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Mô tả: Date of planning: 16.01.2025 Period 58 UNIT 5: SCIENCE AND TECHNOLOGY Lesson 2.1 – Vocabulary and Listening (pages 48 & 49) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - learn and use vocabulary related to science and technology (rescue, lift, complete, navigate, recognize, carefully, quietly, safely). - practice listening for the purpose of the talk and for specific information. - practice functional English – Showing agreement. *Students with disabilities will be able to learn and use vocabulary related to science and technology (rescue, lift, complete, navigate, recognize, carefully, quietly, safely). 1.2. Competences - improve Ss’ communication, collaboration and critical thinking skills. 1.3. Attributes - to understand how electronic devices work and their impacts on daily life. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Watch a video and answer the question./ Look at the picture and discuss the questions. - Ss’ answers. - T’s feedback/Peers’ feedback. - Match the underlined words with the definitions. Listen and repeat. - Ss’ presentation. - T’s feedback/Peers’ feedback. - In pairs: Talk about something you recently completed and something you can do carefully/quietly. - Ss’ presentation/ answers. - T’s feedback/Peers’ feedback. - Listen to a report about a robot competition. What's the purpose of the report? - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the Conversation Skill box. Then, listen and repeat. - Listen to the conversation again and tick the phrase you hear. - Ss’ answers. - Ss’ answers. - T’s feedback/Peers’ feedback. - T’s feedback/Peers’ feedback. - In pairs: What do you think of the Robolympics? Would you like to watch or participate in them? Why (not)? - Ss’ answers/ presentation. - T’s observation and feedback. IV. PROCEDURES -Organization(1’) Class Date of teaching Absent students 8A 8B 8C A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Introducing words about science and technology. c) Expected outcomes: Ss get to know some new words / structures they are going to study in the lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES * OPTION 1: Watch a video and answer the question. - Have Ss watch the video https://www.youtube.com/watch?v=HyDknYdatw8 and give their answers to the question What can the robots do in this competition? - Call Ss to give answers. - Check Ss’s answers and give feedback. - Lead to the new lesson. * OPTION 2: Let’s Talk! (p48 – SB) - Divide the class into pairs. - Have Ss look at the picture and discuss the questions. What do you think the robots can do? Which robot do you think will be better as a cleaner? Which will be better as a doctor? - Elicit answers from some Ss. - Lead to the new lesson. - Watch the video and answer the question. Suggested answer: They can carry things. - Work in pairs. - Answer the questions. B. New lesson (35’)  Activity 1: Pre-Listening (Vocabulary) (12’) a) Objective: Ss get to know words about robots. b) Content: - Vocabulary study (rescue, lift, complete, navigate, recognize, carefully, quietly, safely). - Speaking: Talk about what robots can do. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them when they do other listening tasks. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Teach Vocabulary - Introduce new words with the following techniques. 1. rescue (n) (explanation) 2. lift (v) (mime) 3. complete (v) (explanation) 4. navigate (v) (picture + mime) 5. recognize (v) (explanation) 6. carefully (adv) (explanation) 7. quietly (adv) (explanation) 8. safely (adv) (explanation) Task a. Match the underlined words with the definitions. Listen and repeat. - Demonstrate the activity using the example. - Have Ss the underlined words with the definitions. - Divide the class into pairs and have them check their answers with their partners. - Play audio (CD1 – Track 55). Have Ss listen and repeat. - Correct Ss’ pronunciation. - Give feedback. Task b. In pairs: Talk about something you recently completed and something you can do carefully/quietly. - Have pairs talk about something they recently completed and something they can do carefully/quietly. - Have some pairs share their ideas with the class. - Go round and give help if necessary. - Have some pairs demonstrate the activity in front of the class. - Give feedback. - Listen and write down. - Look and listen. - Work individually. Answer keys - Work in pairs to discuss. - Share ideas. Suggested answers  Activity 2: While - Listening (17’) a) Objective: Students