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

Giáo án A Closer Look 2

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to: use six key words about natural disasters (warning, rescue worker, emergency kit, damage, evacuate, landslide) in meaningful sentences
  • By the end of the lesson, Ss will be able to: form affirmative, negative and question sentences in the past continuous (was/were + V-ing)
  • By the end of the lesson, Ss will be able to: use when and while to join an ongoing past action with a sudden past event or with another ongoing action

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own answers against the worked example, and correct their mistakes in verb forms without waiting for the teacher
  • Communication and collaboration: Ss work in pairs and groups to discuss and explain why a verb form is correct, and give peer feedback politely
  • Problem-solving and creativity: Ss decide which tense and linking word fit a situation, and write original sentences about a storm or flood situation

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the key words, read a short fictional report, and speak and write about past actions during a natural disaster
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the key words with correct stress, recognise the past continuous form, and apply the rules of when and while

3. Personal qualities

  • Diligence: Ss complete every exercise on time and check their written sentences carefully before reporting
  • Responsibility: Ss take turns in pair work, contribute their ideas, and help their partner understand the grammar point

II. Teaching aids and materials

1. Teacher

  • Projector, slides with the worked language example, key words and exercises
  • Audio recording of the six key words for pronunciation practice
  • Picture cards of a storm, a flood, a landslide, a rescue worker and an emergency kit
  • Worksheet 1 and Worksheet 2 (printed for each pair)
  • NeoEdu learning page with the interactive presentation and exercises: neoedu.vn/learn/8/english/unit-9-a-closer-look-2

2. Students

  • Textbook Global Success 8, Unit 9, A Closer Look 2
  • Notebook, pen, pencil, eraser
  • Mini whiteboard and marker (optional) for quick answers

III. Procedures

Activity 1: Warm-up · 5 minutes

Quick Question: What Were You Doing?

a) Aims

Ss recall the past simple and get ready for the past continuous by talking about what they were doing at a given time in the past.

b) Content

Ss look at a picture of a family during a storm warning and answer the teacher's question: 'What were you doing at eight o'clock last night?' Ss answer in pairs with one full sentence each, then the teacher shows the sentence 'We were preparing dinner when the warning arrived.' and asks Ss to find the two actions.

c) Expected outcomes

Ss give at least three sentences, for example: 'I was doing my homework at eight last night.' Ss identify the two actions in the model: 'were preparing dinner' (long action in progress) and 'arrived' (sudden short event). Ss write the title 'Past Continuous' in their notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture of a family in a house during a storm warning and asks: 'What were you doing at eight o'clock last night?' T gives an example answer: 'I was watching TV at eight o'clock.'

    Students

    Ss listen to the question and think for 30 seconds about their own answer.

  2. Teacher

    Step 2: Task performance

    T asks Ss to talk in pairs. T walks around and listens to the answers.

    Students

    Ss take turns asking and answering. Possible answers: 'I was doing my homework.' / 'I was having dinner with my family.' / 'I was sleeping.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 to 4 pairs to share. T writes the model sentence on the board: 'We were preparing dinner when the warning arrived.' T asks: 'Which action was longer? Which action was shorter and sudden?'

    Students

    Ss share their sentences. Expected answer: 'Preparing dinner' is the long action in progress; 'the warning arrived' is the sudden event.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that the long action uses was/were + V-ing and the sudden event uses the past simple. T says that today's lesson will help Ss describe these situations accurately.

    Students

    Ss copy the title and the model sentence into their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Vocabulary: Natural Disasters

a) Aims

Ss pronounce and understand the six key words about natural disasters and use them in context.

b) Content

T presents six words: 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). Each word is matched with its example sentence from the textbook: 'Follow an official flood warning.' / 'A rescue worker helps people reach safety.' / 'Our emergency kit includes a torch.' / 'The storm caused serious damage.' / 'Families evacuated before the flood.' / 'Heavy rain can increase landslide risk.' Ss complete Worksheet 1, Part A in pairs.

c) Expected outcomes

Ss match the words with the pictures and the meanings correctly: warning - official alert; rescue worker - helps people reach safety; emergency kit - bag of necessary items for a disaster; damage - harm or loss caused by the storm; evacuate - leave a dangerous place; landslide - a large mass of earth and rock falling down a slope. Ss write one new sentence with each word.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six picture cards and says each word. T asks Ss to repeat chorally and individually, checking the stress of multi-syllable words such as 'emergency' and 'evacuate'. T hands out Worksheet 1, Part A.

    Students

    Ss listen, repeat after T and the audio, then read Worksheet 1, Part A.

  2. Teacher

    Step 2: Task performance

    T asks pairs to match each word with its picture and meaning. T monitors and gives hints if needed, for example: 'Which word means to leave a place quickly?'

