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
- [Link]

Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. damage (n,v) /ˈdæmɪdʒ/ to harm or spoil something thiệt hại, gây tổn hại

an object that has a wide

2. funnel (n) /ˈfʌnl/ cái phễu
round opening at the top

a dangerous storm which is a

spinning cone of wind that
3. tornado (n) /tɔːˈneɪdəʊ/ destroys anything in its path lốc xoáy
as it moves across the
ground

an occasion when a volcano

4. eruption (n) /ɪˈrʌpʃn/ explodes, and flames and sự phun trào
rocks come out of it

to move something towards

5. pull up /pʊl ʌp/ kéo lên, nhổ lên, lôi lên
yourself

a mass of rock and earth

6. landslide (n) /ˈlændslaɪd/ moving suddenly and vụ sạt lở
quickly down a steep slope
Assumption
1
 Anticipated difficulties Solutions

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 CONTENTS

Asking questions: Questions:
- T asks Ss some questions about natural disasters 1. Can you name some natural disasters
in Viet Nam. in Viet Nam?
- Ss answer the question individually. 2. Are there often natural disasters in
- T draws a mind map on the board to summarise Viet Nam?
Ss’ ideas. Write the title on the board Natural 3. How can you know when there is an
disasters. incoming natural disaster?
- T asks Ss to guess what the conversation might be 4. What would you do if you were
about. 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 CONTENTS

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 Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. damage (v,n)
- Teacher explains the meaning of the new 2. funnel (n)
vocabulary, using pictures, explanation and 3. tornado (n)
translation. 4. eruption (n)
- 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)

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 - 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)
- 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)

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- 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. 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.

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Task 3: Write the name of natural disasters.
Task 4: Choose the correct answer.
Task 5: Complete the web.

*Homework

6
 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
- [Link]

Language analysis

Form Pronunciation Meaning Vietnamese equivalent

to damage something so
1. destroy (v) /dɪˈstrɔɪ/ phá hủy
badly that it cannot be used

(of a volcano) become

2. erupt (v) /ɪˈrʌpt/ active and eject lava, ash, phun trào
and gases.

to say that an event or action

3. predict (v) /prɪˈdɪkt/ dự đoán
will happen in the future

a set of items for your

essential needs in the event bộ dụng cụ dùng trong
4. emergency kit /ɪˈmɜːdʒənsikit/
of an emergency or natural trường hợp khẩn cấp
disaster

a building or area of land, or

5. property (n) /ˈprɒpəti/ của cải, nhà cửa
both together

a person who helps

someone or something out
6. rescue worker /ˈreskjuːˈwɜːkə/ nhân viên cứu hộ
of a dangerous, harmful,
or unpleasant situation
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 a person who has suffered
7. victim (n) /ˈvɪktɪm/ the effects of violence or nạn nhân
illness or bad luck

Assumption
Anticipated difficulties Solutions
1. Students may lack experience of group/ - Encourage students to work in groups so that
teamwork. they can help each other.

2. Students may have underdeveloped - Encourage students to work in pairs, in

co-operating skills. 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
words for the pictures they have seen. earthquake tornado
- The group with more correct words
becomes the winner.

volcanic eruption tidal wave/ tsunami

flood drought

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e. Assessment
- Teacher’s feedback.

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 CONTENTS

Vocabulary pre-teaching (7 mins)
- Teacher introduces the words. New words:
- Teacher explains the meaning of the new 1. destroy (v)
vocabulary, using pictures and translation. 2. erupt (v)
- Teacher checks students’ understanding with the 3. predict (v)
“Rub out and remember” technique. 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 and Answer key:
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 word/ 1. whistle
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)

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- 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.
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
areas.
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 - Teacher has Ss practise the sentences in pairs 5. She gave us ‘practical tips about treating
and invites some pairs to read the sentences ‘poisonous wastes.
aloud.
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.
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

11
 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 [Link]

Language analysis
Structure Examples
She was doing her homework at 8 o’clock
(+) S + was/ were + V-ing
last night.
She was not doing her homework at 8
(-) S + was/ were not + V-ing
o’clock last night.
Was she doing her homework at 8 o’clock
(?) Was/ were + S + V-ing?
last night?

