Tiếng AnhLớp 8Chủ điểm 11. Unit 9: Natural disasters

Giáo án A Closer Look 1

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Use the six words of the unit (warning, rescue worker, emergency kit, damage, evacuate, landslide) correctly in context.
- Pronounce and stress the words natural and dangerous correctly, and explain the stress pattern taught in this lesson (NA-tu-ral, DAN-ger-ous).
- Write three original topic sentences about natural disasters using three different vocabulary items.

2. Competences

a) General competences

Self-control and independent learning: Ss check the meaning of new words in the example sentences and look up unfamiliar words in a dictionary before asking for help.
Communication and collaboration: Ss work in pairs and groups to match words, practise pronunciation and share their sentences, giving clear reasons for their answers.
Problem-solving and creativity: Ss apply the new words to a storm safety situation and create their own topic sentences with supporting details.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and read example sentences about natural disasters, say them aloud with correct stress, and write three topic sentences.
Language knowledge (pronunciation, vocabulary, grammar): Ss understand the meaning and use of six words, recognise the first-syllable stress in the examples NA-tu-ral, DAN-ger-ous, PER-son-al and POI-son-ous, and use complete sentences with clear word order.

3. Personal qualities

Responsibility: Ss take turns in pair work, complete their assigned tasks on time and check their own answers against the example sentences.
Diligence: Ss practise pronunciation regularly, repeat words until they sound natural, and complete the writing task carefully.

II. Teaching aids and materials

1. Teacher

Laptop, projector and speakers
Flashcards or slides with the six unit words and their example sentences
Audio recording of the words natural and dangerous, and the exercise prompts
Worksheet No. 1 (printed or projected)
Whiteboard and markers
NeoEdu lesson page: neoedu.vn/learn/8/english/unit-9-a-closer-look-1 (lesson presentation, example model, interactive exercises)

2. Students

Textbook English 8 (Global Success), Unit 9, A Closer Look 1
Notebook, pen and pencil
Dictionary (paper or electronic) for checking unfamiliar words
Earphones or access to a device for the NeoEdu interactive exercises (if available)

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming natural disasters

a) Aims

Ss activate prior knowledge of natural disasters and become familiar with the topic of the lesson.

b) Content

T asks Ss to name natural disasters they know, especially those that happen in Vietnam, and to say what people should do during them. T writes the words on the board. T then asks: 'What should people do when they receive a flood warning?'

c) Expected outcomes

A list on the board, such as flood, storm, landslide, drought and typhoon. Ss' answer to the question: people should listen to official warnings, stay in a safe place and follow instructions from the authorities.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Look at the title of the unit: Natural disasters. Name as many natural disasters as you can in 1 minute.' T shows the instruction on the screen.
Students
Ss listen to the instruction and understand the task.
Teacher
Step 2: Task performance
T gives Ss 1 minute to think and write their ideas in their notebooks. T walks around to help weak Ss.
Students
Ss work individually and write down the disasters they know. Possible answers: flood, storm, landslide, typhoon, drought.
Teacher
Step 3: Report and discussion
T asks: 'Which disaster is common in our area? What should we do when a flood warning is announced?' T invites 3 to 4 Ss to share their answers.
Students
Ss share their answers. Possible answers: 'Flood is common in our area. We should follow the official warning and move to a safe place.'
Teacher
Step 4: Conclusion and assessment
T praises Ss' ideas, writes the topic words on the board and says: 'Today we will learn words about natural disasters and how to communicate about them clearly.'
Students
Ss copy the topic words into their notebooks and get ready for the new lesson.

Activity 2.1: Knowledge formation · 12 minutes

Vocabulary: words about natural disasters

a) Aims

Ss understand the meaning and usage of six new words through their example sentences.

b) Content

Ss read the words and example sentences: warning (cảnh báo) – Follow an official flood warning; rescue worker (nhân viên cứu hộ) – A rescue worker helps people reach safety; emergency kit (bộ đồ khẩn cấp) – Our emergency kit includes a torch; damage (thiệt hại) – The storm caused serious damage; evacuate (sơ tán) – Families evacuated before the flood; landslide (sạt lở đất) – Heavy rain can increase landslide risk. In pairs, Ss do a mix-and-match game with word cards and meaning cards (Worksheet No. 1, Part A), then check the meaning in the example sentences.

