giáo án 8 tuần 26- hệ 10 năm

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Date of preparing: ...

Period: 76

UNIT 10: COMMUNICATION

LESSON 4: SKILLS 2 (P. 45)

A. OBJECTIVES:

- By the end of the lesson, students will be able to listen to an interview for

specific information to understand about “netiquette” to improve their netiquette

as well; and write a short email and check the netiquette they have used.

+ Vocabulary:

+ Grammar: present simple.

- Skills: develop and practice listening and writing skills.

- Political thought and moral sense: help Ss understand more about the netiquette

and use it properly.

B. TEACHING AIDS:

- Textbook, teacher’s book, lesson plan, board, chalks, posters and pictures,

cassette and the CD record.

C.METHODS :- Chatting, questions and answers; grid, writing.

D . CONTENTS:

I .Organization:

II. Revision / Warmmer: (5’) : Chatting

- T sets the sence, then asks Ss to look at the message board. Ask them who

posted the message and who they think the message has.

1. Have you ever posted anything on the message boards?

2. Can you find any problems with this message board?

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A. Listening( 15’)

* Activity 1: 1- Listen and answer the questions

- T runs through the questions.

- Write on the board netiquette and ask Ss what they think it means.

- T sets the sence: You are going to listen to a researcher talking about the way we

communicate online.

- T explains CAPS LOCK in the box if necessary.

- Have Ss look at the questions first. Encourage them to give some answers.

- T plays the recording. Ss work individually then in pairs to compare their

answers.

+ Key:

1. The word is a combination of ‘net’ and ‘etiquette’. It’s a set of rules for

behaving properly online.

2.Don’t say and do unpleasant things online, just like in real life.

3. It’s how we communicate with each other online.

* Activity 2:2- Listen again and complete the following grid:

- T runs through the grid.

- Before playing the recording again, first T asks Ss to look at the grid and try to

complete it with as much as information from the recording as they can remember.

- T elecits the answers from Ss. If their answers are correct, move to the next

activity. Otherwise, play the recording again.

+Key:

Shoul

d

Shouldn’t Why/Why not?

1. Use CAPS LOCK in emails, posts, and

comments

v

It look like you are

shouting at people

2. Check your email for mistakes or errors v

It shows respect for

your reader.

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reader.

4. Respect discussion

v

People may not know

who you are but you’re

judged by the quality

of your writing.

* Activity 3:3- Discussion:

- Ss work in pairs to complete this task. You may call two three pairs to write their

versions of the message on the board and the class votes for the best one.

B. Writing( 20’)

Writing an email using netiquette

- Draw Ss’ attention to the REMEMBER! box. If possible, illustrate each of the

bullet points mentioned by an example you find from the Internet, or those that you

create yourself.

*Activity 4: Ordering

- T runs through the parts.

- Let Ss work individually, then compare in pairs.

- T calls a student to read the complete email.

+ Key: 1.c 2.f

3.e

4.b

5.a

6.d

*Activity 5: 5- Writing

- First Ss work in groups to discuss what information they would include in the

email. They may look at the email in 5 for ideas. them Ss work individually on this

task. Ask them to pay attention to the netiquette they have learnt. When Ss have

finished, they swap the writing with their partner to check before handing it in to T.

For a more able class. T may ask Ss to try the following tasks as homework (Ss

may look at 4 for more ideas):

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. write a short post on a message board to help somebody answer the question

What does communication breakdown mean?

( Eg/

Dear Teacher,

Our names are Nguyen Van A and Nguyen Van B, and we are your students from

class 8B. Please find attached our group homework for this weekend.

Thank you very much.

Best regards,)

IV. Summary. (2’)

- T asks students to repeat the main contents of the lesson.

V. Homework: (3' )

- Finish your writing.

- Do the exercises: 1, 2 in part E – Unit 10- W.B.

- Prepare the new lesson: Unit 10: Lesson 7 : Looking back + project.

E. EVALUATION:

...

