Giáo án Tiếng Anh 8 - Period 81-83, Unit 11: Science and technology - Năm học 2023-2024

 Date of preparing: 13/4/2024 
 Period 81: UNIT 11: SCIENCE AND TECHNOLOGY 
 Lesson 4: Communication 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - identify how to give and respond to good news. 
 - know about the benefits and problems of online learning. 
 2. Skills: 
 - Give and respond to good news. 
 - Read and talk about the benefits and problems of online learning. 
 3. Competences 
 - Develop competencies of communication, cooperation, and self-management. 
 - Be collaborative and supportive in pair work and group work. 
 4. Personal qualities 
 - Love to research more about the benefits of science and technology in learning 
 - Have positive attitude in applying science and technology in learning and daily life 
 II. MATERIALS 
 - Grade 8 textbook, Unit 11, Communication. 
 - Computer connected to the Internet 
 - Projector / TV 
 - hoclieu.vn 
 III. PROCEDURES 
 1. WARM-UP (3 mins) 
 a. Objectives: 
 - To create an active atmosphere in the class before the lesson; 
 b. Content: 
 - Video watching 
 c. Expected outcomes: 
 - Having a chance to speak English and focus on the topic of the lesson. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Video watching: Expected answers: 
- T lets ss watch a clip and ask ss what the clip is - Giving and responding to good news 
about. 
- T leads in the new lesson Video link: Language Functions | 
- Ask Ss to look at COMMUNICATION on Responding to Good and Bad News | 
page 119. Animated Lesson 
 e. Assessment 
 - T checks ss’ answers and give feedback 
 2. ACTIVITY 1: EVERYDAY ENGLISH (12 mins) 
 a. Objectives: 
 - To introduce how to give and respond to good news 
 - To help Ss practise giving and responding to good news 
 b. Content: 
 - Use everyday expressions to develop language skills (Giving and responding good 
 news) 
 c. Expected outcomes: 
 - Learning how to give and respond to good news 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Task 1: Listen and read the conversation. Pay attention to the highlighted sentences. (6 
mins) 
- Play the recording for Ss to listen and read the To give and respond to good news, you 
conversation between Nick and Mi. Ask Ss to can use: 
pay attention to the highlighted parts. Emphasise - Great news for us. 
the ways to give good news and respond to good - Great! 
news: - Congratulations! 
- Tell Ss that Great! and Congratulations! are 
different ways to respond to good news in 
different contexts. Tell them that if good news is 
general and good for everyone, we can say 
Great!; if the news is good for the speaker only, 
the responder may say Congratulations! 
- Have Ss practise the conversation. 
Task 2: Work in pairs. Give news and respond to the news in the following situations. 
- Ask Ss to work in pairs to make a similar 1. You tell your classmate about the new 
conversation. vending machine at your school. 
- Tell them to use the contexts given and the 2. You tell your classmate about a new 
sample expressions. laptop that your dad gave you on your 
- Give feedback on their conversation. birthday. 
 e. Assessment 
 - Teacher listens to students’ pronunciation and gives feedback. 
 3. ACTIVITY 2: ONLINE LEARNING (25 mins) 
 a. Objectives: 
 - To help Ss learn the language to describe the benefits and problems of online learning; 
 - To help Ss practise reading for specific information. 
 - To help Ss practise reported speech 
 b. Content: 
 - Task 3: Work in pairs. Read the posts from some students about online learning and 
 complete the table. 
 - Task 4: Work in groups. Talk about a platform you use for your online classes or one 
 you know about. What are the benefits and problems of using it? 
 - Task 5: Report the answers of one of your group members to the class 
 c. Expected outcomes: 
 - Knowing the benefits and problems of online learning. 
 - Practising reading for specific information and practising speaking about a platform ss 
 use for online classes or one ss know about. 
 - Can apply reported speech to report to the class. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Task 3: Work in pairs. Read the posts from some students about online learning and 
complete the table. (7 mins) 
- Ask some Ss to read the posts aloud. Answer key: 
- Have Ss work in pairs to read the posts to get Benefits: 
information from the post and to fill in the 1. It’s convenient. 
table below. 2. Students don’t have to get up early. 
