Giáo án NLS Tiếng Anh 8 Global Success Review 2 Skills
Giáo án NLS Tiếng Anh 8 Global Success Review 2 Skills. 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.
Xem: => Giáo án Tiếng Anh 8 Global Success
Các tài liệu bổ trợ khác
Xem toàn bộ: Giáo án Tiếng Anh 8 Global Success cả năm
Planning: ..../..../.....
Teaching: ..../..../.....
REVIEW 2
SKILLS
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Read an event schedule for specific information.
- Talk about the reasons why people are moving from the countryside to the city.
- Listen for specific information about life in the countryside.
- Write correct sentences from given clues about respecting the elders.
2. Competences
General competences:
- Self-control and independent learning, communication and collaboration, problem-solving.
Specific competences:
- Effectively scan for information, express opinions logically, identify keywords in audio, and form grammatically accurate sentences.
Digital competences:
- [1.1.TC2a]: Identify information needs.
- [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.
- [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 knowledge and actively participate in challenging tasks.
- Respect & Love: Show appreciation for traditional cultural values, ethnic diversity, and the contrast between city and countryside lifestyles.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 8, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV, audio speakers.
- Interactive game platforms (Wordwall/Quizizz), collaborative whiteboards (Padlet/Miro), shared documents (Google Docs).
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones/Tablets with internet access.
- AI chatbots (e.g., ChatGPT, Gemini), editing applications (Canva, CapCut).
III. PROCEDURES
1. WARM-UP
…………………………………………..
…………………………………………..
…………………………………………..
2. PRESENTATION
READING
Activity 1: Read the schedule of the Spring Fair and select the event that each person wants to attend. Write the event names in the table.
a. Objective: To provide Ss with practice in reading an event schedule for specific information.
b. Content: Students read the SPRING FAIR schedule and match 5 people's preferences with the correct events.
c. Product: Correct matching of people and events based on the schedule.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Familiarise Ss with a new genre, event schedule, by asking them to look quickly at the text and answer What's the name of the event? When is it? Where is it? What events are there at the fair? - Teacher guides students to use the "Find on page" tool (Ctrl+F) on their digital textbook version (hoclieu.vn) to scan for keywords related to each person's interest (e.g., "folk games", "pottery"). Step 2: Students perform learning tasks - Ask Ss to do the exercise individually. Guide them to read the information in the table about each person first, then decide the most suitable event for them. Step 3: Reporting and Discussion - Call on some Ss to share their answers with the class. Step 4: Evaluation - Confirm the correct answers as a class. Explain if needed. - Teacher moves on to the next content. | - Answers to context questions: Spring Fair, 16-25 Jan, Viet Nam National Village for Ethnic Culture and Tourism. - Key: 1. Childhood Fun 2. A Pottery Village 3. Performances 4. Ethnic Markets 5. Photo Exhibition | [1.1.TC2a]: Organize the search for data, information and content in digital environments by utilizing digital search functions (Ctrl+F) to scan the event schedule for specific keywords. |
SPEAKING
Activity 2: Work in pairs. Read the list below and tick (✓) the main reason(s) for people moving from the countryside to the city. Explain your choice.
a. Objective: To provide Ss with an opportunity to talk about why they think people are moving to the city.
b. Content: Students discuss and select reasons for rural-to-urban migration from a given list, then explain their choices.
c. Product: Students' verbal explanations and digital votes for the most common reasons.
d. Organization:
…………………………………………..
…………………………………………..
…………………………………………..
LISTENING
Activity 3: Listen to Phong talking about life in the countryside and complete each sentence with ONE word.
a. Objective: To provide Ss with more practice in listening for specific information.
b. Content: Students listen to an audio track about Phong's summer vacation in the countryside and fill in 5 blanks.
c. Product: Completed sentences with the exact words from the audio.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Have Ss read the sentences first to get an overall idea of what they are going to listen to and to decide what information they need to fill in each blank. - Teacher assigns a Google Forms link for students to submit their final answers after listening. Step 2: Students perform learning tasks - Play the recording from hoclieu.vn and allow Ss some time afterwards to complete their answers. - Students type their answers into the Google Forms. Step 3: Reporting and Discussion - Teacher projects the Google Form results on the board to see the most common answers. Step 4: Evaluation - Check the answers as a class. If needed, play the recording again and pause when an answer comes. - Teacher moves on to the next content. | - Key: 1. vacation 2. traditional 3. products 4. necessary 5. meet | [2.2.TC2a]: Apply appropriate digital technologies to share data, information and digital content by submitting listening answers via a live Google Forms quiz. |
WRITING
Activity 4: Write complete sentences from the clues below. You may have to make some changes.
a. Objective: To provide Ss with practice in writing correct sentences from clues.
b. Content: Students write 5 complete sentences about "Respect for the elders" using provided word prompts.
c. Product: 5 grammatically correct and meaningful sentences.
d. Organization:
…………………………………………..
