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

Giáo án Communication

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- use the vocabulary related to natural disasters: warning, rescue worker, emergency kit, damage, evacuate, landslide.
- express news and sympathy with the expressions 'I'm sorry to hear that' and 'Is everyone safe?'.
- respond politely to bad news and ask for a reason or an example in a friendly tone.

2. Competences

a) General competences

Self-control and independent learning: Ss complete the individual vocabulary task and the written exercises on their own, then check their answers before sharing with a partner.
Communication and collaboration: Ss work in pairs to discuss a storm situation, take turns listening and responding, and role-play a sympathy exchange.
Problem-solving and creativity: Ss choose the appropriate response to bad news, write a two-turn exchange, and create a follow-up question for a new situation.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and listen to the model exchange, respond sympathetically to bad news in speaking and writing, and role-play the situation with a partner.
Language knowledge (vocabulary, grammar): Ss use the six disaster-related words correctly in context and write complete sentences instead of translating Vietnamese word order directly.

3. Personal qualities

Kindness: Ss put the safety of people first when they hear about damage and do not ask for frightening details.
Responsibility: Ss follow official advice in the model text, give a reason when they refuse or disagree, and do not share private contact details during role-play.

II. Teaching aids and materials

1. Teacher

Slides showing the model text, the key expressions, the vocabulary and the practice exercises
Worksheet 1 and Worksheet 2 (printed or projected)
Pictures of storms, floods and landslides (projected)
Interactive exercises on NeoEdu: neoedu.vn/learn/8/english/unit-9-communication
Timer

2. Students

Student's book Tiếng Anh 8 (Global Success), Unit 9
Notebook, pen, pencil
Small slips of paper for pair work

III. Procedures

Activity 1: Warm-up · 5 minutes

Bad news brainstorm

a) Aims

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

b) Content

T asks Ss: 'What natural disasters do you know? What do people do when a storm comes?' T writes the sentence 'A storm damaged our neighbour's roof.' on the board and asks Ss what they would say to the neighbour.

c) Expected outcomes

A list of 3 to 4 natural disasters, for example: storm, flood, landslide.
Ss' first ideas of a sympathetic response, for example: 'I'm sorry to hear that.' / 'Is everyone safe?'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the pictures and asks the questions. T writes the sentence 'A storm damaged our neighbour's roof.' on the board and asks: 'What would you say to your neighbour?'
Students
Ss look at the pictures and the sentence and think about what they would say.
Teacher
Step 2: Task performance
T gives Ss 1 minute to talk with a partner and makes sure everyone takes part.
Students
Ss work in pairs, brainstorm the disasters they know and suggest a possible response to the bad news.
Teacher
Step 3: Report and discussion
T invites 2 to 3 pairs to share their ideas and writes the key responses on the board.
Students
Some pairs report, for example: 'Storm, flood, landslide.' / 'I'm sorry to hear that. Is everyone safe?'
Teacher
Step 4: Conclusion and assessment
T praises the ideas and states the lesson aim: 'Today we will learn how to respond to bad news with sympathy and how to talk about natural disasters.'
Students
Ss listen and write the title 'Unit 9 – Communication' in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Disaster vocabulary

a) Aims

Ss understand the meaning and use of six key words related to natural disasters.

b) Content

T presents the words warning (cảnh báo), rescue worker (nhân viên cứu hộ), emergency kit (bộ đồ khẩn cấp), damage (thiệt hại), evacuate (sơ tán) and landslide (sạt lở đất) with example sentences: '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 and Part B).

c) Expected outcomes

Worksheet 1 answers:

Part A: 1-b, 2-e, 3-c, 4-d, 5-a, 6-f.
Part B: 1 damage, 2 evacuated, 3 landslide, 4 emergency kit.
Ss' knowledge: each word's meaning and how it is used in a sentence about a natural disaster.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads each word aloud, models the pronunciation and asks Ss to repeat chorally. T distributes Worksheet 1 and explains the two parts.
Students
Ss listen, repeat the words after T and read the instructions on Worksheet 1.
Teacher
Step 2: Task performance
T gives Ss 3 minutes to complete Part A individually and 2 minutes to compare answers with a partner for Part B.
Students
Ss match the words with the meanings in Part A, then fill the gaps in Part B with the correct word forms.
Teacher
Step 3: Report and discussion
T calls on 2 to 3 Ss to read their answers and asks: 'Why is the answer for number 5 'evacuate'?'
Students
Ss report their answers, for example: 'Number 5 is evacuate because families left the area before the flood.'
Teacher
Step 4: Conclusion and assessment
T confirms the correct answers, corrects the stress and pronunciation of the words and highlights the word forms in Part B.
Students
Ss check their answers, correct their mistakes and copy the key words into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Expressing news and sympathy

a) Aims

Ss identify the language and the priority in responding to bad news, and explain what the model text communicates.

b) Content

T writes the model exchange on the board: 'A storm damaged our neighbour's roof. / I'm sorry to hear that. Is everyone safe?' T asks: 'What does the speaker ask about first?' Then 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. ... I would never enter floodwater to rescue an object.' T asks: 'What does this text communicate?' Ss work in pairs to answer.

c) Expected outcomes

Expected answer 1: The speaker asks about people's safety first ('Is everyone safe?'), not about the details of the damage.
Expected answer 2: The model text describes a storm safety drill. It shows that people should follow official advice, should not enter floodwater to save an object, and that belongings can be replaced while people's safety matters more.
Key language: 'I'm sorry to hear that' (sympathy), 'Is everyone safe?' (focus on people), friendly tone.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the two key sentences on the board and asks: 'Who does the speaker ask about first?' T shows the model text and asks: 'What does this text communicate?'
Students
Ss read the sentences and the model text silently and think about the questions.
Teacher
Step 2: Task performance
T asks Ss to work in pairs and reminds them to use complete sentences in their answers.
Students
Ss discuss the questions in pairs. Expected answers: 'The speaker asks about people first.' / 'The text is about a storm safety drill and following official advice.'
Teacher
Step 3: Report and discussion
T invites 2 pairs to share their answers and asks the class if they agree.
Students
Ss report, for example: 'The speaker is worried about people, not about the roof.' / 'The text says we should follow official advice and not take risks.'
Teacher
Step 4: Conclusion and assessment
T summarises the function (expressing news and sympathy), the key language and the friendly tone. T reminds Ss: 'Do not ask for frightening details when someone has bad news. Use complete sentences and do not translate Vietnamese word order directly, for example 'I'm sorry to hear that' not 'Sorry hear that'.'
Students
Ss write the key expressions and the note about complete sentences in their notebooks.

Activity 3: Practice · 12 minutes

Responding to bad news

a) Aims

Ss choose the appropriate response to bad news and write a two-turn exchange and a polite question to ask for a reason or an example.

b) Content

Ss complete Worksheet 2.
Exercise 1: Respond sympathetically to bad news: 'The storm damaged our roof.' A. I'm sorry to hear that. Is everyone safe? B. Congratulations on the new roof. C. Could you recommend a roof colour? D. Thank you for inviting me to your house.
Exercise 2: Write a two-turn exchange using the function 'expressing news and sympathy'.
Exercise 3: Write a polite question to ask for a reason or an example after the exchange.

c) Expected outcomes

Worksheet 2 answers:

Exercise 1: A (I'm sorry to hear that. Is everyone safe?).
Exercise 2 (example): 'A storm damaged our neighbour's roof.' / 'I'm sorry to hear that. Is everyone safe?'
Exercise 3 (example): 'Could you explain why?' or 'Could you give an example related to natural disasters?'
Accept other well-supported responses.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 2, explains the three exercises and reminds Ss to use the expressions from the lesson.
Students
Ss read the instructions and the sentences on Worksheet 2.
Teacher
Step 2: Task performance
T gives Ss 2 minutes to answer Exercise 1 individually, then 5 minutes to write Exercises 2 and 3 in pairs. T monitors and helps weaker Ss.
Students
Ss choose the answer for Exercise 1 (A) and write a two-turn exchange and a polite question with their partner.
Teacher
Step 3: Report and discussion
T invites 2 pairs to read their exchanges and questions aloud and asks the class to check the sentences.
Students
Ss read aloud, for example: 'A storm damaged our neighbour's roof. I'm sorry to hear that. Is everyone safe?' and 'Could you give an example related to natural disasters?'
Teacher
Step 4: Conclusion and assessment
T gives feedback on task achievement, accuracy and complete sentences, and corrects any errors on the board.
Students
Ss check their work, correct mistakes and note the feedback on their worksheet.

