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DẠY HỌC THEO CHỦ ĐỀ MÔN TIẾNG ANH LỚP 8 – HỆ 10 NĂMTÊN CHỦ ĐỀ: NATURAL DISASTERSA. Cơ sở hình thành Kiến thức của chủ đề được lấy ở bài học số 9 (Unit 9) trong SGK tiếng Anh lớp 8 hệ 10 năm.B. Sự cần thiết phải hình thành chủ đề: Chủ đề mang tính thực tiễn, gắn với đời sống hàng ngày, đặc biệt tính hiệu quả của việc sử dụng Tiếng Anh trong giao tiếp của HS hiện nay. Các em biết trình bày những thiệt hại, nguy hiểm của thiên tai từ đó đưa lời khuyên những việc cần làm để phòng và giảm thiểu sự thiệt hại do thiên tai gây ra.C. Thời gian dự kiến:Chủ đề được thực hiện trong 7 tiết, tên tiêu đề của từng tiết cụ thể như sau:Tiết 1: Unit 9: Natural disasters Lesson 1: Getting startedTiết 2: Unit 9: Natural disasters Lesson 2: A closer look 1 + Looking back 1, 2Tiết 3: Unit 9: Natural disasters Lesson 3: A closer look 2 + Looking back 3, 4Tiết 4: Unit 9: Natural disasters Lesson 4: Communication + Grammar 5, 6Tiết 5: Unit 9: Natural disasters Lesson 5: Skills 1Tiết 6: Unit 9: Natural disasters Lesson 6: Skills 2Tiết 7: Unit 9: Natural disasters Lesson 7: Project DẠY HỌC THEO CHỦ ĐỀ MÔN TIẾNG ANH – LỚP – HỆ 10 NĂM TÊN CHỦ ĐỀ: NATURAL DISASTERS A Cơ sở hình thành – Kiến thức chủ đề lấy học số (Unit 9) SGK tiếng Anh lớp hệ 10 năm B Sự cần thiết phải hình thành chủ đề: – Chủ đề mang tính thực tiễn, gắn với đời sống hàng ngày, đặc biệt tính hiệu việc sử dụng Tiếng Anh giao tiếp HS Các em biết trình bày thiệt hại, nguy hiểm thiên tai từ đưa lời khuyên việc cần làm để phòng giảm thiểu thiệt hại thiên tai gây C Thời gian dự kiến: Chủ đề thực tiết, tên tiêu đề tiết cụ thể sau: Tiết 1: Unit 9: Natural disasters – Lesson 1: Getting started Tiết 2: Unit 9: Natural disasters – Lesson 2: A closer look + Looking back 1, Tiết 3: Unit 9: Natural disasters – Lesson 3: A closer look + Looking back 3, Tiết 4: Unit 9: Natural disasters – Lesson 4: Communication + Grammar 5, Tiết 5: Unit 9: Natural disasters – Lesson 5: Skills Tiết 6: Unit 9: Natural disasters – Lesson 6: Skills Tiết 7: Unit 9: Natural disasters – Lesson 7: Project D Nội dung I Nội dung tiết Tiết 1: Giới thiệu tình huống, học từ vựng liên quan đến thiên tai Tiết 2: Học sinh luyện tập từ vựng liên quan luyện phát âm với trọng âm từ kết thúc: -logy – graphy Tiết 3: Học sinh ôn cách diễn đạt câu bị động học q khứ hồn thành; Tiết 4: Học sinh đọc số quan điểm số người khác thiên tai sau diễn đạt quan điểm thiên tai Học sinh ôn lại từ vựng ngữ pháp Tiết 5: Học sinh luyện đọc hiểu diễn đạt ngơn ngữ nói cách phòng chống thiên tai Tiết 6: Học sinh luyện nghe diễn đạt ngôn ngữ viết kể thiên tai mà học sinh chứng kiến Tiết 7: Học sinh diễn đạt loại thiên tai đưa thông điệp phòng chống thiên tai II Mục tiêu Kiến thức – Học sinh biết thêm sử dụng hệ thống từ vựng liên quan đến chủ đề “Natural disasters” – Học sinh nắm cách diễn đạt báo cáo thông tin (Information Report) chủ đề Natural disasters Kỹ – Học sinh rèn kỹ giao tiếp như: Nghe, nói, đọc viết; kỹ sử dụng ngơn ngữ cách có hiệu quả; kỹ nhận xét, đánh giá – Học sinh rèn kĩ sử dụng CNTT việc tìm kiếm thông tin thiết kế phát biểu Thái độ: – Bồi dưỡng tinh thần ham học hỏi, thích tìm hiểu các loại thiên tai thơng qua việc sử dụng từ vựng mẫu câu – Giáo dục học sinh có thái độ đắn, nghiêm túc việc phòng chống thiên tai Định hướng lực: + Năng lực tự học: – Phát kiến thức sách giáo khoa; – Khả tự sưu tầm, thu thập thông tin loại thiên tai + Năng lực phát giải vấn đề + Năng lực sử dụng CNTT – Khả vận dụng kiến thức môn Tiếng Anh khai thác thiết kế PowerPoint trình bày + Năng lực sáng tạo: Học sinh vận dụng kiến thức CNTT để tham gia thi Sáng tạo KHKT, nghiên cứu khoa học, thiết kế dự án… nhằm phát triển lực + Năng lực giao tiếp: HS có khả trao đổi, chia sẻ quan điểm cách phòng chống loại thiên tai + Năng lực hợp tác: Có khả chia sẻ thông tin, hiểu biết loại thiên tai + Năng lực sử dụng ngôn ngữ: Khả trình bày, lập luận, thể miêu tả xác, đưa thông điệp ngắn gọn dễ hiểu có ý nghĩa III Chuẩn bị Giáo viên: – Máy vi tính, máy chiếu – Soạn theo tiết chủ đề theo kế hoạch xây dựng – Sưu tầm hình ảnh, clip loại thiên tai – Chuẩn bị phiếu cho học sinh bốc thăm chủ đề để chuẩn bị Học sinh: – Tìm hiểu từ vựng liên quan đến Natural disasters – Tranh ảnh, clip minh họa Natural disaster – Thực nhiệm vụ học tập theo yêu cầu cụ thể giáo viên IV Bảng mô tả mức độ câu hỏi, tập đánh giá lực học sinh qua chủ đề Vận