Assumption

Anticipated difficulties Solutions

Students may not know how to work in teams or Give short, clear instructions and help if
fully understand the exercises and tasks. 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.

12
 d. Organisation
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
- Teacher says one sentence about himself/herself, Question:
using the past continuous. What were you doing at 8 p.m.
- Teacher invites some Ss to answer the question. yesterday?
(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).

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:
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- To help Ss practise the form of the past continuous.
- 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)

14
- 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.

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 activity. yesterday evening?
They make questions and then practise asking and 2. Were you doing your homework at 8
answering. o’clock yesterday evening?
- Teacher invites some pairs to ask and answer the 3. Were you watching a film at 9 o’clock
question in front of the class. 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

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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 group Suggested answers:
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
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.

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Task 5: Say a sentence.

*Homework

17
 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
- [Link]

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent

to move backwards and

1. shake (v) /ʃeɪk/ forwards or up and down in rung, lắc
quick, short movements

a measurement of temperature
on a standard in which 32° is
2. Fahrenheit (n) /ˈfærənhaɪt/ the temperature at which độ F (đo nhiệt độ)
water freezes and 212° that at
which it boils

a system used to measure the độ rích te (đo độ

3. Richter scale (n) /ˈrɪktə skeɪl/
strength of an earthquake mạnh của động đất)

Assumption

Anticipated difficulties Solutions

Ss may lack vocabulary and knowledge about - Provide the necessary vocabulary for
natural disasters to give and respond to bad students to understand the conversation.

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news related to natural disasters and answers - Elicit and help them recall what they already
questions about them. know about natural disasters

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 CONTENTS
- Teacher shows a picture about one natural Questions:
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.

1. What do you see in the picture?

2. How do you feel?
e. Assessment
- Teacher corrects for students (if needed)

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)

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- 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.
(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

20
 TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Task 3: Read the short passages below. Decide which natural disaster each person below is
talking about. (6 mins)
- Teacher asks Ss to work in pairs to read the three Answer key:
short texts and decide what natural disaster each Nam: landslide
person is talking about. Ann: tornado
- Teacher asks Ss to prepare an explanation for their Tom: earthquake
answers.
- Teacher elicits answers from Ss.
- Teacher confirms the correct answers.
Task 4: Choose the correct answer to each question to see how much you know about
natural disasters. (7 mins)
- Teacher tells Ss that they are going to answer a Answer key:
questionnaire to see how much they know about 1. A
natural disasters. 2. B
- Teacher has Ss read through the questionnaire 3. C
quickly and explain any new words. 4. B
- Teacher asks Ss to answer the questions 5. C
individually. 6. A
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? (5 mins)
- Teacher asks Ss to work in pairs to compare their Student’s own answers
answers.
- Teacher asks Ss to note down the answers and then
check them with the key on page 101.
- Teacher has Ss calculate the points each of them
earns.
- Teacher asks some Ss to report their answers and
points to the class.
e. Assessment
- Teacher’s observation and feedback.
- Teacher corrects students’ answers by going around while they’re practising.

4. CONSOLIDATION (4 mins)
a. Wrap-up
- Teacher asks Ss to summarise the main points of the lesson.
b. Homework
- Learn the new words by heart.
- Do exercises in the workbook.
- Prepare for Lesson 5 – Skills 1

21
 Board Plan
Date of teaching ……..

UNIT 9: NATURAL DISASTERS

Lesson 4: Communication

*Warm-up

* Everyday English
Vocabulary
1. shake (v)
2. Fahrenheit (n)
3. Richter scale (n)

Task 1: Listen and read.

Task 2: Practise giving and responding to bad news.
Task 3: Decide which natural disaster each person is talking about.
Task 4: Choose the correct answer.
Task 5: Work in pairs. Compare your answers.

