Giáo án Looking Back

Ss activate prior knowledge of Wh-questions and begin to notice that reported questions change word order and tense.

Ss work in pairs. T writes three questions on the board: 'Where would you like to live in space?', 'What would you bring on a rocket?', 'Why do scientists look at craters on the Moon?' Each S asks the partner one question. Then each S reports to the class what the partner asked, using 'asked me' + Wh-word + subject + verb.

Ss produce reported sentences such as: 'My partner asked me where I would like to live in space.' 'My partner asked me what I would bring on a rocket.' T records 2 or 3 examples on the board for later use.

Ss recall the meanings of six topic words and use three of them in real-life sentences.

Ss look at the six words: planet, galaxy, telescope, crater, rocket, evidence. Ss cover the meanings and recall them. In pairs, one S shows a flashcard, the partner gives the meaning in Vietnamese or English, then they swap. Each pair chooses three words and writes one real-life sentence for each word, based on the model sentences: 'Mars is a planet in our solar system.', 'A telescope helps us observe distant objects.', 'A claim needs evidence.'

Ss give the 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 write three real-life sentences, for example: 'A rocket can carry instruments into space.' 'Scientists need evidence before they say there is life on a planet.' 'We can see craters on the Moon with a telescope.'

Ss understand and apply the rules for reporting Wh-questions and Yes/No questions, including backshift and the removal of do/does/did.

Ss complete Worksheet 1 in pairs. Ss compare direct and reported questions and find what changes: word order, tense, pronouns, and time or place expressions. Then Ss read the grammar box on pages 127–128 and check the rules. T shows the key examples: 'Can you help?' → She asked if I could help. 'Where are you?' → He asked where I was. 'What do you need?' → She asked what I needed. 'Where do you live?' she asked me → She asked me where I lived.

Ss complete Worksheet 1 and write the rules in their notebooks: (1) Wh-question: asked/wondered + Wh-word + subject + verb, no inversion; (2) Yes/No question: asked/wondered + if/whether + subject + verb; (3) backshift: present → past, past → past perfect, will → would, can → could; (4) do/does/did are removed when they are only auxiliaries in the question.

Ss read the model text and explain what it communicates about life on other planets, supporting the explanation with an example from the text.

Ss read the model text: 'If I wrote a story about life on another planet, I would first decide what the environment was like. My imaginary creatures would need a believable way to obtain energy and survive. However, I would label the story as fiction. A scientific claim about life requires evidence, not only an interesting picture. At our club, a speaker asked what questions we wanted researchers to explore. I asked how instruments could distinguish a possible sign of life from an ordinary chemical process. Curiosity becomes stronger when it is combined with careful questions.' Ss answer: What is the writer's main idea? Which example in the text supports it?

Ss explain that the writer separates imaginative fiction from scientific claims. A scientific claim about life requires evidence. The example that supports this is: 'A scientific claim about life requires evidence, not only an interesting picture.' Ss also note that the reported question 'a speaker asked what questions we wanted researchers to explore' uses backshift.

Ss apply the backshift rule correctly in gap-fill reported-speech exercises.

Ss complete four sentences with the correct modal or verb form. Ss work individually for 3 minutes, then check in pairs. Exercises: (1) 'Can you help?' → She asked if I {{1}} help. (2) 'Where are you?' → He asked where I {{1}}. (3) 'What do you need?' → She asked what I {{1}}. (4) 'Will you go?' → He asked whether I {{1}} go. Ss use the NeoEdu interactive exercise if available.

Answer key: (1) could (2) was (3) needed (4) would. Ss explain each answer: could is the past of can; was is the past of am/is/are; needed is the past of need (simple present → simple past); would is the past of will.

Ss transform direct questions into reported questions and explain why each change is correct.

Ss work in pairs. Each pair transforms three direct questions into reported questions: (a) 'Where do you live?' she asked me. (b) 'Are you ready?' he asked me. (c) 'What do you want to be in the future?' she asked me. Pairs explain each change using the rules from Worksheet 1.

Answer key: (a) She asked me where I lived. (b) He asked me if I was ready. (c) She asked me what I wanted to be in the future. Ss explain: in (a) do live becomes lived and the word order is changed; in (b) if is used and are becomes was; in (c) the question word order is changed and want keeps its meaning.

Ss communicate clearly about life on other planets and summarise the unit in their own words.

Each S prepares a 60-second spoken summary of the unit. The summary must include at least one reported question, one topic word, and one example that supports the speaker's view. Ss work in pairs: one S speaks for 60 seconds while the partner listens and checks. Then Ss swap roles. After that, each S writes one language strength and one next step on a self-assessment slip.

Each S produces a 60-second summary, for example: 'I learned about life on other planets. My partner asked me what I would do if I found life on Mars. I think a scientific claim needs evidence, not only a picture. Next time I will check my use of if and whether.' Each S writes one language strength (for example, 'I can change Wh-questions correctly') and one next step (for example, 'I need to practise the spelling of crater').