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

Giáo án Skills 2

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:
    • use the listening strategy: predict the type of answer, listen for gist, then listen for details
    • understand, pronounce and use six new words: holography, translation, language barrier, voice message, privacy, real time
    • identify the purpose, genre features and topic expressions of a paragraph about a modern way of communication
    • organise a paragraph: name an existing method, explain how it is used, develop two benefits or difficulties, and close with an appropriate-use recommendation

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict answers before listening, check their answers against the recording, and revise their own plan without teacher reminders.
  • Communication and collaboration: Ss brainstorm, match words and reorder model sentences in pairs and groups, and share their findings with the class.
  • Problem-solving and creativity: Ss choose a real modern communication method from their own life and build an original outline for a paragraph.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for gist and details to answer short-answer questions, read a model to analyse its genre, and plan a paragraph of 80–100 words.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce six new words with correct word stress, use them in example sentences, and write complete clauses instead of translating Vietnamese word order.

3. Personal qualities

  • Diligence: Ss complete all listening and planning tasks in class and finish the draft at home on time.
  • Honesty: Ss write their own examples about methods they really use and do not copy the model when planning their paragraph.
  • Responsibility: Ss listen carefully to peers during group reports and give constructive feedback on their partners' outlines.

II. Teaching aids and materials

1. Teacher

  • Laptop, projector and speakers
  • Audio recording of the original unit recording (Skills 2, Unit 10)
  • NeoEdu interactive lesson page: neoedu.vn/learn/8/english/unit-10-skills-2 (listening and writing exercises)
  • Sentence strips of the original model (eight sentences, shuffled, in four envelopes)
  • Vocabulary cards: word cards and meaning cards
  • Worksheet 1 and Worksheet 2 (printed, one set per group or per student)
  • Whiteboard and markers

2. Students

  • Student's book, notebook and pen
  • Pencil and eraser
  • Earphones, if NeoEdu is used on personal devices

III. Procedures

Activity 1: Warm-up · 5 minutes

Ways we keep in touch

a) Aims

Ss activate prior knowledge about modern ways of communication and get ready for the listening task.

b) Content

T asks Ss to brainstorm the ways they keep in touch with family and friends now. T then introduces the listening strategy: before listening, predict the type of answer (person, time, place or reason).

c) Expected outcomes

A class list on the board, for example: video call, voice message, online chat, email, social media. Ss can name the four answer types: person, time, place, reason.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes on the board: 'How do you keep in touch with your family or friends when you are far away?' T gives Ss one minute to think.

    Students

    Ss think silently and note one or two methods in their notebooks.

  2. Teacher

    Step 2: Task performance

    T puts Ss in pairs and asks them to share their methods and the reasons for using them.

    Students

    Pairs discuss, for example: 'We use voice messages because they are quick.'

  3. Teacher

    Step 3: Report and discussion

    T invites three or four pairs to report and writes the methods on the board.

    Students

    Representative pairs report, for example: 'We have a video call on Sunday evenings.'

  4. Teacher

    Step 4: Conclusion and assessment

    T says: 'Today we will listen to a short recording about an exhibition of communication methods. Before listening, we always predict the type of answer: person, time, place or reason.'

    Students

    Ss copy the four answer types into their notebooks.

Activity 2.1: Knowledge formation · 6 minutes

Key vocabulary: meaning, stress and use

a) Aims

Ss understand, pronounce and use six new words related to communication.

b) Content

T presents six words: holography, translation, language barrier, voice message, privacy, real time. Ss listen, repeat chorally and individually, then match each word card with its meaning card in a quick matching game in pairs.

c) Expected outcomes

Matched pairs:

  • holography: a technology that creates a three-dimensional image
  • translation: the process of changing speech or writing into another language
  • language barrier: a problem that stops people understanding each other because they speak different languages
  • voice message: a short recorded spoken message
  • privacy: the right to keep personal information and personal life private
  • real time: happening at the same moment, without delay
    Example sentences: 'Holography can create a three-dimensional image.' 'A translation may miss a cultural meaning.' 'We can talk in real time.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the six words on the board, models stress (ho-LOG-ra-phy, trans-LA-tion, lan-guage BAR-ri-er, VOICE MES-sage, PRI-va-cy, real TIME), and gives each pair a set of word cards and meaning cards.

    Students

    Ss listen, repeat chorally and then individually, and look at the cards.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and checks stress. T asks: 'Which word has stress on the second syllable, holography or privacy?'

    Students

    Pairs match word cards with meaning cards and read the example sentences aloud. Ss answer: 'Holography.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read one match each, for example: 'Translation: the process of changing speech or writing into another language.'

    Students

    Pairs read their matches. One pair reads: 'A translation may miss a cultural meaning.'

  4. Teacher

    Step 4: Conclusion and assessment

    T checks the answers, corrects stress, and asks Ss to write each word with one example sentence in their notebooks.

