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

Giáo án Skills 1

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 six key words for science and technology (device, invent, discover, experiment, face recognition, fingerprint scanner) correctly in context.
- Identify the main idea and key details of the passage about biometrics and nanolearning by skimming and scanning.
- Explain the benefits and limits of each technology, and make an inference from two details.
- Give a short opinion with an example and an acknowledged limit in speaking.

2. Competences

a) General competences

Self-control and independent learning: Ss read the passage alone first, note key details in their own words and check their answers before sharing with the class.
Communication and collaboration: Ss work in pairs and groups to match words, answer questions and share opinions, listening to and respecting others' views.
Problem-solving and creativity: Ss weigh benefits against limits of a technology and propose a balanced judgement about its use.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read a short passage for main idea and details, and speak for about one minute to state an opinion, give an example and acknowledge a limit.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the key words with correct word stress and use the vocabulary and complete clauses accurately in their sentences.

3. Personal qualities

Responsibility: Ss accept that a school must protect personal data and handle mistakes responsibly, and they state the limits of technology honestly in their own talk.
Honesty: Ss avoid claiming that one new tool can solve every problem and support their opinions with evidence from the passage or their own experience.

II. Teaching aids and materials

1. Teacher

Projector, slides with the lesson title, pictures of a fingerprint scanner and a face recognition device, and key words
Textbook Global Success 8, Unit 11 (Skills 1)
Worksheet 1 (printed or on slides)
Timer and whiteboard markers
NeoEdu lesson page: neoedu.vn/learn/8/english/unit-11-skills-1 (lecture, examples and interactive exercises)

2. Students

Textbook Global Success 8, notebook, pen, pencil
Worksheet 1 (one per pair)

III. Procedures

Activity 1: Warm-up · 5 minutes

Technology in our daily life

a) Aims

Ss activate prior knowledge about technology and predict the topic of the lesson.

b) Content

T shows pictures of a fingerprint scanner, a face recognition device and a learning app, then asks Ss two questions:

What technology do you use every day?
Which device can check a person's identity?

c) Expected outcomes

Ss name devices they know, for example: smartphone, fingerprint scanner, face recognition.
Ss predict the topic: the benefits and limits of new technology in science and learning.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the pictures and asks the two questions. T says: 'Today we will talk about the benefits and limits of technology.'
Students
Ss listen to the questions and look at the pictures.
Teacher
Step 2: Task performance
T asks Ss to talk in pairs for one minute and walks around to help with vocabulary.
Students
Ss discuss in pairs. Possible answers: 'I use my phone with face recognition.' 'My father unlocks his laptop with a fingerprint scanner.'
Teacher
Step 3: Report and discussion
T invites two or three pairs to share their answers.
Students
Some Ss report their answers. Ss predict the lesson topic: 'Technology is useful, but it also has limits.'
Teacher
Step 4: Conclusion and assessment
T writes the title 'Science and technology: benefits and limits' on the board and introduces the lesson aim.
Students
Ss copy the title and the aim into their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

New vocabulary: science and technology

a) Aims

Ss pronounce and use six key words correctly in context.

b) Content

T presents the six 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).
Ss listen, repeat and match each word with its meaning and an example, then make one sentence with each word.
Model sentences from the lesson: 'The device measures temperature.' 'Engineers invent new tools.' 'A fingerprint scanner uses a body feature.'

c) Expected outcomes

Matching key: device – thiết bị; invent – phát minh; discover – khám phá; experiment – thí nghiệm; face recognition – nhận diện khuôn mặt; fingerprint scanner – máy quét vân tay.
Pronunciation: /dɪˈvaɪs/, /ɪnˈvent/, /dɪˈskʌvər/, /ɪkˈsperɪmənt/, /ˈfeɪs rɪˌkɒɡˈnɪʃn/, /ˈfɪŋɡəprɪnt ˈskænər/.
Ss' own sentences, e.g. 'Scientists discover new facts in an experiment.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T presents the six words with pictures and examples. T asks: 'What does a device do? Who invents new tools?'
Students
Ss look at the words, pictures and example sentences in the textbook.
Teacher
Step 2: Task performance
T models pronunciation and stress, then asks Ss to repeat chorally and individually. T asks Ss to match words and meanings in pairs, then write one sentence per word.
Students
Ss repeat, practise stress (de-VICE, in-VENT) and match words with meanings. Ss write sentences, e.g. 'A fingerprint scanner is convenient.'
Teacher
Step 3: Report and discussion
T calls on pairs to read one sentence each and corrects stress and word choice.
Students
Ss read their sentences aloud. Possible answer: 'Face recognition raises privacy questions.'
Teacher
Step 4: Conclusion and assessment
T confirms the meanings and summarises: 'Device and fingerprint scanner are nouns; invent, discover and experiment are verbs.' T highlights the stress of each word.
Students
Ss write the key words and their meanings in their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Reading for main idea and details

a) Aims

Ss skim and scan the passage to find the main idea, names, time and actions, and make a simple inference from two details.

b) Content

Ss read the passage about two uses of technology: biometrics and nanolearning. T guides them with three reading steps:

Skim for the main idea.
Scan for names, time and actions.
Combine at least two details to make an inference.
Ss answer the questions in Worksheet 1:
What are the two uses of technology in the passage?
What is one benefit of a fingerprint scanner? What must a school do with the information it collects?
What can nanolearning do well, and what can it not replace?
Why did the teacher ask students to explain both benefits and limits? (Inference)

c) Expected outcomes

Main idea: the passage compares biometrics and nanolearning and shows that both have benefits and limits.
Biometrics: benefit – convenient; limits – the school must protect the information it collects and provide a responsible way to handle mistakes.
Nanolearning: benefit – helps a learner review a small point; limit – a few minutes cannot replace deep discussion or extended writing.
Inference: the teacher wants students to avoid saying that one new tool solves every problem, because every technology has limits.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the three reading steps and hands out Worksheet 1. T gives Ss one minute to skim the passage for the main idea.
Students
Ss skim the passage and write the main idea in one sentence.
Teacher
Step 2: Task performance
T asks Ss to scan for details in pairs and answer the questions on Worksheet 1. T reminds them to use at least two details for the inference question.
Students
Ss read again, underline key details and discuss in pairs. Ss complete Worksheet 1.
Teacher
Step 3: Report and discussion
T asks one pair to share the main idea and calls on other pairs to answer each question. T asks: 'Which words in the passage show the limit?'
Students
Ss report answers. Possible answers: 'Convenient' shows a benefit; 'must protect' and 'cannot replace' show limits.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and explains the difference between skimming and scanning. T notes that a good inference uses at least two details.
Students
Ss correct their worksheets and write the three reading steps in their notebooks.

Activity 3: Practice · 12 minutes

Applying reading skills

a) Aims

Ss use the reading skills to answer exercises about the passage and explain a contrast relationship.

b) Content

Ss do Exercises 1, 5 and 6 from the textbook (Read the passage and explain benefits and limits; state the main message with two supporting details; explain one contrast relationship).
T asks Ss to check their answers on the NeoEdu interactive exercises if time allows.

c) Expected outcomes

Exercise 1 (benefits and limits): Biometrics – benefit: convenient; limit: the school must protect the information and handle mistakes. Nanolearning – benefit: reviews a small point; limit: cannot replace deep discussion or extended writing.
Exercise 5 (main message): 'Technology should be judged by its use and limits.' Supporting details: (1) Biometrics needs data protection. (2) Nanolearning can review a small point but does not replace deep learning.
Exercise 6 (contrast): 'A fingerprint scanner can be convenient, but a school must protect the information it collects.' The contrast shows a benefit and a responsibility at the same time.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes Exercises 1, 5 and 6 on the board and asks Ss to work in groups of four.
Students
Ss read the exercises and the passage again.
Teacher
Step 2: Task performance
T asks groups to complete the 'think-pair-share' task: each member writes one answer, then the group chooses the best one. T monitors and checks the complete sentences.
Students
Ss write answers in complete sentences, e.g. 'Biometrics is convenient, but the school must protect the data.'
Teacher
Step 3: Report and discussion
T invites one group to read its main message and two supporting details. T asks other groups to comment.
Students
Ss present their main message. Other groups give feedback, e.g. 'Your details support the message well.'
Teacher
Step 4: Conclusion and assessment
T confirms the model answers and points out the common mistake: a personal view is not a fact just because it sounds confident.
Students
Ss correct and record the model answers in their notebooks.

Activity 4: Application · 10 minutes

Sharing my view on technology

a) Aims

Ss state an opinion, give an example and acknowledge a limit in a one-minute talk about technology in their own lives.

b) Content

Ss answer two discussion questions and then speak for about one minute:

Would you feel comfortable using a fingerprint scanner at school? Why or why not?
How can short learning tasks help you review at home, and what might they not help you with?
Ss use the structure: opinion + example + limit.

c) Expected outcomes

Sample talk: 'I think technology is useful for learning. For example, I use short quizzes to review English words. However, a few minutes cannot replace writing a long essay.'
Sample answer: 'I would feel comfortable with a fingerprint scanner if the school protects my information carefully.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the speaking structure (opinion + example + limit) and models a one-minute talk. T asks Ss to prepare notes for one minute.
Students
Ss listen to the model and note the three parts.
Teacher
Step 2: Task performance
T asks Ss to speak in pairs for one minute each. T listens and notes examples of good language to praise.
Students
Ss speak in pairs, take turns and ask each other one follow-up question.
Teacher
Step 3: Report and discussion
T invites three to four Ss to share their opinions with the class.
Students
Ss report, e.g. 'I think nanolearning is helpful, but it cannot replace group discussion.'
Teacher
Step 4: Conclusion and assessment
T praises the use of examples and limits, and reminds Ss that a personal view should be supported by reasons.
Students
Ss note the speaking structure and one new phrase they will use next time.

Worksheets

Worksheet 1: Reading for main idea and details

Read the passage about biometrics and nanolearning, then answer the questions in complete sentences.

Question 1: What is the main idea of the passage?
Question 2: What is one benefit of a fingerprint scanner? What must a school do with the information it collects?
Question 3: What can nanolearning do well? What can it not replace?
Question 4 (Inference): Why did the teacher ask students to explain both benefits and limits? Use at least two details from the passage.
Speaking note: Write one opinion, one example and one limit about technology.

Homework

Review the six key words (device, invent, discover, experiment, face recognition, fingerprint scanner) and write one sentence with each word.
Write a short paragraph of about 60 to 80 words about one technology you use. Include your opinion, one example and one limit.
Practise the reading steps (skim, scan, infer) on the NeoEdu lesson page: neoedu.vn/learn/8/english/unit-11-skills-1, then prepare for Skills 2.

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