dụng Nội dung Nhận biết Thông hiểu Vận dụng cao thấp – Đọc – Xác định trọng âm – Nhận biết cách trọng âm – Tự tin nói Tiếng từ kết phát âm từ vựng, từ kết thúc Anh theo phiên âm thúc -logy – Pronunciation ngữ điệu câu -logy – quốc tế, nói graphy graphy trọng âm, ngữ điệu Speaking – Nhận biết từ vựng loại thiên tai – Hiểu chủ đề, nêu đặc điểm loại thiên tai quan tâm – Hiểu nội dung nghe làm tập điền thông tin Listening – Nhận biết thông tin chung tập nghe Writing – Hiểu nội – Nhận biết dung khái quát cách dùng toàn theo khứ hoàn thành chủ đề : loại câu bị động thiên tai – Xây dựng chủ đề theo gợi ý, đưa lời khuyên hợp lý – Trình bày chủ đề hoạt trước đám đơng động trước, cách lưu lốt, tự tin sau thiên tai xảy – Nói nội dung học ngôn ngữ thân thực diễn đạt ngắn thiên tai – Viết – Viết viết hoàn chỉnh đoạn văn loại thiên tai đặc điểm đưa loại thiên thông điệp chủ tai đề – Nói lại nội dung học ngôn ngữ thân – Đặt câu đơn giản sử – Hiểu rõ cách sử – Vận dụng had + dụng had + – Nhận biết dụng had + done done câu bị động Cách dùng done câu bị cách sử dụng had thông qua nội dung vào ngôn ngữ nói had + done động theo ý + done học, làm theo chủ đề giao riêng tập có gợi ý tiếp hàng ngày chủ đề thiên tai V Bảng mô tả lực cần hình thành chủ đề hệ thống câu hỏi, tập Chuẩn kiến thức, Những lực cần hình thành Câu hỏi/Bài tập kỹ Nghe hiểu nội Nghe hiểu đoạn báo cáo thiên tai xảy Listening dung sau xác địa phương nước định câu đúng/sai Diễn đạt đặc điểm Diễn đạt đặc điểm tàn phá tàn phá thiên tai từ Speaking thiên tai đưa giải pháp phòng chống có hiệu Đọc hiểu báo cáo Đọc hiểu báo cáo thiên tai Reading làm tập dạng xảy địa phương đúng/sai trả lời câu hỏi Writing Viết đoạn văn miêu tả đặc điểm tàn phá loại thiên tai Biết cách sử dụng had + done câu bị động vào diễn đạt chủ đề thiên tai E Thiết kế hoạt động dạy học (Giáo án cụ thể theo tiết) Grammar Viết đoạn văn đặc điểm loại thiên tai Chuyển đổi câu chủ động sang câu bị động Dạy tuần 23, 24, 25 chương trình Tiết Week 23 UNIT NATURAL DIASTERS Period 68 Leson Getting started: Shocking News Date of preparation: 25/01/2016 Date of teaching: 16/02/2016 A Objectives: Knowledge: By the end of the lesson, students will be able to listen and read the dialogue about the typhoon in Nam Dinh province for details and then some related exercises They can use lexical items related to natural disasters to respond to good and bad news Skills: Develop students’ listening, speaking, reading and writing skills Attitude: Educate students to be always ready to prevent natural diasters Competences: Develop the competences of communication, cooperation, using languages, and problem solving B Preparation: – Materials: Students’ books, teacher’s book, laptop, speaker and projector – Method: T- WC, individual work, pair work and group work C Procedures: I Organization: 8A: Date ……………… – Absentee 8B: Date ……………… – Absentee 8C: Date ……………… – Absentee Teacher’s activities Students’ activities II Warmer (5′): Matching * Ex2a Key: First, have Ss work independently Then allow Responding to good Responding to bad them to share answers before playing the news news recording for them to check Play the recording Wow! Oh dear! for Ss to repeat the phrases Remind Ss to pay That’s great! That’s awful! attention to their intonation as they practice That’s a relief! How terrible! How wonderful! Oh no! That’s awesome! That’s shocking! III New lesson: – typhoon (n): bão nhiệt đới Presentation (10′) – tsunami (n): sóng thần Vocabulary – volcanic (n): núi lửa – Use different techniques to teach vocabulary – tornado (n): lốc xoáy (situation, realia) (n): lũ bùn – Follow the seven steps of teaching vocabulary – mudslide – drought (n): hạn – floodhán (n): lũ lụt – severe /si’vi:r/ (adj) khốc liệt – property (n): tài sản, cải – debris (n): vôi gạch đổ nát – Repeat in chorus and individually * Checking vocab: Matching (Activity P27) ? Work in pairs to match the words/phrases to – Copy all the words the pictures ? Then share answers with another ? Listen and check Then repeat the C D F B words/phrases G A H E Listen and read * Introduction: Write the unit title on the board ‘Natural Disasters’ ‘Natural Disasters’ ? Answer the questions about natural disasters that have happened where you live or anywhere else in the world that you know of ? What was the natural disaster? – Answer the questions individually ? When did it happen? ? Was there