Giáo án Tiếng Anh Lớp 8 - Unit 11: Science and technology - Lesson 2: A closer look 1 - Năm học 2020-2021

Week 30 - Period 88
Date of planning: ./ ../2021
Date of teaching: ./ ../2021
UNIT 11: SCIENCE AND TECHNOLOGY
Lesson 2: A closer look 1
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to use the lexical items related to science and technology and pronounce words with the prefix un- and im- correctly in isolation and in context.
- Vocabulary: Lexical items related to Science and technology Inventions 
- Pronunciation: Stress in words starting with un- and im-
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
3. Behavior: Ss will be more responsible for and be more aware of protecting and discovering more about advanced science and technology.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. Checking: Write the new words (3’)
2. New lesson:
Teacher’s and students’ activities
Contents
1. Warm up (3’)
a, Aims: To attract Ss’ attention to the lesson and to lead in the new lesson.
b, Contents: Ss have a small talk about science and technology.
c, Outcome: Ss can talk about science and technology well. 
d, Organization:
Ss have a small talk about science and technology.
2. Presentation (17’)
a, Aims: Use lexical items related to science and technology.
b, Contents: 
+ Ss work in groups to complete the following sentences with nouns indicating people.
+ Ss work in pairs to write a noun from the list under each picture.
+ Ss work individually to give the correct form of the words in brackets.
c, Outcome: Ss can use lexical items related to science and technology and do vocabulary exercises correctly.
d, Organization:
- Do this activity the first time around as a quiz.
- Divide the class into two teams.
- Read out item one and ask Team A to answer.
- If they get it wrong, the option goes to Team B to answer.
- Keep a score on the board to increase the fun element.
- Now have Ss work individually to do the task in their books.
- Finally, ask some Ss to write the answers on the board.
- Correct their answers as a class.
- Ss work in pairs and discuss what the word is for each picture.
- T checks as a class.
- For more able Ss, have pairs write the descriptions of these people in the same style as activity 1.
- Then put pairs together to read out their descriptions and challenge each other to guess the person, like the quiz in 1.
- T asks Ss to read the sentences and guess part of speech of the word to be filled each blank. 
- Have Ss call out their guesses.
- Ss work individually. 
- Ask some Ss to write their answers on the board.
- Check their answers as a class.
I. Vocabulary
1. Complete the following sentences with nouns indicating people
Key:
1. adviser/ advisor
2. chemist
3. designer
4. programmer
5. biologist
2. Write a noun from the list under each picture.
Key 
1. chemist
2. software developer
3. engineer
4. physicist
5. doctor
6. conservationist
7. explorer
8. archeologist 
3. Give the correct form of the words in brackets.
Key: 
1. developments
2. scientists
4. medical
5. economic
3. exploration
3. Practice (15’)
a, Aims: Pronounce words with the prefix un- and – im correctly in isolation and in context.
b, Contents: 
+ Ss study how to stress in words starting with un- and im-.
+ Ss work individually to listen and repeat the following words. Mark the stressed syllables in the words.
+ Ss work in groups to put the words from 4 in the right columns. 
+ Ss work individually to fill the gaps with one of the words in 5. Listen and check, then read the sentences.
c, Outcome: Ss can pronounce words with the prefix un- and – im correctly in isolation and in context and do pronunciation exercises correctly.
d, Organization:
- Explain to Ss that the prefixes un- and im- are used to make adjectives (and adverbs) negative.
- Explain to them that when these prefixes are added, the stress of the new word does not normally change.
- Give some examples.
- Play the recording for Ss to repeat the words.
- Play the recording as many times as necessary.
- Correct Ss’ pronunciation, especially the stress.
- Then have Ss mark the stress on the words by drawing circle above the stressed syllable.
- Have Ss read out the words first.
- Then they work in groups to put the words in the right columns.
- Call on some Ss to write the answers on the board.
- Confirm the correct answers.
- Have Ss work individually to write down the words.
- Play the recording two or three times for Ss to check.
