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

Giáo án Getting Started

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)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    1. use six unit vocabulary items (holography, translation, language barrier, voice message, privacy, real time) in context
    1. identify the speaker, the topic and the purpose of the follow-up question in the model conversation
    1. recognise words and sentences that give supporting details for an opinion
    1. use the prepositions at, on, in, for and by correctly with time expressions

2. Competences

a) General competences

  • Self-control and independent learning: Ss work on the reading task individually first, check their own answers with the answer key, and correct their mistakes without waiting for the teacher.
  • Communication and collaboration: Ss work in pairs to ask and answer questions about future communication, and they explain their choices clearly to the class.
  • Problem-solving and creativity: Ss suggest a realistic benefit and a possible difficulty of a future communication tool and support their ideas with reasons.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read a short conversation about future communication, identify the main idea and supporting details, and write a four-turn conversation with one follow-up question.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce and use six unit words correctly, and choose the correct preposition in a time expression (at ten o'clock).

3. Personal qualities

  • Responsibility: Ss complete the individual reading task and the written homework on time, and they check their own work carefully.
  • Honesty: Ss replace the sample experience in the model with a truthful example from their own life and do not copy the model text word for word.

II. Teaching aids and materials

1. Teacher

  • Projector, laptop and slides with the model conversation, the six vocabulary items and the answer key
  • NeoEdu lesson page: neoedu.vn/learn/8/english/unit-10-getting-started (lecture, examples and interactive exercises)
  • Worksheet 1 and Worksheet 2 (printed for each pair)
  • Timer and small sticky notes

2. Students

  • Student's book Tiếng Anh 8 (Global Success), Unit 10
  • Notebook, pen, coloured pencils or highlighters for underlining
  • A smartphone or tablet if the teacher uses the NeoEdu interactive exercises

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming: How will we communicate in the future?

a) Aims

Ss activate prior knowledge about communication tools and get ready to talk about the unit topic.

b) Content

Ss look at the title 'Communication in the future' and the picture prompts on the slide (video call, voice message, translation app, hologram). Ss answer two questions: 'How do people communicate today?' and 'How might people communicate in the future?'

c) Expected outcomes

A short list on the board, for example: video calls, voice messages, translation apps, holography, real-time chat. Ss state at least one reason for each idea, for example 'Translation apps help people with a language barrier.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the title and the picture prompts and asks: 'How do people communicate today? How might they communicate in the future?'

    Students

    Ss look at the slide and listen to the questions.

  2. Teacher

    Step 2: Task performance

    T gives Ss 1 minute to think individually, then asks them to share their ideas with a partner.

    Students

    Ss think silently, then discuss with a partner in English. Expected answer: 'Today we use phone calls and text messages. In the future, we may use holography to talk with friends far away.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to report. T writes the ideas on the board in a list.

    Students

    Representatives of 3 pairs say their ideas. Expected answer: 'Translation apps can help us talk to foreign visitors.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and says: 'Today we will read a conversation about one future communication tool and learn how to support our opinions with details.'

    Students

    Ss write the lesson title in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Vocabulary: Six key words about future communication

a) Aims

Ss understand the meaning, pronunciation and use of six unit words in context.

b) Content

T presents six words: holography (công nghệ ảnh ba chiều), translation (sự dịch thuật), language barrier (rào cản ngôn ngữ), voice message (tin nhắn thoại), privacy (sự riêng tư), real time (thời gian thực). Each word has a model sentence: 'Holography can create a three-dimensional image.' 'A translation may miss a cultural meaning.' 'A language barrier can cause confusion.' 'I sent a short voice message.' 'Privacy matters in digital communication.' 'We can talk in real time.'

c) Expected outcomes

Ss copy the six words with their Vietnamese meanings and one example sentence each. Ss can read the words correctly, for example 'real time' (two syllables, stress on 'real') and 'privacy' (stress on the first syllable).

d) Organisation

  1. Teacher

    Step 1: Task delivering

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

    Students

    Ss listen and repeat the words chorally, then individually.