any damage to people or property? * Set the scenes: ? Look at the picture – Ask Ss questions about the picture: ? Where are Duong and Nick? – They are at school ? What are they talking about? ? Which natural disasters can we see in the – They are talking about Natural Disasters – They are tornado, flood and earthquake speech bubbles? Practice (20”) Gap fill (1a P27) ? Read each sentence and locate the information in the conversation, then choose suitable words/phrases to fill each blank ? Work independently – Then allow them to share answers before discussing as a class Responding to the news (1b P27) – T models – Focus on intonation, stressing the first syllable of ‘terrible’ ? Do the same with other Ss around the class ? Refer back to the conversation to find the other phrases ? Practice saying the phrases with correct intonation (Play the recording again as a model if necessary) Matching 2b P27) ? Work independently then share the answers before T gives comments – Point out that some of the response could fit more than one statement IV Consolidation (8′) Production Ask Ss which of these natural disasters can happen in Viet Nam Then model this activity with a more able student Next ask Ss to work in pairs Go around to provide help Call on some pairs to practice in front of the class V Homework (2′) ? Learn by heart all the new words ? Do Ex B2,3 P20 (Workbook) ? Prepare: Closer Look Key: tropical damage medical supplies accommodation injured trapped temporary T: My cat died S: That’s terrible! Key: Oh no! That’s awful! That’s relief Key: 1.b c 2.d a f e E.g: A: Which are the most common natural disasters in Thanh Hoa? B: Typhoons and floods A: How often they happen there? B: typhoons happen there about three or four times a year, and floods about twice a year – Listen and take notes the assignments Tiết Week 23 UNIT NATURAL DIASTERS Period 69 Leson A Closer Look + Looking back 1, Date of preparation: 25/01/2016 Date of teaching: 18/02/2016 A Objectives: Knowledge: By the end of the lesson, students will be able to learn more words about natural disasters and remember the rules of stress in words ending in -logy and –graphy Skills: Develop students’ listening, speaking, reading and writing skills Attitude: Educate students to be always ready to prevent natural diasters Competences: Develop the competences of communication, cooperation, using languages, and problem solving B Preparation: – Materials: Students’ books, teacher’s book, laptop, speaker and projector – Method: T- WC, individual work, pair work and group work C Procedures: I Organization: 8A: Date ……………… – Absentee 8B: Date ……………… – Absentee 8C: Date ……………… – Absentee Teacher’s activities II Warmer (5′): Matching – Give out the posters ? Match a word in column A with its meaning in column B – Monitor and get feedback Students’ activities B ecology a lời xin lỗi biology b khí hậu học photography c sinh thái học apology d tâm lí học biography e động vật học psychology f thiên văn học sociology g sinh vật học zoology h thuật chụp ảnh bibliography i nhân học 10 demography j thư mục 11 astrology k khí hậu học 12 climatology l tiểu sử III New lesson – erupt (v): phun Vocabulary (8′) – rage (v): diễn ác liệt – Teacher use different techniques to teach – bury (v): chôn vùi, chôn vocabulary (situation, realia) – shake (v): rung – Follow the seven steps of teaching vocabulary (v): – collapse sụp, sụp đổ * Checking vocab: ROR strik đánh, đập e (v): (v): – evacuate sơ tán – Repeat in chorus and individually – Copy all the words Gap fill (Ex1.p28) – 5’ – Write the first verb erupt on the board and elicits the past tense from Ss, writing erupted – erupt – erupted on the board Key: struck erupted shook ? Do the same with all the verbs buried raged collapsed ? Work independently to the activity – Play the recording for Ss to repeat the sentences Matching (Ex2.p28) – 3’ ? Match the verbs in A to the nouns in B ? Listen and check then repeat e b a d c Complete the sentences (Ex3.p28) – 5’ A Key: ? Use the phrases in in the correct form to provide shelter complete the sentences put out the forest fire evacuated the village scattered debris take aid Pronunciation (15′) Stress in words ending in -logy and –graphy * Remember: For words ending in -logy and -grapgy, place the stress on the third syllable -logy -graphy from end ecology photography Listen and repeat (Ex4.p28) – 5’ biology