*Homework

22
 UNIT 9: NATURAL DISASTERS
Lesson 5: Skills 1

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge:
- Read for specific information about natural disasters
- Talk about a natural disaster.
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- Skills 1.
- Computer connected to the Internet.
- Projector / TV
- [Link]

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent

the soft, grey or black, powdery

1. ash (n) /æʃ/ substance left after something tro
has burned.

an extremely large wave caused

2. tsunami (n) /tsuːˈnɑːmi/ by a violent movement of the trận sóng thần
earth under the sea

to shake slightly in a way that

3. tremble (v) /ˈtrembl/ rung lắc
you cannot control

Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge about some Provide students with the meaning and
lexical items. pronunciation of words.
2. Students may not have sufficient reading, - Let students read the text again (if
speaking and co-operating skills. necessary).
- Create a comfortable and encouraging
environment for students to speak.
23
 - Encourage students to work in pairs, in
groups so that they can help each other.
- Provide feedback 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:
- Game: Who’s faster?
c. Expected outcomes:
- Ss review words related to natural disasters.
d. Organisation
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
- Teacher divides Ss into groups.
- Teacher gives each group a piece of paper.
- Teacher asks them to list all the words about
natural disasters they have learnt.
- Ss work in their group and list all the words about
natural disasters in 2 minutes.
- Teacher asks 4 groups to tick their posters on the
board.
- Teacher checks and gives comments.
- The group with the most correct words is the
winner.
e. Assessment
- Teacher discusses students’ answers as a whole class.

2. ACTIVITY 1: READING (24 mins)

a. Objectives:
- To introduce some vocabulary about natural disasters
- To activate Ss’ knowledge of the topic of the reading text.
- To help Ss develop the skill of reading for the main idea (skimming), specific information
(scanning) and guessing word meaning in context about natural disasters.
b. Content:
- Vocabulary pre-teach
- Task 1: Match the headlines with the natural disasters.
- Task 2: Read the two news articles. Match the highlighted words with their meanings.
- Task 3: Read the articles again and answer the questions.
c. Expected outcomes:
- Ss identify the new words about natural disasters
- Students can get the main ideas and specific information from the text and choose the right
answers.
d. Organisation

24
 TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Vocabulary: New words:
- Teacher introduces the vocabulary. 1. ash (n)
- Teacher explains the meaning of the new words, 2. tsunami (n)
using pictures and translation. 3. tremble (v)
- Teacher checks students’ understanding with the
“Matching” technique.
Task 1: Match the headlines (1 – 2) with the natural disasters (A – B). (5 mins)
- Teacher asks Ss to read the headlines carefully and Answer key:
match them with the disasters. 1. B
- Ss work individually and do the task. 2. A
- Teacher elicits and confirms the correct answers.
- Teacher tell Ss something about Tonga which is a
country in the South-western Pacific Ocean. It
consists of about 170 islands.
- Teacher tells them that they are going to read news
articles about two natural disasters.
Task 2: Read the two news articles. Match the highlighted words with their meanings.
(7 mins)
- Teacher asks Ss to read through the two articles Answer key:
individually. 1. d
- Ss read the articles carefully and match the words 2. e
with their meanings. 3. a
- Teacher asks Ss to compare answers in pairs. 4. b
- Teacher confirms the answers as a class and explains 5. c
if needed.
Task 3: Read the articles again and answer the questions. (7 mins)
- Teacher asks Ss to work individually. Answer key:
- Ss read the articles again and answer 5 questions. 1. In the South Pacific last Saturday.
- Teacher asks Ss to compare their answers with a 2. A tsunami.
partner. 3. It destroyed hundreds of homes on
- Teacher confirms the correct answer as a class. some small islands, and more than
twenty people on these islands are
missing.
4. For about 30 seconds.
5. A strong earthquake in China.
e. Assessment
- Teacher corrects the students as a whole class.

3. ACTIVITY 2: SPEAKING (13 mins)

a. Objectives:
- To help Ss generate ideas to talk about a natural disaster.
- To give Ss a chance to give a short piece of news about a natural disaster.
b. Content:
- Task 4: Work in pairs. Match the questions with the answers.

25
- Task 5: Work in groups. Prepare a short piece of news about the natural disaster in 4 or one you
know of. Report the news to the class.
c. Expected outcomes:
- Ss can talk and prepare a short piece of news about natural disasters.
d. Organisation
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Task 4: Work in pairs. Match the questions with the answers. (6 mins)
- Teacher asks Ss to work in pairs. Answer key:
- Ss read all the sentences carefully then match the 1. c
questions with suitable answers. 2. e
- Teacher moves around to observe and offer help if 3. a
needed. 4. b
- Teacher invites some pairs to practise in front of 5. d
the class.

