UNIT 9 TIẾNG ANH 8 THÍ điểm

Unit 9: NATURAL DISASTERS Period 73: Getting started Objectives - Language content: + To introduce some types of natural disasters and words to describe a natural disaster + To review passive voice and to introduce the past perfect tense - Language function: + To improve sts’ listening skill, speaking skill, writing skill, reading comprehension + To help them understand and the tasks given correctly + By the end of the lesson, students can use some expressions to react the news of some natural disasters and ask and answer questions about common natural disasters - Educational aims: +To educate the Ss about the environment to reduce natural disasters Language contents: + Grammar:- passive voice: review - past perfect tense + Vocabulary: lexical items related to the topic “Natural disasters” Techniques / activities: Group/ pair work, individual work, guessing game, using pictures, matching, repetition, asking and answering, Explanation Teaching aids: Ss’ books, text books, tape & radio, pictures, real objects Procedures Time Teaching steps 4ms I WARM UP: Networks: name some natural disasters you know Natural disasters 6ms earthquakes Guiding questions: a Have you ever experienced any of these natural disasters? What happened? How did you feel? -Introduces the lesson: today we’re going to listen and read a conversation between Duong and Nick They are talking about a typhoon I PRE – PRACTICE New words Use techniques (translation, guessing from situations), pictures to present vocabularies + typhoon(n) /taɪˈfuːn/ : tropical storm + severve (adj) /sɪˈvɪə r / very serious + disaster(n) /dɪˈzɑː.stə r / : (an event which results in) great harm, damage or death, or serious difficulty + rescue worker: nhân viên cứu hộ + be trapped (v): If someone or something is trapped, they are unable to move or escape from a place or situation e.g: The two men died when they were trapped in a burning building + accommodation (n) /əˌkɒm.əˈdeɪ.ʃ ə n/ : a place to live, work, stay, etc in → temporary accommodation: chỗ tạm thời Grammar: + passive voice: review - Have sts read the dialogue and find out the passive in the dialogue Example: Was anyone injured? 26ms + past perfect tense: had + PP Eg: Most people had moved to safe areas when the storm broke III CONTROLLED - PRACTICE * Activity 1: - Let Sts open their book and look at the picture Ask sts about the picture: Where are Duong and Nick? What are they talking about? Which natural disasters can we see in the bubbles? - Plays the recording Ss listen and read T can play the recording more than once Pause the recording at the appropriate places if sts need help with comprehension a - Asks Ss to read each sentence and locate the information in the conversation, then choose suitable words/ phrases to fill each blank Has sts work independently Then allows them to share their answers before discussing as a class - Asks some sts to give their answers - Gives feedback Keys: tropical storm 2.injured 3.damage trapped medical supplies temporary accommodation b – Models an exchange by giving some bad news, “My cat died” and eliciting the response from the sts”That’s terrible.” Do the same with other sts around the class - Asks sts to read the conversation again and find similar responses *KEY: Oh no That’s a relief! That’s awful! *Activity 2: a - First has sts work independently Then allows them to share their answers before playing the recording for them to check Play the recording for them to repeat - Remind sts pay attention to their intonation as they practise KEY: Responding to good news Responding to bad news Wow! 5ms Oh dear! That’s great! That’s awful! How terrible! That’s a relief! Oh no! How wonderful! That’s awesome! That’s shocking! b - First has sts work independently Then allows them to share their answers before T gives comments Point out that some of the responses could fit more than one statement - Has sts work in pairs, practising the exchanges with good intonation - Goes around the class to provide help Keys: b d f c a e *Activity 3: - Has sts work in pairs to match the words/ phrases to the pictures Then allows them to share their answers with another pair before playing the recording for them to check - Plays the recording for them to repeat the words/ phrases Keys: C D F B G A H E IV FREE - PRACTICE *Activity 4: - Asks sts which of these natural disasters can happen in VN Then models this activity with a more able student - Has sts work in pairs Goes around the class to provide help - Calls on some pairs to practise in front of the class Example: A: Which are the most common natural disasters in Thanh Hoa? B: Typhoons and floods A: How often they happen there? 