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

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to use the vocabulary of natural disasters: warning, rescue worker, emergency kit, damage, evacuate, landslide.
By the end of the lesson, Ss will be able to identify the speakers, the topic and the purpose of the follow-up question in a conversation about natural disasters.
By the end of the lesson, Ss will be able to support an opinion with reasons and specific details, and use the past continuous tense to describe an action in progress at a past time.

2. Competences

a) General competences

Self-control and independent learning: Ss work on the reading task individually first, check their own answers against the key and revise their notes before sharing.
Communication and collaboration: Ss work in pairs and groups to share ideas, ask and answer follow-up questions, and give reasons for their opinions in English.
Problem-solving and creativity: Ss decide which details best support an opinion and create their own four-turn conversation with a truthful personal example.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and discuss a short conversation about a storm safety plan, respond to a follow-up question, and write a four-turn conversation introducing the unit topic.
Language knowledge (pronunciation, vocabulary, grammar): Ss use six unit words correctly, recognise the purpose of a supporting detail, and form the past continuous with 'was/were + V-ing' in a sentence about a past time.

3. Personal qualities

Responsibility: Ss take their role in pair and group tasks seriously and follow official advice in the model safety plan as the correct behaviour in an emergency.
Honesty: Ss replace the sample experience with a truthful example of their own when they write their conversation and short paragraph.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 8 (Global Success), Unit 9, Getting Started
Projector or interactive whiteboard, slides with the dialogue and six target words
Pictures of a storm, a flood and a landslide
Worksheet 1 and Worksheet 2 (printed for each pair)
NeoEdu online lesson with lecture, examples and interactive exercises: neoedu.vn/learn/8/english/unit-9-getting-started

2. Students

Textbook, notebook, pen and pencil
Highlighter or coloured pencil for underlining supporting words
Blank sheet of paper for the final conversation

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming natural disasters

a) Aims

Ss activate prior knowledge about natural disasters and get interested in the topic of the lesson.

b) Content

T shows three pictures (a storm, a flood, a landslide) and asks Ss in groups of four to brainstorm: 'What natural disasters can you see? What should people do when they hear a warning?' Groups write their ideas on a sheet of paper within two minutes.

c) Expected outcomes

Each group lists at least three natural disasters (storm, flood, landslide) and at least two safety actions, for example: 'Follow an official flood warning' and 'Move to a safe room with an adult'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the three pictures and asks: 'What do you see in these pictures? What is the danger?' T explains the group task and sets a two-minute time limit.
Students
Ss look at the pictures and listen to the instructions. They form groups of four and choose a leader and a recorder.
Teacher
Step 2: Task performance
T monitors the groups, prompts them with questions such as 'What should we do if there is a warning?' and encourages all members to contribute.
Students
Ss brainstorm in groups and write their ideas. Expected answers: 'A storm can cause flooding.' 'We should follow official advice and not go out.'
Teacher
Step 3: Report and discussion
T invites one group to read their list aloud and asks other groups to add ideas that are not yet on the board.
Students
Representatives read their lists. Other groups add items such as 'A landslide can damage houses' or 'Keep an emergency kit at home'.
Teacher
Step 4: Conclusion and assessment
T writes the key ideas on the board and introduces the topic of the lesson: natural disasters, safety and clear communication. T says: 'Today we will talk about natural disasters and learn how to give our opinions with reasons.'
Students
Ss copy the topic into their notebooks and predict what the conversation will be about.

Activity 2.1: Knowledge formation · 7 minutes

Vocabulary: words about natural disasters

a) Aims

Ss understand and pronounce six unit words and use them in simple sentences.

b) Content

T presents six words with meanings 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. Ss listen, repeat chorally and individually, then match each word with a picture or example sentence in pairs.

c) Expected outcomes

Ss can match each word with its meaning and read one example sentence correctly. Example: 'Heavy rain can increase landslide risk.' Ss record the words and meanings in their notebooks.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the six words on the board and asks: 'Which words do you already know?' T explains that Ss will listen, repeat and match the words with their meanings in pairs.
Students
Ss look at the words and say the ones they know, such as 'flood' or 'storm'.
Teacher
Step 2: Task performance
T models the pronunciation of each word and leads choral and individual repetition. T asks pairs to match each word with its meaning and the example sentence.
Students
Ss repeat the words and work in pairs. Expected answers: 'warning – Follow an official flood warning' and 'evacuate – Families evacuated before the flood'.
Teacher
Step 3: Report and discussion
T calls on pairs to read one matching sentence aloud and checks the stress and pronunciation of 'evacuate' and 'landslide'.
Students
Pairs read their sentences. Other Ss correct each other's pronunciation and meaning.
Teacher
Step 4: Conclusion and assessment
T confirms the correct matches and reminds Ss that these words will be used in the conversation and in the practice task.
Students
Ss write the six words and their meanings in their notebooks and underline the words they find most useful.