  2. Teacher

    Step 2: Task performance

    T asks Ss to read each example sentence silently and guess the meaning of the underlined word. T checks pronunciation of difficult words.

    Students

    Ss guess the meanings in pairs. Expected answer: 'A language barrier can cause confusion' means rào cản ngôn ngữ can gây hiểu lầm.

  3. Teacher

    Step 3: Report and discussion

    T calls on some Ss to read the sentences aloud and says the Vietnamese meaning. T asks: 'Which word is related to keeping personal information safe?'

    Students

    Ss answer: 'privacy'. Ss say the meanings and correct each other's pronunciation.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings and writes the six words on the board. T reminds Ss that 'real time' is used as an adjective or adverb phrase in the examples and that 'voice message' is a noun phrase.

    Students

    Ss copy the words, meanings and example sentences into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Reading the situation: Identifying support in the model conversation

a) Aims

Ss identify the speaker, the topic, the purpose of the follow-up question and the words that support an opinion.

b) Content

Ss read the conversation between Mai and Nam. Ss complete Worksheet 1: (1) Who is speaking? (2) What is the topic? (3) Why does Mai ask 'Can you give a reason for your opinion?' (4) Underline three words or phrases that support Nam's opinion. (5) Write one benefit and one possible difficulty of the translation device.

c) Expected outcomes

Expected answers:

  • Speaker: Nam (and Mai asks the question).
  • Topic: communication tools in the future, especially a translation device.
  • Purpose of the follow-up question: to ask for supporting detail or a reason for Nam's opinion.
  • Supporting words: 'could help visitors ask simple questions', 'Users need a way to ask for clarification', 'I would design a clear delete button'.
  • Benefit: visitors can ask simple questions. Difficulty: it may not understand every joke or feeling.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Read the conversation once for the main idea, then answer the five questions. You have 4 minutes.'

    Students

    Ss read the conversation silently and look at the worksheet.

  2. Teacher

    Step 2: Task performance

    T walks around, helps Ss who get stuck, and reminds them to underline with a highlighter.

    Students

    Ss work individually, then compare answers with a partner. Expected difficulty: Ss confuse the speaker with the topic; T asks: 'Who says the sentence?'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Why does Mai ask for a reason? Which words show Nam's opinion?' T invites 2 Ss to read their underlined phrases.

    Students

    Ss answer: 'Mai asks for a reason because Nam gives an opinion, and she wants more details.' Ss read the phrases: 'could help visitors', 'should not pretend'.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'A strong opinion is followed by supporting details. Also, the sample experience can be replaced with your own truthful example.' T shows the key words on the slide.

    Students

    Ss write the key points in their notebooks.

Activity 3: Practice · 10 minutes

Practice: Matching, choosing and completing

a) Aims

Ss consolidate the vocabulary, the purpose of the supporting-detail question and the prepositions of time.

b) Content

Ex 3: Match the four words holography, translation, language barrier and voice message with their meanings.
Ex 4: Which question asks for supporting detail? A. What is your opinion? B. Can you give a specific example? C. Which topic shall we discuss next? D. Do you agree with the conclusion?
Ex 7: Complete the sentence: 'The call starts ____ ten o'clock.'

c) Expected outcomes

Answers:

  • Ex 3: holography – công nghệ ảnh ba chiều; translation – sự dịch thuật; language barrier – rào cản ngôn ngữ; voice message – tin nhắn thoại.
  • Ex 4: B. (A specific example supplies concrete support. The other questions ask for an opinion, a new topic or agreement and do not request supporting detail.)
  • Ex 7: at (at + clock time; in + month/year; on + day; for + length of time; by + deadline).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the three exercises on the slide and says: 'Work in pairs. Do Exercise 3 and Exercise 7 first, then Exercise 4. You have 5 minutes.'

    Students

    Ss read the instructions and decide who will write the answers.

  2. Teacher

    Step 2: Task performance

    T monitors and gives hints when Ss mix up the prepositions. T asks: 'Is ten o'clock a time point or a period?'

