Giáo án NLS Tiếng Anh 8 Global Success Unit 4 Skills 1: Reading: Stilt houses, Speaking: The type of home you live in

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 4: ETHNIC GROUPS OF VIET NAM

SKILLS 1

I. OBJECTIVES

1. Knowledge and skills

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

• Develop reading skills for specific information (scanning) about stilt houses.
• Develop speaking skills by sharing opinions about stilt houses and describing their own types of homes.
• Expand vocabulary related to traditional housing (stilt houses, open fire, posts, staircase, Rong house).

2. Competences

General competences: 

• Self-control and independent learning: read independently and share personal opinions with partners and teacher. 
• Communication and collaboration: work in pairs or groups to complete the learning tasks (discussing house features and interviewing). 

Specific competences: 

• Read and identify specific details through True/False statements and gap-filling exercises.
• Communicate effectively about living environments and traditional house structures.

Digital competences:

• [1.1.TC2a]: Identify information needs.
• [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.
• [5.2.TC2b]: Select digital tools and technological solutions to address those needs.
• [6.2.TC2a]: Optimize the use of AI tools to achieve greater efficiency.

3. Attributes

• Respect: Show respect and appreciation for the diverse traditional cultures and living environments of ethnic minority groups in Viet Nam.
• Hard work: Actively participate in class reading and speaking activities. 

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 8, Teacher's Book, Lesson Plan. 
• Computer, projector/smart TV. 
• Live polling tool (e.g., Google Forms), collaborative digital board (e.g., Google Docs), interactive platform (e.g., Liveworksheets or Google Forms).

2. Students' aids

• Textbook, notebooks, pens. 
• Smartphones/Tablets or laptops with internet access.
• Dictionary app (e.g., Oxford, Cambridge), note-taking app (e.g., Google Keep, Apple Notes), Generative AI tools (e.g., Bing Image Creator, Canva AI), Word Processor (e.g., MS Word, Google Docs,...).

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 organizes a short interactive activity "House Hunters" followed by an introduction to the lesson objectives.

c. Product: Students' engagement and answers regarding their current home types.

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 conducts a quick survey game called "House Hunters" using a live polling tool (e.g., Google Forms). Teacher asks Ss: What type of home do you live in? Do you like it? Give me one reason why or why not.

- Teacher projects the QR code and link on the smart TV. Teacher writes the objectives of the lesson on the board.

Step 2: Students perform learning tasks

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

- Students use their smartphones/tablets to scan the QR code, type their home types, and submit their reasons to the live poll. They also quickly turn to their partners to share.

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

Step 3: Reporting and Discussion

- Teacher projects the dynamic digital word cloud/bar chart on the screen showing students' inputs.

- Teacher calls on 2-3 volunteer students whose answers appeared on the screen to share verbally.

- Other students can comment or offer alternative opinions (if any).

- Students' expected answers:

+ I live in an apartment. I like it because it is high and has a great view.

+ I live in a town house. I don't like it much because it is noisy.

Step 4: Evaluation

- Teacher acknowledges students' answers and seamlessly leads into the new lesson using the board's objectives: Today, we are going to explore a very special type of home that many ethnic groups in Viet Nam live in - the stilt house.

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

[2.1.TC2a]: Students select and use a real-time polling tool (e.g., Google Forms) on their smartphones or tablets to interact with the teacher's survey about their home types.

2. PRESENTATION

READING

Activity 1: Write the words and phrase from the box under the correct pictures. 

a. Objective: To introduce Ss to some keywords related to the topic of stilt houses that they are going to read.

b. Content: Students match the given words/phrases (open fire, posts, staircase) to the correct pictures.

c. Product: Correctly labeled pictures.

d. Organization:

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Activity 2: Read the passage and tick (✓) T (True) or F (False). 

a. Objective: To help Ss develop their reading skill for specific information (scanning) through true/false questions.

b. Content: Students read the passage about stilt houses and determine if 4 statements are True or False.

c. Product: Students' correct T/F choices and the location of information.

d. Organization:

Activity 3: Read the passage again and fill in each blank with ONE word. 

a. Objective: To help Ss further develop their reading skill through a vocabulary exercise.

b. Content: Students read the text again to find exactly ONE missing word for each of the 4 sentences.

c. Product: Completed sentences with accurate vocabulary from the text.

d. Organization:

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SPEAKING

Activity 4: Work in pairs. Discuss and tick (ü) the features of a stilt house from the list below. Share your opinions with the class. 

a. Objective: To help Ss share their opinions about a stilt house, using the given features from the list, ideas and vocabulary they have learned in the reading.

b. Content: Pair discussion checking boxes for stilt house features and expanding on opinions.

c. Product: Students' spoken discussions and supported opinions.

d. Organization:

Activity 5: Work in pairs. Ask and answer about the type of home you live in. Take notes of your partner’s answers and report what you find to the class.

a. Objective: To provide Ss with an opportunity to describe the house they live in.

b. Content: Peer interviews using suggested questions (type of home, what is in it, what is the most important part).

c. Product: Students' interview notes and spoken presentations.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary and reading comprehension learned in the lesson.

b. Content: Students complete one mission consisting of two tasks.

c. Products: Students' correct answers for both tasks.

d. Organization: 

Mission 1: Complete WORKSHEET 1.

Step 1: Teacher assigns learning tasks

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

Step 2: Students perform learning tasks

- Students work individually on their devices to select and type the basic answers into the interactive worksheet.

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

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Expected answers:

TASK 1:

1. B

2. D

3. A

4. C

5. D

6. A

TASK 2:

Part A:

1. traditional

2. natural

3. tallest

Part B:

4. -> The Rong house is the largest house in the Bahnar village.

5. -> Traditional stilt houses are built using wood, bamboo, and leaves.

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and explains the grammar behind the transformations in Task 2.

[3.1.TC2a]: Students complete the basic vocabulary exercises using a digital interactive worksheet platform and submit their answers in a digital format.

Mission 2: Complete the quiz (optional).

Step 1: Teacher assigns learning tasks

- Teacher sends link the quiz on website https://kenhhoctap.edu.vn/bai-tap/quiz-global-success-8-textbook-unit-4-ethnic-groups-viet-nam-25086 for student to perform.

Step 2: Students perform learning tasks

- Pupils receives the link and choose the answer.

Step 3: Reporting and Discussion

- Teacher gives pupils 5 minutes to choose the correct answer.

- Teacher calls out pupils to share their answers and explain the correct ones.

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves on to the next content.

[2.1.TC2a]: Choose simple digital technologies to interact.

4. APPLICATION

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

b. Content: Students carry out a creative take-home project: "My Cultural Dream Home". 

c. Product: Students' mini-models or floor plan drawings and a short written paragraph.

d. Organization:

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