UNIT 9: NATURAL DISASTERS

Lesson 1: Getting started – We are all safe!
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Natural disasters
- Gain vocabulary to talk about Natural disasters
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Feel sympathy for people who are affected by natural disasters and be willing to help them
- Actively join in class activities

II. MATERIALS

- Grade 8 textbook, Unit 9 - Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form
1. damage (n,v)
2. funnel (n)

Pronunciation
/ˈdæmɪdʒ/
/ˈfʌnl/

Meaning

Vietnamese equivalent

to harm or spoil something

thiệt hại, gây tổn hại

an object that has a wide 
round opening at the top

cái phễu

lốc xoáy

3. tornado (n)

/tɔːˈneɪdəʊ/

a dangerous storm which is a
spinning cone of wind that
destroys anything in its path
as it moves across the
ground

4. eruption (n)

/ɪˈrʌpʃn/

an occasion when a volcano 
explodes, and flames and 
rocks come out of it

sự phun trào

5. pull up

/pʊl ʌp/

to move something towards
yourself

kéo lên, nhổ lên, lôi lên

/ˈlændslaɪd/

a mass of rock and earth 
moving suddenly and 
quickly down a steep slope

vụ sạt lở

6. landslide (n)
Assumption

Anticipated difficulties

Solutions
1

Ss may lack experience of group work.

- Encourage Ss to work in groups so that they can
help one another.
- Give short, clear instructions, and help if
necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson
- To lead into the new unit.
b. Content:
- Questions & answers about natural disasters
c. Expected outcomes:
- Ss have general ideas about the topic: Natural disasters
d. Organisation
TEACHER AND STUDENTS' ACTIVITIES
Asking questions:
- T asks Ss some questions about natural disasters
in Viet Nam.
- Ss answer the question individually.
- T draws a mind map on the board to summarise
Ss' ideas. Write the title on the board Natural
disasters.
- T asks Ss to guess what the conversation might be
about.

CONTENTS
Questions:
1. Can you name some natural disasters
in Viet Nam?
2. Are there often natural disasters in
Viet Nam?
3. How can you know when there is an
incoming natural disaster?
4. What would you do if you were
notified of an incoming earthquake?

e. Assessment
- T listen to Ss' answers and give feedback
2. ACTIVITY 1: PRESENTATION (8 mins)
a. Objectives:
- To introduce some vocabulary related to the topic.
- To get Ss ready for the dialogue of the lesson.
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Ss know how to pronounce the new words correctly and identify their meanings
d. Organisation
TEACHER AND STUDENTS' ACTIVITIES
Vocabulary pre-teaching
- Teacher introduces the vocabulary.
- Teacher explains the meaning of the new
vocabulary, using pictures, explanation and
translation.

CONTENTS
New words:
1. damage (v,n)
2. funnel (n)
3. tornado (n)
4. eruption (n)

2

- Teacher checks students' understanding with the
5. pull up
“Matching” technique.
6. landslide (n)
- Teacher reveals that these words will appear in
the reading text and asks students to open their
textbook to discover further.
e. Assessment
- Teacher checks students' pronunciation and gives feedback.
3. ACTIVITY 2: PRACTICE (22 mins)
a. Objectives:
- To set the context for the introductory dialogue
- To develop students' reading skills.
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again. Complete each sentence with no more than TWO words
from it.
- Task 3: Write the natural disasters from the box under the pictures. Then listen, check, and
repeat.
- Task 4: Choose the correct option to complete each sentence.
c. Expected outcomes:
- Students can read and understand general and specific information about natural disasters.
d. Organisation
TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Task 1: Listen and read. (7 mins)
- Teacher asks Ss to look at the picture on pages
Questions:
92, 93 and answer the questions
1. What can you see in the picture?
- Teacher elicits answers from Ss.
2. What natural disaster is it?
- Teacher introduces the two characters: Tom and
Mi and explains that they are friends and they are
talking about natural disasters.
- Teacher plays the recording twice for Ss to listen
and read along.
- Teacher asks some pairs of students to read the
conversation aloud.
Task 2: Read the conversation again. Complete each sentence with no more than TWO
words from it. (5 mins)
- Teacher tells Ss to read the conversation again
Answer key:
and work independently to find the answers.
1. flood
- Ss work independently to find the best answers.
2. second floor
- Teacher has Ss compare the answers in pairs
3. natural disaster
before checking with the whole class.
4. was having
- Teacher checks the answers as a class and gives
5. pulled
feedback.
Task 3: Write the natural disasters from the box under the pictures. Then listen, check,
and repeat. (5 mins)
3

