Giáo án NLS Tiếng Anh 8 Global Success Review 1 Skills

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

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

REVIEW 1

SKILLS

I. OBJECTIVES

1. Knowledge and skills

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

• Review reading for main ideas and specific information about teens' stress and strategies to deal with it.
• Review speaking about the reasons people like/dislike living in the countryside and the advantages/disadvantages of living in the city.
• Review listening for specific information about life in the city and the countryside.
• Practice writing a paragraph about leisure activities that a member of their family does.

2. Competences

General competences:

• Self-control and independent learning: listen and share personal opinions with partners and the teacher. 
• Communication and collaboration: work in pairs or groups to complete the learning tasks. 

Specific competences: 

• Synthesize and apply vocabulary and grammatical structures from Units 1, 2, and 3 across all four macro-skills (Reading, Speaking, Listening, Writing).

Digital competences:

• [1.1.TC2b]: Organize searches for data, information, and content in digital environments.
• [1.2.TC2b]: Analyze, interpret, and evaluate data, information, and digital content.
• [2.1.TC2a]: Choose simple digital technologies for interaction.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes.
• [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.

3. Attributes

• Hard work: Be ready and active in practicing all four language skills. 
• Love: Appreciate family members' leisure activities and understand different lifestyles (city vs. countryside). 

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 8, Teacher's Book, Lesson Plan. 
• Computer, projector/smart TV, audio speakers. 
• Interactive platform (e.g., Liveworksheets or Google Forms).

2. Students' aids

• Textbook, notebooks, pens. 
• Smartphones/Tablets with internet access.
• Generative AI tool  (e.g., ChatGPT, Gemini,...), digital dictionaries (e.g., Cambridge, Oxford,...), collaborative digital platform (e.g., Google Docs,...), AI pronunciation app (e.g., ELSA Speak,...), AI writing assistant (e.g., Grammarly,...), video editing apps (e.g., CapCut, Canva).

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge, review key concepts from previous units, and create a lively, engaging atmosphere before the skills review.

b. Content: Teacher organizes a quick game called "Hot Potato: Review Edition" using a soft ball and background music.

c. Product: Students' quick verbal answers reviewing concepts of leisure activities, countryside life, and teen stress.

d. Organization: 

Step 1: Teacher assigns learning tasks

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher prepares a soft ball and uses a Generative AI tool  (e.g., ChatGPT, Gemini,...) to quickly generate a diverse list of review questions related to the previous units (e.g., "Name 2 ways to reduce stress," "What is a common transportation in the city?", "Name a leisure activity you do with your parents," "Give one adjective to describe the countryside.").

- Teacher explains the rules: Students pass the ball around the class while the music plays. When the music randomly stops, the student holding the ball must stand up and answer a quick question from the teacher.

Step 2: Students perform learning tasks

- Students watch the AI-generated video and answer the questions about it. 

- Students actively pass the ball and listen to the music. 

- When the music stops, the student holding the ball listens to the question and answers it immediately. 

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

Step 3: Reporting and Discussion

- The student answers the question aloud for the whole class to hear.

- Other students listen, verify the answer, and can offer alternative opinions or additions (if any). 

Step 4: Evaluation

- Teacher praises correct answers with a round of applause, gently corrects any mistakes, and leads into the new lesson: You all have a great memory of our previous topics. Now let's dive into the Review 1 - Skills lesson to practice these topics further in reading, speaking, listening, and writing.

[2.1.TC2a]: Choose simple digital technologies for interaction.

[6.2.TC2a]: The teacher optimizes the use of a Generative AI tool (e.g., ChatGPT or Gemini) to quickly generate a diverse and engaging list of review questions about previous units.

2. PRESENTATION 

READING

Activity 1: Read the passage and choose the correct answer A, B, or C.

a. Objective: To provide Ss with practice in reading for main ideas and specific information.

b. Content: Students read a text about teen stress and strategies to manage it, then answer 5 multiple-choice questions.

c. Product: Students' correct multiple-choice answers based on the reading passage.

d. Organization:

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SPEAKING

Activity 2: Work in pairs. Interview each other, using the questions below. Take notes of the answers and then report the results to the class.

a. Objective: To provide Ss with an opportunity to talk about the reasons people like / dislike living in the countryside and advantages and disadvantages of living in the city.

b. Content: Students work in pairs to ask and answer three questions regarding city and countryside life, then take notes and report.

c. Product: Students' notes and verbal reports on their partner's opinions.

d. Organization:

LISTENING

Activity 3: Listen to Tom and Mai talking about their lives in the city and the countryside. Fill in each blank with ONE word. 

a. Objective: To provide Ss with more practice in listening for specific information.

b. Content: Students listen to an audio track and fill in a table comparing life in the city and the countryside with exactly one word per blank.

c. Product: Completed table with the correct missing words.

d. Organization:

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WRITING

Activity 4: Write a paragraph (80 - 100 words) about the leisure activities one of your family members does. You may use the following questions as cues.

a. Objective: To provide Ss with practice in writing a paragraph about leisure activities that a member of their family does.

b. Content: Students write a short paragraph answering three guiding questions: What does he/she like doing in free time? Who with? Why? 

c. Product: A well-structured paragraph of 7-8 sentences.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the vocabulary and grammar learned in the lesson.

b. Content: Students complete two practice tasks. 

c. Products: Students' correct answers for the two tasks.

d. Organization: 

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4. APPLICATION

a. Objective: To help students apply the vocabulary and structures learned into a creative, real-life context.

b. Content: Students carry out a creative task: "A Day in My Life" Mini-Vlog or Photo Journal. 

c. Product: A short digital video (1-2 minutes) or a printed photo collage with descriptive captions.

d. Organization: 

Step 1: Teacher assigns learning tasks

- Task: For homework, create an "A Day in My Life" Mini-Vlog (if you have a smartphone) or a Photo Journal. You must document at least three leisure activities you do to relax or manage stress. In the video/journal, describe the activities in English, explain why you enjoy them, and mention if your living environment (city or countryside) makes these activities easier to do.

- Teacher instructs students to use a Generative AI tool (e.g., ChatGPT, Gemini) to brainstorm ideas or generate an outline for their English script.

Step 2: Students perform learning tasks

- Students complete this project at home over the weekend.

- Students evaluate and edit the AI-generated script, then film and edit their vlogs using video editing apps (e.g., CapCut, Canva).

Step 3: Reporting and Discussion

- In the next lesson, the teacher will select 3-4 outstanding videos/journals to showcase to the class.

Step 4: Evaluation

- Teacher will grade the projects based on creativity, fluency, vocabulary usage, and grammatical accuracy.

[6.2.TC2a]: Students optimize the use of Generative AI tools (e.g., ChatGPT, Gemini) to brainstorm ideas and generate an initial outline for their English vlog script, achieving higher efficiency in their project preparation.

[3.1.TC2b]: Students express themselves by creating and editing a digital video (Mini-Vlog), combining visual, audio, and text elements to creatively showcase their leisure activities.

* HOMEWORK

- Review previously learned material at home. 

- Complete the mission in Application. 

- Prepare for the next lesson: Unit 4 - Getting Started.