Giáo án Tiếng Anh 8 - Tuần 34, Period 84-86 - Năm học 2023-2024

 Date of preparing: 19/4/2024 
 Period 84: UNIT 11: SCIENCE AND TECHNOLOGY 
 Lesson 7: Looking back and Project 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - Use the vocabulary about new technologies and words and phrases that are used to 
 talk about inventions, discoveries, inventions, and creations to do exercises. 
 - Apply the knowledge of reported speech (statements) to do exercises. 
 - Apply what they have learnt (vocabulary and grammar) into practice through a 
 project. 
 2. Competences 
 - Develop communication skills and creativity 
 - Develop presentation skill 
 - Develop critical thinking skills 
 - Be collaborative and supportive in pair work and teamwork 
 - 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, Looking back and Project 
 - 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: 
 - Kim’s game 
 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 
Kim’s game: Answers: 
- T asks students to work in groups of three or 10. The paper 
four. 9. The compass 
- Get ss to watch a video clip and try to 8. The refrigeration 
remember all the inventions mentioned in the 7. The printing press 
clip without taking notes. 6. Plumbing 
- After finishing watching the clip, ss write 5. Medicine 
 down as many inventions as possible. 4. Engines 
- T gets ss to swap the posters and give 3. The wheel 
corrections after T shows the answers. 2. Communication 
-The group with the most correct answers will 1. Electricity 
win. 
- T leads in the lesson. Video link: Top 10 Inventions of All Time 
 e. Assessment 
 - T check ss’ answers and gives feedback 
 2. ACTIVITY 1: LOOKING BACK (22 mins) 
 a. Objectives: 
 - To help Ss review the vocabulary learnt. 
 - To help Ss review reported statements 
 - To help Ss use the reported statements correctly 
 b. Content: 
 - Task 1: Circle the option that goes with each verb. 
 - Task 2: Fill in each gap with a word or phrase from the box. You may have to change 
 the form of the word or phrase. 
 - Task 3: Which of the underlined parts in each question is incorrect? Find and correct it. 
 - Task 4: Rewrite the following sentences, using the words in BOLD. 
 c. Expected outcomes: 
 - Recall the vocabulary learnt 
 - Recall the changes in tenses, pronouns, time and place expressions to report 
 information. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Task 1: Circle the option that goes with each verb. (4 mins) 
- Have Ss work individually to circle the Answer key: 
option that can combine with the given verbs. 1. A 
- Have Ss read out their phrases. 2. B 
- Check answers as a class. 3. B 
- Correct Ss’ pronunciation if necessary. 4. A 
Task 2: Fill in each gap with a word or phrase from the box. You may have to change the 
form of the word or phrase. (5 mins) 
- Have Ss work individually to fill in each Answer key: 
blank with the correct form of the words 1. robot teachers 
/phrases from the box. 2. application 
- Check answers as a class. 3. face recognition 
- Ask some Ss to read the sentences aloud. 4. eye-tracking 
Correct Ss’ pronunciation if necessary. 5. check attendance 
Task 3: Which of the underlined parts in each question is incorrect? Find and correct it. 
(6 mins) 
- Have Ss work individually to circle a Answer key: 
mistake in each of the sentences. Remind 1. B (discovers → discovered) 
 them that only the underlined words will have 2. A (is → was) 
mistakes. 3. B (will make → would make) 
- Then ask Ss to work in pairs to swap and 4. B (can → could) 
check their answers. 5. C (next year → the next / following year) 
- Check answers as a class. 
- Ask one student to read out his/her 
sentences. Correct his / her pronunciation if 
necessary. 
Task 4: Rewrite the following sentences, using the words in BOLD. (7 mins) 
- Ask Ss to work individually to complete the Answer key: 
sentences as requested in the book. 1. Tom said (that) they couldn’t connect to the 
- Ask one or two Ss to go to the board and Internet to work online there. 
write their full sentences. 2. Mr Thompson said (that) science was 
- Then ask the class to work in pairs. Tell becoming a more important subject in schools 
them to swap their writings and check then. 
their partner’s answers. 3. The headmaster said (that) the school would 
- Check the sentences written on the board. use a machine to check students’ attendance 
- Have all Ss correct their partner’s answers. the following year. 