- Teacher asks Ss to look at the pictures and say if Answer key:
they know the natural disaster shown in each
1. flood
picture.
2. tornado
- Ss work individually to write the natural disasters 3. volcanic eruption
in the box under the pictures.
4. storm
- Ss compare their answers with a partner.
5. landslide
- Teacher invites some Ss to go to the board and
6. earthquake
write their answers.
- Teacher confirms the correct answer.
- Teacher has some Ss practice saying the natural
disasters words again.
Task 4: Choose the correct option to complete each sentence. (5 mins)
- Teacher asks Ss to work in pairs, read the
Answer key:
sentences and choose the correct answers.
1. volcanic eruption
- Teacher asks for Ss' answers and confirms the
2. earthquake
correct ones.
3. landslide
- For a more able class, teacher has Ss work in
4. storms
pairs to do the activity and explain why the other
5. tornado
word is not the correct answer.
e. Assessment
- Teacher checks students' understanding with follow up questions.
- Teacher corrects the students as a whole class.
4. ACTIVITY 3: PRODUCTION (7 mins)
a. Objectives:
- Ss can revise the words and phrases indicating natural disasters.
b. Content:
- Task 5: Word web
c. Expected outcomes:
- Ss can write the names of natural disasters they know.
d. Organisation
TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Task 5: Word web: Work in groups. Complete the web with all of the words and phrases
related to natural disasters you know. (7 mins)
- Work in groups. Complete the web with all of the
words and phrases related to natural disasters you
know.
- Teacher asks Ss to work in groups.
- Teacher asks Ss to include the words and phrases
learnt in this lesson or other words.
- Teacher invites some Ss to share their groups'
answers with the class.

e. Assessment
- T corrects and gives feedback to students' answers.
4

4. CONSOLIDATION (3 mins)
a. Wrap-up
- Teacher asks one or two Ss to tell the class what they have learnt. Teacher shows them the slide
with the objectives. Teacher ticks the objectives that have been learnt.
- Teacher asks Ss to say aloud some words and phrases they remember from the lesson.
b. Homework
- Learn new words by heart.
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
Teacher randomly puts Ss in groups of 4 or 5 and asks them to choose a natural disaster they
want to learn more about and make a poster about it (suggested information in Project lesson).
Students will show and present their posters in Lesson 7 – Looking back and Project. (Teacher
should check the progress of students' preparation after each lesson.)
Board Plan
Date of teaching ……..
UNIT 9: NATURAL DISASTERS
Lesson 1: Getting started – We are all safe!
*Warm-up
* Vocabulary
1. damage (v,n)
2. funnel (n)
3. tornado (n)
4. eruption (n)
5. pull up
6. landslide (n)
Task 1: Listen and read.
Task 2: Read and complete each sentence.
Task 3: Write the name of natural disasters.
Task 4: Choose the correct answer.
Task 5: Complete the web.
*Homework

5

UNIT 9: NATURAL DISASTERS
Lesson 2: A closer look 1

I. OBJECTIVES
By the end of this lesson, students will be able to gain:
1. Knowledge:
- Vocabulary: The lexical items related to natural disasters.
- Pronunciation: Stress in words ending in -al and -ous
2. Core competence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Feel sympathy for people who are affected by natural disasters and be willing to help them
- Actively join in class activities

