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:
- Describe the causes, usual settings and effects of one chosen natural disaster.
- Explain before, during and after guidance from reliable, checked sources.
- Use may/can for uncertain effects and past continuous with past simple in a short fictional news report.
- Present an information poster with sources, dates and a note on its limits.

2. Competences

a) General competences

Self-control and independent learning: Ss choose one hazard, search reliable sources and record source details on their own.
Communication and collaboration: Ss share research roles in groups, check each other's drafts and present the poster in English.
Problem-solving and creativity: Ss design a labelled original diagram that explains a safety process and explain why their advice is limited to general guidance.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and summarise sources, write poster text and present it orally with accurate English.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the six target words, may/can for uncertain effects, and past continuous with past simple correctly.

3. Personal qualities

Diligence: Ss complete all eight project tasks and keep the poster focused on one hazard.
Responsibility: Ss ask a teacher to check safety advice and never invent local evacuation rules or dangerous rescue methods.
Honesty: Ss separate real sources and observations from labelled practice examples, and state the limits of their work.

II. Teaching aids and materials

1. Teacher

Projector or screen showing the NeoEdu lesson page: neoedu.vn/learn/8/english/unit-9-project
A sample information poster on flooding, clearly labelled as a model
Worksheet 1 and Worksheet 2 (printed or displayed)
Assessment rubric: relevant content and evidence 4 points; usable, clearly organised product 2 points; accurate English 2 points; explanation of choices and limitations 2 points

2. Students

A2 or A3 poster paper, markers, coloured pens, rulers
Notebook and Project folder
Phones or laptops for research from reliable sources (if available)
Worksheet 1 and Worksheet 2

III. Procedures

Activity 1: Warm-up · 8 minutes

Disaster Brainstorm: Which Hazard Do We Choose?

a) Aims

Ss recall natural disasters they know, review the target vocabulary and choose one hazard for the project.

b) Content

Ss brainstorm natural disasters they know and discuss in pairs:

Which natural disaster is most common in your area?
Which of these words do you know: warning, rescue worker, emergency kit, damage, evacuate, landslide?
Each group then chooses ONE disaster for its poster, for example flooding.

c) Expected outcomes

A list of at least five natural disasters on the board.
One chosen hazard per group, for example: flooding.
Ss can use sentences such as: Follow an official flood warning. / A rescue worker helps people reach safety. / Families evacuated before the flood.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the question 'What natural disasters do you know?' on the board and asks Ss to work in pairs for 2 minutes. T reminds Ss that the poster must focus on only one hazard.
Students
Ss read the question and prepare their ideas in pairs.
Teacher
Step 2: Task performance
T monitors and helps pairs with vocabulary. T prompts: 'What can we do before a flood?'
Students
Ss list disasters and discuss which one their group will choose. Possible answer: 'We choose flooding because it happens often in our area.'
Teacher
Step 3: Report and discussion
T invites two or three groups to share their chosen hazard and reasons.
Students
Groups report, for example: 'We choose landslide because heavy rain can cause it in the hills.' Other groups comment briefly.
Teacher
Step 4: Conclusion and assessment
T confirms the topic and introduces the six words with Vietnamese meanings: 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). T models pronunciation and Ss repeat in chorus. T says: 'Keep your poster about one hazard, not a mixture of flood and earthquake advice.'
Students
Ss repeat the words, note the meanings and confirm their group's chosen hazard.

Activity 2.1: Knowledge formation · 15 minutes

Causes, Settings and Effects of the Hazard

a) Aims

Ss research and record the causes, usual places and times, and possible effects of their chosen hazard, using may/can for uncertain effects.

b) Content

Groups of four use Worksheet 1 and reliable sources. Each member takes one role: reader, recorder, checker, presenter. Questions:

What causes this disaster?
Where and when does it usually happen?
What effects can it have? Use may or can when the effect is not certain.
Ss record the source name and date for each piece of information.

c) Expected outcomes

Completed Worksheet 1, for example:

Cause: Heavy rain can increase flood risk.
Usual settings: Ss write only what their source says about places and times.
Effect: Floodwater may damage buildings or interrupt travel.
Note: Not every event has the same effects.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1, explains the four roles and shows how to record a source: 'Source: name of website or book, Date: date of publication.' T reminds Ss to use may/can for effects that are not certain.
Students
Ss read the instructions and assign roles within their group.
Teacher
Step 2: Task performance
T circulates, checks sources and asks guiding questions such as: 'Is this a general fact or a local instruction?' 'Can you show me where this information comes from?'
Students
Ss search for information, read and write notes on Worksheet 1. Possible answer: 'Heavy rain can increase flood risk, so we write may or can in the effect column.'
Teacher
Step 3: Report and discussion
T asks each group's presenter to read one cause and one effect aloud and invites the class to check the source.
Students
Presenters report, for example: 'Our cause is heavy rain. Our effect is that floodwater may damage buildings.' Classmates ask: 'Where did you find this?'
Teacher
Step 4: Conclusion and assessment
T confirms the key structure: 'Heavy rain can increase flood risk.' T highlights that may/can show uncertainty and that effects differ from event to event. T asks Ss to write one correct sentence in their notebooks.
Students
Ss copy the key sentence and check that their Worksheet 1 has a source and date for every fact.

