Tiếng AnhLớp 8Chủ điểm 16. Review 4

Giáo án Language

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
Use prepositions of time and place (at, on, in, for, by) correctly with time expressions.
Use possessive pronouns (mine, yours, his, hers, ours, theirs) correctly, distinguishing them from possessive adjectives.
Change direct statements into reported statements with correct backshift and pronoun changes after said/told.
Change direct yes/no and wh-questions into reported questions using asked/wondered, if/whether and statement word order.
Recall and use the vocabulary of communication in the future, science and technology, and life on other planets.

2. Competences

a) General competences

Self-control and independent learning: Ss review the grammar rules and vocabulary from Units 1–3 on their own, check their answers against the examples, and correct their own mistakes.
Communication and collaboration: Ss work in pairs and small teams to match words, transform sentences and check answers, and they explain their reasoning clearly to classmates.
Problem-solving and creativity: Ss decide which structure fits each context, such as choosing at or on, could or would, and if or wh-word, and they create two connected sentences about communication in the future.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and read the model sentences, speak to explain the grammar points, and write two connected sentences on the topic of communication in the future.
Language knowledge (pronunciation, vocabulary, grammar): Ss read the target words aloud correctly, recall the meaning of each word, and use prepositions, possessive pronouns, reported speech and reported questions accurately.

3. Personal qualities

Responsibility: Ss complete their individual worksheets on time and check their own answers honestly before reporting to the class.
Diligence: Ss keep practising the transformations until their answers are correct, and they help teammates who are still struggling.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 8 (Global Success), Review 4 – Language
Projector or interactive whiteboard with slides showing the grammar summary and the exercises
NeoEdu lesson page for interactive exercises: neoedu.vn/learn/8/english/review-4-language
Worksheet 1 and Worksheet 2 (printed for each pair)
Mini whiteboards and markers for the warm-up game
Timer and a bell or a small chime

2. Students

Textbook, notebook and pen
Mini whiteboard and marker (if available)
Blank A4 paper or a small poster sheet for the final writing task

III. Procedures

Activity 1: Warm-up · 5 minutes

Lightning Review Quiz

a) Aims

Ss activate the prepositions, possessive pronouns and reported speech they learned in Units 1–3 and get ready to review the lesson.

b) Content

Ss work in two teams and answer quick questions on the slide. Questions:

Which preposition goes with: ten o'clock / Friday / June / two hours / Monday deadline?
Complete: This bag is mine, and that one is ___ (hers). Which is correct: 'hers' or 'her'?
Change: Lan said, 'I am tired.' → Lan said that she ___ tired.
Ss write their answers on mini whiteboards and show them at the same time.

c) Expected outcomes

Expected answers:

at ten o'clock; on Friday; in June; for two hours; by Monday
hers (possessive pronoun stands alone, without a noun)
was (present simple changes to past simple in reported speech)
At the end of the quiz, Ss state the rule they used for each answer.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T introduces the game 'Lightning Review Quiz', divides the class into two teams and explains the rules: each question has a 5-second time limit, and teams must hold up their whiteboards together.
Students
Ss form two teams, get ready with mini whiteboards and listen to the rules.
Teacher
Step 2: Task performance
T shows the first question on the slide and starts the timer. T moves around to check quickly who is ready.
Students
Ss discuss briefly within their team and write their answers on the whiteboards.
Teacher
Step 3: Report and discussion
T asks each team to hold up their answers, then asks: 'Why do we use at with ten o'clock?' or 'Why is it hers, not her?'
Students
Ss show their answers and explain. Expected answer: 'We use at with clock time, and hers is a possessive pronoun, so it stands alone without a noun.'
Teacher
Step 4: Conclusion and assessment
T gives the points, then recaps the main points: at/on/in/for/by for time, possessive pronouns without a noun, and backshift after said. T says the lesson will review these structures in detail.
Students
Ss listen and note the points in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Reviewing Vocabulary by Topic

a) Aims

Ss recall and check the meaning of the target vocabulary in three topics: communication in the future, science and technology, and life on other planets.

b) Content

Ss read the words aloud after T and match each word with its meaning. Words:

Communication in the future: holography, translation, language barrier
Science and technology: device, invent, discover
Life on other planets: planet, galaxy, telescope
Ss check the meaning through the examples in Units 1–3.

