Tiếng AnhLớp 8Chủ điểm 15. Unit 12: Life on other planets

Giáo án Communication

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:
- Identify and use the key vocabulary: planet, galaxy, telescope, crater, rocket, evidence.
- Use the expressions I'm not sure / I'm not certain / I doubt it to express uncertainty about life on other planets.
- Give a reason and mention a source to check when expressing uncertainty.
- Adapt a given exchange to a new real situation and check that the response still makes sense.

2. Competences

a) General competences

Self-control and independent learning: Ss complete the worksheet tasks individually first and check their own answers against the key before sharing with the class.
Communication and collaboration: Ss work in pairs to ask and answer questions about life on other planets and give feedback on each other's responses.
Problem-solving and creativity: Ss adapt the model exchange to a new situation, such as a visitor or a teacher, and choose appropriate expressions for the purpose.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss respond to the question 'Will people live on Mars next year?' with an appropriate expression of uncertainty, and write and role-play a short two-turn exchange.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the key vocabulary correctly, use the target expressions with correct sentence structure, and use the complete clause 'That claim needs reliable evidence.'

3. Personal qualities

Honesty: Ss admit when they are not sure about a claim about life on other planets and do not state an uncertain prediction as a fact.
Diligence: Ss actively complete all practice tasks and revise their sentences after peer feedback.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 8 (Global Success), Unit 12, Communication page
Projector or interactive board with the lesson slides
Picture cards or pictures of a planet, a galaxy, a telescope, a crater, a rocket and an evidence sign (e.g. a set of scientific data)
Worksheets No. 1 and No. 2 (printed, one set per pair)
NeoEdu online lesson page: neoedu.vn/learn/8/english/unit-12-communication (lesson explanation, examples and interactive exercises)

2. Students

Textbook and exercise book
Notebook, pen and pencil
Pencil and eraser for matching tasks

III. Procedures

Activity 1: Warm-up · 5 minutes

Quick Question Circle

a) Aims

Ss activate prior knowledge about life on other planets and get familiar with the idea of expressing uncertainty.

b) Content

Ss listen to T's question 'Will people live on Mars next year?' and respond in one short sentence. Ss then decide whether they are sure, not sure or doubt the idea.

c) Expected outcomes

Ss give at least one answer using 'I'm not sure' or 'I doubt it'. Example: 'I'm not sure. Scientists still need more evidence.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the question 'Will people live on Mars next year?' on the board and asks: 'Do you think this will happen? Are you sure?'
Students
Ss listen carefully and think about their own opinion for 30 seconds.
Teacher
Step 2: Task performance
T asks Ss to stand up in a circle, pass a soft ball and each S answers in one sentence when they receive it.
Students
Ss answer in turn. Possible answers: 'I'm sure it will happen.' / 'I doubt it.' / 'I'm not sure. That claim needs reliable evidence.'
Teacher
Step 3: Report and discussion
T asks a few Ss: 'Why are you not sure?' and writes the reasons on the board.
Students
Ss give reasons, e.g. 'Because there is no clear evidence yet.' / 'Because I haven't read reliable news about it.'
Teacher
Step 4: Conclusion and assessment
T praises Ss for giving reasons and introduces the title of the lesson: 'Life on other planets' and the goal: express uncertainty politely.
Students
Ss note the lesson title and goal in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Key Vocabulary: Space Words

a) Aims

Ss recognise and pronounce the six key words and understand their meanings in context.

b) Content

T presents the vocabulary: planet (hành tinh), galaxy (thiên hà), telescope (kính thiên văn), crater (hố va chạm/miệng núi lửa), rocket (tên lửa), evidence (bằng chứng). Ss then match each word with its example sentence in Worksheet No. 1, Part A.
Example sentences: 'Mars is a planet in our solar system.' / 'Our solar system is in the Milky Way galaxy.' / 'A telescope helps us observe distant objects.' / 'Many lunar craters were formed by impacts.' / 'A rocket can carry instruments into space.' / 'A claim needs evidence.'

c) Expected outcomes

Ss complete Part A of Worksheet No. 1 correctly. Key: 1-planet, 2-galaxy, 3-telescope, 4-crater, 5-rocket, 6-evidence.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six words on the slide, says each word aloud and asks Ss to repeat chorally and individually. T gives the Vietnamese meaning in brackets.
Students
Ss listen, repeat the words and check the pronunciation of stressed syllables, e.g. TEL-e-scope, RO-cket, e-vi-dence.
Teacher
Step 2: Task performance
T distributes Worksheet No. 1 and asks Ss to work in pairs to match each word with its example sentence. T walks around and helps pairs.
Students
Ss read the example sentences and match them with the words. Pairs check their answers together.
Teacher
Step 3: Report and discussion
T calls on 2-3 pairs to read out their matches. T asks: 'What does a telescope help us do?' and 'Which word means proof?'
Students
Ss read the matches aloud. Expected answers: 'A telescope helps us observe distant objects.' / 'Evidence means proof.'
Teacher
Step 4: Conclusion and assessment
T confirms the key and highlights the word 'evidence', which is used in the target sentence 'That claim needs reliable evidence.'
Students
Ss correct their answers and write the new words in their notebooks.

