NeoEdu
Giáo án Tiếng Anh 8
Tiếng AnhLớp 8Chủ điểm 13. Unit 10: Communication in the future

Giáo án Communication

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify the meaning and use of the vocabulary items: holography, translation, language barrier, voice message, privacy, real time.
    • Use the polite interrupting expressions 'Sorry to interrupt, but…' and 'Excuse me, could I ask…?' to ask for a turn to speak when clarification or important information is needed.
    • Adapt a short exchange about communication in the future to a new real situation while keeping its communicative purpose.

2. Competences

a) General competences

  • Self-control and independent learning: Ss work through the vocabulary and the interrupting expressions on their own, check their answers against the key, and correct their mistakes.
  • Communication and collaboration: Ss work in pairs and groups to match expressions with functions, role-play the exchange, and give peer feedback on turn-taking.
  • Problem-solving and creativity: Ss choose a suitable expression for a new situation, replace one detail of the exchange, and create a new polite interruption.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and listen to the exchange, speak to interrupt politely, role-play a new situation about communication in the future, and write a two-turn exchange.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the new words and expressions with correct stress and intonation, use the six vocabulary items accurately, and use complete sentences with correct word order.

3. Personal qualities

  • Responsibility: Ss listen to the speaker until the end, let the other person finish, and take turns fairly during pair and group work.
  • Kindness: Ss use polite language, such as 'Please let me finish' and 'Thank you for explaining', when they speak to classmates, teachers or visitors.
  • Diligence: Ss complete all the practice tasks on time and revise their sentences after feedback.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard with slides showing the vocabulary, the original exchange and the expressions
  • Textbook English 8 (Global Success), Unit 10: Communication in the future
  • NeoEdu lesson page (neoedu.vn/learn/8/english/unit-10-communication): lesson content, examples and interactive exercises
  • Printed Worksheet No. 1 (one copy per pair)
  • Cards with vocabulary words and definitions for the warm-up game

2. Students

  • Textbook English 8, notebook, pens, pencils
  • Printed Worksheet No. 1
  • Small paper cards or sticky notes (optional) for matching activities

III. Procedures

Activity 1: Warm-up · 5 minutes

Guess the Future Word

a) Aims

Ss activate prior knowledge about communication and get familiar with the topic of communication in the future and the target vocabulary.

b) Content

T shows the title 'Communication in the future' and reads out short definitions of the six words: holography, translation, language barrier, voice message, privacy, real time. Ss guess the word in pairs.
Guiding questions:

  • How do people communicate with each other today?
  • What do you think communication will be like in the future?
  • What may stop people from understanding each other?

c) Expected outcomes

  • Ss give at least three guesses about the future of communication, for example: 'People may talk in real time with friends abroad.'
  • Ss match the six words with the definitions correctly in the warm-up game.
  • The class agrees on the topic of the lesson: communication in the future.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Today we will learn about communication in the future. Let's play a guessing game.' T reads a definition aloud, for example: 'the sound message you send on a phone instead of typing' (voice message). T asks Ss to guess the word.

    Students

    Ss listen carefully and get ready to guess the word in pairs.

  2. Teacher

    Step 2: Task performance

    T gives each pair the definition cards and monitors the pairs, helping those who are stuck with hints.

    Students

    Ss work in pairs, read the definitions and guess the words. Ss may say: 'It is a voice message.' or 'It is real time, I think.'

  3. Teacher

    Step 3: Report and discussion

    T invites some pairs to share their answers and asks: 'What do you think communication will be like in the future?'

    Students

    Ss report their answers. Possible answers: 'We may use holography to see people in three dimensions.' / 'Translation tools may help us overcome the language barrier.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct words, reads them aloud for pronunciation practice and introduces the lesson topic. T writes the six words on the board.

    Students

    Ss repeat the words after T and copy the title into their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

New Vocabulary in Context

a) Aims

Ss understand the meaning, pronunciation and use of the six new words in example sentences about communication in the future.

b) Content

T presents each word with its example sentence from the lesson:

  • holography (công nghệ ảnh ba chiều): Holography can create a three-dimensional image.
  • translation (sự dịch thuật): A translation may miss a cultural meaning.
  • language barrier (rào cản ngôn ngữ): A language barrier can cause confusion.
  • voice message (tin nhắn thoại): I sent a short voice message.
  • privacy (sự riêng tư): Privacy matters in digital communication.
  • real time (thời gian thực): We can talk in real time.
    Guiding questions:
  • Which word describes a technology? Which word describes a problem in communication?
  • Can you give an example of 'privacy' in your daily life?

c) Expected outcomes

  • Ss copy the six words with Vietnamese meanings and one example sentence each into their notebooks.
  • Ss identify the word types: holography, translation, language barrier, voice message, privacy, real time are nouns; 'real time' is a noun phrase used after 'in'.
  • Ss pronounce each word correctly after T, with the stress on the right syllable (e.g., ho-LOG-ra-phy, trans-LA-tion, PRI-va-cy).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words and example sentences on the projector. T says: 'Listen and repeat. Then guess the meaning from the example.'