Task 5: Work in groups. Prepare a short piece of news about the natural disaster in 4 or
one you know of. Report the news to the class. (7 mins)
- Teacher divides Ss into groups. Example:
- Ss prepare a short piece of news about natural Five days of heavy rain caused a serious
disasters. flood in a village in Phu Yen. The flood
- Teacher asks them to read the news in the reading happened last week. …
part again to imitate the way it is written.
- Teacher asks them to read the example. Teacher
tells them that they only need to organise the
answers to the questions in 4 in a logical order to
create a piece of news.
- Teacher moves around to give support if needed.
- Teacher invites some groups to report the news to
the class.
- Teacher asks other groups to listen and give
comments.
- Teacher comments on Ss’ answers.
e. Assessment
- Teacher listens to students’ answers and corrects their pronunciation if needed.
- Teacher gives corrections and feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up:
- Teacher asks Ss to summarise the main points of the lesson.
b. Homework:
- Learn the new words by heart.
- Do exercises in the workbook.
- Prepare for Lesson 6 – Skills 2.

26
 Board Plan
Date of teaching ……..

UNIT 9: NATURAL DISASTERS

Lesson 5: Skills 1

*Warm-up

* Reading
Vocabulary
1. ash (n)
2. tsunami (n)
3. tremble (v)

Task 1: Match.
Task 2: Read and match.
Task 3: Read and answer the questions.

* Speaking
Task 4: Match the questions with the answers.
Task 5: Prepare a short piece of news. Report to the class.

*Homework

27
 UNIT 9: NATURAL DISASTERS
Lesson 6: Skills 2

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge:
- Listen and get general and specific about things to do before, during, and after a natural
disaster;
- Write instructions about things to do before, during, and after a natural disaster.
2. Core competence:
- Develop communication skills and creativity.
- Be collaborative and supportive in pairwork.
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 Skills 2.
- Computer connected to the Internet.
- Projector / TV
- [Link]

Language analysis

Form Pronunciation Meaning Vietnamese equivalent

a group of people with official

1. authority (n) /ɔːˈθɒrəti/ responsibility for a particular chính quyền
area of activity

to make someone realise a

2. warn (v) /wɔːn/ cảnh báo
possible danger or problem

to stay away from someone or

3. avoid (v) /əˈvɔɪd/ tránh, tránh xa
something

Assumption
Anticipated difficulties Solutions
Students may not have sufficient listening, - Play the recording, replay depends on
writing and co-operating skills. students’ needs.
- Encourage students to work in pairs, in
groups so that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
28
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:
- Chatting
c. Expected outcomes:
- Ss can talk about what people should do before, during and after a storm.
d. Organisation
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
- Teacher shows a picture of a storm and asks Ss
what people should do before, during and after a
storm.
- Teacher asks Ss to work individually and think of
the answers.
- Teacher invites some Ss to share their ideas.
- Teacher gives comments and leads to the new
lesson.

e. Assessment
- Teacher’s feedback.

2. ACTIVITY 1: LISTENING (22 mins)

a. Objectives:
- To introduce new words related to natural disasters.
- To help Ss develop the skill of listening for specific information.
b. Content:
- Vocabulary pre-teach
- Task 1: Work in pairs. Look at the picture and answer the questions.
- Task 2: Listen to a broadcast. Put the activities in the correct column.
- Task 3: Listen again and tick T (True) or F (False) for each sentence.
c. Expected outcomes:
- Ss can l and answer the questions correctly.
- Ss can listen for specific information and do the learning tasks
d. Organisation
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Vocabulary pre-teaching
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary, 1. authority (n)
using pictures and translation. 2. warn (v)
- Teacher checks students’ understanding with the 3. avoid (v)
“Matching” technique.

