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Giáo án NLS Tiếng Anh 8 Global Success Unit 1 Looking back; Project: Leisure time survey

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Giáo án NLS Tiếng Anh 8 Global Success Unit 1 Looking back; Project: Leisure time survey. 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 Unit 1 Looking back; Project: Leisure time survey

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

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

UNIT 1: LEISURE TIME

LOOKING BACK AND PROJECT

I. OBJECTIVES

1. Knowledge and skills

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

Revise and consolidate the vocabulary items related to leisure activities they have learnt in the unit.
Revise and correctly use the form of verbs (V-ing or to-V) after verbs of liking and disliking.
Conduct a survey about leisure time activities, collect data, and present findings to the class.

2. Competences

General competences:

Self-control and independent learning: actively review lesson materials and complete assigned exercises.
Communication and collaboration: work effectively in pairs or groups to complete the project and interview tasks.

Specific competences:

Apply target vocabulary and grammar to write complete, accurate sentences about personal interests.
Synthesize information gathered from a survey and report it using appropriate language.

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.
[2.4.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.
[6.2.TC2b]: Manage the implementation of AI tools in small projects.

3. Attributes

Hard work: Actively participate in class activities and complete tasks diligently.
Respect: Listen attentively to classmates during group discussions and project presentations.

II. RESOURCES AND MATERIALS

1. Teacher's aids

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

2. Students' aids

Textbook, notebooks, pens, draft paper.
Smartphones/tablets/laptops with internet connection.

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

VOCABULARY

Activity 1: Complete the sentences with appropriate leisure activities

a. Objective: To help students revise the vocabulary items they have learnt in the unit.

b. Content: Students read 5 sentences and fill in the blanks with suitable leisure activities.

c. Product: Students' completed sentences with the correct vocabulary.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks students to do this activity individually.

- Remind students to read the context clues in each sentence carefully.

Step 2: Students perform learning tasks

- Students work independently to complete the sentences.

- Students use an online dictionary (e.g., Oxford, Cambridge,...) or search engine (e.g., Safari,...) on their devices to look up any unfamiliar context clues to ensure they choose the correct leisure activity.

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

Step 3: Reporting and Discussion

- Teacher asks students to compare their answers with their partners.

- Teacher calls some students to write their answers on the board.

Step 4: Evaluation

- Teacher confirms the correct answers and explains if any confusion occurs.

- Teacher moves on to the next content.

Students' answers:

1. doing puzzles

2. doing DIY

3. Messaging friends

4. playing sport

5. surfing the net

[1.1.TC2a]: Organize the search for data, information, and content in digital environments.

Activity 2: Write complete sentences from the given cues

a. Objective: To help students revise the vocabulary items they have learnt in the unit and write complete sentences.

b. Content: Students use the provided cues to write full, grammatically correct sentences.

c. Product: 5 complete, accurate sentences written by students.

d. Organization:

…………………………………………..

GRAMMAR

Activity 3: Fill in each blank with the correct form(s) of the verb in brackets.

a. Objective: To help students revise the form of the verbs after verbs of liking / disliking.

b. Content: Students put the verbs into V-ing or to-V form based on the preceding verb of liking/disliking.

c. Product: The correct verb forms filled in the blanks.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks students to explain the form of the verbs after verbs of liking/disliking that they have learnt.

- Teacher asks students to complete the exercise individually.

Step 2: Students perform learning tasks

- Students read the sentences and conjugate the verbs in brackets.

- Students type their completed sentences into an AI grammar checker tool (e.g., Grammarly,...). They must critically analyze whether the AI correctly identifies the specific rules for verbs of liking/disliking (V-ing/to-V) taught in class.

- The teacher monitors the class.

Step 3: Reporting and Discussion

- Students compare their answers with a partner.

- Teacher calls on some students to give the answers aloud.

Step 4: Evaluation

- Teacher confirms the correct answers and writes them on the board.

- Teacher moves on to the next content.

Students' answers:

1. cycling

2. reading / to read

3. playing

4. chatting / to chat

5. to do / doing

[6.2.TC2a]: Analyze the effectiveness of AI systems in solving specific problems.

Activity 4: Complete the passage. Use the correct form(s) of the verbs in brackets and the pictures. Add more words if necessary.

a. Objective: To help students further revise the form of the verbs after verbs of liking / disliking in a paragraph context.

b. Content: Students complete the passage about Ann's likes and dislikes, using the pictures and the language given.

c. Product: A fully completed paragraph with accurate verb forms and vocabulary.

d. Organization:

…………………………………………..

3. PRACTICE

a. Objective: To deeply consolidate the vocabulary and grammar rules through focused, text-based exercises, reinforcing accuracy in writing.

b. Content: Students complete a targeted, lightweight written mission containing 2 tasks (Sentence Transformation and Error Correction).

c. Products: Students' correctly written sentences and identified errors on their worksheets.

d. Organization:

Mission 1: Complete the Leisure Time Worksheet.

Step 1: Teacher assigns learning tasks

- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms).

- Teacher sets a time limit of 10 minutes.

Task 1: Rewrite the following sentences without changing their original meaning, using the exact word given in the brackets. Write your answers on the provided lines.
1. My sister likes making paper flowers in her free time. (FOND) -> My sister ______________________________________________________. 2. Tom really loves playing sports with his friends after school. (CRAZY) -> Tom __________________________________________________________. 3. I don't really like doing DIY. (INTO) -> I _____________________________________________________________. 4. They enjoy surfing the net on weekends. (KEEN) -> They _________________________________________________________. 5. We prefer reading books to watching TV. (INTERESTED) -> We ___________________________________________________________.
Task 2: Find ONE mistake in each sentence and correct it. Write the corrected word on the line.
1. My brother detests to wash the dishes after dinner.
2. Are you keen on do puzzles in the evening?
3. She adores knit sweaters for her family.
4. We don't mind to help you with the heavy boxes.
5. I fancy to listen to pop music when I have free time.

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, ensuring students focus on the required grammar forms and target vocabulary.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher asks students to swap their worksheets with their desk mates for peer checking.

- Teacher calls 5 students to the board to write their answers for Task 1, and 5 students to call out the answers for Task 2.

Step 4: Evaluation

- Teacher gives explicit feedback, explains any common mistakes, and provides the key:

Task 1:

1. My sister is fond of making paper flowers in her free time.

2. Tom is crazy about playing sports with his friends after school.

3. I am not into doing DIY.

4. They are keen on surfing the net on weekends.

5. We are interested in reading books rather than watching TV.

Task 2:

1. to wash -> washing

2. do -> doing

3. knit -> knitting

4. to help -> helping

5. to listen -> listening

[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.