UNIT 11: SCIENCE AND TECHNOLOGY

Lesson 1: Getting started – Great news for students

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Science and technology
- Gain vocabulary to talk about Science and technology
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Be responsible in using technology for learning
- Have positive attitude in applying science and technology in learning and daily life
- Actively join in class activities

II. MATERIALS
- Grade 8 textbook, Unit 11, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent

1. technology(n) /tekˈnɒlədʒi/ scientific knowledge used in công nghệ

practical ways in industry, for
example in designing new
machines

2. face-to-face /ˌfeɪs tə ˈfeɪs/ in a way that involves people trực tiếp, mặt đối
(adj) who are close together and mặt
looking at each other

3. epidemic (n) /ˌepɪˈdemɪk/ a large number of cases of a đại dịch

particular disease or medical
condition happening at the same
time in a particular community

4. contact lens (n) /ˈkɒntækt lenz/ a thin, curved lens placed on the kính áp tròng
film of tears that covers the
surface of your eye

5. breakout room /ˈbreɪkaʊt ruːm / a small meeting room or a phòng học chia nhỏ,
(n) separate part of an internet chia nhóm

1
 meeting where a small group can
discuss a particular issue before
returning to the main meeting

6. invention (n) /ɪnˈvenʃn/ ​a thing or an idea that has been sự phát minh,
invented sáng chế

Assumption
Anticipated difficulties Solutions

Ss may not know enough vocabulary Provide the necessary vocabulary for students to
relating to the topic to understand the understand the conversation.
conversation.

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.
- To review the previous unit before Ss open their books.
b. Content:
- Game: Hidden words
c. Expected outcomes:
- Students have a chance to speak English and focus on the topic of the lesson.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

GAME: HIDDEN WORDS Suggested hidden words:
- T introduces the rule of the game: Science, Technology
+ Read the questions or situations.
+ Find a word to answer each question or fill in each
situation.
+ Discover the hidden words by unscrambling the red
letters.
- T leads to the new unit. Write the unit title SCIENCE
& TECHNOLOGY on the board. Ask Ss to guess what
they are going to learn about in this unit.
e. Assessment
- T checks Ss’ vocabulary and gives feedback.

2. ACTIVITY 1: PRESENTATION (5 mins)

a. Objectives:
- To prepare vocabulary for students to understand the conversation.
b. Content:
- Vocabulary pre-teaching
2
 c. Expected outcomes:
- Know more new words
- Understanding the conversation; topic of the lesson,…
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. technology(n)
- Teacher explains the meaning of the new 2. face-to-face (adj)
vocabulary by pictures/ explanations/ examples. 3. epidemic (n)
- Teacher reveals that these seven words will appear 4. contact lens (n)
in the reading text and asks students to open their 5. breakout room (n)
textbooks to discover further. 6. invention (n)
e. Assessment
- Teacher checks students’ pronunciation & understanding of the words and gives feedback.

3. ACTIVITY 2: PRACTICE (25 mins)

a. Objectives:
- To help Ss understand a conversation about some inventions and gain some knowledge about
them.
- To help Ss learn words and phrases related to different modern technologies;
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again and tick T (True) or F (False).
- Task 3: Label each picture with a phrase from the box.
- Task 4: Complete the sentences, using the phrases in 3.
c. Expected outcomes:
- Know more new words about different modern technologies and inventions, understand the
conversation; topic of the lesson.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (6 mins)
- Teacher has Ss to look at the pictures in the book Questions:
and answer the questions. - Who are the girl and the boy?
- T encourages ss to answer the questions, but doesn’t - Where do you think they are?
- What might they be talking about?
confirm their answers. - What can you see in the bubble?
- Teacher plays the recording for ss to listen and read
along. Then invite some pairs of Ss to read the Suggested answer:
conversation aloud. They are Minh and Ann. They are at school.
They are discussing their online class / robot
- T refers to the questions previously asked and teacher.
confirms the correct answer.
Task 2: Read the conversation again and tick T (True) or F (False) (6 mins)
- Ask Ss to work in pairs to read the conversation. Answer key:
- Ask them to underline the key words and phrases 1. F
in the statements. Then have pairs work for one or 2. T
3
two minutes to check if the statements are true or 3. F
false. 4. T
- Have Ss read out the statements and say if the 5. T
statements are true or false.
- Make sure they pronounce the words correctly.
- Check the answers as a class.
Task 3: Label each picture with a phrase from the box. (6 mins)
- Ask Ss to say the phrases aloud. Make sure they Answer key:
pronounce the phrases correctly. 1. computer screen
- Ask Ss to work in pairs to label the pictures with the 2. 3D contact lenses
appropriate words or phrases. 3. online class
- Check the answers as a class. 4. robot teacher
5. breakout rooms
6. Internet connection
Task 4: Complete the sentences, using the phrases in 3. (7 mins)
- Ask Ss to work independently to complete each Answer key:
sentence with a phrase from the box in 3. 1. computer screen
- Allow Ss to refer to the pictures and phrases in 2. breakout rooms
Activity 3 or the conversation if needed. 3. robot teacher
- Check the answers as a class. 4. online class
- Ask several Ss to read aloud the full sentences.
5. 3D contact lenses
Correct Ss’ pronunciation if needed.
e. Assessment
- Teacher checks students’ exercises individually and gives feedback.

