Giáo án Looking Back

Ss activate prior knowledge of science and technology devices and get ready to use the topic vocabulary.

T asks Ss to name one science or technology device they use often and say what it does. Ss respond with the target words where possible.
Guiding questions:

• Which device do you use most often? What does it do?
• Who invented the first device you think of? (Ss may only guess; do not require facts beyond the lesson.)
• Can you name a device that uses a fingerprint scanner or face recognition?

A short list of 3 to 4 devices on the board, each with one function, for example: smartphone – takes photos and searches for information; fingerprint scanner – unlocks a phone using a body feature.
Ss understand that the lesson will review language they already learned in Unit 11.

Ss recall how to report speech with said/told, apply backshift, and adjust pronouns and time/place expressions.

T writes three direct sentences on the board and elicits the reported forms:

• “I can help.” → He said he could help.
• “I will return.” → Mai said she would return.
• “I am ready,” Nam said. → Nam said he was ready.
  T then asks: “Which words change when we report speech? When can we keep the original tense?”
  T presents the rules on the slide, using the Language retrieval notes:
• Said (that) + clause; told + person + (that) + clause.
• Present simple → past simple; will → would; can → could; am/is/are + V-ing → was/were + V-ing.
• now → then; today → that day; tomorrow → the next/following day; here → there.
• Do not change the tense if the fact is still true or the speaker chooses to keep it.

A completed rule summary in Ss' notebooks:

• said (that) + clause; told + person + (that) + clause
• Backshift: present simple → past simple; will → would; can → could; am/is/are → was/were + V-ing
• Time/place: now → then; today → that day; tomorrow → the next/following day; here → there
• Exception: keep the tense when the fact is still true (for example, “Water boils at 100 degrees Celsius.” may stay in the present).

Ss recall the meanings of six topic words and use each of three words in a real-life sentence.

Ss use Worksheet 2 (Vocabulary cover-and-recall card). Ss cover the Vietnamese meanings and recall them. Then they choose three words and write one real-life use for each.
Words: device (thiết bị), invent (phát minh), discover (khám phá), experiment (thí nghiệm), face recognition (nhận diện khuôn mặt), fingerprint scanner (máy quét vân tay).
Example sentences from the lesson: “The device measures temperature.” “Engineers invent new tools.” “Scientists discover patterns in evidence.” “A fair experiment controls conditions.” “Face recognition raises privacy questions.” “A fingerprint scanner uses a body feature.”

A completed Worksheet 2 with six meanings and three real-life sentences, for example:

• device (thiết bị): “My teacher uses a device to project slides.”
• experiment (thí nghiệm): “We do an experiment in the science lab every week.”
• fingerprint scanner (máy quét vân tay): “My father unlocks his phone with a fingerprint scanner.”

Ss apply backshift to complete reported sentences accurately and check their answers against the key.

Ss complete Worksheet 1 (Backshift practice), then check with the NeoEdu interactive exercises if time allows.
Worksheet 1 items:

1. He said, “I can help.” → He said he ______ help. (could)
2. Mai said, “I will return.” → Mai said she ______ return. (would)
3. “I am ready,” Nam said. → Nam said he ______ ready. (was)
4. She ______ me that the device was new. (said/told) (told)
5. Lan said, “I am tired.” → Lan said that she ______ tired. Explain why the answer is correct. (was; the tense moves back because said is in the past)

Answer key for Worksheet 1:

1. could
2. would
3. was
4. told
5. was (Lan said that she was tired. Explanation: said is in the past tense, so present continuous/simple moves back to the past form.)
   Ss write the corrected sentences in their notebooks.

Ss use the target language to explain an idea about science and technology, supporting it with details and checking their own language.

T gives the model text from the lesson: “Our group designed a simple reminder device for the classroom. A light appears after a set period so students remember to take a short break. We tested whether the timer was accurate and asked users whether the light was distracting. One student said that the signal was too bright, so we changed it. We do not claim that the device solves every study problem. A useful invention should answer a real need, be tested fairly, and explain its limits.”
Task: In pairs, Ss explain in their own words what the model communicates, use reported speech at least once, and then give one new example of a device idea.
Guiding questions:

• What does the device do?
• What did the user say? Report it using said/told.
• Why is it important to test an invention fairly?

Each pair produces a 1 to 2 minute oral explanation that includes:

• a description of the device and its purpose (for example, a reminder light that helps students take breaks)
• one reported sentence, for example: “One student said that the signal was too bright.”
• one limit of the device, for example: “It does not solve every study problem.”
  Rubric (10 points): task achievement and accurate content and language 4; organisation and clear evidence 2; appropriate vocabulary and grammar 2; delivery or spelling 2.