4ms B: Typhoons happen there about or times a year and floods about twice a year V HOMEWORK T guides Ss to: - Learn by heart all the new words - Do Ex in the workbook and - Prepare for the next lesson: Closer Look VI REMARKS *Self- Evaluation …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Date of preparing : February 14, 2016 Date of teaching: February 19, 2016 Class: 8A2 Unit 9: NATURAL DISASTERS Period 74: A Closer Look 1 Objectives - Language content: + To introduce sts to some vocabulary related to types of natural disasters and words to describe natural disasters + To help sts use lexical items related to the topic to “Natural disasters” + To help sts pronounce stress in words ending in –logy and -graphy - Language function: +By the end of the lesson, students will be able to pronounce stress in words ending in –logy and –graphy and use lexical items related to the topic to “Natural disasters” - Educational aims: + Educate sts to be aware of the importance of helping the environment and reducing natural disasters Language contents: + Vocabulary: words related to the topic to “Natural disasters” +Pronunciation: stress in words ending in –logy and –graphy Techniques / activities: Group/ pair work, individual work, games (guessing game,…), using pictures, gap filling Teaching aids: Ss’ books, text books, tape & radio, pictures, real objects Procedures Time Teaching steps 5ms I WARM UP: Kim’s Game - Have Ss work in group looking at the pictures and natural disasters on page 27 in minute - Each group chooses a representative writing on the board in minutes The group with the most words is the winner 10ms -> Today we are going to learn some more about how to use lexical items related to the topic to “Natural disasters” and how to pronounce stress in words ending in –logy and –graphy II PRE – PRACTICE VOCABULARY Use techniques( translation, guessing from situations), pictures, and real objects to present vocabularies + erupt(v) (translation), then ask Ss to give the noun form of the verb “erupt” → eruption (n) + strike – struck (v) → They predict that a large earthquake will strike the east coast before the end of the decade + rage (v) → to happen in a strong or violent way The storm raged outside + bury /ˈber.i/ - buried (v): to put a dead body into the ground, or to put something into a hole in the ground and cover it E.g: His father is buried in the cemetery on the hill + collapse(v) to fall down suddenly because of pressure or having no strength or support E.g: Thousands of buildings collapsed in the earthquake + shake(v) to move backwards and forwards or up and down in quick, short movements, or to make something or someone this E.g: The explosion shook buildings for miles around + scatter(v) tung, rải, rắc + evacuate(v): to move people from a dangerous place to somewhere safe E.g: The police evacuated the village shortly before the explosion PRONUNCIATION: stress in words ending in –logy and -graphy 20ms III CONTROLLED - PRACTICE A VOCABULARY *Activity 1: Asks sts to give the past form of the verbs given - Have Ss look at the sentences in the book Explain to Ss how to this exercise - Have Ss complete the table individually and then compare the answers with a partner - Call some Ss to the board to write their answers - Play the recording for Ss to check their answers - Replay the recording for Ss to repeat the words - Give the correct answers: Key: struck erupted shook buried raged collapsed *Activity 2: - Has sts work independently Then allows them to share their answers with one or more partners - Asks for translation of some phrases to check their understanding - Play the recording for Ss to repeat the phrases Key: b d a e c *Activity 3: - Has sts complete the sentences individually, using phrases in - Has some read out their answers before checking with the whole class - Confirm the correct answers Key: provide aid put out the forest fire took shelter scatter debris evacuate the village B PRONUNCIATION *Activity 4: Listen and repeat the words… - Have Ss read out the words first Then play the recording for them to listen and repeat the words, paying attention to the stressed syllables of each word - Explain the rules in the REMEMBER! Box - Ask some sts to give some words ending in –logy and -graphy *Activity 5: Listen and mark the stress… - Asks sts to work in pairs to practise saying the words and mark the stress on the correct syllable in each word - Play the recording for them to check their answers Then play the recording again for them to listen and repeat the words Key: soci’ology zo’ology bibi’ology clima’tology as’trology de’mography *Activity 6: Read the sentences and mark (‘) the stessed syllable in the underlined words Then listen and repeat the sentences - Asks sts to work in pairs to mark the stress in the words and practise saying the sentences - Call some sts to give the answers and say the sentences in front of the class - Play the recording and stop after each underlined word for them to check their answers - Then play the recording again for them to listen and repeat each sentence Key: ge’ography bi’ology pho’tography bi’ography zo’ology 5ms 5ms IV FREE – PRACTICE: one- two- three vocabulary game V HOMEWORK ? Learn by heart all the new words and practise pronoucing stress in words ending in –logy and -graphy ? Do Ex A1 