4. ACTIVITY 3: PRODUCTION (5 mins)

a. Objectives:
- To introduce some inventions
- To create a fun atmosphere in the class.
b. Content:
- Task 5: Quiz: Do you know what things were invented in these years? Work in pairs and find
out.
c. Expected outcomes:
- Ss can find out the things that were invented in the given years.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5: Quiz: Do you know what things were invented in these years? Work in pairs and find out.
(5 mins)
- Ask Ss to work in pairs to read the information Answer key:
and to make guesses. 1. the first computer
- Encourage Ss to guess as many things as possible. 2. the telephone
- Ask some Ss to report things they have thought of 3. penicillin
/ worked out. 4. the World Wide Web (WWW)
5. robot ASIMO (Advanced Step in Innovative
Mobility)
4
e. Assessment
- T and other Ss listen and comment.
5. CONSOLIDATION (5 mins)
a. Wrap-up
- Ask Ss to recall the learnt lexical items related to science and technology
- If there is an overhead projector in the classroom, show the dialogue, highlight the key words
related to the topic.
b. Homework
- Name technologies and inventions they have learnt about in the lesson.
- Learn new words and phrases by heart.
- Do Exercise in the Workbook
- Start preparing for the Project of the unit:
Teacher randomly puts Ss in groups of 4 or 5 and asks them to brainstorm about a problem and an
invention to help them deal with the problem, then make a poster or prepare a model of the
invention. Students will show and present in Lesson 7 – Looking back and Project. (Teacher
should check the progress of students’ preparation after each lesson.)

BOARD PLAN

Date of teaching
Unit 11: Science and technology
Lesson 1: Getting started
* Vocabulary
1. technology(n)
2. face-to-face (adj)
3. epidemic (n)
4. contact lens (n)
5. breakout room (n)
6. invention (n)

* Practice:
Task 1: Listen and read.
Task 2: Tick T or F
Task 3: Label the pictures
Task 4: Complete the sentences.
Task 5: Quiz.
*Homework

5
 UNIT 11: SCIENCE AND TECHNOLOGY
Lesson 2: A closer look 1

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Identify some nouns related to the topic of science and technology and some new
technologies.
- Identify some new verb phrases that used to talk about inventions, discoveries, creations
and development
- Identify sentence stress.
2. Competences
- Develop competencies of communication, cooperation, and self-management.
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Be responsible in using technology for learning
- Have positive attitude in applying science and technology in learning and daily life
- Actively join in class activities

II. MATERIALS
- Grade 8 textbook, Unit 11, A closer look 1.
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent

1. face recognition /feɪsˌrekəɡˈnɪʃn/ technology that allows a công nghệ nhận

(n) computer to identify a person by diện gương mặt
their face

2. experiment (n) /ɪkˈsperɪmənt/ a scientific test that is done in thí nghiệm

order to study what happens and
to gain new knowledge

3. eye-tracking (n) /ˈai ˌtrækɪŋ/ technology that follows the theo dõi (cử động)
movements of eyes, especially mắt
by using special electronic
equipment

4. fingerprint /ˈfɪŋɡəprɪnt ˈskænə/ a type of technology that máy quét vân tay
scanner(n) identifies and authenticates the
fingerprints of an individual in

6
 order to grant or deny access to
a computer system or a physical
facility

5. digital /ˈdɪdʒɪtl the use of online tools like giao tiếp kỹ thuật số
communication kəˌmjuːnɪˈkeɪʃn/ email, social media messaging
(n) and texting to reach other
individuals or a specific
audience in order to share a
message

Assumption

Anticipated difficulties Solutions

Ss may lack vocabulary related to the topic of T is willing to provide them with enough
science technology, new technologies, and verb vocabulary related to the topic
phrases that used to talk about inventions,
discoveries, creations and development, so they
may have difficulty completing the tasks

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To prepare students the vocabulary for the lesson.
b. Content:
- Pictures labelling
c. Expected outcomes:
- Students know some names of technology
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Game: Labelling the pictures Key:
- Give Ss a few minutes to play a game. Have Ss play in
two groups.
- Give Ss pictures of things and strips of paper with
phrases including computer screen, breakout rooms,
robot teacher, online class, 3D contact lenses,
connection.
- Ask teams to stick the phrases to the right pictures.
- The team with the most correct answers wins.
- Ask Ss to open their books to page 116.
e. Assessment
- T checks ss’ answers and gives feedback

