Tác giả: Tràn Thị Chiến
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Mô tả: Date of planning: 28.11.2024 Period 40 UNIT 4: NATURAL DISASTERS Lesson 1.3 – Pronunciation & Speaking, pages 36 & 37 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - practice sound changes - practice talking about disasters *Students with disabilities practice sound changes 1.2. Competencies - improve Ss’ communication, collaboration, analytical, critical thinking skills. 1.3. Attributes - know more about natural disasters around the world. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Listen and cross out the sentence that doesn't have sound changes. - Read the sentences with the sound changes to a partner. - Ask and answer about each of the world's biggest disasters. - Play the Disasters Quiz Show. - Pair work: Which disasters are common/rare in your country? Which disaster is the scariest for you? Why? - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Observation. - Observation. - Observation. - Observation. - Observation. 4. Procedures -Organization (1’) Class Date of teaching Absent students 8A 8B 8C A. Warm up: 5’ a. Objective: to review vocabulary about disaster. b. Content: speaking activity. c. Expected outcomes: Ss can unscramble the words about natural disasters. d. Organization Teacher’s activities Unscramble the groups of letters to make words. Students’ activities -Play in two teams. B. New lesson (35’) Class Date of teaching Absent students 8A 8B 8C 1. Pronunciation: 15’ a. Objective: to help Ss know when to change the sound of was in a sentence. b. Content: tasks a, b, c & d. c. Expected outcomes: Ss can pronounce was correctly. d. Organization Teacher’s activities Students’ activities Presentation: Task a: - Tell Ss that "…was…" often sounds like /wəz/ in a sentence. - Give some examples: What was the biggest wildfire? When was the flood? – It was in 1920. Task b: - Ask Ss to listen to the words and focus on the underlined letters (using the DCR/PPT slides). What was the biggest wildfire? When was the flood? – It was in 1920. Practice Task c: Listen and cross out the sentence that doesn't follow the note in "a." Where was the flood? It was in Japan. It was in 1810. - Ask Ss to listen and cross out the sentence that doesn't follow the note in "a." - Pick some Ss to give the answers. - Check their answers. - Get Ss to listen again and repeat. Task d: Read the sentences with the sound changes noted in "a." to a partner. - Ask Ss to work in pairs, reading the sentences to their partners with the correct pronunciation. - Pick some students to say the sentences and correct their pronunciation if necessary. - Listen and take notes. -Listen and take notes. - Listen and cross out the sentence that doesn't follow the note in "a." - Give their answer Answer Keys: It was in 1810. – Wrong. (Was is fully pronounced.) -Listen again and repeat. -Work in pairs, reading the sentences to their partners with the correct pronunciation. 2. Practice: 10’ a. Objectives: to help Ss practice talking about natural disasters. b. Content: practice task c. Expected outcomes: Ss can ask and answer about natural disasters around the world. d. Organization: Teacher’s activities Students’ activities Take turns asking and answering about each of the world's biggest disasters. - Introduce the task, using DCR. - Give Ss some time to practice asking and answering about each of the world's biggest disasters with their partners. - Go around and help if necessary. - Pick some Ss to perform their conversations. - Give feedback. -Practice asking and answering about each of the world's biggest disasters. -Perform their conversations. Answer keys: A: What was the biggest earthquake? B: It was the Great Chilean Earthquake. A: Where was it? B: It was in Valdivia, Chile. A: When was it? B: It was in May 1960. A: How much damage did it cause? B: It caused $675 million in total damage. A: What were the biggest floods? B: They were the 1931 Yangtze – Huai River Floods. A: Where were they? B: They were in Eastern and Central China. A: When were they? B: They were from June to August 1931. A: How much damage did they cause? B: Over 400 thousand people died. A: What was the biggest typhoon? B: It was the Typhoon Tip. A: Where was it? B: It was in the Philippines, Japan, China, and North and South Korea. A: When was it? B: It was in October 1979. A: How wide was it? B: It was over two thousand kilometers wide. A: What were the biggest wildfires? B: They were the 2021 Russia Wildfires. A: Where were they? B: They were in Siberia, Russia. A: When were they? B: They were in June 2021. A: How much damage did they cause? B: They burned 200 thousand km2. A: What was the biggest tsunami? B: It was the Lituya Bay Tsunami. A: Where was it? B: It was in Alaska, USA. A: When was it? B: It was in July 1958. A: How tall was it? B: It was over 500 meter tall. 3. Speaking: 10’ a. Objectives: to help Ss practice talking about natural disasters. b. Content: task a, task b c. Expected outcomes: Ss can ask and answer about natural disasters around the world and in their country. d. Organization: Task a. In pairs: Write six questions using the information on page 36 and