hygien items, copies of personal documents and some money.
5. We need to know the evacuation routes and shelters.


3ms

B. SPEAKING:
I. PRE PRACTICE:
Show Ss three pictures, then ask Ss to answer some qs:
- What types of natural disasters are they?
- What do you know about them?

II. CONTROLLED PRACTICE:
*Activity 3a:
- Have Ss read each news report.
- Ask sts to match each news report to the correct picture.
- Have some sts read out their answers before checking with the whole class.
5ms
Key: 1.C
2. B
3. A
7ms
b. - Remind sts of the responses they practised in GETTING STARTED, e.g: That’s

shocking!
- Ask sts to work in group of three and role-play telling each other about one of the news
reports in 3a.
- Call on some groups to do the role-play in front of the class.
III. FREE PRACTICE:
5ms
*Activity 4a:
- Ask sts what disasters often happen in their area. Elicit the answers from sts and choose two
disasters that happen the most.
- Divide the class into two groups; each will discuss one disaster.
- Work in pairs within each group to discuss and write down what to do before, during and
after this disaster.
b. - Have sts form new pairs: on st from each group above.
- Have sts ask and answer qs 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.
3ms
V. HOMEWORK
- Read the passage at home.
- Practice talking about some natural disasters.
- Do the exercises in the notebook (Reading and Speaking)
Prepare Skills 2
VI. REMARKS:
*SELF- EVALUATION
……………………………………………………………………………………………..
……………………………………………………………………………………………..
2ms

Date of preparing : February 21, 2016
Date of teaching: February 26, 2016

Class: 8A2


Unit 9: NATURAL

DISASTERS
Period 78: Skills 2

1. Objectives
- Language content: +- To introduce some words related to natural disasters in the world.
+To help sts develop listening skill for specific information about a typhoon.
+ To enable Ss to practice writing a news report about a natural disaster they have experienced.
- Language function: + By the end of the lesson, students will be able to write about a natural disaster they have
experienced.
+ To help sts improve and develop listening and writing skills.
- Educational aims: + To help sts know the danger of a natural disaster – one of the most powerful stoms and to
educate sts to be aware of preparing for natural desasters .
2. Language contents:
+ Grammar: review
+ Vocabulary : words related to some natural desasters
3. Techniques / activities: Group/ pair work, individual work, games, chatting , using pictures, Repetition.
4. Teaching aids: Ss’ books, text books, tape & radio, pictures, charts, .
5. Procedures
Time
5ms

5ms

Teaching steps
A. LISTENING:

I. Pre-lisrening: Word guessing:

- Have sts look at the picture and guess a word. This word has 7 letters. It is a very violent
tropical storm.=>(T Y P H O O N)
=> Typhoon is one of the most dangerous natural disasters. You are going to listen to the
news report on a typhoon.
II. While- listening
* Activity 1:
- Have Ss read the statements first and remind them about listening for the keywords in
the statements.
- Play the recording and ask Ss to correct the statements.
- Have Ss work in pairs to compair their answers.
- Ask for Ss’ answers and write them on the board.
- Play the recording a second time for pairs to check their answers.
Key:
1. A typhoon hit Nghe An Province last night.
2. Dozens of people were seriously injured in the storm.
3. There were damage to property in Cua Lo, a coastal town in N. An
4. The storm hah already weakened when rescue workers arrived in the area.
5. According to the weather bureau, heavy rain will continue over the next few days.


5ms

* Activity 2:
- First, ask sts to work in pairs to discuss the missing word for each gap from the information
they have heard from in 1.
- Play the recording and ask Ss to fill the gaps as they listen.
- Have Ss share their answers in pairs before playing the recording a final time for pairs to
check their answers.

Key:
1. winds
2. homeless
3. damage 4. flood
5. debris
6. accommodation
5ms
III. Post- listening:
- Have Ss talk about the typoon, using the data chart.
B. WRITING:
3ms
* Lead in: In this writing part, you are going to write a news report on one of the natural
disasters you have experienced.
3ms
I. PRE – WRITING (Activity 3)
- Ask sts make notes about a natural disaster they/ one of their family members have
experienced in the given table.
- Remind sts that they do not have to write full sentences and they can use abbreviations.
- Have Ss share their notes with their partners.
- Ask some more able Sts to read out their notes to the whole class.
10ms
III. WHILE- WRITING: (Activity 4)
- Set up the writing activity. Remind sts that the first and most important thing is
always to think about what are going to write. Ss can use the chart in 3 as a model for
their report.
- Provide some help the language necessary for writing.
- Ask sts to write a draft report first. Then have them write their final version in class/ at
home.
- If sts write in class, they can do it in pairs/ groups.
5ms

IV. POST- WRITING:
- Have Ss display some writings on the wall
- Ask the other students to give comments
- Give comments and correct mistakes
4ms
V. HOMEWORK
? Rewrite the paragraph at home.
? Do Ex ( workbook )
? Prepare: LOOKING BACK and PROJECT
VI. REMARKS
*SELF- EVALUATION
……………………………………………………………………………………………..
……………………………………………………………………………………………..

