Giáo án NLS Tiếng Anh 8 Global Success Unit 2 Looking back; Project: My favourite village

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 2: LIFE IN THE COUNTRYSIDE

LOOKING BACK AND PROJECT

I. OBJECTIVES 

1. Knowledge and skills 

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

• Revise the vocabulary items they have learnt in the unit related to life in the countryside.
• Revise the forms and uses of comparative adverbs.
• Do a project about their favourite village and organise posters into a presentation.

2. Competences

General competences:

• Self-control and independent learning: work independently to complete vocabulary and grammar exercises.
• Communication and collaboration: work in pairs to compare answers and work in groups to prepare/present a project.

Specific competences:

• Use appropriate countryside vocabulary (e.g., ploughing fields, picturesque, hospitable) in context.
• Identify and correct mistakes related to comparative adverbs.
• Search for information, design a poster, and present ideas about a village in English.

Digital competences:

• [1.1.TC2a]: Identify information needs.
• [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.
• [6.1.TC2a]: Apply basic AI principles to solve simple problems.
• [6.2.TC2a]: Optimize the use of AI tools to achieve greater efficiency.

3. Attributes

• Hard work: Actively participate in class activities and complete assigned projects.
• Love: Appreciate the beauty of the countryside, local people, and traditional activities.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 8, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Digital collaborative boards (Mentimeter/Padlet), Quizizz/Google Forms, Canva, and Generative AI tools (ChatGPT/Canva Magic Media).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones/tablets or laptops with internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge, create an engaging atmosphere, and review adjectives and verbs related to the countryside before starting the main lesson.

b. Content: Teacher organizes an activity called "Word Relay Race".

c. Product: Students successfully list verbs/activities and adjectives related to the countryside.

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 divides the class into 2 teams.

- Teacher sets up a digital collaborative board (e.g., Mentimeter or Padlet) with two columns: Countryside Activities and Countryside Adjectives.

- Teacher instructs students to use their personal devices (smartphones/tablets) to scan the QR code and access the digital board.

- Teacher sets a time limit of 3 minutes.

Step 2: Students perform learning tasks

- Students in each team rapidly type and submit one word at a time through their devices. The submitted words appear in real-time on the projector screen.

- The teacher observes, cheers them on, and ensures no cheating occurs.

Step 3: Reporting and Discussion

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

- Teacher calls time out.

- Teacher and the whole class read the words aloud and count the correct, correctly spelled words.

- Expected words: harvest, herd, catch, dry, feed, hospitable, picturesque, vast, well-trained, quiet, etc.

Step 4: Evaluation

- Teacher declares the winning team and leads into the lesson: You remember a lot of words from this unit! Today, we will look back at all the vocabulary and grammar we have learnt, and then present our amazing projects.

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

[2.4.TC2a]: Co-create data and resources collaboratively using digital tools.

2. PRESENTATION

VOCABULARY

Activity 1: Write a phrase from the box under the correct picture. 

a. Objective: To help Ss revise the vocabulary items (phrases indicating countryside activities) they have learnt in the unit.

b. Content: Students look at the pictures and label them using the provided phrases in the box.

c. Product: Students' correct phrases written under the six pictures.

d. Organization:

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Activity 2: Choose the correct answer A, B, or C. 

a. Objective: To help Ss revise the vocabulary items (adjectives and nouns related to the countryside) in context.

b. Content: Students read five incomplete sentences and choose the best option (A, B, or C) to complete them.

c. Product: Students' correct multiple-choice answers.

d. Organization:

GRAMMAR

Activity 3: Complete the sentences with the comparative forms of the adverbs in brackets. 

a. Objective: To help Ss revise the forms of comparative adverbs.

b. Content: Students rewrite the adverbs given in brackets into their correct comparative forms to complete the sentences.

c. Product: Sentences completed with the accurate comparative adverbs.

d. Organization:

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Activity 4: Underline the mistakes in the sentences and correct them. 

a. Objective: To help Ss revise the uses of comparative adverbs by identifying and correcting grammatical errors.

b. Content: Students read five sentences, find the mistake related to comparative adverbs in each, underline it, and provide the correct word/phrase.

c. Product: Accurately identified mistakes and their correct corrections.

d. Organization:

3. PRACTICE

a. Objective: To deepen students' understanding of comparative adverbs and vocabulary through intensive, non-multiple-choice written exercises.

b. Content: Students complete one main mission comprising two distinct tasks (Word Formation and Sentence Transformation).

c. Product: Students' worksheets with correctly formed comparative adverbs and accurately rewritten sentences.

d. Organization:

…………………………………………..

…………………………………………..

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4. APPLICATION

PROJECT - My Favourite Village 

a. Objective: To help Ss do a project about their favourite village, developing their research, design, teamwork, and presentation skills.

b. Content: Students work in groups to organize their previously researched information and photos into a poster about a village, then present it to the class.

c. Product: A completed group poster ("My Favourite Village") and an oral presentation.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher asks Ss to sit in their project groups.

- Teacher reviews the requirements: Choose a village (in Viet Nam or a foreign country), design a poster including its name, location, scenery, people, and their activities.

- Teacher instructs students to use Canva for poster design and Generative AI (like Canva Magic Media or ChatGPT image generator) to create unique, picturesque illustrations of their chosen village.

Step 2: Students perform learning tasks

- Students work in groups. They practice writing optimized text prompts into the AI generator to produce high-quality images.

- They arrange the AI-generated images and their researched text onto a digital poster layout in Canva.

- Groups prepare and rehearse their presentation script.

- The teacher observes, guides carefully, and checks their progress.

Step 3: Reporting and Discussion

- Teacher asks Ss to cast/project their digital posters from their devices to the smart TV at the front of the classroom.

- Teacher invites each group to come to the front and present their poster to the whole class.

- After each presentation, other groups are encouraged to ask questions or give compliments.

Step 4: Evaluation

- Teacher gives feedback on the content, language use (vocabulary and comparative adverbs), pronunciation, and presentation skills of each group.

- Teacher asks Ss to complete the self-assessment table (Now I can...).

- Teacher identifies any difficulties or weak areas and plans for further practice in future lessons.

[6.2.TC2a]: Optimize the use of AI tools to generate customized visual content.

[3.1.TC2a]: Create and edit content in different digital formats (Canva).

* HOMEWORK

- Review all vocabulary and grammar from Unit 2.

- Prepare for Unit 3: Getting Started.