A2, B1,2,3( workbook ) ? Prepare: A Closer Look VI REMARKS *SELF- EVALUATION …………………………………………………………………………………………… …………………………………………………………………………………………… Date of preparing : February 14, 2016 Date of teaching: February 19, 2016 Class: 8A2 Unit 9: NATURAL DISASTERS Period 75: A Closer Look Objectives - Language content: + To help sts better the passive voice + To enable Ss to understand and the exercises of the past perfect correctly - Language function: +By the end of the lesson, students will be able to use the passive voice and the past perfect in some real situations - Educational aims: + To educate sts to be aware of the danger of natural disasters and help the victims of disasters Language contents: + Grammar: - passive voice - past perfect Techniques / activities: Group/ pair work, individual work, games (guessing game,…), using pictures, gap filling, comparison Teaching aids: Ss’ books, text books, tape & radio, pictures, real objects Procedures Time Teaching steps 3ms I WARM UP: *Activity - Ask sts to read the conversation in GETTING STARTED again and underline all instances of the passive voice that they can find Then, asks sts to share their findings with their partners - Elicit Ss’answer and quickly introduce the lesson 12ms II PRE – PRACTICE: Passive voice: - Elicit Ss’answer and quickly introduce the passive form in general: Be+ PP - Has sts to give some examples to check their understanding Past perfect: *Activity a - Ask sts to read part of the conversation from GETTING STARTED, paying attention to the underlined part Then refer to the yellow box, explaining toe form of the past perfect tense and going through the examples b Ask sts to think about the rules for the past perfect tense First, try to elicit them from sts Then, go through the rules in the boxes by analysing the examples given Then, asks sts to give some more examples of their own 22ms III CONTROLLED - PRACTICE *Activity 2: Complete the sentences using the correct passive form of the verbs in brackets - Has sts work independently Then allows them to share their answers with one or more partners Ask some sts to say their answers aloud - Confirms their correct answers Key: was scattered are built were taken will be predicted will be delivered/ are going be predicted *Activity 3: - Invites sts to write the sentences on the board while other sts write the sentences in their notebooks - Asks sts to give comments on the sentences on the board - Confirms their correct answers Key: Food and blankets have been given out to homeless people (by volunteers) Ten people trapped in collapsed building have been freed so far Was the whole village destroyed by the storm? If the area is hit by the storm, a lot of damage will be caused A garden party is going to be organised to raise money for the victims of the flood *Activity 5: Complete the sentences by putting the verbs in brackets into the simple past or past perfect - Has Ss this exercise individually, and then compare their answers with a classmate -Asks some sts to say their answers aloud - T checks Ss’ answers and confirm the correct answers Key: had left, erupted arrived, had stopped had spent, arrived got, hadn’t taken found, had bought 5ms *Activity 6: Work in pairs Ask and answer … - First, asks sts to prepare their answers individually - Then, models this activity by asking a st one of the given questions - Asks st to work in pairs - T may go around to provide help - Call some pairs to practise in front of the class IV FREE – PRACTICE: *Activity 7: Game- Work in two teams Take turns to give reasons why you were pleased/ upset/… Use the past perfect …… - Models the game with the whole class first - Divide the whole class into teams Then allows memberds from the teams to take turns in giving reasons why they were pleased/ upset/ happy/ angry, etc - Count the correct sentences to find the winning team 3ms V HOMEWORK ? Review Grammar ? Do Ex B4,5,6 P19,20 ( workbook ) ? Prepare: Communication VI REMARKS *SELF- EVALUATION …………………………………………………………………………………………… …………………………………………………………………………………………… Date of preparing : February 21, 2016 Date of teaching: February 23, 2016 Class: 8A2 Unit 9: NATURAL DISASTERS Period 76: Communication Objectives - Language content: + To introduce sts to some extra vocabularies relating to the natural disasters around the world + To help sts review some vocabularies used to talk about the natural disasters - Language function: +By the end of the lesson, students will be able to express their own views on natural disasters + To help sts improve four skills, especially listening and speaking - Educational aims: + Educate sts to be in charge of the surroundings and show more respect to the natural environment Language contents: + Grammar: Review + Vocabulary : extra vocabularies relating to the natural disasters around the world Techniques / activities: Group/ pair work, individual work, games (guessing game,…), using pictures, Take a survey, chatting Teaching aids: Ss’ books, text books, pictures, charts