II. Pronunciation
Stress in words starting with un- and im-
4. Listen and repeat the following words. Mark the stressed syllables in the words.
5. Put the words from 4 in the right columns. 
Key:
oO
oOo
un’wise
un’lucky
im’pure
un’healthy
un’hurt
im’patient
ooO
oOoo
unfore’seen
un’limited
imma’ture
im’possible
impo’lite
un’natural
6. Fill the gaps with one of the words in 5. Listen and check, then read the sentences.
Key: 
1. impure
2. unhealthy
3. impossible
4. unlimited
5. impatient
4. Application (5’)
a, Aims: Ss can interact to each other to use the lexical items related to science and technology.
b, Contents: Ss work in pairs to ask and answer to use the lexical items related to science and technology.
c, Outcome: Ss can ask and answer to use the lexical items related to science and technology correctly.
d, Organization:
T asks Ss to ask and answer to use the lexical items related to science and technology.
T corrects and remarks.
3. Guides for homework (2’)
- Summarizes the main content of the lesson.
- Do exercise 3,4 in workbook.
- Talk about some natural disasters.
- Prepare: A closer look 2
- Prepare: + talk about benefit of science and technology
	 + form and usage of future tense and reported speech.
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Week 30 - Period 89
Date of planning: ./ ../2021
Date of teaching: ./ ../2021
UNIT 11: SCIENCE AND TECHNOLOGY
Lesson 3: A closer look 2
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to use the future simple and future continuous to talk about science and technology in the future. They will be able to use direct speech and indirect speech to report what people say or tell. 
- Vocabulary: Lexical items related to Science and technology inventions.
- Grammar: Future tenses review, reported speech.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
3. Behavior: Ss will be more responsible for and be more aware of protecting and discovering more about advanced science and technology.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. Checking: Write the new words (3’)
2. New lesson:
Teacher’s and students’ activities
Contents
 1. Warm up (3’)
a, Aims: To warm up the class and lead in the lesson.
b, Contents: Ss work individually to talk about benefit of science and technology.
c, Outcome: Ss can talk about benefit of science and technology well.
d, Organization:
T asks Ss to talk about benefit of science and technology.
Ss do it.
2. Presentation (12’)
a, Aims: Help Ss review future tenses.
b, Contents: 
+ Ss work individually to put the verbs in brackets into the correct tenses.
+ Ss work in pairs to read the following predictions about the year 2040 and say whether they think it will happen.
c, Outcome: Ss can review future tenses and do related exercises correctly.
 d, Organization:
- Have Ss work individually. 
- Check their answers as a class.
- T may ask why a certain tense is used to check that Ss understand the rules.
- Tell Ss to study the example first.
- Then they work in pairs to do the activity.
- Encourage them to talk as much as possible.
- Remember that there is no ‘right’ or ‘wrong’ as long as their sentences are grammatically correct.
- Move around the class and listen to Ss.
- If there is a point which everyone is confused about, bring the class back together and do a quick review of it.
FUTURE TENSE: 
1. Put the verbs in brackets into the correct tenses.
Key:
1. will have 2. will be working 
3. will she be 4. won’t pass
5. decide; will support
2. Work in pairs. Read the following predictions about the year 2040 and say whether you think it will happen.
E.g.: 
3. Practice (20’)
a, Aims: Help Ss to know more about reported speech.
b, Contents: 
+ Ss work individually to look at the conservation in GETTING STARTED again and find and underline the examples of reported speech.
+ Ss work in pairs to complete sentence b in each pair so that it means the same as sentence a, using reported speech.
+ Ss work individually to change the following sentences into reported speech, using the words given in brackets.
c, Outcome: Ss can know more about reported speech and do related exercises correctly.
 d, Organization:
- Explain to Ss the differences between direct speech and reported speech.
- Go through the table carefully, using the examples to clarify the rules.
- Tell Ss to refer back to the conversation in GETTING STARTED and find the examples of reported speech. 
- Focus them on the use of the verbs.
- Ss work in pairs.
- Ask them to write down the sentences in their notebooks.
- Call on some Ss to read out what they have done.
- For a class which needs more support, have two Ss write their answers on the board.
- Correct their mistakes.
- Ss do this task individually.
- While they are working, some Ss may write their sentences on the board.
- Correct their sentences as a class.
E.g.: 
Nam: “I want to become a robot designer”.
à Nam said that he wanted to become a robot designer. 
