Giáo án tiếng Anh lớp 8 Tuần 26 sách mới

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’)

- 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.

Pre-reading(10’)

1- Read an article about how to prepare for a natural disaster. Look at the words in the box, then find them in the article and underline them. What do they mean?

- Ask Ss to scan the article to find where the words/phrases wreak havoc, essential, destructive, guidelines, and emergency are in the article.

- Ask if Ss know the meaning of the words/ phrases.

- If they do not, T may help Ss work out the meanings of these words from the article.

- T can also explain the words/ phrases.

While-reading(20’)

2. Read the article again and answer the questions

- T may set a longer time limit for Ss to read the article again and answer the questions.

- Ask Ss to note where they found the information that helped them to answer the questions.

- Ss can compare answers before discussing them as a class.

3a. Read the news reports (A-C) and match each one to the correct picture (1-3).

- First, ask Ss to read each news report.

- T may help with the new vocabulary.

- Then ask Ss to match each news report to the correct picture.

- Have some Ss read out their answers before checking with the whole class.

3b. Work in pairs. Each pair can choose one of the reports in 3a. Role-play telling each other about the news. Use the example below.

- First, remind Ss of the responses they practised in GETTING STARTED, e.g., That’s shocking!; refer them back to this section if necessary.

- Now ask Ss to work in groups of three and role-play telling each other about one of the news reports in 3a.

- T may go around to provide help.

- After finishing, T may call on some groups to do the role-play in front of the class.

Post-reading(7’)

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.

- 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.

4b Discuss what you should do in the event of a natural disaster in your area. Use the information from the table above.

- Now have Ss form new pairs: one student from each group above.

- Have Ss ask and answer questions about the things they should do in the event of each disaster they had discussed in a.

- If time allows, invite some pairs to demonstrate their conversations in front of the class.

Homework(3’):

Prepare for unit 9 lesson 6

Class work

Individual work

Ss work in pairs to share their answers with a partner.

Individual work

Work in pairs

Pairwork

Pairwork

Warm – up.( 5’): Chatting

Suggested answers:

- Wreak havoc: do great damage or harm to somebody/ something.

- essential: necessary.

- destructive: causing major damage, from the verb destroy.

- guidelines: rules or instructions telling you how to do something, especially something difficult.

- emergency: a suddenly serious and dangerous event or situation.

Key:

- Because they can wreak havoc across large areas and cause loss of life or damage to property.

- Learn about the risk in your area and read the information about natural disasters on local government sites.

- Enter all the emergency contact numbers in your mobile phone so you can call the rescue and emergency workers if necessary.

- Your emergency supply kit should include food, water, medication, personal hygiene items, copies of personal documents and some money.

- We need to know the evacuation routes and shelters.

Key :

.

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’)

Ask Ss to tell kinds of natural disasters.

Pre-listening(10’)

Pre-teach vocab:

While-listening(12’)

1. Listen to the news report and correct the following statements.

- Remind Ss about listening for keywords 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.

2. Listen again and complete the data chart.

- 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 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.

Post-listening(15’)

3. Have you or one of your family members experienced a natural disaster? Make notes about it in the table below. Alternatively, you can write about a natural disaster you have read about.

- 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.

4a. Use your notes in 3 to write a new report.

4b. Swap new reports with a partner and review each other’s drafts. Make revisions and corrections if necessary. Then present your final news report to the class.

- Set up the writing activity.

- Remind Ss that 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 them write their final version in class or at home, depending on time allowed.

- If they write in class, they can also do it in pairs or groups.

- T may display all or some of the reports on the wall/ board and invite other Ss to give comments.

- Ss edit and revise their reports as homework.

- Note that the audio script provides a good model of a news report.

- This structure can be used to write another news report.