can develop their listening skill. b) Content: Listening to the audio and doing the tasks. - Listen to a report about a robot competition. What's the purpose of the report? - Listen and write True or False. c) Expected outcomes: Ss can listen to and understand a report about a robot competition (for general purpose and specific details). d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen to a report about a robot competition. What's the purpose of the report? - Have Ss read the question. - Play audio (CD1 - Track 56). Have Ss listen and answer the question. - Check answers as a whole class. Task b. Listen and write True or False. - Have Ss read the through the content of Task b and underline the key words. - Demonstrate the activity using the example. - Focus on techniques to listen and choose True or False: 1. Listen carefully 2. Pay attention to key phrases and words 3. Identify the speaker's tone 4. Take notes 5. Confirm your answer - Have Ss read the sentences. - Play audio (CD1 - Track 56). Have Ss listen and write True or False. - Check answers as a whole class. - Give feedback. -Work individually. - Listen. - Give the correct answers. Answer keys - Read and underline the key words. - Do the task. - Exchange answers. Answer keys  Activity 3: Post - Listening (6’) a) Objective: Students can use the vocabulary and the content in the listening part to develop their speaking skill. b) Content: Speaking: What do you think of the Robolympics? Would you like to watch or participate in them? Why (not)? c) Expected outcomes: Ss can talk about their personal opinions regarding the Robolympics. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task c. Read the Conversation Skill box. Then, listen and repeat. - Have Ss look at the Conversation skill box and read. - Play audio (CD 1 - Track 57). - Have Ss listen and repeat (using DCR). - Ask Ss to find more ways to show agreement. Task d. Listen to the conversation again and tick the phrase you hear. - Play audio (CD 1 – Track 56). Have Ss listen and tick the phrase they hear. - Check the answer as a whole class. Task e. In pairs: What do you think of the Robolympics? Would you like to watch or participate in them? Why (not)? - Have Ss discuss the questions. - Elicit answers from some Ss. - Observe and give help if necessary. - Call some pairs to share their ideas with the class. - Give feedback. - Look and read. - Listen and repeat. - Give answers. Answer keys - Work in pairs. - Present. Suggested answer C. Consolidation and homework assignments (5’) * Consolidation: - Language to show agreement. - Choose the correct word for each sentence. 1. In his first try, he climbed the stairs very quickly and fell. He’s climbing the stairs more carefully and quietly/ slowly this time. 2. Robots need to navigate/ recognize really well to complete this climbing task. 3. Tsunami can’t complete/ lift the ball. I think he needs to move more carefully. Answer keys: 1. slowly 2. navigate 3. lift * Homework - Learn the new words. - Practice talking about robot competitions. - Do the exercises in WB: New words and Listening (pages 34 & 35). - Do the exercises in Tiếng Anh 8 i-Learn Smart World Notebook (pages 42 & 43). - Play the consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 2.2 – Grammar (pages 49 & 50 – SB). V. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… ******************** Date of planning: 16.01.2025 Period 59 UNIT 5: SCIENCE AND TECHNOLOGY Lesson 2.1 – Grammar (pages 49 & 50) I. OBJECTIVES By the end of the lesson, Ss will be able to 1.1. Language knowledge and skills - practice and use comparative adverbs correctly. *Students with disabilities will be able to practice and use comparative adverbs correctly. 1.2. Competences - improve Ss’ communication, collaboration and critical thinking skills. 1.3. Attributes - to understand how electronic devices work and their impacts on daily life. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen to the song and fill in the gaps. - Ss’ performance. - T’s feedback. - Study the grammar box. - Ss’ task. - T’s observation. - Fill in the blanks with the form of comparative adverbs in brackets. - Ss’ answers. - T’s feedback/Peers’ feedback. - Write sentences using the adverbs and information given. - Ss’ answers. - T’s feedback/Peers’ feedback. - test your memory with your partner. (in pairs). - Ss’ performance/ presentation. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization(1’) Class Date of teaching Absent students 8A 8B 8C A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Introducing comparative adverbs. c) Expected outcomes: Ss review their previous knowledge and have general ideas about the grammar point they are going to study in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES * OPTION 1: Listen to the song and fill in the gaps. - Introduce the song Stronger (What Doesn't Kill You) by Kelly Clarkson: https://www.youtube.com/watch?v=Xn676-fLq7I - Give Ss handouts. Have Ss work in pairs, listen to the song and fill the gaps: HANDOUT: Listen to the song and fill the gaps: STRONGER (What Doesn't Kill You) by Kelly Clarkson You know the bed feels __________ (warm) Sleeping here alone You know I dream in colour And do the things I want You think you got the best of me Think you've had the last laugh Bet you think that everything good is gone Think you left me broken down Think that I'll come running back Baby, you don't know me, 'cause you're dead wrong What doesn't kill you makes you ____________(strong) Stand a little __________(tall) Doesn't mean I'm lonely when I'm alone What doesn't kill you makes a fighter Footsteps even ___________ (light) Doesn't mean I'm over cause you're gone - Play the song and ask Ss in pairs to write down as many words of comparative adjectives as they can remember in two minutes in a sheet of paper. - Have Ss write their answers on the board. - Tell that the group with more correct words will be the winner. - Show the answers. - Lead to the new lesson. * OPTION 2: - Have Ss look at the picture – page 49. - Have some Ss read the sentence in the bubble aloud. - Have Ss fill in the blank. - Give feedback. - Lead to the new lesson. - Work in pairs. - Give answers. Answers keys warmer, stronger, taller, lighter - Look at the picture. - Read the sentence aloud. B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce comparative adverbs. b) Content: Practicing the grammar point. - Listen and repeat. - Introduce the grammar point: comparative adverbs. c) Expected outcomes: Ss know how to use comparative adverbs to do some following exercises. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Tasks a & b. Read about comparative adverbs and fill in the blank. Then, listen and check your answers. Listen again and repeat. - Have Ss look at the grammar explanation. - Have Ss look at the examples. - Have some Ss read the examples aloud. - Have Ss look at the picture. - Have Ss fill in the blanks. - Play audio (CD1 – Track 58) and have Ss listen, check answers, then read the speech bubble. - Play the audio again and have Ss listen and repeat. - Ask Ss to give more comparative adverbs and make sentences with them. Lead to the grammar box as follows: - Have Ss look at the grammar explanation with the use of verbs followed by adverbs: Comparative adverbs are used to compare two actions. They modify verbs and indicate that one action is more or less than another. - Focus on kinds of adverbs. -Have some Ss read the comparative adverbs aloud. - Emphasize some adverbs having the same form as adjectives - Give feedback. - Look. - Read the examples aloud. - Listen, then read. Answer keys: - Look and read. - Read the adverbs aloud.  Activity 2: Practice (19’) a) Objective: Students can use comparative adverbs correctly. b) Content: Performing the tasks, using the grammar point. - Read the examples and notes above, then fill in the blanks. - Write sentences using the adverbs and information on the right (to compare Stumpy with Flying Chicken). c) Expected outcomes: Students can use comparative adverbs in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read the examples and notes above, then fill in the blanks. - Demonstrate the activity using the example. - Have Ss read the sentences and fill in the blanks. - Have pairs check each other's work. - Have some Ss share their answers with the class. - Give feedback and correct Ss’ answers if necessary. - Look and listen. - Work individually. - Work in pairs. - Write answers on the board. Answer keys Task b. Write sentences using the adverbs and information on the right. - Demonstrate the activity using the example. - Have Ss write sentences using the adverbs and information on the right (to compare Stumpy with Flying Chicken). - Have pairs check each other's work. - Have some Ss share their answers with the class. - Check Ss’ answers, give feedback. - Look and listen. - Work individually. - Work in pairs. - Read or write answers. Answer keys  Activity 3: Production (6’) a) Objective: Students master the grammar point they study in the lesson. b) Content: Speaking: Ask and answer using the