- Ask some Ss to read out their sentences. 4. The monitor said to the class (that) they 
Correct Ss’ language and pronunciation if were having a science competition that week. 
necessary. 5. The students said (that) they didn’t like 
 robot teachers at all. 
 e. Assessment 
 - Teacher checks students’ answers and corrects Ss’ language and pronunciation if 
 necessary. 
 3. ACTIVITY 2: PROJECT (18 mins) 
 a. Objectives: 
 - To raise Ss’ awareness of their ability to be creative to deal with the problems; 
 - To improve Ss’ teamwork and public speaking skills. 
 b. Content: 
 - Present the poster to the class. 
 c. Expected outcomes: 
 - Students can present their posters with pictures or a paper model of the invention. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Your invention Students’ posters & presentations 
- Ask Ss to read the instructions again (T has 
already been 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 
 4. CONSOLIDATION (2 mins) 
 a. Wrap-up 
 - Ask Ss to complete the self-assessment table. 
 - Identify any difficulties and provide further practice. 
 b. Homework 
 - Do exercise in the workbook 
 Date of preparing: 19/4/2024 
 Period 85: UNIT 12: LIFE ON OTHER PLANETS 
 Lesson 1: Getting started – A Thrilling Science Fiction Novel 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - Gain an overview about the topic LIFE ON OTHER PLANETS 
 - Gain vocabulary to talk about LIFE ON OTHER PLANETS 
 2. Competences 
 - Use words and expressions related to Life on other planets 
 - Read and listen about Thrilling Science Fiction Novel. 
 - Actively join in class activities 
 3. Personal qualities 
 - Love to research more about outer space 
 - Respect the Earth and other planets 
 II. MATERIALS 
 - Grade 8 textbook, Unit 12, Getting started 
 - Computer connected to the Internet 
 - Projector / TV 
 - hoclieu.vn 
 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: 
 - Option 1: Brainstorming 
 - Option 2: The one-word game 
 c. Expected outcomes: 
 - Ss have general ideas about the topic “Life on Other Planets”. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Option 1: Brainstorming 
- T writes Science and Technology on the board and Questions: 
divides the class into four teams and asks them to - Where and How fast do you think we 
write on the board the list of future technology they can travel with those new technologies? 
expect to see in the future in 2 minutes. - Can we travel to other planets with 
- The team with the most items wins. those technologies? 
- Lead to the new unit. Ask Ss where and how fast 
they think we can travel with those new 
technologies. Ask them if we could travel to other 
planets with the new technologies that they have 
listed. Say “Today, we’re going to learn about other 
 planets, or more specifically, life on other planets.”. 
Write the unit title Life on other planets on the 
board. 
Option 2: The one-word game 
- T divides the class into 4 groups. Questions: 
- T asks Ss questions and they need to answer with 1. What one word would you use to 
only one word. describe the Earth? 
- With each question, Ss will have 2 or 3 minutes. 2. What one word would you use to 
 describe Space? 
 3. What one word would you use to 
 describe the alien? 
 Suggested answers: 
 1. Love, round, colourful, living, blue, 
 beautiful. 
 2. Enchanted, limitless, magical, 
 immense, vast, dangerous. 
 3. Unreal, mysterious, exotic, friendly, 
 threatening. 
 e. Assessment 
 - Teacher checks students’ answers and gives feedback. 
 2. ACTIVITY 1: PRESENTATION (5 mins) 
 a. Objectives: 
 - To introduce some vocabulary related to the topic. 
 - To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to 
 be learnt. 
 b. Content: 
 - Vocabulary pre-teaching 
 c. Expected outcomes: 
 - Ss know how to pronounce new words correctly and use them in appropriate situations. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Vocabulary pre-teaching New words: 
- Teacher introduces the vocabulary. 1. alien (n) 
- Teacher explains the meaning of the new 2. commander (n) 
vocabulary by pictures. 3. creature (n) 
- Teacher checks students’ understanding with the 4. destroy (v) 
Matching Game. 5. oppose (v) 
- Teacher gives feedback and asks students to open 6. spaceship (n) 
their textbook to discover further. 7. thrilling (adj) 
 e. Assessment 
 - Teacher checks students’ pronunciation and gives feedback. 
 3. ACTIVITY 2: PRACTICE (30 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 and tick T (True) or F (False). 
- Task 3: Match the words (1 - 5) with their definitions (a - e). 