Homework(3’):

+ Write the news report in the notebooks

+Prepare for unit 9 lesson 7

Class work

Whole class

Individual work

Audio script:

Nghe An Province was badly affected again when a typhoon hit the area last night. The storm began at around 11 p.m. and raged throughout the night. Dozens of people were seriously injured and hundreds of others were left homeless. The severe winds caused extensive damage to property, including homes and businesses, particularly in Cua Lo, a coastal town in Nghe An. The storm had already weakened by the time emergency workers arrived in the area. Rescue operations have started and many people trapped in collapsed or damaged buildings have been freed. Workers are now clearing up the debris left behind by the severe storm. The government has already sent rescue equipment to Nghe An, as well as food and medical supplies. People left homeless have been taken to safe areas, where temporary accommodation will be built to house them. The weather bureau has issued flood warnings for Nghe An and nearby provinces as heavy rain is expected to continue over the next few days.

Ss work in pairs

Work in pairs

group work

Warm – up.( 5’): Chatting

*Vocabulary:

-weather bureau

-property

-hit

-rain-free

-rage

-coastal

-weaken

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.

Key:

1.winds 2.homeless

3.damage

4.flood

5.debris

6.accommodation

Teacher’s activities

Ss’ activities

Contents

Warm – up.( 5’)

- This is the review section of the unit, so encourage Ss not to refer back to the unit pages.

- Instead they can use what they have learnt during the unit to help them answer the questions.

- That will help T and Ss see how far they have progressed, and which areas need further practice.

- The questions in Looking Back match the Finished! Self-assessment statements at the end of this lesson.

- Ss should check how well they did on each question and use that information when filling the self-assessment.

Presentation(15’)

Pre-teach vocab:

1. Match the words (1-6) to their definitions (A-F).

- Have Ss work independently.

- Then they can check their answers with a partner before discussing the answers as a class.

- However, tell Ss to keep a record of their original answers so they can use that information in their self-assessment.

2. Use the words form the box in the correct form to complete the sentences.

- Have Ss work independently.

- Then they can check their answers with a partner before discussing the answers as a class.

- However, tell Ss to keep a record of their original answers so they can use that information in their self-assessment.

Practice(15’)

II) Grammar

3. Decide which of the sentences can be changed to passive voice. Write them down. Explain why two of them cannot.

- Have Ss work independently.

- Then they can check their answers with a partner before discussing the answers as a class.

- However, tell Ss to keep a record of their original answers so they can use that information in their self-assessment.

4. Match the two parts to make complete sentences.

- Have Ss work independently.

- Then they can check their answers with a partner before discussing the answers as a class.

- However, tell Ss to keep a record of their original answers so they can use that information in their self-assessment.

5a. Imagine five bad things that happened to you yesterday, and write them down.

- First, ask Ss to work individually writing down, or inventing five bad things that happened to them yesterday.

- Then allow them to share the sentences with a partner.

5b. Work in groups. Add time clauses to your sentences as the following examples. Remember to use the past perfect.

- Ask Ss to work in groups.

- Remind them to add time clauses and use the past perfect with their sentences.

- Then ask each student to take turns to say out their sentences to the members of their group.

- T may go around to provide help.

Further practice(7’)

III) Communication

6. Read the news headlines. In pairs, use the expressions from the box in GETTING STARTED to respond to them.

- First, model this activity with a more able student.

- Then ask Ss 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.

Homework(3’):

Prepare for review 3 lesson 1

Class work

Whole class

Work individually

Work in pairs

Work individually

Work in pairs

Work individually

Work in pairs

Work individually

Work in pairs

past simple or past perfect

Pair work

Group work

Group work

Warm – up.( 5’): Chatting

*Vocab:

drought

mudslide

flood

tsunami

tornado

earthquake

Key:

1.C 2.F

3.D

4.B

5.A

6.E

Key:

1.evacuated

2.put out

3.take

4.provided

5.scattered

Key:

1. The tickets will be collected (by Mr.Smith).

2. A play was put on (by the students) at the end of 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 as painted by a local artist.

6. The sentence cannot be written in the passive because its main verb arrive is3not a transitive verb.

Key:

1.d

2.f

3.a

4.b

5c

6e