Week: 31
Date of teaching:
Period: 89

UNIT 11: SCIENCE AND TECHNOLOGY
Lesson 3: A CLOSER LOOK -2

I. OBJECTIVES:
1. Competences: By the end of the unit, students will be able to:
- Use vocabulary to talk about “Science and technology”
- Sentence stress
- read for general and information about “Science and technology”
- talk about “Science and technology”;
- listen for specific information about “Science and technology”
* By the end of the unit, students will be able to:
- To practice listening and reading.
- Use the lexical items related to the topic “Science and technology”
2.Knowledge:
+ Vocabulary:
- Use vocabulary to talk about “Science and technology”
+ Grammar:
- Reported speech (statement)
- Giving and responding to good news
3. Attributes:
- Students will be able to practice listening and reading skills .
- Develop students' awareness about Science and technology.
- Be cooperative and supportive in pair work and teamwork.
- Understand the main idea of the conversation.
- Be concerned to Science and technology.
II. INSTRUCTIONAL RESOURCES
- Teacher: Text book, laptop, louspeaker, projector…
- Students : Text books, studying equipments….
- Method;: T-WC; group works; individual ……
- Web page: https://sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
- Content/Performance tasks:

- Review the previous lesson or have some warm-up activities to create a friendly
and relaxed atmosphere to inspire Ss to warm up to the new lesson.
- Outcome/Performance Products:
Having a chance to speak English and focus on the topic of the lesson.
+ Greeting

- Learn how to do their tasks and open the notebooks and write the title of the
lesson.
Implementation:
+ Greeting
Game: MEMORIZING RULE:
- Work in 4 groups
- Look at the pictures in 30 seconds and try to remember what each people 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.
Write the objectives in a corner of the board and leave them there till the end of the
lesson, or put them on a slide to show Ss.
Assessment Tools: observation
2. Activity 2: PRESENTATION (5 minutes)
Aims:
To help Ss understand direct speech and reported speech (statements);
- To help Ss realise some differences between direct speech and reported speech
(statements).
Content/Performance Tasks:
Introduce the grammar point of the lesson. Reported speech
Outcome/Performance Product:
Students know how to use the target grammar

Grammar: * REMEMBER : REPORTED SPEECH
* Reported speech is used to report what someone said.
( Lời nói tường thuật được sử dụng để thuật lại những gì ai đó đã nói )
Example:
Mi said : “I want a new computer.”
→ Mi said (that) she wanted a new computer.
* When we turn a direct sentence into a reported one, we change:
( Khi chuyển một câu trực tiếp sang một câu tường thuật, chúng ta thay đổi:)
a) Verb forms ( Các hình thức động từ.)

Present simple (Thì hiện tại đơn)
Mi said, “ I love science.”
Present continuous (Thì hiện tại tiếp
diễn)
Mi said. “ I am learning English.”
Will + V (Thì tương lai đơn)
"I will become a scientist,” he said.

Past simple (Thì quá khứ đơn)
Mi said (that) she loved science.
Past continuous (Thì quá khứ tiếp
diễn)
Mi said (that) she was learning English.
Would + V
He said (that) he would become a
scientist.
b) Time and place expressions. (Diễn đạt thời gian và địa điểm )
- now
→ then ;
today
→ that day ; ago
→ before.
- tomorrow → the following day / the next day
- this week → that week ; here
→ there
c) pronouns according to situations. ( Đại từ tùy theo tình huống.)
I →he / she ; we → they me → him / her...
Task 1 Look at part of the conversation in GETTING STARTED again. Then
match Minh's uncle's direct speech with his reported speech.*
* Key: 1. B 2. A
Implementation:
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.
- Emphasize 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.
* TEACHING POINT
- 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.
Assessment Tools: observation, doing exercises.
3. Activity 3: PRACTICE (15 minutes)
Task 1
Aims:
To help Ss be aware of how to change verb forms when they report information
Content/Performance Tasks:
Complete the sentences. Do exercises
Outcome/Performance Products:
Students understand how to use the target grammar
Key:
1. was
2. would take
3. was talking
4. were going
5. didn't have
Implementation:
Task 2: Complete the second sentences using the correct verb form.
- Remind Ss that they should put the verb one tense back when they report
something [backshifting].
- Have Ss work in pairs to complete 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 their pronunciation if
necessary.
Assessment Tools: observation
Task 2
Aim:
To help Ss be aware of the changes in time and place expressions when they report
information.
Content/Performance Tasks:
. Do exercises
Outcome/Performance Products:

Students understand how to use the target grammar.
* Answer key:
1. the next day
2. then
3. that day
4. that year
5. there
Implementation:
Task 3. Complete the second sentences with the words and phrases from the
box.
- 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 in 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 loud the direct and reported speech sentences.
- Correct their pronunciation if necessary.
- Check the answers as a class.
Assessment Tools: observation and writing
Task 3
Aim:
To help Ss practise changing direct sentences into reported sentences
Content/Performance Tasks:
Do exercises
Outcome/Performance Products:
Students understand how to use the target grammar. Practice using it.
* 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.
Implementation:

Task 4. Complete the second sentence in each pair so that it means the same
as the first one.
- 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 loud the sentences.
- Correct their pronunciation if necessary.
Assessment Tools: observation and writing
4. Activity 4: PRODUCTION (15 minutes)
Task 1
Aims:
To enable Ss to practise reporting speech;
To create a lively atmosphere for learning.
Content/Performance Tasks:
GAME
Outcome/Performance Products:

A. My mum said: “ I like making cakes in my free time ”
B. My mum sai that she liked making cakes in her free time.
Implementation:
Task 5. Work in pairs. One student says a sentence and the other changes
that sentence into reported speech. Then swap roles
* GAME: He/ She said that…
- Divide the class into groups.
- 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.
* Teacher gives corrections and feedbacks.
Assessment Tools: observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (5 minutes)
Ask Ss to summarise what they have learnt in the lesson. Have Ss look at the
objectives written on the board at the beginning of the lesson and tick the
objectives they can do.
*HOME WORK
- Brainstorm some interesting and easy-to-do hobbies.
- Do more exercises in workbook.
- Prepare new lesson. COMMUNICATION.
Comments:
Attendance:
Class 8A1:
Class 8A2:
UNIT 11: SCIENCE AND TECHNOLOGY
Week: 31
Date of teaching:
Period: 92

Lesson 4: COMMUNICATION

I. OBJECTIVES:
1. Competences: By the end of the unit, students will be able to:
- Use vocabulary to talk about “Science and technology”
- Sentence stress
- read for general and information about “Science and technology”
- talk about “Science and technology”;
- listen for specific information about “Science and technology”
* By the end of the unit, students will be able to:
- To practice listening and reading.
- Use the lexical items related to the topic “Science and technology”
2.Knowledge:

+ Vocabulary:
- Use vocabulary to talk about “Science and technology”
+ Grammar:
- Reported speech (statement)
- Giving and responding to good news
3. Attributes:
- Students will be able to practice listening and reading skills .
- Develop students' awareness about Science and technology.
- Be cooperative and supportive in pair work and teamwork.
- Understand the main idea of the conversation.
- Be concerned to Science and technology.
II. INSTRUCTIONAL RESOURCES
- Teacher: Text book, laptop, louspeaker, projector…
- Students : Text books, studying equipments….
- Method;: T-WC; group works; individual ……
- Web page: https://sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
Aims:
- To revise the old lesson.
- To lead in the targeted vocabulary and pronunciation.
Content/Performance tasks:
To have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the subject and new lesson.
Outcome/Performance Products:
+ Greeting . T_Ss.
GAME
+ Students (Ss) listen and learn how to do the tasks.
Eg:
a) Lan said: “ I live in the city.”
=> Lan said (that) she lived in the city
b) “I like surfing the net in my free time”, said Ha.
=> Ha said that ……………………… .
- Open the book and write the tittle of the lesson.
Implementation:
+ Greeting.
- Let Ss play a game.
GAME