II. MATERIALS

- Grade 8 textbook, Unit 9 - A closer look 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form
1. destroy (v)

2. erupt (v)

3. predict (v)

4. emergency kit

5. property (n)

6. rescue worker

Pronunciation
/dɪˈstrɔɪ/

/ɪˈrʌpt/

/prɪˈdɪkt/

Meaning

Vietnamese
equivalent

to damage something so 
badly that it cannot be used

phá hủy

(of a volcano) become
active and eject lava, ash,
and gases.

phun trào

to say that an event or action
dự đoán
will happen in the future

/ɪˈmɜːdʒənsikit/

a set of items for your
essential needs in the event
of an emergency or natural
disaster

bộ dụng cụ dùng trong
trường hợp khẩn cấp

/ˈprɒpəti/

a building or area of land, or
both together

của cải, nhà cửa

a person who helps 
someone or something out
of a dangerous, harmful,
or unpleasant situation

nhân viên cứu hộ

/ˈreskjuːˈwɜːkə/

6

7. victim (n)

/ˈvɪktɪm/

a person who has suffered
the effects of violence or 
illness or bad luck

nạn nhân

Assumption
Anticipated difficulties
1. Students may lack experience of group/
teamwork.

Solutions
- Encourage students to work in groups so that
they can help each other.

2. Students may have underdeveloped cooperating skills.

- Encourage students to work in pairs, in groups
so that they can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
- To lead into the new lesson.
b. Content:
- Kim's game.
c. Expected outcomes:
- Ss review words about Natural disasters.
d. Organisation
TEACHER AND STUDENTS'
CONTENTS
ACTIVITIES
- Teacher asks Ss to work in 2 groups.
Kim's game:
- Teacher shows some pictures related to
natural disasters in 2 minutes.
- Ss look at the pictures and remember
(no writing).
- As soon as teacher stops showing the
pictures, Ss work in groups and write the
tornado
words for the pictures they have seen.
earthquake
- The group with more correct words
becomes the winner.

e. Assessment
- Teacher's feedback.

volcanic eruption

tidal wave/ tsunami

flood

drought

7

2. ACTIVITY 1: VOCABULARY (22 mins)
a. Objectives:
- To present some words and phrases related to natural disasters.
- To give Ss further practice with words and phrases related to natural disasters.
b. Content:
- Vocabulary pre-teaching
- Task 1: In column B, write the noun forms of the verbs in column A.
- Task 2: Write a word or phrase from the box under the correct picture.
- Task 3: Fill in each blank with a word or phrase from the box.
c. Expected outcomes:
- Ss can pronounce the new words correctly and use them in appropriate situations.
d. Organisation
TEACHER AND STUDENTS' ACTIVITIES
Vocabulary pre-teaching (7 mins)
- Teacher introduces the words.
- Teacher explains the meaning of the new
vocabulary, using pictures and translation.
- Teacher checks students' understanding with the
“Rub out and remember” technique.

CONTENTS

New words:
1. destroy (v)
2. erupt (v)
3. predict (v)
4. emergency kit
5. property (n)
6. rescue worker
7. victim (n)
Task 1: In column B, write the noun forms of the verbs in column A. (5 mins)
- Teacher asks Ss to read the verbs in column A
Answer key:
and try to give the noun forms of these verbs.
1. destruction
- Teacher asks Ss to work in pairs to compare their 2. eruption
answers.
3. warning
- Teacher has some Ss write their answers on the
4. prediction
board.
5. damage
- Teacher checks and confirms the correct answers.
Task 2: Write a word or phrase from the box under the correct picture. (5 mins)
- Teacher asks Ss to work individually.
Answer key:
- Ss look at the pictures and choose a suitable
1. whistle
word/ phrase for each picture.
2. property
- Ss compare answers in pairs.
3. emergency kit
- Teacher invites some Ss to give their answers.
4. victim
- Teacher confirms the correct answers.
5. rescue worker
Task 3: Fill in each blank with a word or phrase from the box. (5 mins)
- Teacher asks Ss to work individually.
Answer key:
- Ss read all the sentences carefully to make sure
1. damage
they understand the sentences and fill in the blanks 2. warning
with the words and phrases in the box.
3. emergency kit
- Teacher lets Ss share their answers in pairs.
4. predict
- Teacher invites some Ss to give the answers.
5. property
- Teacher confirms the correct answers.
8