3. Look at the conservation in GETTING STARTED again. Find and underline the examples of reported speech.
Key:
Well, my dad told me that only robots would work in factories and clean our homes in the future.
Our science teacher said that there would be no more schools: we’d just stay at home and learn on the internet.
4. Complete sentence b in each pair so that it means the same as sentence a, using reported speech.
Key:
1. Nick said that he came from a small town in England.
2. My friend said that Brazil would win The World Cup.
3. Olive told Chau that she was leaving Viet Nam the next day/ the following day.
4. David told Catherine that he was unable to read her writing.
5. Minh said that he had overslept that morning.
5. Change the following sentences into reported speech, using the words given in brackets.
Key:
1. He said (that) he hadn’t said anything at the meeting the week before/ the previous week.
2. She told me that letter had been opened.
3. Tom said that in 50 years’ time we would probably be living on Mars.
4. Mi said she hoped they would build a city out at sea.
5. Son told us that his wish was to become a young inventor.
4. Application (5’)
a, Aims: Ss can play games.
b, Contents: Ss work in pairs to play the game.
c, Outcome: Ss can speak with fluency and accuracy, and as naturally.
 d, Organization:
- This speaking activity could be daunting for some Ss, so allow the pairs to plan what they are going to say before they come to the front of the class.
- This should help Ss to speak with fluency and accuracy, and as naturally as possible.
- Encourage them to give true sentences about themselves.
6. Game: My friend said 
Example:
A: I like writing code.
B: She said that she liked writing code.
3. Guides for homework (2’)
- Do the task in part Vocabulary & grammar in workbook.
- Prepare: Communication. 
- Talk some inventions in the world 
Eg: 1. Thomas Edison: the light bulb.
 2.Sir Alexander Fleming: Penicillin
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Week 30 - Period 90
Date of planning: ./ ../2021
Date of teaching: ./ .. /2021
UNIT 11: SCIENCE AND TECHNOLOGY
Lesson 4: Communication + Test 15’
A. Objectives 
1. Knowledge: By the end of the lesson, SS will be able to know some famous inventors and discuss which invention is more useful and use reported speech correctly and fluently. 
- Vocabulary: Lexical items related to Science and technology inventions.
- Grammar: Future tenses review, reported speech.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence	
3. Behavior: Ss will be more responsible for and be more aware of protecting and discovering more about advanced science and technology.
B. Teaching aids:
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures:
1. The 15-minute test (15’)
I. Choose the correct answer (5 pts)
1. I__________ my friends for dinner after work tomorrow. 
A. meet 	B. will meet 	C. will be meeting
2. Hurry up! The conference__________ in twenty minutes. 
A. begins 	B. will be begun 	C. will be beginning
3. In 30 years’ time we__________ in flying cars. 
A. are travelling	B. will be travelling	 C. are going to travel 	
4. __________ longer in the future thanks to medical tech?
A. Will people live	 B. Do people live 	 C. Will people be living	
5. Let’s meet at ten o’clock tomorrow. - Sorry, I__________ at ten o’clock.
A. am working	 B. will work	C. will be working
6. Good Lord! The engine has stopped. I hope the plane__________ down!
A. doesn’t go	B. won’t go	C. won’t be going
7. I’ll show them my photos when they_____ round for dinner tomorrow evening.
A. come	B. comes	C. will come
8. I’ll come over at 8 o’clock tonight. What__________ then?
A. will you do	B. are you doing	C. will you be doing
9. I haven’t made any plans for Easter. I__________ at home.
A. am staying	B. will probably stay 	C. will be staying
10. We__________ a picnic next weekend. Would you like to come?
A. have	B. will have	C. will be having
II. Rewrite these statements as reported speech with tense changes (5pts)
1. ‘I’m reading a Science book.” 
à She told me 
2. “The 8.30 flight to Da Nang will be delayed for 2 hours.”
à They announced that .
3. “We have applied a new production Chain.”
à The CEO of Volkswagen said that . 
4. “The invention of light bulb is very important.” 
à My teacher said that .
5. “My engineers can assemble 5 car engines a week.”
