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Giáo án NLS Tiếng Anh 8 Global Success Unit 3 Looking back; Project: Our school club

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Giáo án NLS Tiếng Anh 8 Global Success Unit 3 Looking back; Project: Our school club. 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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Giáo án NLS Tiếng Anh 8 Global Success Unit 3 Looking back; Project: Our school club

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Planning: ..../..../.....

Teaching: ..../..../.....

UNIT 3: TEENAGERS

LOOKING BACK AND PROJECT

I. OBJECTIVES

1. Knowledge and skills

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

Review the vocabulary related to teenagers' activities on social media and causes of teen stress.
Review and correctly use compound sentences with conjunctions (so, but, however, therefore, otherwise).
Brainstorm ideas about a school club, create a poster, and present it to the class.

2. Competences

General competences:

Self-control and independent learning: keep a record of answers for self-assessment.
Communication and collaboration: work in pairs or groups to complete the exercises and the project.

Specific competences:

Use vocabulary related to school clubs, teens' use of social media, and teen stress.
Use simple sentences and compound sentences.
Improve teamwork and public speaking skills through project presentation.

Digital competences:

[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.
[4.3.TC2a]: Explain ways to avoid threats related to the use of digital technologies that may affect physical and mental health.
[6.2.TC2a]: Optimize the use of AI tools to achieve greater efficiency.

3. Attributes

Hard work: Be actively involved in class activities and complete tasks diligently.
Empathy and Understanding: Raise awareness of peer pressure, bullying, and the need to participate in school clubs to maintain mental health.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 8, Teacher's Book.
Computer, projector/smart TV.
Digital tools: Wordwall/Quizizz, Google Docs/Padlet, online AI Chatbots (ChatGPT/Gemini).

2. Students' aids

Textbook, notebooks, pens, colored pencils.
Smartphones, tablets, or laptops connected to the Internet.

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

VOCABUALRY

Activity 1: Complete the webs with suitable words and phrases.

a. Objective: To help Ss review the vocabulary learnt related to social media and teen stress.

b. Content: Ss work individually to complete the word webs.

c. Product: Correctly completed webs in students' notebooks.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Ask Ss not to refer back to the unit.

- Have Ss work individually to complete the webs with words and phrases.

- T encourages Ss to use AI chatbots (like Gemini or ChatGPT) on their smartphones/tablets to brainstorm 2 additional modern causes of teen stress that are not in the book.

Step 2: Students perform learning tasks

- Students write the missing words in their notebooks.

- Ss input prompts into the AI chatbot to get more ideas and select the most suitable ones to add to their webs.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Check answers as a class.

- Have Ss read out the words and phrases from the webs.

Step 4: Evaluation

- Teacher gives feedback and corrects Ss' pronunciation if necessary.

- Teacher moves on to the next content.

Suggested answer:

- activities on social media: browsing websites, uploading pictures, checking notifications, connecting with friends, commenting on posts, sharing posts

- causes of teen stress: pressure from parents, pressure from schoolwork, bullies, bullying, spending too much time on social media

[6.2.TC2a]: Apply AI tools (such as Gemini or ChatGPT) on smartphones or tablets to explore knowledge and brainstorm additional causes of teen stress and social media activities.

Activity 2: Fill in each blank with the correct form of the word from the box.

a. Objective: To help Ss review the vocabulary learnt in context.

b. Content: Ss use the words (skill, upload, club, bully, participate, connect) in their correct forms to complete a passage about a student named Mike.

c. Product: A fully completed and contextually accurate passage.

d. Organization:

…………………………………………..

GRAMMAR

Activity 3: Use the conjunctions provided to connect the sentences.

a. Objective: To help Ss review compound sentences.

b. Content: Ss connect two simple sentences using words in bold (SO, BUT, HOWEVER, THEREFORE, OTHERWISE).

c. Product: Five grammatically correct compound sentences.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Remind Ss of the meanings, use, and punctuation of the connectors.

- T creates a collaborative digital workspace (e.g., a shared Google Doc or Padlet board).

- T asks Ss to use their tablets/laptops to combine the simple sentences into compound sentences using the provided conjunctions (so, but, however, therefore, otherwise) directly on the shared document.

Step 2: Students perform learning tasks

- Ss access the shared link, type their compound sentences digitally.

- Ss work in pairs to add comments and peer-review their partner's sentences on the collaborative platform.

Step 3: Reporting and Discussion

- Check answers as a class.

- Ask one student to read out the sentences.

Step 4: Evaluation

- Teacher corrects his/her pronunciation and punctuation if necessary.

- Teacher moves on to the next content.

Key:

1. Mai is the head of the music club, so she knows the members very well.

2. Lan wanted to go to the party, but she couldn't choose a suitable dress.

3. Tom felt stressed; however, he tried to finish his homework.

4. He isn't a member of the chess club; therefore, he won't join the chess competition.

5. We will have a short holiday; otherwise, we will feel very stressed.

[2.4.TC2a]: Select well-defined and routine digital tools and technologies (such as Padlet or Google Docs) on laptops or tablets for collaborative processes to co-edit and peer-review sentences.

Activity 4: Complete the sentences below. Then compare your sentences with your partners'.

a. Objective: To help Ss create a compound sentence by writing an independent clause to complete the given sentence.

b. Content: Ss provide logical independent clauses after a conjunction/conjunctive adverb.

c. Product: Meaningful and correctly punctuated compound sentences.

d. Organization:

…………………………………………..

3. PRACTICE

a. Objective: To deeply consolidate the vocabulary and grammar learned in Unit 3 through written exercises.

b. Content: Students complete one comprehensive mission consisting of two tasks (Word Formation and Sentence Transformation).

c. Products: Students' correct answers written in their notebooks.

d. Organization:

Mission 1: Complete the "Teenagers' Check-up" Worksheet.

Step 1: Teacher assigns learning tasks

- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms).

- Teacher explains the requirements for both Task 1 and Task 2 and sets a time limit of 8 minutes.

Task 1: Give the correct form of the word in brackets to complete the sentences.

1. Peer pressure is one of the main causes of (stressful) __________ for students today.

2. Mai’s active (participate) __________ in the English club has helped her make many new friends.

3. Spending too much time (browse) __________ websites can negatively affect your eyesight.

4. Teenagers need to develop essential social (skillful) __________ to communicate better in real life.

5. Cyber (bully) __________ is a serious problem on social media platforms that needs to be stopped.

Task 2: Combine the two simple sentences into one compound sentence using the conjunction given in brackets. Ensure you use the correct punctuation.

1. Minh was very tired after school. He tried to finish his group project. (however)