Task 1: Work in pairs. Look at the picture and answer the questions. (4 mins)

29
- Teacher asks Ss to work in pairs and look at the Suggested answer:
pictures carefully. A torch, a mask, a lamp, a whistle,
- Ss look at the pictures and answer the two questions. a bottle of water, some medicine,
- Teacher elicits the answers from Ss. matches, a radio, some plasters, a
- Teacher invites some Ss to answer in front of the class. candle, a multi-purpose knife, some
batteries, a blanket.
Task 2: Listen to a broadcast. Put the activities (1 – 6) in the correct column. (7 mins)
- Teacher tells Ss that they are going to listen to a Answer key:
broadcast in which instructions to prepare for a natural - Before a storm: 2,6
disaster are given. - During a storm: 3,5
- Teacher has them read the activities 1-6 and try to - After a storm: 1,4
guess which activities go into which column.
- Teacher invites some Ss to share their answers and
write them on the board.
- Teacher has Ss read the activities again and underline
the key words.
- Teacher plays the recording and asks Ss to listen and
put the activities in the correct columns.
- Ss work in pairs to compare their answers.
- Teacher asks Ss to compare their answers with the ones
on the board.
- Teacher confirms whether they are right or wrong,
playing the audio again if necessary.
Task 3. Listen again and tick T (True) or F (False) for each sentence. (7 mins)
- Teacher tells Ss that they are going to listen to the Answer key:
broadcast again and decide if the statements are true or 1. F
false. 2. T
- Without playing the recording again, teacher has Ss 3. F
read the statements and decide if they are true or false. 4. T
- Teacher plays the recording and asks Ss to listen again
to check their answers.
- Teacher asks Ss to work in pairs to compare their
answers.
- Teacher asks for Ss’ answers and confirms the correct
ones.
e. Assessment
- Teacher corrects the students as a whole class.

3. ACTIVITY 2: WRITING (15 mins)

a. Objectives:
- To brainstorm ideas and make an outline for Ss’ writing.
- To help Ss practise writing instructions about things to do before, during and after a flood.
b. Content:
- Task 4: Work in pairs. Discuss what you should do before, during, and after a flood. Write your
ideas in the columns.
- Write instructions (80 - 100 words) about things to do before, during, and after a flood.
c. Expected outcomes:
- Ss can write instructions about things to do before, during, and after a flood.
30
d. Organisation
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Task 4: Work in pairs. Discuss what you should do before, during, and after a flood. Write
your ideas in the columns. (5 mins)
- Teacher asks Ss to work in pairs.
- Ss discuss what they should do before, during and
after a flood.
- Ss write their ideas in the columns.
- Teacher has some Ss present their ideas.
- Teacher comments on their answers.

Task 5: Write instructions (80 - 100 words) about things to do before, during, and after a
flood. (10 mins)
- Teacher asks Ss to work individually and write Suggested answer:
their instructions based on their answers in task 4. Here are the things you should do before,
- Teacher asks one student to write his/ her answer during, and after a flood.
on the board. Before:
- Other Ss and teacher comment on the writing on – Prepare an emergency kit with
the board. necessary things.
– Build barriers to stop floodwater from
entering the house.
– Move to a higher place if necessary.
During:
– Listen to the radio or television for
warnings and information.
– Be careful with flash flooding.
After:
– Avoid moving water.
– Stay away from damaged areas unless
the local authority needs your help.
– Listen for local warnings of flash
floods.

e. Assessment
- Teacher gives corrections about spelling and grammar if needed.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- Teacher asks Ss to summarise the main points of the lesson.
b. Homework
- Learn the new words by heart.
- Rewrite the instructions.
- Do exercises in the workbook.
- Prepare for Lesson 7 – Looking back + Project.

31
 Board Plan
Date of teaching ……..

UNIT 9: NATURAL DISASTERS

Lesson 6: Skills 2

*Warm-up

* Listening
Vocabulary
1. authority (n)
2. warn (v)
3. avoid (v)

Task 1: Look at the picture and answer the questions.

Task 2: Listen and put the activities in the correct column.
Task 3: Listen and tick.

* Speaking
Task 4: Discuss and write your ideas.
Task 5: Write instructions.

*Homework

32
 UNIT 9: NATURAL DISASTERS
Lesson 7: Looking back & Project

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge:
- Revise vocabulary items they have learnt in the unit.
- Revise the past continuous and how it’s different from the past simple
- Research a natural disaster and present about it.
2. Core competence:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work.
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- Looking back & Project
- Computer connected to the Internet
- Projector / TV
- [Link]

Assumption
Anticipated difficulties Solutions
Students may not have sufficient speaking, - Encourage students to work in pairs, in
writing and co-operating skills when doing a groups so that they can help each other.
project. - Provide feedback 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:
- Mind map
c. Expected outcomes:
- Ss can tell the teacher what they have learnt in Unit 9.
d. Organisation
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

33
- Teacher writes on the board “Unit 9” and asks Suggested answer:
students to think of what they have already - Vocabulary: about the natural disasters
learnt in this unit. - Pronunciation: stress in words ending in
- Students work in groups to do the task. -al and -ous
- Teacher calls some students to retell. - Grammar: The past continuous
- Teacher confirms and leads them to do all the
exercises in books.
e. Assessment
- Teacher discusses the learnt point in Unit 9 as a whole class.

