Giáo án NLS Tiếng Anh 8 Global Success Unit 1 A closer look 2 Grammar: Verbs of liking / disliking + gerunds, Verbs of liking / disliking + to-infinitives
Giáo án NLS Tiếng Anh 8 Global Success Unit 1 A closer look 2 Grammar: Verbs of liking / disliking + gerunds, Verbs of liking / disliking + to-infinitives. 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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Planning: ..../..../.....
Teaching: ..../..../.....
UNIT 1: LEISURE TIME
A CLOSER LOOK 2
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Recognise and use verbs of liking and disliking followed by gerunds.
- Recognise and use verbs of liking and disliking followed by both gerunds and to-infinitives.
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:
- Identify verbs that go with only gerunds and those that go with both gerunds and to-infinitives.
- Produce sentences and ask/answer questions about leisure activities using the correct verb forms.
Digital competences:
- [1.1.TC2a]: Identify information needs.
- [1.3.TC2b]: Organize information, data, and content in a structured environment.
- [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.
3. Attributes
- Hard work: Be ready and excited to learn, actively participate in class activities.
- Love: Respect others' leisure choices and hobbies.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 8, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
- Accounts for Padlet, Quizizz, Google Workspace.
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones/Tablets with internet connection.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
Activity 1: Work in pairs. Put the verbs in the appropriate column.
a. Objective: To help Ss identify the verbs that go with only gerunds and those that go with both gerunds and to-infinitives.
b. Content: Students learn the grammar rules and put verbs into the appropriate columns.
c. Product: Students understand the grammar point and complete the table correctly.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher writes on the board: I didn't know you like knitting. and I love to watch TV on Saturdays. - Teacher explains that verbs of liking/disliking are often followed by gerunds and to-infinitives. - Teacher goes through the Remember! box with Ss and has them read the examples. - Teacher asks Ss to work in pairs and put the verbs (love, like, detest, fancy, dislike, enjoy, hate, prefer) into the appropriate column. Step 2: Students perform learning tasks - Students do the exercise in pairs. - Ss organize searches for grammar rules on smartphones/tablets to verify the correct verb forms if they are unsure. - The teacher observes, guides, and supports the students. Step 3: Reporting and Discussion - Students check their answers with another pair. - Teacher invites some Ss to share their answers. Step 4: Evaluation - Teacher confirms the correct answers. - Teacher moves on to the next content. | Answers: - Verbs followed by gerunds only: detest, fancy, dislike, enjoy. - Verbs followed by both gerunds and to-infinitives: love, like, hate, prefer.
| [1.1.TC2a]: Organize searches for data, information, and content in digital environments. |
Activity 2: Choose the correct answer A, B, or C.
a. Objective: To help Ss practise the correct form of verbs after verbs of liking/disliking.
b. Content: Students do a multiple-choice exercise independently.
c. Product: Students' correct multiple-choice answers.
d. Organization:
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Activity 3: Look at the pictures and complete the sentences, using the verbs in brackets in their suitable form.
a. Objective: To give Ss further practice with verbs of liking/disliking.
b. Content: Students use the verbs in brackets in their suitable form to complete sentences describing pictures.
c. Product: Correctly completed sentences.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher projects the pictures and shares a link to a structured Google Docs table with 5 rows. - Teacher asks Ss what they see in each picture.
- Teacher writes some key language on the board if necessary. Step 2: Students perform learning tasks - Ss do the exercise individually, typing their completed sentences directly into the structured digital document. Step 3: Reporting and Discussion - Ss compare their answers with a classmate. - Teacher shows the answers on the smart TV. Step 4: Evaluation - Teacher checks the answers with the whole class. Accept different sentences provided they are correct. - Teacher moves on to the next content. | Suggested Answers: 1. Mark likes surfing / to surf the net. 2. The girls enjoy knitting. 3. My cousin dislikes cooking. 4. My father hates going / to go shopping. 5. Tom and his sister prefer doing / to do puzzles.
| [1.3.TC2b]: Students access a shared Google Doc and accurately type their completed sentences into pre-designated rows of a structured digital table |
Activity 4: Complete the sentences about yourself.
a. Objective: To help Ss produce sentences with verbs of liking / disliking.
b. Content: Students work individually to complete sentences about their own likes and dislikes using the target verbs.
c. Product: Students' own logical and correct sentences.
d. Organization:
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Activity 5: GAME - Likes and dislikes mimes
a. Objective: To help Ss ask and answer about leisure activities, using verbs of liking / disliking.
b. Content: Students work in groups to play a guessing game using mimes and Yes/No questions.
