NeoEdu
Giáo án Tiếng Anh 8
Tiếng AnhLớp 8Chủ điểm 14. Unit 11: Science and technology

Giáo án Project

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use the key words device, invent, discover, experiment, face recognition and fingerprint scanner correctly in sentences about their own invention.
    • Write complete sentences that describe the name, appearance, parts, function and limitation of an imagined invention.
    • Report peer comments with backshift (present simple to past simple, is to was, can to could, will to would).
    • Distinguish a proposed benefit, a tested result and a remaining question in a short evaluation of 60–80 words.

2. Competences

a) General competences

  • Self-control and independent learning: Ss plan their own poster or paper model, keep a record of their tests, and revise their work after checking it against the task list.
  • Communication and collaboration: Ss work in groups of four, share roles, ask and answer questions about the project, and give and receive peer comments politely.
  • Problem-solving and creativity: Ss identify a real home or school problem, design a non-powered invention that addresses it, and propose a fair test with a clear criterion for success.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and read the project tasks, speak to present their invention, and write a short evaluation and reported comments in accurate English.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the six key words, linking words for the three steps of how the invention works, and backshift in reported speech, with correct stress in the key words such as in-VENT and DIS-cov-er.

3. Personal qualities

  • Responsibility: Ss complete each of the eight tasks on time, keep sources and real observations separate from labelled demonstration examples, and take care of safety when testing with an adult.
  • Honesty: Ss do not present invented results as real, state the limitations of their model, and report peer comments accurately, marking any example comments as examples.

II. Teaching aids and materials

1. Teacher

  • Projector, laptop and speakers
  • Access to the NeoEdu lesson page: neoedu.vn/learn/8/english/unit-11-project (lesson notes, worked examples and interactive exercises)
  • Sample poster and paper model of BookStop, clearly labelled as an imagined demonstration example
  • Photo of books sliding off a small desk
  • Key vocabulary cards and the eight-task checklist on the board
  • Rubric: relevant topic content and evidence 4 points; usable, clearly organised product 2 points; accurate English 2 points; explanation of choices and limitations 2 points
  • Timer and marker pens

2. Students

  • Cardboard, plain paper, scissors, glue tape, rulers and coloured markers
  • A small book and a smooth surface for a non-powered test (no heavy loads)
  • Exercise book and pen
  • Printed Worksheet 1 and Worksheet 2

III. Procedures

Activity 1: Warm-up · 10 minutes

Spotting a real problem

a) Aims

Ss identify a specific home or school problem and name a possible non-powered invention to solve it.

b) Content

T shows the photo of books sliding off a small desk and asks: 'What problem do you see? Do you have a similar problem at home or at school?' Ss work in pairs, brainstorm at least three real problems and choose one. Each pair names a possible invention in one sentence.
T question: 'What is a specific problem you can test with a simple paper model?'

c) Expected outcomes

A list of at least three real problems on the board and one chosen problem per pair, for example: 'Books slide off a small desk in my study corner. Our invention: BookStop, an imagined foldable cardboard organiser.' Ss note that BookStop is an example for demonstration.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the photo and the project title 'Your invention'. T says: 'Imagine an invention for a real home or school problem. It must be non-powered and made of paper or cardboard.' T asks the guiding question: 'What problem do you face every day?'

    Students

    Ss look at the photo and listen to the instructions. They note that electrical or powered construction is not required.

  2. Teacher

    Step 2: Task performance

    T puts Ss into pairs and monitors. T prompts: 'Is the problem specific? Can you describe it in one sentence?'

    Students

    Pairs brainstorm problems, such as a wobbly pencil box, a cup that falls off a desk, or a sock that is lost in the laundry. Each pair chooses one and writes a name for its invention.

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share. T writes the problems and names on the board and asks: 'Why did you choose this problem?'

    Students

    Expected answer: 'Books slide off our small desk every day, so we chose it. Our invention is BookStop, a foldable cardboard organiser.' Other pairs ask one question each.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that a good problem is specific and real, and that the invention is 'imagined' until it is tested. T says: 'Do not claim success before testing.' T asks each pair to keep its problem and name for the rest of the project.

    Students

    Ss write the chosen problem and invention name in their exercise books.