the table in Practice. Join another pair. Take turns asking and answering the questions. - Introduce the task, using DCR. - Give Ss some time to practice asking and answering about each of the world's biggest disasters with their partners. - Go around and help if necessary. - Let Ss play the game in 2 teams. - Decide the winner with more points. Task b: Which disasters are common/rare in your country? Which disaster is the scariest for you? Why? -Ask Ss to work in pairs to ask and answer about natural disasters in their country. - Pick some Ss to share their ideas. - Give feedback. -Practice asking and answering about each of the world's biggest disasters with their partners. Sample answer: A: Where was the biggest earthquake? B: It was in Valdivia, Chile. -Work in pairs to ask and answer about natural disasters in their country. -Share their ideas. Sample answers: I think that floods are common. I think floods are the scariest because I can’t swim. C. Consolidation and homework assignments: 5’ - Pronunciation: sound changes - Prepare the next lesson: Lesson 2.1 – Vocab & Listening, pages 38 & 39 5. Reflection a. What I liked most about this lesson today: ……………………………………………………………………………… b. What I learned from this lesson today: ……………………………………………………………………………… c. What I should improve for this lesson next time: ……………………………………………………………………………… ********************* Date of planning: 28.11.2024 Period 41 UNIT 4: NATURAL DISASTERS Lesson 2.1: Vocab & Listening, pages 38 & 39 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - learn and use vocab. related to disasters - practice listening for specific information - practice functional English – Working through tasks in groups *Students with disabilities learn and use vocab. related to disasters 1.2. Competences - improve Ss’ communication, collaboration, analytical, critical thinking skills. 1.3. Attributes - know how to keep safe in a disaster. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Match the bold words in the text with the pictures. - Use the new words to talk about things your family has or does during a bad storm. - Listen to two students talking about safety tips during disasters. Number the safety tips in the order you hear them - Listen again and fill in the blanks to know why you should follow these safety tips. - Listen to the conversation again and count how many times you hear the sentences or phrases. - In pairs: Which tip(s) did you know about? Which tip(s) would you tell your family about? - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. -Ss’ answers. - Observation. - Observation. - Observation. - Observation. - Observation. - Observation. 4. Procedures Class Date of teaching Absent students 8A 8B 8C A. Warm up: 5’ a. Objective: to introduce the topic of the new lesson. b. Content: Let’s talk! c. Expected outcomes: Ss can talk about what they see in the picture. d. Organization Teacher’s activities Students’ activities Let’s talk! In pairs: Look at the picture. What disaster happened? What should people do in this kind of disaster? - Ask Ss to work in pairs to talk about what happened in the picture and what people should do in this kind of disaster. - Pick some Ss to share their ideas. - Give feedback. - Talk with their partner about what happened in the picture and what people should do in this kind of disaster. - Share their ideas. B. New lesson (35’) 1. Vocabulary: 15’ a. Objective: to help Ss know more vocabulary related to disasters. b. Content: tasks a & b. c. Expected outcome: Ss can use new words to talk about what they should do when there is a bad storm. d. Organization Teacher’s activities Students’ activities Task a: Match the bold words in the text with the pictures. Listen and repeat. - Ask Ss to read the sentences, underline the key words, guess the meaning of the words in bold, then match them with the pictures. - Get Ss to check with their partners. - Pick some Ss to give their answers. - Check their answers. - Ask Ss to listen and repeat chorally. - Pick some Ss to say the words and correct their pronunciation if necessary. - Check their memory by playing a game in pairs: Student A say the definition; Student B say the word (with books closed). Task b. In pairs: Use the new words to talk about things your family has or does during a bad storm. -Ask Ss to work in pairs to use the new words to talk about things your family has or does during a bad storm. - Pick some Ss to share their ideas. - Give feedback. - Read the sentences, underline the key words, guess the meaning of the words in bold, then match them with the pictures. - Check with their partners. - Give their answers. Answer Keys: 1. C – escape plan 2. D – board up 3. A – emergency services 4. G – fire extinguisher. 5. H – Stock up 6. F – batteries 7. B – First aid kit 8. E - Supplies - Listen and repeat chorally. - Say the words individually. -Play the game in pairs. - Talk about things your family has or does during a bad storm, using new words. - Share their ideas. Sample answer: We stock up on batteries. 