- Have one student stick slips of paper (with a direct speech sentence on each of
the slips) to the board. Other Ss work in two different groups. Ss from each group
take turn to report the sentence each time a slip of paper is stuck to the board. The
group that has a wrong reported speech sentence loses their turn. The group that
has the most correct reported speech sentences wins.
- T declares the winner(s) and says congratulations to the winner, then leads to the
new lesson.
- Ask Ss to look at COMMUNICATION on page 86.  
Assessment Tools: Ask and answer.
2. Activity 2: PRACTICE
Aims:
To introduce one way to give good news and two ways to respond to good news;
- To help Ss practise giving and responding to good news
Content/Performance Tasks:
Listen and read the

dialogue.

Pay

attention

to the

highlighted sentences

Outcome/Performance Product:
Students know how to use the structures for giving and responding to good news
Task 1. Listen and read the conversation, paying attention to the highlighted
parts.
Nick: Great news for us. We'll have school clouds so we won't have to carry lots
of books to school.
Mi: Great!
Nick: And my dad promised to give me a new Ipad to read books from the school
clouds.
Mi: Congratulations!

**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
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.

Implementation:
Task 1. Listen and read the conversation, paying attention to the highlighted
parts.
- Play the recording for Ss to listen and read the conversation between Nick and
Mi.
- Ask Ss to pay attention to the highlighted sentences.
- Emphasise the ways to give and respond to good news:
- Great news for us.
- Great!
- Congratulations!
- 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 practice the conversation in pairs.
Task 2. Work in pairs. Give news and respond to the news in the following
situations
- Ask Ss to work in pairs to make similar conversation. Tell them to use the
contexts given and the sample expressions.
- Give feedback on Ss' conversation.
* Teacher listens to students' pronunciation and gives feedback.
Assessment Tools: observation
3. Activity 3: FURTHER PRACTICE (20 minutes)
Task 1
Aim:
To help Ss learn the language to describe the benefits and problems of online
learning;
- To help Ss practise reading for specific information.
Content/Performance Tasks:
Read the posts from some students about online learning and complete the table.
Outcome/Performance Products:
Ss can complete the tables and talk about “ What are the benefits and problems of
using it”
* Answer key:
Benefits
Problems

1. It's convenient.
2. Students don't have to get up early
3. It helps students become more.
4. It helps students avoid traffic jams

1. Some students don't have computers
or
smart phones
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.

Implementation:
Task 3. Work in pairs. Read the posts from some students about online
learning and complete the table
- 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.
Assessment Tools: matching
Task 2
Aims:
To helpSs practise talking about the benefits and problems of the learning
platform
Content/Performance Tasks:
Talk about a platform you use for their online classes . What are the benefits and
problems of using it?
Outcome/Performance Products:
Ss can complete the tables and talk about “ What are the benefits and problems of
using it”
* Our teacher uses Google Meet for video conferencing. It's quite convenient, and
we don't have to get up early. Still , I prefer to study face to face. I want to see my
classmate.
Implementation:

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?
- 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 tell about their online learning platforms. Correct any grammar
or pronunciation mistakes if necessary.
Assessment Tools: Ask and answer
4. Activity 4: PRODUCTION (10 minutes)
Aims:
To help Ss practise reporting the platform his / her friends use for online learning,
the benefits and problems of that online learning platform;
- To help Ss practise reported speech.
Content/Performance Tasks:
Report the answers of one of your group members to the class
Outcome/Performance Products:
Ss can report the answers one of the group members to the class
* Suggested answers:
* 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.
Implementation:
Task 5: Report the answers of one of your group members to the clas
- 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.

