Giáo án NLS Tiếng Anh 8 Global Success Unit 2 Communication: Everyday English: Giving and responding to compliments; Adverts for beautiful villages

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 2: LIFE IN THE COUNTRYSIDE

COMMUNICATION

I. OBJECTIVES

1. Knowledge and skills 

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

• Give and respond to compliments naturally.
• Read for specific information (scanning) about two beautiful villages in Viet Nam and the Netherlands.
• Talk about the similarities and differences between two places.
• Ask and answer about the places they would like to visit.

2. Competences

General competences: 

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

Specific competences: 

• Develop reading skills for specific information (scanning).
• Use appropriate vocabulary and structures to compare places.

Digital competences:

• [1.1.TC2b]: Organize searches for data, information, and content in digital environments.
• [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.

3. Attributes

• Hard work: Actively participate in class activities and complete tasks.
• Pride and respect: Appreciate traditional cultural values of local villages in Viet Nam and other countries.

II. RESOURCES AND MATERIALS

1. Teacher's aids 

• Textbook Global Success 8, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers. Audio Track 10.
• Padlet link/QR code for collaborative tasks.

2. Students' aids 

• Textbook, notebooks, pens.
• Smartphones or tablets with Internet access.

III. PROCEDURES

1. WARM-UP 

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2. PRESENTATION 

EVERYDAY ENGLISH – Giving and responding to compliments

Activity 1: Listen and read the conversations. Pay attention to the highlighted sentences. 

a. Objective: To introduce ways of giving and responding to compliments.

b. Content: Students listen to Track 10 and read two conversations (Tom & Mai, Nick & Hoa).

c. Product: Students understand the context and can read the conversations aloud with correct pronunciation and intonation.

d. Organization:

Activity 2: Work in pairs. Make similar conversations to practise giving and responding to compliments, using the cues below. 

a. Objective: To help students practise giving and responding to compliments.

b. Content: Students work in pairs to make conversations based on the given cues: a shirt, a bicycle, a school bag.

c. Product: Students successfully create and perform short dialogues giving and receiving compliments.

d. Organization:

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Adverts for beautiful villages

Activity 3: Read the adverts for the two beautiful villages. Tick (✓) the boxes to show which village the statements describe. Sometimes both boxes need to be ticked.

a. Objective: To help students learn about two traditional villages in Viet Nam and the Netherlands, and develop their reading skill for specific information (scanning).

b. Content: Students read texts about Duong Lam Village and Hollum Village and tick the correct boxes for 5 statements.

c. Product: Correctly ticked boxes for the statements.

d. Organization:

Activity 4: Work in groups. Take turns to talk about the similarities and differences between Duong Lam and Hollum.

a. Objective: To provide students with practice in talking about the similarities and differences between two places.

b. Content: Students use transition words to compare the two villages discussed in Activity 3.

c. Product: Students can form grammatically correct spoken sentences comparing the villages.

d. Organization:

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Activity 5: Work in pairs. Which village in 3 would you like to visit for a day? Explain your choice to your partner.

a. Objective: To provide students with practice in asking and answering about the places they would like to visit.

b. Content: Students work in pairs to discuss their preferred village for a holiday and give reasons.

c. Product: Students successfully engage in a Q&A conversation expressing preference and giving reasons.

d. Organization:

3. PRACTICE 

a. Objective: To consolidate the target language (giving/responding to compliments and using words showing similarities/differences) in written exercise formats.

b. Content: Students complete one practice mission containing two exercise-based tasks.

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

d. Organization:

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4. APPLICATION

a. Objective: To help students apply the target language (giving and responding to compliments, and comparing places) into a real-life and highly interactive context.

b. Content: Students carry out a creative homework task called: "A Travel Blog & A Countryside Souvenir". 

c. Product: A short written blog post comparing two villages, and a real object (or picture) brought to class for a compliment role-play.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher explains the two-part homework assignment:

- Part 1 (Writing):Imagine you are a travel blogger. Write a short social media post (about 50-70 words) about a real village in Viet Nam you have visited or know well (e.g., Bat Trang, Cat Cat, Sinh village). In your post, you MUST use words like both, unlike, however, but to compare it with Duong Lam or Hollum village.

- Students are encouraged to use a Generative AI tool (e.g., ChatGPT, Gemini) to check their grammar or a Text-to-Image AI tool (e.g., Canva AI) to generate a representative picture of their village.

- Part 2 (Speaking preparation): Find a real item in your house that looks like a countryside souvenir (e.g., a ceramic cup, a conical hat, a nice shirt, a handmade bag, or even a picture of them). Bring it to the next class. In the next lesson, you will show it to a partner so they can give you a compliment, and you must respond naturally.

Step 2: Students perform learning tasks

- Students listen carefully, take notes of the requirements, and ask questions if they don't understand.

- Students draft their blog post, use AI to refine it or create an image, post it on the class's digital forum (Facebook group/Padlet) and prepare the souvenir at home.

Step 3: Reporting and Discussion

- At the beginning of the next class, teacher will ask students to show their AI-assisted digital blog posts and exchange compliments on their souvenirs.

- Expected product:

"Hi everyone! Today I visited Bat Trang ceramic village. Both Bat Trang and Duong Lam are ancient villages in Ha Noi. Unlike Duong Lam which is famous for its ancient houses, Bat Trang is famous for its traditional pottery. You can make your own cups here. I love it!"

- Then, students will work in pairs, show their "souvenirs" to each other, give compliments (e.g., "What a beautiful ceramic cup you have!"), and respond (e.g., "Thank you. I bought it in Bat Trang village.").

- Example item to bring: A ceramic cup, a traditional hat, or a printed picture of a kite.

Step 4: Evaluation

- Teacher summarizes the main points of today's lesson (giving compliments, scanning texts, talking about similarities and differences).

- Teacher reminds students to complete this mission at home and be ready for the interactive activity in the next lesson.

[6.2.TC2a]: Optimize the use of AI tools to achieve higher efficiency by utilizing Generative AI to check English grammar or generate a representative visual image for the travel blog post.

[3.1.TC2b]: Express oneself through the creation of digital content by finalizing and publishing the multimodal travel blog post on the class's shared social media platform or digital forum.

* HOMEWORK

- Review the structures for giving and responding to compliments.

- Complete the "A Travel Blog & A Countryside Souvenir" mission.

- Prepare for the next lesson: Skills 1.