biography ? Ss listen and repeat Pay attention to the stress apology geography syllables psychology – Then have Ss say the words individually technology Mark the stress (Ex5.p28) – 5’ Key: ? Mark the stress in the words first so’ciology zo’ology ? Listen, check and read aloud bibli’ography climat’ology as’trology de’mography Mark the stressed syllables in the underlined words (Ex6.p28) – 5’ ? Read the sentences first ? Mark the stressed syllables in the underlined words ? Listen and repeat the sentences Looking back Work indivudually and then share the Ex1 Match the words (1-6) to their answers with a partner definitions (A-F) 1 C F D B A E Ex2 Complete the sentences using the words Work indivudually and then share the from the box answers with a partner evacuated put out take provided scattered IV Consolidation (2′) For words ending in -logy and -grapgy, ? Recall the rule of stress in words ending in place the stress on the third syllable from end -logy and -graphy V Homework (2′) ? Learn by heart all the new words – Listen and take notes the assignments ? Do Ex A1,2 P 19; B1 P19 ? Prepare: Closer Look Tiết Week 24 Period 70 Date of preparation: 15/02/2016 Date of teaching: 22/02/2016 A Objectives: Knowledge: UNIT NATURAL DIASTERS Leson A Closer Look – By the end of the lesson, ss will be able to review the use of the passive voice; to learn about the past perfect and practise doing some exercises using these two structures Skills: Develop students’ listening, speaking, reading and writing skills Attitude: Educate students to be always ready to prevent natural diasters Competences: Develop the competences of communication, cooperation, using languages, and problem solving B Preparation: – Materials: Students’ books, teacher’s book, laptop, speaker and projector – Method: T- WC, individual work, pair work and group work C Procedures: I Organization: 8A: Date ……………… – Absentee 8B: Date ……………… – Absentee 8C: Date ……………… – Absentee Teacher’s activities II Warming up (5′): Review passive voice ? Study REMEMBER! ? How we form the passive voice? ? Which kind of verb can be used in the passive? ? Work in three groups to write the forms of the passive voice in past simple, present simple and future tense III New lesson: The passive voice (7′) Ex P29 ? Read the conversation in GETTING STARTED ? Underline any sentences in the passive voice that you can find Ex P29 ? Work independently – Then, ask them to share their answers with one or more partners ? Say the answers aloud – Confirm the correct answers Ex P29 – Invite two Ss to write the sentences on the board while other Ss write the sentences in their notebooks ? Model the first sentence for Ss – Have Ss write the next two sentences and Students’ activities – We form the passive voice with the verb be in the appropriate tense and form and the past participle of the main verb – Only verbs which can take an object can be used in the passive Past simple: S + was/were + PP Present simple: S + is/am/are + PP Future: S + will be + PP is/am/are + going to be + PP Key: Was anyone injured? Only a few minor injuries were reported It seems many houses and public buildings were destroyed or flooded, and thousands of people were left homeless They’ve sent rescue workers to free people who were trapped in flooded homes Medical supplies, food and rescue equipment have also been sent They’ve been taken to a safe where temporary accommodation will be provided for them Key: was scattered are built were taken will be predicted will be delivered/are going to be delivered Key: Food and blankets have been given out to homeless people (by volunteers) Ten people trapped in collapsed buildings have been freed (by the rescue workers) so far correct them carefully The rest can be done as Was the whole village destroyed (by the homework storm)? If the area is hit by the storm, a lot of damage will be caused A garden party is going to be organized for raise money for the victims of the flood The past perfect (15”) Ex P29 ? Read part of the conversation from – We use the past perfect to describe: GETTING STARTED + an action before a stated time in the past ? Paying attention to the underlined part ? + an action that happened before another Refer to the yellow box, explaining the form of action in the past the past perfect tense and going through the examples ? When we use the past perfect? ? Can you think