Giáo án NLS Tiếng Anh 8 Global Success Unit 4 Looking back; Project: Our ethnic groups

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

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

UNIT 4: ETHNIC GROUPS OF VIET NAM

LOOKING BACK AND PROJECT

I. OBJECTIVES

1. Knowledge and skills

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

• Revise the vocabulary related to the topic "Ethnic groups of Viet Nam".
• Revise the grammar points learned in the unit: Yes/No questions, *Wh-*questions, and countable/uncountable nouns.
• Apply the accumulated knowledge, vocabulary, and grammar to synthesize information and present a poster about a chosen ethnic group.

2. Competences

General competences:

• Self-control and independent learning: actively review lesson content and complete given tasks.
• Communication and collaboration: work effectively in pairs or groups to complete the exercises and the project presentation.

Specific competences:

• Answer questions and use correct quantifiers accurately.
• Research, synthesize information, and present a poster confidently in front of the class.

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.
• [6.2.TC2a]: Optimize the use of AI tools to achieve greater efficiency.

3. Attributes

• Patriotism & Respect: Show respect and appreciation for the diversity of cultural heritage and customs among the 54 ethnic groups in Viet Nam.
• Hard work: Be actively involved in class activities and diligent in completing the project.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 8, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Interactive platform (e.g., Liveworksheets or Google Forms).

2. Students' aids

• Textbook, notebooks, pens.
• Digital posters/slides and research materials for the Project.
• Smartphones or tablets with internet access.
• AI text-to-speech tool (e.g., NaturalReader,...), AI grammar checking application (e.g., Grammarly,...), AI chatbot (e.g., ChatGPT, Gemini,...).

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge about the topic and create an energetic, engaging atmosphere before reviewing the unit.

b. Content: Teacher organizes a quick game called "Word Relay" related to ethnic groups' culture.

c. Product: Students quickly recall and pronounce vocabulary related to the topic.

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 4 teams (representing 4 groups of students).

- Teacher explains the rule: Teacher gives a category (e.g., Traditional Food, Housing, Clothing, Festivals). The first student in each team runs to the board and writes one related word, then passes the chalk/marker to the next student. They have 2 minutes to write as many correct words as possible.

Step 2: Students perform learning tasks

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

- Students enthusiastically run to the board and write down their words.

- The teacher plays energetic background music, observes, and cheers the students on.

Step 3: Reporting and Discussion

- Teacher calls "Time's up!" and asks the whole class to check the words on the board together.

- Expected vocabulary: sticky rice, stilt house, communal house, weaving, folk dance, gong, etc.

Step 4: Evaluation

- Teacher counts the correct words, corrects any spelling mistakes, and declares the winning team.

- Teacher leads into the lesson: You have remembered a lot of words! Today, we will look back at all the vocabulary and grammar of Unit 4 and see your amazing projects.

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

2. PRESENTATION 

VOCABULARY

Activity 1: Match the words and phrases with the pictures. 

a. Objective: To help Ss revise the vocabulary they have learnt in the unit through pictures.

b. Content: Students match 5 words/phrases (weaving, folk dance, open fire, fishing, minority group) with pictures a - e.

c. Product: Students' correct matching answers.

d. Organization:

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Activity 2: Complete the sentences with the word and phrases from the box. 

a. Objective: To help Ss revise more vocabulary items they have learnt in the unit in a different context.

b. Content: Students complete 5 sentences using the given words: folk songs, staircase, sticky rice, communal house, musical instruments.

c. Product: Completed sentences with correct vocabulary.

d. Organization:

GRAMMAR

Activity 3: Write questions from the clues. 

a. Objective: To help Ss revise Yes / No questions and *Wh-*questions.

b. Content: Students write complete questions based on the provided word clues and punctuation.

c. Product: Grammatically correct questions written by students.

d. Organization:

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Activity 4: There is one incorrect underlined word in each sentence. Circle and correct it. 

a. Objective: To help Ss revise the use of countable and uncountable nouns.

b. Content: Students find the error among the underlined words in 5 sentences and provide the correct word.

c. Product: Correct identification of errors and the accurate corrections.

d. Organization:

3. PRACTICE

a. Objective: To challenge students with exercises, ensuring they deeply understand the unit's vocabulary and grammar, and can apply them flexibly.

b. Content: Students complete 1 Mission containing 2 tasks (Task 1: MCQ, Task 2: Sentence Transformation & Question Formation).

c. Products: Students' correct answers on the printed worksheet.

d. Organization:

Mission 1: Complete WORKSHEET 1.

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4. APPLICATION

PROJECT 

Our Ethnic Groups

a. Objective: To provide Ss with an opportunity to research more deeply into an ethnic group they are interested in and develop presentation skills.

b. Content: Students present the posters they prepared in earlier lessons about a chosen ethnic group (including pictures and unique information).

c. Product: Students' posters and oral presentations.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher reminds Ss that this project was assigned in the Getting Started lesson.

- Teacher asks groups to present the digital posters that they designed (using tools like Canva or PowerPoint).

Step 2: Students perform learning tasks

- Each group (3-4 Ss) takes turns coming to the board to display their poster. Students select and use collaborative digital platforms (like Canva or PowerPoint) to work together on their project presentation.

Step 3: Reporting and Discussion

- Group representatives present their findings about their chosen ethnic group (population, living place, housing, traditional clothes, unique features) to the class.

- Other groups listen, take notes, and ask 1-2 questions after each presentation.

Step 4: Evaluation

- Teacher praises the groups for their hard work, creativity in designing, and research efforts. Gives constructive feedback on their English speaking skills.

- Teacher asks Ss to complete the NOW I CAN... self-assessment table in the textbook.

[3.1.TC2a]: Show how to create and edit digital content in different formats by designing digital posters with multimedia elements.

[2.4.TC2a]: Select digital tools and technologies for collaboration processes by using shared digital workspaces to prepare the project.

* HOMEWORK

- Review all vocabulary and grammar of Unit 4 for the upcoming 15-minute test.

- Prepare the vocabulary for Unit 5 - Getting Started.