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

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Identify the speaker, topic and purpose of a conversation about life on other planets.
- Use the vocabulary: planet, galaxy, telescope, crater, rocket, evidence.
- Use reported questions with backshift (yes/no questions with if/whether; wh-questions without inversion).
- Make a short conversation with a follow-up question to discuss the unit topic.

2. Competences

a) General competences

Self-control and independent learning: Ss read the model conversation alone, underline supporting words and complete the exercises before checking with peers.
Communication and collaboration: Ss work in pairs to discuss the follow-up question and share ideas in front of the class.
Problem-solving and creativity: Ss choose their own truthful example and build a four-turn conversation about life on other planets.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and understand a conversation on life on other planets, ask and answer a follow-up question, and write a four-turn conversation.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce and use the six key words correctly, and transform direct questions into reported questions with correct backshift.

3. Personal qualities

Diligence: Ss complete all tasks on time and keep trying when the reported-speech transformation is difficult.
Honesty: Ss replace the sample experience in the model with their own truthful example and do not copy the model word for word.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 8 Global Success, Unit 12 (Getting Started)
Projector or interactive board with the conversation, vocabulary and exercises
Flashcards with the six key words and pictures or short definitions
Worksheet No. 1 (printed for each pair)
NeoEdu online lesson page: neoedu.vn/learn/8/english/unit-12-getting-started (lesson presentation, examples and interactive exercises)

2. Students

Textbook and notebook
Pen or pencil, highlighter (for underlining supporting words)
Small whiteboard and marker (optional, for the rapid-response game)

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming: Life on other planets

a) Aims

Ss activate prior knowledge about planets and space and get ready for the topic of the lesson.

b) Content

T shows the word 'PLANET' in the centre of the board and asks Ss to say any words related to space. Ss write their words in a mind map. T then asks: 'Do you think there is life on other planets? Why or why not?'

c) Expected outcomes

A mind map with at least five words related to space, for example: planet, galaxy, telescope, rocket, crater, star, moon. Ss give a short answer with one reason, for example: 'Yes, because the universe is very big.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes PLANET on the board and asks: 'What words come to your mind when you hear the word space?'
Students
Ss listen to the instruction and get ready to answer.
Teacher
Step 2: Task performance
T gives Ss 1 minute to call out words, and writes them around the central word.
Students
Ss work in pairs, discuss and call out words such as 'rocket', 'galaxy', 'telescope', 'moon'.
Teacher
Step 3: Report and discussion
T asks 2-3 Ss: 'Do you think there is life on other planets? Why?'
Students
Ss answer, for example: 'I think there might be life because there are billions of galaxies.' or 'I am not sure, we need evidence.'
Teacher
Step 4: Conclusion and assessment
T praises the answers and says: 'Today we will learn how to talk about life on other planets and support our ideas with details.'
Students
Ss copy the title of the lesson into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Reading the conversation and the situation

a) Aims

Ss understand the conversation and identify the speaker, the topic, the purpose of the follow-up question and the supporting words that express an opinion.

b) Content

Ss read the conversation between Mai and Nam in the textbook. Then they complete Worksheet No. 1, Part A, which asks: (1) Who is speaking? (2) What is the topic? (3) Why does Mai's follow-up question matter? (4) Which words support Nam's opinion? Ss underline those words.

c) Expected outcomes

Answers to Worksheet No. 1, Part A:

Speakers: Mai and Nam (classmates preparing for a class discussion).
Topic: life on other planets.
Follow-up question: 'Can you give a reason for your opinion?' matters because it asks Nam to support his idea with evidence and reasons.
Supporting words underlined: 'If I wrote a story', 'A scientific claim about life requires evidence', 'Curiosity becomes stronger when it is combined with careful questions', 'benefits and difficulties'.
Ss' key idea: an opinion needs evidence and details, not only an interesting picture.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the conversation on the board and gives Worksheet No. 1, Part A. T says: 'Read silently for one minute, then answer the four questions.'
Students
Ss listen carefully and read the conversation silently.
Teacher
Step 2: Task performance
T walks around, helps Ss who are slow, and reminds them to underline the supporting words.
Students
Ss work in pairs, answer the questions and underline the supporting words. Ss may say: 'Nam says that he needs evidence for a scientific claim.'
Teacher
Step 3: Report and discussion
T calls on two pairs to share their answers and asks: 'Why does Mai ask Nam for a reason?'
Students
Pairs report. Expected answer: 'Mai wants Nam to explain his opinion, so the discussion is clearer and has evidence.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and writes the key structure on the board: Opinion + Reason + Example. T explains that a follow-up question asks for more detail.
Students
Ss copy the structure into their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Vocabulary: Key words about space

a) Aims

Ss learn the meaning, pronunciation and use of six key words related to the unit topic.