e. Assessment
- Teacher checks students' understanding by asking the meaning of some words.
3. ACTIVITY 2: PRONUNCIATION (13 mins)
a. Objectives:
- To help students identify the stress in words ending in -al and -ous
- To help students stress the words ending in -al and -ous correctly in words and in sentences
b. Content:
- Task 4: Listen and repeat the words. Pay attention to the word stress.
- Task 5: Listen and repeat the sentences. Mark the stress in the underlined words.
c. Expected outcomes:
- Ss can distinguish and pronounce the words ending -al and -ous with correct stress.
d. Organisation
TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Task 4: Listen and repeat the words. Pay attention to the word stress. (6 mins)
- Teacher asks Ss to read out the words.
- Teacher plays the recording for them to listen
and repeat the words they hear. Teacher plays the
recording as many times as necessary.
- Teacher explains that these words have the
stress on the first syllable and tells them that the
endings –al and –ous do not change the stress
pattern of the original words.
- Teacher asks Ss to work in pairs to practise
saying the words.
- Teacher invites some Ss to say the words aloud.
Task 5: Listen and repeat the sentences. Mark the stress in the underlined words. (7 mins)
- Teacher has Ss read the sentences quickly.
Answer key:
- Teacher plays the recording for Ss to listen to
1. The flood victims are collecting their
the sentences.
'personal property.
- Teacher asks Ss to pay attention to the
2. Avoid 'dangerous places, such as
underlined words and put stress on the correct
windows or bookcases, during an
syllable in each word.
earthquake.
- Teacher invites some Ss to share their answers, 3. There are 'numerous 'tropical storms in
teacher confirms the correct ones.
this area every year.
- Teacher plays the recording again for Ss to
4. Some 'natural disasters, such as
repeat the sentences.
landslides, usually happen in 'mountainous
- Teacher has Ss practise the sentences in pairs
areas.
and invites some pairs to read the sentences
5. She gave us 'practical tips about treating
aloud.
'poisonous wastes.
e. Assessment
- Teacher gives corrections and feedback to students' pronunciation
4. CONSOLIDATION(5 mins)
a. Wrap-up
- Teacher asks Ss to retell the main points of the lesson.
9

b. Homework
- Learn the new words by heart
- Do exercises in the workbook.
- Prepare for Lesson 3 - A closer look 2
Board Plan
Date of teaching ……..
UNIT 9: NATURAL DISASTERS
Lesson 2: A closer look 1
*Warm-up
* Vocabulary
1. destroy (v)
2. erupt (v)
3. predict (v)
4. emergency kit
5. property (n)
6. rescue worker
7. victim (n)
Task 1: Write the noun forms of the verbs.
Task 2: Write a word or phrase.
Task 3: Fill in each blank.
Task 4: Listen and repeat the words.
Task 5: Listen and repeat the sentences. Mark the stress.
*Homework

10

UNIT 9: NATURAL DISASTERS
Lesson 3: A closer look 2

I. OBJECTIVES
By the end of this lesson, students will be able to gain:
1. Knowledge:
- Grammar: “The past continuous”
2. Core competence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Feel sympathy for people who are affected by natural disasters and be willing to help them
- Actively join in class activities
II. MATERIALS
- Grade 8 textbook, Unit 9 - A closer look 2
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn
Language analysis
Structure
(+) S + was/ were + V-ing
(-) S + was/ were not + V-ing
(?) Was/ were + S + V-ing?

