Giáo Án Tiếng Anh 8 Global Success Unit 11 Science And Technology

Form

Pronunciation

Meaning

Vietnamese equivalent

1. technology(n)

/tekˈnɒlədʒi/

scientific knowledge used in practical ways in industry, for example in designing new machines

công nghệ

2. face-to-face (adj)

/ˌfeɪs tə ˈfeɪs/

in a way that involves people who are close together and looking at each other

trực tiếp, mặt đối mặt

3. epidemic (n)

/ˌepɪˈdemɪk/

a large number of cases of a particular disease or medical condition happening at the same time in a particular community

đại dịch

4. contact lens (n)

/ˈkɒntækt lenz/

a thin, curved lens placed on the film of tears that covers the surface of your eye

kính áp tròng

5. breakout room (n)

/ˈbreɪkaʊt ruːm /

a small meeting room or a separate part of an internet meeting where a small group can discuss a particular issue before returning to the main meeting

phòng học chia nhỏ, chia nhóm

6. invention (n)

/ɪnˈvenʃn/

​a thing or an idea that has been invented

sự phát minh, sáng chế

Anticipated difficulties

Solutions

Ss may not know enough vocabulary relating to the topic to understand the conversation.

Provide the necessary vocabulary for students to understand the conversation.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

GAME: HIDDEN WORDS

- T introduces the rule of the game:

+ Read the questions or situations

+ Find a word to answer each question or fill in each situation.

+ Discover the hidden words by unscrambling the red letters.

- T leads to the new unit. Write the unit title SCIENCE

& TECHNOLOGY on the board. Ask Ss to guess what they are going to learn about in this unit.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Vocabulary pre-teaching

- Teacher introduces the vocabulary.

- Teacher explains the meaning of the new vocabulary by pictures/ explanations/ examples.

- Teacher reveals that these seven words will appear in the reading text and asks students to open their textbooks to discover further.

New words:

1. technology(n)

2. face-to-face (adj)

3. epidemic (n)

4. contact lens (n)

5. breakout room (n)

6. invention (n)

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and read. (6 mins)

- Teacher has Ss to look at the pictures in the book and answer the questions.

- T encourages ss to answer the questions, but doesn’t confirm their answers.

- Teacher plays the recording for ss to listen and read along. Then invite some pairs of Ss to read the conversation aloud.

- T refers to the questions previously asked and confirms the correct answer.

Questions:

- Who are the girl and the boy?

- Where do you think they are?

- What might they be talking about?

- What can you see in the bubble?

Suggested answer:

They are Minh and Ann. They are at school.

They are discussing their online class / robot teacher.

Task 2: Read the conversation again and tick T (True) or F (False) (6 mins)

- Ask Ss to work in pairs to read the conversation.

- Ask them to underline the key words and phrases in the statements. Then have pairs work for one or two minutes to check if the statements are true or false.

- Have Ss read out the statements and say if the statements are true or false.

- Make sure they pronounce the words correctly.

- Check the answers as a class.

Answer key:

1. F

2. T

3. F

4. T

5. T

Task 3: Label each picture with a phrase from the box. (6 mins)

- Ask Ss to say the phrases aloud. Make sure they pronounce the phrases correctly.

- Ask Ss to work in pairs to label the pictures with the appropriate words or phrases.

- Check the answers as a class.

Answer key:

1. computer screen

2. 3D contact lenses

3. online class

4. robot teacher

5. breakout rooms

6. Internet connection  

Task 4: Complete the sentences, using the phrases in 3. (7 mins)

- Ask Ss to work independently to complete each sentence with a phrase from the box in 3.

- Allow Ss to refer to the pictures and phrases in Activity 3 or the conversation if needed.

- Check the answers as a class.

- Ask several Ss to read aloud the full sentences. Correct Ss’ pronunciation if needed.

Answer key:

1. computer screen

2. breakout rooms

3. robot teacher

4. online class

5. 3D contact lenses

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 5: Quiz: Do you know what things were invented in these years? Work in pairs and find out. (5 mins)

- Ask Ss to work in pairs to read the information and to make guesses.

- Encourage Ss to guess as many things as possible.

- Ask some Ss to report things they have thought of / worked out.

