Giáo án NLS Tiếng Anh 8 Global Success Unit 1 A closer look 1 Vocabulary: Leisure activities, Expressions about likes and dislikes; Pronunciation: /ʊ/ and /uː/

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

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

UNIT 1: LEISURE TIME

A CLOSER LOOK 1

I. OBJECTIVES

1. Knowledge and skills

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

• Use expressions about likes and dislikes correctly (e.g., be keen on, be fond of, be crazy about).
• Identify and pronounce the sounds /ʊ/ and /u:/ correctly in isolated words and in sentences.

2. Competences

General competences: 

• Self-control and independent learning.
• Communication and collaboration (work in pairs or groups to complete the learning tasks). 

Specific competences:

• Apply vocabulary of likes and dislikes to talk about personal leisure activities.
• Differentiate short and long vowel sounds in spoken English.

Digital competences:

• [1.3.TC2a]: Organize information, data, and content for easy storage and retrieval.
• [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.
• [6.1.TC2a]: Apply basic AI principles to solve simple problems.
• [6.2.TC2a]: Optimize the use of AI tools to achieve greater efficiency.

3. Attributes

• Hard work: Actively participate in class activities and complete given tasks.
• Responsibility: Develop healthy leisure habits and respect others' hobbies.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 8, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones/tablets with internet connection.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' background knowledge about leisure activities, lead into the new lesson focusing on expressions about likes and dislikes, and demonstrate how text-based AI works.

b. Content: Students read short, descriptive texts generated live by an AI chatbot and guess the hidden leisure activities.

c. Product: Students correctly guess the activities and answer basic questions about their preferences.

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 projects an AI chatbot interface (e.g., ChatGPT, Gemini) on the screen.

- Teacher types the English instruction into the AI in front of the class: Act as a 14-year-old teenager. Describe your favourite leisure activity in 2 sentences without mentioning the name of the activity. Use only text.

Step 2: Students perform learning tasks

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

- The AI generates a short text description.

- Students read the text closely on the screen.

- Students work in pairs to guess the hidden leisure activity based on the text clues.

Step 3: Reporting and Discussion

- The first pair to raise their hands and say the correct activity wins a point.

- Teacher asks a follow-up question: "Are you interested in this activity?" to elicit a basic preference response.

- Teacher repeats the process 2 more times by asking the AI to describe different activities (e.g., "Now describe another indoor activity").

Step 4: Evaluation

- Teacher praises the students and announces the winning pair.

- Teacher leads into the lesson which focuses on more advanced expressions about likes and dislikes.

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

[6.1.TC2a]: Analyze how Generative AI text systems work in specific applications by generating descriptive role-play text based on conversational prompts.

2. PRESENTATION

Activity 1: Match a word/phrase in column A with a word in column B to make expressions about likes. 

a. Objective: To present some expressions about likes and dislikes.

b. Content: Students match words/phrases to form expressions of likes and learn the negative forms and V-ing rules.

c. Product: Correct matching of the phrases and accurate understanding of the grammar rules.

d. Organization:

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Activity 2: Fill in each blank with a correct word from the box. 

a. Objective: To help Ss practise the expressions about likes and dislikes.

b. Content: Students use the words "into, fond, keen, interested, about" to complete 5 sentences.

c. Product: Students correctly fill in the blanks using context clues.

d. Organization:

Activity 3: Complete the sentences about what you like or dislike doing. Use the word or phrases from the box or your own ideas.

a. Objective: To give Ss further practice with expressions about likes and dislikes.

b. Content: Students complete the sentences about themselves using given words/phrases or their own ideas.

c. Product: Accurate, personalized sentences describing leisure preferences.

d. Organization:

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Activity 4: Listen and repeat the words. Pay attention to the sounds /ʊ/ and /u:/. Then put the words into the correct column. 

a. Objective: To help Ss identify how to pronounce the sounds /ʊ/ and /u:/; to help Ss practise pronouncing these sounds in words.

b. Content: Students listen, repeat, and categorize 8 words into two sound columns.

c. Product: Correct categorization and pronunciation of the words.

d. Organization:

Activity 5: Listen and practise the sentences. Underline the bold words with /ʊ/ and circle the bold words with /u:/. 

a. Objective: To help Ss pronounce the sounds /ʊ/ and /u:/ correctly in sentences.

b. Content: Students listen to 5 sentences and differentiate the sounds within context.

c. Product: Correct identification of the sounds in the bolded words.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary and grammar learned in the lesson through a focused, lightweight exercise.

b. Content: Students complete one practical mission containing two exercise-based tasks, focusing precisely on sentence transformation and sound identification.

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

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).

- Teacher explains that the worksheet contains two clear, focused tasks without excessive vocabulary, allowing students to strictly apply the target knowledge.

Step 2: Students perform learning tasks

- Students work individually on their devices to select and type the basic answers into the interactive worksheet.

- The teacher observes, guides, and supports the students quietly.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites some students to share their answers with the class:

Task 1: 1. fond of doing DIY in my free time; 2. crazy about cooking; 3. into surfing the net; 4. keen on playing sports.

Task 2: /ʊ/: look, book; /u:/: food, blue.

- Other students can comment or correct the answers.

Step 4: Evaluation

- Teacher gives feedback, corrects any grammatical or spelling mistakes, and praises good work.

[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/bai-tap/quiz-global-success-8-textbook-unit-1-leisure-time-25086 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

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