    Students

    Ss work in pairs to match the words. Expected answers: warning - a picture of a flood alert sign; rescue worker - a person in a boat helping others; emergency kit - a bag with a torch and water; damage - a broken house; evacuate - people leaving a village; landslide - a hill of mud falling down.

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their matches aloud. T checks the pronunciation and invites the class to correct any errors.

    Students

    Ss read their answers aloud and give feedback to each other, for example: 'I think evacuate is correct because families leave their homes.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matches and writes the six words on the board with their Vietnamese meanings in brackets. T reminds Ss that these words will be used in the grammar practice.

    Students

    Ss record the six words and meanings in their vocabulary notebooks.

Activity 2.2: Knowledge formation · 12 minutes

Past Continuous: Form and Use with When and While

a) Aims

Ss form the past continuous correctly and use when and while to connect a background action with a sudden event or another ongoing action.

b) Content

T presents the grammar using the worked language example 'We were preparing dinner when the warning arrived.' and the Step 1 to Step 3 procedure: (1) identify the communicative meaning; (2) choose the structure; (3) check the subject, verb form, and any time or place reference. T explains the key rules: was/were + V-ing describes an action in progress at a past time; when + past simple introduces the sudden event; while links two actions in progress; was is not used with you, we, they. Ss complete Worksheet 1, Part B: they fill in the table of affirmative, negative and question forms, then decide which action is the background and which is the event in three sentences.

c) Expected outcomes

Ss complete the form table in Worksheet 1, Part B:

  • Affirmative: I/He/She/It was + V-ing; You/We/They were + V-ing
  • Negative: was not / were not (wasn't / weren't) + V-ing
  • Question: Was/Were + subject + V-ing ...?
    Ss also write the key rule: 'When + past simple = the sudden event; while + past continuous = two actions at the same time.' Example: 'While we were listening, the lights went out.' (background: were listening; event: went out).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the worked example on the slide and models Step 1 to Step 3 aloud. T asks Ss to read the complete sentence, not only the blank. T hands out Worksheet 1, Part B.

    Students

    Ss watch the slide, listen to the steps and read the example sentence silently.

  2. Teacher

    Step 2: Task performance

    T asks pairs to complete the form table and to label the sentences 'background' or 'sudden event'. T asks guiding questions: 'Is the action in progress at a moment in the past?' 'Which verb is in the past simple?'

    Students

    Ss work in pairs. Expected answers: affirmative was/were + V-ing; negative was not/were not + V-ing; question Was/Were + subject + V-ing. In 'When the storm began, they were waiting indoors', 'began' is the sudden event and 'were waiting' is the background.

  3. Teacher

    Step 3: Report and discussion

    T invites one pair to present the form table and the labels. T asks: 'Why do we say were with they but was with she?' and 'Why can we not say was with you?'

    Students

    Ss present their answers. Expected answers: were is used with you, we, they and plural subjects; was is used with I, he, she, it and singular subjects; was is not used with you, we, they (because they take were).

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the summary on the board: 'Was/were + V-ing = action in progress in the past. When + past simple = sudden event. While + past continuous = two actions in progress.' T asks Ss to copy the summary and the example into their notebooks.

    Students

    Ss copy the summary and check their own form table.

Activity 3: Practice · 10 minutes

Form Drill: Choose and Complete

a) Aims

Ss practise choosing the correct past continuous form and the correct linking word in context.

b) Content

Ss complete Worksheet 2, Exercises 1 to 7, in pairs, then check answers with the class. Exercise 8 is saved for the Application activity. Exercises 1 to 4 require the verb in brackets in past continuous; Exercise 5 requires a negative sentence; Exercise 6 requires a question; Exercise 7 requires choosing the sentence that shows a sudden event interrupting an activity.

c) Expected outcomes

Answer key for Worksheet 2:

  1. At eight last night, I was reading a weather report.
  2. They were waiting indoors when the storm began.
  3. Mai was packing the emergency kit at seven yesterday.
  4. While we were listening, the lights went out.
  5. It was not raining when we left.
  6. Were you packing the emergency kit at eight last night?
  7. A. We were having dinner when the warning arrived.
    Ss explain briefly why sentence A is correct: 'were having' sets the background, and 'arrived' is the shorter intervening event.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains that Ss will work in pairs. T reminds Ss to check the subject, verb form, and time reference, then complete each sentence.

    Students

    Ss receive Worksheet 2 and read the instructions.

  2. Teacher

    Step 2: Task performance

    T monitors and asks: 'Is this action in progress or a sudden event?' 'Do we use was or were with this subject?'

    Students

    Ss complete Exercises 1 to 7 in pairs. Possible common mistakes: writing 'was waiting' with 'They', or writing 'when' instead of 'while' in Exercise 4.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to read answers for Exercises 1, 4, 5 and 7. T asks the class to say 'agree' or 'disagree' and to correct any mistakes.

