Giáo án NLS Tiếng Anh 8 Global Success Unit 2 A closer look 1 Vocabulary: Life in the countryside, Pronunciation: /ə/ and /ɪ/

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 2: LIFE IN THE COUNTRYSIDE

A CLOSER LOOK 1

I. OBJECTIVES

1. Knowledge and skills

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

• Use nouns and action verbs to describe activities which rural people often do.
• Use new adjectives for describing people and scenes in the countryside.
• Identify and pronounce the sounds /ə/ and /ɪ/ correctly in words and 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: 

• Effectively apply vocabulary and accurate pronunciation related to the countryside context in reading, listening, and speaking. 

Digital competences:

• [1.1.TC2a]: Identify information needs.
• [1.2.TC2a]: Analyze, compare, and evaluate data, information, and digital content sources.
• [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.
• [3.1.TC2b]: Express oneself through the creation of digital content.
• [5.2.TC2b]: Select digital tools and technological solutions to address those needs.
• [6.2.TC2a]: Optimize the use of AI tools to achieve greater efficiency.

3. Attributes

• Hard work: Be active and ready to participate in class activities. 
• Love: Cultivate a love for the countryside, its people, and its natural beauty. 

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 8, Teacher's Book, Lesson Plan. 
• Computer, projector/smart TV, audio speakers. 
• Pictures of countryside activities (for Warm-up).
• Interactive quiz platform (e.g., Quizizz/Blooket), and a digital shared board (e.g., Padlet).

2. Students' aids

• Textbook, notebooks, pens, colored pencils. 
• Smartphones or tablets with internet access.

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION

VOCABULARY

Activity 1: Circle the correct words to complete the sentences. 

a. Objective: To present some nouns and action verbs to describe activities which rural people often do.

b. Content: Students read each sentence and choose the suitable noun or action verb. Teacher conducts an "Extra Activity" with A4 paper.

c. Product: Correctly circled words in the textbook and clear understanding of word definitions.

d. Organization:

Activity 2: Match the following adjectives with their definitions. 

a. Objective: To teach students new adjectives for describing people and scenes in the countryside.

b. Content: Students read and match the adjectives in the left column with their correct meanings in the right column individually.

c. Product: Correctly matched adjectives and definitions.

d. Organization:

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Activity 3: Complete the sentences with the words from 2. 

a. Objective: To help students use adjectives for describing people and scenes in the countryside in specific contexts.

b. Content: Students complete the sentences individually using the adjectives they just learned in Activity 2.

c. Product: Sentences accurately completed with the correct adjectives.

d. Organization:

PRONUNCIATION

Activity 4: Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/. 

a. Objective: To help students identify how to pronounce the sounds /ə/ and /ɪ/ and practice pronouncing these sounds in words.

b. Content: Teacher explains the difference between the two sounds. Students listen to the recording and repeat the isolated words.

c. Product: Accurate identification and pronunciation of the words containing /ə/ and /ɪ/.

d. Organization:

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Activity 5: Listen and practise the sentences. Underline the bold words with /ə/ and circle the bold words with /ɪ/. 

a. Objective: To help students pronounce the sounds /ə/ and /ɪ/ correctly in sentences.

b. Content: Students quickly read the sentences, listen to the recording, and mark the bold words with the correct phonetic symbols.

c. Product: Correctly underlined and circled words, and accurate sentence pronunciation in pairs.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the vocabulary and pronunciation rules learned in the presentation phase through applied exercises.

b. Content: Students complete one mission consisting of two custom exercise tasks designed for 8th graders (Word Formation & Phonetics).

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

d. Organization:

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4. APPLICATION

a. Objective: To help students apply the vocabulary and pronunciation sounds learned into a creative, real-life context at home.

b. Content: Students carry out a take-home task called "Countryside Voice Diary".

c. Product: A short written diary entry and a submitted audio recording of their reading.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher explains the home assignment: "Countryside Voice Diary".

- Task Instructions:Write a short diary entry (4-5 sentences) describing a day in the countryside. You must use at least 2 action verbs (e.g., herd, pick, load) and 2 adjectives (e.g., picturesque, vast, hospitable) from today's lesson. Then, use your phone to record an audio of yourself reading it aloud, ensuring correct pronunciation of the sounds /ə/ and /ɪ/. Submit the audio to our class group.

- Teacher asks students to express themselves by creating a digital diary entry using a digital design tool (e.g., Canva) incorporating text and a countryside background image.

- Teacher asks students to apply appropriate digital technologies to share the final digital media (image and audio file) in the class's secure online group (e.g., Zalo/Google Classroom).

Step 2: Students perform learning tasks

- Students copy the instructions into their notebooks and ask any clarifying questions.

- Students express themselves through creating digital media by designing a visual diary entry with text and images on their devices.

- Students apply appropriate digital technologies to share their completed digital diary and audio recording to the class's online group.

Step 3: Reporting and Discussion

- Teacher will select 2-3 good audio recordings to play for the class.

Example Product (to be submitted later):

- Text:Today I visited a village. The scenery was picturesque and the fields were vast. I helped the hospitable farmers load crops onto the truck. It was a busy but fun day!

- Audio: Clear pronunciation of words like picturesque, vast, load, busy, village.

Step 4: Evaluation

- Teacher summarizes the lesson's main points.

- Assigns regular homework and reminds students of the deadline for the Application task.

[3.1.TC2b]: Express oneself through creating digital media.

[2.2.TC2a]: Apply appropriate digital technologies to share data, information and digital content.

* HOMEWORK 

- Complete the "Countryside Voice Diary" Application task.

- Review previously learned material.

- Prepare for the next lesson: A Closer Look 2.