Giáo án NLS Tiếng Anh 8 Global Success Unit 3 Getting started: It's great to see you again!
Giáo án NLS Tiếng Anh 8 Global Success Unit 3 Getting started: It's great to see you again!. 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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Planning: ..../..../.....
Teaching: ..../..../.....
UNIT 3: TEENAGERS
GETTING STARTED
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Set the context for the introductory conversation about teenagers.
- Introduce the topic of the unit, including vocabulary related to school clubs and teenage pressures.
- Understand the main idea and specific details of a conversation about school life and teenage issues.
2. Competences
General competences:
- Self-control and independent learning: listen, read, and understand the text individually.
- Communication and collaboration: work in pairs to discuss and complete the learning tasks.
Specific competences:
- Read and listen for specific information about class forums, club activities, and types of pressure.
- Identify and use vocabulary related to the topic Teenagers (e.g., forum, pressure, arts and crafts club, etc.) in the right context.
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 engage in discussions about school life.
- Empathy and Understanding: Understand the pressures that teenagers face and the benefits of sharing problems and joining school clubs.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 8, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV, audio speakers.
- Digital collaboration tools (Padlet, Quizlet/Blooket, Google Forms) and AI tools (ChatGPT/Gemini).
2. Students' aids
- Textbook, notebooks, pens, colored pencils.
- Smartphones, tablets, or laptops with internet access.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
It’s great to see you again!
Activity 1: Listen and read.
a. Objective: To set the context for the introductory conversation and introduce the topic of the unit.
b. Content: Students look at the picture, answer predictive questions, listen to the recording, and read the conversation along.
c. Product: Students understand the context, the main idea of the conversation, and can read aloud with correct pronunciation.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS |
Step 1: Teacher assigns learning tasks - Teacher asks students to look at the conversation and the picture, and asks: Who are the people? What might they be talking about?
- Teacher encourages students to answer but does not confirm right or wrong yet. - Teacher plays the recording from hoclieu.vn twice (Track 13). - Teacher asks a guiding question: What are the teacher and students discussing? Step 2: Students perform learning tasks - Students look at the picture, listen to the audio, and read the conversation silently. - The teacher observes and ensures all students are following the text. Step 3: Reporting and Discussion - Teacher invites some pairs/groups of 3 students (roles: Teacher, Minh, Ann) to read the conversation aloud. - Teacher confirms the correct answers to the initial predictive questions. Step 4: Evaluation - Teacher corrects students' pronunciation if needed. - Teacher moves on to the next content. | - Answers to Teacher's questions: + They are a teacher and students. + They are in a class meeting. + Main idea: They are discussing their class forum, club activities to participate in, and their problems (pressures from parents/friends, midterm tests).
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Activity 2: Read the conversation again and tick (✓) T (True) or F (False) for each sentence.
a. Objective: To help students understand the conversation in detail.
b. Content: Students read 5 statements and decide whether they are True (T) or False (F) based on the text.
c. Product: Students' correct True/False answers.
d. Organization:
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Activity 3: Write a word or phrase from the box under the correct picture.
a. Objective: To help students learn words and phrases related to the topic Teenagers.
b. Content: Students match the words/phrases (chess club, language club, arts and crafts club, forum, sports club, pressure) to 6 pictures.
c. Product: Correct matching of words/phrases with pictures.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks students to work in pairs to match the pictures with the given words and phrases in the box. - Teacher encourages students to use online dictionaries (e.g., Cambridge, Oxford,...) on their smartphones to look up the pronunciation of new words. Step 2: Students perform learning tasks - Students look at the visual clues in the pictures and write the corresponding words.
- Students use digital dictionaries to check the audio pronunciation of words. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher asks students to say the words and phrases aloud. Make sure they pronounce them correctly. Step 4: Evaluation - Teacher checks the answers as a class and corrects pronunciation. - Teacher moves on to the next content. | Students' answers: 1. language club 2. pressure 3. arts and crafts club 4. forum 5. sports club 6. chess club
| [1.1.TC2b]: Students organize the search for data and information in digital environments by looking up words using online dictionaries. |
Activity 4: Complete each of the sentences with a word or phrase in 3. There is one extra word or phrase.
a. Objective: To help students use the newly learned vocabulary in activity 3 in the right context.
