Giáo án Tiếng Anh 8 - Period 87+88, Unit 12: Life on other planets - Năm học 2023-2024

 Date of preparing: 27/4/2024 
 PERIOD 87: UNIT 12: LIFE ON OTHER PLANETS 
 Lesson 3: A closer look 2 
I. OBJECTIVES 
By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - Use reported speech to report questions. 
 2. Competences 
 - Be collaborative and supportive in pair work and teamwork 
 - Actively join in class activities 
 3. Personal qualities 
 - Develop self-study skills 
 - Love to research more about outer space 
 - Respect the Earth and other planets 
II. MATERIALS 
- Grade 8 textbook, Unit 12, A closer look 2 
- Computer connected to the Internet 
- Projector / TV 
- hoclieu.vn 
III. PROCEDURES 
1. WARM-UP (5 mins) 
a. Objectives: 
- To create an active atmosphere in the class before the lesson 
- To lead into the new unit. 
b. Content: 
- Video watching. 
c. Expected outcomes: 
- Ss have general ideas about the grammar point. 
d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
 Video watching 
 - Teacher lets the students watch video clip: 
 nLkZ8I 
 - Teacher asks Ss how we use reported speech 
 (questions) 
 - Teacher leads to the lesson. 
e. Assessment 
- Teacher checks students’ knowledge and gives feedback. 
2. ACTIVITY 1: PRESENTATION (5 mins) 
a. Objectives: 
- To help Ss use the appropriate adverbs, verb tenses, word order in reported questions. 
 b. Content: 
- Teaching point: Reported speech (questions) 
c. Expected outcomes: 
- Ss understand how to use reported speech (questions) correctly. 
d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
 Teaching point: Reported speech (questions) 
 - Have Ss work individually to read the Example: 
 Remember! box. ”What time does the train leave?” 
 - Write examples of direct speech and reported -> He asked me what time the train left. 
 speech on the board. “Where did he go?” 
 - Ask some Ss to point out the differences -> She wanted to know where he had 
 between pairs of sentences (direct and reported gone 
 speech sentences) “When could you get this done by?” 
 - Answer any questions and ensure that Ss -> He wondered when we could get it 
 understand the instructions. done by. 
 - Remark on the differences in (1) verb form, 
 (2) time expressions, (3) time and place 
 expression, and (4) pronouns. 
e. Assessment 
- Teacher checks students’ understanding and gives feedback. 
3. ACTIVITY 2: PRACTICE (35 mins) 
a. Objectives: 
- To help Ss to make reported questions with given words, phrases or direct questions. 
- To practice reported speech (both statements and questions) in situations. 
- To give further practise with reported speech (both statements and questions) in real 
situations. 
b. Content: 
- Task 1: Underline the correct word or phrase for each sentence. 
- Task 2: Put the words and phrases in the correct order to make reported questions. 
- Task 3: Change the following questions into reported questions. 
- Task 4: Report the conversation between An and Mai. 
c. Expected outcomes: 
- Students can use the reported speech (questions) correctly 
d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
 Task 1: Underline the correct word or phrase for each sentence. (3 mins) 
 - Ask SS to do the exercise individually and Answer key: 
 then check their answers in pairs. 1. then 
 - Invite some Ss to share their answers. 2. grew 
 Confirm the correct answers. 3. there 
 4. could 
 5. there were 
 Task 2: Put the words and phrases in the correct order to make reported questions. 
 (6 mins) 
 - Have Ss do this exercise individually and Answer key: 
 then compare their answers with a partner. 1. My little brother asked me how many 
 - Ask some Ss to write their answers on the moons Venus had. 
 board. 2. She wanted to know which planet was 
 - Check the answers with the whole class. the closest to the sun. 
 Confirm the correct answers. 3. The journalist asked the scientists 
 what they were using telescopes in space 
 for. 
 4. The scientists wanted to know when 
 humans would be able to travel to Mars. 
 5. He asked the professor what the 
 conditions for a planet to have life on it 
 were. 
 Task 3: Change the following questions into reported questions. (6 mins) 
 - Have Ss do this exercise individually and Answer key: 
 then compare their answers with a partner. 1. Mary asked the scientist who would 
 - Ask some Ss to write their answers on the be the first to step on Mars. 
 board. 2. I asked my father how fast a UFO 
 - Check the answers with the whole class. could travel. 
 Confirm the correct answers. 3. The student asked his friend how 
 many craters the moon had. 
 4. The pupils asked the teacher where 
 they could find information about the 
 solar system. 