Activity 2.1: Knowledge formation · 15 minutes

Key words for the invention

a) Aims

Ss understand and use the six key words in complete sentences about their invention.

b) Content

Ss complete Worksheet 1 by matching each word with its meaning and writing one sentence about their own invention.
Key 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 question: 'Which word can describe your invention? Is your invention a device?'

c) Expected outcomes

A completed Worksheet 1 with these answers: device = thiết bị; invent = phát minh; discover = khám phá; experiment = thí nghiệm; face recognition = nhận diện khuôn mặt; fingerprint scanner = máy quét vân tay.
Sample sentence: 'Our invention is a device that keeps books upright on a small desk.' Ss notice that the word invent is a verb, while invention is a noun.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the six key words on the board and gives Worksheet 1. T models one example: 'The device measures temperature.' T asks: 'What is the meaning of device?'

    Students

    Ss read the words and the example. Ss answer: 'Device means thiết bị.'

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for three minutes to match the words, then write one sentence about their invention in pairs. T monitors and checks stress: in-VENT, dis-COV-er, ex-PER-i-ment.

    Students

    Ss match the words with meanings. They write sentences such as: 'A fingerprint scanner uses a body feature' (given model) and 'Our device helps books stay upright.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 pairs to read their sentences aloud. T asks: 'Is this sentence about a real result or an expected result?'

    Students

    Expected answer: 'Our device is designed to hold books, but we have not tested it yet.' Pairs correct each other's stress and word forms.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: invent is a verb (to invent), invention is a noun, and a device is a tool or machine. T reminds Ss that face recognition and fingerprint scanner are examples of technology and are not required for their project.

    Students

    Ss copy the key points into their exercise books and correct their worksheets.

Activity 2.2: Knowledge formation · 15 minutes

Describing the invention in complete sentences

a) Aims

Ss write complete sentences that describe the name, appearance, parts and function of their invention.

b) Content

T presents the sentence pattern for describing a product: 'It is a ... It has ... It helps ... by ...'. T shows that a complete sentence needs a subject and a verb, and that Vietnamese word order must not be translated directly.
Example from the data: 'BookStop is an imagined foldable cardboard organiser. It has a base, two supports and a folding edge. It helps keep books upright.'
T question: 'Is 'Helps keep books upright' a complete sentence? Why?'

c) Expected outcomes

Ss write four complete sentences for their invention:

  • Name: 'Our invention is called ...'
  • Appearance: 'It is a ... made of cardboard.'
  • Parts: 'It has a base and two supports.'
  • Function: 'It helps ... by ...'
    Ss identify the error 'Helps keep books upright' as a fragment, because it has no subject. Corrected: 'It helps keep books upright.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the example sentences on the projector and reads them aloud. T asks: 'Which part is the subject? Which part is the verb?'

    Students

    Ss listen and identify: 'BookStop' is the subject in the first sentence, and 'is' is the verb.

  2. Teacher

    Step 2: Task performance

    T gives Ss a fragment, 'Helps keep books upright', and asks them to change it into a complete sentence in pairs. T then asks Ss to write four sentences about their invention.

    Students

    Pairs correct the fragment to 'It helps keep books upright.' Ss write four sentences in their exercise books, using the pattern on the board.

  3. Teacher

    Step 3: Report and discussion

    T asks several pairs to read their sentences. T corrects any direct translation from Vietnamese word order and asks the class to vote on the best sentence.

    Students

    Expected answer: 'It has a base, two supports and a folding edge.' Other pairs comment on the clarity of the sentence.

  4. Teacher

    Step 4: Conclusion and assessment

    T reminds Ss: a complete sentence needs a subject and a finite verb. T emphasises that the description must match the real model and not an invented result.

    Students

    Ss revise their sentences and mark the subject and verb with a pencil.

Activity 2.3: Knowledge formation · 10 minutes

Reporting peer comments with backshift

a) Aims

Ss report peer comments accurately using backshift in reported speech.

b) Content

T explains backshift: is to was, are to were, can to could, will to would, and present simple to past simple. T gives the examples from the data.
Direct: 'The base is narrow,' Mai said.
Reported: Mai said that the base was narrow.
Direct: 'The labels are clear,' Nam said.
Reported: Nam said that the labels were clear.
Ss complete Worksheet 2.
T question: 'What changes when we report a sentence in the past?'

c) Expected outcomes

Completed Worksheet 2:

  • Mai said that the base was narrow.
  • Nam said that the labels were clear.
  • Lan said that the supports could move easily. (Example comment, marked as a demonstration.)
    Ss note: the comments must be real or clearly marked as examples.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the direct sentences on the board and asks: 'What tense is 'is' in the direct sentence? What tense do we use after said?'