2. Listening: 20 minutes a. Objective: to help Ss practice listening for specific information and know how to talk when working through tasks in groups. b. Content: tasks a, b, c, d, and e. c. Expected outcomes: Ss can listen and get the safety tips during a disaster; use functional English while working in groups. d. Organization: Teacher’s activities Students’ activities Task a: Listen to two students talking about safety tips during disasters. Number the safety tips in the order you hear them. - Introduce the task, using DCR. - Ask Ss to listen and number the safety tips in the order you hear them. - Pick some students to give their answers. - Check their answers. - Listen and number the safety tips in the order you hear them. - Check with their partner. - Give their answers. Answer Keys: A. 2 B. 1 C. 4 D. 3 E. 5 Task b: Now, listen again and fill in the blanks to know why you should follow these safety tips. 1. …because something could __________ on your head. 2. …because the __________ may move to people's houses. 3. …because it's __________ to be on high ground. 4. …because it could carry you __________. 5. …because strong __________ can break windows and doors. - Ask Ss to guess the type of words in the gaps. - Pick some Ss to share their ideas. - Give feedback. - Ask Ss to listen and fill in the gaps. - Let Ss check with their partner. - Pick some students to give their answers. - Play the CD again and pause at the answers for Ss to check. - Confirm the answers. - Share their ideas. Answer keys: 1. verb 2. noun 3. adjective 4. adverb 5. noun - Listen and fill in the gaps. - Check with their partner. - Give their answers. - Listen and check Answer keys: 1. fall 2. Fire 3. Safer 4. Away 5. winds Task c: . Read the Conversation Skill box. Then, listen and repeat. - Ask Ss to read the Conversation Skill box and say the phrases that can be used when working through tasks in groups. - Check their answers. - Get Ss to listen and repeat. Task d: Now, listen to the conversation again and count how many times you hear the sentences or phrases. -Ask Ss to listen to the conversation again and count how many times you hear the sentences or phrases. -Pick some students to give their answers. -Check their answer. -Read the Conversation Skill box and say the phrases that can be used when working through tasks in groups. Answer keys: What's next? Next is (fires). What should we...? -Listen and repeat. - Listen to the conversation again and count how many times you hear the sentences or phrases. - Give their answers. Answer keys: What's next? (3 times) Next is (fires). What should we...? (3 times) Task e: In pairs: Which tip(s) did you know about? Which tip(s) would you tell your family about? - Ask Ss to work in pairs to answer the question: Which tip(s) did you know about? Which tip(s) would you tell your family about? - Pick some Ss to share their ideas. - Give feedback. - Work in pairs, answering the question: Which tip(s) did you know about? Which tip(s) would you tell your family about? - Share their ideas. C. Consolidation and homework assignments: 4’ - Vocabulary: escape plan, board up, emergency services, fire extinguisher, stock up, batteries, first aid kit, supplies. - Do exercises in workbook on page 22. - Prepare the next lesson: Lesson 2.2 - Grammar, pages 39 & 40 - Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (pages 31 & 32). 5. Reflection a. What I liked most about this lesson today: ……………………………………………………………………………… b. What I learned from this lesson today: ……………………………………………………………………………… c. What I should improve for this lesson next time: ……………………………………………………………………………… ************************ Date of planning: 28.11.2024 Period 42 UNIT 4: NATURAL DISASATERS Lesson 2.2 - Grammar, pages 39 & 40 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - practice and use Preposition of place and movements correctly *Students with disabilities to know the meaning of Preposition of place and movements correctly. 1.2. Competences - improve Ss’ communication, analytical, critical thinking skills. 1.3. Attributes - talk about locations and movements correctly. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides.- Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Read about prepositions of place and movement, then fill in the blanks to complete a conversation. - Read the notes and examples on the left, then circle the correct words. - Fill in the blanks with the words in the box. - In pairs: Describe where things are in the classroom and where you can move classroom objects to. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Observation. - Observation. - Observation. - Observation. 