UNIT 11 : SCIENCE AND TECHNOLOGY

I. Objectives.

- By the end of the unit, students will be able to

- pronounce words with the prefix un- and im- correctly in isolation and in context
- use the lexical items related to science and technology

- use the future simple and future continuous to talk about science and technology in
the future

- use direct speech and indirect speech to report what people say or tell

- read for specific information about the role off science and technology in the future
- talk about the roles of science and technology

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- write to express agreement and disagreement about the roles of science and
technology

- Students will be developed 4 skills: speaking , listening , reading and writing.

- Students will know the the roles of science and technology and they can help us in the
future.

II. Teaching aids.

- Textbook, lesson plans, board, chalks, cues, posters, real objects, pictures, computer and
the CD record.

III. Procedure.

Lesson 1: Getting started

A closer look 1
Lesson 2 : A closer look 2
Lesson 3 : Skills 1

Lesson 4 : Skills 2

Date of preparing: ...
Period: 77

UNIT 11 : SCIENCE AND TECHNOLOGY

LESSON 1: GETTING STARTED ( P. 48- 49)

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- By the end of this lesson, students will be able to listen and read the dialogue between
Dr. Nelson and Duong to understand the details then do some more tasks to understand
more about the roles of science and technology

+ Vocabulary: devolopment, communicate, enormous, field, economic.
+ Grammar:

- Skills: practice and develop listening, reading and speaking skills .

- Political thought and moral sense: educate students to invent new science and
technology to help the life in the future.

B. TEACHING AIDS: .

- Textbook, teacher’s book, lesson plan, board , chalks, pictures, posters, stereo and the
CD record.

C. METHODS:

Brainstorming, Rub out and remember, pre-questions, comprehension questions,
matching, gap filling, ...

D. CONTENTS: 
I. Organization:

II. Revision / Warmer: 
III. New lesson:

* Open prediction questions: ( 2’)

T asks Ss to open their books to Unit 11, cover the text and look at the picture. T asks
prediction question:

What can you see in the picture?
 Do you know these characters?
 Where are they now?

What are they talking about?...

Ss answer the questions as a class. Then play the recording and have Ss listen and follow
along. Check if Ss’ predicted answers match the conversation. If not, have Ss correct
them.

Activity 1: Vocabulary.( 5minutes): T asks Ss to find out the new words from the text.
- development (n) : sự phát triển ( translation)

- communicate (v) : giao thiệp ( mine)
- enormous (a) : to lớn, khổng lồ ( picture)
- field (n) : lĩnh vực ( example)

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- Let Ss listen to the tape again, notice the pronunciation and intonation...

- T asks Ss to practice the conversation in pairs.T calls some pairs to practise reading.
Activity 2: 1.a.Find the words in A in the conversation and match them to words in B 
with similar meanings

- T asks Ss to read the conversation again and do the exercise in pairs

- T elicits the correct answers and write them on the board.

- Have Ss substitute the B words into the conversation to check that they match.
--- Finally, explain the meaning of any complex words if necessary.

Key 1.c 2.b 3.d 4.e 5.a 6.f
Activity 3: 1.b. Questions- Answers.

- T runs through the Qs.

- T asks Ss to work individually to answer the questions.
- Let Ss compare

- T calls some Ss to give the As- asks the whole class to correct.

+ Key:

1. They are at the Science Club

2. It is the roles of the science and technology in the 21st century.

3. Science and technology are changing everything.

4. He told Nick that only robots would work in factories and clean our home in the 
future.

5. He/She said that there would be no more school: they’d just stay at home and 
learn on the Internet.

Activity 4: 1.c- What fields are mentioned ?
- Ss work in pairs.

- T tells Ss to refer back to the conversation and do the task.
- T checks their answers.

Key:

1. the economy( economic development)
2. the workplace( robots in factories)
3. the home( robots cleaning our homes)
4. travel (traffic jam)

5. education (school via the internet)

Activity 5: 1-d: gap filling

- T has Ss do this exercise in pairs.

- T asks some Ss to present their answers. Confirm the correct answers.
Key: 1. .field 2.space 3.the key 4.economic development 5.flyings cars

Look out!