    Students

    Ss read their answers aloud. The class gives feedback, for example: 'I agree, because the lights went out is the sudden event.'

  4. Teacher

    Step 4: Conclusion and assessment

    T displays the full answer key and highlights the common mistakes: using was with you/we/they, and confusing when and while. T asks Ss to correct their own worksheets with a different colour pen.

    Students

    Ss check their answers against the key and correct their own work.

Activity 4: Application · 10 minutes

Our Storm Story

a) Aims

Ss use the past continuous with when and while to describe what they and their families were doing during a real or imagined storm warning, without inventing damage or casualties.

b) Content

Ss read a fictional report: 'At 8 p.m., Mai was reading. Her parents were packing the emergency kit. At 8:05, the phone rang.' Ss write two sentences using when and while (Exercise 8). Then, in pairs, Ss tell each other about a time when they were doing something at home and something happened, such as a power cut or a warning message. Ss write a short paragraph of 4 to 5 sentences for homework.

c) Expected outcomes

Sample answers for Exercise 8:

  • While Mai was reading, her parents were packing the emergency kit.
  • Mai was reading when the phone rang at 8:05.
    Ss' own sentences should include at least two past continuous actions and one past simple event linked by when or while. Example: 'While my mother was cooking dinner, the warning message arrived.' Ss must not describe damage or casualties that are not in the text.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the fictional report aloud and asks Ss to identify the background actions and the event. T explains the grading guide: correct form, logical when/while connection, and clear time reference.

    Students

    Ss listen and underline the background actions (was reading; were packing) and the event (rang).

  2. Teacher

    Step 2: Task performance

    T asks Ss to write two sentences for Exercise 8 individually, then to share one personal sentence with a partner. T monitors and helps with the structure.

    Students

    Ss write their sentences and then tell a partner about a personal storm-warning situation. Possible answers: 'While my brother was studying, the power went out.' / 'We were watching TV when the warning arrived.'

  3. Teacher

    Step 3: Report and discussion

    T invites three Ss to read their sentences. The class checks the form and the logic of when/while, and T gives brief feedback.

    Students

    Ss read their sentences aloud. Classmates give feedback, for example: 'Your sentence is good, but the verb in the event should be in the past simple.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the lesson with the key points: was/were + V-ing for background actions, when for the sudden event, while for two actions at the same time. T gives the homework task.

    Students

    Ss note the homework and the key points in their notebooks.

Worksheets

Worksheet 1

Part A: Match each word with its meaning.

  • warning
  • rescue worker
  • emergency kit
  • damage
  • evacuate
  • landslide
    Meanings (in random order):
  • a. leave a dangerous place quickly
  • b. harm or loss caused by a disaster
  • c. a person who helps people reach safety
  • d. a bag of useful items for a disaster
  • e. a large mass of earth and rock sliding down a slope
  • f. a message that tells people about possible danger

Part B: Complete the form table with was, were, was not, were not, Was, Were.

  • Affirmative: I / He / She / It ______ + V-ing; You / We / They ______ + V-ing
  • Negative: I / He / She / It ______ + V-ing; You / We / They ______ + V-ing
  • Question: ______ + subject + V-ing ...?

Part C: Label each sentence as 'background' or 'sudden event'.

  1. We were preparing dinner when the warning arrived.
  2. While we were listening, the lights went out.
  3. They were waiting indoors when the storm began.

Worksheet 2

Exercises 1 to 7: Complete the sentences. Use the verbs in brackets in the past continuous, or choose the correct answer.

  1. At eight last night, I ______ (read) a weather report.
  2. They ______ (wait) indoors when the storm began.
  3. Mai ______ (pack) the emergency kit at seven yesterday.
  4. While we ______ (listen), the lights went out.
  5. Make a negative sentence: It ______ (rain) when we left.
  6. Put the words in order to make a question: were / you / packing / the emergency kit / at eight last night
  7. Choose the sentence that shows a sudden event interrupting an ongoing activity.
    A. We were having dinner when the warning arrived.
    B. We had dinner after the warning arrived.
    C. We will have dinner when the warning arrives.

Exercise 8 (Application, do in class): A fictional report says: 'At 8 p.m., Mai was reading. Her parents were packing. At 8:05, the phone rang.' Write two sentences using when and while. Do not invent damage or casualties.

Homework

  • Review the six key words and write one sentence for each word in your vocabulary notebook.
  • Write a short paragraph of 4 to 5 sentences about what you and your family were doing when a storm warning or a power cut happened. Use at least two past continuous sentences and one sentence with when or while.
  • Practise the past continuous forms with the interactive exercises on the NeoEdu page: neoedu.vn/learn/8/english/unit-9-a-closer-look-2
  • Prepare for the next lesson by reading the Unit 9 Communication section in your textbook.

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