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Giáo án Tiếng Anh 8
Tiếng AnhLớp 8Chủ điểm 15. Unit 12: Life on other planets

Giáo án A Closer Look 2

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to report Wh-questions using the structure: asked/wondered + wh-word + subject + verb (no inversion of auxiliary verbs).
  • By the end of the lesson, Ss will be able to change pronouns, backshift tenses, and change time/place expressions when reporting questions.
  • By the end of the lesson, Ss will be able to report Yes/No questions using if or whether.
  • By the end of the lesson, Ss will be able to use the vocabulary related to life on other planets (planet, galaxy, telescope, crater, rocket, evidence) in context.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the Wh-question reporting steps on their own and check their answers against the given key before discussing with a partner.
  • Communication and collaboration: Ss work in pairs and groups to transform questions, explain their reasoning, and share their interview results with the class.
  • Problem-solving and creativity: Ss apply the three-step method (identify the communicative meaning, choose the structure, check subject, verb form and time/place) to new reporting problems and create their own questions about life on other planets.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss ask and report questions about life on other planets accurately in pairs and in written form.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use reported Wh-questions and if/whether questions correctly, pronounce the new words clearly (planet, galaxy, telescope, crater, rocket, evidence), and use backshift correctly.

3. Personal qualities

  • Diligence: Ss finish all exercises in the worksheet within the time limit and revise their mistakes after checking.
  • Responsibility: Ss take turns in pair work, record their partner's answers accurately and report them honestly.
  • Honesty: Ss report their partner's answers exactly as heard, without changing the information to make the sentence sound better.
  • Kindness: Ss give constructive feedback to their partners and help classmates who make mistakes with reported questions.

II. Teaching aids and materials

1. Teacher

  • Lesson plan, Student's book English 8 (Global Success), Unit 12 'Life on other planets', A Closer Look 2 (pages 127–128)
  • Projector or interactive board, slides with the example 'Where do you live?' she asked me. → She asked me where I lived.
  • Flashcards of new vocabulary: planet, galaxy, telescope, crater, rocket, evidence, with pictures
  • Worksheet 1 (Phiếu học tập số 1) printed for each pair
  • Digital learning resource from NeoEdu: lesson page neoedu.vn/learn/8/english/unit-12-a-closer-look-2 (interactive reported-speech exercises)

2. Students

  • Student's book, notebook, pen, pencil
  • Pair work card and a blank sheet of paper for the interview
  • Access to NeoEdu lesson page on a device, if available

III. Procedures

Activity 1: Warm-up · 5 minutes

Planet Quiz

a) Aims

Ss activate the vocabulary of the unit and recall direct questions, so they are ready to learn how to report them.

b) Content

Ss look at the flashcards (planet, galaxy, telescope, crater, rocket, evidence) and match each word with its definition. Then T asks a question: 'Do you think there is life on Mars?' and writes two direct questions on the board: 'Where do you live?' and 'Can you help?'.
Question for Ss: 'When we tell someone what another person asked, what changes in the sentence?'

c) Expected outcomes

Ss match all six words correctly (e.g., planet – a large object that moves around a star; telescope – a tool to observe distant objects; evidence – facts that prove something).
Ss predict the answer: the question word stays, the verb changes, and the word order changes (statement order), e.g., 'She asked me where I lived.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the flashcards and asks Ss to match each word with the correct meaning in Vietnamese or English in 2 minutes. T then writes two direct questions on the board and asks: 'What do you notice about the questions and the reported sentences?'

    Students

    Ss look at the flashcards and the board, and listen to the task carefully.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss who are slow. T gives hints such as 'Which word tells us the place?' if needed.

    Students

    Ss work individually to match the words, then discuss with a neighbour. Possible answers: 'planet – a large round object moving around a star'; 'crater – a hole made by an impact'; 'rocket – a vehicle that carries instruments into space'.

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 Ss to read their answers aloud and asks: 'What changes in the reported sentence?'

    Students

    Ss answer: 'The verb is in the past tense.' / 'The word order changes: I lived, not do I live.' / 'The question mark disappears and the word asked appears.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and introduces the lesson topic: reported Wh-questions. T writes the title 'Reported questions' on the board.