T helps Ss to distinguish the two words.

- science: knowledge about the world, especially based on examining, testing, and 
proving facts.

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* Further practice: (10’)
Activity 6: 2. Gap filling:

- T tells Ss that in the box are some more words and phrases related to science and
technology.

- T lets them work in pairs.

- T checks their work by calling on some Ss to read out their sentences.
- T allows Ss to write the translations next to the words.

Key:

1. science subjects 2. technology 3. researchers 4. machines 5. scientific progress
 Activity 7: 3. The opposite of words in brackets

- T tells Ss to look at the example.

- T may give some more. Then let them do the task by themselves.
- After that, they swap their answers with partner.

- T correct Ss’ answers as a class. Then let them repeat the words in chorus.
Key: 1.unknown 2.unrealistic 3.impossible 4. unimportant 5. unpolluted
 Activity 8: 4. Game : Find some one who

- Set this up as a mingle activity.

- T lets Ss stand up and move around with pens and paper/ notebooks to ask
questions and take notes.

- T observes and assists where needed. Once a student has a name in each box they
should sit back down. Continue until all, or most, Ss have sat back down.

- T congratulates the winner(s). T calls on the winning Ss to present their results to
the class.

Reference: Some scientists of Vietnam:

Võ Hồng Anh Lê Văn Thiêm Trần Đại Nghĩa
Hà Đình Đức Hoàng Tụy Phan Lương Cầm

* Vocabulary.(25’)

Activity :New words ( 5minutes):

- archaeologist (n): nhà khảo cổ học ( translation)
- chemist (n) : nhà hóa học ( picture)

- software developer (n) : người tạo ra phần mềm máy tính

- conservationist (n) : người ủng hộ bảo vệ môi trường thiên nhiên ( example)
- explorer (n) : người thám hiểm ( translation)

+ Checking vocabulary: Ro and R.

Activity 2:Complete the following sentences with nouns indicating people (part 1- p.50)
- T divides the class into two teams.

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- Now have Ss work individually to do the task in their books. Finally ask some Ss
to write the answer on the board.

- T corrects their answer as a class.
Key

1 adviser/advisor
2 chemist

3 designer
4 programmer
5 biologist

Activity : Write a noun from the list under each picture (part 2- p.50)

- Ss work in pais and discuss what the word is for each picture.

- T checks as a class. For more able Ss,have pairs write the descriptions of these people in
the same style as activity 1. Then put pairs together to read out their descriptions and 
challenge each other to guess the person, like in the quiz 1.

Key

1 chemist

2 software developer 
3 engineer

4 physicist
5 doctor

6 conservationist
7 explorer

8 archeologist

Activity : Give the correct form of the words in brackets (part 3-p.50)
- T runs through the sentences

-T asks Ss to read the sentences and guess the part of the word to be filled in each blank .
- Have Ss call out their guesses.

- Ss work individually. Ask some Ss to write their answers on the board .
- T checks their answers as a class.

Key

1 developments
2 scientists
3 exploration

4 medical
5 economic

*Pronunciation.(10’)

Activity : Listen and mark the stress ( Part 4- p. 51)

- T asks Ss to look at the rules in the box and the examples. Go through the rules with
them. For a more able class, have Ss give some more examples.

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- T asks some Ss to say where the stress in each word is. Confirm the correct answers.
Play the recording again for Ss to repeat the words.

- T calls on some Ss to read out the words.

- T corrects Ss’ pronunciation, espeacially the stress. Then have Ss mark the stress on the
words by drawing circle above the stressed syllable.

Audio script:

unforeseen unlucky immature unwise
impatient unhelathy impure unhurt
impossible unlimited unnatural impolite

Activity 6: Put the words from 4 in the right columns( Part 5 - p. 51)
- T asks Ss to listen carefully again

- T asks Ss to do the activity individually. T plays the recording for Ss to check their
answers.

- Then elicits the correct stress patterns from Ss.

- Have Ss read out the words first. Then they work in groups to put the words in the
right columns.

