Tiếng AnhLớp 8Chủ điểm 14. Unit 11: Science and technology

Giáo án A Closer Look 1

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
Identify and use the six unit words: device, invent, discover, experiment, face recognition, fingerprint scanner.
Pronounce the target sounds and stress patterns in the examples, including sentence stress in negative replies and contrastive phrases.
Explain how negative replies and contrast change the stressed word in a sentence.
Write three original topic sentences about science and technology using three different unit words.

2. Competences

a) General competences

Self-control and independent learning: Ss check their own pronunciation and vocabulary answers against the model and correct mistakes without waiting for T's direct help.
Communication and collaboration: Ss work in pairs and groups to match meanings, practise stress, and present their invention ideas clearly to the class.
Problem-solving and creativity: Ss propose a simple invention that answers a real need and explain how it could be tested and what its limits are.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and type spoken words, read exchanges aloud with correct stress, and write three topic sentences about a device or invention.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the six unit words in context, apply sentence stress to content words and to stressed negative replies, and build complete sentences in English word order.

3. Personal qualities

Diligence: Ss complete all exercises, repeat the stress examples several times, and revise their topic sentences until they are accurate.
Honesty: Ss admit when they are unsure of a word or sound and ask for help instead of guessing silently.
Responsibility: Ss take their assigned role in group work, share the task fairly, and check that the group's final sentences are correct.

II. Teaching aids and materials

1. Teacher

Projector or interactive whiteboard with slides showing the Words in context section, the sentence stress examples, and the exercises
Audio recording for Exercises 5 and 6 (listen and type) and a model reading of the stress examples
NeoEdu lesson page with lecture, examples and interactive exercises: neoedu.vn/learn/8/english/unit-11-a-closer-look-1
Worksheet 1 (printed copies for pairs)
Timer and small cards or sticky notes for the matching activity

2. Students

Student's book English 8 (Global Success), Unit 11
Notebook, pen, pencil and eraser
A sheet of A4 paper or a small card for drafting group ideas
Earphones or access to the NeoEdu page on a phone or tablet, if available

III. Procedures

Activity 1: Warm-up · 5 minutes

Inventions around us

a) Aims

Ss activate prior knowledge about science and technology and get interested in the topic of the unit.

b) Content

Ss look at three pictures on the slide (a thermometer, a fingerprint scanner on a phone, a classroom timer) and answer the questions: 'What is this? Who invented it? What does it do?' Ss say whether they use a device like this every day.

c) Expected outcomes

Ss name at least three devices and say one function of each, for example: 'A thermometer measures temperature.' The class sets the topic: 'Science and technology in our lives.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the three pictures and asks: 'What can you see? What is it used for?' T writes the title 'Science and technology' on the board.
Students
Ss look at the pictures and listen to the instructions.
Teacher
Step 2: Task performance
T gives Ss 1 minute to discuss in pairs and monitors quietly.
Students
Ss talk in pairs. Example: 'It is a thermometer. It measures temperature.' 'I think the fingerprint scanner opens my phone.'
Teacher
Step 3: Report and discussion
T calls on two or three pairs to share their answers and asks: 'Do you use any device like this at home?'
Students
Some Ss answer: 'I use a fingerprint scanner to unlock my phone.' 'My mother uses a thermometer when I am sick.'
Teacher
Step 4: Conclusion and assessment
T praises the answers and says: 'Today we will learn about devices, inventions and experiments.' T introduces the lesson title Unit 11: A Closer Look 1.
Students
Ss write the lesson title in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Vocabulary: science and technology words

a) Aims

Ss understand the meaning and use of the six target words in context.

b) Content

Ss read the six words and their example sentences: device (The device measures temperature.), invent (Engineers invent new tools.), discover (Scientists discover patterns in evidence.), experiment (A fair experiment controls conditions.), face recognition (Face recognition raises privacy questions.), fingerprint scanner (A fingerprint scanner uses a body feature.). Ss repeat each word, check the Vietnamese meaning in brackets, and make a short sentence about their own life with one word.

