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

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 · 2 tiết (90 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Predict the type of answer (person, time, place or reason) before listening.
    • Listen for the gist and then for details in the unit recording.
    • Identify the structure and genre features of an agree/disagree paragraph.
    • Use the vocabulary: device, invent, discover, experiment, face recognition, fingerprint scanner.
    • Plan, write and revise a 80–100-word response on whether robots will soon replace schoolteachers.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict answers before listening, check their own drafts against the genre checklist and revise their writing without teacher prompts.
  • Communication and collaboration: Ss compare listening answers and plans with a partner, and give constructive feedback on a peer's paragraph.
  • Problem-solving and creativity: Ss choose their own reasons and examples to support their opinion on whether robots will replace teachers.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for gist and details in the recording, answer questions with a word or short phrase, and write an opinion paragraph that agrees or disagrees and separates possibilities from demonstrated facts.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the six target vocabulary items in context and use modal verbs such as may and could to express possibilities, and the simple present to state facts.

3. Personal qualities

  • Diligence: Ss complete the planning, drafting and revision steps fully and take time to check each sentence.
  • Responsibility: Ss accept that human assessment and a responsible teacher remain necessary in important decisions, and they explain their own reasons clearly.
  • Honesty: Ss check their listening answers against the recording and admit when an answer is wrong, without copying a model.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard, speakers, slides with the lesson content
  • Audio recording of the unit listening (Skills 2, Unit 11) and the answer key
  • Digital resources on NeoEdu: neoedu.vn/learn/8/english/unit-11-skills-2 (lesson presentation, examples and interactive exercises)
  • Worksheet 1 and Worksheet 2 (printed for each pair)
  • Timer and small colored cards for group signals

2. Students

  • Student book Global Success 8, Unit 11, Skills 2
  • Notebook, pen, pencil and eraser
  • Worksheet 1 and Worksheet 2
  • Earphones if available for listening practice

III. Procedures

Activity 1: Warm-up · 8 minutes

Warm-up: Robots and devices in our school

a) Aims

Ss activate prior knowledge about technology at school and get ready for the topic of robots replacing teachers.

b) Content

T shows a picture of a classroom with a robot and several devices. T asks: 'What devices do you use at school every day?' and 'Can a robot do everything a teacher does?' T introduces the key word device (thiết bị): The device measures temperature. T asks Ss to name one device and one thing it can do.

c) Expected outcomes

Ss give at least three devices used at school (for example: a computer, a projector, a tablet). Ss state one task a robot can do well (for example: checking a simple quiz quickly) and one task that needs a teacher (for example: noticing when a student feels worried). Ss understand the topic: Will robots soon replace schoolteachers?

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture and asks the warm-up questions. T says: 'Today we will talk about whether robots will soon replace schoolteachers.'

    Students

    Ss look at the picture and listen to the questions.

  2. Teacher

    Step 2: Task performance

    T gives Ss 1 minute to discuss with a partner.

    Students

    Ss work in pairs and list devices. Expected answers: 'A computer, a projector, a tablet.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 pairs to share. T writes the word device on the board and gives the example: The device measures temperature.

    Students

    Representative Ss report. Expected answer: 'A robot can check quizzes quickly, but a teacher can understand a student's feelings.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and says: 'Robots can be very useful, but some tasks need a human teacher. Now let's learn how to listen for information.'

    Students

    Ss copy the key word device and the title of the lesson into their notebooks.