Activity 2.2: Knowledge formation · 8 minutes

Reading the situation in a conversation

a) Aims

Ss identify the speakers, the topic and the purpose of the follow-up question, and find words that support an opinion.

b) Content

Ss read the conversation between Mai and Nam and complete Worksheet 1: identify who is speaking, the topic, and why the follow-up question 'Can you give a reason for your opinion?' matters. Ss underline the words that support Nam's opinion.

c) Expected outcomes

Answers in Worksheet 1: (1) Speakers: Mai and Nam, two classmates. (2) Topic: a storm safety plan and how people should act in a real emergency. (3) The follow-up question asks Nam for a reason, so he must give supporting evidence. (4) Supporting words: 'The exercise showed me why clear instructions matter', 'I would never enter floodwater to rescue an object', 'taking an unnecessary risk can harm both me and a rescuer'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the conversation and distributes Worksheet 1. T asks Ss to read silently first and says: 'Find who is speaking, the topic and the purpose of Mai's question.'
Students
Ss read the conversation silently and look at the four tasks in Worksheet 1.
Teacher
Step 2: Task performance
T asks pairs to read the conversation aloud with different roles, then discuss the answers. T walks around and helps with words such as 'rumours' and 'unnecessary'.
Students
Pairs read the dialogue, complete Worksheet 1 and underline supporting words. Expected answer: 'Mai asks for a reason, so Nam must support his opinion with evidence.'
Teacher
Step 3: Report and discussion
T calls on two or three pairs to share their answers. T asks: 'Why did Nam mention the exercise?' and 'Which words show that his opinion is well supported?'
Students
Pairs report. Expected answer: 'The exercise is a specific experience that supports his idea that clear instructions matter.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and explains that a follow-up question asks for a specific example or reason. T says: 'A good opinion needs a reason and a concrete detail.'
Students
Ss correct their worksheets and write the key idea in their notebooks: 'Support an opinion with a specific example.'

Activity 2.3: Knowledge formation · 7 minutes

Giving reasons and supporting details

a) Aims

Ss identify a benefit and a possible difficulty in a model response and explain their choices.

b) Content

T asks Ss to look again at Nam's response and find one benefit and one possible difficulty of the safety drill. Ss use the question 'Can you give a specific example?' to explain their choices and then decide which detail is the most convincing.

c) Expected outcomes

Benefit: the drill helps Ss learn why clear instructions matter and how to move to a safe room with an adult. Possible difficulty: in a real emergency people may be stressed, so it can be hard to follow official advice quickly. Ss explain each choice with a sentence from the model.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads the question 'Identify a benefit and a possible difficulty in the model. Explain your choices.' and models one answer: 'The benefit is that the drill teaches us clear instructions.'
Students
Ss listen to the task and the model answer, then take notes on the key words.
Teacher
Step 2: Task performance
T asks Ss to work in pairs using a think-pair-share technique: each student finds one benefit and one difficulty individually, then compares with a partner.
Students
Ss think individually for one minute, then compare with a partner. Expected answers: 'Benefit: we learn to follow instructions.' 'Difficulty: in a real disaster, people may panic and forget the advice.'
Teacher
Step 3: Report and discussion
T invites pairs to share their answers and asks: 'Which detail do you find most convincing? Why?'
Students
Pairs share. Expected answer: 'I think the example of the drill is convincing because it is a real experience from our class.'
Teacher
Step 4: Conclusion and assessment
T summarises: 'We should consider both benefits and difficulties, and support each point with a specific example.' T writes the sentence frame on the board: 'One benefit is ... because ...'
Students
Ss copy the sentence frame into their notebooks and say one sentence with it aloud.

Activity 3: Practice · 8 minutes

Matching, choosing and using the past continuous

a) Aims

Ss consolidate the vocabulary, choose the correct question for supporting detail and use the past continuous tense correctly.

b) Content

Ss complete Worksheet 2 with three tasks: (1) match four words with their meanings; (2) choose the question that asks for supporting detail; (3) write the correct past continuous form of 'read' in the sentence 'At eight last night, I {{1}} (read) a weather report.'