4. Procedures Class Date of planning Absent students 8A 8B 8C A. Warm up: 5’ a. Objective: to review vocabulary related to disasters. b. Content: vocabulary game c. Expected outcomes: Ss can list many words about leisure activities they have learned. d. Organization Teacher’s activities Students’ activities Word race Complete the words with the vowels (a, e, i, o, u). - Divide the class into two teams. - Ask Ss to work in groups to complete these words in 2minutes (on a piece of paper) - Check their answers and decide the winner with the most correct words. Answer keys: 1. EMERGENCY SERVICES 2. ESCAPE PLAN 3. SUPPLIES 4. FIRE EXTINGUISHER 5. BATTERIES 6. FIRST AID KIT 7. BOARD UP 8. STOCK UP B. New lesson (35’) 1. Presentation: 15’ a. Objective: to help Ss know how to use Preposition of place and movements correctly. b. Content: tasks a & b. c. Expected outcomes: Ss can use Preposition of place and movements correctly. d. Organization Teacher’s activities Students’ activities Prepositions of place - Ask Ss to look at the pictures and label them with the correct prepositions: inside, outside, under, or near. - Pick some Ss to give the answers. - Check their answers. - Introduce the use of prepositions of place: to show where something or someone is. Prepositions of time - Ask Ss to look at the pictures and label them with the correct prepositions: into or to. - Pick some Ss to give the answers. - Check their answers. - Introduce the use of prepositions of movement: to show movement from one place to another. Task a: Read about prepositions of place and movement, then fill in the blanks. - Ask Ss to read about prepositions of place and movement, then fill in the blanks with appropriate prepositions. - Get Ss to check with their partners. - Pick some Ss to give their answers. Task b. Listen and check your answers. Listen again and repeat. - Ask Ss to listen and check. - Pick some Ss to share their ideas. - Check their answers. - Ask Ss to listen again and repeat chorally. - Pick some pairs to read the conversation again and check their pronunciation if necessary. - look at the pictures and label them with the correct prepositions: inside, outside, under, or near. Answer keys: -Listen and take notes. - Look at the pictures and label them with the correct prepositions: into or to. Answer keys: -Listen and take notes. - Read about prepositions of place and movement, then fill in the blanks with appropriate prepositions. - Check with their partners. - Give their answers. -Listen and check. - Give their answers. Answer keys: to; into -Listen and repeat. 2. Practice: 15’ a. Objective: to help Ss practice using preposition of place and movements correctly. b. Content: tasks a, b, and c. c. Expected outcomes: Ss can use preposition of place and movements correctly. b. Content: tasks a, b. d. Organization: Teacher’s activities Students’ activities Task a: Read the notes and examples on the left, then circle the correct words. 1. Stock up on supplies and stay inside/under your home. 2. In a flood, don't go outside/into the water. 3. Keep a phone near/to you and call emergency services if you are in danger. 4. If there's a tsunami, move into/to higher ground. 5. If there's an earthquake, get outside/under a table. 6. Board up doors and windows, and don't go near/outside of your house. - Introduce the task. - Ask Ss to read the sentences carefully and circle the correct words. - Let Ss check with their partner. - Pick some students to give their answers and give reasons. - Check their answers. - Read and circle the correct words. - Check with their partner. - Give their answers. Answer Keys: 1. inside 2. Into 3. near 4. to 5. Under 6. outside Task b: Fill in the blanks with the words in the box. Inside to near outside in Tips to Stay Safe in a Wildfire • Have an escape plan. If the fire comes close, leave your home and follow your escape plan (1) _________ a safe place. • Keep fire extinguishers and first aid kits (2) __________ a safe place. • Move wooden outdoor furniture (3) _________ your house, to the center of rooms and away from windows. • Keep a phone (4) _________ you and make sure your phone has enough battery. • Make sure your car has enough gas. • Stay inside your house during the fire. Close doors and windows to keep smoke (5) _________ of your house. - Ask Ss to fill in the blanks with the words in the box. - Let Ss check with their partner. - Pick some Ss to give their answers. - Check their answers. - Fill in the blanks with the words in the box. - Check with their partner. - Give their answers. Answer keys: 1. to 2. In 3. inside 4. near 5. outside 3. Production: 5’ a. Objective: to help Ss use the language in real situation. b. Content: task c c. Expected outcomes: Ss can use Preposition of place and movements to talk about locations and movements d. Organization: Teacher’s activities Students’ activities Task c: In pairs: Describe where things are in the classroom and where you can move classroom objects to. - Ask Ss to work in pairs to describe where things are in the classroom and where you can move classroom objects to. - Pick some Ss to say their sentences. - Give feedback. -Work in pairs to describe where things are in the classroom and where you can move classroom objects to. -Say their sentences. Sample answers: My textbook is on my desk. I put my book inside my bag. C. Consolidation and homework assignments: 5’ - Grammar: Preposition of place and movements: inside, outside, under, near, into, to. - Do exercises in workbook on page 23. - Prepare the next lesson: Lesson 2.3 – Pronunciation & Speaking, pages 40 & 41 - Do the exercises in Tiếng Anh 8 i-Learn Smart World notebook (page 33). 5. Reflection a. What I liked most about this lesson today: ……………………………………………………………………………… b. What I learned from this lesson today: ……………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………