- Task 4: Complete the sentences with the words in 3. 
c. Expected outcomes: 
- Students can read and understand general and specific information about A Thrilling 
Science Fiction Novel. 
- Students can understand and use the vocabulary in dialogue. 
d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
 Task 1: Listen and read. (10 mins) 
 - Teacher asks Ss to look at the conversation Questions: 
 on page 124 in the book and answer some 1. What are Nick and Mai talking about? 
 questions. They are talking about aliens / 
 - Encourage Ss to give answers, but do not creatures from another planet. 
 confirm whether their answers are right. Ask 2. Who do you think the men in black 
 them to talk a bit about what life on other are? 
 planets might be like. They are aliens / creatures from another 
 - Teacher plays the recording twice. Ss listen planet. 
 and read then invite some pairs of Ss to read 3. Where do you think the men in black 
 the conversation aloud. are from? 
 - Refer to the questions previously asked. Another planet. 
 Confirm the correct answer 4. Where do you think the boy standing 
 between the four men is from? 
 He is from Earth. 
 5. What do you think the object above 
 the men is? 
 It is a spaceship / flying saucer / UFO. 
 Task 2: Read the conversation again and tick T (True) or F (False). (8 mins) 
 - Teacher tells Ss to read the conversation Answer key: 
 again and work independently to find the 1. F (Soduka is a planet that is like 
 answers. Remind Ss to underline the Earth.) 
 information and correct the false statements. 2. T 
 - Ss work independently to find the answers in 3. F (Tommy helps the four creatures 
 5 minutes. repair their spaceship so that they can 
 - Teacher has Ss compare the answers in pairs return to Soduka.) 
 before checking with the whole class. 4. F (The four creatures travel to Earth 
 - Teacher checks the answers as a class and again to protect the Earth/oppose the 
 gives feedback. commander) 
 5. T 
 Task 3: Match the words (1 - 5) with their definitions (a - e). (5 mins) 
 - Have Ss quickly match the words in the left Answer key: 
 column with their meanings in the right 1. c 
 column individually in 3 minutes. 2. a 
 - Then ask Ss to check their answers with their 3. e 
 partners. Ask for translation of some of the 4. b 
 words in the list to check their understanding. 5. d 
 - With a stronger class, ask Ss to make some 
 examples with the words they have learnt. If 
 there is enough time, ask some Ss to write their 
 answers on the board. 
 Task 4: Complete the sentences with the words in 3. (5 mins) 
 - Ask Ss to do the exercise individually in 3 Answer key: 
 minutes and then check with the whole class. 1. possibility 
 - When checking, ask Ss to refer to Activity 3 2. aliens 
 to make the meanings of the words clearer to 3. creatures 
 them. 4. commander 
 5. oppose 
e. Assessment 
- T checks students’ answers and gives feedback. 
4. ACTIVITY 3: PRODUCTION (5 mins) 
a. Objectives: 
- To provide Ss with practice in giving their opinions about the possibility of life on other 
planets 
b. Content: 
- Task 5: Work in groups. Discuss the following questions. Then report your group’s 
answers to the class. 
c. Expected outcomes: 
- Students can give their ideas about life on other planets. 
d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
 Task 5: Work in groups. Discuss the following questions. Then report your group’s 
 answers to the class. (7 mins) 
 - Have Ss work in groups, discussing whether they Questions: 
 believe that there is life on other planets or not. Do you believe that there is life on 
 - Remind Ss to explain the reasons for their belief. other planets? Why / Why not? 
 T may go round to observe. 
 - Call on Ss from every group to give their groups’ 
 opinions about the possibility of life on other 
 planets and explain the reasons for their opinions. 
 Encourage Ss to say as many sentences as possible. 
 - Do not intervene Ss while they are speaking in 
 order to correct their errors or give comments. 
 After each student finishes his or her presentation, 
 invite comments on his or her clarity, language, 
 fluency from other Ss. Correct some common 
 errors if needed. 
e. Assessment 
- Teacher checks answers and gives feedback. 
 4. CONSOLIDATION 
a. Wrap-up 
- Ask one or two Ss to tell the class what they have learnt. 
- Ask Ss to say aloud some words they remember from the lesson. 
b. Homework 
- Learn new words by heart. 
- Make sentences with new words. 