Activity 2.2: Knowledge formation · 12 minutes

Official Before, During and After Guidance

a) Aims

Ss identify official before, during and after guidance for their hazard and separate general information from local emergency instructions.

b) Content

Groups use Worksheet 2 to record guidance from reliable sources in three columns: before, during, after. Each group also writes a safety note. Ss must ask a teacher to check all safety advice. Ss must NOT write local evacuation routes unless they come from the responsible local authority.

c) Expected outcomes

Completed Worksheet 2, for example:

Before: Follow warnings and prepare with adults.
During: Obey official instructions and stay out of floodwater.
After: Wait for clearance and avoid damaged electrical equipment.
Source and date: name of source and date of publication.
Note: A general article may explain heavy rainfall; an actual evacuation route must come from the local authority.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows Worksheet 2 and asks: 'Is this general information or a local emergency instruction?' T stresses that local evacuation rules must not be invented.
Students
Ss read Worksheet 2 and the instructions for the safety note.
Teacher
Step 2: Task performance
T checks each group's draft guidance and asks: 'Who should check this safety advice?' Groups give the draft to T before writing the final version.
Students
Ss fill in the before, during and after columns. Possible draft: 'Before: Follow the official flood warning and prepare an emergency kit with adults.'
Teacher
Step 3: Report and discussion
T asks one group to read its before, during and after guidance, and the class identifies the source of each point.
Students
A representative reads the guidance. Classmates reply, for example: 'Which source says that?' 'Is this a local instruction or general advice?'
Teacher
Step 4: Conclusion and assessment
T approves the checked guidance and confirms the safety message: 'Do not walk through floodwater. Obey official instructions.' T reminds Ss that the poster must show source and date.
Students
Ss correct their Worksheet 2 according to T's feedback and copy the approved safety note.

Activity 3.1: Practice · 10 minutes

Language Check: may/can and Past Tenses

a) Aims

Ss use may/can for uncertain effects and past continuous with past simple correctly in a short fictional news report.

b) Content

Task A: Rewrite the effect sentence with may or can.
Task B: Complete the fictional news report using past continuous for a background action and past simple for an event. Label the text 'Practice example, not real news'.
Task B model: 'Students ___ (study) when the warning ___ (arrive). Teachers ___ (contact) families and ___ (follow) the school plan.'

c) Expected outcomes

Answers:
Task A: Heavy rain can increase flood risk. / Floodwater may damage buildings or interrupt travel.
Task B:

Students were studying when the warning arrived.
Teachers contacted families and followed the school plan.
Ss label the text: Practice example, not real news.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the two tasks on the board and reminds Ss of the form: was/were + V-ing for background actions, V2 for events.
Students
Ss read the two tasks and the example form.
Teacher
Step 2: Task performance
T asks Ss to work individually for 4 minutes, then compare with a partner. T monitors for errors such as using will with may or using the simple past for background action.
Students
Ss write their answers and check their partner's sentences. Possible answer: 'Students were studying when the warning arrived.'
Teacher
Step 3: Report and discussion
T calls on two Ss to read their sentences aloud and asks the class to confirm.
Students
Ss read the sentences aloud. Classmates say 'Correct' or suggest changes.
Teacher
Step 4: Conclusion and assessment
T writes the answers on the board and explains: 'Heavy rain can increase flood risk: can shows possibility. The past continuous shows a background action; the past simple shows the event.' T reminds Ss to write 'Practice example, not real news' on any fictional text.
Students
Ss copy the corrected sentences into their notebooks.