Activity 4: Application · 10 minutes

Storm news role-play

a) Aims

Ss use the language of news and sympathy in a realistic role-play, listen before responding, and respond politely when they disagree.

b) Content

Situation: Student A tells Student B that a storm damaged a neighbour's roof. Student B expresses sympathy with 'I'm sorry to hear that. Is everyone safe?' and asks a follow-up question, for example 'Can you tell me more?'. Then they swap roles. Extension: if Student A suggests a different opinion, for example 'We don't need to evacuate', Student B responds politely: 'I understand your point. However, I think we should consider another possibility.' and gives a reason.
Rules: use a friendly tone, listen before responding, and do not share private contact details.

c) Expected outcomes

Each pair performs a role-play of at least 4 turns, including 'I'm sorry to hear that. Is everyone safe?' and one follow-up question, for example: 'A storm damaged our neighbour's roof. / I'm sorry to hear that. Is everyone safe? / Yes, everyone is safe. / Can you tell me more?'. Pairs also give a reason when they disagree, for example: 'I understand your point. However, I think we should follow the official warning because it keeps everyone safe.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T models the role-play with a volunteer pair, reminds Ss of the rules and gives each pair a situation card.
Students
Ss watch the model, listen to the rules and read their role cards.
Teacher
Step 2: Task performance
T gives Ss 5 minutes to practise and then perform. T walks around, listens and corrects pronunciation and tone.
Students
Ss role-play the situation twice, switching roles, and use the expressions from the lesson.
Teacher
Step 3: Report and discussion
T invites 2 to 3 pairs to perform in front of the class and asks the audience to comment on the tone and the follow-up question.
Students
Pairs perform, for example: 'I'm sorry to hear that. Is everyone safe?' / 'Can you tell me more?' The audience gives feedback, for example: 'Your tone was friendly.'
Teacher
Step 4: Conclusion and assessment
T summarises the key points: express sympathy, ask about people first, listen before responding and give a reason politely. T assigns homework.
Students
Ss note the key points and the homework in their notebooks.

Worksheets

Worksheet 1: Disaster vocabulary

Part A: Match each word with its meaning.

1. warning
1. rescue worker
1. emergency kit
1. damage
1. evacuate
1. landslide

Meanings:

a. to leave a dangerous place and go to a safer one
b. a message that tells people about possible danger
c. a set of supplies for use in an emergency
d. harm caused to people or things
e. a person who helps people reach safety
f. a sudden fall of earth or rock down a slope

Part B: Complete the sentences with the correct word. Change the form if needed.

1. The storm caused serious ________ (damage).
1. Families ________ before the flood. (evacuate)
1. Heavy rain can increase ________ risk. (landslide)
1. Our ________ includes a torch. (emergency kit)

Worksheet 2: Responding to bad news

Exercise 1: Choose the best response to the bad news 'The storm damaged our roof.'

A. I'm sorry to hear that. Is everyone safe?
B. Congratulations on the new roof.
C. Could you recommend a roof colour?
D. Thank you for inviting me to your house.

Exercise 2: Write a two-turn exchange using the function 'expressing news and sympathy'. Use the language: 'I'm sorry to hear that. Is everyone safe?'

Turn 1: ________________________
Turn 2: ________________________

Exercise 3: Write a polite question to ask for a reason or an example after your exchange.

Homework

Learn the six vocabulary words by heart and write one sentence with each word.
Complete Exercise 7 in the Student's book: write an appropriate opening and closing for a short talk about natural disasters.
Complete Exercise 8: write a question you could ask if a listener does not understand one key word, for example: 'What do you mean by that?'
Practise the role-play with a family member or friend, then do the interactive exercises on NeoEdu: neoedu.vn/learn/8/english/unit-9-communication.

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