c. Product: Active participation in the speaking game and meaningful spoken exchanges.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher divides Ss into groups. Assigns group leaders to manage the game. - Teacher explains the rules: One student mimes a leisure activity he / she likes or dislikes. Other Ss guess what the activity is by asking Yes / No questions using the verbs they have learnt. - For each correct guess, each student gets one point. Teacher requires group leaders to open a shared Google Sheet template to record and calculate points automatically. - Teacher has Ss read the example in the book. Model the way to play the game with one student if needed. Step 2: Students perform learning tasks - Let groups play the game for about 3 - 5 minutes. - Group leaders log scores digitally. - The teacher observes to ensure Ss are using the target language correctly. Step 3: Reporting and Discussion - Teacher invites some groups to perform the game in front of the whole class. - Teacher projects the Google Sheet on the smart TV to show the live scores. Step 4: Evaluation - Teacher comments on their performance, accuracy of questions, and declares the winners in the groups. - Teacher moves on to the next content. | Example exchange: A: Do you like surfing the net? B: No, I don't. C: Do you love messaging your friends? B: Yes, I do.
| [1.3.TC2b]: Group leaders use a shared Google Sheet template on their smartphones to input, organize, and automatically calculate the scores of their group members during the game. |
3. PRACTICE
a. Objective: To deeply consolidate the targeted grammar structures through focused, non-game writing tasks.
b. Content: Students complete one mission consisting of two tasks (Sentence Completion and Sentence Transformation) focusing on the correct verb forms.
c. Products: Students' accurate written answers.
d. Organization:
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4. APPLICATION
a. Objective: To help students apply the grammar rules (verbs of liking/disliking + gerunds/to-infinitives) into a practical written communication context.
b. Content: Students complete a two-part homework assignment: error correction in an email and writing a personalized reply.
c. Product: Corrected sentences and a short, accurate email reply using the target grammar.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher introduces the homework mission: "An Email to a Pen Pal".
- Teacher instructs students to complete the homework using a real email client (e.g., Gmail) or a digital document.
- Teacher projects or distributes the homework task.
Task 1: Read the short email from your pen pal, Tom. Find 4 mistakes related to verbs of liking/disliking and correct them.
"Hi! I'm Tom. In my free time, I really enjoy to play badminton with my friends. I also fancy surf the net to read sports news. My sister detests wash the dishes, so we prefer eat out on weekends. What about you?"
Task 2: Write a short email reply (40 - 50 words) to Tom. Tell him about your leisure activities. You must use at least 3 different verbs of liking/disliking from the lesson.
- Teacher explains that Task 1 tests their ability to spot grammatical errors in a real text, and Task 2 requires them to apply the grammar to their own lives.
- After drafting Task 2, students must use a Generative AI tool (e.g., ChatGPT) to evaluate their grammar. They must prompt the AI: "Check my email for mistakes related to verbs of liking and disliking."
Step 2: Students perform learning tasks
- Students copy the homework instructions or keep the printed worksheet.
- Ss draft Task 2, consult AI for feedback, critically evaluate the AI's suggestions, make necessary edits, and send the final email to the teacher's address.
- The teacher observes and answers any immediate questions about the vocabulary or requirements (ensuring the focus remains strictly on the target grammar without overcrowding the task).
Step 3: Reporting and Discussion
- Teacher asks 1 or 2 students to identify the first mistake in Task 1 as an example to ensure the whole class understands the process.
Task 1 (Error Correction):
1. enjoy to play -> enjoy playing
2. fancy surf -> fancy surfing
3. detests wash -> detests washing
4. prefer eat -> prefer eating / to eat
- Example provided: "enjoy to play" -> "enjoy playing".
Step 4: Evaluation
- Teacher reminds students that the written reply must be neat and grammatically accurate.
- Suggested Student Answer for Task 2:
Hi Tom,
It is great to hear from you. In my free time, I love playing basketball with my classmates. I don't fancy surfing the net much. At home, I enjoy reading comic books, but I hate cleaning the floor. Write back soon!
- Teacher explains that the homework will be collected and graded for accuracy in the next lesson.
- Teacher summarizes the main grammar points of the lesson before dismissing the class.
[2.2.TC2a]: Students compose their homework assignment in a real email client and transmit the digital content directly to the teacher's email address.
[6.2.TC2a]: Students prompt a Generative AI tool to check their draft email for grammar errors, critically analyzing and accepting/rejecting the AI's feedback before sending the final version.
* HOMEWORK
- Review the grammar points (verbs of liking/disliking + gerunds/to-infinitives).
- Complete the "An Email to a Pen Pal" mission in the Application section.
- Prepare for the next lesson: Communication.
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