7
 2. ACTIVITY 1: VOCABULARY (25 mins)
a. Objectives:
- To visually introduce some nouns related to the topic of science and technology
- To introduce some new verb phrases that are used to talk about inventions, discoveries, creation
and development
- To allow Ss to use the learnt words / phrases in different contexts.
b. Content:
- Task 1: Write the words and phrases under each picture.
- Vocabulary teaching
- Task 2: Choose the option that best completes each phrase.
- Task 3: Complete the sentences with the words and phrases from the box.
c. Expected outcomes:
- Students are able to identify new words and phrases related to new technologies.
- Students are able to use the target vocabulary in different contexts.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Write the words and phrases under each picture. (6 mins)
- Have Ss read aloud the words / phrases in the Answer key:
box. 1. digital communication
- Ask Ss to work in pairs to look at the pictures and 2. face recognition
describe the pictures. 3. eye-tracking
- Have pairs write the correct words / phrases under 4. experiment
the pictures. Explain the meaning of the new words 5. fingerprint scanner
/ phrases in Vietnamese, if needed. 6. video conferencing
- Invite Ss to take turns to read out their answers.
- Correct their pronunciation if needed.
- Check the answers as a class.
Vocabulary teaching (6 mins)
- Teacher asks students to try explaining the New words:
meaning of the words in Task 1. 1. face recognition (n)
- Teacher explains the vocabulary. 2. eye-tracking (n)
- Teacher checks students’ understanding by the 3. experiment (n)
follow-up tasks in the student's book. 4. fingerprint scanner (n)
5. digital communication (n)
Task 2: Choose the option that best completes each phrase. (6 mins)
- Ask Ss to read aloud the given verbs and nouns. - To create something = To bring into existence
- Explain the verbs and if possible, give some out of nothing.
examples. Also explain the verbs in Vietnamese. E.g. She created a new robot.
- Ask Ss to work in pairs to choose the correct - To invent = to design a new process or
options to complete the phrases. mechanism.
- Check the answers as a class. E.g. He invented a new electric cooker.
- To develop = grow gradually or become bigger,
- Have some Ss read aloud the phrases.
stronger, etc.
- Correct Ss’ pronunciation if necessary. E.g. They developed a relationship / a method to
work better / a computer programme.

8
- Also ask Ss to add more words / phrases to the - To discover = to find somebody/something that
verbs to make up other phrases. This way, T can was hidden or that you did not expect to find.
broaden Ss’ vocabulary if they are ready. E.g. Galileo discovered that Jupiter had moons.
Answer key:
1. A 2. A 3. B 4. B
Task 3: Complete the sentences with the words and phrases from the box. (7 mins)
- Ask Ss to work individually to choose the correct Answer key:
answer for each sentence. 1. discovered
- Have Ss swap their answers with partners. Then 2. invented
check the answers as a class. 3. created
- Also ask some Ss to read out their answers. Then 4. experiments
have some Ss read the sentences aloud as a class. 5. fingerprint scanner
- Correct Ss’ pronunciation if necessary.
e. Assessment
- Teacher checks students’ answers as a whole class and gives feedback.

3. ACTIVITY 2: PRONUNCIATION (12 mins)

a. Objectives:
- To help Ss be aware of the words to stress in a sentence;
- To help Ss practise saying sentences with the correct stress.
b. Contents:
- Task 4: Listen and repeat the sentences. Pay attention to the bold syllables.
- Task 5: Listen and repeat the sentences. How many stressed words are there in each sentence?
c. Expected outcomes:
- Say sentences with the correct stress.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4: Listen and repeat the sentences. Pay attention to the bold syllables. (6 mins)
- Have Ss listen to the recording once first. Ask
them to pay attention to the stressed syllables.
- Play the recording again for them to listen and
repeat each word as a class, then as individuals.
Play the recording as many times as possible.
- Then ask Ss to read out the sentences. Correct
their pronunciation and stress if needed.
- Introduce the rules in the Remember! Box: stress
sentences, which words in a sentence should be
stressed, and which are not.
- Remind Ss of the words that receive stress in a
sentence, which they leant in Unit 11 Tiếng Anh 7.
Task 5: Listen and repeat the sentences. How many stressed words are there in each sentence? (6
mins)
- Play the recording for Ss to listen and repeat each Answer key:
sentence after the recording. Correct Ss’ 1. He is an inventor.
pronunciation if necessary. → 1 stressed word
9
- Ask Ss to count the number of stressed words in 2. We won’t have a robot teacher next year.
each sentence. Check if Ss have counted enough → 6 stressed words
stressed words in each of the sentences.
3. She likes learning online.
- Call on some Ss to read the sentences. Play the
recording multiple times if necessary. → 3 stressed words
4. Was she checking attendance when you
came? – No, she wasn’t.
→ 6 stressed words
5. What did he invent?
→ 2 stressed words
e. Assessment
- Teacher checks students’ answers and their pronunciation and gives feedback.