- T calls on some ss to write the answers on the board. Confirm the correct answer.
Key:

oO oOo ooO oOoo

un’wise
im’pure
un’hurt

un’lucky
un’healthy
im’patient

unfore’seen
imma’ture
impo’lite

un’limited
im’possible
un’natural

Activity 7: Gap filling( Part 6 - p. 51)
- T runs through the sentences

- T asks Ss to read the sentences and guess the part of the word to be filled in each

blank .

- Have Ss work individually to write down the words.
- Play the recording two or three times for Ss to check.
Key:

1. impure 2. unhealthy 3. impossible 4. unlimited 5. impatient

- T corrects Ss’ pronunciation, intonation...
IV. Summary:(2’)

- T asks students to repeat the main contents of the lesson: vocabulary and the words
stress in the prefix un- and

im-V. Homework:(3’)

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- Practice the words stress in the prefix un- and
 - Do the exercises: 1, 2 in U11- part A- W.B

- Prepare the new lesson: Unit 11: Lesson 3: A closer look 2
E. EVALUATION:

...
...
...
...

....

---Date of preparing: ... 
Period: 78

UNIT 11 : SCIENCE AND TECHNOLOGY

LESSON 3: A CLOSER LOOK 2 ( P. 51 - 52 )

A. OBJECTIVES:

- By the end of the lesson, students will be able to use the future simple and future
continuous to talk about science and technology in the future, use direct speech and
indirect speech to report what people say or tell

+ Vocabulary:

+ Grammar: future tenses and practice Reported speech
- Skills: practice and develop speaking and writing skills .

- Political thought and moral sense: help Ss to know more about science and technology .
B. TEACHING AIDS:

- Textbook, teacher’s book, lesson plan, board, chalks, cassette, CD record, pictures and
the posters.

C. METHODS: verb form, ,complete the sentences, game.
D . CONTENTS:

I. Organization:

II. Revision( 5’): Future tenses

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- T models the first one.1- will have 
- T checks Ss' understanding.

- Ss think and prepare in about 1 minute.

- T divides the class into 2 groups. T gives the name -> checks

- One by one student from each group comes to the board and writes one answer.
- T corrects then praises the winner.

Key:

1. will have 2. will be working 3. will she be 4. won’t pass

5. decide; will support

III. New lesson

Grammar (10’) - Future tenses: review
Activity 1 : ( part 2 - p.51)

- T tells Ss to study the example first. then they work in pairs to do the activity.

- T encourages them to talk as much as possible. Remember that there is no “right” or
“wrong” as long as their sentences are grammatically correct.

- T moves around the class and listen to ss. If there is a point which everyone is confused
about, bring the class back together and do a quick review of it.

Reported speech (25’)
Reported speech

Explain to ss the differences between direct speech and reported speech. Go through the 
table carefully, using the examples to clarify the rules.

Activity 2 : Find and underline the examples of reported speech ( part 3- p.52)
- T tells Ss to refer back to the conversation in GETTING STARTED and find the
examples of reported speech. Focus them on the use of the verbs.

Key: My dad told me that only robots would work in the factories and clean our

homes in the future. Our science teacher said that there would be no more 
schools: we’d just stay at home and learn on the Internet.

Activity 3 : Coplete the sentences ( part 4- p.52)
- T runs through all the sentences.

- T asks Ss to do this exercise in pairs

- T invites two Ss to the board to write their answers. Go through the answers with the
class. Have other Ss correct the answers if necessary.

Key:

1. Nick said that he came from a small town in England.
2. My friend said that Brazil would win the World Cup.

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5. Minh said that he overslept that morning.

Activity 4 : Change into reported speech ( part 5- p.52)
- T runs through all the sentences.

- T asks Ss to do this exercise individually. While they are working, some Ss may write
their sentences on the board. Correct their sentences as a class.

Key:

1.He said he hadn’t said anything at the meeting the week before/ the previous week
2. She told me that letter had been opened.

3. Tom said that in 50 years’ time we would probably be living on Mars.
4. Mi said she hoped they would build a city out at sea.