- Ask some pairs to read out their answers. 3. It helps students become more independent. 
Make corrections if necessary. 4. It helps students avoid traffic jams. 
 Problems: 
- Check the answers as a class. 
 1. Some students don’t have computers or 
- If time allows, ask some students to retell smartphones. 
information from the posts or to role play the 2. The Internet connection is poor. 
four friends to tell class about the platform 3. It makes some students feel more stressed 
their teacher uses for their classes. when learning online. 
 4. Students can’t meet their classmates. 
 5. Some students get tired eyes and can’t 
 concentrate well. 
Task 4: Work in groups. Talk about a platform you use for your online classes or one you 
know about. What are the benefits and problems of using it? (8 mins) 
– Have Ss work in groups to talk about the 
benefits and problems of their online learning 
platform. 
- Ask them to think of the platform they use 
and use the table in Activity 3 to make notes. 
Tell them to use adjectives or phrases as in 
Activity 3. 
- Invite some Ss to talk about their online 
learning platforms. Correct any grammar or 
pronunciation mistakes if necessary. 
Task 5: Report the answers of one of your group members to the class. (10 mins) 
- Have Ss work in groups to discuss their You can conclude: 
online learning platforms. - The name of the platform you use for your 
- Tell them that they can make notes about online classes or one you know about. 
what their friends like and dislike about the - Its benefits 
platform their classes/ teachers use. - Its problems 
- Ask them to use ideas from the posts and Example: 
the table in Activity 3. Lan said that her extra class used Microsoft 
- Invite group representatives to report one of Teams. She said that she and her classmates 
their group member’s answers. Give feedback found it difficult to use. However, it is 
on Ss’ reports. convenient to have online classes on 
 Microsoft Teams when the weather is bad. 
e. Assessment 
- T listens to ss’ reports and gives feedback on their grammar, pronunciation and content. 
- T gives feedback on their reports. 
4. CONSOLIDATION (4 mins) 
a. Wrap-up 
- Ask Ss what they have learnt in the lesson. 
- Ss retell ways of giving and responding to good news 
- Ss retell some benefits and problems of online learning. 
b. Homework 
- Learn the ways of giving and responding to good news. 
- Do exercise in the workbook. 
 Date of preparing: 13/4/2024 
 Period 82: UNIT 11: SCIENCE AND TECHNOLOGY 
 Lesson 5: Skills 1 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - read advertisements about new technologies 
 - talk about a technology or an invention 
 2. Competences 
 - develop communication skills and creativity 
 - be collaborative and supportive in pair work and teamwork 
 - develop presentation skill 
 - actively join in class activities 
 4. Personal qualities 
 - Love to research more about the benefits of science and technology in learning 
 - Have positive attitude in applying science and technology in learning and daily life 
 II. MATERIALS 
 - Grade 8 textbook, Unit 11, Skills 1 
 - Computer connected to the Internet 
 - Projector / TV 
 - hoclieu.vn 
 III. PROCEDURES 
 1. WARM-UP (3 mins) 
 a. Objectives: 
 - To create an active atmosphere in the class before the lesson; 
 - To elicit from Ss some reasons why they go shopping 
 b. Content: 
 - Brainstorming 
 c. Expected outcomes: 
 - Having a chance to speak English and focus on the topic of the lesson. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Brainstorming: Expected answers: 
- Ask ss to name the technological applications - Fingerprint scanner 
your school uses - Face recognition 
- Ask Ss to look at SKILLS 1 on page 120-121. 
 e. Assessment 
 - T listens to ss’ answers and gives feedback 
 2. ACTIVITY 1: READING (25 mins) 
 a. Objectives: 
 - To help Ss learn new vocabulary in the reading text. 
 - To improve Ss’ skill of reading for general and specific information 
 b. Content: 
 - Task 1: Work in pairs. Name the technological applications in the pictures. Can they be 
 used in schools? 
