NeoEdu
Giáo án Tiếng Anh 8
Tiếng AnhLớp 8Chủ điểm 15. Unit 12: Life on other planets

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • use six key vocabulary items (planet, galaxy, telescope, crater, rocket, evidence) to talk about life on other planets.
  • identify the main idea and key details of the reading passage by skimming and scanning.
  • make a simple inference by combining at least two details from the passage.
  • state an opinion, give an example, and acknowledge a limit when speaking about life on another planet.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the skimming, scanning and inference tasks on their own before checking with a partner, and keep a personal vocabulary list in their notebooks.
  • Communication and collaboration: Ss work in pairs and groups to discuss what humans need to live on another planet, and they respond respectfully to each other's opinions.
  • Problem-solving and creativity: Ss design a fictional habitat for Mars and explain how it provides air and protects its occupants.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read a short passage about life on another planet, share opinions orally with examples and limits, and write a short description of a fictional habitat.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce and use the six key words correctly, and use complete sentences with clear word order when describing their habitat.

3. Personal qualities

  • Diligence: Ss finish all reading and vocabulary tasks within the given time and complete the homework drawing and paragraph.
  • Honesty: Ss state only claims they can support with evidence from the passage, and they admit when a claim is only a personal view.
  • Kindness: Ss listen patiently to classmates' opinions and give constructive comments without criticising anyone.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board with slides showing the key vocabulary, the reading passage and the speaking strategy
  • Picture cards of a planet, a galaxy, a telescope, a crater, a rocket and a piece of evidence (drawn or printed by the teacher)
  • Worksheet No. 1 (printed for each pair)
  • Timer
  • NeoEdu lesson page for Unit 12 Skills 1: neoedu.vn/learn/8/english/unit-12-skills-1 (lesson content, examples and interactive exercises)

2. Students

  • Student's book English 8 (Global Success), Unit 12
  • Notebook, pencil, eraser, ruler
  • Coloured pencils or markers for drawing a fictional habitat
  • Personal vocabulary list in notebook

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming: Could we live there?

a) Aims

Ss activate prior knowledge about planets and life in space, and get ready to read about life on another planet.

b) Content

T shows a picture of a planet and asks: 'Could humans live on this planet? What do they need?' Ss brainstorm in pairs and write their ideas on the board in English.

c) Expected outcomes

A class list of ideas on the board, such as air, water, food, temperature, a shelter. Ss write the topic 'Life on other planets' in their notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture and asks: 'Could humans live on this planet? What do they need to survive?' T gives the instruction: 'Work in pairs. You have one minute to list at least three things.'

    Students

    Ss look at the picture and listen to the instruction.

  2. Teacher

    Step 2: Task performance

    T monitors and encourages pairs who are stuck by asking: 'What do we need every day on Earth?'

    Students

    Ss discuss in pairs and write their ideas. Expected answers: 'We need air to breathe.' 'We need water.' 'We need food.' 'We need a warm place to live.'

  3. Teacher

    Step 3: Report and discussion

    T invites some pairs to share their ideas and writes them on the board.

    Students

    Representative pairs say: 'We need air and water.' 'We need a shelter to protect us.'

  4. Teacher

    Step 4: Conclusion and assessment

    T says: 'Today we will read about what humans need to live on another planet. Please write the title Life on other planets in your notebook.'

    Students

    Ss write the title and listen to the lesson objectives.

Activity 2.1: Knowledge formation · 10 minutes

Key vocabulary: Picture–word matching

a) Aims

Ss understand the meaning, form and use of six key words: planet, galaxy, telescope, crater, rocket, evidence.

b) Content

T presents six words with pictures and example sentences. Ss match each word with its picture, read the word aloud and make one sentence with it.
Key words and examples:

  • planet (hành tinh): Mars is a planet in our solar system.
  • galaxy (thiên hà): Our solar system is in the Milky Way galaxy.
  • telescope (kính thiên văn): A telescope helps us observe distant objects.
  • crater (hố va chạm; miệng núi lửa): Many lunar craters were formed by impacts.
  • rocket (tên lửa): A rocket can carry instruments into space.
  • evidence (bằng chứng): A claim needs evidence.

c) Expected outcomes

Ss write six words with Vietnamese meanings and one example sentence each in their notebooks. Expected matches: picture of a red planet = planet; spiral of stars = galaxy; device for looking at stars = telescope; round hole on the Moon = crater; spacecraft launching = rocket; a sample or fact that proves a claim = evidence.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six picture cards and the words in random order. T says: 'Match each word with the correct picture. Then read the example sentence aloud.'