b) Content

T presents six words: planet (hành tinh), galaxy (thiên hà), telescope (kính thiên văn), crater (hố va chạm; miệng núi lửa), rocket (tên lửa), evidence (bằng chứng). Ss listen and repeat, then play a game 'Match and Say' using flashcards and the sentence examples: Mars is a planet in our solar system; A telescope helps us observe distant objects; A claim needs evidence.

c) Expected outcomes

Ss match the words with meanings:

planet – hành tinh
galaxy – thiên hà
telescope – kính thiên văn
crater – hố va chạm; miệng núi lửa
rocket – tên lửa
evidence – bằng chứng
Ss make one sentence with each word, for example: 'A rocket can carry instruments into space.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six flashcards and says: 'Listen and repeat. Then match each word with its meaning.'
Students
Ss listen and repeat the words in chorus and then individually. Ss pay attention to the stress in 'telescope' and 'evidence'.
Teacher
Step 2: Task performance
T puts the flashcards on the board and gives the meanings on separate cards. Pairs match the words and meanings in their notebooks.
Students
Ss work in pairs, match the words with meanings and check the example sentences in the textbook.
Teacher
Step 3: Report and discussion
T asks: 'What does a telescope help us do?' and 'Why does a claim need evidence?'
Students
Ss answer, for example: 'A telescope helps us observe distant objects.' and 'A claim needs evidence to be scientific.'
Teacher
Step 4: Conclusion and assessment
T corrects the pronunciation and gives feedback. T reminds Ss that 'crater' has two meanings in Vietnamese.
Students
Ss write the six words and their meanings in their vocabulary notebooks.

Activity 2.3: Knowledge formation · 8 minutes

Language focus: Reported questions and backshift

a) Aims

Ss understand how to report yes/no questions and wh-questions with backshift, without inversion.

b) Content

T writes the model: 'Can you help?' → She asked if I could help. T explains: yes/no questions use if or whether; wh-questions use asked + wh-word + subject + verb with no inversion; change pronouns and tenses (backshift) according to the context. T also points out that do/does/did are not kept when they only serve as question auxiliaries.

c) Expected outcomes

Ss can state the rule: Yes/no question → asked if/whether + subject + verb (backshifted). Wh-question → asked + wh-word + subject + verb (no inversion). Example: 'What are you preparing?' → She asked me what I was preparing.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the model on the board and asks: 'What changes from direct speech to reported speech?'
Students
Ss look at the model and think about the changes in pronouns, tense and word order.
Teacher
Step 2: Task performance
T gives two more examples: 'What is your main idea?' and 'Do you agree with the conclusion?' Ss work in pairs to report them.
Students
Ss work in pairs and write: She asked me what my main idea was. / She asked if I agreed with the conclusion.
Teacher
Step 3: Report and discussion
T calls on Ss to read their sentences and checks word order and tense.
Students
Ss read their sentences aloud. A common mistake is 'She asked me what was my main idea', which T corrects to 'what my main idea was'.
Teacher
Step 4: Conclusion and assessment
T summarises the rules on the board and reminds Ss to avoid translating Vietnamese word order directly.
Students
Ss copy the rules into their notebooks.

Activity 3: Practice · 8 minutes

Controlled practice: Matching, multiple choice and reported speech

a) Aims

Ss consolidate vocabulary, reading comprehension and reported speech through the textbook exercises.

b) Content

Exercise 3: Match words with meanings in this unit. Exercise 4: Which question asks for supporting detail? A. What is your opinion? B. Can you give a specific example? C. Which topic shall we discuss next? D. Do you agree with the conclusion? Exercise 7: Use backshift in this reported-speech exercise. 'Can you help?' → She asked if I {{1}} help.