    Students

    Ss copy the title and the key vocabulary into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Reporting Wh-questions

a) Aims

Ss understand the structure of reported Wh-questions and the changes in pronouns, tenses, and time/place references.

b) Content

T presents the worked example: “Where do you live?” she asked me. → She asked me where I lived.
T guides Ss through the three steps: (1) identify the communicative meaning (she asks about a place); (2) choose the structure asked/wondered + wh-word + subject + verb; (3) check the subject, the verb form and any time/place reference.
Questions for Ss:

  • 'What is the wh-word in the direct question?' (where)
  • 'Does the reported question use inversion (do I live)?' (No, it uses statement order: I lived.)
  • 'How does the tense change?' (present simple becomes past simple – backshift)
    Ss complete the rule box in their notebooks.

c) Expected outcomes

Ss write the rule in their notebooks: asked/wondered + wh-word + subject + verb (no auxiliary inversion).
Ss transform the example correctly: “Where do you live?” she asked me. → She asked me where I lived.
Ss state the changes: pronoun you → I; tense lives → lived (backshift); the auxiliary do is removed.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the example on the slide and asks Ss to read it aloud. T asks Ss to identify the three steps with the help of the question prompts.

    Students

    Ss read the example chorally and listen to the three steps.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to answer the three guiding questions and to write the rule in their notebooks. T walks around to check.

    Students

    Ss discuss with their partner. Expected answers: 'The wh-word is where.' / 'No, the subject comes before the verb.' / 'The verb changes from live to lived, and you changes to I.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to share their answers. T asks: 'Why do we not write do I live?'

    Students

    Ss answer: 'Because in reported questions we use statement word order, and the auxiliary do is not used.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rule on the board: asked/wondered + wh-word + subject + verb; change pronouns, backshift the tense, and change time/place expressions when needed. T emphasises the common mistake of keeping do/does/did.

    Students

    Ss copy the summary and the warning into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Reporting Yes/No questions with if or whether

a) Aims

Ss know how to report Yes/No questions with if or whether and recognise the change in word order.

b) Content

T writes two direct Yes/No questions on the board: “Can you help?” and “Will you go?”. T asks Ss: 'What word can we use to report a Yes/No question?' (if or whether). T models: She asked if I could help. / He asked whether I would go.
Questions for Ss:

  • 'Which word introduces the reported Yes/No question?' (if / whether)
  • 'What happens to the modal verb can in the reported sentence?' (It backshifts to could; will backshifts to would.)
    T reminds Ss that this is an extension, and the Wh-question structure remains the central focus of the lesson.

c) Expected outcomes

Ss write the rule: asked/wondered + if/whether + subject + verb (statement order).
Ss transform the examples correctly: “Can you help?” → She asked if I could help. / “Will you go?” → He asked whether I would go.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two Yes/No questions on the board and asks Ss to report them using if or whether.

    Students

    Ss read the questions and think about which word they will use.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for 2 minutes, then compare with a partner. T circulates to correct the modal backshift.

    Students

    Ss write: 'She asked if I could help.' and 'He asked whether I would go.'

  3. Teacher

    Step 3: Report and discussion

    T asks one or two Ss to share their sentences and invites the class to check the answers.

    Students

    Ss read their sentences and answer: 'We use if or whether, and we do not invert the modal verb.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rule and notes that if and whether have the same meaning in this context. T reminds Ss not to use question word order after if/whether.

    Students

    Ss write the rule in their notebooks and note the difference between Wh-questions and Yes/No questions.

Activity 3: Practice · 10 minutes

Transform and Complete the Questions

a) Aims

Ss practise backshift, statement order, and reported questions with the given exercises.

b) Content

Ss complete Exercises 1–7 from Worksheet 1 (Phiếu học tập số 1). Ss work in pairs: first they do Exercises 1–4 (fill in the blank with the correct backshifted verb), then Exercises 5–7 (choose the correct option or order the words).
Keys are provided in the worksheet for self-checking after pair work.

c) Expected outcomes

Exercise answers (key):

  1. could (She asked if I could help.)
  2. was (He asked where I was.)
  3. needed (She asked what I needed.)
  4. would (He asked whether I would go.)
  5. A – where the rover could travel
  6. The visitor asked how many moons Mars had.
  7. A – who would lead the mission
    Ss correct any mistakes and write the correct sentences in their notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 to each pair and explains the instructions. T reminds Ss to check the rule on the board before they answer.

    Students

    Ss read the instructions and ask questions if anything is unclear.