b. Content: Students read 5 incomplete sentences and work independently to fill in the blanks using the words or phrases from Activity 3.
c. Product: Students' completed sentences with the accurate words/phrases.
d. Organization:
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Activity 5: Work in pairs. Ask and answer the questions below. Report your friend's answers to the class.
a. Objective: To help students practise asking and answering questions for more information about their peers, reporting information they have gathered, and to create a fun atmosphere in the class.
b. Content: Students work in pairs to interview each other using 4 provided questions about social media, types of pressure, and school clubs, then report the findings to the class.
c. Product: Students' speaking performance in pairs and their reporting speeches to the class.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks students to work in pairs. - Teacher instructs students to ask and answer the 4 questions in the textbook: 1. What types of social media do you use? 2. What kinds of pressure do you have? 3. What clubs do you participate in? 4. Why do you choose to participate in that club? - Teacher encourages students to provide their partners with as much information as possible, using the vocabulary they have learnt. - Teacher provides a link to a collaborative digital platform (e.g., Padlet). Step 2: Students perform learning tasks - Students take turns asking and answering the questions. - Students use their devices to access the collaborative board, type their partner's answers. - The teacher observes, moves around the class to create a fun atmosphere, and provides support if students struggle with vocabulary or sentence structures. Step 3: Reporting and Discussion - Teacher displays the digital board on the projector. - Teacher and other students listen carefully. Step 4: Evaluation - Teacher and other students comment on the reports. - Teacher gives constructive feedback on students' fluency, pronunciation, and use of target vocabulary. - Teacher moves on to the next content. | Suggested dialogues and reports: - Q&A Example: A: What types of social media do you use? B: I usually use Facebook to join my class forum. A: What kinds of pressure do you have? B: I have pressure from my parents because they want me to get high marks. - Reporting Example: "My partner is Lan. She usually uses Facebook and Zalo. She has a lot of pressure from her schoolwork and exams. To relax, she participates in the arts and crafts club because she loves making greeting cards and it helps her stay calm."
| [2.4.TC2a]: Students use a collaborative digital platform on their devices to document and share their interview reports with the class. |
3. PRACTICE
a. Objective: To consolidate the vocabulary and reading comprehension skills learned in the lesson through varied, exercise-based tasks.
b. Content: Students complete one combined mission comprising a definition-matching task and a short reading comprehension task.
c. Products: Students' correct matches and accurate short answers to the passage.
d. Organization:
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4. APPLICATION
a. Objective: To help students creatively apply the topic of school clubs and teenage stress into a practical, real-life context.
b. Content: Students design a proposal for a new school club that helps teenagers relieve pressure.
c. Product: Students' mini-posters/proposals presenting their new club.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher explains the homework project: "My Dream Club Proposal".
- Task instruction:At home, imagine you are a club leader. Create a mini-poster on an A4 paper for a NEW club you want to open at our school to help students reduce pressure. You must include:
+ The name of the club.
+ A small drawing or logo representing the club.
+ 3 to 4 English sentences describing what activities students will do in the club and why it helps them stay calm and happy.
- Teacher instructs students to use Generative AI tools (e.g., ChatGPT or Gemini) to brainstorm engaging names and activities for their dream club. Then, students are guided to use a digital design platform (like Canva) instead of paper to create their mini-posters.
Step 2: Students perform learning tasks
- Students take notes of the requirements.
- At home, students use Generative AI on their devices to generate and refine ideas for their club proposal. They then design the visual mini-poster using digital design software.
Step 3: Reporting and Discussion
- Teacher provides a quick example: For example, 'The Gardening Club'. We will plant flowers and vegetables. It is very relaxing, and we can enjoy fresh air after stressful classes.
Step 4: Evaluation
- Teacher reminds students that these posters will be displayed on the class notice board in the next lesson. Teacher officially wraps up the lesson.
[6.2.TC2a]: Students optimize the use of Generative AI tools to achieve higher efficiency in brainstorming and refining ideas for their proposals.
[3.1.TC2b]: Students show how to express themselves through the creation of digital content by designing a digital poster.
* HOMEWORK
- Learn by heart all the new words and phrases.
- Complete the "My Dream Club Proposal" application task on A4 paper.
- Prepare for the next lesson: A Closer Look 1.
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