    Students

    Ss look at the cards and the words, and listen to the instruction.

  2. Teacher

    Step 2: Task performance

    T models the pronunciation of each word, and Ss repeat in chorus, then in pairs. T asks: 'What is a crater?' and checks understanding with gestures.

    Students

    Ss match the words with the pictures in pairs. Ss repeat the words and read the example sentences. Expected answer to a check question: 'A crater is a round hole made by an impact.'

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to read a word and its example sentence, and corrects stress or pronunciation.

    Students

    Ss read, for example: 'Evidence is the proof for a claim. A claim needs evidence.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the six words, points out that evidence is used when we support an idea, and asks Ss to copy the words into their vocabulary lists.

    Students

    Ss copy the words, meanings and example sentences into their notebooks.

Activity 2.2: Knowledge formation · 12 minutes

Reading strategies: Skim, scan and infer

a) Aims

Ss read the passage about an astronomy evening, identify its main idea, locate specific details, and make a simple inference from two details.

b) Content

Ss read the passage 'At an astronomy evening...' and do three tasks.

  1. Skim for the main idea: What is the passage about?
  2. Scan for names, time and actions: Which planet is named? What did students do after the discussion? (Mars; they drew fictional habitats and labelled the invented features.)
  3. Infer: Why does Mars need life-support systems? Combine: the atmosphere is very thin and not suitable for humans to breathe + a shelter must provide air and protect its occupants.
    Worksheet No. 1 is used for this task.

c) Expected outcomes

Ss complete Worksheet No. 1.
Answer key:

  • Main idea: Humans need suitable conditions and support to live on another planet; appearance alone does not show that a planet is safe.
  • Names, time and actions: Mars; an astronomy evening; students asked how a shelter could provide air and drew fictional habitats.
  • Inference: Mars needs life-support systems because its atmosphere is very thin and not suitable for breathing, so a shelter must provide air and protect its occupants.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 1 and gives the instruction: 'Skim the passage in one minute for the main idea. Then scan for details. Finally, combine two details to make an inference.'

    Students

    Ss receive the worksheet and listen to the instruction.

  2. Teacher

    Step 2: Task performance

    T sets a time limit for each task and monitors. T prompts: 'Which words show the place? Which words show the time?' For the inference, T asks: 'What two details can you combine?'

    Students

    Ss work in pairs, skim the passage, underline names and actions, and write one inference. Expected answer: 'Mars needs life-support systems because its air is very thin and a shelter must provide air.'

  3. Teacher

    Step 3: Report and discussion

    T asks pairs to read their main idea and inference aloud. T asks the class: 'Do you agree? Which detail supports this?'

    Students

    Pairs report. Expected answer: 'The main idea is that living on another planet needs support, not just a nice appearance.' Other Ss add details from the passage.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and writes on the board: Skim = main idea; Scan = specific details; Infer = combine at least two details. T reminds Ss: 'A conclusion must be supported by the text.'

    Students

    Ss check their worksheets and correct their answers in a different colour.

Activity 3: Practice · 10 minutes

Pair practice: Main message, contrast and opinion

a) Aims

Ss practise identifying the central message, explaining a contrast in the passage, and giving a supported opinion.

b) Content

Ss work in pairs with the exercises from the textbook.

  • Exercises 1–4: Read the passage and answer the comprehension questions about humans' needs, Mars and the students' activity.
  • Exercise 5: Read the complete passage and state its main message with two supporting details.
  • Exercise 6: Explain one contrast in the passage: a planet's size or bright colour alone does not show that people could live there safely.
  • Exercise 7: Speak for one minute about the passage and relate it to your experience.
  • Exercise 8: Ask two discussion questions that are not answered by a single copied word.
    T reminds Ss of the speaking strategy: state an opinion, use an example, and acknowledge a limit.

c) Expected outcomes

Answer key (based on the passage):

