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

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- use the vocabulary of the unit: device, invent, discover, experiment, face recognition, fingerprint scanner;
- identify the speakers, the topic and the purpose of the follow-up question in the conversation;
- explain a benefit and a possible difficulty of the classroom reminder device, using details from the text;
- use backshift in reported speech (can → could).

2. Competences

a) General competences

Self-control and independent learning: Ss complete the worksheet individually first and check their answers against the key before sharing with the group.
Communication and collaboration: Ss work in pairs and groups to discuss the model conversation and share their own truthful examples.
Problem-solving and creativity: Ss identify the benefits and limits of an invention and propose a realistic idea for a school device.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and understand a short model conversation about science and technology, ask and answer a follow-up question, and give a personal response with supporting details.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the six target words correctly in context, pronounce them with correct word stress, and apply backshift in reported speech.

3. Personal qualities

Responsibility: Ss give truthful examples of their own experiences and do not claim more than their evidence supports.
Diligence: Ss complete all tasks on the worksheet and the homework on time.
Honesty: Ss admit the limits of an invention and do not exaggerate its benefits, as the model conversation does.

II. Teaching aids and materials

1. Teacher

Textbook English 8 (Global Success), Unit 11, Getting Started
Projector or interactive board with the model conversation and vocabulary slides
Worksheet No. 1 (printed for each pair)
NeoEdu lesson page with the interactive exercises: neoedu.vn/learn/8/english/unit-11-getting-started
Timer, small cards for the matching game

2. Students

Textbook English 8, notebook, pen, pencil
Vocabulary notebook
Small whiteboard or sheet of paper for group work

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming: Inventions Around Us

a) Aims

Ss activate prior knowledge about science and technology and get ready for the topic of the lesson.

b) Content

T shows a picture of a common everyday device (for example, a smartphone or an alarm clock) and asks Ss to name one device they use at school or at home. T then asks: 'What is a device? Who invents new devices?'

c) Expected outcomes

Ss name at least three devices and say who invents them, for example: 'A smartphone is a device. Engineers invent new phones.' Ss state the topic of the lesson: Science and technology.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Look at the picture. What is it? Can you name another device you use every day?' T writes the question on the board.
Students
Ss look at the picture and listen to the question.
Teacher
Step 2: Task performance
T gives Ss one minute to think, then asks them to discuss with a partner.
Students
Ss discuss in pairs and list two or three devices in their notebooks.
Teacher
Step 3: Report and discussion
T calls on some pairs to share their answers and writes the devices on the board.
Students
Some Ss report, for example: 'A washing machine is a device. Engineers invent new machines.'
Teacher
Step 4: Conclusion and assessment
T praises the ideas and introduces the topic: 'Today we will talk about a school device and how to discuss an invention.' T writes the unit title on the board.
Students
Ss copy the title Unit 11: Science and technology into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Vocabulary: Words for Science and Technology

a) Aims

Ss know the meaning, pronunciation and use of six key words of the unit.

b) Content

T presents the words: device (thiết bị), invent (phát minh), discover (khám phá), experiment (thí nghiệm), face recognition (nhận diện khuôn mặt), fingerprint scanner (máy quét vân tay). T models pronunciation and stress, and gives example sentences from the lesson: 'The device measures temperature.' / 'A fair experiment controls conditions.' / 'Face recognition raises privacy questions.' / 'A fingerprint scanner uses a body feature.' Ss then complete the matching task in Worksheet No. 1, Part A.