Activity 2.2: Knowledge formation · 12 minutes

Expressing Uncertainty and the Original Exchange

a) Aims

Ss identify the expressions I'm not sure / I'm not certain / I doubt it and understand that they show uncertainty, often with a reason or a source to check.

b) Content

T presents the model exchange: 'Will people live on Mars next year?' 'I'm not sure. That claim needs reliable evidence.' T explains the three expressions: 'I'm not sure.' / 'I'm not certain.' / 'I doubt it.' T shows the rule: do not sound certain about a prediction just because you like the idea. Ss then answer Questions 1 and 2 in Worksheet No. 1, Part B, which ask them to identify the function and the purpose of the response.
Questions: 1) Which expression is the most uncertain? 2) What extra information does the speaker give? 3) Why is 'I'm sure it will happen' not suitable here?

c) Expected outcomes

Ss write the three expressions and one reason in their notebooks. Sample answers: 1) 'I doubt it' shows the strongest doubt. 2) The speaker gives a reason: 'That claim needs reliable evidence.' 3) Because the speaker has no reliable evidence, so claiming certainty is not honest.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the model exchange on the slide and asks Ss: 'Is the speaker sure? How do you know?'
Students
Ss read the model exchange silently and think about the speaker's attitude.
Teacher
Step 2: Task performance
T introduces the three expressions and asks Ss to work in pairs to answer the questions in Worksheet No. 1, Part B. T reminds Ss: 'Uncertainty is shown by the expression AND the reason.'
Students
Pairs read the model, discuss the three questions and write the answers in Part B.
Teacher
Step 3: Report and discussion
T invites 2-3 pairs to share answers and asks the class: 'Would you say I'm sure it will happen in the same situation? Why not?'
Students
Ss share answers. Expected answer: 'No, because the speaker has no reliable evidence yet, so it is not honest to say it is certain.'
Teacher
Step 4: Conclusion and assessment
T summarises the key point: use I'm not sure / I'm not certain / I doubt it, add a reason or a source to check, and do not sound certain about a prediction only because you like the idea.
Students
Ss copy the summary into their notebooks.

Activity 3: Practice · 12 minutes

Choose, Match and Write

a) Aims

Ss choose the correct response for the required function, match functions with useful expressions and write a short exchange about life on other planets.

b) Content

Ss complete Worksheet No. 2, Part A (Exercise 1: multiple choice) and Part B (Exercise 2: matching functions with expressions). Then Ss write a two-turn exchange in Part C (Exercise 3) using expressing uncertainty.
Exercise 1 question: 'Will people live on Mars next year?' A. I'm not sure. That claim needs reliable evidence. B. I'm sorry to hear that. Is everyone safe? C. Thank you for the compliment. D. Would you like some more tea?
Exercise 2: Request information politely / Clarify a meaning / Express uncertainty / Congratulate an achievement.
Exercise 3: Write a two-turn exchange about life on other planets, using an expression of uncertainty.

c) Expected outcomes

Exercise 1 key: A (I'm not sure. That claim needs reliable evidence.) - it performs the function of expressing uncertainty.
Exercise 2 key: Request information politely - 'Could you explain that, please?'; Clarify a meaning - 'By that, I mean...'; Express uncertainty - 'I'm not sure about that.'; Congratulate an achievement - 'Congratulations!'
Exercise 3 sample: A: 'Will people live on Mars next year?' B: 'I doubt it. Scientists still need more reliable evidence.' Accept other well-supported responses.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task: 'Choose by communicative purpose, not by a single word.' T gives Worksheet No. 2 to each pair and sets a time limit of 5 minutes for Parts A and B.
Students
Ss read the instructions and the choices carefully.
Teacher
Step 2: Task performance
T monitors, checks understanding and supports weaker pairs. After Parts A and B, T gives 4 minutes for Part C writing and reminds Ss to include a reason.
Students
Pairs complete Exercise 1 and 2, then write their own exchange for Exercise 3. Predicted answer for Exercise 1: A. Predicted answer for Exercise 2: 'Express uncertainty - I'm not sure about that.'
Teacher
Step 3: Report and discussion
T calls on 2-3 pairs to read their exchange aloud. T asks the class: 'Does the response show uncertainty? Is there a reason?'
Students
Pairs read out their exchanges. Classmates give feedback, e.g. 'Your reason is clear.' / 'You can add a source to check.'
Teacher
Step 4: Conclusion and assessment
T shows the key for Exercises 1 and 2 on the slide and gives feedback on the exchanges, focusing on function and reason.
Students
Ss check their answers and correct their exchanges.