2. ACTIVITY 1: VOCABULARY (10 mins)

a. Objectives:
- To help Ss revise the vocabulary they have learnt in the unit through pictures and contexts.
b. Content:
- Task 1: Write the name of a natural disaster in each blank.
- Task 2: Fill in each blank with the correct form of the word in brackets.
c. Expected outcomes:
- Ss can recall the words they have learnt and use them in different contexts.
d. Organisation
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Task 1: Write the name of a natural disaster in each blank. (5 mins)
- Teacher asks Ss to work individually, read the sentences and Answer key:
look at the pictures. 1. flood
- Ss write the name of a natural disaster in each blank. 2. storm
- Teacher asks Ss to compare their answers with a partner. 3. earthquake
- Teacher calls some Ss to share their answers. 4. volcanic eruption
- Teacher confirms the correct answers as a class. 5. landslide

Task 2. Fill in each blank with the correct form of the word in brackets. (5 mins)
- Teacher asks Ss to work individually and read 5 sentences Answer key:
carefully. 1. destruction
- Ss complete the sentences using the correct form of the words 2. predictions
given. 3. victims
- Teacher asks Ss to share their answers with a partner. 4. warned
- Teacher invites some Ss to write their answers on the board. 5. workers
- Teacher confirms the correct answers.

e. Assessment
- Teacher asks Ss some follow-up questions.

3. ACTIVITY 2: GRAMMAR (10 mins)

a. Objectives:
- To help Ss revise the differences between the past simple and past continuous.
- To help Ss revise the past continuous by completing the sentences about them and their family
members.
34
b. Content:
- Task 3: Put the verbs into the correct tense: the past simple or past continuous.
- Task 4: Complete the sentences about you and your family members.
c. Expected outcomes:
Students can differentiate between the past simple and past continuous and use them in
appropriate situations.
d. Organisation
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Task 3: Put the verbs into the correct tense: the past simple or past continuous. (5 mins)
- Teacher asks Ss to work individually and read the Answer key:
sentences carefully. 1. were … doing
- Teacher asks them to compare their answers with 2. destroyed
a partner. 3. was watering; came
- Teacher confirms the correct answers as a class. 4. were calling; appeared
5. Were … listening
Task 4: Complete the sentences about you and your family members. (5 mins)
- Teacher asks Ss to work individually and write
sentences about their family members, using the
past continuous.
- Teacher asks Ss to compare their sentences with a
partner.
- Teacher invites some Ss to write their sentences
on the board.
- Teacher comments on their answers.
e. Assessment
- Teacher’s observation and feedback

4. ACTIVITY 3: PROJECT (15 mins)

a. Objectives:
- To provide Ss with an opportunity to research more deeply into a natural disaster, make a poster
about it and present it to the class.
b. Content:
- Project: What do we know about it?
c. Expected outcomes:
- Ss can research a natural disaster, design a poster and present it to the class.
d. Organisation
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS

35
What do we know about it?
- Ask Ss to read the instructions again (T has
already assigned the project since the first lesson of
the Unit and checked their progress after each
lesson).
- Let students have some time to check their posters
for the final time and make any adjustments if
necessary.
- T has groups show their posters and present them
to the class.

e. Assessment
- T checks ss’ grammatical and spelling mistakes on their poster, listens to their presentation, and
gives feedback.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- Teacher asks Ss to summarise the main points of the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Unit 10 – Getting started

Board Plan
Date of teaching ……..

UNIT 9: NATURAL DISASTERS

Lesson 7: Looking back & Project

*Warm-up

* Vocabulary
Task 1: Write the name of a natural disaster.
Task 2: Fill in each blank.

* Grammar
Task 3: Put the verbs into the correct tense.
Task 4: Complete the sentences.

* Project

*Homework

36