c) Expected outcomes

Expected matching:

holography – a 3D image technology
translation – changing text or speech from one language into another
language barrier – a difficulty in communicating because people speak different languages
device – a machine or tool made for a specific purpose
invent – to create something that did not exist before
discover – to find something that already existed but was unknown
planet – a large object moving around a star
galaxy – a huge system of stars, planets and gas
telescope – an instrument used to see distant objects in space
Ss write the vocabulary list into their notebooks, grouped by topic.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the three topic headings on the slide and asks Ss to say the words in each group after T. T asks: 'What do you think a telescope is used for?'
Students
Ss listen, repeat the words chorally and individually, and answer: 'A telescope is used to look at stars and planets.'
Teacher
Step 2: Task performance
T asks Ss to work in pairs, match each word with its meaning and check the examples in Units 1–3. T walks around and supports pairs that are stuck.
Students
Ss work in pairs, read the example sentences, and match the words with the meanings. Ss may write the meanings in Vietnamese if needed.
Teacher
Step 3: Report and discussion
T calls on 3 pairs to give their answers, then asks the class to check and correct if needed.
Students
Ss give their answers, for example: 'Holography is a 3D image technology.' Other Ss agree or correct.
Teacher
Step 4: Conclusion and assessment
T confirms the correct meanings and shows the three groups again. T asks Ss to write the words into their notebooks by topic.
Students
Ss copy the correct word groups into their notebooks.

Activity 2.2: Knowledge formation · 12 minutes

Prepositions of Time and Place, Possessive Pronouns

a) Aims

Ss explain how to use at, on, in, for, by with time expressions and how to use possessive pronouns correctly.

b) Content

T presents the grammar summary and asks Ss to complete Worksheet 1 with examples.
Prepositions of time:

at + clock time (at ten)
on + day (on Friday)
in + month or year (in June, in 2025)
for + length of time (for two hours)
by + deadline (by Monday)
in + a period from now (in two weeks)
Possessive pronouns: mine, yours, his, hers, ours, theirs stand alone (This tablet is mine). My, your, his... must be followed by a noun (my tablet). Example: A friend of mine = a friend of mine.

c) Expected outcomes

Expected notes in Worksheet 1:

We will meet at ten on Friday.
This tablet is mine; that one is hers.
Rule: possessive pronouns stand alone; possessive adjectives must be followed by a noun.
Ss can explain: 'We say a friend of mine, not a friend of my.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the grammar summary and the example sentences, then gives out Worksheet 1. T asks: 'Why do we say at ten but on Friday?'
Students
Ss read the examples and listen to the explanation. Some Ss answer: 'Ten is a clock time, and Friday is a day.'
Teacher
Step 2: Task performance
T asks Ss to complete Worksheet 1 individually for 3 minutes, then compare with a partner.
Students
Ss fill in the blanks in Worksheet 1 with the correct prepositions and make one example sentence for each time expression.
Teacher
Step 3: Report and discussion
T calls on individual Ss to read their examples aloud and asks the class to check. T asks: 'Is it my book or mine? Explain.'
Students
Ss read their sentences and answer: 'It is mine, because it stands alone without a noun.'
Teacher
Step 4: Conclusion and assessment
T summarises the two rules on the board and reminds Ss that possessive adjectives need a noun after them, while possessive pronouns do not.
Students
Ss write the two rules in their notebooks.

Activity 2.3: Knowledge formation · 12 minutes

Reported Statements and Backshift

a) Aims

Ss explain how to change direct statements into reported statements, including backshift and changes of pronouns and time expressions.

b) Content

T presents the rules and examples:

Present simple → past simple (I am tired → she was tired)
will → would (I will return → she would return)
can → could (I can help → he could help)
Structure: said (that) + clause; told + person + (that) + clause
Pronouns and time or place words change according to context
Backshift is not always needed when the reported fact is still true or the speaker chooses to keep the tense.
Example: Lan said, 'I am tired.' → Lan said that she was tired.

c) Expected outcomes

Ss can explain the rules in their own words and produce the following model sentences:

Lan said that she was tired.
Mai said she would return.
He said he could help.
Ss note: said does not need a person after it, but told needs one (He told me that...).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the direct sentence 'Lan said, "I am tired."' on the board and asks: 'What changes when we report this sentence?' T gives the three backshift rules on the slide.
Students
Ss listen and answer: 'The verb changes from am to was, and I changes to she.'
Teacher
Step 2: Task performance
T asks Ss to work in pairs. One student reads a direct sentence from the board, and the partner reports it. T gives 2 more examples for pairs to try (I will call you; I can swim).
Students
Ss take turns giving direct sentences and reporting them with said or told. Ss write the reported sentences on Worksheet 2, Part A.
Teacher
Step 3: Report and discussion
T asks 2 pairs to read their reported sentences aloud and asks the class to check the backshift. T asks: 'Do we always change the tense? When might we not change it?'
Students
Ss read their sentences. Expected answer: 'We do not change it when the fact is still true, for example: The sun is hot.'
Teacher
Step 4: Conclusion and assessment
T summarises the rules on the board and highlights the difference between said and told.
Students
Ss copy the rules and the examples into their notebooks.