    Students

    Ss write the words and example sentences in their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Listening strategy: gist first, then details

a) Aims

Ss apply the listening strategy: predict the answer type, listen for gist, then listen for details.

b) Content

Ss read the four listening questions and predict the answer type for each. Ss listen once for gist, guided by the question: 'What is the recording mainly about?' Then they listen again for details and write short answers.
Questions:

  • Which day does the exhibition open?
  • What is the first demonstration?
  • May visitors record a speaker without permission? (True or False)
  • By when will the summary be available?

c) Expected outcomes

Predicted answer types:

  • Q1: time (day)
  • Q2: thing or activity
  • Q3: true or false
  • Q4: time (deadline)
    Gist: a recording about an exhibition of communication methods, with demonstrations and a summary that will be shared later.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four questions on the board or on the NeoEdu page and says: 'Before you listen, write the type of answer you expect for each question.'

    Students

    Ss read the questions silently and write the predicted answer types next to each question.

  2. Teacher

    Step 2: Task performance

    T plays the recording once for gist and asks: 'What is the recording mainly about?' Then T plays it again for details, pausing after each answer.

    Students

    Ss listen for gist and share it with a partner. Then they listen again and write short answers, not full sentences.

  3. Teacher

    Step 3: Report and discussion

    T invites pairs to report the gist and one detail answer.

    Students

    Pairs report, for example: 'It is about an exhibition with demonstrations.' 'The first demonstration is a video call.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the strategy in three steps: predict, listen for gist, listen for details. T reminds Ss to answer with a word or short phrase when asked.

    Students

    Ss write the three steps in their notebooks.

Activity 2.3: Knowledge formation · 8 minutes

Writing workshop: structure of a model paragraph

a) Aims

Ss recognise the four-part structure of a paragraph about a modern way of communication and its genre features.

b) Content

Ss work in groups of four. Each group receives eight shuffled sentence strips of the original model and reorders them. Then they label the four parts:

  1. name an existing method
  2. explain how it is used
  3. develop two benefits or difficulties
  4. close with an appropriate-use recommendation
    Guide questions: 'What is the method?' 'How is it used?' 'Which sentence shows a benefit? A difficulty?' 'Which sentence gives the recommendation?' Ss record the structure in Worksheet 1, part A.

c) Expected outcomes

The ordered model with four labelled parts:

  • Part 1 (name a method): 'A video call lets people see and hear one another over the Internet.'
  • Part 2 (explain how it is used): 'My cousin lives far away, so our family uses this method on Sunday evenings.' 'First, we agree on a time and check the microphone.'
  • Part 3 (benefit and difficulty): 'The call helps us share news and show things such as a new drawing.' 'However, a weak connection can interrupt the conversation.' 'We take turns and repeat important details when needed.'
  • Part 4 (recommendation): 'We also ask permission before taking screenshots.' 'For us, a short, thoughtful video call is more useful than a long, noisy one.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes the envelopes and says: 'Put the eight sentences in the correct order, then label the four parts of the paragraph.'

    Students

    Groups read the strips silently and reorder them, using the guide questions.

  2. Teacher

    Step 2: Task performance

    T monitors the groups and prompts them: 'Which sentence names the method?' 'Why is the word However used here?'

    Students

    Groups discuss and stick the strips on poster paper under the four labels. Groups answer, for example: 'However signals a difficulty after a benefit.'

  3. Teacher

    Step 3: Report and discussion

    T asks one group to show its order and explain the sequence words First, However and For us.

    Students

    A representative explains the order and the function of the linking words.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the four-part structure and points out a common mistake: 'Use complete clauses and do not translate Vietnamese word order directly.' T asks Ss to copy the structure into Worksheet 1.

    Students

    Ss copy the four-part structure and the key linking words into Worksheet 1 or their notebooks.

Activity 3.1: Practice · 6 minutes

Listening practice: exercises 1–4

a) Aims

Ss listen for specific information and answer with a word, a short phrase, or True/False.

b) Content

Ss complete exercises 1–4 on the NeoEdu Skills 2 page. They listen to the original recording and answer:

  1. Which day does the exhibition open? (Answer with a word or short phrase.)
  2. What is the first demonstration? (Answer with a word or short phrase.)
  3. May visitors record a speaker without permission? (True or False)
  4. By when will the summary be available? (Answer with a word or short phrase.)

c) Expected outcomes

Answer key:

  1. Thursday (The recording states: Thursday.)
  2. a video call (The recording states: a video call.)
  3. False (The recording states that this claim is false.)
  4. Friday evening (The recording states: Friday evening.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T opens the NeoEdu page and says: 'Listen and answer with a word or short phrase. For question 3, answer True or False.'

    Students

    Ss prepare their notebooks and listen to the recording.

  2. Teacher

    Step 2: Task performance

    T plays the recording, pauses for Ss to write, then plays it again for checking.

