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

Giáo án Skills 2

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Predict the type of answer (person, time, place or reason) before listening to a recording.
    • Identify the main idea and key details in a school announcement about flood safety.
    • Plan, write and revise instructions for before, during and after a flood, using Before/During/After or time links and the correct genre features (imperative sentences, topic vocabulary such as warning, evacuate, floodwater).

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict answers before listening, check their own answers against the recording, and revise their own writing using a checklist.
  • Communication and collaboration: Ss share predictions and answers in pairs and groups, give peer feedback on instructions, and report group findings clearly in English.
  • Problem-solving and creativity: Ss decide which safety steps are needed in a flood situation, organise them logically, and write original instructions that follow official local directions.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for gist and details in an announcement, discuss flood safety orally, read a model text to identify its purpose and genre features, and write an 80–100-word set of instructions.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the topic vocabulary (warning, rescue worker, emergency kit, damage, evacuate, landslide), imperative sentences and time links (before, during, after, once, until) correctly in speaking and writing.

3. Personal qualities

  • Responsibility: Ss take their own safety seriously by stating that they will follow official warnings and trusted adults during a flood, and they complete their individual writing task on time.
  • Honesty: Ss check their listening answers against the recording and admit when a prediction was wrong, without copying a classmate's writing.
  • Kindness: Ss help a partner revise a sentence and give constructive comments that encourage improvement.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 8 (Global Success), Unit 9, Skills 2 page
  • Audio recording of the original unit listening (school announcement about a flood) and a speaker
  • Projector or interactive board, PowerPoint slides with vocabulary and the model paragraph
  • Phiếu học tập số 1 and Phiếu học tập số 2 (printed for each group)
  • Learning resources on NeoEdu: neoedu.vn/learn/8/english/unit-9-skills-2 (lecture, examples and interactive exercises)
  • Timer, sticky notes, A3 poster paper, coloured markers

2. Students

  • Textbook, notebook, pen, pencil, eraser
  • A pair of earphones (if individual listening is needed)
  • Highlighter or coloured pencils for marking time links

III. Procedures

Activity 1: Warm-up · 8 minutes

Flood Quiz: What Do You Know?

a) Aims

Ss activate prior knowledge about natural disasters and flood safety and are introduced to the topic vocabulary of the lesson.

b) Content

Ss look at a set of six pictures on the projector (a flood, a rescue worker, an emergency kit, damage to a house, people being evacuated, a landslide) and match each picture with a word from the list: warning, rescue worker, emergency kit, damage, evacuate, landslide. Then Ss answer the question: 'What should people do before, during and after a flood?'

c) Expected outcomes

Ss match the six pictures with the six words correctly, for example: flood - warning; rescue worker - helps people reach safety; emergency kit - includes a torch and drinking water; damage - serious damage to houses; evacuate - leave the area before the flood; landslide - caused by heavy rain. Ss give at least two ideas, for example: 'Follow official warnings', 'Prepare an emergency kit', 'Stay with an adult'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T greets the class and shows six pictures on the screen. T says: 'Look at the pictures. Match each picture with a word in the box. Then tell me what people should do in a flood.' T writes the six words on the board: warning, rescue worker, emergency kit, damage, evacuate, landslide.

    Students

    Ss look at the pictures and read the words silently for one minute.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and match the pictures with the words. T walks around and helps pairs with pronunciation of the words (e.g. /ˈwɔːnɪŋ/, /ɪˈvæk.ju.eɪt/).

    Students

    Ss discuss in pairs and write their answers in their notebooks. They then brainstorm one or two safety actions for a flood.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to report. T asks: 'What is an emergency kit?' and 'Who can help people reach safety?'

    Students

    Pairs report, for example: 'A flood warning is a message from authorities.' 'A rescue worker helps people reach safety.' 'We should prepare drinking water and a torch.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matches and writes the lesson topic on the board: Unit 9 Skills 2 - Listening for flood information and writing flood instructions. T says: 'Today we will listen to an announcement and write instructions for a flood.'

