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

Giáo án Project

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Describe a real planet in our solar system using the key features: name and name origin, size with units, atmosphere, temperature, appearance, and a special feature.
    • Distinguish between radius and diameter and label a size correctly.
    • Use Wh-questions and reported speech with backshift to report classmates' questions.
    • Evaluate a claim about life on another planet and correct it using two conditions.

2. Competences

a) General competences

  • Self-control and independent learning: Ss independently search for and record a reliable source with an access date, and keep factual information separate from fiction or illustrations.
  • Communication and collaboration: Ss work in pairs and groups to share research, give feedback on posters, and present their products to the class.
  • Problem-solving and creativity: Ss design an attractive fact poster and find ways to check, correct, and explain the limits of their information.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and summarise factual information about a planet, write short labels in English, present the poster orally, and listen to and report classmates' questions.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the words planet, galaxy, telescope, crater, rocket and evidence correctly; use complete sentences; form Wh-questions; and apply backshift in reported questions (e.g., 'Mai asked how many moons Mars had').

3. Personal qualities

  • Honesty: Ss record the real source and the real date they consulted it, and never present invented results as real evidence.
  • Responsibility: Ss check every fact against the cited source and clearly label any artistic scene as an illustration.
  • Diligence: Ss complete all eight tasks, revise their poster after feedback, and prepare their presentation carefully.

II. Teaching aids and materials

1. Teacher

  • Lesson plan, projector, and slides with the Mars sample (name, size, atmosphere, appearance, and moons)
  • Sample fact poster (Mars) and sample sources: NASA Science, Mars Facts, https://science.nasa.gov/mars/facts/
  • Worksheet 1 and Worksheet 2 (printed for each group)
  • Online access to NeoEdu lesson page: neoedu.vn/learn/8/english/unit-12-project (interactive exercises and examples)
  • Timer and sticky notes for peer feedback

2. Students

  • Notebook, pen, coloured pencils or markers, A3 or A2 poster paper
  • Device with internet access (or printed reliable sources) for research
  • Glue, scissors, and rulers for the poster layout

III. Procedures

Activity 1: Warm-up · 8 minutes

Our Solar System Quiz

a) Aims

Ss activate prior knowledge about planets in our solar system and understand the project task: choosing a real planet and researching it with reliable evidence.

b) Content

T shows a picture of the solar system and asks Ss to name the planets they know. T asks: 'Which planet is the closest to the Sun?', 'Which planet is famous for its red colour?', 'Is there life on Mars now?' Ss answer in pairs, then T introduces the key words: planet (hành tinh), galaxy (thiên hà), telescope (kính thiên văn), crater (hố va chạm), rocket (tên lửa), evidence (bằng chứng). T explains the final product: a factual fact poster about one real planet, with reliable sources.

c) Expected outcomes

Ss name at least three planets in our solar system and understand the final product: a fact poster about one real planet, with name, name origin, size with units and radius/diameter label, atmosphere, temperature context, appearance, and a special feature, plus cited sources.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the solar system picture and asks: 'What planets do you know? Which planet is famous for its red colour?' T says: 'Today you will choose one real planet and make a fact poster. Your evidence must come from reliable sources.'

    Students

    Ss look at the picture and listen to the task. They ask about the requirements if needed.

  2. Teacher

    Step 2: Task performance

    T gives 2 minutes for pair work and monitors. T prompts: 'Think about the name, the size, and the surface.'

    Students

    Ss discuss in pairs and list the planets they know. Expected answers: 'Mercury, Venus, Earth, Mars, Jupiter...'; 'Mars is red.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to share. T writes the planet names on the board and highlights the words: planet, galaxy, telescope, crater, rocket, evidence.

    Students

    Ss report their lists. Expected answers: 'Our solar system is in the Milky Way galaxy.'; 'A telescope helps us observe distant objects.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that the project is factual and that the alien paragraph in Skills 2 is fiction. T says: 'Only real evidence goes on your poster.'

    Students

    Ss note the key vocabulary and the project requirements in their notebooks.