Procedures Time Teaching steps 5ms I WARM UP: Kim’s Game - Have Ss work in group looking at the pictures and natural disasters on page 27 in minute - Each group chooses a representative writing on the board in minutes The group with the most words is the winner - Give an introduction: Today you are going to listen a radio programme on 4teen news, then fill in the gaps with the words you hear 10ms II PRE – PRACTICE * Uses techniques to present some extra vocabularies - climate change: the way the world's weather is changing / a permanent change in weather conditions - victim (explanation): a person who has been attacked, injured or killed as the result of a crime, a disease, an accident, etc - in charge: being the person who has control of or is responsible for someone or something - Asks sts to repeat the words chorally and individually - Check their understandings of new words: rub out and remember 22ms III CONTROLLED - PRACTICE *Pre- listening: Has Sts to work in group to discuss the question: Can we prevent natural disasters with the help of modern technology? *Activity 1: - Has sts read the interview and guess what the missing word for each gap in the interview is Write the sts’ ideas on the board - Asks sts which question each person is answering - Play the recording The first time, asks sts to close their books and listen only Then play the recording again and allow sts to fill the gaps as they listen - Asks sts to share their answers in pairs before playing the recording a final time to allow pairs to check their answers - Refer sts back to the ideas on the board and decide together if all of them are possible options If time is limited, T may play only the sentences that include the information sts need for their answers Key: flooded warming used unprepared reminding *Activity 2: Read the listeners’ views on natural desasters again and decide who you agree with and who disagree with - Asks sts to decide whose opinions they agree with and whose they disagree with - Sts make notes of the reasons for their decisions *Activity 3: Answer the two questions Express your own views and write them down below - Have Sts make notes of their answers to the two questions in the interview - Remind sts that it does not matter what their answers are, and that it is more important that they justify their answers - T may go aorund to provide help IV FREE PRACTICE *Activity 4: Work in pairs… - Have Ss work in pairs to share their answers - Encourage each pair to negotiate for the same views - If time allows, have some sts report on their answers Otherwise, move aorund the class while sts 5ms this activity and give assistance V HOMEWORK - Asks the sts to: - Learn the vocabulary by heart and practice expressing your views on natural desasters - Do exercise in the work book - Prepare Skills 3ms VI REMARKS *SELF- EVALUATION …………………………………………………………………………………………… …………………………………………………………………………………………… Date of preparing : February 21, 2016 Date of teaching: February 26, 2016 Class: 8A2 Unit 9: NATURAL Period 77: Skills DISASTERS Objectives - Language content: +To introduce some words related to natural desasters in the world +To supply some information about how to prepare for a natural desaster - Language function: +To help sts train reading for specific information about natural desasters + To help sts talk about how to prepare for a natural desaster (Before; during and after) + To help sts improve and develop reading for specific information about how people prepare for natural desasters - Educational aims: + Educate sts to be aware of preparing for natural desasters Language contents: a Vocabulary: words related to natural desasters b Structure: Techniques / activities: Group/ pair work, individual work, games (guessing game, chain game, crossword …), using pictures, Take a survey, brainstorming Teaching aids: Ss’ books, text books, pictures, charts Procedures Time Teaching steps 5ms I WARM UP: Brainstorming: Buy food preparations for a natural disaster 5ms 10ms Then have sts answer the question: What can you to prepare for a natural desaster? A READING I PRE – READING:(Activity1 ) * Uses techniques to present some new words: - wreak havoc: great damage or harm to sb/ sth - essential: necessary - destructive: causing major damage, from the verb destroy => destruction(n) - guidelines: rules/ instructions telling you how to sth, especially sth difficult - emergency: something dangerous or serious, such as an accident, which happens suddenly or unexpectedly and needs fast action in order to avoid harmful results II WHITE-READING: Activity 2: - Ask sts to read the text again to answer the questions - Have Ss compare their answers before giving the answers to the teachers - Ask Ss to give evidence when giving the answers - Give the correct answers Key: Because they can wreak havoc across large areas and cause loss of life or damage to property Learn about the risks in your area and read the information about natural disasters on local government sites Enter all the