- Start preparing for the Project of the unit: 
Teacher randomly puts Ss in groups of 4 or 5 and asks them to choose a planet in our 
solar system that they like and search for the information about it, then make a poster 
(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.) 
 Date of preparing: 19/4/2024 
 Period 86: UNIT 12: LIFE ON OTHER PLANETS 
 Lesson 2: A closer look 1 
I. OBJECTIVES 
By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - Use the words related to outer space. 
 - Use intonation for making lists correctly. 
 2. Competences 
 - Be collaborative and supportive in pair work and team work 
 - Access and consolidate information from a variety of sources 
 - Actively join in class activities 
 3. Personal qualities 
 - Promote planets in the solar system. 
 - Develop knowledge about other planets. 
 - Love to research more about outer space 
 - Respect the Earth and other planets 
II. MATERIALS 
- Grade 8 textbook, Unit 12, A closer look 1 
- Computer connected to the Internet 
- Projector / TV 
- hoclieu.vn 
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: 
- Quiz time 
c. Expected outcomes: 
- Ss have general ideas about the solar system. 
d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
 Quiz time 
 - Teacher divides the class into 8 groups. Question: 
 - The teacher gives ss some quizzes about the 1. How many planets do we have in 
 solar system and lets them write their answers on our solar system? 
 the mini-board. The team that has the most 2. Is the sun a planet or a star? 
 correct answers will get the star. 3. Have humans ever walked on Mars? 
 4. How many moons (including 
 moonlets) does Saturn have? 
 5. Which galaxy is the Earth found in? 
 Answer keys: 
 1. 8 planets 
 2. A star 
 3. No/Not yet. 
 4. 150 
 5. Milky Way Galaxy 
e. Assessment 
- Teacher checks students’ answers and gives feedback. 
2. ACTIVITY 1: VOCABULARY (20 mins) 
a. Objectives: 
- To present some vocabulary related to the topic. 
- To help Ss use the words related to outer space that they have learnt in specific 
contexts. 
b. Content: 
- Vocabulary pre-teaching 
- Task 1: Put the eight planets in order from the closest to the farthest from the sun. 
- Task 2: Match the words (1 - 5) with the pictures (a - e). 
- Task 3: Complete the following sentences with the words from the box. 
c. Expected outcomes: 
- Ss know how to pronounce new words correctly and use them in appropriate situations. 
d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
 Vocabulary pre-teaching (5 mins) 
 - Teacher introduces the vocabulary by: Vocabulary: 
 + Providing the definition of the words Crater (n) 
 + Providing the pictures of the words Galaxy (n) 
 - Teacher has students read the vocabulary Rocket (n) 
 aloud and correct their pronunciation if Telescope (n) 
 necessary. UFO (n) 
- Teacher asks students for the Vietnamese Jupiter (n) 
 meanings of these phrases. Mars (n) 
 - Ss say the words. Mercury (n) 
 - Other Ss correct if the previous answers are Neptune (n) 
 incorrect. Uranus (n) 
 - Teacher shows and says the words aloud and Venus (n) 
 asks Ss to repeat them 
 Task 1: Put the eight planets in order from the closest to the farthest from the sun. (5 
 mins) 
 - Read out the name of each planet and ask Ss Answer keys: 
 to repeat it in chorus. Then call some Ss to read 1. Mercury 
 out the names of the planets. Correct their 2. Venus 
 pronunciation mistakes if needed. 3. Earth 
 - Have Ss work individually to put the eight 4. Mars 
 planets in order from the closest to the farthest 5. Jupiter 
 from the sun. If any student does not remember 6. Saturn 
 it, he or she may use the sentence “My very 7. Uranus 
 excellent mother just served us noodles” to 8. Neptune 
 guess the order of the planets because the first 
 letter of each word in it is the first letter of each 
 name of a planet. 
 - Let Ss work in pairs to compare their answers 
 before sharing their answers to the class. Check 
 and confirm the correct answers. Call on some 
 Ss to say the names of the eight planets in 
 Vietnamese. 
 Task 2: Match the words (1 - 5) with the pictures (a - e). (5 mins) 
 - Have Ss individually match the words given Answer keys: 
 to the pictures in the right column. 1. e 
 - Then ask Ss to check their answers with their 2. d 
 partners. If needed, provide translation of some 3. a 
 of the words given to check their 4. b 
 understanding. 5. c 
 - With a stronger class, ask Ss to make some 
 examples with the words they have learnt. If 
 there is enough time, ask some Ss to write their 
 answers on the board. 
