Giáo án NLS Tiếng Anh 8 Global Success Unit 4 A closer look 2 Grammar: Yes / No and Wh-questions; Countable and uncountable nouns

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

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

UNIT 4: ETHNIC GROUPS OF VIET NAM

A CLOSER LOOK 2

I. OBJECTIVES

1. Knowledge and skills

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

• Revise the form and intonation of Yes/No questions and the use of Wh- question words.
• Identify countable and uncountable nouns.
• Revise how to use quantifiers (a, much, many, a little, a few) with countable and uncountable nouns.

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:

• Formulate accurate Yes/No and Wh- questions to ask for information.
• Correctly apply grammatical rules of nouns and quantifiers in written and spoken contexts.

Digital competences:

• [1.3.TC2b]: Organize information, data, and content in a structured environment.
• [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.
• [6.2.TC2b]: Manage the implementation of AI tools in small projects.

3. Attributes

• Hard work: Actively participate in class activities and grammar practice.
• Respect: Show respect and interest in the cultural diversity of ethnic groups in Viet Nam.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 8, Teacher's Book, Lesson Plan. 
• Computer, projector/smart TV, audio speakers (if necessary). 
• Collaborative board (e.g., Padlet), digital polling platform (e.g., Quizizz, Mentimeter), interactive platform (e.g., Liveworksheets or Google Forms).

2. Students' aids

• Textbook, notebooks, pens, colored pencils. 
• Smartphones/Tablets with internet connection.
• Generative AI tool (e.g., ChatGPT/Gemini), shared spreadsheet (e.g., Google Sheets), AI-powered grammar checker (e.g., Grammarly,...), AI voice assistant (e.g., Siri, Google Assistant).

III. PROCEDURES

1. WARM-UP

a. Objective: To create an active atmosphere in the class before the lesson; to lead into the new lesson.

b. Content: Teacher asks students familiar Yes/No and Wh- questions to practice intonation, and organizes a quick board activity to categorize countable and uncountable nouns.

c. Product: Students answer the questions with the correct rising/falling tone and successfully categorize nouns on the board.

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.

- For Yes/No and Wh- questions: Since Ss are already familiar with these types of questions, Teacher just calls on some of them and asks them to answer the T's questions.

- Teacher varies the questions (e.g., "Do you like traditional music?", "What is your favourite festival?").

- For countable and uncountable nouns: Teacher uses a digital collaborative board (e.g., Padlet) projected on the smart TV with two columns: 'Countable nouns' and 'Uncountable nouns'.

Step 2: Students perform learning tasks

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

- Students answer the teacher's questions aloud.

Students use their smartphones or tablets to access the shared Padlet link and simultaneously input words into the correct columns.

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

Step 3: Reporting and Discussion

- Teacher reminds students to pay attention to the rising tone at the end of Yes/No questions and the falling tone at the end of Wh- questions.

- Class reviews the words on the digital board. Other students comment or offer alternative opinions.

- Students' answers to questions:

+ Yes, I do. / No, I don't. (with rising/falling tone awareness).

+ My favourite festival is the Mid-Autumn Festival.

- Expected board work:

+ Countable nouns: book, student, festival, house, ethnic group...

+ Uncountable nouns: water, rice, information, time, music...

Step 4: Evaluation

- Teacher corrects the pronunciation and the noun lists on the board if needed.

- Teacher shares with Ss the lesson objectives, writes the objectives in a corner of the board, and leaves them there till the end of the lesson.

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

[2.4.TC2a]: Select collaborative digital tools (Padlet) on personal devices to collaboratively input and organize data in real-time.

2. PRESENTATION

GRAMMAR - YES / NO AND WH- QUESTIONS

Activity 1: Change the sentences into Yes / No questions.

a. Objective: To help Ss revise the form of Yes / No questions.

b. Content: Students change given affirmative sentences into Yes / No questions.

c. Product: Students write 5 grammatically correct Yes / No questions.

d. Organization:

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Activity 2: Choose the correct question word for each question below.

a. Objective: To help Ss revise the use of Wh- question words.

b. Content: Students read conversations and choose the correct Wh- word (A or B).

c. Product: Students choose the correct options.

d. Organization:

EXTRA ACTIVITY

a. Objective: To consolidate vocabulary related to ethnic groups and practice forming questions in a competitive format.

b. Content: Brainstorming mind map and a group question-writing competition.

c. Product: A mind map of ethnic groups on the board and 8 questions created by student groups.

d. Organization:

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COUNTABLE AND UNCOUNTABLE NOUNS

Activity 3: Write C (countable) or U (uncountable) for the underlined words.

a. Objective: To help Ss identify countable and uncountable nouns.

b. Content: Students read a short text and classify 6 underlined nouns as C or U.

c. Product: Correct identification of the nouns.

d. Organization:

Activity 4: Fill in each blank with a, much, many, a little, or a few.

a. Objective: To help Ss revise how to use quantifiers with countable or uncountable nouns.

b. Content: Students fill in 5 blanks with the appropriate quantifiers.

c. Product: Correct quantifiers used in sentences.

d. Organization:

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Activity 5: GAME - Word games

Work in groups. Think of six nouns related to each of the topics below, in which three nouns are countable and three nouns are uncountable. The group that comes up with the correct six words first wins.

a. Objective: To provide Ss with open practice with countable and uncountable nouns.

b. Content: A group competition to list 6 nouns (3 countable, 3 uncountable) related to specific topics.

c. Product: Groups successfully brainstorm and categorize 6 relevant nouns.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the vocabulary and grammar learned in the lesson (Question forms and Quantifiers).

b. Content: Students complete one mission consisting of a multiple-choice task and a sentence transformation/question formation task.

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

d. Organization: 

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4. APPLICATION

a. Objective: To help students apply the vocabulary and structures learned into a creative, real-life context.

b. Content: Students carry out a creative home assignment: "The Cultural Interviewer". 

c. Product: A short interview transcript and a summary paragraph.

d. Organization: 

Step 1: Teacher assigns learning tasks

- Teacher explains the homework project: "The Cultural Interviewer".

- Task instructions:At home, act as a journalist. Write down 5 questions (mixing Yes/No and Wh- questions) to ask a family member or friend about a Vietnamese traditional festival or an ethnic group they have visited/know about. Conduct the interview. Then, write a short summary paragraph (4-5 sentences) reporting their answers. You must use at least 2 quantifiers (e.g., many, much, a few, a little, some) in your summary.

Step 2: Students perform learning tasks

- Students copy the assignment requirements into their notebooks.

- Teacher instructs students that at home, they can use their smartphone's voice recorder to conduct the interview, and then utilize a free AI transcription tool or prompt an AI chatbot (e.g., ChatGPT, Gemini,...) to help summarize the spoken transcript into a drafted text.

Step 3: Reporting and Discussion

- Teacher gives an example to ensure understanding:

Question example:Did you see many people at the festival?

Summary example:My mother visited the Gong Festival last year. She said there was a lot of music. She didn't buy much food, but she took a few beautiful photos...

Step 4: Evaluation

- Teacher summarizes the lesson and assigns homework.

[6.2.TC2b]: Practice AI skills by utilizing voice recording and AI transcription/summarization tools on smartphones to process real-life interview data for a mini-project.

* HOMEWORK 

- Review grammar rules (Questions and Quantifiers) at home.

- Complete the "Cultural Interviewer" mission in Application.

- Prepare for the next lesson: Communication.