c) Expected outcomes

Answers in Worksheet 2: (1) warning – cảnh báo; rescue worker – nhân viên cứu hộ; emergency kit – bộ đồ khẩn cấp; damage – thiệt hại. (2) B. Can you give a specific example? (A specific example supplies concrete support.) (3) was reading. The past continuous uses was/were + V-ing to describe an action in progress at a past time; 'was' is used with I, he, she and it.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 2 and explains the three tasks. T reminds Ss that 'was' is used with I, he, she and it, and 'were' with you, we and they.
Students
Ss read the three tasks and ask questions about any unclear instructions.
Teacher
Step 2: Task performance
T monitors and checks individual work, then gives hints when needed, such as 'Think about the time: at eight last night.'
Students
Ss complete the worksheet individually and then check with a partner. Expected answers: 'warning – cảnh báo', 'B', 'was reading'.
Teacher
Step 3: Report and discussion
T calls on individual Ss to read their answers, and asks others to say whether they agree. T asks: 'Why is it was reading and not read?'
Students
Ss give their answers. Expected answer: 'Because the action was in progress at eight last night.'
Teacher
Step 4: Conclusion and assessment
T shows the key answers on the board and explains the difference between the past simple and the past continuous with one example each. T praises accurate answers.
Students
Ss correct their answers, write the key grammar rule in their notebooks and check the spelling of the target words.

Activity 4: Application · 10 minutes

Creating a conversation about our own experience

a) Aims

Ss use the unit words and a follow-up question to write and perform a four-turn conversation about a natural disaster with a truthful personal example.

b) Content

In pairs, Ss write a four-turn conversation introducing the unit topic. The conversation must include at least two unit words and one follow-up question such as 'Can you give a reason for your opinion?' Pairs perform their conversation for the class. Ss replace the sample experience with a true example of their own.

c) Expected outcomes

A four-turn conversation, for example: 'A: What are you preparing for our class discussion? B: I have a short report about flood safety. A: Can you give a reason for your opinion? B: Yes. Last year our family prepared an emergency kit, and it helped us feel calm when a warning came.' The conversation is scored using the 10-point rubric: task achievement and accurate content and language (4 points); organisation and clear evidence (2 points); appropriate vocabulary and grammar (2 points); delivery or spelling (2 points).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and shows the 10-point rubric. T says: 'Use at least two unit words and one follow-up question, and make sure your example is true.'
Students
Ss read the task and the rubric and ask questions if needed.
Teacher
Step 2: Task performance
T asks pairs to write the conversation on a sheet of paper and rehearse it twice. T monitors and helps with sentence structure and word choice.
Students
Pairs write and rehearse their four-turn conversation. Expected sentences: 'Our emergency kit includes a torch.' 'Families evacuated before the flood in our village.'
Teacher
Step 3: Report and discussion
T invites three or four pairs to perform in front of the class. T asks the audience to identify the unit words and the follow-up question.
Students
Pairs perform. Other Ss listen and answer: 'Which words did you hear? Was there a follow-up question?'
Teacher
Step 4: Conclusion and assessment
T gives brief feedback on content, pronunciation and grammar, and summarises the lesson: 'Communicate clearly about natural disasters, support ideas with details, and check the target language.'
Students
Ss write the summary sentence in their notebooks and mark the key words in their conversations.

Worksheets

Phiếu học tập số 1

Worksheet 1: Reading the situation
Read the conversation between Mai and Nam, then answer the questions.

1. Who is speaking? ______
1. What is the topic of the conversation? ______
1. Why does Mai's follow-up question 'Can you give a reason for your opinion?' matter? ______
1. Underline the words that support Nam's opinion.
1. Write one sentence with a truthful example of your own, using the words 'clear instructions' or 'official advice'. ______

Phiếu học tập số 2

Worksheet 2: Vocabulary, question choice and grammar
Task 1. Match each word with its meaning.

warning / rescue worker / emergency kit / damage
Meanings: nhân viên cứu hộ; thiệt hại; cảnh báo; bộ đồ khẩn cấp
Task 2. Which question asks for supporting detail?
A. What is your opinion?
B. Can you give a specific example?
C. Which topic shall we discuss next?
D. Do you agree with the conclusion?
Task 3. Complete the sentence with the correct past continuous form of the verb in brackets.
At eight last night, I {{1}} (read) a weather report.

Homework

Write a short paragraph of five to seven sentences about a natural disaster you know. Use at least three unit words: warning, rescue worker, emergency kit, damage, evacuate or landslide.
Include one reason and one specific example to support your opinion. Make sure your example is true and based on your own experience or what you have learned.
Write one sentence in the past continuous tense, for example: 'At seven yesterday evening, I was listening to a weather report.' Check the use of 'was' and 'were' carefully.
Review the conversation in the textbook and practise reading it aloud with correct pronunciation and intonation. Prepare to present your paragraph or conversation in the next lesson.
You may practise the Getting Started exercises on NeoEdu at neoedu.vn/learn/8/english/unit-9-getting-started before the next lesson.

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