    Students

    Ss complete the exercises in pairs. Expected answer: Ss choose at for 'ten o'clock' because it is a clock time.

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs to give answers to each exercise and asks them to explain their choice in Ex 4.

    Students

    Ss answer: 'Exercise 4 is B because a specific example gives concrete support.'

  4. Teacher

    Step 4: Conclusion and assessment

    T checks the answers on the slide and reminds Ss of the common misconception: 'Do not translate Vietnamese word order directly, and use a complete clause or sentence where needed.'

    Students

    Ss check their answers and correct any mistakes in their notebooks.

Activity 4: Application · 12 minutes

Application: My truthful view on a future communication tool

a) Aims

Ss use the unit vocabulary to give a personal response with a follow-up question and support their opinion with a truthful example.

b) Content

Ss work in pairs using Worksheet 2. Each pair writes a four-turn conversation about one future communication tool (for example, a translation device or a voice message app). The conversation must include one follow-up question and at least two unit words. Each S then adds one truthful example from their own experience to replace the sample experience in the model.

c) Expected outcomes

A four-turn written conversation, for example:
A: What do you think about translation devices in the future?
B: I think they can help us ask simple questions when we travel. For example, last summer my cousin had a language barrier in a shop.
A: Can you give a reason for your opinion?
B: Yes. A translation may miss a cultural meaning, so we still need patient listening and respect.
Scoring by the rubric (10 points): task achievement and accurate content and language 4; organisation and clear evidence 2; appropriate vocabulary and grammar 2; delivery or spelling 2.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and says: 'Write a four-turn conversation with one follow-up question. Use at least two unit words and one truthful example from your life. You have 6 minutes.'

    Students

    Ss read the task and choose a communication tool.

  2. Teacher

    Step 2: Task performance

    T walks around and reminds Ss to use the rubric. T checks the use of the prepositions at, on, in, for and by.

    Students

    Ss write their conversations in pairs. Expected answer: 'Users need control over their private information, so privacy matters.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to read their conversations aloud and asks the class to listen for the follow-up question.

    Students

    3 pairs perform their conversations. The class gives feedback: 'Your example is clear. Can you add a reason?'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good examples, gives feedback on the rubric and reminds Ss to write the final version for homework.

    Students

    Ss note the feedback and mark their own work with the rubric.

Worksheets

Worksheet 1: Reading the situation

Read the conversation between Mai and Nam. Then answer the questions.

    1. Who is speaking?
    1. What is the topic?
    1. Why does Mai ask 'Can you give a reason for your opinion?'
    1. Underline three words or phrases that support Nam's opinion.
    1. Write one benefit and one possible difficulty of the translation device.
      Answers: 1. Nam. 2. Communication tools in the future, especially a translation device. 3. To ask for supporting details. 4. could help visitors; should not pretend; Users need a way to ask for clarification. 5. Benefit: visitors can ask simple questions. Difficulty: it may not understand every joke or feeling.

Worksheet 2: My conversation about future communication

Work in pairs. Write a four-turn conversation about one future communication tool.

  • Include one follow-up question.
  • Use at least two words from: holography, translation, language barrier, voice message, privacy, real time.
  • Add one truthful example from your own life.
    Self-check with the rubric (10 points):
  • Task achievement and accurate content and language: 4 points
  • Organisation and clear evidence: 2 points
  • Appropriate vocabulary and grammar: 2 points
  • Delivery or spelling: 2 points

Homework

  • Write a final version of your four-turn conversation from Worksheet 2 (about 80 to 100 words) and check the use of prepositions at, on, in, for and by.
  • Copy the six key words with their meanings and one example sentence you wrote yourself.
  • Read the model conversation again and find one more example of a benefit and one more example of a difficulty of future communication tools. Be ready to share in the next lesson.
  • Optional: practise the interactive exercises for Unit 10 Getting Started on the NeoEdu page (neoedu.vn/learn/8/english/unit-10-getting-started).

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