Examples
She was doing her homework at 8 o'clock
last night.
She was not doing her homework at 8
o'clock last night.
Was she doing her homework at 8 o'clock
last night?

Assumption
Anticipated difficulties

Solutions

Students may not know how to work in teams or
fully understand the exercises and tasks.

Give short, clear instructions and help if
necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
- To lead into the new lesson.
b. Content:
- Questions and answers.
c. Expected outcomes:
- Ss can use suitable answers to teacher's questions.
d. Organisation
11

TEACHER AND STUDENTS' ACTIVITIES
- Teacher says one sentence about himself/herself,
using the past continuous.
- Teacher invites some Ss to answer the question.
(T writes the question and Ss' answers on the
board. If Ss don't use the past continuous, still
accept their answers).
- Teacher underlines the form of the past
continuous in the sentence, and then corrects Ss's
answers if they don't include the past continuous in
their answers.
- Teacher tells them that they are going to learn the
past continuous and leads to the lesson.
e. Assessment
- - Teacher corrects students' answers (if needed).

CONTENTS
Question:
What were you doing at 8 p.m.
yesterday?

2. ACTIVITY 1: PRESENTATION (8 mins)
a. Objectives:
- To introduce the form and use of the past continuous.
b. Content:
- Introduce the past continuous.
c. Expected outcomes:
- Ss can identify the form and how to use the past continuous.
d. Organisation
TEACHER AND STUDENTS'
CONTENTS
ACTIVITIES
- Teacher draws Ss's attention to the
- Form of the past continuous:
sentences on the board and asks “What is
(+): S + was/ were + V-ing.
the form of the past continuous?”
(-): S + was/ were not + V-ing.
- Teacher invites some Ss to answer the
(?): Was/ were + S + V-ing?
questions, then writes their answers on the
- The use of the past continuous:
board.
We use the past continuous to describe:
- Teacher confirms the correct answer.
+ an action that was happening at a particular time in
the past.
+ a past action that was happening when another
action interrupted it. We use the past simple for the
action that interrupted it.
- Notes:
+ We can use when or while before the past
continuous.
+ We can only use when before the past simple.
e. Assessment
- Teacher checks students' understanding by asking some checking-questions.
3. ACTIVITY 2: PRACTICE (23 mins)
a. Objectives:
- To help Ss practise the form of the past continuous.
12

- To help Ss distinguish the past simple and the past continuous.
- To give further practice with the past continuous.
b. Content:
- Task 1: Complete the sentences by putting the verbs in brackets into the past continuous.
- Task 2: Circle the correct answer to complete each sentence.
- Task 3: Look at the picture and write what each person in Lan's family was doing when the
earthquake happened. Use the given word and phrases from the box.
- Task 4: Form questions using the past continuous. Then in pairs, ask and answer the questions.
c. Expected outcomes:
- Ss can distinguish the past simple and the past continuous.
- Ss can use the past continuous in appropriate situations.
d. Organisation
TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Task 1: Complete the sentences by putting the verbs in brackets into the past continuous.
(6 mins)
- Teacher asks Ss to work in pairs and do the
Answer key:
exercise.
1. were helping
- Ss do the exercise, then compare their answers
2. was not / wasn't snowing
with other pairs.
3. was working
- Teacher invites some Ss to share their answers.
4. were … doing; was watching
- Teacher confirms the correct answers.
5. Were … crying
Task 2: Circle the correct answer to complete each sentence. (5 mins)
- Teacher asks Ss to work individually and do the
Answer key:
exercise.
1. donated
- Teacher asks Ss to compare their answers with a
2. were you doing; was sleeping
partner.
3. were camping; came
- Ss discuss with their friends if there are any
4. ran; moved
differences between their answers.
5. wasn't reading; was watching
- Teacher checks students' answers as a class.
- Teacher confirms the correct answers.
Task 3: Look at the picture and write what each person in Lan's family was doing when
the earthquake happened. Use the given word and phrases from the box. (6 mins)
- Teacher asks Ss who they can see in the picture
and what they are doing.
- Teacher describes the situation to Ss and asks
them to describe the actions of the people in the
picture, using the past continuous and the words/
phrases given in the box.
- Teacher has Ss do this exercise individually and
then compare their answers with another
classmate's.
- Teacher invites some Ss to write their answers on
the board.
- Teacher checks the answers with the whole class
and confirms the correct answers.
13