* T corrects any grammar and pronunciation mistakes if necessary.  
Assessment Tools: Order, speaking
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (5 minutes)
T asks Ss to summarise what they have learnt in the lesson. Have Ss look at the
objectives written on the board at the beginning of the lesson and tick the
objectives they can do.
* HOMEWORK
- Practice talking about hobbies.
- Do more exercises in workbook.
- Prepare new lesson. SKIILS-1
Comments:
Attendance:
Class 8A1:
Class 8A2:
Week: 31
Date of teaching:
Period: 93

UNIT 11: SCIENCE AND TECHNOLOGY
Lesson 6: SKILLS 1/ Reading and Speaking

I. OBJECTIVES:
1. Competences: By the end of the unit, students will be able to:
- Use vocabulary to talk about “Science and technology”
- Sentence stress
- read for general and information about “Science and technology”
- talk about “Science and technology”;
- listen for specific information about “Science and technology”
* By the end of the unit, students will be able to:
- To practice listening and reading.
- Use the lexical items related to the topic “Science and technology”
2.Knowledge:
+ Vocabulary:
- Use vocabulary to talk about “Science and technology”
+ Grammar:
- Reported speech (statement)
- Giving and responding to good news

3. Attributes:
- Students will be able to practice listening and reading skills .
- Develop students' awareness about Science and technology.
- Be cooperative and supportive in pair work and teamwork.
- Understand the main idea of the conversation.
- Be concerned to Science and technology.
II. INSTRUCTIONAL RESOURCES
- Teacher: Text book, laptop, louspeaker, projector…
- Students : Text books, studying equipments….
- Method;: T-WC; group works; individual ……
- Web page: https://sachmem.vn
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
- Aims: Pre - reading
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
- Content/Performance tasks:
Review the previous leson or have some warm-up activities to creat a friendly and
relaxed atmostphere to inspire Ss to warm up to the new lesson.
Outcome/Performance Products:
Having a chance to speak English and focus on the topic of the lesson.
+ Greeting ; T_Ss , Ss – Ss
+ Brainstorming
Expected answers:
- Fingerprint scanner
- Face recognition
- Open the book and write the tittle of the lesson.
Implementation:
+ Greeting
Brainstorming:
- Ask ss to name the technological applications your school uses.
OR; Let Ss play a game in two groups of four or five, Group A and Group B. Give
each group a set of ten phrases on slips of paper with five about the benefits of
online learning and five about the possible problems of online learning. Group A
has to choose the right slips about the benefits to stick to the board. Group B has
to choose the right slips about the problems to stick to the board.
- Stop the game when time is up.

- Ask each group to read out their answers. The group that has the most correct or
appropriate answers wins.T declares the winner(s).
- Ask Ss to look at SKILLS 1 on page 120-121.  
- Write the objectives in a corner of the board and leave them there till the end of
the lesson, or put them on a slide to show Ss..
Assessment Tools: observation
2. Activity 2: WHILE- STAGE (5 minutes)
Task 1
Aims:
- To introduce Ss to some new technologies;
- To help Ss practise describing pictures.
Content/Performance Tasks:
Learn some new words . Focus on the content of the reading
Outcome/Performance Product:
*Vocabulary:
1. biometrics (n) /ˌbaɪəʊˈmetrɪks/
Khoa học sinh trắc
2. truancy (n) /ˈtruːənsi/
Trốn học, nghỉ học không phép
3. Nanolearning (n) /'nænəʊlɜːnɪŋ/
Dạy học với bài dạy kích thước nhỏ
4. effortless(adj) /ˈefətləs/
Không cần nhiều nỗ lực
5. platform(v) /ˈplætfɔːm/ Nền tảng
6. cheating (n) /tʃiːtɪŋ/
Gian lận
*Suggested answers:

* Key:
1. eye tracking
2. fingerprint scanner
3. face recognition

Implementation:
Pre- reading
Task 1. Work in pairs. Name the technological applications in the pictures.
Can they be used in schools?
* Teach vocabulary:
+ Teacher uses different techniques to teach vocab (situation, realia, translation.)
+ Teacher introduces the vocabulary by:
- providing the pictures
- eliciting the definition of the words
+ Teacher do the checking “Matching”
+ Teacher reveals that these five words will appear in the reading text and asks
students to open their textbook to discover further.
- Ask Ss to work individually to read the texts and to decide if the statements from
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.
** Have the class work in pairs to describe the pictures and say what technological
applications the pictures are about. Check the answers as a class.
Ask Ss to discuss if these technologies can be used at schools.
Assessment Tool: Observation
3. Activity 3: WHILE - STAGE (15 minutes)
Task 1
Aims:
To introduce Ss to some new technologies that are applied at schools;
- To improve Ss' skill of reading advertisements for details.
Content/Performance Tasks:
Read the passage and tick (✓) B (Biometrics) or N (Nanolearning)
Outcome/Performance Product:
Students understand content the text about the benefits of the two new
technological applications
Suggested answers:

1. N
2. B
3. B
4. N
5. N
Implementation:
Task 2. Read the passage and tick (✓) B (Biometrics) or N (Nanolearning).
Ask Ss to lookatthe two headings Biometrics and Nanolearning and the pictures in
1 to guess what they are.
Explain the meanings of the two words. Explain these words in Vietnamese
because these may be unfamiliar technologies to Ss.
Biometrics /.baioo metnks/: A science that use measurements of human features
(eyes, fingerprint,...) to identify people.
Nanolearning = Nano + learning. Nano means very very small = one billionth.
Nanolearning means learning small portions.
Ask Ss to work individually to read the texts and to decide if the statements are
about biometrics or nanolearning. Ask them to tick B (Biometrics) or N
(Nanolearning).
Ask Ss to underline the keywords in each of the statements, then search for the
information in the two texts.
Have Ss 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.
Assessment Tool: observation, reading and doing exercises.
Task 2
Aims:
To improve Ss' skill of reading for general and specific information
Content/Performance Tasks:
Read the passage and choose the correct answer A, B, or C.
Outcome/Performance Product:
Students' speaking
* Answer key:
1. A
2. B
3. C
4. B
Implementation:

Task 3. Read the passage and choose the correct answer A, B, or C.
- Have Ss work individually for five minutes and choose the correct answers.
Remind them to underline the keywords in the questions and the evidence for the
answers in the texts.
- 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.
** Teacher's observation and feedback.
Assessment Tool: observation, reading and doing exercises.
4. Activity 4: POST- STAGE (SPEAKING) (15 minutes)
Task 1
Aim:
To have Ss practise asking and answering questions about an invention;
- To prepare Ss for 5.
Content/Performance:
Discuss and match the questions
Outcome/Performance Products:
Students understand
* Suggested outcome:

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 1880s
A: How can we use it?
B: It can help us check students' attendance. We can also use it to check identities
of people at airports or offices.

Implementation:
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.
- 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 and ask Ss to practise asking and
answering questions about those inventions .
- This activity helps prepare Ss for 5.
Assessment Tools: Observation
Task 2
Aim:
To have Ss practise asking and answering questions about an invention or a
technology;
- To give Ss an opportunity to practise explaining how the invention or technology
can help us;
- To improve Ss' confidence in speaking in front of the class.
Content/Performance:
Ask and answer questions
Outcome/Performance Products:
* Suggested speaking:
Example:
Mi likes biometrics. Alphonse Bertillon invented it in 1800s. It is a very important
technology. We use it to check students' attendance. School also use it for Ss who
borrow books and equipment. ….
Implementation:
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.
- 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.
* T asks the class to give feedback on their questions and answers, and
pronunciation. 
Assessment Tools:
May ask Ss to work in groups to do project
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (5 minutes)
- T has Ss summarise what they have learnt with the two skills.
- T can instruct them to draw a mind map to summarise the main points of the
lesson.
- Home assigment
* HOME WORK.
- Practice telling about your future houses.
- Do more exercises in workbook.
- Prepare new lesson. Skills 2.
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