…………………………………………..
…………………………………………..
3. PRACTICE
a. Objective: To consolidate vocabulary and grammar from Units 4-6 (lifestyles, ethnic groups, customs) through a technology-integrated mission.
b. Content: Students complete Worksheet comprising 2 tasks (MCQs and Transformations).
c. Product: Students' correct answers demonstrating higher-order thinking and mastery of complex grammar points.
d. Organization:
Mission 1: Complete WORKSHEET 1.
Step 1: Teacher assigns learning tasks
- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms).
- Time limit: 15 minutes.
| Task 1: Choose the best answer A, B, C, or D. |
1. The communal house is _______ than any other building in the village. A. much large B. the largest C. much larger D. largest 2. Nomadic people move ________ than city dwellers, as they have to find new pastures. A. frequently B. more frequently C. most frequently D. frequent 3. We have a strong _______ of respecting our ancestors during the Tet holiday. A. habit B. custom C. tradition D. practice 4. They decided to leave the city ________ they wanted to enjoy the peaceful atmosphere of the countryside. A. because B. therefore C. however D. although 5. It is a rule that you ________ take off your shoes before entering a Japanese house. A. shouldn't B. must C. don't have to D. might 6. The Gong culture in the Central Highlands is recognized ________ a Masterpiece of the Oral and Intangible Heritage of Humanity. A. as B. like C. for D. by |
| Task 2:Rewrite the sentences so that they have the same meaning as the original ones, using the word in brackets. Do not change the given word. |
1. City life is stressful. Countryside life is peaceful. (Whereas) à ________________________________________________________. 2. Tom works harder than any other student in the class. (No one) à ________________________________________________________. 3. It's a good idea to bring a gift when you visit someone's house. (should) à ________________________________________________________. 4. The traffic was heavy. We arrived at the festival on time. (However) à ________________________________________________________. 5. Harvesting rice is difficult, but weaving cloth is even more difficult. (less) à ________________________________________________________. 6. My grandfather walks more slowly than my grandmother. (as...as) à ________________________________________________________. |
Step 2: Students perform learning tasks
- Students work individually on their devices to select and type the basic answers into the interactive worksheet.
Step 3: Reporting and Discussion
- The platform automatically grades the basic exercises.
- Teacher calls students to the board to write their answers for Task 2.
Step 4: Evaluation
- Teacher projects the final answer key and praises students for utilizing digital tools effectively to understand their errors.
Task 1: 1.C, 2.B, 3.C, 4.A, 5.B, 6.A.
Task 2:
1. City life is stressful, whereas countryside life is peaceful.
2. No one in the class works as hard as / harder than Tom.
3. You should bring a gift when you visit someone's house.
4. The traffic was heavy; however, we arrived at the festival on time.
5. Harvesting rice is less difficult than weaving cloth.
6. My grandmother doesn't walk as slowly as my grandfather.
[3.1.TC2a]: Students complete the basic vocabulary exercises using a digital interactive worksheet platform and submit their answers in a digital format.
Mission 2: Complete the quiz (optional).
Step 1: Teacher assigns learning tasks
- Teacher sends link the quiz on website https://kenhhoctap.edu.vn/muc-luc/trac-nghiem-tieng-anh-8-global-success for student to perform.
Step 2: Students perform learning tasks
- Pupils receives the link and choose the answer.
Step 3: Reporting and Discussion
- Teacher gives pupils 5 minutes to choose the correct answer.
- Teacher calls out pupils to share their answers and explain the correct ones.
Step 4: Evaluation
- Teacher gives feedback, corrects mistakes, and praises good work.
- Teacher moves on to the next content.
[2.1.TC2a]: Choose simple digital technologies to interact.
4. APPLICATION
a. Objective: To help students synthesize vocabulary and grammar from previous units into a creative, technology-driven project representing cultural awareness or lifestyle preferences.
b. Content: A take-home project: "Cultural Preservation Vlog / Poster".
c. Product: A short promotional video or a designed digital poster comparing city vs. rural life or highlighting a local custom.
d. Organization:
…………………………………………..
…………………………………………..
…………………………………………..
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
Đủ kho tài liệu môn học
=> Tài liệu sẽ được gửi ngay và luôn
Cách tải:
- Bước 1: Chuyển phí vào STK: 1214136868686 - cty Fidutech - MB
- Bước 2: Nhắn tin tới Zalo Fidutech - nhấn vào đây để thông báo và nhận tài liệu
Xem toàn bộ: Giáo án Tiếng Anh 8 Global Success cả năm