4. ACTIVITY 3: PRODUCTION (5 mins)

a. Objectives:
- To test students' imitation and ability of memorisation.
b. Content:
- Game: Broken telephone
c. Expected outcomes:
- Remember the sentences and repeat them correctly (in both content and sentence stress).
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
GAME: BROKEN TELEPHONE
- Teacher explains the rule:
RULE:
+ Gather 3 or more players.
+ The person starting the game thinks of A SENTENCE
and whispers it into the next player’s ear only once, with
no repeats allowed.
- That listener tries to correctly repeat that SENTENCE
into the next player’s ear (Paying attention to the
sentence’s stress). The last person in the line or at the
end of the circle repeats the SENTENCE
- Allow a moment for giggles if the message is “broken”
or changed. The player who started announces the
correct SENTENCE.
- Players take turns thinking of the next SENTENCE to
pass through a whisper.
e. Assessment
- T and other Ss listen and give corrections to Ss’ pronunciation

4. CONSOLIDATION (4 mins)
a. Wrap-up
- Ask Ss to summarise what they have learned in the lesson.
- Ask them to list words and phrases related to new technologies.

10
- Ask them to list new verb phrases that are used to talk about inventions, discoveries, creation,
and development.
- Ask them to retell the knowledge of sentences stress
b. Homework
- Learn by heart words and phrases related to new technologies and new verb phrases that are
used to talk about inventions, discoveries, creation, and development.
- Do the exercises in the Workbook

BOARD PLAN
Date of teaching
Unit 11: Science and technology
Lesson 2: A closer look 1
I. Vocabulary
1. face recognition (n)
2. eye-tracking (n)
3. experiment (n)
4. fingerprint scanner (n)
5. digital communication (n)
Task 1: Write a word or phrase.
Task 2: Choose the option.
Task 3: Complete the sentences.
II. Pronunciation
Task 4: Listen and repeat the sentences.
Task 5: Listen and repeat the sentences. How many stressed words?
*Homework

11
 UNIT 11: SCIENCE AND TECHNOLOGY
Lesson 3: A closer look 2
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Identify what direct speech and reported speech are.
- Realise some differences between a direct speech and a reported speech (statements).
- Be aware of changes in tenses, pronouns, time, and place expressions.
2. Competences
- Develop competencies of communication, cooperation, and self-management.
- Be collaborative and supportive in pair work and teamwork
- Develop self-study skills
3. Personal qualities
- Be responsible in using technology for learning
- Have positive attitude in applying science and technology in learning and daily life
- Actively join in class activities

II. MATERIALS
- Grade 8 textbook, Unit 11, A closer look 2.
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
Direct speech Reported speech
1. Definition - a report of the exact words - the form of speech used to convey
used by a speaker or writer what was said by someone at some
- usually placed inside point of time.
quotation marks and
accompanied by a reporting
verb, signal phrase, or
quotative frame.
2. Changes in tenses 1. Present simple 1. Past simple
2. Present continuous 2. Past continuous
3. Present perfect 3. Past perfect
4. Past simple 4. Past perfect
5. Past continuous 5. Past perfect continuous
6. Past perfect 6. Past perfect
7. will 7. would
8. can 8. could
9. may 9. might
10. must 10. had to
3. Changes in 1. I/ me 1. He/ She/ him/ her
pronouns 2. We/ us 2. They/ them
(according to 3. You 3. I/ me
situations) 4. He/ she/ it/ they… 4. He/ she/ it/ they…
12
 5. this 5. that
6. these 6. those
4. Changes in time 1. now 1. then
and place 2. today 2. that day
expressions 3. ago 3. before
4. tomorrow 4. the following day/ the next day
5. this week 5. that week
6. yesterday 6. the day before/ the previous day
7. last week 7. the week before/ the previous week
8. here 8. there
5. Structures S1 said: “S2 + V2,” S1 + said/ told sb + (that) + S2 + V2
“S2 + V2,” S1 said (back-form tenses)

Assumption
Anticipated difficulties Solutions

Ss may get confused about the changes from T should be ready to find examples and give
direct speech to reported speech. clear explanations to the students.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- Introduce the grammar point through a game to lead into the lesson.
b. Content:
- Game: Memorising
c. Expected outcomes:
- Students can remember the content to answer the questions of the game
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Game: MEMORISING
RULE:
- Work in 4 groups
- Look at the pictures in 30 seconds and try to
remember what each person said.
- Write down on the posters what each of the
people in the picture said.
- The group with the most correct answers is the
winner.
e. Assessment
- T checks ss’ answers and gives feedback.