of any rules? ? Read the example in 4b P29 (+) Positive Example: I had left when they came Subject + had + past participle (-) Negative Example: I hadn’t left when they came Subject + had not/hadn’t + past participle (?) Questions: Example: had + subject + past participle Had you left when they came? had + subject + not + past participle Had you not left when they came? hadn’t + subject + past participle Hadn’t you left when they came? Short answers to Yes/No questions: Example: (+) Yes, subject + had Had you left when they came? (-) No, subject + hadn’t Yes, I had / No, I hadn’t Ex P30 ? Work independently Key: – Then, ask them to share their answers with had left, erupted one or more partners Ask some Ss to say their arrived, had stopped answers aloud T gives comments, and makes had spent, arrived any correction if avaible got, hadn’t taken found, had bought Ex P30 ? Work in pairs Ask and answer the following E.g: questions about you A: What had you learned to by the time – T may go around providing help Call some you started primary school? pairs to practice in front of the class B: By the time you started primary school, I had learned how to ride a bike Ex7 P30 – Model the game with the whole class first? Group work Take turns in giving reasons why they were E.g: On my birthday, I was very pleased pleased/ upset/ happy/ angry, etc Count the because I had received a nice present correct sentences to find the winning team Looking back Ex3 Write passive sentences Some students give their answers in front of the class Explain why two sentences can’t be changed into the passive The tickets will be collected (by Mr Smith) A play was put on (by the students) at the end of term The sentence cannot be written in the passive because its main verb is is not a transitive verb The message was taken (by Julie) The picture was painted by a local artist The sentence cannot be written in the passive because its main verb arrive is not a transitive verb Ex4 Match the two parts to make complete Key: d f a sentences b c e IV Consolidation (2′) ? Recall the uses of the past perfect tense – Answer individually V Homework ( 2′) ? Learn by heart all the new words and structures – Listen and take notes the assignments ? Do Ex B3, 4, P20 (Workbook) ? Prepare: Communication _ Tiết Week 24 UNIT NATURAL DIASTERS Period 71 Leson Communication Date of preparation: 15/02/2016 Date of teaching: 24/02/2016 A Objectives: Knowledge: By the end of the lesson, students will be able to use the lexical items related to the topic ‘Natural disasters ’ to express their own ideas about natural disasters by answering questions then compare with their partners Skills: Develop students’ listening, speaking, reading and writing skills Attitude: Educate students to be always ready to prevent natural diasters Competences: Develop the competences of communication, cooperation, using languages, and problem solving B Preparation: – Materials: Students’ books, teacher’s book, laptop, speaker and projector – Method: T- WC, individual work, pair work and group work C Procedures: I Organization: 8A: Date ……………… – Absentee 8B: Date ……………… – Absentee 8C: Date ……………… – Absentee Teacher’s activities Students’ activities II.Warm up (5′): Chatting – Can we prevent natural disaters with the help of modern technology? – Answer the questions – Ask ss to discuss the questions in groups of Ss – Call on some representatives from some groups to reprent their ideas 10 – Introduce the new lesson III New lesson * Teaching vocabulary(5’) – Teacher use different techniques to teach vocabulary (situation, realia) – Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board Listen to a radio programme on 4teen news Then fill in the gaps with the words you hear (12’) – Use the pictures to set the scene – Have ss read the interview and guess what the missing word for each gap in the interview – Collect Ss’ ideas -Ask ss to listen to the recording and fill in the missing words – Play the recording twice – Ask ss to compare with their partners – Get feedback – Play once to check the answers – deal (v): đối phó – view (n): quan điểm – tsunami (n): sóng thần – strike (v): công – victim (n): nạn nhân – charge (n) : nhiệm vụ, bổn phận -Listen to the recording and fill in the missing words first then share compare Key : flooeded warming used unprepared reminding 2.Read the listeners’ views on natural