    Students

    Ss listen, repeat the words chorally and individually, and look at the example sentences.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs: one student reads the word, the other explains its meaning in Vietnamese or English. T walks around and checks pronunciation.

    Students

    Ss work in pairs, take turns to say and explain each word, and write the meanings into their notebooks.

  3. Teacher

    Step 3: Report and discussion

    T calls on some Ss to read a sentence aloud and asks: 'Which word is about a problem?'

    Students

    Ss answer. Possible answers: 'Language barrier is a problem.' / 'Holography is a technology.' / 'Privacy matters in digital communication.'

  4. Teacher

    Step 4: Conclusion and assessment

    T corrects the pronunciation and summarises the meaning and use of each word. T reminds Ss to use 'in real time' with a verb, for example 'We can talk in real time.'

    Students

    Ss note the corrections and repeat the words once more.

Activity 2.2: Knowledge formation · 12 minutes

Interrupting Politely

a) Aims

Ss recognise the polite expressions used to ask for a turn to speak, understand when interrupting is appropriate, and adapt the original exchange to a new situation.

b) Content

T presents the original exchange:
A: Sorry to interrupt, but could you repeat the meeting time?
B: Of course. We will meet at two. Please let me finish the next instruction.
Key expressions: 'Sorry to interrupt, but…' and 'Excuse me, could I ask…?' are used to ask for a turn to speak. Interrupt only when you need clarification or important information, then let the other person continue.
In pairs, Ss complete Worksheet No. 1 and then change one detail of the exchange (for example, the meeting time or the place) to fit a new real situation.
Guiding questions:

  • Why does speaker A interrupt?
  • When is it necessary to interrupt someone?
  • What does speaker B say to let the person finish?

c) Expected outcomes

  • Completed Worksheet No. 1 with correct answers:
    1. Purpose of interruption: to ask for the meeting time again (clarification).
    2. Polite expressions: 'Sorry to interrupt, but…' / 'Excuse me, could I ask…?'
    3. Phrase to let the other person continue: 'Please let me finish.'
  • A new exchange where one detail is changed, for example: 'Excuse me, could I ask where we will meet?' / 'Of course. We will meet at the library.'
  • Ss state the rule: interrupt politely, only when necessary, and then let the other person finish.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 1 and reads the original exchange aloud. T asks Ss to read silently and find the expressions used to interrupt politely.

    Students

    Ss read the exchange silently and underline the polite expressions.

  2. Teacher

    Step 2: Task performance

    T asks pairs to complete Worksheet No. 1, then change one detail of the exchange. T monitors and prompts with: 'Can you make it more polite?' or 'Does your answer still make sense?'

    Students

    Ss complete the worksheet in pairs, then write a new exchange by replacing one detail. Ss practise reading their exchange aloud with a partner.

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to read their adapted exchange. T asks the class: 'Is the interruption necessary? Did speaker B let the speaker finish?'

    Students

    Ss read their exchanges aloud. Possible answers: 'It is necessary because we need the place for the meeting.' / 'Yes, speaker B said Please let me finish.'

  4. Teacher

    Step 4: Conclusion and assessment

    T highlights the key expressions and the rule: 'Interrupt only when necessary, use a polite expression, and then let the other person finish.' T writes the key expressions on the board.

    Students

    Ss copy the key expressions and the rule into their notebooks.

Activity 3: Practice · 10 minutes

Choose and Match

a) Aims

Ss consolidate the vocabulary and the polite expressions by choosing the correct response and matching functions with useful expressions.

b) Content

Exercise 1: Choose the response that performs the required function.
Sorry to interrupt, but could you repeat the meeting time?
A. Of course. We will meet at two. Please let me finish the next instruction.
B. I'm sorry to hear that. Is everyone safe?
C. Thank you for the compliment.
D. Would you like some more tea?

Exercise 2: Match the function with the useful expression.

  1. Request information politely
  2. Clarify a meaning
  3. Express uncertainty
  4. Congratulate an achievement
    A. Congratulations!
    B. By that, I mean…
    C. I'm not sure about that.
    D. Could you explain that, please?

c) Expected outcomes

Exercise 1 answer: A. Of course. We will meet at two. Please let me finish the next instruction. (The response answers the request to repeat and asks for a turn to continue.)

Exercise 2 answers:
1 - D (Could you explain that, please?)
2 - B (By that, I mean…)
3 - C (I'm not sure about that.)
4 - A (Congratulations!)