 5. I asked my teacher what the weather 
 on Mars was like. 
 Task 4: Report the conversation between An and Mai. (7 mins) 
 - First ask Ss to read the instructions. Use the Suggested answers: 
 example to make it clear to Ss what they are An asked Mai what she was reading. 
 supposed to do. Then have Ss read the Mai told An that she was reading Aliens, 
 conversation carefully. If necessary, T may and she was almost done. Next, An 
 explain how to use the reporting verbs say, tell asked Mai what kind of book it was. Mai 
 and ask. Ask Ss to complete the sentences said to An that it was science fiction. 
 individually and then compare their answers And An asked Mai what it was about. 
 with a partner. Mai told An that it was about three 
 - Ask some Ss to write their answers on the aliens who tried to take over Earth. 
 board. 
 - Check the answers with the whole class. 
 Confirm the correct answers. 
e. Assessment 
- T checks the exercises and gives feedback. 
- T checks Ss’ understanding and gives feedback 
4. ACTIVITY 3: PRODUCTION (7 mins) 
a. Objectives: 
- To enable Ss to practise reporting speech; 
 - To create an atmosphere of playing and learning. 
 b. Content: 
 - Task 5: Work in pairs. Ask your partner five questions about his / her daily routine and 
 make notes of his / her answers. Then report your questions and your partner’s answers to 
 the class. 
 c. Expected outcomes: 
 - Reporting direct sentences (statements and questions) correctly. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 5: Work in pairs. Ask your partner five questions about his / her daily routine and 
make notes of his / her answers. Then report your questions and your partner’s answers 
to the class. 
- First ask Ss to read the instructions. Use the Example: 
example to make clear to Ss what they are supposed I asked A what time he got up in the 
to do. With a weaker class, model the activity with morning and he told me (that) he got up 
a more able student. at ... 
- Have Ss work in pairs, asking and answering 
about their daily routine. Remind Ss to make notes 
of their partners’ answers. Set time (4-5 minutes) 
for Ss to do this activity. Go round to help weaker 
Ss. 
- Call on some Ss to report their questions and their 
partners’ routine to the class. Correct any grammar 
and pronunciation mistakes if necessary 
 e. Assessment 
 - T corrects any grammar and pronunciation mistakes if necessary. 
 4. CONSOLIDATION (4 mins) 
 a. Wrap-up 
 - Game: What did they ask you? 
 b. Homework 
 - Make 5 sentences by using reported speech (questions). 
 - Do exercise in the workbook. 
 Date of preparing: 27/4/2024 
 PERIOD 88: UNIT 12: LIFE ON OTHER PLANETS 
 Lesson 4: Communication 
I. OBJECTIVES 
By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - Express uncertainty 
 - Talk about the planet 
 2. Competences 
 - Develop creativity and communication skills 
 - Be collaborative and supportive in pair work and team work 
 - Actively join in class activities 
 3. Personal qualities 
 - Be interested more about the planets. 
 - Love to research more about outer space 
 - Respect the Earth and other planets 
II. MATERIALS 
- Grade 8 textbook, Unit 12, Getting started 
- Computer connected to the Internet 
- Projector / TV 
- hoclieu.vn 
III. PROCEDURES 
1. WARM-UP (7 mins) 
a. Objectives: 
- To create an active atmosphere in the class before the lesson 
- To lead into the new unit. 
b. Content: 
- Discuss to introduce about how to express uncertainty 
c. Expected outcomes: 
- Ss have general ideas about how to express uncertainty. 
d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
 - T asks some questions and Ss answers them. Questions: 
 - T gives some answers by using express 1. Do you think the Viet Nam 
 uncertainty. football team may take part in the 
 - Lead into the lessons. World Cup? 
 I don’t know yet. 
 2. Do you think we can have 
 anywhere-door in the future? 
 I don’t think so. 
e. Assessment 
- Teacher checks students’ answers and gives feedback. 
 2. ACTIVITY 1 : EVERYDAY ENGLISH (15 mins) 
 a. Objectives: 
 - To introduce ways of expressing uncertainty in everyday conversations. 
 - To help Ss practise expressing uncertainty. 
 b. Content: 
 - Task 1: Listen and read the conversations. Pay attention to the highlighted sentences. 
 - Task 2: Work in pairs. Make similar conversations with the following situations. 
 c. Expected outcomes: 
 - Ss understand how to express uncertainty. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1: Listen and read the conversations. Pay attention to the highlighted sentences. (5 
mins) 
- Play the recording for Ss to listen and read the two 1. 
dialogues at the same time. Ask Ss to pay attention Nick: Do you think Mars may support 
to the questions and answers. life? 