Answer key:

1. the first computer

2. the telephone

3. penicillin

4. the World Wide Web (WWW)

5. robot ASIMO (Advanced Step in Innovative Mobility)

Date of teaching

Unit 11: Science and technology

Lesson 1: Getting started

* Vocabulary

1. technology(n)

2. face-to-face (adj)

3. epidemic (n)

4. contact lens (n)

5. breakout room (n)

6. invention (n)

* Practice:

Task 1: Listen and read.

Task 2: Complete the list.

Task 3: Match.

Task 4: Complete the sentences.

Task 5: Game: Listing.

*Homework

Form

Pronunciation

Meaning

Vietnamese equivalent

1. face recognition (n)

/feɪsˌrekəɡˈnɪʃn/

technology that allows a computer to identify a person by their face

công nghệ nhận diện gương mặt

2. experiment (n)

/ɪkˈsperɪmənt/

a scientific test that is done in order to study what happens and to gain new knowledge

thí nghiệm

3. eye-tracking (n)

/ˈai ˌtrækɪŋ/

technology that follows the movements of eyes, especially by using special electronic equipment

theo dõi (cử động) mắt

4. fingerprint scanner(n)

/ˈfɪŋɡəprɪnt ˈskænə/

a type of technology that identifies and authenticates the fingerprints of an individual in order to grant or deny access to a computer system or a physical facility

máy quét vân tay

5. digital communication (n)

/ˈdɪdʒɪtl kəˌmjuːnɪˈkeɪʃn/

the use of online tools like email, social media messaging and texting to reach other individuals or a specific audience in order to share a message

giao tiếp kỹ thuật số

Anticipated difficulties

Solutions

Ss may lack vocabulary related to the topic of science technology, new technologies, and verb phrases that used to talk about inventions, discoveries, creations and development, so they may have difficulty completing the tasks

T is willing to provide them with enough vocabulary related to the topic

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Game: Labelling the pictures

- Give Ss a few minutes to play a game. Have Ss play in two groups.

- Give Ss pictures of things and strips of paper with phrases including computer screen, breakout rooms, robot teacher, online class, 3D contact lenses, connection.

- Ask teams to stick the phrases to the right pictures.

- The team with the most correct answers wins.

- Ask Ss to open their books to page 116.

Key:

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Write the words and phrases under each picture. (6 mins)

- Have Ss read aloud the words / phrases in the box.

- Ask Ss to work in pairs to look at the pictures and describe the pictures.

- Have pairs write the correct words / phrases under the pictures. Explain the meaning of the new words / phrases in Vietnamese, if needed.

- Invite Ss to take turns to read out their answers.

- Correct their pronunciation if needed.

- Check the answers as a class.

Answer key:

1. digital communication

2. face recognition

3. eye-tracking

4. experiment

5. fingerprint scanner

6. video conferencing

Vocabulary teaching (6 mins)

- Teacher asks students to try explaining the meaning of the words in Task 1.

- Teacher explains the vocabulary.

- Teacher checks students’ understanding by the follow-up tasks in the student's book.

New words:

1. face recognition (n)

2. eye-tracking (n)

3. experiment (n)

4. fingerprint scanner (n)

5. digital communication (n)

Task 2: Choose the option that best completes each phrase. (6 mins)

- Ask Ss to read aloud the given verbs and nouns.

- Explain the verbs and if possible, give some examples. Also explain the verbs in Vietnamese.

- Ask Ss to work in pairs to choose the correct options to complete the phrases.

- Check the answers as a class.

- Have some Ss read aloud the phrases.

- Correct Ss’ pronunciation if necessary.

- Also ask Ss to add more words / phrases to the verbs to make up other phrases. This way, T can broaden Ss’ vocabulary if they are ready.

- To create something = To bring into existence out of nothing.

E.g.: She created a new robot.

- To invent = to design a new process or mechanism.

E.g.: He invented a new electric cooker.

- To develop = grow gradually or become bigger, stronger, etc.

E.g.: They developed a relationship / a method to work better / a computer programme.

- To discover = to find somebody/something that was hidden or that you did not expect to find.

E.g.: Galileo discovered that Jupiter had moons.

Answer key:

1. A

2. A

3. B

4. B

Task 3: Complete the sentences with the words and phrases from the box. (7 mins)

- Ask Ss to work individually to choose the correct answer for each sentence.

