Giáo án NLS Tiếng Anh 8 Global Success Unit 2 A closer look 2 Grammar: Comparative adverbs

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 2: LIFE IN THE COUNTRYSIDE

A CLOSER LOOK 2

I. OBJECTIVES

1. Knowledge and skills 

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

• Use comparative adverbs to make comparisons correctly.
• Apply the comparative forms of regular and irregular adverbs in speaking and writing.

2. Competences

General competences: 

• Self-control and independent learning: listen and share personal opinions with partners and teacher.
• Communication and collaboration: work in pairs or groups to complete the learning tasks.

Specific competences: 

• Identify how to form comparative adverbs (adding "more", "-er", or irregular forms).
• Complete sentences and situations using suitable comparative adverbs.

Digital competences:

• [1.1.TC2b]: Organize searches for data, information, and content in digital environments.
• [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.
• [6.2.TC2a]: Optimize the use of AI tools to achieve greater efficiency.

3. Attributes

• Hard work: Be ready and excited to learn grammar rules, actively participate in class activities.
• Love: Appreciate the differences in lifestyles and activities in different environments.

II. RESOURCES AND MATERIALS

1. Teacher's aids 

• Textbook Global Success 8, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Online collaborative platforms (e.g., Padlet).

2. Students' aids 

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

III. PROCEDURES

1. WARM-UP 

a. Objective: To create an active atmosphere in the class before the lesson and to logically lead into the new grammar point (comparative adverbs).

b. Content: Teacher organizes a quick live-action activity called "Who is faster?".

c. Product: Students' initial understanding of comparing how actions are performed.

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 chooses two volunteer students and asks them to stand up at the back of the class.

- Teacher gives them a task: When I say 'Go', walk to the board and write your name. Let's see how long it takes.

- Teacher uses a digital stopwatch (e.g., Timer,...) on the smart TV to record the exact time.

Step 2: Students perform learning tasks

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

- The two students perform the action.

- The teacher observes and times them, asking the rest of the class to watch the digital timer carefully.

Step 3: Reporting and Discussion

- Teacher asks the class: Student A finished in ... seconds, and Student B finished in ... seconds. Who wrote their name more slowly?

- Students give their answers.

- Teacher asks: Who walked faster?

Step 4: Evaluation

- Teacher confirms the answers and introduces the subject of the lesson: When we compare how people do things, we use comparative adverbs. Today we will learn the rules for this. (Leading into A Closer Look 2).

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

[1.1.TC2b]: Observe and extract numerical data from a digital tool (digital stopwatch) to form a logical comparison.

2. PRESENTATION

GRAMMAR – Comparative adverbs

Activity 1: Write the comparative forms of the adverbs in the table below. 

a. Objective: To teach Ss the comparative forms of some adverbs that Ss normally use in everyday conversations.

b. Content: Students learn the grammar rules in the "Remember!" box and complete the table with comparative forms.

c. Product: Students understand the rules and correctly fill in the comparative forms of the given adverbs.

d. Organization:

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Activity 2: Complete the sentences with the comparative forms of the adverbs in brackets. 

a. Objective: To help Ss practise using the correct comparative forms of adverbs in sentences.

b. Content: Students complete 5 sentences using comparative forms of adverbs in brackets.

c. Product: Correctly completed sentences.

d. Organization:

Activity 3: Complete the sentences with suitable comparative forms of the adverbs from the box. 

a. Objective: To help Ss practise using the correct comparative forms of adverbs in sentences.

b. Content: Students choose adverbs from the box (early, carefully, soundly, quietly, fast) and use their comparative forms to complete 5 sentences.

c. Product: Correctly completed sentences based on context and grammar.

d. Organization:

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Activity 4: Read the situations and complete the sentences using the comparative forms of the adverbs in brackets. 

a. Objective: To give Ss further practice with comparative adverbs in situations.

b. Content: Students read 5 situations and rewrite/complete sentences using comparative adverbs.

c. Product: Meaningful sentences reflecting the situations correctly.

d. Organization:

Activity 5: Work in pairs. Ask and answer to find out who...

a. Objective: To help Ss practise using comparative adverbs to make comparisons in speaking.

b. Content: Students work in pairs to ask and answer questions based on the given prompts.

c. Product: Spoken conversations comparing abilities and habits using comparative adverbs accurately.

d. Organization:

3. PRACTICE

a. Objective: To further consolidate the grammar point (comparative adverbs) through advanced written tasks.

b. Content: Students complete a writing mission consisting of two tasks: sentence transformation and error correction.

c. Products: Students' correct written answers on the worksheet.

d. Organization: 

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4. APPLICATION

a. Objective: To give students an opportunity to apply comparative adverbs in a meaningful, real-life, and personalized context.

b. Content: Students perform a home-based observation and writing task called "Family Actions Report". 

c. Product: A short written report containing accurate comparative sentences about the student's family members.

d. Organization: 

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