5. Son told us that his wish was to become a young inventor

Activity 5 : Game: My friend said ... ( part 6- p.52)

- This speaking activity could be daunting for some Ss, so allow the pairs to plan what
they are going to say before they come to the front of the class. This should help Ss to
speak with fluency and accuracy, and as naturally as possible.

- Encourage them to give true sentences about themselves. Ideally, all Ss should have a
chance to talk before the class.

IV. Summary: (2’)

- T asks students to repeat the main contents of the lesson: future tenses and practice
Reported speech

V. Homework: (3’)

- Learn by heart the grammar- complete the exercises
- Do the exercises: 5,6 in U11- part B - WB.

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giáo án 8 tuần 26- hệ 10 năm

<b>Date of preparing: ... </b>

<b>Period: 76 </b>

<b>UNIT 10: COMMUNICATION </b>

<b>LESSON 4: SKILLS 2 (P. 45)</b>

<b>A. OBJECTIVES: </b>

- By the end of the lesson, students will be able to listen to an interview for

specific information to understand about “netiquette” to improve their netiquette

as well; and write a short email and check the netiquette they have used.

+ Vocabulary:

+ Grammar: present simple.

- Skills: develop and practice listening and writing skills.

- Political thought and moral sense: help Ss understand more about the netiquette

and use it properly.

<b>B. TEACHING AIDS:</b>

- Textbook, teacher’s book, lesson plan, board, chalks, posters and pictures,

cassette and the CD record.

<b>C.METHODS :- Chatting, questions and answers; grid, writing. </b>

<b>D . CONTENTS: </b>

<b>I .Organization: </b>

<b>II. Revision / Warmmer: (5’) : Chatting</b>

- T sets the sence, then asks Ss to look at the message board. Ask them who

posted the message and who they think the message has.

<i>1. Have you ever posted anything on the message boards?</i>

<i>2. Can you find any problems with this message board?</i>

<i><b>A. Listening( 15’)</b></i>

<i><b>* Activity 1: 1- Listen and answer the questions</b></i>

- T runs through the questions.

- Write on the board netiquette and ask Ss what they think it means.

- T sets the sence: You are going to listen to a researcher talking about the way we

communicate online.

- T explains CAPS LOCK in the box if necessary.

- Have Ss look at the questions first. Encourage them to give some answers.

- T plays the recording. Ss work individually then in pairs to compare their

answers.

<b>+ Key: </b>

<i>1. The word is a combination of ‘net’ and ‘etiquette’. It’s a set of rules for</i>

<i>behaving properly online.</i>

<i>2.Don’t say and do unpleasant things online, just like in real life.</i>

<i>3. It’s how we communicate with each other online.</i>

<i><b>* Activity 2:2- Listen again and complete the following grid:</b></i>

- T runs through the grid.

- Before playing the recording again, first T asks Ss to look at the grid and try to

complete it with as much as information from the recording as they can remember.

- T elecits the answers from Ss. If their answers are correct, move to the next

activity. Otherwise, play the recording again.

<i><b>+Key:</b></i>

Shoul

d

Shouldn’t Why/Why not?

1. Use CAPS LOCK in emails, posts, and

comments

v

It look like you are

shouting at people

2. Check your email for mistakes or errors v

It shows respect for

your reader.

reader.

4. Respect discussion

v

People may not know

who you are but you’re

judged by the quality

of your writing.

<i><b>* Activity 3:3- Discussion:</b></i>

- Ss work in pairs to complete this task. You may call two three pairs to write their

versions of the message on the board and the class votes for the best one.

<i><b>B. Writing( 20’)</b></i>

<b>Writing an email using netiquette</b>

- Draw Ss’ attention to the REMEMBER! box. If possible, illustrate each of the

bullet points mentioned by an example you find from the Internet, or those that you

create yourself.

<i><b>*Activity 4: Ordering</b></i>

- T runs through the parts.

- Let Ss work individually, then compare in pairs.

- T calls a student to read the complete email.

<b>+ Key: 1.c 2.f</b>

3.e

4.b