- Have Ss swap their answers with partners. Then check the answers as a class.

- Also ask some Ss to read out their answers. Then have some Ss read the sentences aloud as a class.

- Correct Ss’ pronunciation if necessary.

Answer key:

1. discovered

2. invented

3. created

4. experiments

5. fingerprint scanner

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 4: Listen and repeat the sentences. Pay attention to the bold syllables. (6 mins)

- Have Ss listen to the recording once first. Ask them to pay attention to the stressed syllables.

- Play the recording again for them to listen and repeat each word as a class, then as individuals. Play the recording as many times as possible.

- Then ask Ss to read out the sentences. Correct their pronunciation and stress if needed.

- Introduce the rules in the Remember! Box: stress sentences, which words in a sentence should be stressed, and which are not.

- Remind Ss of the words that receive stress in a sentence, which they leant in Unit 11 Tiếng Anh 7.

Task 5: Listen and repeat the sentences. How many stressed words are there in each sentence? (6 mins)

- Play the recording for Ss to listen and repeat each sentence after the recording. Correct Ss’ pronunciation if necessary.

- Ask Ss to count the number of stressed words in each sentence. Check if Ss have counted enough stressed words in each of the sentences.

- Call on some Ss to read the sentences. Play the recording multiple times if necessary.

Answer key:

1. He is an inventor.

→ 1 stressed word

2. We won’t have a robot teacher next year.

→ 6 stressed words

3. She likes learning online.

→ 3 stressed words

4. Was she checking attendance when you came? – No, she wasn’t.

→ 6 stressed words

5. What did he invent?

→ 2 stressed words

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

GAME: BROKEN TELEPHONE

- Teacher explains the rule:

RULE:

- Gather 3 or more players.

- The person starting the game thinks of SENTENCE and whispers it into the next player’s ear only once, with no repeats allowed.

- That listener tries to correctly repeat that SENTENCE into the next player’s ear (Paying attention to the sentence’s stress). The last person in the line or at the end of the circle repeats the SENTENCE

- Allow a moment for giggles if the message is “broken” or changed. The player who started announces the correct SENTENCE

- Players take turns thinking of the next SENTENCE to pass through a whisper.

Date of teaching

Unit 11: Science and technology

Lesson 2: A closer look 1

I. Vocabulary

1. face recognition (n)

2. eye-tracking (n)

3. experiment (n)

4. fingerprint scanner (n)

5. digital communication (n)

Task 1: Write a word or phrase.

Task 2: Choose the option.

Task 3: Complete the sentences.

II. Pronunciation

Task 4: Listen and repeat the sentences.

Task 5: Listen and repeat the sentences. How many stressed words?

*Homework

Direct speech

Reported speech

1. Definition

- a report of the exact words used by a speaker or writer

- usually placed inside quotation marks and accompanied by a reporting verb, signal phrase, or quotative frame.

- the form of speech used to convey what was said by someone at some point of time.

2. Changes in tenses

1. Present simple

2. Present continuous

3. Present perfect

4. Past simple

5. Past continuous

6. Past perfect

7. will

8. can

9. may

10. must

1. Past simple

2. Past continuous

3. Past perfect

4. Past perfect

5. Past perfect continuous

6. Past perfect

7. would

8. could

9. might

10. had to

3. Changes in pronouns

(according to situations)

1. I/ me

2. We/ us

3. You

4. He/ she/ it/ they…

5. this

6. these

1. He/ She/ him/ her

2. They/ them

3. I/ me

4. He/ she/ it/ they…

5. that

6. those

4. Changes in time and place expressions

1. now

2. today

3. ago

4. tomorrow

5. this week

6. yesterday

7. last week

8. here

1. then

2. that day

3. before

4. the following day/ the next day

5. that week

6. the day before/ the previous day

7. the week before/ the previous week

8. there

5. Structures

S1 said: “S2 + V2,”

“S2 + V2,” S1 said

S1 + said/ told sb + (that) + S2 + V2 (back-form tenses)

Anticipated difficulties

Solutions

Ss may get confused about the changes from direct speech to reported speech.

T should be ready to find examples and give clear explanations to the students.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Game: MEMORISING

RULE:

- Work in 4 groups

- Look at the pictures in 30 seconds and try to remember what each person said.

- Write down on the posters what each of the people in the picture said.