c) Expected outcomes

Ss can copy the list of six words with meanings: device – thiết bị; invent – phát minh; discover – khám phá; experiment – thí nghiệm; face recognition – nhận diện khuôn mặt; fingerprint scanner – máy quét vân tay. Ss can explain in English which word goes with a noun, for example 'a device', 'a new tool', 'a fair experiment'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six words on the slide without meanings and asks Ss to guess the meaning from the example sentences. T says: 'Look at the sentence, find the context clue.'
Students
Ss read the example sentences silently and think about the meaning.
Teacher
Step 2: Task performance
T models pronunciation of each word, then Ss repeat chorally and individually. T asks pairs to take turns saying each word and its meaning.
Students
Ss work in pairs. One student says the English word, the partner says the Vietnamese meaning, then they swap roles.
Teacher
Step 3: Report and discussion
T calls on some Ss to read a sentence with a target word. T asks: 'Which word can be used for a machine that checks fingerprints?'
Students
Ss answer: 'fingerprint scanner'. Another S says: 'Engineers invent new tools' and T checks the meaning with the class.
Teacher
Step 4: Conclusion and assessment
T confirms the meanings and writes the six words on the board with their meanings. T reminds Ss that 'invent' is a verb and 'device' is a noun.
Students
Ss copy the list into their notebooks and mark the words they find most difficult.

Activity 2.2: Knowledge formation · 8 minutes

Pronunciation: sentence stress

a) Aims

Ss recognise the stressed words in sentences and understand when negative replies and contrast change the stress.

b) Content

Ss listen to the rule on the slide: content words such as LEARN, SCIENCE and DEVICES are usually stressed; pronouns, auxiliary verbs and articles are usually weak. Negative replies and short answers can be stressed (No, I DON'T). Stress can shift when the speaker contrasts information (I use a TABLET, not a laptop). Ss read the examples slowly, then in natural sentences. Question for Ss: 'Which word is stressed in No, I don't? Why?'

c) Expected outcomes

Ss can mark the stressed words in these examples: 'Do you use a TABLET?' 'No, I DON'T.' 'I use a TABLET, not a LAPTOP.' Ss can explain: the negative reply and the contrast make DON'T and TABLET the key information, so these words are stressed.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T plays the audio model of the two exchanges and asks Ss to listen for the stressed words. T says: 'Listen for the word that sounds louder and longer.'
Students
Ss listen carefully and look at the sentences on the slide.
Teacher
Step 2: Task performance
T asks Ss to repeat the examples slowly, then in a natural speed. T walks around and corrects stress with a gesture (clapping or tapping the table on stressed syllables).
Students
Ss practise in pairs. They underline the stressed words and say the exchanges to each other.
Teacher
Step 3: Report and discussion
T asks: 'In I use a TABLET, not a laptop, why is TABLET stressed?' and calls on a few pairs to demonstrate.
Students
Some Ss answer: 'Because the speaker contrasts the tablet with the laptop.' Other Ss say: 'No, I DON'T' has DON'T stressed because it is the answer.
Teacher
Step 4: Conclusion and assessment
T summarises the rule: content words, negative replies and contrast are stressed; weak words are reduced. T reminds Ss that spelling alone does not show stress.
Students
Ss write the rule in their notebooks with one example of their own.

Activity 3: Practice · 10 minutes

Match, choose and listen

a) Aims

Ss consolidate the meanings of the target words and recognise them when they hear them.

b) Content

Ss complete the following Exercises from the book: Exercise 1 (match words and meanings), Exercises 2–4 (choose the word meaning 'thiết bị', 'phát minh', 'khám phá'), Exercises 5–6 (listen and type the word you hear). Ss then complete Exercise 7 in pairs (read the exchanges aloud and explain the stress). Ss use Worksheet 1 for Exercise 1.