information in Task c. c) Expected outcomes: Ss produce the new language successfully, and they can apply the grammar point they have learnt in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task c. In pairs: Take three minutes to memorize the information in Tasks a. and b. Then, close your book and test your memory with your partner. - Divide the class into pairs. - Have Ss take three minutes to memorize the information in Tasks a. and b. then test their partner. - Have some pairs demonstrate the activity in front of the class. - Give feedback. - Work in pairs. - Have conversation in pairs. - Present. - Listen. Suggested Answers C. Consolidation and homework assignments (4’) *Consolidation: Meaning, form and use of comparative adverbs. - Read the sentences about two robots. Give the correct form with the words given. WHICH ROBOT IS BETTER? 1. D-19 moves much ( quick) ________ than Apex1. 2. D-19 works (quiet) ________ than Apex1 3. Apex1's battery lasts (long) ________ than D-19's 4. D-19 can dance (beautiful) ________ than Apex1. Answer keys: 1. more quickly 2. more quietly 3. longer 4. more beautifully * Homework: - Make three sentences, using comparative adverbs. - Do the exercises in WB: Grammar (page 29). - Complete the grammar notes in Tiếng Anh 8 i-Learn Smart World Notebook (page 43). - Play the consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 2.3 – Pronunciation and Speaking (pages 50 & 51 – SB). V. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… c. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… ***************** Date of planning: 16.01.2025 Period 60 UNIT 5: SCIENCE AND TECHNOLOGY Lesson 2.3 – Pronunciation and Speaking (pages 50 & 51) I. OBJECTIVES By the end of the lesson, Ss will be able to … 1.1. Language knowledge and skills - practice stressing the first syllable for most 3-syllable words ending in "-ly". - compare robots, using comparative adverbs, and functional English - Showing agreement. *Students with disabilities will be able to practice stressing the first syllable for most 3-syllable words ending in "-ly". 1.2. Competences - improve Ss’ communication, collaboration and critical thinking skills. 1.3. Attributes - to understand how electronic devices work and their impacts on daily life. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, digital book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook, handouts III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen to the words and focus on the underlined letters. - Ss’ performance and answers. - T’s observation. - Listen and cross out the word with the different stress. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the words with the correct stress to a partner. - Ss’ performance. - T’s feedback/Peers’ feedback. - Take turns making sentences using comparative adverbs and the information below. - Ss’ performance. T’s observation, T’s feedback. - In pairs: Discuss and choose the robot you think is better for each job and say why. - Ss’ performance/ Presentation. - T’s observation, T’s feedback. - Do you think robots can do any of the jobs better than humans? Why (not)? - Ss’ performance/ Presentation. - T’s observation, T’s feedback. IV. PROCEDURES -Organization(1’) Class Date of teaching Absent students 8A 8B 8C A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Watching a video and talking aliens, using Past Continuous and Past Simple. c) Expected outcomes: Ss have good preparation for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Decide whether the following sentences are correct or incorrect. - Have Ss work in pairs to decide whether the following sentences are correct or incorrect. - Have Ss focus on the underlined. 1. Kitbot's battery lasts longer than Frogfoot's. 2. Wall-D can jump higher than Twitchy. 3. Wall-D moves more slow than Tsunami. 4. Ziggy completed the rescue task worse than Sparky. - Have Ss share the answers. - Ask Ss correct the incorrect sentence(s). - Give feedback. - Lead to the new lesson. - Listen and watch. - Give answers. Answer keys: 3. Wall-D moves more slow than Tsunami. B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (8’) a) Objective: Introduce stress of the first syllable for most 3-syllable words ending in "-ly". b) Content: Practicing the rule to stress the first syllable for most 3-syllable words ending in "-ly". - listen and check, and find mistakes. - practice. c) Expected outcomes: Ss practice the pronunciation feature and use it naturally in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Tasks a & b. Stress the