2. ACTIVITY 1: PRESENTATION (12 mins)

a. Objectives:

13
 - To realise some differences between direct speech and reported speech (Statements)
- To be aware of the changes in verb tenses, pronouns, time and place expressions.
b. Content:
- Task 1: Look at part of the conversation in GETTING STARTED again. Then match Minh’s
uncle’s direct speech with his reported speech.
- Teaching point: Reported speech (statements)
c. Expected outcomes:
- Know what direct speech and reported speech are.
- Understand the changes in verb tenses, pronouns, time and place expressions.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1: Look at part of the conversation in GETTING STARTED again. Then match Minh’s
uncle’s direct speech with his reported speech.
- Ask Ss to work individually to look at the part of Answer key:
the conversation from GETTING STARTED 1. B
- Ask Ss to underline the sentences in GETTING 2. A
STARTED
- Have Ss work in pairs to look at direct speech
and reported speech boxes to match.
- Check the answers as a class.
- Ask some Ss to underline the differences in the
pairs of sentences they have just matched.
- Emphasise will in direct speech is turned into
would in the reported speech.
- Ask several Ss to read aloud full sentences.
Correct their pronunciation if necessary.
Teaching point: Reported speech (statements)
- Have Ss work individually to read the
Remember! box.
- Write examples of direct speech and reported
speech on the board.
- Ask some Ss to point out the differences between
pairs of sentences (direct and reported speech
sentences)
- Remark on the differences in (1) verb form, (2)
time expressions, (3) time and place expression,
and (4) pronouns.
e. Assessment
- Teacher listens to students’ answers and gives feedback.

3. ACTIVITY 2: PRACTICE (28 mins)

a. Objectives:
- To be aware of how to change verb forms when they report information.
- To apply rules of changes in time and place expressions when they report information
- To practise changing direct sentences into reported sentences.
b. Content:

14
 - Task 2: Complete the second sentences using the correct verb form.
- Task 3: Complete the second sentences with the words and phrases from the box.
- Task 4: Complete the second sentence in each pair so that it means the same as the first one.
c. Expected outcomes:
- Remember the rules of changes in verb tenses, time and place expressions, and pronouns when
reporting information.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2: Complete the second sentences using the correct verb form. (5 mins)
- Remind Ss that they should put the verb one tense Answer key:
back when they report something. 1. was
- Have Ss work in pairs to finish the sentences with 2. would take
the correct verb forms. 3. was talking
- Ask some Ss to write their answers on the board. 4. were going
5. didn’t have
- Check Ss’ answers. Correct any mistakes and
re-explain the rule if necessary.
- Have Ss read out loud sentences again and correct
pronunciation if necessary.
Task 3: Complete the second sentences with the words and phrases from the box. (5 mins)
- Have Ss work individually to underline the Answer key:
expressions denoting time and place in the direct 1. the next day
sentences. 2. then
- Ask Ss to choose the correct word / phrase from 3. that day
the box to fill each of the reported sentences. 4. that year
Remind them of the expressions they have just 5. there
underlined in each of the direct speech sentences.
- Ask some Ss to read out the direct and reported
speech sentences. Correct pronunciation if
necessary.
- Check the answers as a class.
Task 4: Complete the second sentence in each pair so that it means the same as the first one.
(10 mins)
- Have Ss work individually for five minutes to Answer key:
complete the reported sentences. Then ask them to 1. The scientist said that we would live much
longer in the future.
work in pairs to swap their answers.
2. Our teacher said that our school was going
- Ask some Ss to write their reported sentences on to have a new laboratory there.
the board. 3. My dad said that they were developing
- Check the answers as a class. technology to monitor students better.
- Have the class read out the sentences. Correct 4. Tom said that there were no classes the next
pronunciation when necessary. day because their teacher was ill.
5. The teacher said that they wanted some
students to join the science club the next
semester.
e. Assessment
15
 - Students do peer correction.
- Teacher checks students’ answers as a class and gives feedback.

4. ACTIVITY 3: PRODUCTION (4 mins)

a. Objectives:
- To enable Ss to practise reporting speech;
- To create an atmosphere of playing and learning.
b. Content:
- Game: He/She said that…
c. Expected outcomes:
- Reporting direct sentences correctly.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5: Work in pairs. One student says a sentence and the other changes that sentence into
reported speech. Then swap roles. (4 mins)
GAME: He/ She said that…
- Divide the class into groups of 4.
- Instruct Ss to play the game in groups.
- Give groups two minutes to prepare. Tell them that
groups can write down their group’s sentences.
- Invite one group to read out or say aloud a direct
speech sentence and the other to say out the sentence in
reported speech, starting with She / He said...
- Remind them that the group that has the correct
reported speech sentence has the right to read out their
direct sentence for the other to turn into a reported one.
- Correct any grammar and pronunciation mistakes if
necessary.
- The group with the most correct reported sentences
wins.
e. Assessment
- T corrects any grammar and pronunciation mistakes if necessary.

