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Giáo án Tiếng Anh 8
Tiếng AnhLớp 8Chủ điểm 16. Review 4

Giáo án Skills

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify the gist of the review passage and find supporting evidence in it.
    • Catch key information from the review notice (day, room, time, things to bring).
    • Separate facts from the passage and their own opinions when they respond in speaking and writing.
    • Write a short response of 80–100 words that has a clear idea, evidence and an appropriate limit.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the passage and listen to the notice on their own, check their answers and revise their drafts before sharing.
  • Communication and collaboration: Ss work in pairs and groups to share evidence, give a one-minute summary and give peer feedback on each other's responses.
  • Problem-solving and creativity: Ss decide which information is evidence, which is imagination and which is a limit, then use this to build their own short response.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss get the gist of a passage, catch details from a spoken notice, give a one-minute evidence-based summary and write an 80–100-word response.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use vocabulary from the passage (evidence, imagination, fiction, label, distinguish, admit, unanswered, honest, dramatic), the past simple for reporting what the teams did and said, and the modal could for possibility.

3. Personal qualities

  • Honesty: Ss separate facts from the passage from their own opinions and do not claim more than the evidence shows.
  • Responsibility: Ss complete the pair and group tasks on time and check that every claim in their response has evidence.
  • Diligence: Ss finish the listening exercises and the writing task carefully, and revise their drafts after feedback.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 8 (Global Success), Review 4, Skills page, and the audio of the review notice (Exercises 5–8)
  • Projector or board, markers, timer
  • Worksheets 1 and 2 (printed, one set per pair)
  • NeoEdu online lesson: neoedu.vn/learn/8/english/review-4-skills (lesson presentation, examples and interactive exercises for the listening and reading tasks)

2. Students

  • Textbook, notebook, pen, pencil
  • Highlighter or coloured pencils (for marking evidence and limits in the passage)

III. Procedures

Activity 1: Warm-up · 5 minutes

Fact or imagination?

a) Aims

Warm up Ss and lead them into the topic of the review: separating evidence from imagination.

b) Content

Ss look at two sentences that T writes on the board:

  • A future translation tool can make mistakes.
  • An alien plant lives on a space habitat.
    Ss decide which sentence can be checked with evidence and which one is imagination. Then Ss answer the question: Why is it important to know the difference between evidence and imagination?

c) Expected outcomes

Ss say that the first sentence is a claim that can be checked with evidence, while the second is imagination. Ss note the key words for the lesson on the board: evidence, imagination, fact, opinion, limit.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two sentences on the board and asks: 'Which sentence can we check with evidence? Which one is imagination?'

    Students

    Ss look at the sentences and think silently for 30 seconds.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and quickly discuss the two sentences. T walks around and listens.

    Students

    Ss discuss in pairs. Expected answer: 'The first one can be tested, but the second one is made up.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to share their answers and asks: 'What makes a claim believable?'

    Students

    Ss answer: 'Evidence such as notes, tests or drawings makes a claim believable.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that good responses need a clear idea, evidence and an appropriate limit, and introduces the title of the lesson: Skills review.

    Students

    Ss copy the key words into their notebooks.

Activity 2.1: Knowledge formation · 20 minutes

Reading for gist and supporting evidence

a) Aims

Help Ss read for gist and find supporting evidence in the review passage, and separate facts from the passage from imagined content.

b) Content

Pre-reading: T introduces the key vocabulary:

  • exhibition (triển lãm)
  • habitat (môi trường sống)
  • alien (ngoài hành tinh)
  • fiction (truyện viễn tưởng)
  • label (nhãn, cách ghi chú)
  • distinguish (phân biệt)
  • evidence (bằng chứng)
  • admit (thừa nhận)
  • unanswered (chưa được trả lời)
  • dramatic (gây ấn tượng mạnh)

While-reading: Ss read the passage 'A science exhibition...' once for gist and then answer Worksheet 1 with a partner:

  1. What is the passage about?
  2. What did the translation team say about its device?
  3. How did the habitat team show that its alien plants were imagined?
  4. Why did the visitors appreciate the clear labels?
  5. What evidence did the teams show?
  6. What did the teacher praise, and why?

c) Expected outcomes

Gist: A science exhibition with a future translation tool and an imagined space habitat, where the students explained their ideas honestly.
Evidence from the passage:

  • The translation device could make mistakes, so a person should check important messages.
  • The habitat team marked its alien plants as fiction.
  • The teams showed notes, drawings and comments from classmates.
  • The teams admitted that some questions remained unanswered.
    The teacher praised the honest explanation rather than the most dramatic promise.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T introduces the vocabulary with pictures or examples and gives the task: 'Read for gist first, then find the evidence. Use Worksheet 1.' T sets a 5-minute timer for the first reading.

    Students

    Ss listen to the vocabulary, repeat after T and read the passage silently.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to answer the six questions on Worksheet 1. T reminds Ss to underline evidence in the passage with a highlighter. T checks the pairs who are slow.