Activity 2.4: Knowledge formation · 10 minutes

Reported Questions

a) Aims

Ss explain how to change yes/no questions and wh-questions into reported questions, using if/whether and the correct word order.

b) Content

T presents the rules:

asked / wondered + wh-word + subject + verb (no inversion)
yes/no questions use if or whether
do, does and did are removed when they only help form the question
pronouns, tense and time/place expressions change according to context
Examples:
'Where do you live?' she asked me. → She asked me where I lived.
'Can you help?' she asked. → She asked if I could help.

c) Expected outcomes

Ss can explain the rules and produce model sentences:

She asked me where I lived.
She asked if I could help.
He asked where I was.
Ss identify the mistake in 'She asked me where did I live' and correct it to 'She asked me where I lived.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes two questions on the board: 'Where do you live?' and 'Can you help?' and asks Ss to predict the changes. T introduces the rules on the slide.
Students
Ss predict and answer: 'We do not use inversion, and we use if for yes/no questions.'
Teacher
Step 2: Task performance
T asks Ss to find and correct the mistake in the sentence 'She asked me where did I live.' in pairs. Then T asks pairs to report the next question: 'Where are you?' → 'He asked where I was.'
Students
Ss work in pairs to correct the mistake and write the reported sentence on Worksheet 2, Part B.
Teacher
Step 3: Report and discussion
T asks one pair to explain the correction and another pair to read their answer aloud.
Students
Ss explain: 'We remove did and change the word order to where I lived.'
Teacher
Step 4: Conclusion and assessment
T confirms the rules: no inversion, no do/does/did, and if/whether for yes/no questions. T asks Ss to add these rules to their notebooks.
Students
Ss note the rules and the model sentences.

Activity 3.1: Practice · 18 minutes

Vocabulary and Preposition Practice

a) Aims

Ss apply prepositions and vocabulary to exercises 1, 2, 3, 6 and 9 and check their answers.

b) Content

Ss complete the following exercises from the textbook, using the NeoEdu interactive page if it is available:

Exercise 1: The call starts {{1}} ten o'clock.
Exercise 2: We meet {{1}} Monday.
Exercise 3: Connect the words for communication in the future (holography, translation, language barrier).
Exercise 6: Connect the words for science and technology (device, invent, discover).
Exercise 9: Connect the words for life on other planets (planet, galaxy, telescope).

c) Expected outcomes

Answer key:

Exercise 1: at
Exercise 2: on
Exercise 3: holography – 3D image technology; translation – changing a text or speech into another language; language barrier – difficulty in communicating because of different languages
Exercise 6: device – a machine or tool for a specific purpose; invent – to create something new; discover – to find something that already existed but was unknown
Exercise 9: planet – a large object orbiting a star; galaxy – a huge system of stars; telescope – an instrument for seeing distant objects in space

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the instructions for each exercise and shows the first two exercises on the slide. T reminds Ss to use the examples in the unit to check meanings.
Students
Ss read the instructions and ask any questions about the exercises.
Teacher
Step 2: Task performance
T asks Ss to do Exercises 1 and 2 individually, then to do Exercises 3, 6 and 9 in pairs. Ss who finish early may check the NeoEdu page to self-check.
Students
Ss fill in the blanks with at and on, then match the words in Exercises 3, 6 and 9 with their meanings, and discuss with their partner if they disagree.
Teacher
Step 3: Report and discussion
T asks Ss to report answers for each exercise and asks other pairs to agree or disagree. T asks: 'Why is it on Monday, not at Monday?'
Students
Ss give answers. Expected answer: 'We use on with a day of the week.'
Teacher
Step 4: Conclusion and assessment
T confirms the answer key and points out common mistakes, such as at Monday or on ten o'clock. T asks Ss to correct their mistakes in their notebooks.
Students
Ss correct any wrong answers and note the mistakes.

Activity 3.2: Practice · 13 minutes

Reported Speech Transformation Practice

a) Aims

Ss transform direct sentences and questions into reported speech in exercises 4, 5, 7 and 8, using backshift correctly.

b) Content

Ss complete the following exercises from the textbook:

Exercise 4: He said, 'I can help.' → He said he {{1}} help.
Exercise 5: Mai said, 'I will return.' → Mai said she {{1}} return.
Exercise 7: 'Can you help?' → She asked if I {{1}} help.
Exercise 8: 'Where are you?' → He asked where I {{1}}.
Ss use Worksheet 2 to write their answers and check them in pairs.

c) Expected outcomes

Answer key:

Exercise 4: could
Exercise 5: would
Exercise 7: could
Exercise 8: was
Ss write the full reported sentences: He said he could help. Mai said she would return. She asked if I could help. He asked where I was.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 2 and explains the task. T asks Ss to focus on the verb form after the reporting verb.
Students
Ss read the instructions and the four exercises in Worksheet 2.
Teacher
Step 2: Task performance
T asks Ss to work in pairs using a 'Think–Pair–Check' routine: first Ss think individually, then they check each other's answers. T walks around to listen for mistakes.
Students
Ss fill in the blanks, then compare with their partner and explain their choice of could, would or was.
Teacher
Step 3: Report and discussion
T calls on 3 Ss to read their full reported sentences aloud and asks the class to confirm or correct.
Students
Ss read: 'He said he could help.' and explain: 'Can changes to could after said.'
Teacher
Step 4: Conclusion and assessment
T confirms the key and reminds Ss of the backshift patterns: can → could, will → would, is/am → was, and the tense change in the question about 'where are you'.
Students
Ss check the key and correct any mistakes in Worksheet 2.

Activity 4: Application · 10 minutes

Creating Sentences About Communication in the Future

a) Aims

Ss create two meaningful connected sentences about communication in the future, using prepositions of time and place and possessive pronouns.

b) Content

Ss work in groups of three. Each group writes two connected sentences about communication in the future, using at/on/in/for/by and at least one possessive pronoun (mine, yours, his, hers, ours, theirs). Ss may use vocabulary such as holography, translation and language barrier.
Example: We will meet at ten on Friday to discuss a new translation device. This tablet is mine; that one is hers.
Groups write their sentences on A4 paper and read them aloud.

c) Expected outcomes

Each group produces two connected sentences that:

are meaningful and related to communication in the future (3 points)
use prepositions of time/place and possessive pronouns correctly (5 points)
have correct spelling and punctuation (2 points)
Teacher assessment is based on this 10-point scale, which is human assessment, not automatic.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the task and the 10-point scale on the slide. T gives an example sentence and asks Ss to identify the prepositions and the possessive pronouns in it.
Students
Ss read the task and the scale and identify: 'at ten, on Friday, mine, hers.'
Teacher
Step 2: Task performance
T asks groups to brainstorm ideas, write two connected sentences on A4 paper and check their grammar against the rules in the lesson. T monitors the groups.
Students
Ss discuss, write their sentences and check: 'Did we use a noun after my or your? Did we use mine or my correctly?'
Teacher
Step 3: Report and discussion
T asks each group to read their sentences aloud and invites the class to give feedback on the grammar.
Students
Groups read their sentences. Other groups give feedback, for example: 'Your sentence is correct, but you should write the time as at nine, not in nine.'
Teacher
Step 4: Conclusion and assessment
T gives feedback to each group, summarises the common mistakes, and states the scoring criteria once more. T encourages Ss to continue practising at home.
Students
Ss note the feedback and revise their sentences if needed.

Worksheets

Worksheet 1

Worksheet 1: Prepositions of time and possessive pronouns
Part A. Fill in the blanks with at, on, in, for or by.

The class starts ___ 7:30.
We have a test ___ Monday.
The holiday is ___ July.
I have studied English ___ two years.
Please finish the project ___ Friday.
Part B. Choose the correct answer: mine / my, hers / her.
This phone is ___ (mine / my).
That is ___ bag. (hers / her)
A friend of ___ (mine / my) lives in Hanoi.
Part C. Write one sentence for each rule.
Use at with clock time.
Use on with a day.
Use a possessive pronoun without a noun.
Rule to remember: possessive pronouns stand alone; possessive adjectives must be followed by a noun.

Worksheet 2

Worksheet 2: Reported speech
Part A. Report the sentences using said or told.

Lan said, 'I am tired.' → Lan said that she ___ tired.
He said, 'I can help.' → He said he ___ help.
Mai said, 'I will return.' → Mai said she ___ return.
Part B. Change the questions into reported questions.
'Where do you live?' she asked me. → She asked me where I ___.
'Can you help?' she asked. → She asked if I ___ help.
'Where are you?' He asked where I ___.
Part C. Correct the mistake.
She asked me where did I live.
Part D. Write one reported sentence using told and one reported question using asked if.
Rule to remember: in reported questions, do not use inversion, and do not keep do/does/did.

Homework

Review the grammar summary: prepositions of time (at, on, in, for, by), possessive pronouns (mine, yours, his, hers, ours, theirs), reported statements and reported questions.
Complete Exercises 1–10 in the textbook Review 4 – Language, and check your answers on the NeoEdu page: neoedu.vn/learn/8/english/review-4-language.
Write a short paragraph of 4–5 sentences about how people will communicate in the future. Use at least two prepositions of time, one possessive pronoun, and one reported statement or question (for example: My friend said that translation devices would help us next year).
Learn the 9 vocabulary words by heart: holography, translation, language barrier, device, invent, discover, planet, galaxy, telescope, and practise reading them aloud.

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