- The group with the most correct answers is the winner.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Look at part of the conversation in GETTING STARTED again. Then match Minh’s uncle’s direct speech with his reported speech.

- Ask Ss to work individually to look at the part of the conversation from GETTING STARTED

- Ask Ss to underline the sentences in GETTING STARTED

- Have Ss work in pairs to look at direct speech and reported speech boxes to match.

- Check the answers as a class.

- Ask some Ss to underline the differences in the pairs of sentences they have just matched.

- Emphasise will in direct speech is turned into would in the reported speech.

- Ask several Ss to read aloud full sentences. Correct their pronunciation if necessary.

Answer key:

1. B

2. A

Teaching point: Reported speech (statements)

- Have Ss work individually to read the Remember! box.

- Write examples of direct speech and reported speech on the board.

- Ask some Ss to point out the differences between pairs of sentences (direct and reported speech sentences)

- Remark on the differences in (1) verb form, (2) time expressions, (3) time and place expression, and (4) pronouns.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 2: Complete the second sentences using the correct verb form. (5 mins)

- Remind Ss that they should put the verb one tense back when they report something.

- Have Ss work in pairs to finish the sentences with the correct verb forms.

- Ask some Ss to write their answers on the board.

- Check Ss’ answers. Correct any mistakes and re-explain the rule if necessary.

- Have Ss read out loud sentences again and correct pronunciation if necessary.

Answer key:

1. was

2. would take

3. was talking

4. were going

5. didn’t have

Task 3: Complete the second sentences with the words and phrases from the box. (5 mins)

- Have Ss work individually to underline the expressions denoting time and place in the direct sentences.

- Ask Ss to choose the correct word / phrase from the box to fill each of the reported sentences. Remind them of the expressions they have just underlined in each of the direct speech sentences.

- Ask some Ss to read out the direct and reported speech sentences. Correct pronunciation if necessary.

- Check the answers as a class.

Answer key:

1. the next day

2. then

3. that day

4. that year

5. there

Task 4: Complete the second sentence in each pair so that it means the same as the first one.

(10 mins)

- Have Ss work individually for five minutes to complete the reported sentences. Then ask them to work in pairs to swap their answers.

- Ask some Ss to write their reported sentences on the board.

- Check the answers as a class.

- Have the class read out the sentences. Correct pronunciation when necessary.

Answer key:

1. The scientist said that we would live much longer in the future.

2. Our teacher said that our school was going to have a new laboratory there.

3. My dad said that they were developing technology to monitor students better.

4. Tom said that there were no classes the next day because their teacher was ill.

5. The teacher said that they wanted some students to join the science club the next semester.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 5: Work in pairs. One student says a sentence and the other changes that sentence into reported speech. Then swap roles. (4 mins)

GAME: He/ She said that…

- Divide the class into groups of 4.

- Instruct Ss to play the game in groups.

- Give groups two minutes to prepare. Tell them that groups can write down their group’s sentences.

- Invite one group to read out or say aloud a direct speech sentence and the other to say out the sentence in reported speech, starting with She / He said...

- Remind them that the group that has the correct reported speech sentence has the right to read out their direct sentence for the other to turn into a reported one.

- Correct any grammar and pronunciation mistakes if necessary.

- The group with the most correct reported sentences wins.

Date of teaching

Unit 11: Science and technology

Lesson 3: A closer look 2

* Grammar: Reported speech (statements)

Task 1: Match.

Remember box (p. 117)

* Practice:

Task 2: Complete the sentences.

Task 3: Complete the sentences

Task 4: Complete the sentence.

Task 5: GAME: He/She said that…

*Homework

Giving good news

Responding to good news

- Great news for us.

- (Tell the news)

- Great!: if good news is general and good for everyone.

- Congratulations!: if the news is good for the speaker only

Anticipated difficulties

Solutions

Some Ss may have difficulty getting enough information to talk about the benefits and problems of online learning.

T should give suggestions or let ss read more times to get enough information.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Video watching:

- T lets ss watch a clip and ask ss what the clip is about.

- T leads in the new lesson

- Ask Ss to look at COMMUNICATION on page 119.  

