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Giáo án NLS Tiếng Anh 8 Global Success Review 1 Language

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Giáo án NLS Tiếng Anh 8 Global Success Review 1 Language. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 8.

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Giáo án NLS Tiếng Anh 8 Global Success Review 1 Language

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Planning: ..../..../.....

Teaching: ..../..../.....

REVIEW 1

LANGUAGE

I. OBJECTIVES

1. Knowledge and skills

By the end of the lesson, students will be able to:

Review and correctly pronounce pairs of sounds /ʊ/ and /uː/, /ə/ and /ɪ/, and /ʊə/ and /ɔɪ/ learnt in Units 1 - 3.
Revise and accurately use vocabulary related to the topics of leisure time, life in the countryside, and teenagers.
Consolidate the use of verbs of liking/disliking + gerunds, comparative adverbs, and connectors for compound sentences (so, but, and, otherwise, therefore).

2. Competences

General competences:

Self-control and independent learning: actively review prior knowledge and complete assigned tasks.
Communication and collaboration: work in pairs or groups to discuss and check answers.

Specific competences:

Apply linguistic knowledge (pronunciation, vocabulary, grammar) to solve language exercises.
Formulate compound sentences using appropriate punctuation and conjunctions.

Digital competences:

[1.2.TC2b]: Analyze, interpret, and evaluate data, information, and digital content.
[2.1.TC2a]: Choose simple digital technologies for interaction.
[2.2.TC2a]: Use appropriate digital technologies to share data, information, and digital content.
[3.1.TC2a]: Identify ways to create and edit content in different formats.
[3.1.TC2b]: Express oneself through the creation of digital content.
[6.2.TC2a]: Optimize the use of AI tools to achieve greater efficiency.
[6.2.TC2b]: Manage the implementation of AI tools in small projects.

3. Attributes

Hard work: Be proactive in reviewing lessons and actively participate in class activities.
Responsibility: Take responsibility for their own learning by doing self-test exercises.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 8, Teacher's Book, Lesson Plan.
Computer, projector/smart TV.
Interactive platform (e.g., Liveworksheets or Google Forms), collaborative digital wall (e.g., Padlet).

2. Students' aids

Textbook, notebooks, pens, highlighters.
Smartphones/Tablets with internet connection.
Dictionary app (e.g., Cambridge, Oxford,...), Gen-AI chatbot (e.g., ChatGPT, Gemini,...), AI text-to-image generators (e.g., Canva Magic Media / Bing Image Creator).

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

PRONUNCIATION

Activity 1: Circle the word whose underlined part is pronounced differently from the others.

a. Objective: To help Ss review pairs of sounds /ʊ/ and /uː/, /ə/ and /ɪ/, and /ʊə/ and /ɔɪ/ in Units 1 - 3.

b. Content: Students read 5 sets of words and identify the word with the different pronunciation.

c. Product: Students' correct answers for the pronunciation exercise.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher writes some words containing the sounds taught in Units 1 - 3 on the board and underlines the letters containing the sounds.

- Teacher asks Ss to read the words on the board aloud. Correct their pronunciation if needed.

- Teacher asks Ss to do Activity 1 individually and encourages them to use an AI-powered dictionary app (e.g., Cambridge, Oxford,...) to verify the sounds.

Step 2: Students perform learning tasks

- Students read the words carefully, circle their answers, and use their devices to listen to the AI pronunciation.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher calls on some Ss to share their answers.

- Teacher writes the answers on the board.

Step 4: Evaluation

- Teacher confirms the correct answers as a class and models the correct pronunciation of challenging words.

- Teacher moves on to the next content.

Students' answers:

1. B

2. D

3. B

4. C

5. B

[6.2.TC2b]: Students use an AI-powered dictionary application or a text-to-speech AI feature on their personal devices to listen to and verify the correct pronunciation of the target sounds.

VOCABULARY

Activity 2: Choose the correct answer A, B, or C.

a. Objective: To help Ss review new vocabulary learnt in Units 1 - 3.

b. Content: Students complete 5 sentences by choosing the correct prepositions or verb forms.

c. Product: Students' correct multiple-choice answers.

d. Organization:

…………………………………………..

Activity 3: Complete the sentences with the words from the box.

a. Objective: To provide Ss with more practice with uses of some keywords.

b. Content: Students fill in 5 blanks using the given words: bully, trained, hospitable, pressure, focus.

c. Product: Completed sentences with the correct keywords.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

Step 1: Teacher assigns learning tasks

- Teacher has Ss read the words in the box first and see if they remember their meanings.