    Students

    Ss copy the title and the six new words into their notebooks.

Activity 2.1: Knowledge formation · 20 minutes

Listening Strategy: Predict, Listen for Gist, Then Details

a) Aims

Ss learn and apply a three-step listening strategy: predict the type of answer, listen for the gist, then listen for details.

b) Content

T introduces the listening strategy:

  • Step 1: Before listening, predict the type of answer you need: person, time, place or reason.
  • Step 2: First listen for gist (the main idea).
  • Step 3: Then listen for details.
    T plays the original recording (school announcement about a flood) twice. Ss listen first for gist: 'What is the announcement about?' Then Ss listen again and predict and answer the questions: 'When will classes end?' (time), 'Where must students wait?' (place), 'May students walk through floodwater?' (True/False), 'Which channel will provide updates?' (thing/channel).

c) Expected outcomes

Ss identify the gist: the school is giving instructions to students about what to do during a flood.
Key points Ss note:

  • Predicted answer type: 1. time; 2. place; 3. yes/no (True or False); 4. channel/source.
  • Details: Classes end at two. Students must remain inside the main building. Students must not walk through floodwater. Updates will come from the school's official message channel.
    Knowledge formed: Predicting the answer type helps Ss focus on the right information; the first listening is for gist, the second for details.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three-step listening strategy on the board and reads it aloud. T says: 'Before you listen, predict the type of answer. Then listen for gist and details.' T models the prediction for question 1: 'When will classes end? The answer is a time, so I listen for a time.'

    Students

    Ss copy the strategy into their notebooks. They read the four questions on Phiếu học tập số 1 and predict the answer type for each one.

  2. Teacher

    Step 2: Task performance

    T plays the recording once and asks Ss to listen for the gist. Then T plays the recording a second time and pauses after each key part. T asks Ss to write the answers. Ss who finish early check their predictions with a partner. T walks around and checks listening and spelling.

    Students

    Ss listen to the gist and answer: 'The announcement is about what students must do during a flood at school.' Ss listen again and write answers to the four questions in their notebooks. Ss who need more support can ask a partner for help with the prediction.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'What is the main idea of the announcement?' and then goes through the four questions. T asks: 'Did your prediction match the type of answer?' T asks a few Ss to explain the strategy in their own words.

    Students

    Ss answer: 'The announcement tells students what to do in a flood.' Ss give answers: 'Two.' 'Inside the main building.' 'False.' 'The school's official message channel.' Some Ss say: 'I predicted a time for question 1, so I listened for a number.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and reminds Ss: 'Answer with a word or short phrase, not a full sentence, when the question asks for that.' T points out the difference between gist and details and shows the NeoEdu listening example on the screen (neoedu.vn/learn/8/english/unit-9-skills-2).

    Students

    Ss write the strategy and the key answers in their notebooks and mark the answer type next to each question.

Activity 2.2: Knowledge formation · 20 minutes

Writing Workshop: Organising Flood Instructions

a) Aims

Ss identify how the model organises instructions with Before/During/After and time links, and recognise the genre features of instructions.

b) Content

T introduces the writing points: organise instructions with Before/During/After or time links; follow local official directions; do not invent evacuation routes, attempt rescue, or enter floodwater.
Ss read the original model paragraph on Phiếu học tập số 2 and work in groups of four to complete the organiser:

  • Purpose of the model:
  • Time links used (Before, During, After, ...):
  • Imperative verbs used (follow, prepare, stay, ...):
  • Topic expressions (official evacuation instructions, floodwater, fallen power lines, ...):
  • Safety rule that the writer does not invent:

c) Expected outcomes

Ss complete Phiếu học tập số 2 as follows:

  • Purpose: to give clear safety instructions for before, during and after a flood.
  • Time links: Before a flood; During a flood; If your route is unsafe; After the flood.
  • Imperative verbs: follow; discuss; prepare; stay; never walk, cycle or play; keep away; tell; wait; do not enter; do not touch.
  • Topic expressions: official local warnings; emergency plan; drinking water; essential medicines; official evacuation instructions; floodwater; fallen power lines; damaged buildings; electrical equipment.
  • Safety rule: The writer does not invent evacuation routes, does not attempt rescue, and does not enter floodwater; the instructions say to follow official directions.
    Key knowledge: Instructions use imperative sentences with time links to show the order of actions.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into groups of four and gives each group Phiếu học tập số 2. T says: 'Read the model. Organise the instructions by time. Find the time links, the imperative verbs and the topic expressions.' T shows the example: 'Before a flood, follow official local warnings.' and asks: 'Which word is the time link? Which word is the imperative verb?'

    Students

    Ss in groups read the model silently. Ss answer T's question: 'Before a flood' is the time link; 'follow' is the imperative verb.

  2. Teacher

    Step 2: Task performance

    T monitors the groups and encourages them to use a highlighter to mark the time links in one colour and the imperative verbs in another. T asks: 'Why does the model not say 'You can go to the high ground'?' to guide Ss to the rule about official directions.

    Students

    Groups highlight the time links and verbs in the model and complete the organiser. Possible answers from groups: 'The model says follow official directions, so we do not invent routes.' 'It uses Never and Do not to give warnings.'

  3. Teacher

    Step 3: Report and discussion

    T asks each group to present one row of the organiser (for example, time links or safety rules). T invites other groups to add one point if they have a different answer.

    Students

    Group 1 reports the time links: Before a flood, During a flood, If your route is unsafe, After the flood. Group 2 reports the imperative verbs: follow, prepare, stay, keep away, tell, wait. Group 3 reports the safety rule: The writer does not invent evacuation routes or enter floodwater.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the genre features on the board: (1) Organise by Before/During/After or time links; (2) use imperative sentences; (3) use topic vocabulary; (4) follow official local directions. T writes the key sentence: 'Organise instructions with Before/During/After or time links.'

    Students

    Ss copy the four genre features into their notebooks and underline one time link and one imperative in their own notes.

Activity 3.1: Practice · 15 minutes

Listening Practice: Gist and Details

a) Aims

Ss practise the listening strategy by answering detail questions from the recording with correct answer types and short answers.

b) Content

Ss listen to the original recording again and answer exercises 1–4 in the textbook. Ss must answer with a word or short phrase, not a full sentence, for questions 1, 2 and 4. For question 3, Ss answer True or False.

  1. When will classes end?
  2. Where must students wait?
  3. May students walk through floodwater?
  4. Which channel will provide updates?

c) Expected outcomes

Answers:

  1. two (Classes end at two.)
  2. inside the main building (They must remain inside.)
  3. False (The announcement says not to.)
  4. the school's official message channel (Use the official school channel.)
    Knowledge: Ss can predict the answer type and give short answers to listening questions, and they can explain why an answer is False using the recording.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen again and answer the four questions. Remember the answer types you predicted. For questions 1, 2 and 4, write a word or short phrase only.' T plays the recording.

    Students

    Ss read the four questions and check their predicted answer types.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually first, then compare with a partner. T plays the recording a second time if needed and pauses at the key parts. T reminds Ss to write exact words from the recording.

    Students

    Ss listen and write answers. Ss compare with their partner and correct any mistakes. Ss who answer question 3 say: 'False, because the announcement says students must not walk in floodwater.'

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to read their answers. T asks: 'Why is the answer to question 3 False?' and 'Why is 'inside the main building' correct for question 2?'

    Students

    Ss read answers: 'Two.' 'Inside the main building.' 'False.' 'The school's official message channel.' They explain: 'The announcement says we must not walk in floodwater.' 'The recording says we must remain inside.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, writes them on the board, and reminds Ss to check the answer type and the length of the answer before writing. T praises Ss who used the strategy correctly.