- Have Ss practise the dialogue in pairs. Call on Mark: I’m not sure about it. Scientists 
some pairs to practise the dialogue in front of the are trying to find life there. 
class. 2. 
 Mary: Do you think Ann will win 
 tomorrow? 
 Tommy: I doubt it. She injured her arm 
 in a match last week. 
Task 2: Work in pairs. Make similar conversations with the following situations. (9 mins) 
- Ask Ss to work in pairs to make similar dialogues Suggested answers: 
with the given situations. 1. 
- Move around to observe and provide help. Call on A: Do you think Mars may have water? 
some pairs to practise in front of the class. B: I’m not sure about it. We haven’t 
Comment on their performance. seen water here yet. 
 2. 
 A: Do you think will get good marks 
 on the English test? 
 B: I doubt it. She/ he is lazy. 
 3. 
 A: Do you think the weather will be fine 
 tomorrow? 
 B: It’s very unlikely. It’s raining today. 
 e. Assessment 
 - Teacher checks students’ understanding and gives feedback. 
 3. ACTIVITY 2: THREE PLANETS IN THE SYSTEM (20 mins) 
 a. Objectives: 
 - To help Ss learn about three planets in the solar system 
 - To help Ss further develop their reading skill for specific information (scanning) 
 - To practise giving a presentation about one of the three planets 
 b. Content: 
 - Task 3: Read the information below and answer the questions that follow. 
 - Task 4: Work in pairs. Discuss and match the three planets in 3 with the pictures (1 - 3) 
below. 
- Task 5: Work in groups. Take turns to talk about one of the three planets in 3. 
c. Expected outcomes: 
- Ss can understand the text and answer questions with the right information. 
- Ss can talk about the planet. 
d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
 Task 3: Read the information below and answer the questions that follow. (7 mins) 
 - Have Ss read the instructions to understand Answer key: 
 what they are going to do. Remind them that 1. (They are) Mercury and Venus. 
 they have to read the questions and underline the 2. (It is) Venus. 
 key words first and then read the text to scan for 3. (It is) Mercury. 
 the necessary information to help them answer 4. (It is) Venus. 
 the questions. 5. (It is) Jupiter. 
 - Set a time limit for Ss to read the text and 
 answer the questions. After that, get them to 
 swap answers 
 in pairs. Go around and offer help, if necessary. 
 - Check the answers. 
 Task 4: Work in pairs. Discuss and match the three planets in 3 with the pictures (1 - 
 3) below. (5 mins) 
 - Have Ss work in pairs. They discuss to match Answer key: 
 the three planets in Activity 3 with the pictures 1. Venus 
 given. Reminds Ss to use the information given 2. Mercury 
 in Activity 3 or their own knowledge. 3. Jupiter 
 - Let Ss work in pairs to compare their answers 
 before sharing T the answers. Check and 
 confirm the correct answers. 
 Task 5: Work in groups. Take turns to talk about one of the three planets in 3. (8 
 mins) 
 - Teacher gives sts some sentences that they can Example: 
 use for introducing the topic such as: I would like to tell you about Mercury. 
 Today, I would like to tell you about It is the smallest planet. 
 In my talk, I’ll tell you about .. 
 Today I’m going to talk about .. Suggested answers: 
 What I’d like to present to you today is .. - I would like to tell you about 
 - Have Ss work in groups, taking turns to talk Mercury. It is the smallest planet. It is 
 about one of the three planets in Activity 4. Go the closest planet to the sun, and it 
 round to observe. Encourage Ss to say as many doesn’t have any moons. It is hot in the 
 sentences as possible. Ask Ss not to stop their daytime but very cold at night. Mercury 
 group members doesn’t have an atmosphere so there is 
 while they are speaking in order to correct their no wind or weather. 
 errors. 
 - Call on some Ss to give their presentations In my talk I’ll tell you about Jupiter. It 
 about one of the three planets in front of the is the largest planet with about 63 
 whole class. After each student finishes his or moons. It is the stormiest planet. 
 her presentation, invite comments on his or her Jupiter is the third brightest object in 
 clarity, language, and the night sky. 
 fluency from other Ss. 
e. Assessment 
- T checks Ss’s exercises and understanding, and then gives feedback. 
4. CONSOLIDATION 
a. Wrap-up 
- T asks Ss to summarise what they have learnt in the lesson. 
b. Homework 
- Do exercise in workbook