Activity 2.1: Knowledge formation · 20 minutes

Listening strategy: predict, gist and details

a) Aims

Ss learn and apply a two-step listening strategy: predict the type of answer, then listen first for the gist and then for details.

b) Content

T presents the listening strategy on the board or slide:

  • Step 1: Before listening, predict the type of answer: person, time, place or reason.
  • Step 2: Listen for the gist (the main idea).
  • Step 3: Listen for details to answer the questions.
    T explains that the recording is provided in each listening exercise, and its transcript is not shown in the question. T models with an example question: 'Who mentioned repeated practice?' T asks: 'What type of answer do you expect?' (a person). Then T plays the recording once for gist and asks: 'What is the main topic?' Then T plays it again for details. Ss use the NeoEdu lesson page for the strategy slide.

c) Expected outcomes

Ss write the four answer types on the board (person, time, place, reason). Ss state the rule: 'Predict first, listen for gist, then listen for details.' Ss identify that the question 'Who mentioned repeated practice?' expects a person's name, and the gist of the recording is a class discussion about teachers and robots.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T presents the strategy and asks Ss to read the example question silently. T asks: 'What do you expect as the answer: a person, a time, a place or a reason?'

    Students

    Ss read the question and predict the answer type. Expected answer: 'A person, because the question asks who.'

  2. Teacher

    Step 2: Task performance

    T plays the recording once and asks Ss to listen for the gist. Then T asks: 'What is the main topic of the recording?' T plays the recording again and asks Ss to note details.

    Students

    Ss listen and take short notes. Expected gist: 'Students discuss whether robots can replace teachers and what they like about teachers.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 Ss to explain the strategy in their own words. T gives feedback on their predictions.

    Students

    Ss report: 'First I predict the answer type, then I listen for the main idea, and then I listen for details.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises on the board: Predict the answer type; listen for gist; listen for details. T reminds Ss that they must not write full sentences when the question asks for a word or short phrase.

    Students

    Ss write the three-step strategy in their notebooks.

Activity 2.2: Knowledge formation · 17 minutes

Key vocabulary and genre features of the paragraph

a) Aims

Ss learn six key vocabulary items and identify the genre features of an agree/disagree paragraph with a clear structure.

b) Content

T presents the vocabulary with examples:

  • device (thiết bị): The device measures temperature.
  • invent (phát minh): Engineers invent new tools.
  • discover (khám phá): Scientists discover patterns in evidence.
  • experiment (thí nghiệm): A fair experiment controls conditions.
  • face recognition (nhận diện khuôn mặt): Face recognition raises privacy questions.
  • fingerprint scanner (máy quét vân tay): A fingerprint scanner uses a body feature.
    T then reads the original model paragraph in the textbook. Ss work in groups of four to find the genre features: (1) the opinion statement, (2) two reasons with examples, (3) a useful robot function, (4) a conclusion, and (5) words that separate possibilities from facts (may, could).

c) Expected outcomes

Ss complete the group chart in their notebooks:

  • Opinion statement: 'I do not think robots will soon replace teachers at my school.'
  • Reason 1 with example: a robot may check a simple quiz quickly, but a teacher can ask why a student made a mistake.
  • Reason 2 with example: teachers notice when someone feels worried and needs a private conversation.
  • Useful robot function: robots could help with routine tasks, such as giving repeated practice or reading instructions aloud.
  • Conclusion: I want a responsible teacher to guide our learning and make important decisions.
  • Possibilities are expressed with may and could; the simple present states facts.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T presents the six words with examples and asks Ss to repeat them. T gives Ss the task: 'Find the five genre features in the model paragraph.'

    Students

    Ss repeat the words and read the task. Ss get the group chart from T.

  2. Teacher

    Step 2: Task performance

    T puts Ss into groups of four. T monitors and helps with unfamiliar words.

    Students

    Groups read the model, underline the features and discuss. Expected answer: 'The first sentence states disagree, and the last sentence is the conclusion.'

  3. Teacher

    Step 3: Report and discussion

    T asks each group to present one feature. T asks: 'Which words show a possibility, and which words show a demonstrated fact?'

    Students

    Groups report. Expected answer: 'May and could show possibilities. The sentence A teacher can ask why a student made a mistake describes what teachers do.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the features on the board and stresses: 'Separate possibilities from demonstrated facts.' T asks Ss to check their vocabulary notes.