c) Expected outcomes

Ss match the words with meanings: device – thiết bị; invent – phát minh; discover – khám phá; experiment – thí nghiệm. Ss write the two remaining words in their vocabulary notebook with the Vietnamese meaning: face recognition – nhận diện khuôn mặt; fingerprint scanner – máy quét vân tay.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Listen and repeat the words. Pay attention to the stress.' T gives out Worksheet No. 1, Part A, and explains the matching task.
Students
Ss listen, repeat chorally and individually, and read the instructions of Part A.
Teacher
Step 2: Task performance
T asks Ss to work in pairs, read the example sentences aloud and match each word with its meaning. T monitors and helps pairs with stress.
Students
Ss work in pairs, match the words and check their pronunciation with each other.
Teacher
Step 3: Report and discussion
T asks some pairs to read out their answers. T asks: 'Which word is a verb?' and 'Which word is a noun?'
Students
Ss answer: 'Invent and discover are verbs; device and experiment are nouns.' Other Ss give feedback.
Teacher
Step 4: Conclusion and assessment
T confirms the answers: device – thiết bị; invent – phát minh; discover – khám phá; experiment – thí nghiệm. T highlights the two new phrases, face recognition and fingerprint scanner, and asks Ss to record them.
Students
Ss correct their answers and write all six words with meanings and an example sentence in their vocabulary notebook.

Activity 2.2: Knowledge formation · 10 minutes

Reading the Model Conversation

a) Aims

Ss understand the speakers, topic, purpose of the follow-up question and the structure of a short opinion with supporting details.

b) Content

T plays or reads the model conversation between Mai and Nam. T asks Ss to answer three questions: (1) Who is speaking? (2) What is the topic? (3) Why does Mai ask 'Can you give a reason for your opinion?' Then Ss underline words that support Nam's opinion, for example: 'We tested whether the timer was accurate', 'One student said that the signal was too bright, so we changed it', 'We do not claim that the device solves every study problem.'

c) Expected outcomes

Ss answer: (1) Mai and Nam, two classmates. (2) Science and technology: a simple reminder device for the classroom. (3) Mai asks for a reason so that Nam supports his opinion with details. Ss underline at least three supporting phrases and identify the benefit (the light reminds students to take a short break) and the limit (the device does not solve every study problem).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Read the conversation silently. Then answer the three questions in Worksheet No. 1, Part B.' T shows the conversation on the board.
Students
Ss read the conversation silently and note the answers to the questions in the worksheet.
Teacher
Step 2: Task performance
T asks Ss to work in groups of four. Each group checks their answers and underlines the supporting words. T walks around and checks whether groups identify the difference between a benefit and a limit.
Students
Ss discuss in groups, underline supporting details and agree on one benefit and one limit of the device.
Teacher
Step 3: Report and discussion
T asks each group to present one answer and one supporting phrase. T asks: 'Why do we need to test an invention fairly?'
Students
A representative reports, for example: 'Nam and Mai are classmates. The topic is a reminder device. Mai asks for a reason because she wants details.' Another S answers: 'Testing fairly shows whether the device really works.'
Teacher
Step 4: Conclusion and assessment
T summarises: a good opinion has a reason, a detail or an example, and it explains the limits. T writes on the board: 'A useful invention should answer a real need, be tested fairly, and explain its limits.'
Students
Ss copy the key sentence and note that safety and privacy also matter.

Activity 3: Practice · 10 minutes

Exercises: Matching, Reported Speech and Supporting Details

a) Aims

Ss consolidate the vocabulary, reported speech and the way to support an opinion through exercises from the lesson.

b) Content

Ss do the exercises in Worksheet No. 1, Part C: Exercise 3 (match words with meanings), Exercise 4 (choose the question that asks for supporting detail), Exercise 6 (identify a benefit and a possible difficulty in the model) and Exercise 7 (reported speech). Ss may also complete the interactive exercises on the NeoEdu lesson page.