disaters again and decide who you agree with and who you disagree with (5’) – Read the listeners’ view and decide – Ask ss to decide whose opinions they agree and whose opinions you agree and who you who they disagree with disagree with – Ask ss to make notes of the reasons for their decision Answer the two questions Express your own views and write them down below(8’) – Have ss make notes of their answers to the two – Work individually to make notes of their questions in the interview answers to the two questions in the – Remind ss that it doesn’t matter what their interview answers are and that is more important that they justify their answers Work in pairs Now compare your view with a partner Do you share the same views ?(5’) – Ask ss to work in pair to share their answers with a partner – Work in pairs – Encourage each pair to negotiate for the same views – Have some ss report on their answers -Report on their answers Looking back + Grammar Ex5a: First, ask Ss to work individually writing down, or inventing five bad things that happened to them yesterday Then allow them to share the sentences with a partner Ex5b Ask Ss to work in groups Remind them to add time clauses and use the past perfect with their sentences Then ask each student to take turns to say out their sentences to the members of their group T may go around providing help 11 Communication Exercise First, model this activity with a more able student Then ask Ss to work in pairs, using the expressions from the box in GETTING STARTED to respond to the news headlines T may go around providing help Call on some pairs to practice in front of the class IV Consolidation (3′) – Summary the lesson Listen V Homework (2′) -Guide ss how to Ex B4,5 P 20 – Listen and take notes the assignments Tiết Week 24 UNIT NATURAL DIASTERS Period 72 Leson Skills Date of preparation: 15/02/2016 Date of teaching: 26/02/2016 A Objectives: Knowledge: By the end of the lesson, students will be able to read for specific information about natural disasters in a news report and talk about natural disater and what to when it happens Skills: Develop students’ listening, speaking, reading and writing skills Attitude: Educate students to be always ready to prevent natural diasters Competences: Develop the competences of communication, cooperation, using languages, and problem solving B Preparation: – Materials: Students’ books, teacher’s book, laptop, speaker and projector – Method: T- WC, individual work, pair work and group work C Procedures: I Organization: 8A: Date ……………… – Absentee 8B: Date ……………… – Absentee 8C: Date ……………… – Absentee Teacher’s activities II Warm up – 5′: Chatting – Ask ss to close the book and answer the question ? What can we to prepare for a natural disaster? – Introduce the new lesson III New lesson Reading- 15′ Read an article about how to prepare for a natural disaster Look at the words in the box then find them in the text and underline them What they mean? – Ask ss to scan the passage and find out where the words: wreak havoc, essential, destructive, guideline, emergency are in the passage then ask if ss know the meaning of these words If they don’t, T may help ss work out the meaning of these words from the context Students’ activities – Answer the question – essential (adj): cần thiết – wreak havoc (v):hủy hoại – destructive (adj): có tính tàn phá – guideline (n): đường hướng – emergency (n): tình trạng khẩn cấp – kit (n): đồ đạc – evacuation (n): sơ tán – ash (n): tro – lava (n): dung nham 12 Read the article again then answer the questions – Ask some ss to write the answers on the – Work individually then compare with a board then confirm the correct answers partner Key: 1.Because they can wreak havoc across large areas and cause loss of life or damage to property 2.Learn about the risks in your area and read the information about natural disaters on local government sites 3.Enter all the emergency contact numbers in your mobile phone so you can call rescue and emergency workers if necessary 4.Your emergency supply kit should include food, water, medications, personal hygiene items, coppies of personal documents and some money 5.We need to know the evacuation routes and shelters Speaking – 20′ 3a Read the news reports then match each one to the correct pictures – Ask some ss to read out their answers before Read the news report then match the news checking with