 - Vocabulary teaching 
 - Task 2: Read the passage and tick B (Biometrics) or N (Nanolearning) 
 - Task 3: Read the passage and choose the correct answer A, B, or C. 
 c. Expected outcomes: 
 - Know more new words and some technological applications 
 - Understanding the text about the benefits of the two new technological applications. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Task 1: Work in pairs. Name the technological applications in the pictures. Can they be 
used in schools? (3 mins) 
- Have the class work in pairs to describe the Answer key: 
pictures and say what technology the pictures are 1. eye-tracking 
about. 2. fingerprint scanner 
- Ask Ss to discuss if these technologies can be 3. face recognition 
used at schools. 
Vocabulary teaching (6 mins) 
- Teacher further explains the meaning of the New words: 
new vocabulary with pictures. 1. biometrics (n) 
- Teacher checks students’ understanding with 2. truancy (n) 
follow up questions. 
 3. nanolearning (n) 
 4. effortless (adj) 
 5. platform (v) 
 6. cheating (n) 
Task 2: Read the passage and tick B (Biometrics) or N (Nanolearning). (8 mins) 
- Ask Ss to work individually to read the texts Answer key: 
and to decide if the statements from the text are 1. N 
about biometrics or nanolearning. Ask them to 2. B 
write B (Biometrics) or N (Nanolearning). 3. B 
- Ask Ss to underline the key words in each of 4. N 
the statements then search for the information in 5. N 
the two texts. 
- Have Ss to work in pairs to swap answers or to 
check answers together. 
- Ask some Ss to read out loud the statements 
and say B or N. Ask them to show the parts in 
the reading where they find the answers. 
- Check the answers as a class. 
Task 3: Read the passage and choose the correct answer A, B, or C. (7 mins) 
- Have Ss work individually for five minutes and Answer key: 
 choose the correct answers. Remind them to 1. A 
underline the key words in the questions and the 2. B 
evidence for the answers. 3. C 
- Ask Ss to take turns to give the answers. Ask 4. B 
them to show the parts in the reading texts where 
they find the answers. 
- Check the answers as a class. 
- T can also ask one or two Ss to say which 
technology they prefer and why or ask them to 
orally summarise each of the texts. 
 e. Assessment 
 - Teacher listens to students’ pronunciation and gives feedback. 
 - T checks the answers as a class and gives feedback. 
 3. ACTIVITY 2: SPEAKING (15 mins) 
 a. Objectives: 
 - To have Ss practise asking and answering questions for information about an invention 
 or a technology; 
 - To give Ss an opportunity to practise explaining how the technology can help us; 
 - To improve Ss’ confidence in speaking in front of the class. 
 b. Content: 
 - Task 4: Work in pairs. Discuss and match the questions in A with the answers 
 in B, and then make a conversation about an invention. 
 - Task 5: Work in groups. Ask and answer questions about a technology or an 
 invention. Use the example in 4 as a cue. Then report your answers to the class. 
 c. Expected outcomes: 
 - Students can speak about an invention or a technology and its benefits. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Task 4: Work in pairs. Discuss and match the questions in A with the answers in B, and 
then make a conversation about an invention. (7 mins) 
- Have Ss work in pairs to match the Answer key: 
questions in A with the answers in B. 1. c 
- Have them practise asking and answering 2. a 
questions about biometrics in the example. 3. d 
- Assist Ss to make full questions when 4. b, e 
necessary. 
- Ask them to ask and answer questions about Suggested conversation: 
an invention or a technology they like or A: What invention do you like? 
know. B: I like biometrics. 
- Ask some pairs to role-play it. A: Who invented it? 
- Ask the class to offer feedback on their B: Alphonse Bertillon. 
questions, answers, and pronunciation. A: When did he invent it? 
 B: In the 1880s. 
- Prepare cue cards about different inventions 
 A: What can we use it for? 
/ technologies and ask Ss to practise asking 
 and answering questions about those B: It can help us check students’ attendance. 
inventions / technologies. We can also use it to check identities of 
- This activity helps prepare Ss for 5. people at airports or offices. 
Task 5: Work in groups. Ask and answer questions about a technology or an invention. 
Use the example in 4 as a cue. Then report your answers to the class. (8 mins) 
- Have Ss work in groups to ask and answer Example: 
questions about a invention or a technology; Mi likes biometrics. Alphonse Bertillon 
- Ask them to explain what they can use the invented it in 1800s. It is a very important 
technology or invention for. technology. We use it to 
- Invite one representative of each group to 
report their group’s answers to the class. 