 Task 3: Complete the following sentences with the words from the box. (5 mins) 
 - Ask Ss to do the exercise individually and Answer key: 
 then check with the whole class. 1. craters 
 - When checking, ask Ss to refer to Activity 2 2. rocket 
 to make the meanings of the words clearer to 3. telescope 
 them. 4. Venus 
 5. galaxy 
e. Assessment 
- Teacher checks students’ answers and gives feedback. 
3. ACTIVITY 2: PRONUNCIATION (18 mins) 
a. Objectives: 
- To help Ss practise using intonation for making lists. 
- To give Ss practice in identifying tones in sentences that include lists of people or 
things; 
b. Content: 
- Introduction 
- Task 4: Listen and repeat the sentences. Pay attention to the tones of the underlined 
words in each sentence. 
- Task 5: Listen to the conversations. Do you think the voice goes up or down on the 
underlined words in each second sentence? Draw a suitable arrow ( or ) on each 
underlined word. 
c. Expected outcomes: ↗ ↙
- Students can use intonation correctly. 
d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Pronunciation: Intonation for making lists (5 mins) 
- Teacher teaches ss how to use intonation 
correctly. 
- Teacher lets Ss look at the remember box in 
p.126. 
- Teacher demonstrates and lets ss practice. 
Task 4: Listen and repeat the sentences. Pay attention to the tones of the underlined 
words in each sentence. (6 mins) 
- Explain to Ss how to make a list by playing Up tone: words in blue 
part of the conversation in GETTING Down tone: words in red 
STARTED that includes a sentence in which a 
list is made: “It’s about four creatures Titu, 1. I’d like some eggs, some milk, some 
Kaku, Hub, and Barb”. Ask Ss to pay attention cheese, and some bread, please. 
to the intonation of the sentence. Ask them to 2. My father can speak four languages: 
give comments. English, French, Russian, and Spanish. 
- Have Ss read through the instructions and the 3. My favourite sports are football, 
example in the Remember! box. Answer any tennis, 
questions and ensure that Ss understand the basketball, and volleyball. 
instructions. Call on some Ss to read out the 4. My kitten is cute, smart, playful, and 
example. Comment and correct mistakes. noisy. 
- Ask Ss to read through the five sentences first. 5. The outer planets, which are made up 
Then play the recording for them to listen and mostly of gas, include Jupiter, Saturn, 
repeat Uranus, and Neptune. 
the sentences. Ask them to pay close attention 
to the tones of the underlined words in each 
sentence. 
- Play the recording as many times as necessary. 
Call on some Ss to read out the sentences. 
Invite comments from other Ss and correct any 
mistakes if available. 
Task 5: Listen to the conversations. Do you think the voice goes up or down on the 
underlined words in each second sentence? Draw a suitable arrow ( or ) on each 
underlined word. (7 mins) 
- Have Ss quickly read the four conversations. Answer key: ↗ ↙
Then play the recording for Ss to draw Up tone: words in blue 
appropriate arrows to indicate the rising and Down tone: words in red 
falling intonations of the underlined words in 
each response of the conversations. 1. 
- Invite some Ss to share their answers. Confirm A: Good evening! What can I get you, 
the correct ones. Call on some pairs to read the sir? 
 conversations out loud. Comment and correct B: I’d like some pork, some chicken, 
 any mistakes. some tofu, and some vegetables. 
 - For a stronger class, T may have Ss work in 
 pairs to draw the arrows first. Then play the 2. 
 recording for them to check their answers. A: What did you buy at the clothing 
 store yesterday? 
 B: I bought a T-shirt, a jumper, a tie, 
 and a cap. 
 3. 
 A: What music do you like? 
 B: I like pop, blues, country, and jazz. 
 4. 
 A: What do you think we should bring 
 with us to Mars? 
 B: I think we should bring food, water, 
 clothes, and a tent. 
e. Assessment 
- Teacher checks answers and gives feedback. 
4. CONSOLIDATION 
a.Wrap-up 
- Ask one or two Ss to tell the class what they have learnt. 
b. Homework 
- Learn new words by heart. 
- Practise using intonation. 
- Do exercise in the workbook.