first syllable for most 3-syllable words ending in "-ly". Listen to the words and focus on the underlined letters. - Briefly explain the rule to stress the first syllable for most 3-syllable words ending in "-ly". - Have Ss listen and pronounce some more words as follows: - Play audio (CD1 - track 61) and draw attention to the pronunciation feature. - Ask Ss to listen and focus on stress of the first syllable for most 3-syllable words ending in "-ly". - Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature. Tasks c & d. Listen and cross out the word with the different stress. Then, read the words with the correct stress to a partner. - Play the recording (CD1 – Track 60) using DCR, have Ss listen and cross out the word with the different stress. - Call Ss to give answers. - Play the recording again and check answers as a whole class. - Then have Ss practice saying the examples with a partner, using the pronunciation feature. - Call some Ss to read the sentences in front of the class. - Have Ss make some more examples and practice reading them, using the pronunciation feature. - Give feedback. - Listen. - Listen and focus on the sound. - Listen again and repeat. - Listen and cross out. - Give answers. Answer keys  Activity 2: While-speaking (21’) a) Objective: Students can make a comparison of different robots, using comparative adverbs. b) Content: Which Robot for the Job? - Practicing comparative adverbs. - Take turns making sentences using comparative adverbs and the information given. c) Expected outcomes: Ss produce the new language successfully through making conversations. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PRACTICE: Take turns making sentences using comparative adverbs and the information below. - Demonstrate the activity using the examples. - Divide the class into pairs. - Have pairs take turns making sentences using comparative adverbs and the information. - Have some pairs demonstrate the activity in front of the class. - Give feedback. *ACTIVITY: SPEED CONVERSATION - Have Ss bring their books, stand up and make two circles to have face-to-face conversations. - Have them talk to other Ss standing across from them and talk for two to three minutes as much as they can about the comparisons of different robots according to their abilities. - Ss on one side move one space to their left when time is up. After then, Ss continue their talk with their new partners. - Repeat as many as necessary or until Ss find their original partner. - Give feedback. - Observe and listen. - Work in pairs to practice the conversation. Suggested answers: Lucy cleans faster than Eddie and Andy. Andy cleans faster than Eddie.  Activity 3: Production (6’) a) Objective: Help Ss produce the language naturally. b) Content: Providing opinions of comparison between robots and humans, and giving reasons for the choice. c) Expected outcomes: Ss can produce the new language successfully in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES SS’ ACTIVITIES SPEAKING: Task a. You're discussing which robots might be good for different jobs. In pairs: Discuss and choose the robot you think is better for each job and say why. - Demonstrate the activity by practicing the activity with a student. Tell them to use phrases of showing agreement: You’re right/ I agree to response to their partner’s opinions. - Divide the class into pairs. - Have Ss look at the table and discuss which robot is better for each job and say why. - Have some pairs demonstrate the role-play in front of the class. - Observe, give help if necessary. - Give feedback. - Discuss. - Present. - Share their ideas. Suggested answers: I think the OP 12 is better for being a cleaner. It completes tasks more quietly and works more carefully. C. Consolidation and homework assignments (4’) * Consolidation: - Task b. Do you think robots can do any of the jobs better than humans? Why (not)? Suggested answers: I think robots can be better cleaners. Cleaning is a simple job, and robots don't get tired. * Homework: - Make 2 sentences including 3-syllable comparative adverbs and practice reading them, paying attention to stress the first syllable for most 3-syllable words ending in "-ly". - Do the exercises in WB: Writing (page 29). - Prepare: Lesson 3.1 – Reading & Writing (pages 52 & 53). - Play the consolidation games in Tiếng Anh 8 i-Learn Smart World DHA App on www.eduhome.com.vn V. REFLECTION a. What I liked most about this lesson today: ………………………………………………………………………………………… d. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………………………