Expected answers:

- Giving and responding to good news

Video link: Language Functions | Responding to Good and Bad News | Animated Lesson

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and read the conversation. Pay attention to the highlighted sentences. (6 mins)

- Play the recording for Ss to listen and read the conversation between Nick and Mi. Ask Ss to pay attention to the highlighted parts. Emphasise the ways to give good news and respond to good news:

- Tell Ss that Great! and Congratulations! are different ways to respond to good news in different contexts. Tell them that if good news is general and good for everyone, we can say Great!; if the news is good for the speaker only, the responder may say Congratulations!

- Have Ss practise the conversation.

To give and respond to good news, you can use:

- Great news for us.

- Great!

- Congratulations!

Task 2: Work in pairs. Give news and respond to the news in the following situations.

- Ask Ss to work in pairs to make a similar conversation.

- Tell them to use the contexts given and the sample expressions.

- Give feedback on their conversation.

1. You tell your classmate about the new vending machine at your school.

2. You tell your classmate about a new laptop that your dad gave you on your birthday.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 3: Work in pairs. Read the posts from some students about online learning and complete the table. (7 mins)

- Ask some Ss to read the posts aloud.

- Have Ss work in pairs to read the posts to get information from the post and to fill in the table below.

- Ask some pairs to read out their answers. Make corrections if necessary.

- Check the answers as a class.

- If time allows, ask some students to retell information from the posts or to role play the four friends to tell class about the platform their teacher uses for their classes.

Answer key:

Benefits:

1. It’s convenient.

2. Students don’t have to get up early.

3. It helps students become more independent.

4. It helps students avoid traffic jams.

Problems:

1. Some students don’t have computers or smartphones.

2. The Internet connection is poor.

3. It makes some students feel more stressed when learning online.

4. Students can’t meet their classmates.

5. Some students get tired eyes and can’t concentrate well.

Task 4: Work in groups. Talk about a platform you use for your online classes or one you know about. What are the benefits and problems of using it? (8 mins)

– Have Ss work in groups to talk about the benefits and problems of their online learning platform.

- Ask them to think of the platform they use and use the table in Activity 3 to make notes. Tell them to use adjectives or phrases as in Activity 3.

- Invite some Ss to talk about their online learning platforms. Correct any grammar or pronunciation mistakes if necessary.

Task 5: Report the answers of one of your group members to the class. (10 mins)

- Have Ss work in groups to discuss their online learning platforms.

- Tell them that they can make notes about what their friends like and dislike about the platform their classes/ teachers use.

- Ask them to use ideas from the posts and the table in Activity 3.

- Invite group representatives to report one of their group member’s answers. Give feedback on Ss’ reports.

You can conclude:

- The name of the platform you use for your online classes or one you know about.

- Its benefits

- Its problems

Example:

Lan said that her extra class used Microsoft Teams. She said that she and her classmates found it difficult to use. However, it is convenient to have online classes on Microsoft Teams when the weather is bad.

Date of teaching

Unit 11: Science and technology

Lesson 4: Communication

* Everyday English:

Task 1: Listen and read the conversation.

Giving and responding to good news:

- Great news for us.

- Great!

- Congratulations!

Task 2: Give news and respond to the news.

* Online learning

Task 3: Read and complete the table.

Task 4: Talk about a platform: benefits and problems.

Task 5: Report to the class.

*Homework

Form

Pronunciation

Meaning

Vietnamese equivalent

1. biometrics (n)

/ˌbaɪəʊˈmetrɪks/

a science that use measurements of human features (eyes, fingerprint…) to identify people

khoa học sinh trắc

2. truancy (n)

/ˈtruːənsi/

the practice of staying away from school without permission

trốn học, nghỉ học không phép

3. nanolearning (n)

/’nænəʊlɜːnɪŋ/

Nano + learning. Nano means very very small = one billionth. Nanolearning means learning small portions

dạy học với khối lượng nhỏ

4. effortless (adj)

/ˈefətləs/

needing little or no effort, so that it seems easy

không cần nhiều nỗ lực

5. platform (v)

/ˈplætfɔːm/

the type of computer system or the software that is used

nền tảng

6. cheating (n)

/tʃiːtɪŋ/

acting in a dishonest way in order to gain an advantage, especially in a game, a competition, an exam, etc.

gian lận

Anticipated difficulties

Solutions

1. Ss may lack knowledge about some lexical items.

- Provide Ss with the meaning and pronunciation of words.