Activity 4: Application · 8 minutes

Adapt the Exchange for a New Situation

a) Aims

Ss adapt the model exchange to a new real situation, keep an appropriate tone and check that the response still makes sense.

b) Content

Ss work in pairs. One S plays a visitor who asks the teacher about life on other planets. The other S plays the teacher and answers with an expression of uncertainty, a reason and a respectful greeting. Ss then switch roles. The teacher may add a follow-up: 'Could you give an example?' or 'Thank you for explaining.'

c) Expected outcomes

Each pair performs a short role-play of 4-6 turns. Sample: Visitor: 'Good morning. Will people live on Mars next year?' Teacher: 'Good morning. I'm not sure. That claim needs reliable evidence. Could you check a reliable science website?' Visitor: 'Thank you for explaining.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T models the adapted exchange with a volunteer S and shows the rule: change one detail (the person, the place or the topic) and check the response still makes sense.
Students
Ss listen and note the polite greeting and the reason in the model.
Teacher
Step 2: Task performance
T asks pairs to write one adapted exchange for a visitor or a teacher and then role-play it. T encourages Ss to use please and a respectful greeting.
Students
Pairs write and practise their role-play. Predicted adaptation: 'Excuse me, Mr. Nam. Will students visit Mars next year? I'm not certain. We need more evidence first.'
Teacher
Step 3: Report and discussion
T invites 2-3 pairs to perform in front of the class and asks the class to judge the tone and the function.
Students
Pairs perform. Classmates answer: 'The tone is polite.' / 'The reason is clear.'
Teacher
Step 4: Conclusion and assessment
T summarises the key points: expressions of uncertainty, adding reasons or sources, and adapting the tone to the listener. T gives homework.
Students
Ss note the key points and the homework task in their notebooks.

Worksheets

Worksheet No. 1

Part A: Match each word with its example sentence.

planet (hành tinh)
galaxy (thiên hà)
telescope (kính thiên văn)
crater (hố va chạm/miệng núi lửa)
rocket (tên lửa)
evidence (bằng chứng)

Sentences:

Mars is a planet in our solar system.
Our solar system is in the Milky Way galaxy.
A telescope helps us observe distant objects.
Many lunar craters were formed by impacts.
A rocket can carry instruments into space.
A claim needs evidence.

Part B: Read the exchange and answer the questions.
Will people live on Mars next year?
I'm not sure. That claim needs reliable evidence.

Q1: Which expression shows the strongest doubt: I'm not sure, I'm not certain or I doubt it?
Q2: What extra information does the speaker give?
Q3: Why is 'I'm sure it will happen' not suitable here?

Worksheet No. 2

Part A: Exercise 1. Choose the response that performs the required function.
Will people live on Mars next year?
A. I'm not sure. That claim needs reliable evidence.
B. I'm sorry to hear that. Is everyone safe?
C. Thank you for the compliment.
D. Would you like some more tea?

Part B: Exercise 2. Match each function with a useful expression.
Functions:

Request information politely
Clarify a meaning
Express uncertainty
Congratulate an achievement
Expressions:
Congratulations!
Could you explain that, please?
By that, I mean...
I'm not sure about that.

Part C: Exercise 3. Write a two-turn exchange about life on other planets using an expression of uncertainty. Include one reason.

Homework

Write a short two-turn exchange (4-6 lines) about another question on life on other planets, for example 'Are there living things on other planets?'. Use I'm not sure, I'm not certain or I doubt it, and add one reason or one source to check.
Revise the six key words: planet, galaxy, telescope, crater, rocket, evidence. Write one original sentence for each word.
Practise the model exchange with a family member, then change one detail (the person or the topic) and check that your response still makes sense.
Visit the NeoEdu page neoedu.vn/learn/8/english/unit-12-communication and complete the interactive exercises for Unit 12, Communication.

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