Activity 2.1: Knowledge formation · 14 minutes

Name, Size and Atmosphere of a Planet

a) Aims

Ss learn how to present the name and name origin, the size with units and a correct radius/diameter label, and the atmosphere of a planet, and understand the difference between a traditional name and a scientific property.

b) Content

T uses the Mars example to model the three sections. Ss work in groups of four using a 'jigsaw' technique: each member reads one source-based example and reports to the group. Tasks: (1) Choose a real planet and record a reliable source and access date. (2) Write a name/origin box and distinguish a traditional name from a scientific property. (3) Write a size label with a number, units, and whether it is radius or diameter. (4) Describe the atmosphere and explain why people could not breathe it without life support. Ss complete Worksheet 1.

c) Expected outcomes

Each group completes Worksheet 1 with:

  • Planet: Mars; Source: NASA Science, Mars Facts, https://science.nasa.gov/mars/facts/; Date consulted: the day the student actually checked the source.
  • Name origin: Mars is named after the Roman god of war. This naming history does not mean the planet has a warlike personality.
  • Size: radius about 3,390 km; diameter about 6,780 km (twice the radius). A radius must never be labelled as a diameter.
  • Atmosphere: very thin, dominated by carbon dioxide; not breathable for humans without life-support systems.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the Mars example and says: 'Look at the name, the size, and the atmosphere. Each group member will become an expert on one task.' T distributes Worksheet 1 and assigns expert tasks 1–4.

    Students

    Ss listen and form expert roles. They ask: 'What is the difference between radius and diameter?'

  2. Teacher

    Step 2: Task performance

    T circulates and asks guiding questions: 'Where did you find this information? Is the source reliable? What is the unit?' T checks that Ss do not copy unexplained numbers from sample answers.

    Students

    Experts research their tasks and record the source and the access date. Expected answers: 'Radius is half the diameter.'; 'Mars has a very thin atmosphere.'

  3. Teacher

    Step 3: Report and discussion

    T asks each expert to report to the group, then asks the whole class: 'Why is the radius 3,390 km and the diameter 6,780 km?'

    Students

    Ss share their findings. Expected answer: 'Diameter is twice the radius, so 3,390 × 2 = 6,780 km.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key point: a name origin is a historical fact, not a scientific property; a size label needs a number, units, and a correct radius/diameter label; people need life-support systems on Mars because the atmosphere is not breathable.

    Students

    Ss correct their Worksheet 1 and write the key sentence: 'Mars has a very thin atmosphere, so people cannot breathe it without life support.'

Activity 2.2: Knowledge formation · 14 minutes

Appearance, Special Features and Temperature

a) Aims

Ss learn how to write appearance and special-feature labels with evidence, and how to present temperature information with a source and a clear average/range label.

b) Content

T models the labels with Mars: it appears reddish because iron minerals oxidise; it has two small moons, Phobos and Deimos. Ss then work in pairs (Think–Pair–Share) to discuss how to check each label against a factual source, and how to write a temperature label. Tasks: (5) Write two appearance/special-feature labels and explain how you checked them. (6) Create the factual poster, including temperature information with a source and a clear average/range label.

c) Expected outcomes

Ss write:

  • Appearance label: Mars appears reddish because iron minerals oxidise.
  • Special feature: It has two small moons, Phobos and Deimos. Check both against the cited factual source.
  • Temperature label: Ss write the temperature from their chosen source, with the label 'average' or 'range' and the source name. Ss must not copy an unexplained temperature range from a sample answer.
  • Any artistic scene is marked as 'illustration'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Write one appearance label and one special-feature label. Then explain how you checked them.' T asks: 'Why do we need to label a temperature as average or range?'

    Students

    Ss read the task and ask: 'What does oxidise mean?' T explains that it means a chemical reaction with oxygen that makes iron rust.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and prompts: 'Which source did you use? When did you check it?' T reminds Ss to mark any illustration clearly.