c) Expected outcomes

Answer key: Exercise 1: device – thiết bị; invent – phát minh; discover – khám phá; experiment – thí nghiệm; face recognition – nhận diện khuôn mặt; fingerprint scanner – máy quét vân tay. Exercise 2: device (The device measures temperature.). Exercise 3: invent (Engineers invent new tools.). Exercise 4: discover (Scientists discover patterns in evidence.). Exercise 5: science. Exercise 6: device. Exercise 7: Ss read aloud with correct stress on DON'T and TABLET, and explain that the negative reply and the contrast make these words stressed. Exercise 7 is assessed by the teacher using a 10-point rubric: accurate sounds or stress 6, intelligible delivery 2, explanation of the contrast 2.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives Worksheet 1 to pairs and explains: 'Match the words first, then answer Exercises 2 to 4. Listen carefully for Exercises 5 and 6.' T shows the time limit of 10 minutes.
Students
Ss read the instructions and prepare their pens and notebooks.
Teacher
Step 2: Task performance
T plays the audio twice for Exercises 5 and 6 and monitors pairs. T gives hints only when Ss are stuck: 'Think about the meaning in the sentence.'
Students
Ss match words, choose answers and type or write the words they hear. Example: Ss write 'science' and 'device' for Exercises 5 and 6.
Teacher
Step 3: Report and discussion
T asks pairs to read their answers aloud and asks one pair to read Exercise 7 for the class.
Students
Ss share answers: 'Number 2 is device.' 'The second word is science.' One pair reads Do you use a TABLET? No, I DON'T, and explains the stress.
Teacher
Step 4: Conclusion and assessment
T shows the answer key on the slide, corrects common errors, and confirms the stress explanation.
Students
Ss check their answers, correct mistakes in a different colour and write the correct spelling of the words.

Activity 4: Application · 12 minutes

Pitch a simple invention

a) Aims

Ss apply the unit words and stress skills to create and present a simple invention idea with clear details and limits.

b) Content

In groups of four, Ss design a simple device that answers a real need in school or at home. Each group writes three original topic sentences, each using a different unit word (device, invent, discover, experiment, face recognition or fingerprint scanner). Ss read the model paragraph on the slide to see how details and limits are presented. Question for groups: 'What problem does your device solve? How will you test it fairly? What are its limits?'

c) Expected outcomes

Each group produces three topic sentences, for example: 'Our group wants to invent a reminder device for the classroom.' 'We will test whether the timer is accurate in a fair experiment.' 'A fingerprint scanner can protect the school library, but it raises privacy questions.' Assessment rubric (10 points): task achievement and accurate collocations and meaning 4; organisation and clear evidence 2; appropriate vocabulary and grammar 2; delivery or spelling 2.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides the class into groups of four and gives each group a sheet of A4 paper. T explains the task and writes the question on the board: 'What problem does your device solve?'
Students
Ss form groups, choose a group leader and a note-taker, and read the task.
Teacher
Step 2: Task performance
T circulates and helps groups with vocabulary and word order. T reminds Ss to use complete sentences and to include details.
Students
Ss brainstorm an invention idea, write three topic sentences and check each other's sentences for the unit words and stress.
Teacher
Step 3: Report and discussion
T invites one or two groups to read their topic sentences aloud. T asks the class: 'Does this sentence use a unit word correctly? Is the stress natural?'
Students
Groups present, for example: 'Our device is a reminder timer. It shows a light after 25 minutes.' Other groups give one comment each.
Teacher
Step 4: Conclusion and assessment
T summarises: a useful invention should answer a real need, be tested fairly and explain its limits. T reminds Ss that safety and privacy matter. T gives the rubric and asks Ss to revise their sentences at home.
Students
Ss record the feedback and write the corrected topic sentences in their notebooks.

Worksheets

Worksheet 1: Vocabulary and stress

Part A: Match each word with its meaning.

device
invent
discover
experiment
face recognition
fingerprint scanner
Meanings (A–F): A. máy quét vân tay B. thiết bị C. khám phá D. phát minh E. nhận diện khuôn mặt F. thí nghiệm

Part B: Choose the word that fits each sentence.

The ____ measures temperature. (device / invent)
Engineers ____ new tools. (discover / invent)
Scientists ____ patterns in evidence. (discover / experiment)

Part C: Listen and type the word you hear.

Word 1: ____
Word 2: ____

Part D: Read aloud and mark the stressed word.

Do you use a tablet? – No, I don't.
I use a tablet, not a laptop.
Question: Why is the stressed word different in these two answers?

Homework

Revise the six unit words and their meanings. Write the words in your notebook and make one original sentence for each word.
Practise the two exchanges from the pronunciation activity aloud. Record yourself and listen for the stressed words: DON'T and TABLET.
Using the three topic sentences from class, write a short paragraph (about 60 to 80 words) describing your group's invention. Include what it does, how you would test it, and one limit.
Visit the NeoEdu lesson page neoedu.vn/learn/8/english/unit-11-a-closer-look-1 and complete the interactive exercises before the next lesson.

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