emergency contact numbers in your mobile phone so you can call the rescue and emergency workers if neceesary Your emergency supply kit should include food, water, medications, personal hygien items, copies of personal documents and some money We need to know the evacuation routes and shelters 3ms B SPEAKING: I PRE PRACTICE: Show Ss three pictures, then ask Ss to answer some qs: - What types of natural disasters are they? - What you know about them? II CONTROLLED PRACTICE: *Activity 3a: - Have Ss read each news report - Ask sts to match each news report to the correct picture - Have some sts read out their answers before checking with the whole class 5ms Key: 1.C B A 7ms b - Remind sts of the responses they practised in GETTING STARTED, e.g: That’s shocking! - Ask sts to work in group of three and role-play telling each other about one of the news reports in 3a - Call on some groups to the role-play in front of the class III FREE PRACTICE: 5ms *Activity 4a: - Ask sts what disasters often happen in their area Elicit the answers from sts and choose two disasters that happen the most - Divide the class into two groups; each will discuss one disaster - Work in pairs within each group to discuss and write down what to before, during and after this disaster b - Have sts form new pairs: on st from each group above - Have sts ask and answer qs about the things they should in the event of each disaster they had discussed in a - Invite some pairs to demonstrate their conversations in front of the class 3ms V HOMEWORK - Read the passage at home - Practice talking about some natural disasters - Do the exercises in the notebook (Reading and Speaking) Prepare Skills VI REMARKS: *SELF- EVALUATION …………………………………………………………………………………………… …………………………………………………………………………………………… 2ms Date of preparing : February 21, 2016 Date of teaching: February 26, 2016 Class: 8A2 Unit 9: NATURAL DISASTERS Period 78: Skills Objectives - Language content: +- To introduce some words related to natural disasters in the world +To help sts develop listening skill for specific information about a typhoon + To enable Ss to practice writing a news report about a natural disaster they have experienced - Language function: + By the end of the lesson, students will be able to write about a natural disaster they have experienced + To help sts improve and develop listening and writing skills - Educational aims: + To help sts know the danger of a natural disaster – one of the most powerful stoms and to educate sts to be aware of preparing for natural desasters Language contents: + Grammar: review + Vocabulary : words related to some natural desasters Techniques / activities: Group/ pair work, individual work, games, chatting , using pictures, Repetition Teaching aids: Ss’ books, text books, tape & radio, pictures, charts, Procedures Time 5ms 5ms Teaching steps A LISTENING: I Pre-lisrening: Word guessing: - Have sts look at the picture and guess a word This word has letters It is a very violent tropical storm.=>(T Y P H O O N) => Typhoon is one of the most dangerous natural disasters You are going to listen to the news report on a typhoon II While- listening * Activity 1: - Have Ss read the statements first and remind them about listening for the keywords in the statements - Play the recording and ask Ss to correct the statements - Have Ss work in pairs to compair their answers - Ask for Ss’ answers and write them on the board - Play the recording a second time for pairs to check their answers Key: A typhoon hit Nghe An Province last night Dozens of people were seriously injured in the storm There were damage to property in Cua Lo, a coastal town in N An The storm hah already weakened when rescue workers arrived in the area According to the weather bureau, heavy rain will continue over the next few days 5ms * Activity 2: - First, ask sts to work in pairs to discuss the missing word for each gap from the information they have heard from in - Play the recording and ask Ss to fill the gaps as they listen - Have Ss share their answers in pairs before playing the recording a final time for pairs to check their answers Key: winds homeless damage flood debris accommodation 5ms III Post- listening: - Have Ss talk about the typoon, using the data chart B WRITING: 3ms * Lead in: In this writing part, you are going to write a news report on one of the natural disasters you have experienced 3ms I PRE – WRITING (Activity 3) - Ask sts make notes about a natural disaster they/ one of their family members have experienced in the given table - Remind sts that they not have to write full sentences and they can use abbreviations - Have Ss share their notes with their partners - Ask some more able Sts to read out their notes to the whole class 10ms III WHILE- WRITING: (Activity 4) - Set up the writing activity Remind sts that the first and most important thing is always to think about what are going to write Ss can use the chart in as a model for their report - Provide some help the language necessary for writing - Ask