- Give feedback on their reports in terms of 
language, reported verb forms, and 
pronunciation. 
 e. Assessment 
 - T asks the class to give feedback on their questions and answers, and pronunciation. 
 - T gives feedback on their reports in terms of language, reasoning skills, and 
 pronunciation. 
 4. CONSOLIDATION (3 mins) 
 a. Wrap-up 
 - Ask Ss what they have learnt in the lesson. 
 - Ss retell some information about the two new technologies in the reading text. 
 b. Homework 
 - Learn the new words by heart. 
 - Do exercise in the workbook 
 Date of preparing: 13/4/2024 
 Period 83: UNIT 11: SCIENCE AND TECHNOLOGY 
 Lesson 6: Skills 2 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - listen about what a robot teacher can do and can’t do. 
 - write a paragraph expressing opinions about whether a robot teacher will replace 
 human teachers at school. 
 2. Competences 
 - develop communication skills and creativity 
 - be collaborative and supportive in pair work and group work 
 - actively join in class activities 
 3. Personal qualities 
 - Love to research more about the benefits of science and technology in learning 
 - Have positive attitude in applying science and technology in learning and daily life 
 II. MATERIALS 
 - Grade 8 textbook, Unit 11, Skills 2 
 - Computer connected to the Internet 
 - Projector / TV 
 - hoclieu.vn 
 III. PROCEDURES 
 1. WARM-UP (3 mins) 
 a. Objectives: 
 - To create an active atmosphere in the class before the lesson; 
 - To help ss focus on the listening writing topic 
 b. Content: 
 - Name the pictures 
 c. Expected outcomes: 
 - Having a chance to speak English and focus on the topic of the lesson. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Name the pictures Suggested answers: 
- Ask ss to look at the five pictures on the screen 1. doctor robot 
and name 5 types of robots. 2. space robot 
- Lead in the lesson: There are many types of robots 3. worker robot 
nowadays. Today we are going to learn about 4. home robot 
teacher robots and what a teacher robot can do and 5. teacher robot 
what it can’t do in Lesson 6. SKILLS 2 on page 89. 
 e. Assessment 
 - T check ss’ answers and gives feedback. 
 2. ACTIVITY 1: LISTENING (20 mins) 
 a. Objectives: 
 - To improve Ss’ skill of listening for specific information. 
 - To improve Ss’ listening comprehension and note-taking skills. 
 b. Content: 
 - Vocabulary pre-teaching 
 - Task 1: Tick the things that you think a robot teacher can do. 
 - Task 2: Listen to the conversation and fill in each blank with ONE word. 
 - Task 3: Listen again and tick T (True) or F (False). 
 c. Expected outcomes: 
 - Students know more new words and gain more knowledge through the listening tasks. 
 - Students can get general and specific information through listening. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Vocabulary pre-teaching (3 mins) 
- Teacher introduces the vocabulary. New words: 
- Teacher explains the meaning of the new 1. emotional (adj): thuộc tình cảm 
vocabulary by pictures or explanation 2. interact with (v): tương tác 
- Teacher reveals that these two words will 
appear in the listening text and asks students to 
open their textbooks to discover further. 
Task 1: Tick the things that you think a robot teacher can do. (3 mins) 
- Ask Ss to work in pairs to tick the things that a Suggested answers: 
robot teacher can do. Ask Ss to add more things a - 1, 2 
robot teacher can do. - A robot teacher can dance, teach subjects, 
- Tell Ss that they are going to listen to a play with students... 
conversation about a robot teacher and fill in each 
of the blanks with ONE word. 
- Also ask Ss to list things robots in general can 
do (for example: doing boring housework, hard 
work in factories, delivering letters at 
workplaces, etc.) 
Task 2: Listen to the conversation and fill in each blank with ONE word. (7 mins) 
- Ask Ss to work individually to read the table Answer key: 
and guess the possible words to fill in each of the 1. languages 
blanks. 2. maths 
- Remind them to think of the part of speech of 3. interact 
that word (noun, verb, adjective, adverb or 4. behave 
number) and forms of nouns (singular, plural). 5. problems 
- Play the recording once for Ss to fill in the 
blanks. Remind Ss that they should write only 
ONE word for each blank. 
