Giáo án Language

Ss recall the difference between direct and reported speech and activate the vocabulary of the unit before the new lesson.

T shows the picture cards (forest, river, endangered animal, polluted river) and asks Ss to match each picture with one vocabulary item: biodiversity, habitat, endangered, conservation, pollution, restore.
T then writes on the board: “I am worried about the forest,” Ms. Lan said. T asks: How do we report this sentence? What changes?

Ss match the pictures with: biodiversity (đa dạng sinh học), habitat (môi trường sống), endangered (có nguy cơ tuyệt chủng), conservation (bảo tồn), pollution (ô nhiễm), restore (phục hồi).
Ss say: Ms. Lan said she was worried about the forest. Ss notice that am changes to was, I changes to she, and the reporting verb is in the past.

Ss identify the main beats of an English sentence and read with a clear, intelligible rhythm without deleting meaningful syllables.

T models the sentence PROTECT the FOREST; KEEP the RIVER CLEAN. and asks Ss to clap on the stressed beats.
T writes the sentence We can protect the forest if we work together. on the board and asks Ss to underline the content words and circle the function words.
Ss practise reading the sentence in pairs, then report to the class.

Content words (main beats): protect, forest, work, together.
Function words (fit between the beats): we, can, the, if, we.
Key knowledge: Ss do not delete meaningful syllables to force equal timing. A clear and intelligible rhythm matters more than copying one accent.

Ss explain how tenses, pronouns and time references change when a statement is reported after a past reporting verb.

T writes on the board: “I am worried,” she said. → She said she was worried.
T asks Ss to compare the two sentences and find the changes in tense, pronoun and time reference.
T then gives more examples from the unit: “I have finished,” Nam said. → Nam said he had finished. “We will plant trees,” they said. → They said they would plant trees. “I can help,” he said. → He said he could help.
T explains that a still-true fact may keep its tense when context justifies it, but that Ss must not overgeneralise this rule.
Ss complete Worksheet No. 1, Part A.

Key rules Ss write in their notebooks:

• am/is → was; are → were
• will → would; can → could
• have/has finished → had finished
• I → she/he; we → they; pronouns change when the reporting situation changes
• Time references change when the reporting situation changes (for example, tomorrow → the following day)
• Ss note that a still-true fact may keep its tense in some contexts.

Ss report wh-questions and yes/no questions correctly, using statement word order and if or whether, without do/does/did in the reported clause.

T writes on the board: Where do they live? → He asked where they lived.
T asks Ss: What is the word order in the reported question? Is there any do/does/did?
T then writes: Is the gate open? → She asked whether the gate was open. T explains that if can also be used.
T writes two wrong sentences: She asked why did we late. and She asked why we were late. and asks Ss to decide which one is correct.
Ss complete Worksheet No. 2, Part A.

Key rules Ss write:

• Reported questions use statement word order: subject before verb.
• Yes/no questions use if or whether.
• Do not add do/does/did inside the reported clause.
• Correct form: She asked why we were late.
• Model answer for Worksheet No. 2, Part A: He asked where the birds nested. / She asked whether the gate was open.

Ss apply backshift, reported question word order and if/whether in multiple-choice exercises to check their understanding.

Ss work individually to complete Exercises 1–8 of the textbook (multiple-choice reported speech items). Then they check with a partner. T monitors and explains the difficult items.
The answers are listed in the product for T’s reference.

Answer key:

1. A (was; am backshifts to was and I changes to she)
2. D (would; will normally backshifts to would)
3. C (nested; reported question uses statement order and backshift)
4. B (whether; a yes/no question takes whether or if)
5. A (had; present perfect backshifts to past perfect)
6. D (She asked why we were late.; no subject–auxiliary inversion in a reported question)
7. C (could; can backshifts to could)
8. B (the following day; the reference moves from Monday’s tomorrow to the following day)

Ss match unit vocabulary with its meaning and read a model sentence aloud with clear rhythm and self-correction.

Task 1 (Exercise 9): Ss match the six vocabulary items with their Vietnamese meanings.
Task 2 (Exercise 10): Ss read the practice sentence aloud twice: first slowly, then at a natural pace. T explains the sound and stress focus and demonstrates it.
The full text for reading: PROTECT the FOREST; KEEP the RIVER CLEAN. Content words form the main beats; short function words fit between them. Read: We can protect the forest if we work together. Do not delete meaningful syllables to force equal timing. A clear, intelligible rhythm matters more than mimicking one accent.

Task 1 matches: biodiversity – đa dạng sinh học; habitat – môi trường sống; endangered – có nguy cơ tuyệt chủng; conservation – bảo tồn; pollution – ô nhiễm; restore – phục hồi.
Task 2 self-assessment (10 points): rhythm focus (4 points), clear pronunciation and intelligibility (3 points), natural rhythm and intonation (2 points), self-correction after the first reading (1 point). Ss self-assess and tell their partner one point to improve.

Ss use reported speech and rhythm to report real opinions about protecting the environment in their community.

Ss work in groups of four. Each group discusses one environmental problem in their area (for example, pollution in a river or loss of a habitat) and decides one action to protect it.
Each student asks one other group member a question and reports the answer in a reported sentence or question, using backshift and if/whether where needed.
As homework, each student interviews a family member about one environmental action and writes a short report (5–6 sentences) using reported speech.

A group report of 4–6 sentences, such as: Our group leader said that the river was polluted. We asked whether the local people could restore the forest. Each group reads its report with clear rhythm.
Homework: a short written report (5–6 sentences) using reported statements and at least one reported question.