Note: Choose the expression by communicative purpose, not by a single word.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two exercises on the board or the projector and explains the task: 'Choose the correct response for Exercise 1 and match the functions with the expressions in Exercise 2.' T may open the NeoEdu interactive exercises for this part.

    Students

    Ss read the instructions and the sentences carefully.

  2. Teacher

    Step 2: Task performance

    T gives Ss 4 minutes to work individually, then asks them to check their answers with a partner.

    Students

    Ss work individually, then compare answers with a partner and explain their choices.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to give answers and asks: 'Why is D not correct in Exercise 1?'

    Students

    Ss give answers. Possible answer: 'D is not correct because it does not answer the request to repeat the meeting time.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the correct answers, explains the purpose of each expression and reminds Ss that the answer must match the communicative purpose.

    Students

    Ss check their work, correct their mistakes and write the correct answers in their notebooks.

Activity 4: Application · 10 minutes

Polite Interruption in Real Life

a) Aims

Ss apply the polite interrupting expressions in a role-play about communication in the future and adapt the exchange for a teacher or a visitor.

b) Content

Task 1: Role-play the original exchange. Include one relevant follow-up and allow the partner to finish. Possible follow-ups: 'Could you give an example?' / 'Thank you for explaining.'
Task 2: Adapt the exchange for a teacher or a visitor. Keep the tone appropriate by using 'please', a respectful greeting and a clear reason when relevant.
Scenario: You are in a meeting about a school project on communication in the future and you need to ask a visitor to repeat the time of the next session.
Guiding questions:

  • How do you interrupt a teacher politely?
  • How do you talk to a visitor when you need clarification?

c) Expected outcomes

  • A role-play in pairs with at least four turns, including the expressions 'Sorry to interrupt, but…' or 'Excuse me, could I ask…?', a follow-up question and a polite ending.
  • An adapted exchange for a teacher or a visitor, for example:
    A: Excuse me, could I ask when the session starts, please?
    B: Of course. It starts at half past nine.
    A: Thank you for explaining.
  • Ss use the language appropriately with correct word order and complete sentences.
  • Assessment is by the teacher using the 10-point rubric: task achievement and turn-taking (4), organisation and clear evidence (2), vocabulary and grammar (2), delivery or spelling (2).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the role-play task and the scenario. T shows the rubric and says: 'You will be assessed on the turn-taking, the polite language and the content.'

    Students

    Ss listen to the instructions and ask questions if needed.

  2. Teacher

    Step 2: Task performance

    T asks pairs to plan and practise their role-play for 4 minutes, then adapt the exchange for a teacher or a visitor. T listens and gives feedback on pronunciation and intonation.

    Students

    Ss plan their dialogue, practise the role-play and change the exchange to fit the new situation.

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to perform in front of the class. T asks the class: 'Did speaker B let speaker A finish?'

    Students

    Ss perform the role-play. Classmates answer: 'Yes, the speaker let the other person finish.' Ss give feedback to each other on polite language.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good performances, corrects the common mistakes and summarises the lesson: 'Interrupt politely, only when necessary, and let the other person finish.' T assigns the homework.

    Students

    Ss note the corrections and the key expressions into their notebooks.

Worksheets

Phiếu học tập số 1

Worksheet No. 1: Interrupting Politely (used in the activity 'Interrupting Politely')

Part A. Read the exchange and answer the questions.
A: Sorry to interrupt, but could you repeat the meeting time?
B: Of course. We will meet at two. Please let me finish the next instruction.

  1. Why does speaker A interrupt?
  • ...............................................
  1. Which two expressions are used to ask for a turn to speak?
  • ...............................................
  1. Which phrase does speaker B use to let the other person continue?
  • ...............................................

Part B. Complete the rule.
Interrupt only when ............................................. (you need clarification or important information). After that, let the other person ............................................. (finish).

Part C. Change one detail of the exchange (for example, the meeting time or the place) to fit a new real situation.
New exchange:
A: ...............................................
B: ...............................................

Part D. Check your new exchange.

  • Does it still make sense?
  • Did you use a polite expression?
  • Did you let the other speaker finish?

Homework

  • Write a two-turn exchange about communication in the future. Use the expression 'Sorry to interrupt, but…' or 'Excuse me, could I ask…?' and a new real situation, for example a video call with a friend about a voice message. Write at least 25 words. Use the six new words at least once.
  • Write a short repair line for the situation: a listener misunderstands the message. Use 'Sorry, I meant…' or 'Let me explain that another way.' Then restate the key idea in simpler language.
  • Practise the vocabulary and the example sentences with the NeoEdu interactive exercises at neoedu.vn/learn/8/english/unit-10-communication. Record your pronunciation of the six words and listen to it again.
  • Prepare for the next lesson by reading the lesson on the topic of communication in the future and noting the words you find difficult.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.