2. Ss may not have sufficient reading, speaking and cooperating skills.

- Let Ss read the text again (if needed).

- Create a comfortable and encouraging environment for Ss to speak.

- Encourage Ss to work in pairs, and in groups so that they can help each other.

- Provide feedback and help if necessary.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Brainstorming:

- Ask ss to name the technological applications your school uses

- Ask Ss to look at SKILLS 1 on page 120-121.  

Expected answers:

- Fingerprint scanner

- Face recognition

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Work in pairs. Name the technological applications in the pictures. Can they be used in schools? (3 mins)

- Have the class work in pairs to describe the pictures and say what technology the pictures are about.

- Ask Ss to discuss if these technologies can be used at schools.

Answer key:

1. eye-tracking

2. fingerprint scanner

3. face recognition

Vocabulary teaching (6 mins)

- Teacher further explains the meaning of the new vocabulary with pictures.

- Teacher checks students’ understanding with follow up questions.

New words:

1. biometrics (n)

2. truancy (n)

3. nanolearning (n)

4. effortless (adj)

5. platform (v)

6. cheating (n)

Task 2: Read the passage and tick B (Biometrics) or N (Nanolearning). (8 mins)

- Ask Ss to work individually to read the texts and to decide if the statements from the text are about biometrics or nanolearning. Ask them to write B (Biometrics) or N (Nanolearning).

- Ask Ss to underline the key words in each of the statements then search for the information in the two texts.

- Have Ss to work in pairs to swap answers or to check answers together.

- Ask some Ss to read out loud the statements and say B or N. Ask them to show the parts in the reading where they find the answers.

- Check the answers as a class.

Answer key:

1. N

2. B

3. B

4. N

5. N

Task 3: Read the passage and choose the correct answer A, B, or C. (7 mins)

- Have Ss work individually for five minutes and choose the correct answers. Remind them to underline the key words in the questions and the evidence for the answers.

- Ask Ss to take turns to give the answers. Ask them to show the parts in the reading texts where they find the answers.

- Check the answers as a class.

- T can also ask one or two Ss to say which technology they prefer and why or ask them to orally summarise each of the texts.

Answer key:

1. A

2. B

3. C

4. B

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 4: Work in pairs. Discuss and match the questions in A with the answers in B, and then make a conversation about an invention. (7 mins)

- Have Ss work in pairs to match the questions in A with the answers in B.

- Have them practise asking and answering questions about biometrics in the example.

- Assist Ss to make full questions when necessary.

- Ask them to ask and answer questions about an invention or a technology they like or know.

- Ask some pairs to role-play it.

- Ask the class to offer feedback on their questions, answers, and pronunciation.

- Prepare cue cards about different inventions / technologies and ask Ss to practise asking and answering questions about those inventions / technologies.

- This activity helps prepare Ss for 5.

Answer key:

1. c

2. a

3. d

4. b, e

Suggested conversation:

A: What invention do you like?

B: I like biometrics.

A: Who invented it?

B: Alphonse Bertillon.

A: When did he invent it?

B: In the 1880s.

A: What can we use it for?

B: It can help us check students’ attendance. We can also use it to check identities of people at airports or offices.

Task 5: Work in groups. Ask and answer questions about a technology or an invention. Use the example in 4 as a cue. Then report your answers to the class. (8 mins)

- Have Ss work in groups to ask and answer questions about a invention or a technology;

- Ask them to explain what they can use the technology or invention for.

- Invite one representative of each group to report their group’s answers to the class.

- Give feedback on their reports in terms of language, reported verb forms, and pronunciation.

Example:

Mi likes biometrics. Alphonse Bertillon invented it in 1800s. It is a very important technology. We use it to …

Date of teaching

Unit 11: SCIENCE AND TECHNOLOGY

Lesson 5: Skills 1

* Reading

Task 1: Name the technological applications.

Vocabulary:

1. biometrics (n)

2. truancy (n)

3. Nanolearning (n)

4. effortless(adj)

5. platform(v)

6. cheating (n)

Task 2: Read and tick.

Task 3: Read and choose the correct answer.

* Speaking

Task 4: Make a conversation.

Task 5: Ask and answer. Then report.

