Giáo án NLS Tiếng Anh 8 Global Success Unit 4 Skills 2: Listening: The life of minority children, Writing: The things you do to help your family

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 4: ETHNIC GROUPS OF VIET NAM

SKILLS 2

I. OBJECTIVES 

1. Knowledge and skills 

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

• Listen about the life of minority children.
• Write a paragraph about the things Ss do to help their family.

2. Competences

General competences: 

• Self-control and independent learning, communication and collaboration in pair/group work.

Specific competences: 

• Develop the skill of listening for specific information. Practise writing a paragraph.

Digital competences:

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

• Hard work: Be actively involved in class activities and household chores.
• Love and Responsibility: Appreciate traditions and show responsibility by helping family members.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

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

2. Students' aids

• Textbook, notebooks, pens, draft paper.
• Smartphones or tablets with internet access.
• AI Chatbot (ChatGPT or Gemini), digital notepad (e.g., Google Keep), digital design tools (e.g., Canva, CapCut,...).

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION

LISTENING

Activity 1: Match the phrases with the correct pictures. 

a. Objective: To help Ss focus on some keywords related to the topic of the listening text.

b. Content: Students read phrases (catching fish, weaving clothing, growing crops) and match them with pictures a, b, c.

c. Product: Correct matching of phrases and pictures.  

d. Organization:

Activity 2: Listen and tick (✓) the activities that minority children do to help their families. 

a. Objective: To prepare Ss for the topic of the listening and to help Ss focus on some phrases describing activities; To help Ss develop the skill of listening for specific information.

b. Content: Students read the 6 activities, listen to the recording, and tick the correct ones.

c. Product: Students' correct ticks for the listening task.

d. Organization:

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Activity 3: Listen again and circle the correct answer A, B, or C. 

a. Objective: To help Ss further develop their skill of listening for specific information through multiple-choice questions.

b. Content: Students listen again and choose the best answers for 5 questions.

c. Product: Students' correct multiple-choice answers.

d. Organization:

WRITING

Activity 4: Note five things you do to help your family. 

a. Objective: To help Ss learn the vocabulary about helping their families.

b. Content: Students note down five chores they do at home.

c. Product: A list of 5 activities in students' notebooks.

d. Organization:

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Activity 5: Write a paragraph (80 - 100 words) about the things you do to help your family. Use the ideas in 4. 

a. Objective: To help Ss practise writing a paragraph about the things they do to help their family.

b. Content: Students use their notes to write a complete paragraph.

c. Product: A well-structured paragraph (80-100 words) about household chores.

d. Organization:

3. PRACTICE

a. Objective: To deeply consolidate listening comprehension and apply vocabulary and grammar related to the topic of ethnic groups and household chores.

b. Content: Students complete one integrated mission consisting of two tasks (Multiple Choice and Word Formation).

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

d. Organization:

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4. APPLICATION

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

b. Content: Students create a "My Family Contribution" mini Photo-Diary.

c. Product: A short digital or paper photo-diary documenting the student's weekend chores.

d. Organization:

Step 1: Teacher assigns learning tasks

- Home Task: Over the weekend, take 3 actual photos of yourself doing different household chores to help your family (e.g., washing dishes, watering plants, helping your siblings).

+ Make a digital presentation/vlog by using digital design tools (e.g., Canva, CapCut,...).

+ Write a short descriptive caption (2-3 sentences) under each photo, stating what you are doing, who taught you to do it, and how you feel when sharing the workload.

Step 2: Students perform learning tasks

- Students execute the project at home, using software to edit photos/videos and add text captions.

Step 3: Reporting and Discussion

- Students will share their photos/videos on the class's digital platforms (e.g., Padlet).

Step 4: Evaluation

- Teacher will evaluate based on creativity, vocabulary usage, and grammatical accuracy.

[3.1.TC2b]: Students express themselves through the creation of digital content by independently editing a multimedia photo-diary/vlog about their family contributions.

* HOMEWORK

- Review the new words about household chores and ethnic minority activities.

- Complete the "My Family Contribution" Photo-Diary in the Application section.

- Prepare for the next lesson: Looking Back & Project.