- Teacher asks Ss to read each sentence and decide which word from the box best fits in.

Step 2: Students perform learning tasks

- Students work individually or in pairs to do the exercise.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher checks the answers as a class.

- Teacher asks Ss to show the keyword(s) in each sentence which help(s) them do the task.

Step 4: Evaluation

- Teacher gives feedback, corrects any misunderstandings, and praises good work.

- Teacher moves on to the next content.

Students' answers:

1. hospitable

2. pressure

3. focus

4. trained

5. bully

GRAMMAR

Activity 4: Choose the correct answer A, B, or C.

a. Objective: To help Ss revise the use of verbs of liking / disliking + gerunds and comparative adverbs.

b. Content: Students complete 5 sentences testing gerunds and comparative adverbs.

c. Product: Students' correct multiple-choice answers.

d. Organization:

…………………………………………..

Activity 5: Underline the correct bold word in each sentence.

a. Objective: To provide Ss with more practice on the use of connectors that connect independent clauses to make compound sentences: so, but, and, otherwise, therefore.

b. Content: Students read 5 sentences and select the correct connector based on meaning and punctuation clues.

c. Product: Sentences with the correct connectors underlined.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

Step 1: Teacher assigns learning tasks

- Teacher helps Ss revise the use of connectors and the punctuation that goes with them (e.g., so, but, and stand behind a comma; otherwise and therefore stand between a semicolon and a comma).

- Teacher asks Ss to read each sentence and underline the clues before doing the exercise.

Step 2: Students perform learning tasks

- Students work individually or in pairs to underline the correct words.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher calls on some Ss to share their answers with the class.

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher confirms the correct answers as a class. Explain if necessary.

- Teacher may then call on some Ss to read aloud the correct sentences.

- Teacher moves on to the next content.

Students' answers:

1. so

2. but

3. otherwise

4. and

5. therefore

3. PRACTICE

a. Objective: To challenge students with exercises and consolidate the grammar and vocabulary covered in Units 1-3.

b. Content: Students complete one mission consisting of two tasks (Task 1: MCQ, Task 2: Sentence Transformation).

c. Products: Students' correct answers on their worksheets.

d. Organization:

…………………………………………..

4. APPLICATION

a. Objective: To help students apply the vocabulary and grammatical structures (verbs of liking, comparatives, connectors) into a creative, personal context at home.

b. Content: Students carry out a creative home project: "My Teen Life Infographic".

c. Product: A digital or hand-drawn infographic containing paragraphs about their leisure time and school life.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher introduces the home project: For homework, you will become a designer! You need to create an infographic titled 'My Teen Life'.

- Requirements:

+ Divide your infographic into two sections: "How I Relax" (Leisure activities) and "My School Life" (Pressures/Studies).

+ Write one short paragraph (4-5 sentences) for each section.

+ Mandatory Grammar: You must use at least two verbs of liking + gerund, two comparative adverbs, and three different connectors (so, therefore, otherwise, but, and).

+ Use an AI image generator (e.g., Canva Magic Media, Bing Image Creator) to generate at least two unique illustrations matching your sentences, then arrange them in a digital design tool (Canva,...).

Step 2: Students perform learning tasks

- Students take notes on the project requirements and the AI/digital platforms to use (Canva, Padlet).

Step 3: Reporting and Discussion

- Teacher provides a quick example sentence to ensure understanding: I am fond of playing badminton, so I play it more frequently than my sister.

- Teacher instructs Ss to post their digital infographic on the class Padlet before the next lesson.

Step 4: Evaluation

- Teacher ensures all students understand the requirements.

- Teacher summarizes the core grammar and vocabulary points of Review 1.

[6.2.TC2a]: Students use AI text-to-image generators (e.g., Canva Magic Media / Bing Image Creator) on their computers or tablets to create unique illustrations, optimizing their digital design process.

[3.1.TC2b]: Students use graphic design web applications (e.g., Canva) on their personal devices to express themselves by creating an aesthetically pleasing infographic about their teen life.

[2.2.TC2a]: Students share their completed digital design and post it on the class's collaborative digital wall (e.g., Padlet).

* HOMEWORK

- Review all vocabulary and grammar points from Units 1, 2, and 3.

- Complete the "My Teen Life Infographic" mission in the Application section.

- Prepare for the next lesson: Review 1 - Skills.

Trên chỉ là 1 phần của giáo án. Giáo án khi tải về có đầy đủ nội dung của bài. Đủ nội dung của học kì I + học kì II

Giáo án Tiếng Anh 8 Global Success cả năm