Giáo án NLS Tiếng Anh 8 Global Success Unit 5 Skills 2: Listening: A festival, Writing: Advice on taking part in a festival

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 5: OUR CUSTOMS AND TRADITIONS

SKILLS 2

I. OBJECTIVES 

1. Knowledge and skills 

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

• Listen for specific information about a traditional festival (Ok Om Bok Festival).
• Brainstorm ideas and write an email to give advice on taking part in a traditional festival.

2. Competences

General competences:

• Self-control and independent learning: actively listen and complete tasks.
• Communication and collaboration: work in pairs or groups to share ideas and complete the writing outline.

Specific competences:

• Develop listening skills to extract specific details from a radio programme.
• Develop writing skills by structuring an informal email giving advice (Dos and Don'ts).

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

3. Attributes

• Respect: Show respect and appreciation for ethnic minority cultures and traditional festivals in Viet Nam.
• Responsibility: Behave appropriately when attending cultural and religious events.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 8, Teacher's Book.
• Computer, projector/smart TV, audio speakers.
• Interactive presentation platform (Nearpod/Mentimeter), collaborative whiteboard (Padlet/Miro). 

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones/Tablets with internet access.
• AI chatbot (ChatGPT/Gemini), design apps (Canva).

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 picture-guessing activity about festivals.

c. Product: Students successfully identify festivals and determine their popularity.

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 prepares a set of pictures of various festivals on an interactive platform (Mentimeter/Nearpod).

- Teacher asks Ss to use their devices to look at the pictures, call out the names, and arrange them digitally from most popular to least popular.

- Teacher ensures the picture of the Ok Om Bok Festival is shown last.

Step 2: Students perform learning tasks

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

- Students log into the platform, view the images, and vote/rank the festivals.

- When Ok Om Bok is shown, Ss guess the name.

- Expected answers:

+ Lim Festival

+ Hung Kings’ Festival

+ Christmas

+ Ok Om Bok Festival

Step 3: Reporting and Discussion

- Teacher displays the live results on the board.

- Teacher asks: Have you ever heard of the Ok Om Bok Festival?

Step 4: Evaluation

- Teacher leads into the new lesson: Listening and Writing lesson about a traditional festival.

- Teacher introduces and writes the objectives of the lesson in the top-left corner of the board.

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

[2.1.TC2a]: Choose simple digital technologies for interaction by connecting smartphones to an interactive presentation platform to submit rankings.

2. PRESENTATION 

 LISTENING

Activity 1: Work in pairs. Look at the photos and answer the following questions. 

a. Objective: To prepare Ss for the listening text.

b. Content: Students look at photos of the Ok Om Bok festival and answer two questions.

c. Product: Students' predictions and prior knowledge about the festival.

d. Organization:

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Activity  2: Listen to part of the programme "Charming Viet Nam". Fill in each blank with no more than TWO words. 

a. Objective: To help Ss develop the skill of listening for specific information.

b. Content: Students listen to an audio track and fill in the blanks in a table about the Ok Om Bok Festival.

c. Product: Completed table with accurate information.

d. Organization:

Activity 3: Listen again and tick (✓) T (True) or F (False). 

a. Objective: To help Ss further develop the skill of listening for specific information.

b. Content: Students listen again and evaluate 4 statements as True or False.

c. Product: Correct T/F identification.

d. Organization:

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EXTRA ACTIVITY 

a. Objective: To reinforce comprehension and encourage creative sentence formulation.

b. Content: Students create their own True/False statements based on the listening passage.

c. Product: 5 original statements (3 true, 2 false) created by pairs.

d. Organization:

WRITING 

Activity 4: Work in groups. Read the following pieces of advice for tourists at the Ok Om Bok Festival. Put them in the correct column. 

a. Objective: To brainstorm ideas and make an outline for Ss' writing.

b. Content: Students categorize 6 pieces of advice into "Dos" and "Don'ts".

c. Product: A correctly categorized outline.

d. Organization:

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Activity 5: Tom sent you an email. Read part of his email below. Write an email (80-100 words) to advise Tom about participating in the Ok Om Bok Festival. 

a. Objective: To help Ss practise writing an email to give advice on taking part in a traditional festival.

b. Content: Students write a reply email using the ideas brainstormed in Activity 4.

c. Product: A complete, well-structured email of 80-100 words.

d. Organization:

3. PRACTICE 

a. Objective: To consolidate and elevate students' mastery of vocabulary (festivals, customs) and grammatical structures (should/shouldn't, have to) from Unit 5 through varied formats.

b. Content: Students complete one mission consisting of two tasks (Task 1: 8 Multiple-choice questions, Task 2: Word Formation & Sentence Transformation).

c. Product: Students' accurate responses on the digital worksheet.

d. Organization:

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4. APPLICATION 

a. Objective: To summarize the lesson and help students apply the target language (giving advice with Dos and Don'ts) to a practical, real-life writing context.

b. Content: Students complete a take-home writing task: "A Local Festival Post". 

c. Product: A short, well-structured digital text (60-80 words) giving advice about a local festival, posted on the class shared board.

d. Organization:

Step 1: Teacher assigns learning tasks

- Application Task:"A Local Festival Post".

+ Imagine a foreign friend is coming to your hometown to join a traditional festival (e.g., Tet holiday, Mid-Autumn festival, or a local village festival).

+ Write a short post/email (60-80 words) giving them advice on what they should and shouldn't do (include at least 2 Dos and 2 Don'ts).

- Teacher instructs Ss to write a draft first, then use an AI chatbot (ChatGPT/Gemini) to proofread their writing before submitting. (Provide a sample prompt: "Check my English grammar and spelling for this short paragraph: [insert text]").

Step 2: Students perform learning tasks

- Students brainstorm ideas, write their draft, and use the suggested AI prompt to check for mistakes.

- Students compare their original draft with the AI's corrected version to learn from their mistakes.

- Students post their final, polished text onto the class's shared digital board (Padlet/Google Classroom).

Step 3: Reporting and Discussion

- Teacher opens the Padlet board on the smart TV.

- Students spend 3 minutes reading their classmates' posts and clicking the "heart" button for the ones they find most helpful and interesting.

Step 4: Evaluation

- Teacher evaluates the posts based on task achievement (inclusion of Dos/Don'ts) and language accuracy.

- Teacher gives positive feedback and highlights some excellent sentences from the students' work.

[6.2.TC2a]: Optimize the use of AI tools to achieve greater efficiency by prompting an AI chatbot to proofread and correct spelling/grammatical errors in their writing drafts.

[2.2.TC2a]: Use appropriate digital technologies to share data, information, and digital content by uploading the final written post onto the class's shared Padlet board.

* HOMEWORK:

- Complete the "A Local Festival Post" writing task on Padlet.

- Review vocabulary and grammar structures (should/shouldn't, have to).

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