*Homework

Form

Pronunciation

Meaning

Vietnamese equivalent

1. interact with (v)

/ˌɪntərˈækt wɪð/

to communicate with somebody, especially while you work, play or spend time with them

tương tác với, giao tiếp với

2. emotional (adj)

/ɪˌməʊʃənl/

connected with people’s feelings (= with the emotions)

thuộc tình cảm, cảm xúc

Anticipated difficulties

Solutions

1. Ss may lack knowledge about some lexical items.

- Provide Ss with the meaning and pronunciation of words.

2. Ss may not have sufficient listening, writing and co-operating skills.

- Let Ss listen to the text again (if needed).

- Encourage Ss to work in pairs, in groups so that they can help each other.

- Provide feedback and help if necessary.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Name the pictures

- Ask ss to look at the five pictures on the screen and name 5 types of robots.   

- Lead in the lesson: There are many types of robots nowadays. Today we are going to learn about teacher robots and what a teacher robot can do and what it can’t do in Lesson 6. SKILLS 2 on page 89.  

Suggested answers:

1. doctor robot

2. space robot

3. worker robot

4. home robot

5. teacher robot

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Vocabulary pre-teaching (3 mins)

- Teacher introduces the vocabulary.

- Teacher explains the meaning of the new vocabulary by pictures or explanation

- Teacher reveals that these two words will appear in the listening text and asks students to open their textbooks to discover further.

New words:

1. emotional (adj): thuộc tình cảm

2. interact with (v): tương tác

Task 1: Tick the things that you think a robot teacher can do. (3 mins)

- Ask Ss to work in pairs to tick the things that a robot teacher can do. Ask Ss to add more things a robot teacher can do.

- Tell Ss that they are going to listen to a conversation about a robot teacher and fill in each of the blanks with ONE word.

- Also ask Ss to list things robots in general can do (for example: doing boring housework, hard work in factories, delivering letters at workplaces, etc.)

Suggested answers:

- 1, 2

- A robot teacher can dance, teach subjects, play with students...

Task 2: Listen to the conversation and fill in each blank with ONE word. (7 mins)

- Ask Ss to work individually to read the table and guess the possible words to fill in each of the blanks.

- Remind them to think of the part of speech of that word (noun, verb, adjective, adverb or number) and forms of nouns (singular, plural).

- Play the recording once for Ss to fill in the blanks. Remind Ss that they should write only ONE word for each blank.

- Check Ss’ answers and play the recording again for them to better understand the conversation between Tom and Lan. Stop or rewind the recording where necessary.

Answer key:

1. languages

2. maths

3. interact

4. behave

5. problems

Task 3: Listen again and tick T (True) or F (False). (7 mins)

- Ask Ss to work in pairs to read the statements and underline the key words in the statements.

- Play the recording once. Give them two minutes to decide if the sentences are T (True) or F (False).

- Play the recording again and check their answers as a class.

Answer key:

1. T

2. T

3. F

4. F

5. F

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 4: Work in pairs. Discuss if you agree or disagree that robots will soon replace teachers at schools. Write the reasons in the table. (5 mins)

- Ask Ss to work in pairs to brainstorm ideas and fill in the blanks.

- Ask Ss to get ideas from the listening and add any more ideas they have.

- Ask some Ss to read out loud ideas for each column.

- Correct their pronunciation where necessary.

Suggested answer:

Agree:

1. Robots can better remember things than teachers.

2. Robots can talk for a longer time and not feel tired.

3. Robots can store more data and information and tell it to students.

4. Robots can interact well with students.

5. Robots don’t make students embarrassed if they give wrong answers.

Disagree:

1. Robots can’t understand students’ emotions.

2. Robots can’t teach students how to behave well.

3. Robots can’t help solve problems between students.

4. Robots can’t motivate students.

5. Robots don’t have emotional connections with students.

Task 5: Now write a paragraph (80 - 100 words) to express your opinion. Use the notes in 4. (15 minutes)

- T records the ideas Ss have brainstormed in Activity 4 on the board.

- Ask Ss to work individually to write for 15 minutes. Tell them to use the information in Activity 4 and any other ideas they may think of. Remind Ss to choose only three ideas for their paragraph.

- T asks one student to read out his / her paragraph.

- If time allows, also ask Ss to work in groups to write on an A1 / A0 size piece of paper, then T organises a gallery walk. Ss walk round and offer feedback on peers’ writing in terms of ideas, grammar and connectors.