Answer key:

1. Lan's grandparents were watching
TV.
2. Lan's/ Her mother was reading a
book.
3. Lan's/ Her father was drinking tea.
4. Lan was talking on the phone.
5. Lan's/ Her brother was drawing.
Task 4: Form questions using the past continuous. Then in pairs, ask and answer the
questions. (5 mins)
- Teacher asks Ss to read the example carefully and Answer key:
explains what they have to do.
1. Were you having dinner at 7 o'clock
- Teacher asks Ss to work in pairs to do this
yesterday evening?
activity. They make questions and then practise
2. Were you doing your homework at 8
asking and answering.
o'clock yesterday evening?
- Teacher invites some pairs to ask and answer the
3. Were you watching a film at 9
question in front of the class.
o'clock yesterday evening?
- Teacher comments on their answers and accepts
different answers provided that they are correct and
logical.
e. Assessment
- Teacher corrects students as a whole class.
4. ACTIVITY 3: PRODUCTION (7 mins)
a. Objectives:
- To help students practise using the past continuous through a game.
b. Content:
- Task 5: Work in groups. Take turns to say a sentence that describes what each person in the
picture was doing.
c. Expected outcomes:
- Ss can say sentences to describe what each person in the picture was doing.
d. Organisation
TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Task 5: Work in groups. Take turns to say a sentence that describes what each person in
the picture was doing. (7 mins)
- Teacher divides Ss into groups and assigns a
Suggested answers:
group leader to keep watch of the game.
- Mai was reading.
- Teacher explains the rule of the game:
- Phong and Nick were playing chess.
The picture shows a class at break time. Now work - Lan and Ann were singing.
in groups. Look at the picture for one minute. Take - Nam was cleaning the board.
turns to say a sentence that describes what each
- Mi and Ha were talking.
person in the picture was doing. You score one
point for every correct sentence. The student with
the highest score in each group wins.
- Teacher has groups play the game in about 3-5
minutes.
- Teacher invites some groups to perform the game
14

in front of the whole class and comments on their
performance.
e. Assessment
- Teacher corrects students' answers and gives feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- Teacher asks Ss to summarise the main points of the lesson.
b. Homework
- Review the form and use of the past continuous.
- Do exercises in the workbook.
- Prepare for Lesson 4 - Communication
Board Plan
Date of teaching ……..
UNIT 9: NATURAL DISASTERS
Lesson 3: A closer look 2
*Warm-up
* Presentation: The past continuous
- Form:
(+) S + was/ were + V_ing.
(-) S + was/ were not + V_ing.
(?) Was/ were + S + V_ing?
- Use:
* Practice:
Task 1: Complete the sentences.
Task 2: Circle the correct answer.
Task 3: Look at the picture and write.
Task 4: Form questions using the past continuous.
Task 5: Say a sentence.
*Homework

15

UNIT 9: NATURAL DISASTERS
Lesson 4: Communication

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge:
- Use lexical items related to natural disasters.
- Practise giving and responding to bad news.
- Get some information about natural disasters.
2. Core competence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Feel sympathy for people who are affected by natural disasters and be willing to help them
- Actively join in class activities
II. MATERIALS
- Grade 8 textbook, Unit 9 - Communication
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form
1. shake (v)

Pronunciatio
n
 /ʃeɪk/

Vietnamese
equivalent

Meaning
to move backwards and
forwards or up and down in
quick, short movements

rung, lắc

2. Fahrenheit (n)

 /ˈfærənhaɪt/

a measurement of temperature o
n a standard in which 32° is
the temperature at which
độ F (đo nhiệt độ)
water freezes and 212° that at
which it boils

3. Richter scale (n)

/ˈrɪktə skeɪl/

a system used to measure the 
strength of an earthquake

độ rích te (đo độ
mạnh của động đất)

Assumption
Anticipated difficulties

Solutions

Ss may lack vocabulary and knowledge about
natural disasters to give and respond to bad
news related to natural disasters and answers
questions about them.