the whole class report to the correct pictures 3b Work in pairs Each pair can choose one Key : of the reports in Role-play telling each 1C 2B 3A other about the news Use the example below First, remind Ss of the responses they practised in Getting started, refer them back to this section if necessary – Ask some groups to role-play in front of – Work in groups of ss and role play telling the class each other about one of the news in Make a list of things to before, during and after each of disasters in your areas You -Work in groups to discuss and write down can read the passage in again for ideas what do before, during and after this – Ask ss what disasters often happen in their diasters areas – Elicit the answers from ss and choose two – Work in pairs: one student from each group disasters that happen most above Have Ss ask and answer questions b Discuss what you should in the event of about the things they should in the event a natural disaster in your area Use the of each disaster they had discussed in a information from the table above Ask and answer questions about the things – Invite some pairs to demonstrate their they should in the event of each disaster conversations in front of the class they had discussed in a IV Consolidation (3′) – Sum up the main content of the lesson Answer V Homework (2′) – Do Ex C1.2, D1,2 P 22,23 – Listen and take notes the assignments – Prepare Skills Tiết Week 25 Period 73 Date of preparation: 22/02/2016 Date of teaching: 29/02/2016 UNIT NATURAL DIASTERS Leson Skills 13 A Objectives: Knowledge: By the end of the lesson, students will be able to listen for specific information about a natural disaster in a news report and write a news report on a natural disaster Skills: Develop students’ listening, speaking, reading and writing skills Attitude: Educate students to be always ready to prevent natural diasters Competences: Develop the competences of communication, cooperation, using languages, and problem solving B Preparation: – Materials: Students’ books, teacher’s book, laptop, speaker and projector – Method: T- WC, individual work, pair work and group work C Procedures: I Organization: 8A: Date ……………… – Absentee 8B: Date ……………… – Absentee 8C: Date ……………… – Absentee Teacher’s activities II Warm up – 5′: – Brainstorming: effects of a typhoon III New lesson Listening – 15′ Ex 1: – Remind Ss about listening for key words 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 Students’ activities – Work in teams: write as many words as possible Key: A typhoon hit Nghe An Province last night Dozens of people were seriously injured in the storm There was extensive damage to property in Cua Lo, a coastal town in Nghe An The storm had already weakened when rescue workers arrived in the area According to the weather bureau, heavy rain will continue over the next few days Ex 2: – First, ask Ss to work in pairs to discuss the missing word for each gap from the Key: information they have heard in Then play the winds homeless recording again and allow Ss to fill in the gaps flood as they listen Ask Ss to share their answers in damage pairs before playing the recording a final time accommodation to allow pairs to check their answers If time is debris limited, T may play only the sentences that include the information Ss need for their answers Writing – 20′ Ex 3: – 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 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 Ex 4: 14 – Set up the writing activity Remind Ss that the first and most important thing is always to think about what they are going to write In this case, Ss can use the chart in as a model for their report T may still need to provide some help with the language necessary for writing Ask Ss to write a draft report first Then have them write their final version in class or at home, depending on time allowed If they write in class, they can also it in pairs or groups T may display all or some of the reports on the wall/board and invite other Ss to give comments Ss to give comments Ss edit and revise their reports as homework Model writing: Nghe An province was badly affected again when a typhoon hit the area last night The storm began at around 11 p.m and raged throughout the night Dozens of people were seriously injured and hundreds of others were left homeless The severe winds caused extensive damage to property, including homes