Suggested answer:

I disagree that robots will soon replace teachers at school. First, although robots can store much information to provide to students, they cannot teach students how to behave in the right ways in different situations. Second, a robot can only teach what is programmed, but cannot help students deal with problems, especially troubles among students’ relationships. Third, a robot can speak, walk, do simple actions, but they cannot interact with students in the way human teachers do. Robots do not have emotions and feelings, so I believe they cannot help students to deal with problems related to feelings and emotions.

Date of teaching

Unit 11: Science and technology

Lesson 6: Skills 2

* Listening

Vocabulary:

1. interact with (v)

2. emotional (adj)

Task 1: Tick.

Task 2: Listen and fill.

Task 3: Listen and choose A, B, or C.

* Writing

Task 4: Discuss. Write the reasons.

Task 5: Write a paragraph.

*Homework

Anticipated difficulties

Solutions

1. Ss may not have sufficient speaking, writing and co-operating skills when doing the project.

- Encourage Ss to work in pairs, in groups so that they can help each other.

- Provide feedback and help if necessary.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Kim’s game:

- T asks students to work in groups of three or four.

- Get ss to watch a video clip and try to remember all the inventions mentioned in the clip without taking notes.

- After finishing watching the clip, ss write down as many inventions as possible.

- T gets ss to swap the posters and give corrections after T shows the answers.

-The group with the most correct answers will win.

- T leads in the lesson.

Answers:

10. The paper

9. The compass

8. The refrigeration

7. The printing press

6. Plumbing

5. Medicine

4. Engines

3. The wheel

2. Communication

1. Electricity

Video link: Top 10 Inventions of All Time

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Circle the option that goes with each verb. (4 mins)

- Have Ss work individually to circle the option that can combine with the given verbs.

- Have Ss read out their phrases.

- Check answers as a class.

- Correct Ss’ pronunciation if necessary.

Answer key:

1. A

2. B

3. B

4. A

Task 2: Fill in each gap with a word or phrase from the box. You may have to change the form of the word or phrase. (5 mins)

- Have Ss work individually to fill in each blank with the correct form of the words /phrases from the box.

- Check answers as a class.

- Ask some Ss to read the sentences aloud. Correct Ss’ pronunciation if necessary.

Answer key:

1. robot teachers

2. application

3. face recognition

4. eye-tracking

5. check attendance

Task 3: Which of the underlined parts in each question is incorrect? Find and correct it. (6 mins)

- Have Ss work individually to circle a mistake in each of the sentences. Remind them that only the underlined words will have mistakes.

- Then ask Ss to work in pairs to swap and check their answers.

- Check answers as a class.

- Ask one student to read out his/her sentences. Correct his / her pronunciation if necessary.

Answer key:

1. B (discovers → discovered)

2. A (is → was)

3. B (will make → would make)

4. B (can → could)

5. C (next year → the next / following year)

Task 4: Rewrite the following sentences, using the words in BOLD. (7 mins)

- Ask Ss to work individually to complete the sentences as requested in the book.

- Ask one or two Ss to go to the board and write their full sentences.

- Then ask the class to work in pairs. Tell them to swap their writings and check their partner’s answers.

- Check the sentences written on the board.

- Have all Ss correct their partner’s answers.

- Ask some Ss to read out their sentences. Correct Ss’ language and pronunciation if necessary.

Answer key:

1. Tom said (that) they couldn’t connect to the Internet to work online there.

2. Mr Thompson said (that) science was becoming a more important subject in schools then.

3. The headmaster said (that) the school would use a machine to check students’ attendance the following year.

4. The monitor said to the class (that) they were having a science competition that week.

5. The students said (that) they didn’t like robot teachers at all.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Your invention

- Ask Ss to read the instructions again (T has already been assigned the project since the first lesson of the Unit and checked their progress after each lesson). Let students have some time to check their posters for the final time and make any adjustments if necessary.

- T has groups show their posters and present them to the class.

Students’ posters & presentations

Date of teaching

Unit 11: Science and technology

Lesson 7: Looking back and Project

* Vocabulary:

Task 1. Circle.

Task 2. Fill in each gap.

* Grammar

Task 3. Find and correct.

Task 4. Rewrite the sentences.

* Project

*Homework