    Students

    Ss complete the chart and copy the genre features into their notebooks.

Activity 3.1: Practice · 15 minutes

Listening questions and reading the model

a) Aims

Ss answer listening questions accurately with a word or short phrase and identify the purpose and genre features of the model paragraph.

b) Content

Ss complete Worksheet 1 in pairs. Ss listen to the recording and answer Questions 1–4 with a word or short phrase, not a full sentence. Question 3 is a yes/no question. Then Ss read the model paragraph and answer Question 7: identify its purpose, two genre features and two useful topic expressions.

c) Expected outcomes

Answer key for Worksheet 1:

  • Q1: Lan (The recording states: Lan.)
  • Q2: Nam (The recording states: Nam.)
  • Q3: No (The recording states that this claim is false.)
  • Q4: Monday (The recording states: Monday.)
    Q7 answer: Purpose: to give an opinion and argue against a claim. Two genre features: an opinion statement at the beginning, and reasons supported by examples. Two useful topic expressions: 'routine tasks' and 'private conversation'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and reminds Ss to predict the answer type before each question. T plays the recording.

    Students

    Ss read the questions and predict: Q1 person, Q2 person, Q3 yes/no, Q4 time.

  2. Teacher

    Step 2: Task performance

    T plays the recording in two parts. T allows pairs to compare answers after each part and checks understanding.

    Students

    Pairs listen, write the answers and compare. Expected problem: Ss may write a full sentence; T reminds them to use a short phrase.

  3. Teacher

    Step 3: Report and discussion

    T asks pairs to share answers for Q1–Q4 and asks one pair to read the model. T asks: 'What is the purpose of the paragraph?'

    Students

    Pairs report the answers. Expected answer for purpose: 'To give an opinion and argue against robots replacing teachers.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key and explains each answer. T reminds Ss that the recording states the answer, so they must check the audio when in doubt.

    Students

    Ss correct their answers and write the key answers in their notebooks.

Activity 3.2: Practice · 15 minutes

Planning and drafting the response

a) Aims

Ss plan and draft an 80–100-word response that states an opinion, gives two reasons with examples, acknowledges a useful robot function and concludes.

b) Content

Ss complete Worksheet 2 in pairs. Ss choose agree or disagree, then fill in the plan with two reasons, examples, a robot function and a conclusion. Ss then write a first draft of 80–100 words. T reminds Ss: do not memorise the model; use your own ideas. Human assessment is required.

c) Expected outcomes

Sample plan (Ss may give different well-supported ideas):

  • Opinion: I do not think robots will soon replace teachers at my school.
  • Reason 1 with example: A robot may check a simple quiz, but it cannot ask why a student made a mistake.
  • Reason 2 with example: A teacher notices when a student feels worried and needs a private talk.
  • Robot function: A robot could help with repeated practice or reading instructions aloud.
  • Conclusion: I want a responsible teacher to guide our learning and make important decisions.
    Scoring guide for the teacher: fulfil the task with accurate details (4 points); follow the genre and coherent organisation (2 points); suitable vocabulary and grammar (3 points); spelling and punctuation (1 point).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and reads the task: 'Plan and write 80–100 words about whether robots will soon replace schoolteachers.' T shows the scoring guide.

    Students

    Ss read the task and the scoring guide and ask questions if needed.

  2. Teacher

    Step 2: Task performance

    T asks pairs to fill in the plan first, then write the first draft. T monitors and gives individual help.

    Students

    Pairs discuss and fill in the plan, then write their drafts. Expected difficulty: Ss may use will for possibilities; T reminds them to use may or could.

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 pairs to read their plans aloud. T asks the class: 'Does this plan separate possibilities from facts?'

    Students

    Pairs read their plans. Other Ss give feedback on the reasons and examples.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the features of a good plan: opinion, two reasons with examples, a robot function and a conclusion. T asks Ss to keep their drafts for revision.