    Students

    Ss research and write labels. Expected answers: 'I checked this on the NASA Mars Facts page.'; 'The temperature is an average from my source, so I labelled it average.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 pairs to share their labels and explain the checking process. T writes one example on the board to compare the statistics.

    Students

    Ss present their labels and explain their sources. Expected answers: 'Our label is a range because the source gives a range.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: appearance and special features must be checked against a cited factual source; temperature must include the source and a clear average/range label; artistic scenes must be marked as illustrations.

    Students

    Ss revise their posters and note the checking steps: source, date, label, and illustration mark.

Activity 3.1: Practice · 18 minutes

Building the Fact Poster

a) Aims

Ss put all required sections of the factual poster together, keeping sources and real observations separate from labelled demonstration examples.

b) Content

Groups use their Worksheet 1 and their checked labels to design the fact poster. T sets the requirements: name, name origin, size with units and radius/diameter label, atmosphere, temperature context, appearance, special feature, and cited sources. Groups use the Worksheet 2 checklist to review their poster before presenting. Teacher note: the poster must be the actual fact poster, not a demonstration sample.

c) Expected outcomes

Each group submits a complete fact poster including:

  • Name and name origin (e.g., Mars, named after the Roman god of war).
  • Size: radius about 3,390 km; diameter about 6,780 km (labelled correctly).
  • Atmosphere: very thin, mostly carbon dioxide; not breathable for humans.
  • Temperature: value and label from the chosen source.
  • Appearance: reddish because iron minerals oxidise.
  • Special feature: two small moons, Phobos and Deimos.
  • Sources and access dates.
    Assessment (human): topic content and evidence 4; usable, clearly organised product 2; accurate English 2; explanation of choices and limitations 2.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 (poster checklist) and says: 'Put all sections on one poster. Keep fact and illustration separate.'

    Students

    Ss read the checklist and confirm roles: writer, researcher, designer, checker.

  2. Teacher

    Step 2: Task performance

    T monitors and asks: 'Is this information from your source? Is the unit correct? Is radius or diameter correct?' T gives individual support to weaker groups.

    Students

    Ss design the poster, write the sections in complete sentences, and check each item against the checklist.

  3. Teacher

    Step 3: Report and discussion

    T asks groups to swap posters for a quick gallery walk and peer check (2 minutes each).

    Students

    Ss check another group's poster and write one comment. Expected comment: 'Your size label is clear, but please add the source for the temperature.'

  4. Teacher

    Step 4: Conclusion and assessment

    T collects the posters for assessment and reminds: 'Do not award or claim evidence for invented results.' T highlights a good poster as a model.

    Students

    Ss revise their posters based on feedback and prepare to present.

Activity 3.2: Practice · 16 minutes

Presenting and Reporting Questions

a) Aims

Ss present their planet poster in English and report classmates' Wh-questions using reported speech with backshift.

b) Content

Each group presents its poster (about 2 minutes). After each presentation, classmates ask Wh-questions (e.g., 'How many moons does Mars have?' 'Why does Mars look red?'). Then each student reports two classmates' questions using backshift: 'Mai asked how many moons Mars had.' 'Nam asked why the planet looked red.' Teacher note: questions are not new scientific evidence.

c) Expected outcomes

Ss give a clear oral presentation and report two classmates' questions. Example question report:

  • Mai asked how many moons Mars had.
  • Nam asked why the planet looked red.
    These are questions, not new scientific evidence. Ss note that backshift changes present simple to past simple (e.g., 'has' to 'had') and 'is' to 'was'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the rules: 'Present your poster in two minutes, then ask a Wh-question. When someone presents, write down two questions. Then report them with backshift.' T models: 'Mai asked how many moons Mars had.'

    Students

    Ss listen to the instructions and ask: 'Do we change the tense in reported questions?'

  2. Teacher

    Step 2: Task performance

    T monitors and notes errors in pronunciation of key words (planet, galaxy, telescope, crater, rocket, evidence). T prompts questions: 'What is the question word? What is the tense?'

    Students

    Ss present and ask questions. Expected questions: 'How big is Mars?' 'What is the atmosphere like?'. Ss write down classmates' questions.