    Students

    Ss answer: 'It is in the present simple. We change it to the past simple after said.'

  2. Teacher

    Step 2: Task performance

    T gives Worksheet 2 and asks Ss to change three direct comments into reported speech in pairs. T monitors and checks the backshift of can and will.

    Students

    Pairs convert: 'The device will fall,' Tam said. to Tam said that the device would fall.

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to read their reported sentences. T asks: 'Did you use real comments or example comments? Are they marked?'

    Students

    Ss answer: 'These are example comments. We marked them as examples.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the backshift rules and says that real peer comments must be reported accurately, without changing their meaning.

    Students

    Ss correct their worksheets and write the rules in their exercise books.

Activity 3.1: Practice · 15 minutes

Working through tasks 1 to 3

a) Aims

Ss complete tasks 1 to 3 of the project, identifying the problem, the sketch and the way the invention works.

b) Content

Ss work in groups of four using the task cards.
Task 1: State a specific problem and name your proposed invention.
Task 2: Sketch the invention and label its parts and materials.
Task 3: Explain how the invention solves the problem in three linked steps.
Group members take roles: writer, sketcher, speaker and checker.
T question: 'Which step shows how the invention works? Can your sketch show it?'

c) Expected outcomes

Each group submits:

  • Task 1 sample: 'Books slide off a small desk. Our invention is BookStop, an imagined foldable cardboard organiser.'
  • Task 2 sample: a labelled sketch with a base, two supports and a folding edge; the sketch shows how a book is supported.
  • Task 3 sample: 'First, we open the base. Second, we place the supports. Third, we put the book between them.' Groups note that a paper model demonstrates arrangement, not certified strength.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes the task cards and explains the marking rule: 10 points with complete product or step 4, accurate details 3, clear organisation and English 2, explanation of a choice or limitation 1. T reminds Ss: 'Do not award points for invented results presented as real.'

    Students

    Ss read the three tasks and assign roles within the group.

  2. Teacher

    Step 2: Task performance

    T walks around, checks the sketches and asks: 'Does your drawing show how a book is supported?' T helps groups who struggle with the three linked steps by suggesting linking words: first, second, then, finally.

    Students

    Groups write the problem, draw and label the sketch, and write three linked steps. The checker reads the work against the rubric.

  3. Teacher

    Step 3: Report and discussion

    T asks one group to show its sketch and read its three steps. T asks the class: 'Is the explanation clear? Does the sketch match the steps?'

    Students

    Expected answer from the presenting group: 'Our base is at the bottom. The supports hold the book. The folding edge lets us close it.' Other groups give one comment each.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct structure: problem, invention name, labelled sketch and three linked steps. T notes that a limitation should be written in the final product.

    Students

    Ss revise their group work and mark the limitation to be added later.

Activity 3.2: Practice · 10 minutes

Writing an honest evaluation

a) Aims

Ss write a 60–80-word evaluation that separates the proposed benefit, the tested result and the remaining question.

b) Content

Ss complete task 6 (ask two peers for comments and report them with backshift) and task 8 (write a 60–80-word evaluation).
T gives the distinction: a proposal is what you expect, a result is what you observed, and a remaining question needs further evidence.
T question: 'What is the difference between a proposal and a result?'

c) Expected outcomes

A short evaluation in three parts:

  • Proposed benefit: 'We expect BookStop to keep books upright on a small desk.'
  • Tested result: 'In our test with the same small book, the model stayed upright for 10 seconds on the first try.' (Only if observed in the group's own test.)
  • Remaining question: 'We do not know whether the model is strong enough for heavy books.'
    The evaluation is 60–80 words long, with no invented results.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains task 8 and writes the three categories on the board. T says: 'Keep all three distinct.' T reminds Ss of the word limit: 60–80 words.

    Students

    Ss read the task and the category definitions. Ss check their word count.

  2. Teacher

    Step 2: Task performance

    T asks each group to draft its evaluation and to use reported speech for at least one peer comment. T checks that the tested result comes from real observations only.

    Students

    Groups draft the evaluation in three parts and count the words. The writer reads the draft aloud to check accuracy.

