1 b. T models an exchange with a student by giving some bad news, ‘My cat died.’ and eliciting ‘That’s terrible!’ from the student. Focus on intonation, stressing the first syllable of ‘terrible’. Do the same with other Ss around the class. Encourage Ss to have fun exaggerating their intonation as they reply to T. Tell Ss to refer back to the conversation to find the other phrases. In pairs, Ss practise saying the phrases with correct intonation. [Play the recording again as a model if necessary].
Key: 1. Oh no! 2. That’s a relief! 3. That’s awful!
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2 a. First, have Ss work independently. Then allow them to share their answers before playing the recording for them to check. Play the recording for Ss to repeat the phrases. Remind Ss to pay attention to their intonation as they practise.
Key:
| Responding to good news | Responding to bad news |
| Wow! | Oh dear! |
| That’s great! | That’s awful! |
| That’s a relief! | How terrible! |
| How wonderful! | Oh no! |
| That’s awesome! | That’s shocking! |
Audio script:
Responding to good news: Wow! That’s great! That’s a relief! How wonderful! That’s awesome!
Responding to bad news: Oh dear! That’s awful! How terrible! Oh no! That’s shocking!
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2 b. First, have Ss work independently. Then allow them to share answers before T gives comments. Point out that some of the responses could fit more than one statement. If Ss can justify their choice, then accept it. Ask Ss to work in pairs, practising the exchanges with good intonation. T goes around the class to provide help.
Key: 1. b 2. d 3. f 4. c 5. a 6. e
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3. First, have Ss work in pairs to match the words/ phrases to the pictures. Then allow them to share answers with another pair before playing the recording for them to check. Play the recording for Ss to repeat the words/phrases.
Key: 1. C 2. D 3. F 4. B 5. G 6. A 7. H 8. E
Audio script:
- 1. C: flood 2. D: forest fire 3. F: tsunami 4. B: tornado
5. G: mudslide 6. A: volcanic eruption 7. H: drought 8. E: earthquake
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4 Work in pairs. Ask and answer questions about common natural disasters in some areas in Viet Nam.
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1. Write the first verb erupt on the board and elicit the past tense from Ss, writing erupted on the board. Do the same with all the verbs. T may ask for a translation of the verbs to check their understanding. Leave them on the board as a reference. Then have Ss work independently to do the activity. Ask them to share their answers with one or more partners. Play the recording for Ss to repeat the sentences. With a stronger class, T may wish to ask Ss to make some more examples with the verbs in the box.
Key: 1. struck 2. erupted 3. shook 4. buried 5. raged 6. collapsed
Audio script:
1. Yesterday, a terrible storm struck the rural area of Ha Giang Province.
2. Villagers rushed into public shelters as soon as the volcano erupted.
3. Hundreds of buildings were completely destroyed when the earthquake shook the city.
4. The mudslide buried the whole village while people were still sleeping in their houses.
5. The forest fire raged for eight hours and some animals were badly injured or killed.
6. We managed to run out of the house into the street before the walls collapsed.
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2. First, have Ss work independently. Then, ask them to share their answers with one or more partners. T may ask for translation of some phrases to check their understanding. Play the recording for Ss to repeat the phrases.
Key: 1. b 2. d 3. a 4. e 5. c
Audio script: 1. scatter debris 2. take shelter 3. evacuate the village
4. provide aid 5. put out the forest fire
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Vocabulary
3 Now use the phrases in 2 in the correct form to complete the sentences.
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Pronunciation
4 Listen and repeat these words. Pay attention to the stressed syllables.
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Grammar
4b When do we use the past perfect? Can you think of any rules?
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5. First, have Ss work independently. Then, ask them to share their answers with one or more partners. Ask some Ss to say their answers aloud. T gives comments, and makes any correction if available. Key:
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Example:
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1. First, have Ss read the interview and guess what the missing word for each gap in the interview is. Write the Ss’ ideas on the board. Ask Ss to say which question each person is answering [Sarah and Peter: the first question; Nubita and Linh: the second question]. Then play the recording. The first time, ask Ss to close their books and listen only. Then play the recording again and allow Ss to fill the gaps as they listen. Ask Ss to share their answers in pairs before playing the recording a final time to allow pairs to check their answers. Refer Ss 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 Ss need for their answers. Key: 1.flooded 2. warming 3. used 4. unprepared 5. reminding Audio script: Welcome to ‘Nature and You.’ Today we have asked our listeners around the world to call us to express their views on these two questions: ‘Are there more natural disasters now than there were in the past?’ and ‘Are we prepared to deal with natural disasters?’ - Hi, I’m Sarah from Sydney, Australia. I think there are more natural disasters now than there used to be. Whenever I watch the news on TV, I see places that are flooded or affected by drought. I’m certain this is the result of climate change and global warming. - Hello, I’m Peter from London, England. I don’t think that there are more natural disasters now than in the past. But more are being reported on the news in shorter time periods. We’ve seen them so often on the news that we’ve become used to them. - Hi, everyone, I’m Nubita from Tokyo, Japan. I think recent earthquakes and tsunamis just show how unprepared we are to deal with them. Despite all the technology and knowledge available to us nowadays, many people become victims of natural disasters. - Good evening everyone, I’m Linh from Ha Noi, Viet Nam. I don’t think we can prepare for natural disasters as nobody knows when or where they are going to strike. It’s Nature’s way of reminding us who is in charge and that we should show more respect to the natural environment. Page 232 Read the listeners’ views on natural disasters again and decide who you agree with and who you disagree with. Page 24
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4. Ask Ss to work in pairs to share their answers with a partner. Encourage each pair to negotiate for the same views. If time allows, have some Ss report on their answers. Otherwise, move around the class while Ss do this activity and give assistance. Page 26
1. Ask Ss to scan the article to find where the words/ phrases wreak havoc, essential, destructive, guidelines, and emergency are in the article. Ask if Ss know the meanings of the words/ phrases. If they do not, T may help Ss work out the meanings of these words from the article. T can also explain the words/ phrases. Suggested answers: - wreak havoc: do great damage or harm to somebody/something - essential: necessary - destructive: causing major damage, from the verb destroy - guidelines: rules or instructions telling you how to do something, especially something difficult - emergency: a suddenly serious and dangerous event or situation Video liên quanChủ Đề |