    Students

    Ss read again, underline the evidence and write answers. Expected answers: 'The translation tool may make mistakes.' 'They marked the plants as fiction.' 'They could separate evidence from imagination.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to give the gist and read out one piece of evidence. T asks the class: 'Is this a fact from the passage or your opinion?'

    Students

    Ss answer: 'The gist is about a science exhibition.' 'It is a fact from the passage because the text says so.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the gist and the four pieces of evidence on the board, and reminds Ss that the answer to Exercise 4 is A. Notes, drawings, and comments from classmates.

    Students

    Ss check their answers and correct their worksheets.

Activity 2.2: Knowledge formation · 15 minutes

Listening to the review notice

a) Aims

Help Ss catch specific information in a spoken notice: day, room, time and things to bring.

b) Content

Ss listen to the review notice in the exercises (Exercises 5–8) and complete Worksheet 2 with the key details. Before listening, Ss read the four questions:

  • Which day is the meeting?
  • Which room?
  • Does it begin at three thirty?
  • What should you bring?

After listening, T asks: 'Does the notice say the meeting begins at 3:30? What time does it begin?'

c) Expected outcomes

  • Day: Wednesday (The meeting is Wednesday.)
  • Room: Room twelve
  • Time: No. It begins at 2:30 and ends at 3:30.
  • Things to bring: a notebook (Bring a notebook, not food.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four questions on the board and asks Ss to predict the type of information they need to catch. T plays the audio once.

    Students

    Ss read the questions and predict: a day, a room number, a time, an item.

  2. Teacher

    Step 2: Task performance

    T plays the audio two more times, pausing if needed. Ss work individually and write their answers on Worksheet 2, then compare with a partner.

    Students

    Ss listen and write answers. If they disagree, they listen again to check the time and the item.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to read their answers and asks: 'Why is the answer to the third question No?'

    Students

    Ss answer: 'Because the notice says the meeting begins at 2:30, not 3:30.'

  4. Teacher

    Step 4: Conclusion and assessment

    T plays the audio once more and points out the time expressions (begins at, ends at) and the imperative (Bring a notebook). T reminds Ss to listen for numbers and days carefully.

    Students

    Ss check and correct their answers and note the new expressions in their notebooks.

Activity 2.3: Knowledge formation · 10 minutes

Structuring a good response: idea, evidence and limit

a) Aims

Help Ss understand the structure of a good response (a clear idea, evidence and an appropriate limit) and separate facts from their own opinions.

b) Content

T shows the board with three columns: Clear idea / Evidence / Limit. T shows a sample of the structure:

  • Clear idea: The exhibition showed the difference between evidence and imagination.
  • Evidence: The habitat team marked its alien plants as fiction.
  • Limit: Some questions remained unanswered.

T asks Ss: 'Which sentence is a fact from the passage? Which sentence is your opinion?' T also gives sentence frames:

  • The passage shows that ...
  • For example, ...
  • However, ... remained unanswered.
  • In my opinion, ...

c) Expected outcomes

Ss can name the three parts of a good response. Ss can say which sentences are facts from the passage and which are opinions, using the frame 'In my opinion, ...' for their own ideas.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the three parts of a good response and models with the sample on the board. T gives the task: 'Find one idea, one piece of evidence and one limit in the passage.'

    Students

    Ss listen and look at the board and copy the sentence frames into their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs. Each pair writes one idea, one piece of evidence and one limit from the passage, then decides if each sentence is a fact or an opinion.

    Students

    Ss discuss and write. Expected answer: Idea: 'The exhibition was honest.' Evidence: 'The teams showed notes and drawings.' Limit: 'Some questions remained unanswered.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to read out their sentences and asks the class: 'Is the limit a weakness or a strength of an honest response?'

    Students

    Ss answer: 'Stating a limit makes the response more honest and believable.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: a good response has a clear idea, evidence and an appropriate limit. T reminds Ss to write facts from the passage and their own opinions in separate sentences.

    Students

    Ss write the three-part structure in their notebooks.

Activity 3: Practice · 15 minutes

Checking comprehension with Exercises 1–8

a) Aims

Help Ss practise reading and listening skills through the exercises in the textbook and check their understanding of the passage and the notice.

b) Content

Ss complete Exercises 1–8 in the textbook:

  1. What event or issue does the passage describe? (Answer with a word or short phrase.)
  2. How were alien plants labelled? (Answer with a word or short phrase.)
  3. The translation tool was guaranteed to understand every message correctly. (True or False?)
  4. What evidence did the teams show? A. Notes, drawings, and comments from classmates. B. A live video. C. A famous scientist's book.
  5. Which day is the meeting? (Listening)
  6. Which room? (Listening)
  7. Does it begin at three thirty? (Listening)
  8. What should you bring? (Listening)

c) Expected outcomes

  1. A science exhibition.
  2. They were marked as fiction.
  3. False. The translation tool could make mistakes, so people should check important messages.
  4. A. Notes, drawings, and comments from classmates.
  5. Wednesday.
  6. Room twelve.
  7. No. It begins at 2:30 and ends at 3:30.
  8. A notebook (Bring a notebook, not food).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the instructions for Exercises 1–8 and reminds Ss to answer with a word or a short phrase where required.