à The director said that 
2. New lesson:
 Teacher’s and students’ activities
Contents
1. Warm up (3’)
a, Aims: To warm up the class and lead in the lesson.
b, Contents: Ss talk about some inventions in the world individually.
c, Outcome: Ss can talk about some inventions in the world well.
 d, Organization:
Ss talk about some inventions in the world.
2. Presentation (10’)
a, Aims: Ss know more about the inventor and inventions.
b, Contents: 
+ Ss work individually to match the inventors in A with their inventions in B.
+ Ss work in groups to discuss the question: Which invention is more useful?
c, Outcome: Ss can know more about the inventor and inventions clearly.
 d, Organization:
- This activity can be done as a class competition. 
- Ss work individually.
- Give them one minute to match by drawing lines from the inventors to the inventions. 
- For increased fun, count down the final 10 seconds and then tell everyone to stop.
- Now have Ss swap books and mark each other’s answers.
- Elicit the answers from Ss in full sentences, Thomas Edison invented the ligh bulb.
- Ask for a show of hands for those who got all eight right, then seven, and so on.
- If time allows, T may ask questions about these inventors to find out what Ss know about them:
+ Are they still alive/ dead?
+ What are they famous for?
+ Do you know anything interesting about them?
+ Do you know any interesting sayings by them? (Graham Bell: ‘Self-education is a lifelong affair.’/ Thomas Edison: ‘Genius is one percent inspiration and ninety-nie percent perspiration.’...)
- Form groups of three or four Ss to discuss the inventions. 
- Encourage Ss to talk as much as possible; this is a fluency state, so don’t worry about accuracy at this point.
- Move around the groups and give assistance where needed.
- Invite some groups to present their ideas.
- Other groups can add some ideas if possible.
1- Match the inventors in A with their inventions in B.
Key:
- Thomas Edison invented the light bulb.
- Sir Alexander Fleming discovered penicillin.
- Alexander Graham Bell invented the telephone.
- The Wright brothers invented the airplane.
- James Watt invented the steam engine.
- Mark Zuckerberg invented Facebook.
- Tim Berners – Lee invented the Internet.
2. Work in groups. Discuss the question: Which invention is more useful?
Example: 
 3. Practice (12’)
a, Aims: Ss talk about Alexander Bell in reported speech.
b, Contents: 
+ Ss work in pairs to report what Ha told her friend, using reported speech.
+ Ss work in pairs to role-play, using the information given.
c, Outcome: Ss can know more about the inventor and inventions clearly and do exercises well.
 d, Organization:
- Call on two confident Ss to come to the front and act out the dialogue between Ha and Alexander Graham Bell. 
- Then put Ss into pairs to report on the conversation.
- Have Ss make notes of their answers to the two questions in the interview.
- Let Ss work in pairs to role-play, using the information given.
- Walk around to observe and give help if needed.
- If time allows, ask some pairs to role-play in front of the class.
- The class then votes for the best performance.
3a. Ha had an interesting dream last night in which she met and interviewed Alexander Graham Bell, the inventor of the telephone.
3b Two days later, Ha told her friend what Alexander Bell said. Now report what Ha told her friend, using reported speech.
Suggested answers:
- Alexander Bell said/ told me (that) he was born in 1847 in Scotland.
- He said/ told me (that) he had always liked ...
- He said/ told me (that) he had taught ...
- He said/ told me (that) he had invented ...
4. Work in pairs. One of you is a reporter, and the other is Tim Bernes- Lee. Role-play, using the information given.
Tim Berners-Lee: British computer scientist, inventor of the Internet
· born 8 June 1955 - London
· 1973 - 1976: Oxford University
· 1978: joined company called D. G. Nash
· 1990: built first Web browser
· 6 August 1991: first website put online
4. Application (3’)
a, Aims: Ss can talk more about some inventions in the world they know.
b, Contents: talk more about some inventions in the world they know in groups.
c, Outcome: Ss can talk more about some inventions in the world they know well.
 d, Organization:
Aim: Ss can talk more about some inventions in the world they know
- T asks Ss to talk more about some inventions in the world they know in groups.
- T observes and comments
3. Guides for homework (2’)
- Summarizes the main content.
- Learn new words/ workbook: C. Speaking 
- Prepare next lesson: Skills 1