    Students

    Ss correct their answers in their notebooks and write one sentence about what they learned from the recording.

Activity 3.2: Practice · 10 minutes

Model Analysis and Sentence Revision

a) Aims

Ss analyse the purpose and genre features of the model and practise revising a sentence to make it clearer.

b) Content

Ss read the original model again and complete exercise 7: identify its purpose, two genre features, and two useful topic expressions.
Then Ss look at the example revision for exercise 8: replace an unclear time such as 'tomorrow morning' with the exact event date and time in a notice; replace a vague phrase such as 'It is good' with a specific benefit and example in a paragraph.
Ss practise writing one original sentence and one revised sentence on Phiếu học tập số 2.

c) Expected outcomes

Answers to exercise 7:

  • Purpose: to give safety instructions before, during and after a flood.
  • Genre features: (1) imperative sentences such as 'Prepare drinking water...' and 'Never walk...'; (2) time links such as 'Before a flood', 'During a flood', 'After the flood'.
  • Topic expressions: official evacuation instructions; fallen power lines (also acceptable: floodwater, emergency plan).
    Sample pair for exercise 8:
  • Original: 'Go to the school tomorrow morning.'
  • Revised: 'Go to the school at 7:00 a.m. on Monday, 12 October, after the official flood warning is lifted.' (The revision is clearer because it gives the exact time and condition.)
    Note: The student's own revision is assessed by the teacher using the 10-point rubric.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes exercise 7 and the example revision on the board. T says: 'Find the purpose, two genre features and two topic expressions. Then write one original sentence and one revised sentence, and explain your change.'

    Students

    Ss read the model and the example revision. Ss note the questions they need to answer.

  2. Teacher

    Step 2: Task performance

    T moves around and checks that Ss are using imperative sentences and time links correctly. T reminds Ss not to translate Vietnamese word order directly.

    Students

    Ss complete exercise 7 and write their sentences on Phiếu học tập số 2. Ss exchange sentences with a partner and suggest one improvement.

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 Ss to read their original and revised sentences and explain the change. T asks the class: 'Is the revised sentence clearer?'

    Students

    Ss report: 'My original sentence was Be careful. My revised sentence is Do not walk in floodwater, because it may be deep and dangerous.' Classmates respond: 'Yes, the revised sentence is clearer because it gives a reason.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that a good revision is specific and gives the exact detail or reason. T writes on the board: 'Revise: replace vague words with exact details.'

    Students

    Ss write the principle in their notebooks and mark one sentence in their own writing to revise later.

Activity 4: Application · 17 minutes

Plan, Write and Revise Flood Instructions

a) Aims

Ss plan, write and revise an 80–100-word set of instructions for before, during and after a flood, following the genre and official local directions.

b) Content

Ss plan their own response on Phiếu học tập số 2 (Before / During / After boxes), then write 80–100 words of instructions. Ss must use Before/During/After or time links, must follow official local directions, must not invent evacuation routes, attempt rescue or enter floodwater, and must use at least three topic expressions from the lesson.
Task: Write instructions for a student who lives in a flood-prone area to prepare for, survive, and recover from a flood.
Ss revise their writing using the checklist on the board. Homework: Ss finish the revision and submit it to the teacher.

c) Expected outcomes

Each S produces:

  • A plan with three columns: Before a flood / During a flood / After the flood.
  • A draft of 80–100 words with time links (Before, During, After, If your route is unsafe) and imperative verbs.
  • One revised sentence with an explanation of the change.
    Assessment rubric (10 points, teacher marks by human assessment): fulfil the task with accurate relevant details (4); follow genre and coherent organisation (2); suitable vocabulary and grammar (3); spelling and punctuation (1). Ss' answers are accepted if they are different but well-supported.
    Sample plan point: 'Before a flood, follow official local warnings and prepare drinking water, a torch and important contact details.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Now you will write your own instructions. Plan first with three boxes: Before, During, After. Do not memorise the model. Follow official local directions and do not invent evacuation routes.' T shows the checklist on the board: time links; imperatives; topic expressions; word count (80–100); no invented routes.