Date of preparing : February 28, 2016
Date of teaching: March 1, 2016
Class: 8A2


Unit 9: NATURAL

DISASTERS
Period 79: Looking back & project

1. Objectives
- Language content: +To review some words related to the topic “natural disasters”.
+ To help sts review: - passive voice
- past perfect
- Language function: + To help sts consolidate what they have learnt in the unit.
+To enable sts to review lexical items related to “natural disasters”.

+ By the end of the lesson, students will be able to:
- use words and phrases for different types of natural disasters.
- use the past perfect tense
- talk about what to do before, during and after a natural disaster.
- Educational aims: To educate sts to be aware of preparing for a natural disaster and doing some volunteer
work to help the victims of a natural disaster.
2. Language contents:
+ Grammar: - passive voice
- past perfect
+ Vocabulary : words related to natural disasters
3. Techniques / activities: Group/ pair work, individual work, games (guessing game, chain game, crossword
…), using pictures, Repetition, gap filling, matching.
4. Teaching aids: Ss’ books, text books, tape & radio, pictures, charts, .
5. Procedures
Time
Teaching steps
5ms
I. WARM UP: Kim’s Game
- Have Ss work in group looking at the pictures and natural disasters on page 27 in 1 minute.
- Each group chooses a representative writing on the board in 2 minutes. The group with the
most words is the winner.

-> Today we are going to review some more about how to use lexical items related to the
topic to “natural disasters” and how to use the passive voice & the past perfect tense.


7ms

24ms

II. PRE – PRACTICE Review:
+ Grammar: - passive voice
- past perfect
+ Vocabulary : words related to natural disasters
III. CONTROLLED PRACTICE:
* VOCABULARY & GRAMMAR:
- For 1, 2, 3 and 4, first have sts work independently. Then they can check their answers with
a partner before discussing the answers as a class. However, tell sts to keep a record of their
original answers so they can use that information in their self- assessment.
Key:
1. 1.C
2. F
3. D
4. B
5. A
6. E
2. 1. evacuated
2. put out
3. take
4. provided
5. scattered
3. 1. The tickets will be collected (by Mr Smith).
2. A play was put on (by the sts) at the end of the term.
3. The sentence cannot be written in the passive because its main verb is is not a
transitive verb.
4. The message was taken (by Julie).
5. The picture was painted by a local artist.
6. The sentence cannot be written in the passive because its main verb arrive is not a
transitive verb.
4. 1.d

2.f
3.a
4. b
5. c
6. e
*Activity 5a:
- Have Ss work independently writing down, or inventing five bad things that happened to
them yesterday. Then allow them to share the sentences with a partner.
5b: Ask sts to work in group. Remind them to add time clauses and use the past perfect with
their sentences. Then ask sts to take turn to say out their sentences to the members of their
group. T may go around to provide help.
C. COMMUNICATION:
*Activity 6:
- First, model this activity a more able st. then ask sts to work in pairs, using the expressions
from the box in GETTING STARTED to respond to the news headlines. T may go around
to provide help.
- Call on some pairs to practise in front of the class.
IV. FREE- PRACTICE:
D. PROJECT: A helping hand

1. Ask sts to look at the pictures and use the phrases they have learn in unit 9 to describe each
picture. Then allow them to share answers before checking with the whole class.


Suggested key:
1. providing (food/ medical..) supplies
2. clearing up debris
3. freeing trapped people
4. setting up temporary accommodation (for the victims of a disaster)
5. repairing houses/ buildings

6. evacuating the village/ town.. to a safe place/ area.
2. Have Ss work in groups discussing how to work out a plan to help the victims of a disaster
ofr their teams. Remind them to write their plan on a large piece of paper. If there is enough
time, T may let sts complete the project in class. Otherwise, sts can complete the project as
homework if they need more time.
3. When sts have finished their plans, T asks them to display their plans on the wall/ board.
Have the groups move around and read the plans and then vote for the best plan.
V. HOMEWORK
Asks the sts to:
- Revise all the vocabulary and grammar in the unit
- Do Exercises ( in the workbook )
- Prepare Review 3
VI. REMARKS

6ms

3ms

*SELF- EVALUATION :
……………………………………………………………………………………………..
……………………………………………………………………………………………..
……………………………………………………………………………………………..