4. CONSOLIDATION (4 mins)
a. Wrap-up
- Ask Ss to summarise what they have learnt in the lesson, retell what direct speech and reported
speech are, retell the rules of changing direct speech to reported speech.
b. Homework
- Learn the rules of changing direct speech into reported speech by heart.
- Do the exercises in the workbook

16
 BOARD PLAN
Date of teaching
Unit 11: Science and technology
Lesson 3: A closer look 2

* Grammar: Reported speech (statements)

Task 1: Match.
Remember box (p. 117)

* Practice:
Task 2: Complete the sentences using the correct verb forms.
Task 3: Complete the sentences with the given words/ phrases.
Task 4: Complete the sentences.
Task 5: GAME: He/She said that…

*Homework

17
 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
- Be responsible in using technology for 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

Language analysis
Giving good news Responding to good news
- Great news for us. - Great!: if good news is general and good for everyone
- (Tell the news) - Congratulations!: if the news is good for the speaker
only

Assumption
Anticipated difficulties Solutions

Some Ss may have difficulty getting enough T should give suggestions or let Ss read more
information to talk about the benefits and times to get enough information.
problems of online learning.

III. PROCEDURES
1. WARM-UP (3 mins)
a. Objectives:
- To activate students’ knowledge on giving and responding to good/bad news;
b. Content:
- Video watching
c. Expected outcomes:
18
 - Students can understand the video and answer the questions.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Video watching: Expected answers:
- T lets Ss watch a video and ask Ss what the video - Giving and responding to good news
is about.
Video link:
- T leads in the new lesson
Language Functions | Responding to Goo…
- Ask Ss to look at COMMUNICATION on page
119.
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’ ACTIVITIES CONTENTS
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 can
conversation between Nick and Mi. Ask Ss to pay use:
attention to the highlighted parts. Emphasise the - Great news for us.
ways to give good news and respond to good news: - Great!
- Tell Ss that Great! and Congratulations! are - Congratulations!
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 Situations:
conversation. 1. You tell your classmate about the new
- Tell them to use the contexts given and the sample vending machine at your school.
expressions. 2. You tell your classmate about a new laptop
- Give feedback on their conversation. that your dad gave you on your birthday.
e. Assessment
- Teacher listens to students’ dialogues and gives feedback.

3. ACTIVITY 2: ONLINE LEARNING (25 mins)

a. Objectives:

19
 - 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:
- Know the benefits and problems of online learning.
- Can apply reported speech to report to the class.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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 table 1. It’s convenient.
below. 2. Students don’t have to get up early.
- Ask some pairs to read out their answers. Make 3. It helps students become more independent.
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 four 2. The Internet connection is poor.
friends to tell class about the platform their 3. It makes some students feel more stressed when
teacher uses for their classes. 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 online You can conclude:
learning platforms.

20
- Tell them that they can make notes about what - The name of the platform you use for your online
their friends like and dislike about the platform classes or one you know about.
their classes/ teachers use. - Its benefits
- Ask them to use ideas from the posts and the - Its problems
table in Activity 3. Example:
- Invite group representatives to report one of their Lan said that her extra class used Microsoft
group member’s answers. Give feedback on Ss’ Teams. She said that she and her classmates found
reports. it difficult to use. However, it is 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.

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
- Review the ways of giving and responding to good news.
- Do the exercises in the workbook.

BOARD PLAN

Date of teaching
Unit 11: Science and technology
Lesson 4: Communication
* Everyday English:
Task 1: Listen and read the conversation.
Giving and responding to good news:
- Great news for us.
- Great!
- Congratulations!
Task 2: Give news and respond to the news.

* Online learning
Task 3: Read and complete the table.
Task 4: Talk about a platform: benefits and problems.
Task 5: Report to the class.

*Homework

21
 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 the 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
4. Personal qualities
- Be responsible in using technology for learning
- Have positive attitude in applying science and technology in learning and daily life
- Actively join in class activities

II. MATERIALS
- Grade 8 textbook, Unit 11, Skills 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
Form Pronunciation Meaning Vietnamese
equivalent
1. biometrics (n) /ˌbaɪəʊˈmetrɪks/ a science that use measurements of khoa học sinh trắc
human features (eyes, fingerprint…)
to identify people
2. truancy (n) /ˈtruːənsi/ the practice of staying away from trốn học, nghỉ học
school without permission không phép
3. nanolearning /’nænəʊlɜːnɪŋ/ Nano + learning. Nano means very học thông qua
(n) very small = one billionth. những nội dung
Nanolearning refers to a method of ngắn gọn, cô đọng
delivering educational content in tiny,
bite-sized chunks
4. effortless (adj) /ˈefətləs/ needing little or no effort, so that it không cần nhiều nỗ
seems easy lực
5. platform (v) /ˈplætfɔːm/ the type of computer system or the nền tảng
software that is used
6. cheating (n) /tʃiːtɪŋ/ acting in a dishonest way in order to gian lận
gain an advantage, especially in a
game, a competition, an exam, etc.

22
 Assumption
Anticipated difficulties Solutions
1. Ss may lack knowledge about some lexical - Provide Ss with the meaning and pronunciation
items. of words.
2. Ss may not have sufficient reading, speaking - Let Ss read the text again (if needed).
and cooperating skills. - Create a comfortable and encouraging
environment for Ss to speak.
- Encourage Ss to work in pairs, and in groups so
that they can help each other.
- Provide feedback and help if necessary.