c) Expected outcomes

Exercise 3: device – thiết bị; invent – phát minh; discover – khám phá; experiment – thí nghiệm.
Exercise 4: B. Can you give a specific example? (A specific example supplies concrete support.)
Exercise 6: Benefit: the light helps students remember to take a short break. Possible difficulty: the signal may be too bright and distracting, as one student said. Ss explain their choices with a reason from the text.
Exercise 7: He said he could help. (Can → could in reported speech after said.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Do Exercises 3, 4, 6 and 7 individually in five minutes. Then compare with your partner.' T shows the sample sentence for Exercise 7: He said, 'I can help.' → He said he ___ help.
Students
Ss read the instructions and do the exercises individually.
Teacher
Step 2: Task performance
T asks Ss to check their answers with a partner and explain any difference. T monitors and gives hints, for example: 'Think about the tense change after said.'
Students
Ss compare answers in pairs, explain their reasons and correct their mistakes.
Teacher
Step 3: Report and discussion
T calls on individual Ss to give answers to each exercise and asks: 'Why is the answer to Exercise 4 B and not A?'
Students
Ss answer, for example: 'Option B asks for an example, so it asks for supporting detail. Option A asks for an opinion.'
Teacher
Step 4: Conclusion and assessment
T gives the answer key: Exercise 3 (device – thiết bị; invent – phát minh; discover – khám phá; experiment – thí nghiệm), Exercise 4 (B), Exercise 6 (benefit: reminds students to take a break; difficulty: the light may be too bright and distracting), Exercise 7 (could). T reminds Ss: 'After said, we often change can to could.'
Students
Ss check and correct their answers in their notebooks.

Activity 4: Application · 10 minutes

Our Own Invention: Speaking and Writing Task

a) Aims

Ss use the target language to talk about a real or imagined invention for their school and give a personal response with supporting details.

b) Content

Working in groups of four, Ss think of a simple device that would help students in their school (for example, a device that reminds students to drink water). Each group prepares a four-turn conversation similar to the model, using at least two unit words (device, invent, experiment, face recognition, fingerprint scanner, discover). The conversation must include one follow-up question, such as 'Can you give a reason for your opinion?' Each group then presents it to the class. Homework: each S writes a short paragraph of about 80 to 100 words about a personal example.

c) Expected outcomes

Each group writes a four-turn conversation with one follow-up question, uses at least two unit words, and gives one benefit and one possible difficulty of their device. Example: 'Mai: What are you preparing for our class discussion? Nam: We designed a device that reminds students to drink water. Mai: Can you give a reason for your opinion? Nam: Yes. It helps students stay healthy, but the sound may be too loud.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'In your group, invent a simple device for our school. Write a four-turn conversation like the model, with one follow-up question and two unit words. You have six minutes.' T shows the assessment criteria: 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).
Students
Ss listen to the task and the criteria, and form groups of four with roles: speaker A, speaker B, the note-taker and the presenter.
Teacher
Step 2: Task performance
T monitors groups, corrects language errors quietly and encourages Ss to give truthful examples and to mention the limits of their device.
Students
Ss write and practise their conversation, check the spelling of the unit words and rehearse the presentation.
Teacher
Step 3: Report and discussion
T invites two or three groups to perform their conversation in front of the class. After each performance, T asks the class: 'What is one benefit? What is one possible difficulty?'
Students
Groups perform. Other Ss answer, for example: 'The benefit is that students drink more water. The difficulty is the cost of the device.'
Teacher
Step 4: Conclusion and assessment
T gives feedback on content, language and delivery, praises the best supporting details and reminds Ss: 'A useful invention should answer a real need, be tested fairly, and explain its limits.'
Students
Ss note the feedback and revise their conversation for homework.

Worksheets

Worksheet No. 1

Part A. Match each word with its meaning.

device
invent
discover
experiment
Meanings: a. khám phá; b. thí nghiệm; c. thiết bị; d. phát minh

Part B. Read the conversation between Mai and Nam, then answer the questions.

Who is speaking?
What is the topic?
Why does Mai ask: 'Can you give a reason for your opinion?'
Underline three words or phrases that support Nam's opinion.

Part C. Do the exercises.

Exercise 3: Match the words with meanings. (device, invent, discover, experiment)
Exercise 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?
Exercise 6: Identify a benefit and a possible difficulty of the reminder device. Explain your choices.
Exercise 7: He said, 'I can help.' → He said he ___ help.

Homework

Revise the six vocabulary words and write one example sentence for each in your vocabulary notebook.
Read the model conversation again and practise it with a partner. Then complete the NeoEdu interactive exercises at neoedu.vn/learn/8/english/unit-11-getting-started.
Write a short paragraph of about 80 to 100 words about a real device you use, or a device you would like to invent for your school. Include one benefit, one possible difficulty and a truthful example from your own experience.
Finish the four-turn conversation from the group task and be ready to perform it in the next lesson.

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