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 Ss to report two questions each. T corrects backshift errors and asks: 'Did you change the tense?'

    Students

    Ss report: 'Nam asked why the planet looked red.' Ss self-correct if they forget backshift.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises backshift rules for reported Wh-questions: question word + subject + past tense; no question mark. T notes the difference between a question and new evidence.

    Students

    Ss write two correct reported questions in their notebooks and copy the grammar box.

Activity 4: Application · 20 minutes

Audit a Claim About Life on Mars

a) Aims

Ss evaluate a false claim about habitability, correct it using two conditions, and apply honest reasoning to real-life science communication.

b) Content

T shows the claim: 'Finding water proves that people can live on Mars without equipment.' Ss work in groups to audit the claim: identify what is wrong, correct it using two conditions (breathable air and suitable pressure/temperature supplied by life-support systems), and write a corrected sentence. Ss may do part of the task at home: find one more real fact about the planet and check it with a second source. Teacher note: water evidence alone does not establish habitability.

c) Expected outcomes

Ss write a corrected claim, for example:

  • 'Finding water does not prove that people can live on Mars without equipment. Water evidence alone does not establish habitability. Humans also need breathable air and suitable pressure and temperature, supplied by appropriate life-support systems.'
    Ss explain one limitation of their project (e.g., 'Our temperature value comes from one source, so it may change with new data').

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the claim on the board and asks: 'Is this claim correct? Why or why not?' T explains the audit task and the two conditions.

    Students

    Ss read the claim and ask: 'What does habitable mean?' T confirms that habitable means suitable for living.

  2. Teacher

    Step 2: Task performance

    T gives groups 6 minutes. T prompts: 'What does water prove? What else do humans need?'

    Students

    Ss discuss and write corrections. Expected answers: 'Water evidence alone does not establish habitability.'; 'Humans need breathable air and life-support systems.'

  3. Teacher

    Step 3: Report and discussion

    T invites groups to read their corrected claims and asks: 'What is one limitation of your poster?'

    Students

    Ss read corrections and state one limitation. Expected answer: 'Our poster does not include the latest data, so we must check again before publishing.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: a claim needs evidence; water alone is not enough; honest explanation of limits is part of a good project. T assigns the homework below and thanks the class.

    Students

    Ss write the corrected claim in their notebooks and record the limitation of their project.

Worksheets

Phiếu học tập số 1

Worksheet 1: Research log for our favourite planet (Name: ____ Group: ____)

  • Planet chosen (real planet in our solar system): ____
  • Reliable source (name and URL): ____
  • Date I actually consulted the source: ____
  • Name origin (traditional name): ____
  • Scientific property (not the same as the name origin): ____
  • Size: number ____ units ____ label (radius or diameter): ____
  • Check: diameter is twice the radius. Does my label match? Yes / No
  • Atmosphere (describe, and explain why we need life support): ____
  • Mark any illustration as 'illustration'. Is there any fiction in my notes? Yes / No

Phiếu học tập số 2

Worksheet 2: Poster checklist (tick each item)

  • ☐ Name and name origin
  • ☐ Size with units and correct radius/diameter label
  • ☐ Atmosphere described with a reason
  • ☐ Temperature value with source and an average/range label
  • ☐ Appearance label with checking method
  • ☐ Special feature with checking method
  • ☐ Cited sources and access dates
  • ☐ Illustrations clearly marked
  • ☐ Sentences are complete and English is accurate
  • ☐ One limitation of my choices is explained

Homework

  • Finish your fact poster and check every label against your cited source. Do not copy unexplained numbers from sample answers.
  • Write one reported question with backshift about your planet, for example: 'Nam asked how many moons Mars had.'
  • Write a corrected version of this claim in four to five complete sentences: 'Finding water proves that people can live on Mars without equipment.' Use the two conditions: breathable air and suitable pressure/temperature supplied by life-support systems.
  • Explore the NeoEdu lesson page neoedu.vn/learn/8/english/unit-12-project to practise the interactive exercises before the next lesson.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.