and businesses, particularly in Cua Lo, a coastal town in Nghe An The storm had already weakened by the time emergency workers arrived in the area Rescue operations have started and many people trapped in collapsed or damaged buildings have been freed Workers are now cleaning up the debris left behind by the severe storm The government has already sent rescue equipment to Nghe An, as well as food and medical supplies People left homeless have been taken to safe area, where temporary accommodation will be built to house them The weather bureau has issued flood warnings for Nghe An and nearby provinces as heavy rain is expected to continue over the next few days IV Consolidation (3′) ? Sum up the main content of the lesson Answer V Homework (2′) ? Do Ex in exercise book – Listen and take notes the assignments ? Prepare: Unit 9: Looking back Tiết Week 25 UNIT NATURAL DIASTERS Period 74 Leson Looking back and Project Date of preparation: 22/02/2016 Date of teaching: 02/03/2016 A Objectives: Knowledge: By the end of the lesson, students will be able to recycle the language from the previous sections and links with the topics Students will practise doing some exercises to consolidate and apply what they have learnt in Unit Skills: Develop students’ listening, speaking, reading and writing skills – Presenting the natural disaster that you have prepared in groups – Giving comments to other groups Attitude: Educate students to be always ready to prevent natural diasters Competences: Develop the competences of communication, cooperation, using languages, and problem solving B Preparation: – Materials: Students’ books, teacher’s book, laptop, speaker and projector – Method: T- WC, individual work, pair work and group work C Procedures: 15 I Organization: 8A: Date ……………… – Absentee 8B: Date ……………… – Absentee 8C: Date ……………… – Absentee Teacher’s activities II Warm up: Branstorming Natural disasters Students’ activities Take turns to write the types of natural disasters and adjectives to describe them Typhoon – violent Tsunami – terrible … III New lesson: Project Ex1 Ask Ss to look at the pictures and use the phrases they have learnt in Unit to describe each picture Then allow them to share answers before checking with the whole class (5’) Suggested keys: Providing (food/medical…) supplies Clearing up debris Freeing trapped people Setting up temporary accommodation (for the victims of a disaster) Repairing houses/buildings Evacuating the village/town…to a safe place/area Ex2 Ask Ss to work in groups discussing how to work out a plan to help the victims of a natural disaster for their teams Remind the project in class Otherwise, Ss can complete the project as homework if they need let Ss compare the project in class Otherwise, Ss can complete the project as homework if they need more time Ex3 When Ss have finished their plans, T asks them to display their plans on the wall/boards Have the groups move around and read the plans and then vote for the best plan Presenting your products Each group goes to the board and presents their preparation about natural disasters Here are the products and group leaders 1) Group – Drought – Nguyen Quynh Anh (GL) 2) Group – Typhoon – Lien Huong (GL) 3) Group – Flood – Mai Hoa (GL) 4) Group – Earthquake – Anh Nhan (GL) 5) Group – Tornado – Thao Oanh (GL) 6) Group – Forest Fire – Minh Ngoc (GL) 7) Group – Mudslide – Linh Chi (GL) While a group is presenting, other groups observe and get ready to give comments – Teacher call on each group to give comments – The most interesting message – The most fluently groups – Vote for the best over all – Teacher gives comments and decides the best group V Homework – Copy exercises 1, 2, 3, and into notebooks – Foresee Review page 36 16 … nghĩa III Chu n bị Giáo viên: – Máy vi tính, máy chiếu – Soạn theo tiết chủ đề theo kế hoạch xây dựng – Sưu tầm hình ảnh, clip loại thi n tai – Chu n bị phiếu cho học sinh bốc thăm chủ đề để chu n… + done câu bị động vào diễn đạt chủ đề thi n tai E Thi t kế hoạt động dạy học (Giáo án cụ thể theo tiết) Grammar Viết đoạn văn đặc điểm loại thi n tai Chuyển đổi câu chủ động sang câu bị động… Consolidation (8′ ) Production Ask Ss which of these natural disasters can happen in Viet Nam Then model this activity with a more able student Next ask Ss to work in pairs Go around to provide help
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