- Check Ss’ answers and play the recording again 
for them to better understand the conversation 
between Tom and Lan. Stop or rewind the 
 recording where necessary. 
Task 3: Listen again and tick T (True) or F (False). (7 mins) 
- Ask Ss to work in pairs to read the statements Answer key: 
and underline the key words in the statements. 1. T 
- Play the recording once. Give them two minutes 2. T 
to decide if the sentences are T (True) or F 3. F 
(False). 4. F 
- Play the recording again and check their 5. F 
answers as a class. 
 e. Assessment 
 - Teacher listens to students’ pronunciation and gives feedback. 
 - T checks the answers as a class and gives feedback 
 3. ACTIVITY 2: WRITING (20 mins) 
 a. Objectives: 
 - To improve ss’ skill of writing a paragraph expressing opinions about whether robots 
 will replace teachers at schools. 
 b. Content: 
 - Task 4: Work in pairs. Discuss if you agree or disagree that robots will soon replace 
 teachers at schools. Write the reasons in the table. 
 - Task 5: Now write a paragraph (80 - 100 words) to express your opinion. Use the notes 
 in 4. 
 c. Expected outcomes: 
 - Students can use learned vocabulary and grammar to write a paragraph about the given 
 topic. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Task 4: Work in pairs. Discuss if you agree or disagree that robots will soon replace 
teachers at schools. Write the reasons in the table. (5 mins) 
- Ask Ss to work in pairs to brainstorm ideas Suggested answer: 
and fill in the blanks. Agree: 
- Ask Ss to get ideas from the listening and add 1. Robots can better remember things than 
any more ideas they have. teachers. 
- Ask some Ss to read out loud ideas for each 2. Robots can talk for a longer time and not 
column. feel tired. 
- Correct their pronunciation where necessary. 3. Robots can store more data and 
 information and tell it to students. 
 4. Robots can interact well with students. 
 5. Robots don’t make students embarrassed 
 if they give wrong answers. 
 Disagree: 
 1. Robots can’t understand students’ 
 emotions. 
 2. Robots can’t teach students how to 
 behave well. 
 3. Robots can’t help solve problems between 
 students. 
 4. Robots can’t motivate students. 
 5. Robots don’t have emotional connections 
 with students. 
Task 5: Now write a paragraph (80 - 100 words) to express your opinion. Use the notes 
in 4. (15 minutes) 
- T records the ideas Ss have brainstormed in Suggested answer: 
Activity 4 on the board. I disagree that robots will soon replace 
- Ask Ss to work individually to write for 15 teachers at school. First, although robots can 
minutes. Tell them to use the information in store much information to provide to 
Activity 4 and any other ideas they may think students, they cannot teach students how to 
of. Remind Ss to choose only three ideas for behave in the right ways in different 
their paragraph. situations. Second, a robot can only teach 
- T asks one student to read out his / her what is programmed, but cannot help 
paragraph. students deal with problems, especially 
- If time allows, also ask Ss to work in groups troubles among students’ relationships. 
to write on an A1 / A0 size piece of paper, then Third, a robot can speak, walk, do simple 
 actions, but they cannot interact with 
T organises a gallery walk. Ss walk round and 
 students in the way human teachers do. 
offer feedback on peers’ writing in terms of Robots do not have emotions and feelings, 
ideas, grammar and connectors. so I believe they cannot help students to deal 
 with problems related to feelings and 
 emotions. 
 e. Assessment 
 - T gives feedback on their writing in terms of spelling, grammatical mistakes, 
 cohesion, and content. 
 4. CONSOLIDATION (3 mins) 
 a. Wrap-up 
 - Ask Ss what they have learned in the lesson. 
 - Ss tell the whole class: 
 ✔ What a robot teacher can do and what it can’t do. 
 ✔ The reasons robot teachers can or can’t replace teachers at school. 
 ✔ How to write a paragraph expressing opinions. 
 b. Homework 
 - Learn the new words by heart. 
 - Rewrite the paragraph in the notebook. 
 - Do exercise in the Workbook