- Provide the necessary vocabulary for
students to understand the conversation.
- Elicit and help them recall what they already
know about natural disasters
16

III. PROCEDURES

1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
- To lead into the new lesson.
b. Content:
- Ask and answer
c. Expected outcomes:
- Ss get some general ideas and get ready for the new lesson.
d. Organisation
TEACHER AND STUDENTS' ACTIVITIES
- Teacher shows a picture about one natural
disaster.
- Teacher asks Ss to work individually and answer
the questions.
- Teacher invites some Ss to talk in front of the
class.
- Teacher comments on their answers and leads to
the new lesson.

e. Assessment
- Teacher corrects for students (if needed)

CONTENTS
Questions:

1. What do you see in the picture?
2. How do you feel?

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)
a. Objectives:
- To introduce ways of giving and responding to bad news.
- To help Ss practise giving and responding to bad news.
b. Content:
- Vocabulary pre-tech
- Task 1: Listen and read the dialogue below. Pay attention to the highlighted sentences.
- Task 2: Work in pairs. Practise giving and responding to bad news in the following situations.
c. Expected outcomes:
- Ss identify structures used to give and respond to bad news.
- Students can make dialogues giving and responding to bad news.
d. Organisation
TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Vocabulary pre-teach (5 mins)
- Teacher introduces the vocabulary.
New words:
- Teacher explains the meaning of the new
1. shake (v)
vocabulary, using pictures and translation.
2. Fahrenheit (n)
- Teacher checks students' understanding with
3. Richter scale (n)
the “What and where?” technique.
Task 1: Listen and read the dialogue below. Pay attention to the highlighted sentences.
17

(6 mins)
- Teacher plays the recording for Ss to listen and
read the dialogue between Mark and Phong.
- Teacher asks Ss to pay attention to the
highlighted sentences and tells them that these
are two ways to give and respond to bad news.
- Teacher has Ss practise the dialogue in pairs.
- Teacher calls on some Ss to practise the
dialogue in front of the class.
Task 2: Work in pairs. Practise giving and responding to bad news in the following
situations. (9 mins)
- Teacher asks Ss to work in pairs to read the
Situations:
given situations and make similar dialogues,
– You have a friend in a mountainous area.
using the language they have learnt.
A landslide destroyed his family's garden
- Ss use the language and make similar
yesterday. You share this news with your
dialogues.
classmate.
- Teacher moves around to observe and provides – You hear that a big earthquake hit a city.
help.
You share this news with your classmate.
- Teacher calls on some pairs to practise in front
of the class.
- Teacher comments on their performance.
e. Assessment
- Teacher checks students' understanding by asking some checking-questions.
3. ACTIVITY 2: KNOWLEDGE OF NATURAL DISASTERS (18 mins)
a. Objectives:
- To provide Ss with knowledge of different natural disasters.
- To provide Ss with a chance to communicate with each other and confirm their knowledge of
natural disasters.
b. Content:
- Task 3: Read the short passages below. Decide which natural disaster each person below is
talking about.
- Task 4: Choose the correct answer to each question to see how much you know about natural
disasters.
- Task 5: Work in pairs. Compare your answers. Then check your answers with the key on page
101. How many points did each of you get?
c. Expected outcomes:
- Ss gain some knowledge about landslide, tornado and earthquake.
d. Organisation
TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Task 3: Read the short passages below. Decide which na