    Students

    Ss write their answers, compare them with a partner, and correct mistakes after the second listening.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss for each question and asks them to explain what they heard.

    Students

    Ss answer, for example: 'Thursday.' 'A video call.' 'False.' 'Friday evening.' They point to the part of the recording that supports each answer.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key answers and reminds Ss that a false statement is marked False and not corrected in a full sentence.

    Students

    Ss write the four correct answers in their notebooks.

Activity 3.2: Practice · 6 minutes

Model analysis: purpose, genre and topic expressions

a) Aims

Ss identify the purpose, two genre features and two useful topic expressions of the model paragraph (exercise 7).

b) Content

Ss read the original model in exercise 7 and find: the purpose of the paragraph, two genre features, and two useful topic expressions. Ss record their answers in Worksheet 1, part B.

c) Expected outcomes

Answers:

  • Purpose: to explain an existing communication method and recommend when to use it.
  • Genre features: a personal example from the writer's life ('My cousin lives far away'); sequence and contrast linkers ('First', 'However', 'We also').
  • Topic expressions: 'lets people see and hear one another over the Internet'; 'take turns'; 'a weak connection can interrupt the conversation'.
    Any two accurate features or expressions are accepted.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the model. Find the purpose, two genre features and two topic expressions. Underline the useful expressions.'

    Students

    Ss read the model individually and underline useful expressions.

  2. Teacher

    Step 2: Task performance

    T asks pairs to compare their answers and asks: 'Who is we in the model? Why is the example personal?'

    Students

    Pairs discuss and complete Worksheet 1, part B.

  3. Teacher

    Step 3: Report and discussion

    T invites pairs to report their answers and writes the best ones on the board.

    Students

    Pairs report, for example: 'The purpose is to explain video calls and recommend when to use them.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and highlights the ending recommendation: 'For us, a short, thoughtful video call is more useful than a long, noisy one.'

    Students

    Ss note two topic expressions they can use in their own paragraph.

Activity 4: Application · 6 minutes

Planning my own response

a) Aims

Ss plan an original paragraph about a modern way of communication they really use, following the four-part structure.

b) Content

Ss choose one real method (for example: voice message, group chat, email, video call). They fill in Worksheet 2 with the four parts of the plan. They do not write the full paragraph in class. Then they exchange plans with a partner and check the structure. Reminder: do not describe imagined tools as already available.

c) Expected outcomes

A four-part outline with:

  • the method name
  • how it is used (one or two sentences)
  • two benefits or difficulties
  • one recommendation for appropriate use
    Example: 'Voice messages. We send them after school for short updates. Benefit: they are quick. Difficulty: a noisy place makes them hard to hear. Recommendation: send them at convenient times and keep them short.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Choose a modern communication method you really use. Fill in the four parts of Worksheet 2. Do not memorise the model.'

    Students

    Ss choose a method and write notes individually on Worksheet 2.

  2. Teacher

    Step 2: Task performance

    T walks around, gives feedback and asks: 'Is this method used today? Are the details your own?'

    Students

    Pairs exchange plans and check each other's outlines against the four-part structure.

  3. Teacher

    Step 3: Report and discussion

    T invites three Ss to read one sentence of their recommendation.

    Students

    Ss read, for example: 'Voice messages are best for short updates, not long discussions.'

  4. Teacher

    Step 4: Conclusion and assessment

    T reminds Ss of the homework and the assessment criteria: fulfil the task, follow the genre, use suitable language, and check spelling and punctuation. Human assessment is required.

    Students

    Ss write the homework in their notebooks.

Worksheets

Worksheet 1: Analysing the model paragraph

A. Put the eight sentences in order and label each part.

  • Part 1, name an existing method: sentence(s) ____
  • Part 2, explain how it is used: sentence(s) ____
  • Part 3, develop benefits or difficulties: sentence(s) ____
  • Part 4, close with a recommendation: sentence(s) ____

B. Answer the questions.

  • What is the purpose of the paragraph? ____
  • Give two genre features. (1) ____ (2) ____
  • Give two useful topic expressions. (1) ____ (2) ____

Worksheet 2: My own plan

Complete the four parts of your plan. Do not copy the model.

  • Part 1, method name: ____
  • Part 2, how it is used (one or two sentences): ____
  • Part 3, two benefits or difficulties: Benefit ____ / Difficulty ____
  • Part 4, recommendation for appropriate use: ____
  • Check: Is this method used today? Are the details my own? Yes / No

Homework

  • Write your paragraph of 80–100 words about a modern way of communication, using the outline in Worksheet 2.
  • Check your paragraph with the four-part structure: name a method, explain how it is used, develop two benefits or difficulties, and close with a recommendation.
  • Revise one original sentence: write the original sentence, then the revised sentence, and explain the change in one or two sentences.
  • Review the six new words and write one new example sentence for each word.
  • Bring your paragraph to the next lesson to exchange with a partner for feedback.

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