Giáo án NLS Tiếng Anh 8 Global Success Unit 4 Communication: Everyday English: Giving opinions; Lifestyle of the ethnic minority groups

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 4: ETHNIC GROUPS OF VIET NAM

COMMUNICATION

I. OBJECTIVES 

1. Knowledge and skills 

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

• Learn how to give opinions.
• Learn how to talk about the life of different minority groups, specifically the Jrai people. 

2. Competences 

General competences:

• Self-control and independent learning: listen, read, and formulate personal opinions.
• Communication and collaboration: work in pairs or groups to complete the learning tasks, practice making conversations, and share opinions. 

Specific competences:

• Develop listening and reading skills for specific expressions used to give opinions.
• Apply target structures to express thoughts on the lifestyle and culture of ethnic minority groups. 

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.
• [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

• Respect: Show respect for the diverse cultures and lifestyles of the 54 ethnic groups in Viet Nam.
• Pride: Be proud of the rich traditions of Vietnamese ethnic minorities.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 8, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Pictures illustrating the life of some popular minority groups (including one or two of the Jrai).
• Digital board (e.g., Padlet,...), online quiz platform (e.g., Quizizz or Kahoot!), digital collaborative whiteboard (e.g., Miro, Google Docs,...), interactive platform (e.g., Liveworksheets or Google Forms).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones, tablets, or laptops with Internet access.
• AI-powered pronunciation app (e.g., ELSA Speak), Generative AI tool (e.g., ChatGPT), search engine (e.g., Google), word processing software (e.g., MS Word, Google Docs,...), AI grammar checker (e.g., Grammarly).

III. PROCEDURES

1. WARM-UP

…………………………………………..

…………………………………………..

…………………………………………..

2. PRESENTATION

EVERYDAY ENGLISH – GIVING OPINIONS 

Activity 1: Listen and read the conversation. Pay attention to the highlighted parts. 

a. Objective: To introduce some ways to give opinions; To allow Ss some practice in giving opinions.

b. Content: Students listen and read along the conversation between Tom, Trang, and Mai, focusing on phrases used for giving opinions.

c. Product: Students identify and understand the structures for giving opinions.

d. Organization:

Activity 2: Work in pairs. Make a similar conversation to ask and give opinions about these topics. 

a. Objective: To allow Ss some practice in giving opinions in different contexts.

b. Content: Students create new conversations about "Playing traditional games" and "Living close to nature".

c. Product: Students successfully perform their own conversations using the target structures.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..

LIFESTYLE OF THE ETHNIC MINORITY GROUPS

Activity 3: QUIZ - How much do you know about ethnic groups in Viet Nam? 

a. Objective: To provide Ss with more knowledge about the lifestyle of ethnic minority groups through a quiz.

b. Content: Students complete a 6-question multiple-choice quiz about ethnic minorities in Viet Nam.

c. Product: Correct answers to the quiz questions.

d. Organization:

Activity 4: Work in pairs. Read the information below about the Jrai. Take turns to ask and answer about the information. 

a. Objective: To give Ss some practice in asking and answering about some information in the notes of the Jrai.

b. Content: Students read facts about the Jrai (population, living place, houses, economy, traditional culture) and practice asking/answering.

c. Product: Students formulate and answer WH-questions accurately based on the provided text.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..

Activity 5: Work in groups. Share with your group the information about the Jrai people you find interesting. 

a. Objective: To invite Ss to give their own opinions about some information related to the lifestyle of the Jrai.

b. Content: Students use the structures "I like... because..." and "I think that..." to share their thoughts on the Jrai data.

c. Product: Students confidently express and justify their opinions in group discussions.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the target language of giving opinions and review the cultural information learned about the Jrai and other ethnic groups.

b. Content: Students complete a 2-task mission: Task 1 is a multiple-choice exercise and Task 2 is a "Sentence Transformation & Opinion Expression" exercise.

c. Products: Students' correct answers on the worksheet and well-structured, grammatically correct sentences expressing opinions.

d. Organization:

Mission 1: Complete WORKSHEET 1. 

…………………………………………..

…………………………………………..

…………………………………………..

4. APPLICATION

a. Objective: To help students apply the structures of giving opinions and cultural knowledge into a creative, real-life context at home.

b. Content: Students carry out a creative project: "A Letter to a Penpal". 

c. Product: A short, well-decorated letter written to a foreign friend sharing opinions about an ethnic group.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher explains the homework assignment clearly.

- Task: Imagine you have a penpal from the UK. Write a short letter (about 50-70 words) telling them about ONE interesting feature of the Jrai people (or any ethnic group you like). You MUST use at least TWO structures for giving opinions (e.g., "I think...", "What do you think...?", "To my way of thinking...") to express how you feel about that feature.

- Students use word processing software (e.g., MS Word, Google Docs,...) to format the letter, insert decorative images they find online, and use an AI grammar checker (e.g., Grammarly) to refine their text.

word processing software

Step 2: Students perform learning tasks

- Students take notes of the requirements. 

Step 3: Reporting and Discussion

- Teacher asks a quick concept-checking question: "How many opinion structures do you need to use?" (Answer: At least two). "Who are you writing to?" (Answer: A penpal). 

Step 4: Evaluation

- Teacher confirms students understand the task.

[3.1.TC2b]: Express oneself through the creation of digital content by writing, formatting, decorating a digital email to a penpal via a word processing software. 

[6.2.TC2a]: Optimize the use of AI tools to achieve higher efficiency by utilizing an AI grammar checker on a computer/smartphone to refine the letter's writing.

* HOMEWORK

- Review the structures for giving opinions.

- Complete the "A Letter to a Penpal" application task.

- Prepare for the next lesson: A Closer Look 1.