c) Expected outcomes

Ss' completed word cards: warning – cảnh báo; rescue worker – nhân viên cứu hộ; emergency kit – bộ đồ khẩn cấp; damage – thiệt hại; evacuate – sơ tán; landslide – sạt lở đất. Ss write each word and its meaning in their notebooks with its example sentence.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six words and example sentences on the screen. T says: 'Read each word and its sentence. Then work in pairs to match the word cards with the meaning cards in Worksheet No. 1, Part A.' T models the first pair: 'warning – cảnh báo, because the sentence says Follow an official flood warning.'
Students
Ss read the words and sentences silently, then listen to T's example.
Teacher
Step 2: Task performance
T gives pairs 4 minutes. T monitors and checks whether Ss use the example sentences to find the meanings, not only guessing.
Students
Ss work in pairs, match the cards and discuss their choices. Possible reasoning: 'Evacuate means leave a place for safety, because families evacuated before the flood.'
Teacher
Step 3: Report and discussion
T calls on 3 pairs to read their matches aloud and asks: 'Who can use the word landslide in a new sentence?' T asks one or two Ss to make a sentence with a word of their choice.
Students
Ss report their matches. Possible sentence: 'Heavy rain can cause a landslide in the mountains.'
Teacher
Step 4: Conclusion and assessment
T confirms the meanings and says: 'Rescue worker is a noun, evacuate is a verb, and emergency kit is a noun phrase. Look at the example sentences to see how each word is used.' T asks Ss to write the words and meanings in their notebooks.
Students
Ss write the six words, their meanings and example sentences into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Word stress in -al and -ous words

a) Aims

Ss recognise and produce the first-syllable stress in the examples natural, dangerous, personal and poisonous.

b) Content

T plays the recording of the examples NA-tu-ral, DAN-ger-ous, PER-son-al and POI-son-ous. T models the words slowly, then in a natural sentence, for example: 'It is a natural disaster.' 'Playing in floodwater is dangerous.' Ss repeat, clap the syllables and mark the stressed syllable. T reminds Ss that these examples are stressed on the first syllable, but other -al and -ous words may be stressed differently, so Ss should check the dictionary when they meet a new word.

c) Expected outcomes

Ss mark the stressed syllables: NA-tu-ral, DAN-ger-ous, PER-son-al, POI-son-ous. Ss say the words aloud with correct stress and explain: 'The stress falls on the first syllable in these examples. I should check the dictionary for other words.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Listen to the words. Clap the syllables and mark the stressed syllable in capital letters.' T plays the audio or opens the NeoEdu pronunciation exercise.
Students
Ss listen carefully and look at the board.
Teacher
Step 2: Task performance
T models each word, then the sentence. Ss repeat in chorus and then individually. T corrects stress by clapping and saying the word again.
Students
Ss repeat the words and clap the syllables. Ss say the sentence, for example: 'It is a natural disaster.'
Teacher
Step 3: Report and discussion
T asks: 'Which syllable is stressed in dangerous? Is the stress the same for every word ending in -al or -ous?' T invites Ss to answer.
Students
Ss answer: 'The first syllable is stressed in DAN-ger-ous. We cannot say all -al or -ous words have first-syllable stress, so we should check the dictionary.'
Teacher
Step 4: Conclusion and assessment
T summarises: 'In these examples, the stress is on the first syllable. Say the examples slowly, then in a natural sentence. Focus on the stress, not the spelling alone.' T asks Ss to write the stress marks in their notebooks.
Students
Ss write the stressed syllables in their notebooks and repeat the words once more.

Activity 3: Practice · 10 minutes

Vocabulary and pronunciation exercises

a) Aims

Ss practise the new words through matching, choosing, listening and reading aloud.

b) Content

Ss complete Worksheet No. 1, Parts B to D: Part B (exercises 2 to 4) choose the word or phrase with the given meaning; Part C (exercises 5 and 6) listen and type the word they hear; Part D (exercise 7) read the examples aloud and explain the sound or stress contrast. Ss then continue with the NeoEdu interactive exercises if time allows.

c) Expected outcomes

Answer key for Worksheet No. 1:

Exercise 1 (Part A): warning – cảnh báo; rescue worker – nhân viên cứu hộ; emergency kit – bộ đồ khẩn cấp; damage – thiệt hại; evacuate – sơ tán; landslide – sạt lở đất.
Exercise 2: warning. Example: Follow an official flood warning.
Exercise 3: rescue worker. Example: A rescue worker helps people reach safety.
Exercise 4: emergency kit. Example: Our emergency kit includes a torch.
Exercise 5: natural.
Exercise 6: dangerous.
Exercise 7: Human assessment, not automatic. Ss read natural and dangerous with the target stress (NA-tu-ral, DAN-ger-ous) and explain the stress contrast taught in the lesson. Accept standard British and American variants.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows Worksheet No. 1, Parts B to D, on the screen. T says: 'Work individually for Parts B and C, then check with your partner. For Part D, read the words aloud and explain the stress.' T gives the time limit of 6 minutes.
Students
Ss read the instructions and ask questions if necessary.
Teacher
Step 2: Task performance
T plays the audio twice for Part C and walks around to check. T supports Ss who have difficulty with the stress in Part D.
Students
Ss complete Parts B and C individually, then compare with a partner. Ss read natural and dangerous aloud and explain the stress. Possible answer: 'The stress is on the first syllable: NA-tu-ral and DAN-ger-ous.'
Teacher
Step 3: Report and discussion
T asks 3 Ss to read out their answers for Parts B and C. T asks one S to read a sentence with natural and one with dangerous, for example: 'It is a natural disaster and it is dangerous to go out.'
Students
Ss report their answers. Other Ss compare and correct their own answers if needed.
Teacher
Step 4: Conclusion and assessment
T shows the answer key, confirms the answers and gives feedback on pronunciation. T says: 'Remember: vocabulary is used in context, and stress must be practised in whole sentences.'
Students
Ss check their answers, correct mistakes and record the correct answers in their notebooks.

Activity 4: Application · 10 minutes

Writing topic sentences about storm safety

a) Aims

Ss use the new vocabulary to write clear, original topic sentences about natural disasters and support them with details.

b) Content

T shows the model text: Last week, our class practised a storm safety plan. We were working in groups when the teacher gave the signal. We stopped our tasks and listened carefully. Then we moved to the agreed safe room with an adult. The exercise showed me why clear instructions matter. During a real emergency, I would follow official advice rather than share rumours. I would never enter floodwater to rescue an object. Belongings can be replaced, but taking an unnecessary risk can harm both me and a rescuer. Ss read the model and identify the topic sentence and the vocabulary used. Then Ss write three original topic sentences, each using a different vocabulary item (Worksheet No. 1, Part E).

c) Expected outcomes

Ss' three original topic sentences, for example:

A rescue worker helps people reach safety after a flood.
Our emergency kit includes a torch, some water and first-aid supplies.
Heavy rain can increase the risk of a landslide in our village.
Accept other well-supported responses that use the target vocabulary correctly and give at least one supporting detail. Human assessment, not automatic.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Read the model text. Find the topic sentence and the words from our lesson. Then write three original topic sentences, each with a different word from the unit.' T shows the model text and the task on the screen.
Students
Ss read the model text individually and identify the vocabulary.
Teacher
Step 2: Task performance
T asks Ss to work in pairs for 5 minutes to write their sentences and check the word order. T reminds Ss: 'Write complete sentences and add a detail to support each idea.'
Students
Ss write three sentences in pairs and read them to each other. Ss check spelling and the correct use of each word.
Teacher
Step 3: Report and discussion
T asks 3 pairs to read their sentences aloud. T asks the class: 'Is this sentence complete? Does it use the word correctly? What detail supports the idea?'
Students
Ss read their sentences. Other Ss give comments, for example: 'Your sentence is clear because you give the reason for the warning.'
Teacher
Step 4: Conclusion and assessment
T gives feedback on content, vocabulary and sentence structure, then summarises: 'Communicate clearly about natural disasters, support your ideas with details, and check the target language.' T assigns the homework.
Students
Ss revise one of their sentences based on the feedback and write the final version in their notebooks.

Worksheets

Worksheet No. 1

Part A. Match the words with their meanings.

warning
rescue worker
emergency kit
damage
evacuate
landslide
Meanings: cảnh báo; nhân viên cứu hộ; bộ đồ khẩn cấp; thiệt hại; sơ tán; sạt lở đất

Part B. Choose the unit word or phrase that matches the meaning.

cảnh báo: {{1}}
nhân viên cứu hộ: {{1}}
bộ đồ khẩn cấp: {{1}}

Part C. Listen and type the word you hear.

Part D. Read these examples aloud: natural; dangerous. Explain the sound or stress contrast taught in this lesson.

Part E. Write three original topic sentences. Use three different vocabulary items from the unit. Add one detail to support each sentence.

Homework

Write a short paragraph of 5 to 7 sentences about how your family can prepare for a flood or a storm. Use at least three words from the unit: warning, emergency kit, evacuate, rescue worker, damage or landslide.
Practise the words natural and dangerous aloud, first as single words and then in full sentences. Record yourself and listen again to check the stress on the first syllable.
Look up two unfamiliar words from the lesson in a dictionary and write the pronunciation and an example sentence for each word in your notebook.
Review the six unit words on the NeoEdu lesson page (neoedu.vn/learn/8/english/unit-9-a-closer-look-1) and complete the interactive exercises before the next lesson.

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