  3. Teacher

    Step 3: Report and discussion

    T asks 2 groups to read their evaluations. T asks: 'Which sentence is a proposal? Which is a result?'

    Students

    Expected answer: 'The first sentence is a proposal because we have not tested it yet. The second sentence is a result because we observed it.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that honest evaluation needs all three categories and that an untested claim must be labelled as a proposal.

    Students

    Ss revise their drafts and mark each sentence with P (proposal), R (result) or Q (question).

Activity 4: Application · 15 minutes

Final presentation and honest evaluation

a) Aims

Ss present their final poster or paper model, explain their choices and limitations, and respond to questions with evidence.

b) Content

Each group presents for 3 minutes. The presentation covers: the name, appearance, parts, how it helps, the test plan, one comment that influenced a revision (for example, the original and revised base width), and one limitation.
Ss show the actual poster or model and the evaluation.
T question to the class: 'Which evidence supports this claim? Is it a proposal, a result or a question?'
Assessment is human: relevant topic content and evidence 4; usable, clearly organised product 2; accurate English 2; explanation of choices and limitations 2. No automatic score is claimed for oral delivery.

c) Expected outcomes

A group presentation with:

  • The name, for example BookStop, and a clear labelled product.
  • A test plan: 'With adult approval, we test the model with the same small book and surface each time, and record whether it stays upright.'
  • A limitation: 'Cardboard can weaken when wet or with a heavy book.'
  • A revision: 'We widened the base from 5 cm to 8 cm to improve stability, but this change is not yet tested.'
  • A final evaluation that separates the proposal, the result and the remaining question.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the presentation format, the time limit of 3 minutes and the rubric. T says: 'Show what you tested, and say clearly what you did not test.'

    Students

    Groups prepare a short presentation and decide who will speak about each part.

  2. Teacher

    Step 2: Task performance

    T calls groups to present. T records the key points on the board and asks one follow-up question to each group: 'What is one limitation of your product?' 'Which comment changed your design?'

    Students

    Expected answer: 'One limitation is that cardboard can weaken when wet. A peer comment said the base was narrow, so we widened it. We have not tested the new width yet.'

  3. Teacher

    Step 3: Report and discussion

    T invites the class to ask one question each to the presenting group and to comment on clarity. T notes common errors in English on the board.

    Students

    Ss ask questions such as: 'Did you test the model more than once?' Groups answer honestly, for example: 'We tested it twice with the same book.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the project: a real problem, a clear product, honest evidence and a stated limitation. T reminds Ss that the final grade will be given by the teacher using the rubric.

    Students

    Ss write one thing they learned from the project and one thing they would improve.

Worksheets

Phiếu học tập số 1

Worksheet 1: Key words for the invention

A. Match each word with its meaning.

    1. device a. nhận diện khuôn mặt
    1. invent b. khám phá
    1. discover c. phát minh
    1. experiment d. thiết bị
    1. face recognition e. máy quét vân tay
    1. fingerprint scanner f. thí nghiệm

B. Write one complete sentence about your invention using one key word.

  • Example: The device measures temperature.
  • My sentence: ..........................................

C. Check your sentence: Does it have a subject and a verb?

Phiếu học tập số 2

Worksheet 2: Reporting peer comments with backshift

A. Change the direct comments into reported speech.

    1. 'The base is narrow,' Mai said.
      → Mai said that ..........................................
    1. 'The labels are clear,' Nam said.
      → Nam said that ..........................................
    1. 'The device will fall,' Tam said.
      → Tam said that ..........................................

B. Answer the question.

  • Are your comments real or example comments? Mark them.

C. Backshift rules:

  • is → was; are → were
  • can → could; will → would
  • present simple → past simple

Homework

  • Finish your final poster or non-powered paper model. It must show the name, appearance, labelled parts, how it helps, a test plan and one limitation.
  • Test your model at home only with adult approval. Use the same small book and the same surface each time, and record whether the model stays upright. Do not use heavy loads.
  • Write a 60–80-word evaluation with three parts: proposed benefit, tested result and remaining question. Do not present invented results as real.
  • Ask two peers for comments on your model, write them down accurately, and report them using backshift. If you use example comments, mark them as examples.
  • Prepare a 3-minute presentation for the next lesson and practise the key words: device, invent, discover, experiment, face recognition, fingerprint scanner.

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