  • Exercises 1–4: Humans need breathable air, a suitable temperature, liquid water and a reliable food source. Mars needs life-support systems because its atmosphere is very thin. Students drew fictional habitats and labelled the invented features. The teacher praised careful questions.
  • Exercise 5: Main message: Human habitability depends on environmental conditions and support, not appearance. Supporting details: People need breathable air and water; Mars would require life-support systems.
  • Exercise 6: Contrast: A planet's size or bright colour (appearance) does not prove that it is safe for humans (conditions and support).
  • Exercise 7: A model answer: 'I think a planet needs air and water to be a home. For example, Mars needs a shelter with air. However, I am not an expert, so my idea is only an opinion.'
  • Exercise 8: Model questions: 'Why is a bright planet not always a safe place to live?' 'What would you put in a habitat to protect people?'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the eight tasks on the board and explains: 'Work in pairs. Exercises 1–4 are quick checks. Exercises 5–8 require you to speak with evidence and an example.'

    Students

    Ss read the tasks and ask questions if needed.

  2. Teacher

    Step 2: Task performance

    T monitors, supports weaker pairs with sentence starters such as 'I think... because...' and 'For example,...' and reminds Ss to acknowledge a limit: 'However, this is only my opinion.'

    Students

    Ss do the exercises in pairs. They write short answers for Exercises 1–6, and practise speaking for Exercises 7–8.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to give their main message and one opinion with an example. T asks the class: 'Is this a fact or an opinion?'

    Students

    Pairs report. Expected answer: 'The main message is that living on another planet depends on conditions and support, not appearance.' Classmates respond: 'That is an opinion, because it is not proven.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answer key and stresses: 'A personal view is not a fact just because it sounds confident. Use evidence from the passage.'

    Students

    Ss correct their answers and note the sentence starters in their notebooks.

Activity 4: Application · 8 minutes

Designing a habitat: Speak and share

a) Aims

Ss use the target vocabulary and the speaking strategy to talk about life on another planet and describe a fictional habitat that could keep people safe.

b) Content

Ss work in groups of four. Each S draws a fictional habitat for a planet of their choice, labels three to four features, and gives a one-minute talk: what the habitat provides (air, water, food, temperature) and one limit of the design. Groups then ask two discussion questions to their classmates.

c) Expected outcomes

Each S has a labelled drawing of a habitat and a one-minute spoken description. A model description: 'My habitat is on Mars. It has a shelter with a system that makes breathable air, a water tank and a small garden for food. However, this is only my design, and it may not be perfect.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Draw a fictional habitat on another planet. Label the features clearly. Then talk for one minute: what does your habitat provide, and what is one limit?'

    Students

    Ss listen and choose their planet.

  2. Teacher

    Step 2: Task performance

    T gives Ss two minutes to draw and label, then sets a group timer. T reminds Ss to use the words planet, telescope, rocket, crater or evidence where possible.

    Students

    Ss draw and label their habitats. In groups, they take turns speaking for one minute and listening to the others.

  3. Teacher

    Step 3: Report and discussion

    T invites two groups to present one habitat and one discussion question. T asks: 'What evidence do you have that your habitat is safe?'

    Students

    Representative Ss present. Expected answer: 'Our evidence is that the shelter has a system to supply air and protect us from the thin atmosphere.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises careful questions and well-supported ideas, and reminds the class: 'A drawing does not prove that a planet is ready for people. Good speakers give evidence and admit limits.'

    Students

    Ss listen and note one improvement they will make for their next talk.

Worksheets

Phiếu học tập số 1

Read the passage 'At an astronomy evening...' and complete the tasks.

Task 1: Skim for the main idea (one sentence).

  • Main idea: ____________________

Task 2: Scan for names, time and actions.

  • Planet named in the passage: ____________________
  • What did students do after the discussion? ____________________
  • What did the teacher praise? ____________________

Task 3: Make an inference by combining at least two details.

  • Detail 1: ____________________
  • Detail 2: ____________________
  • Inference: Mars would need ____________________ because ____________________.

Task 4: Write one sentence using the word evidence.

Homework

  • Draw a fictional habitat on another planet and label at least four features clearly, using the words shelter, rocket, telescope or evidence where possible.
  • Write a paragraph of five to six sentences describing your habitat. State one opinion, give one example, and acknowledge one limit of your design.
  • Review the six key words and their example sentences, and write one new sentence for each word in your notebook.
  • Bring your drawing and paragraph to the next lesson to share with a partner.

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.