c) Expected outcomes

Answers:
Exercise 3: planet – hành tinh; galaxy – thiên hà; telescope – kính thiên văn; crater – hố va chạm; miệng núi lửa.
Exercise 4: B (Can you give a specific example?). A specific example supplies concrete support; the other options do not ask for supporting detail.
Exercise 7: could (She asked if I could help.) Backshift changes can to could.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T projects the three exercises and says: 'Work individually for three minutes, then compare with your partner.'
Students
Ss read the exercises and do them individually in their notebooks.
Teacher
Step 2: Task performance
T walks around and checks. T provides hints if needed: 'Think about the tense: can → could.'
Students
Ss complete the exercises. Ss may first choose 'can' for Exercise 7, then change it to 'could' after the hint.
Teacher
Step 3: Report and discussion
T asks one or two Ss to read their answers for Exercise 4 and asks: 'Why is the other option not correct?'
Students
Ss answer: 'The other questions ask for an opinion, a topic or agreement, not a supporting detail.'
Teacher
Step 4: Conclusion and assessment
T gives the correct answers and asks Ss to check their mistakes with a different colour pen.
Students
Ss correct their answers and write the correct forms in their notebooks.

Activity 4: Application · 7 minutes

Writing a four-turn conversation about life on other planets

a) Aims

Ss use the target vocabulary and structures to write and perform a short conversation with a follow-up question, relating the topic to their own opinions.

b) Content

Ss work in pairs. Each pair writes a four-turn conversation introducing the topic of life on other planets. The conversation must include at least one follow-up question (for example: 'Can you give a reason for your opinion?') and at least three words from the vocabulary list. Ss may use the model in the textbook but must replace the sample experience with their own truthful example. Then pairs perform for the class. The task can be finished at home if there is not enough time.

c) Expected outcomes

A four-turn conversation, for example:
Mai: Do you think there is life on other planets?
Nam: I think it is possible. Scientists use telescopes to observe distant galaxies.
Mai: Can you give a reason for your opinion?
Nam: Yes. We need evidence before we make a scientific claim, so we must study carefully.
Assessment criteria (10 points): task achievement and accurate content and language (4); organisation and clear evidence (2); appropriate vocabulary and grammar (2); delivery or spelling (2).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and shows the criteria. T says: 'Write four turns, include one follow-up question and use at least three key words.'
Students
Ss listen and ask questions about the criteria if they are unclear.
Teacher
Step 2: Task performance
T monitors pairs, helps with vocabulary and reminds them to give a reason or example.
Students
Pairs write their conversations and check the grammar and spelling with each other.
Teacher
Step 3: Report and discussion
T invites two or three pairs to perform. After each performance, T asks the class: 'Is the follow-up question clear? Which key word did they use?'
Students
Pairs perform. Other Ss give feedback, for example: 'Your example is clear because you used the word evidence.'
Teacher
Step 4: Conclusion and assessment
T praises good performances and gives feedback on common errors such as word order in reported questions. T reminds Ss: 'When you talk about a big idea, always give a reason or an example.'
Students
Ss note the feedback and revise their conversation at home.

Worksheets

Worksheet No. 1

Part A. Read the conversation between Mai and Nam, then answer the questions.

Who is speaking?
What is the topic?
Why does Mai's follow-up question 'Can you give a reason for your opinion?' matter?
Underline the words that support Nam's opinion.

Part B. Match the words with their meanings.

planet
galaxy
telescope
crater
rocket
evidence

Meanings: a. thiên hà b. kính thiên văn c. hành tinh d. bằng chứng e. tên lửa f. hố va chạm; miệng núi lửa

Part C. Change the direct questions into reported speech.

'Can you help?' → She asked if I ______ help.
'What is your main idea?' → She asked me what my main idea ______.
'Do you agree with the conclusion?' → She asked me if I ______ with the conclusion.

Homework

Finish the four-turn conversation about life on other planets. Include one follow-up question and at least three key words (planet, galaxy, telescope, crater, rocket, evidence). Replace the sample experience with your own truthful example.
Do Exercise 5 in the textbook: use two unit words to give a personal response to the discussion. Give at least one reason and one example.
Review the reported-speech rules: yes/no questions use if or whether; wh-questions have no inversion; change tenses and pronouns with backshift. Complete the interactive exercises at neoedu.vn/learn/8/english/unit-12-getting-started.
Learn the six key words by heart, with pronunciation and meanings.

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