    Students

    Ss read the checklist and the task. Ss ask questions about word count or vocabulary if needed.

  2. Teacher

    Step 2: Task performance

    T asks Ss to plan individually for five minutes, then write the draft for about ten minutes. T walks around, checks the time links and the word count, and gently corrects grammar (for example, 'Keep away from' + noun; 'Do not enter' + place). Ss who finish early revise their sentences using the checklist and exchange drafts with a partner for peer feedback.

    Students

    Ss write their plan and draft on paper. Ss who finish early give a partner one comment, for example: 'Your After section is clear, but add a time link.' Ss revise one sentence and write an explanation of the change.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 Ss to read a sentence from their draft, especially one with a time link or a revised sentence. T asks the class: 'Does this follow official local directions?'

    Students

    Ss read sentences such as: 'Before a flood, follow official local warnings.' 'During a flood, stay with a responsible adult.' 'After the flood, wait for the authorities to say it is safe to return.' Classmates respond: 'Yes, it follows the official directions.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective examples, reminds Ss that their final writing is assessed by a teacher using the rubric, and sets homework: finish the draft within 80–100 words and complete the revision. T reminds Ss of the safety rule: do not walk, cycle or play in floodwater.

    Students

    Ss write the homework task in their notebooks and put their plan and draft into their folders.

Worksheets

Phiếu học tập số 1

Listening: Unit 9, Skills 2 (school announcement about a flood)

Step 1: Predict the answer type before you listen.

  • Q1: When will classes end? Predicted answer type: ______
  • Q2: Where must students wait? Predicted answer type: ______
  • Q3: May students walk through floodwater? Predicted answer type: ______
  • Q4: Which channel will provide updates? Predicted answer type: ______

Step 2: Listen for gist. What is the announcement about?

  • Answer: ______________________________

Step 3: Listen for details and answer. Write a word or short phrase for Q1, Q2 and Q4. Write True or False for Q3.

  • Q1: ______
  • Q2: ______
  • Q3: ______
  • Q4: ______

Phiếu học tập số 2

Writing: Organising flood instructions

Part A. Analyse the original model.

  • Purpose of the model: ______________________________
  • Time links used: ______________________________
  • Imperative verbs used: ______________________________
  • Two topic expressions: ______________________________
  • Safety rule: The writer does not invent evacuation routes, attempt rescue, or enter floodwater. Give one example from the model: ______________________________

Part B. Revise a sentence.

  • Original sentence: ______________________________
  • Revised sentence: ______________________________
  • Reason for the change: ______________________________

Part C. Plan your own instructions.

  • Before a flood: ______________________________
  • During a flood: ______________________________
  • After the flood: ______________________________
  • Checklist: [ ] time links [ ] imperative verbs [ ] 3 topic expressions [ ] 80–100 words [ ] no invented routes

Homework

  • Write your final set of instructions for before, during and after a flood in 80–100 words. Use Before/During/After or time links, and follow official local directions. Do not invent evacuation routes, attempt rescue, or enter floodwater.
  • Check your draft with the checklist: time links, imperative verbs, three topic expressions (for example: official warning, emergency kit, floodwater), and word count.
  • Choose one original sentence and one revised sentence from your draft. Write a short explanation (2–3 sentences) of the change and why it improves clarity.
  • Review the lesson on NeoEdu (neoedu.vn/learn/8/english/unit-9-skills-2) and complete the interactive listening exercises to practise the strategy: predict, gist, details.
  • Bring your completed writing to the next lesson. Your teacher will assess it using the 10-point rubric: task (4), genre and organisation (2), vocabulary and grammar (3), spelling and punctuation (1).

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.