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<i><b>mẫu miễn phí</b></i>
<b>GIÁO ÁN TIẾNG ANH 8</b><b> TUẦN 26</b>
<b>NĂM HỌC 2019 - 2020</b>
<i><b>Period: </b><b> 73</b><b> Date of planning: ……/……/……</b></i>
<i> Date of teaching: ……/……/……</i>
<b>UNIT 9: NATURAL DISASTER</b>
<b>Lesson 5: Skills 1</b>
<b>I. Objectives: </b>
<b>1. Knowledge: By the end of the lesson ,students will be able to :</b>
- Read for general and specific information about how to prepare for a natural
disaster..
- Talk about natural disasters and ways to prepare for them.
<b>2. Skills: Reading, speaking </b>
3. Attitude:Ss must have good attitude towards facing natural disaster
<b>4. Competencies: Coping with disasters </b>
<b>II. Main languages: </b>
<i>1.Vocabulary: essential wreak havoc destructive guidelines emergency</i>
<i>2.Grammar: </i>
<b> III. Teaching aid: lesson plan , visual pictures</b>
<b>Look at the words in the box, </b>
<b>then find them in the article and </b>
<b>underline them. What do they </b>
<b>mean?</b>
- Ask Ss to scan the article to find
<i>where the words/phrases wreak </i>
<i>havoc, essential, destructive, </i>
<i>guidelines, and emergency are in </i>
the article.
- Ask if Ss know the meaning of
the words/ phrases.
- If they do not, T may help Ss
work out the meanings of these
words from the article.
Individual work <i><b>Suggested answers: </b></i>
<i>- Wreak havoc: do great </i>
damage or harm to
somebody/ something.
<i>- essential: necessary.</i>
<i>- destructive: causing </i>
major damage, from the
<i>verb destroy.</i>
situation.
<i><b>Key:</b></i>
- Because they can
wreak havoc across
large areas and cause
loss of life or damage to
property.
- Learn about the risk in
your area and read the
information about
natural disasters on local
government sites.
- Enter all the
emergency contact
numbers in your mobile
phone so you can call
the rescue and
emergency workers if
necessary.
<i><b>mẫu miễn phí</b></i>
<b>3a. Read the news reports (A-C) </b>
<b>and match each one to the </b>
Work in pairs
personal documents and
some money.
- We need to know the
evacuation routes and
shelters.
<i><b>Key : </b></i>
<i><b>mẫu miễn phí</b></i>
- Now ask Ss to work in groups of
three and role-play telling each
other about one of the news
<b>reports in 3a. </b>
- T may go around to provide help.
- After finishing, T may call on
some groups to do the role-play in
front of the class.
<b>Post-reading(7’)</b>
<b>4a. Make a list of things to do </b>
<b>before, during and after each of </b>
<b>the disasters in your area. You </b>
<b>can read the article in 1 again </b>
above.
- Have Ss ask and answer
questions about the things they
should do in the event of each
<b>disaster they had discussed in a. </b>
- If time allows, invite some pairs
to demonstrate their conversations
in front of the class.
<b>Homework(3’):</b>
Prepare for unit 9 lesson 6
Pairwork
<i><b>Period:</b><b> 74</b><b> Date of planning: ……/……/……</b></i>
<i> Date of teaching: ……/……/……</i>
<b>UNIT 9: NATURAL DISASTER</b>
<b>Lesson 5: Skills 2</b>
<b>I. Objectives: </b>
<b>1. Knowledge: By the end of the lesson ,students will be able to :</b>
<i><b>mẫu miễn phí</b></i>
<b>2. Skills: Reading, speaking </b>
<i>*Vocabulary:</i>
<i>-weather bureau</i>
<i>-property</i>
<i>-hit</i>
<i>-rain-free</i>
<i>-rage</i>
<i>-coastal</i>
<i>-weaken</i>
<i><b>mẫu miễn phí</b></i>
<b>correct the following statements.</b>
- Remind Ss about listening for
keywords in statements.