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 technological applications
b. Content:
- Brainstorming
c. Expected outcomes:
- Students are able to list the technological applications used in their schools.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Brainstorming: Expected answers:
- Ask ss to name the technological applications your - Fingerprint scanner
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 through a text about
biometrics and nanolearning
b. Content:
- Task 1: Name the technological applications in the pictures.
- 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
- Understand the text about the benefits of the two new technological applications.

23
 d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
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 pictures and say Answer key:
what technology the pictures are about. 1. eye-tracking
- Ask Ss to discuss if these technologies can be used at schools. 2. fingerprint scanner
3. face recognition
Vocabulary teaching (6 mins)
- Teacher further explains the meaning of the new vocabulary New words:
with pictures. 1. biometrics (n)
- Teacher checks students’ understanding with follow-up
2. truancy (n)
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 and to decide if Answer key:
the statements from the text are about biometrics or 1. N
nanolearning. Ask them to write B (Biometrics) or N 2. B
(Nanolearning). 3. B
- Ask Ss to underline the key words in each of the statements 4. N
then search for the information in the two texts. 5. N
- 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 choose the Answer key:
correct answers. Remind them to underline the key words in the 1. A
questions and the evidence for the answers. 2. B
- Ask Ss to take turns to give the answers. Ask them to show the 3. C
parts in the reading texts where they find the answers. 4. B
- 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)

24
 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 talk about an invention or a technology and its benefits.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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 questions in Answer key:
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 an Suggested conversation:
invention or a technology they like or know. A: What invention do you like?
- Ask some pairs to role-play it. B: I like biometrics.
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?
- Prepare cue cards about different inventions /
B: In the 1880s.
technologies and ask Ss to practise asking and
A: What can we use it for?
answering questions about those inventions /
B: It can help us check students’ attendance. We
technologies.
can also use it to check identities of people at
- This activity helps prepare Ss for 5. 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 invented it
in 1800s. It is a very important technology. We
- Ask them to explain what they can use the use it to …
technology or invention for.
- 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

25
- 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 the exercises in the workbook

BOARD PLAN

Date of teaching
Unit 11: SCIENCE AND TECHNOLOGY
Lesson 5: Skills 1
* Reading
Task 1: Name the technological applications.
Vocabulary:
1. biometrics (n)
2. truancy (n)
3. nanolearning (n)
4. effortless(adj)
5. platform(v)
6. cheating (n)
Task 2: Read and tick.
Task 3: Read and choose the correct answer.

* Speaking
Task 4: Make a conversation.
Task 5: Ask and answer. Then report.
*Homework

26
 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
3. Personal qualities
- Be responsible in using technology for learning
- Have positive attitude in applying science and technology in learning and daily life
- Actively join in class activities

II. MATERIALS
- Grade 8 textbook, Unit 11, Skills 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
Form Pronunciation Meaning Vietnamese
equivalent
1. interact with (v) /ˌɪntərˈækt wɪð/ to communicate with somebody, tương tác với, giao
especially while you work, play or tiếp với
spend time with them
2. emotional (adj) /ɪˌməʊʃənl/ connected with people’s feelings thuộc tình cảm, dễ
(= with the emotions) cảm động

Assumption
Anticipated difficulties Solutions
1. Ss may lack knowledge about some lexical - Provide Ss with the meaning and
items. pronunciation of words.
2. Ss may not have sufficient listening, writing - Let Ss listen to the text again (if needed).
and co-operating skills. - Encourage Ss to work in pairs, in groups so
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (3 mins)

27
 a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To help Ss focus on the listening and writing topic
b. Content:
- Name the pictures
c. Expected outcomes:
- Students know some type of robots
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Name the pictures Suggested answers:
- Ask ss to look at the five pictures on the screen and 1. doctor robot
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 teacher 4. home robot
robots and what a teacher robot can do and what it 5. teacher robot
can’t do in Lesson 6. SKILLS 2 on page 89.

e. Assessment
- T checks 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 about a robot teacher through listening.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Vocabulary pre-teaching (3 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary by 1. emotional (adj): thuộc tình
pictures or explanation cảm/cảm xúc
- Teacher reveals that these two words will appear in the 2. interact with (v): tương tác
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 robot teacher Suggested answers:
can do. Ask Ss to add more things a robot teacher can do. - 1, 2
- A robot teacher can dance, teach
28
- Tell Ss that they are going to listen to a conversation about a subjects, play with students...
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 and guess the Answer key:
possible words to fill in each of the blanks. 1. languages
- Remind them to think of the part of speech of that word (noun, 2. maths
verb, adjective, adverb or number) and forms of nouns (singular, 3. interact
plural). 4. behave
- Play the recording once for Ss to fill in the blanks. Remind Ss 5. problems
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 and underline Answer key:
the key words in the statements. 1. T
- Play the recording once. Give them two minutes to decide if 2. T
the sentences are T (True) or F (False). 3. F
- Play the recording again and check their answers as a class. 4. F
5. F
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’ ACTIVITIES CONTENTS