  2. Teacher

    Step 2: Task performance

    T sets a time limit of 6 minutes. T monitors and encourages pairs to explain their reasons, e.g., 'Why is the answer could and not can?'

    Students

    Ss complete the exercises together. Possible difficulty: Ss may write 'did Mars have' in Exercise 6; T prompts them to use statement order.

  3. Teacher

    Step 3: Report and discussion

    T reads out the answers and asks one pair to explain Exercise 7. T asks the class: 'Who is the subject in question 7?'

    Students

    Ss check their answers and give reasons: 'Who is the subject, so it comes directly before would lead.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers and highlights the common errors: keeping do/does/did, using question word order, and forgetting the backshift.

    Students

    Ss correct their mistakes and rewrite the wrong sentences in their notebooks.

Activity 4: Application · 12 minutes

Space Mission Interview

a) Aims

Ss use reported questions to talk about life on other planets in a real-life communicative task.

b) Content

Ss work in pairs as 'space reporters'. Partner A asks Partner B three questions about life on other planets, using the topic words (planet, galaxy, telescope, crater, rocket, evidence). Examples: 'Do you think there is life on Mars?' / 'Where can we find evidence of water?' / 'What do scientists use to observe distant galaxies?'
Partner B answers in English. Then Partner A reports the answers to the class in reported speech, e.g., 'Lan asked me whether there was life on Mars. I answered that I didn't know.'
Ss may do the task at home: write five reported questions about the interview and bring them to the next lesson.

c) Expected outcomes

Each pair writes three direct questions and three reported questions based on their interview.
Sample product: 'Minh asked Hoa where scientists could find evidence of water on Mars. Hoa answered that they could find it in craters.'
Ss use at least two reported Wh-questions and one reported Yes/No question correctly.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task, models a short interview with a strong student, and shows the sample reported sentences on the board.

    Students

    Ss listen and note the language to use in the interview.

  2. Teacher

    Step 2: Task performance

    T gives 5 minutes for the interview, then 3 minutes for Partner A to write the reported sentences. T monitors and corrects pronunciation of new words.

    Students

    Ss ask and answer in pairs. Expected answer: 'I think there is no life on Mars yet, but scientists are looking for evidence.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 pairs to present their reported questions to the class. T asks the class to decide whether each reported sentence is correct.

    Students

    Ss present, e.g., 'Nam asked me if I had ever used a telescope.' The class checks the tense, the pronouns, and the word order.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on language use and praises effort. T summarises the key points: Wh-question structure, if/whether, backshift, and pronoun change. T assigns the homework.

    Students

    Ss note the feedback and the homework in their notebooks.

Worksheets

Phiếu học tập số 1

Exercise 1–4: Use backshift to complete the reported sentences.

  • “Can you help?” → She asked if I {{1}} help. (could)
  • “Where are you?” → He asked where I {{1}}. (was)
  • “What do you need?” → She asked what I {{1}}. (needed)
  • “Will you go?” → He asked whether I {{1}} go. (would)

Exercise 5: Choose the correct answer.
“Where can the rover travel?” → She asked ___.
A. where the rover could travel
B. where could the rover travel
C. where the rover could travelled

Exercise 6: Order the words to report the question.
The visitor asked / how many moons / Mars / had.

Exercise 7: Choose the correct answer.
“Who will lead the mission?” → They asked ___.
A. who would lead the mission
B. who would they lead the mission
C. who did lead will the mission

Exercise 8 (for fast finishers): Report these questions using backshift.
Mai asked Nam, “What are you observing?” and “Where can we find a star map?”
(Mai and Nam together = 'we'.)

Answer key:

  1. could 2. was 3. needed 4. would 5. A 6. The visitor asked how many moons Mars had. 7. A 8. Mai asked Nam what he was observing. She asked where they could find a star map.

Homework

  • Review the rule for reported Wh-questions (asked/wondered + wh-word + subject + verb) and reported Yes/No questions (asked + if/whether + subject + verb) in your notebook.
  • Complete the interactive exercises on the NeoEdu lesson page: neoedu.vn/learn/8/english/unit-12-a-closer-look-2.
  • Write five direct questions you would ask an astronaut about life on other planets, then report them using backshift. Use at least two of the new words: planet, galaxy, telescope, crater, rocket, evidence.
  • Prepare to present your reported questions in the next lesson.

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