Activity 3.2: Practice · 10 minutes

Spot and Correct the Unsafe Claim

a) Aims

Ss identify an unsafe claim in a draft and correct it using official-style safety advice.

b) Content

Ss read the draft claim: 'If water looks shallow, walk through it.' Ss decide whether the claim is safe, correct it, and explain their decision in one or two sentences. Ss must refer to the approved safety note from Worksheet 2.

c) Expected outcomes

The unsafe claim is removed. Corrected version:

Do not walk through floodwater.
Visible depth does not show that floodwater is safe.
Seek official guidance with a responsible adult.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the draft claim and asks: 'Is this safe? Why or why not?'
Students
Ss read the claim individually and think about the answer.
Teacher
Step 2: Task performance
T asks groups to discuss and rewrite the claim on their poster draft.
Students
Groups discuss and write the corrected advice. Possible answer: 'Water can look shallow but still be dangerous, so we should not walk through it.'
Teacher
Step 3: Report and discussion
T asks one group to read its correction and invites other groups to comment.
Students
A representative reads the corrected advice. Classmates agree or suggest a clearer sentence.
Teacher
Step 4: Conclusion and assessment
T confirms the correct advice and stresses: 'Never demonstrate a dangerous rescue. Seek official guidance with a responsible adult.'
Students
Ss revise their poster draft and remove any unsafe claim.

Activity 4: Application · 35 minutes

Poster Presentation and Limits of Our Work

a) Aims

Ss present their information poster in English, explain their choices and limitations, and say what to do if the usual route is unsafe.

b) Content

Each group presents its poster for about 4 minutes:

Name the disaster and explain why they chose it.
Present causes, settings, effects and before/during/after guidance.
Show the source and date, and explain one limitation of their work.
After each presentation, classmates ask one question. Groups then answer the question: 'What should students do if the usual route is unsafe?' Answer: Tell a teacher or responsible adult and follow the official collection or evacuation plan; do not take an unverified shortcut.

c) Expected outcomes

A completed information poster with four headings (causes, places/times, effects, safety), a labelled original diagram, and source/date.
A short oral presentation in English.
A reflection on limits, for example: 'Our information comes from one checked source, so local rules must be confirmed by the local authority.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the presentation order and the rubric: relevant content and evidence 4; usable, clearly organised product 2; accurate English 2; explanation of choices and limitations 2. T says: 'No automatic score is given for oral delivery; I will assess your work with the rubric.'
Students
Ss read the rubric and plan their roles: presenter, diagram explainer, question answerer.
Teacher
Step 2: Task performance
T gives each group 3 minutes to rehearse and checks that the poster does not mix two hazards. T checks that the diagram explains a process, not a map or a guaranteed safe route.
Students
Groups rehearse and check their poster. Possible sentence: 'Our poster is about flooding. Heavy rain can increase flood risk.'
Teacher
Step 3: Report and discussion
T calls each group to present. T asks follow-up questions, for example: 'What is the source of your safety advice?' 'What is one limit of your poster?'
Students
Groups present and answer questions. Possible answer: 'Our advice is general. An evacuation route must come from the local authority.'
Teacher
Step 4: Conclusion and assessment
T gives feedback on content, organisation and English, and highlights the best limitation statement. T repeats the key safety message: 'Tell a teacher or responsible adult. Follow the official plan. Do not take an unverified shortcut.' T collects the actual posters and reports.
Students
Ss listen to the feedback, note one improvement for their final product and submit the poster and report.

Worksheets

Worksheet 1: Causes, Settings and Effects

Hazard chosen: ______
Research headings:

Causes: What causes this disaster? (Use facts from sources only.)
Places/times: Where and when does it usually happen? (Write only what the source says.)
Effects: What effects can it have? (Use may or can if the effect is not certain.)
Safety: What is the main safety message? (Leave the detailed advice to Worksheet 2.)
Source name: ______
Date of publication: ______
For each fact, tick one:
General information from a reliable source
Local emergency instruction (must be checked by a teacher and the local authority)
Example: Heavy rain can increase flood risk. Source: ______ Date: ______

Worksheet 2: Before, During and After Guidance

Hazard chosen: ______
Before:

Guidance: ______
Source and date: ______
During:
Guidance: ______
Source and date: ______
After:
Guidance: ______
Source and date: ______
Teacher check: ______ (Ss must ask a teacher to check all safety advice.)
Safety note:
Do not invent local evacuation rules.
Do not demonstrate a dangerous rescue.
A general article may explain heavy rainfall; an actual evacuation route must come from the responsible local authority.

Homework

Finish the information poster with four headings (causes, places/times, effects, safety), a labelled original diagram, and source/date for every fact.
Check every safety statement with a teacher or responsible adult before the next lesson.
Write a short fictional news report of 4 to 6 sentences using past continuous for a background action and past simple for an event. Label it 'Practice example, not real news'.
Write a short note of 2 to 3 sentences about the limits of your project, for example: 'Our information comes from one source, so local rules must be confirmed by the local authority.'
Prepare to present your poster in English in the next lesson, and bring the actual poster or model.

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