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 and Suggested answer:
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.
29
- Ask some Ss to read out loud ideas for each 2. Robots can talk for a longer time and not feel
column. 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 teachers
- Ask Ss to work individually to write for 15 at school. First, although robots can store much
minutes. Tell them to use the information in information to provide to students, they cannot
Activity 4 and any other ideas they may think of. teach students how to behave in the right ways
Remind Ss to choose only three ideas for their in different situations. Second, a robot can only
paragraph. teach what is programmed, but cannot help
- T asks one student to read out his / her paragraph. students deal with problems, especially troubles
- If time allows, also ask Ss to work in groups to among students’ relationships. Third, a robot
write on an A1 / A0 size piece of paper, then T can speak, walk, do simple actions, but they
cannot interact with students in the way human
organises a gallery walk. Ss walk round and offer
teachers do. Robots do not have emotions and
feedback on peers’ writing in terms of ideas, feelings, so I believe they cannot help students
grammar and connectors. 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.
30
- Rewrite the paragraph in the notebook.
- Do the exercises in the Workbook

BOARD PLAN

Date of teaching
Unit 11: Science and technology
Lesson 6: Skills 2
* Listening
Vocabulary:
1. interact with (v)
2. emotional (adj)
Task 1: Tick.
Task 2: Listen and fill.
Task 3: Listen and choose A, B, or C.

* Writing
Task 4: Discuss. Write the reasons.
Task 5: Write a paragraph.
*Homework

31
 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
3. Personal qualities
- Be responsible in using technology for learning
- Have positive attitude in applying science and technology in learning and daily life
- Actively join in class activities

II. MATERIALS
- Grade 8 textbook, Unit 11, Looking back and Project
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Assumption
Anticipated difficulties Solutions

- Encourage Ss to work in pairs, in groups so that

1. Ss may not have sufficient speaking, writing
they can help each other.
and co-operating skills when doing the project.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (3 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the lesson.
b. Content:
- Kim’s game
c. Expected outcomes:
- Students can list the inventions mentioned in the video
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

32
Kim’s game: Answers:
- T asks students to work in groups of three or four. 10. The paper
9. The compass
- Get ss to watch a video clip and try to remember 8. The refrigeration
all the inventions mentioned in the clip without 7. The printing press
taking notes. 6. Plumbing
5. Medicine
- After finishing watching the clip, ss write down as 4. Engines
many inventions as possible. 3. The wheel
- T gets ss to swap the posters and give corrections 2. Communication
after T shows the answers. 1. Electricity
-The group with the most correct answers will win. Video link: Top 10 Inventions of All Time
- T leads in the lesson.
e. Assessment
- T check ss’ answers and gives feedback

2. ACTIVITY 1: LOOKING BACK (22 mins)

a. Objectives:
- To help Ss review the learnt vocabulary about science and technology
- 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’ ACTIVITIES CONTENTS

Task 1: Circle the option that goes with each verb. (4 mins)
- Have Ss work individually to circle the option that can Answer key:
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 blank with the Answer key:
correct form of the words /phrases from the box. 1. robot teachers
- Check answers as a class. 2. application
- Ask some Ss to read the sentences aloud. Correct Ss’ 3. face recognition
pronunciation if necessary. 4. eye-tracking
5. check attendance

33
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 mistake in each of Answer key:
the sentences. Remind them that only the underlined 1. B (discovers → discovered)
words will have mistakes. 2. A (is → was)
- Then ask Ss to work in pairs to swap and check their 3. B (will make → would make)
answers. 4. B (can → could)
- Check answers as a class. 5. C (next year → the next / following
year)
- 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 sentences as Answer key:
requested in the book. 1. Tom said (that) they couldn’t connect to
- Ask one or two Ss to go to the board and write their full the Internet to work online there.
sentences. 2. Mr Thompson said (that) science was
- Then ask the class to work in pairs. Tell them to becoming a more important subject in
swap their writings and check their partner’s schools then.
answers. 3. The headmaster said (that) the school
- Check the sentences written on the board. would use a machine to check students’
- Have all Ss correct their partner’s answers. attendance the following year.
- Ask some Ss to read out their sentences. Correct Ss’ 4. The monitor said to the class (that) they
language and pronunciation if necessary. were having a science competition that
week.
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:
- Poster presentation
c. Expected outcomes:
- Students can present their posters with pictures or a paper model of the invention.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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).

34
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 the exercises in the workbook

BOARD PLAN

Date of teaching
Unit 11: Science and technology
Lesson 7: Looking back and Project
* Vocabulary:
Task 1: Circle.
Task 2: Fill in each gap.

* Grammar
Task 3: Find and correct.
Task 4: Rewrite the sentences.

* Project

*Homework

35