- Play the recording and ask Ss to
correct the statements.
- Then ask two or three Ss to write
their answers on the board.
- Play the recording again for Ss to
check the answers.
Individual work
<b>Audio script:</b>
3- There was extensive
damage to property in
Cua Lo, a coastal town
in Nghe An.
4- The storm had
already weakened when
rescue workers arrived
in the area.
<i><b>mẫu miễn phí</b></i>
<b>2. Listen again and complete the</b>
<b>data chart.</b>
- First, ask Ss to work in pairs to
discuss the missing word for each
gap from the information they
<b>have heard in 1.</b>
- Then play the recording again
and allow Ss to fill the gaps as
they listen.
- Ask Ss to share their answers in
pairs before playing the recording
4.flood
5.debris
<i><b>mẫu miễn phí</b></i>
<b>Alternatively, you can write </b>
<b>about a natural disaster you </b>
<b>have read about.</b>
- Ask Ss to make notes about a
natural disaster they or one of their
family members have experienced
in the given table.
- Remind them that they do not
have to write full sentences and
they can use abbreviations.
- Then, ask Ss to share their notes
with their partners.
- T may ask some more able Ss to
read out their notes to the whole
class.
<b>4a. Use your notes in 3 to write a</b>
<b>new report.</b>
<b>4b. Swap new reports with a </b>
<b>partner and review each other’s </b>
- Ss edit and revise their reports as
homework.
- Note that the audio script
provides a good model of a news
report.
- This structure can be used to
write another news report.
<b>Homework(3’):</b>
+ Write the news report in the
notebooks
<i><b>mẫu miễn phí</b></i>
<i><b>Period:</b><b> 75</b><b> Date of planning: ……/……/……</b></i>
<i> Date of teaching: ……/……/……</i>
<b>UNIT 9: NATURAL DISASTER</b>
<b>Lesson 7: Looking back & project</b>
<b>I. Objectives: </b>
<b>1. Knowledge: By the end of the lesson ,students will be able to :</b>
- Use the words to talk about natural disasters.
- Use the words and phrases to complete the sentences.
- Use past simple and past perfect to write about bad things that happened
yesterday.
- That will help T and Ss see how
far they have progressed, and
which areas need further practice.
<b>- The questions in Looking Back </b>
<b>match the Finished! </b>
<b>Self-assessment statements at the end </b>
of this lesson.
- Ss should check how well they
did on each question and use that
information when filling the
self-assessment.
<b>Presentation(15’)</b>
<b>Pre-teach vocab:</b>
<b>1. Match the words (1-6) to their</b>
<b>definitions (A-F).</b>
- Have Ss work independently.
- Then they can check their
answers with a partner before
discussing the answers as a class.
- However, tell Ss to keep a record
of their original answers so they
can use that information in their
Whole class
- Have Ss work independently.
- Then they can check their
answers with a partner before
discussing the answers as a class.
- However, tell Ss to keep a record
of their original answers so they
can use that information in their
self-assessment.
Work individually
Work in pairs
Work individually
Work in pairs
<i><b>Key:</b></i>
1.C 2.F
3.D
4.B
5.A
6.E
<i><b>Key:</b></i>
<i><b>mẫu miễn phí</b></i>
<b>4. Match the two parts to make </b>
<b>complete sentences.</b>
Work individually
Work in pairs
past simple or past perfect
Pair work
Group work
<i><b>Key:</b></i>
1. The tickets will be
collected (by Mr.Smith).
2. A play was put on (by
the students) at the end
of term.
3. The sentence cannot
be written in the passive
<i>because its main verb is </i>
is not a transitive verb.
4. The message was
taken (by Julie).
5. The picture as painted
by a local artist.
6. The sentence cannot
be written in the passive
because its main verb
- Call on some pairs to practise in
front of the class.
<b>Homework(3’):</b>
Prepare for review 3 lesson 1
Group work
6e
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