    Students

    Ss keep their drafts and note the features they need to improve.

Activity 4: Application · 15 minutes

Revising and peer review of the response

a) Aims

Ss revise their own paragraph to improve clarity and genre, and review a peer's writing with the scoring guide.

b) Content

Ss revise their draft. Ss choose one original sentence and rewrite it as a revised sentence, then explain the change. Example: replace an unclear time such as 'tomorrow morning' with an exact date and time in a notice; in a paragraph, replace 'It is good' with a specific benefit and an example. Ss then exchange drafts with a partner and give feedback with the scoring guide.

c) Expected outcomes

Each S writes:

  • One original sentence from the draft.
  • One revised sentence with a specific detail or a clearer possibility.
  • One sentence of explanation, for example: 'I changed It is good to A robot can give repeated practice at any time, which is a specific benefit.'
    Peer feedback: one strength and one suggestion, based on the four criteria of the scoring guide.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the revision task and shows the example revision on the slide. T reminds Ss to check the genre features and the use of may or could.

    Students

    Ss read the example and choose one sentence to revise.

  2. Teacher

    Step 2: Task performance

    T gives 5 minutes for revision, then asks Ss to exchange drafts with a partner for peer review.

    Students

    Ss revise individually and then read their partner's draft. Ss write comments on the partner's paper.

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 Ss to read one original sentence and its revised version aloud and explain the change.

    Students

    Ss report. Expected answer: 'I changed a vague phrase to a specific example, so the reader understands my reason.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key points: state your opinion clearly, support it with examples, separate possibilities from facts, and conclude. T asks Ss to finish the paragraph at home.

    Students

    Ss note the key points and the feedback they received.

Worksheets

Worksheet 1: Listening and reading

Listen to the original recording and answer the questions with a word or short phrase, not a full sentence.

  • Q1. Who mentioned repeated practice? ______
  • Q2. Who wanted a real teacher for difficult ideas? ______
  • Q3. Did the class want machines to make every important decision? (Yes / No) ______
  • Q4. When will students write their opinions? ______

Read the model paragraph: 'I do not think robots will soon replace teachers at my school. A robot may check a simple quiz quickly, but a teacher can ask why a student made a mistake and change the explanation. Teachers also notice when someone feels worried and needs a private conversation. A machine may not understand that situation well. Robots could still help with routine tasks, such as giving repeated practice or reading instructions aloud. I would welcome that support, but I want a responsible teacher to guide our learning and make important decisions.'

  • Q7a. What is the purpose of the paragraph? ______
  • Q7b. Name two genre features. ______
  • Q7c. Name two useful topic expressions. ______

Worksheet 2: Plan and draft

Task: Plan and write 80–100 words about whether robots will soon replace schoolteachers.
Scoring guide: fulfil the task with accurate relevant details (4 points); follow the stated genre and coherent organisation (2 points); suitable vocabulary and grammar (3 points); spelling and punctuation (1 point).

Plan:

  • My opinion (agree or disagree): ______
  • Reason 1 and example: ______
  • Reason 2 and example: ______
  • A useful robot function: ______
  • My conclusion: ______
  • Possibilities I express with may or could: ______
  • Facts I state with the simple present: ______

Draft (80–100 words):

Homework

  • Finish the response on whether robots will soon replace schoolteachers in 80–100 words. Use your own reasons and examples, and do not copy the model.
  • Check your paragraph with the scoring guide: opinion, two reasons with examples, a useful robot function, a conclusion, and clear separation of possibilities from facts.
  • Revise one sentence and write its original and revised versions with a short explanation in your notebook.
  • Review the six vocabulary items (device, invent, discover, experiment, face recognition, fingerprint scanner) and write one sentence for each.
  • Go to neoedu.vn/learn/8/english/unit-11-skills-2 and complete the interactive listening exercises. Write down the answer type you predicted before each question.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.