sts to write a draft report first Then have them write their final version in class/ at home - If sts write in class, they can it in pairs/ groups 5ms IV POST- WRITING: - Have Ss display some writings on the wall - Ask the other students to give comments - Give comments and correct mistakes 4ms V HOMEWORK ? Rewrite the paragraph at home ? Do Ex ( workbook ) ? Prepare: LOOKING BACK and PROJECT VI REMARKS *SELF- EVALUATION …………………………………………………………………………………………… …………………………………………………………………………………………… Date of preparing : February 28, 2016 Date of teaching: March 1, 2016 Class: 8A2 Unit 9: NATURAL DISASTERS Period 79: Looking back & project Objectives - Language content: +To review some words related to the topic “natural disasters” + To help sts review: - passive voice - past perfect - Language function: + To help sts consolidate what they have learnt in the unit +To enable sts to review lexical items related to “natural disasters” + By the end of the lesson, students will be able to: - use words and phrases for different types of natural disasters - use the past perfect tense - talk about what to before, during and after a natural disaster - Educational aims: To educate sts to be aware of preparing for a natural disaster and doing some volunteer work to help the victims of a natural disaster Language contents: + Grammar: - passive voice - past perfect + Vocabulary : words related to natural disasters Techniques / activities: Group/ pair work, individual work, games (guessing game, chain game, crossword …), using pictures, Repetition, gap filling, matching Teaching aids: Ss’ books, text books, tape & radio, pictures, charts, Procedures Time Teaching steps 5ms I WARM UP: Kim’s Game - Have Ss work in group looking at the pictures and natural disasters on page 27 in minute - Each group chooses a representative writing on the board in minutes The group with the most words is the winner -> Today we are going to review some more about how to use lexical items related to the topic to “natural disasters” and how to use the passive voice & the past perfect tense 7ms 24ms II PRE – PRACTICE Review: + Grammar: - passive voice - past perfect + Vocabulary : words related to natural disasters III CONTROLLED PRACTICE: * VOCABULARY & GRAMMAR: - For 1, 2, and 4, first have sts work independently Then they can check their answers with a partner before discussing the answers as a class However, tell sts to keep a record of their original answers so they can use that information in their self- assessment Key: 1.C F D B A E evacuated put out take provided scattered The tickets will be collected (by Mr Smith) A play was put on (by the sts) at the end of the 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 1.d 2.f 3.a b c e *Activity 5a: - Have Ss work independently writing down, or inventing five bad things that happened to them yesterday Then allow them to share the sentences with a partner 5b: Ask sts to work in group Remind them to add time clauses and use the past perfect with their sentences Then ask sts to take turn to say out their sentences to the members of their group T may go around to provide help C COMMUNICATION: *Activity 6: - First, model this activity a more able st then ask sts to work in pairs, using the expressions from the box in GETTING STARTED to respond to the news headlines T may go around to provide help - Call on some pairs to practise in front of the class IV FREE- PRACTICE: D PROJECT: A helping hand Ask sts to look at the pictures and use the phrases they have learn in unit to describe each picture Then allow them to share answers before checking with the whole class Suggested key: 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 Have Ss work in groups discussing how to work out a plan to help the victims of a disaster ofr their teams Remind them to write their plan on a large piece of paper If there is enough time, T may let sts complete the project in class Otherwise, sts can complete the project as homework if they need more time When sts have finished their plans, T asks them to display their plans on the wall/ board Have the groups move around and read the plans and then vote for the best plan V HOMEWORK Asks the sts to: - Revise all the vocabulary and grammar in the unit - Do Exercises ( in the workbook ) - Prepare Review VI REMARKS 6ms 3ms *SELF- EVALUATION : …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… ... …………………………………………………………………………………………… Date of preparing : February 28, 2016 Date of teaching: March 1, 2016 Class: 8A2 Unit 9: NATURAL DISASTERS Period 79: Looking back & project Objectives - Language content:... …………………………………………………………………………………………… Date of preparing : February 14, 2016 Date of teaching: February 19, 2016 Class: 8A2 Unit 9: NATURAL DISASTERS Period 75: A Closer Look Objectives - Language content: + To help... of preparing : February 21, 2016 Date of teaching: February 26, 2016 Class: 8A2 Unit 9: NATURAL DISASTERS Period 78: Skills Objectives - Language content: +- To introduce some words related to