    Students

    Ss read the questions in the textbook and check the answer type.

  2. Teacher

    Step 2: Task performance

    T asks Ss to answer Exercises 1–4 individually, then Exercises 5–8 after the listening. T circulates and helps Ss with difficulties.

    Students

    Ss write answers in their notebooks and check with a partner.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to give answers for each exercise and asks the class to vote with thumbs up or down.

    Students

    Ss read their answers aloud. Expected problem: some Ss write full sentences for Exercises 5–8. T reminds Ss that short answers are enough.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the correct answers and asks Ss to correct any mistakes. T links Exercise 3 to the passage: a translation tool can make mistakes, so checking is needed.

    Students

    Ss correct their answers and record the correct ones in their notebooks.

Activity 4: Application · 25 minutes

One-minute summary and an 80–100-word response

a) Aims

Help Ss integrate reading, listening, speaking and writing: give an evidence-based summary, then write a response that separates facts from opinions and states a limit.

b) Content

Task 1 (speaking, pairs): Ss read the passage again and give a one-minute evidence-based summary to their partner. Ss use the frames: 'The passage shows that ...', 'For example, ...', 'However, ... remained unanswered.'

Task 2 (writing, individual): Ss write an 80–100-word response to the question: 'Should we trust a future translation tool without checking?' Ss use the three-part structure: a clear idea, evidence from the passage and an appropriate limit. Ss mark facts from the passage and their own opinions, starting opinions with 'In my opinion'.

Discussion (Exercise 10): What is a limit of the project in the passage? Expected answer: Human assessment, not automatic trust, is needed for important messages.

Sample response (about 95 words): In my opinion, the exhibition was useful because it showed both facts and imagination clearly. The translation team said its device could make mistakes, so people should check important messages. The habitat team marked its alien plants as fiction, and visitors could see the difference thanks to the clear labels. The teams also showed notes, drawings, and comments from classmates as evidence. However, they admitted that some questions remained unanswered, and this limit made their explanation more honest. In my view, every science project should be presented in the same honest way.

c) Expected outcomes

  • A one-minute summary with at least one clear idea, two pieces of evidence and one limit.
  • An 80–100-word response that uses the three-part structure and clearly separates facts from the passage and opinions.
  • A discussion answer: 'Human assessment, not automatic trust, is needed for important messages.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains Task 1 and Task 2 and shows the criteria on the board: clear idea, evidence, limit, facts vs opinions, 80–100 words. T sets a 2-minute time limit for preparation.

    Students

    Ss read the criteria and plan their ideas, evidence and limit in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to do Task 1 in pairs (one minute each). Then T asks Ss to write Task 2 individually for about 10 minutes. T walks around to support weaker Ss.

    Students

    Ss give the summary to a partner and then write their response. Expected problem: Ss mix facts and opinions, so T reminds them to use 'In my opinion' for their own ideas.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 Ss to read their summaries and responses aloud. The class gives feedback on whether each response has all three parts. T asks: 'What is the limit of the project in the passage?'

    Students

    Ss read their responses. Expected answer for the limit: 'Human assessment, not automatic trust, is needed for important messages.'

  4. Teacher

    Step 4: Conclusion and assessment

    T reads the sample response and highlights the three parts. T summarises the Ghi nhớ of the lesson: a good response contains a clear idea, evidence and an appropriate limit.

    Students

    Ss revise their own responses using the sample and the feedback.

Worksheets

Phiếu học tập số 1

Reading: Gist and evidence
Read the passage 'A science exhibition...' and answer with a partner.

  • What is the passage about? (Give the gist in one sentence.)
  • What did the translation team say about its device?
  • How did the habitat team show that its alien plants were imagined?
  • Why did visitors appreciate the clear labels?
  • What evidence did the teams show?
  • What did the teacher praise, and why?

Evidence table (write the answers in a list):

  • Idea: ...
  • Evidence 1: ...
  • Evidence 2: ...
  • Limit: ...
  • Fact or opinion? (Circle one): Fact / Opinion

Phiếu học tập số 2

Listening: The review notice
Listen to the notice and write the answers.

  • Day of the meeting: ...
  • Room: ...
  • Start time: Does it begin at 3:30? ...
  • What should you bring? ...

After listening, write one sentence in your own words about the notice.
Fact or opinion? Write F for fact (from the notice) or O for opinion (your own ideas):

  • The meeting is on Wednesday. ...
  • I think the review will be interesting. ...

Homework

  • Finish the 80–100-word response from the apply activity. Make sure it has a clear idea, evidence from the passage and an appropriate limit, and mark each sentence as a fact or an opinion.
  • Practise the one-minute evidence-based summary of the passage and record yourself on your phone. Listen to the recording and check if you used the frames 'The passage shows that ...' and 'However, ... remained unanswered.'
  • Listen to the review notice once more at the NeoEdu page neoedu.vn/learn/8/english/review-4-skills and complete the interactive exercises for listening and reading.

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