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Giáo án NLS Tiếng Anh 8 Global Success Unit 6 A closer look 2 Grammar: The future simple; First conditional

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Giáo án NLS Tiếng Anh 8 Global Success Unit 6 A closer look 2 Grammar: The future simple; First conditional. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 8.

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Giáo án NLS Tiếng Anh 8 Global Success Unit 6 A closer look 2 Grammar: The future simple; First conditional

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

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

UNIT 6: LIFESTYLES

A CLOSER LOOK 2

I. OBJECTIVES

1. Knowledge and skills

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

Revise and accurately use the future simple tense for describing future possibilities or conditions.
Review the form and use of the first conditional with if and unless.
Distinguish between if and unless in conditional sentences and apply them in real contexts.

2. Competences

General competences:

Self-control and independent learning, communication and collaboration, problem-solving and creativity.

Specific competences:

Formulate grammatically correct sentences using the future simple and first conditional; communicate personal plans and possibilities accurately.

Digital competences:

[2.1.TC2a]: Choose simple digital technologies for interaction.
[2.2.TC2a]: Use appropriate digital technologies to share data, information, and digital content.
[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.
[6.2.TC2b]: Manage the implementation of AI tools in small projects.

3. Attributes

Hard work: Actively participate in class activities, complete assigned tasks, and proactively practice grammar.
Responsibility: Reflect on personal lifestyle choices and future plans thoughtfully.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 8, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, internet connection.
Interactive platforms (Mentimeter/Nearpod, Padlet, Liveworksheets/Google Forms, Zalo/ClassDojo).
AI Chatbot (ChatGPT/Gemini) for live demonstrations.

2. Students' aids

Textbook, notebooks, pens.
Smartphones/Tablets with internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To create an active atmosphere, lead into the new lesson, and revise the future simple tense learned in previous grades.

b. Content: "The AI Fortune Teller" game to predict students' future lifestyles.

c. Product: Students' active participation and revision of future simple sentences.

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 introduces the lesson objectives: The future simple for describing future possibilities or conditions.

- Teacher opens an AI chatbot (e.g., ChatGPT, Gemini,...) on the smart TV and instructs students to use their smartphones to access a Mentimeter link.

- Teacher tells students to type one keyword about their dream lifestyle (e.g., robot, space, rich, travel). The AI will generate a "Future Simple" prediction for them.

Step 2: Students perform learning tasks

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

- Students type their keywords into the Mentimeter poll.

- Teacher selects 3-4 interesting keywords and inputs them into the AI prompt (e.g., "Write a short, funny 1-sentence prediction for a student using the future simple with the word 'space'").

Step 3: Reporting and Discussion

- Teacher asks students to read the AI's predictions aloud and identify the future simple verbs.

- Ask students if they remember the future simple they learnt in Grades 6 and 7.

Step 4: Evaluation

- Teacher confirms the structure and writes the objectives on the board. Leads directly into Activity 1.

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

[2.4.TC2a]: Select digital tools and technologies for collaborative processes by connecting smartphones to Mentimeter to submit live keywords.

[6.2.TC2a]: Optimize the use of AI tools to achieve greater efficiency by prompting an AI chatbot to generate quick, engaging future simple sentences.

2. PRESENTATION

GRAMMAR - THE FUTURE SIMPLE

Activity 1: Use the verbs from the box with will or won't to complete these dialogues.

a. Objective: To help Ss revise the future simple to complete the given dialogues.

b. Content: Students study the example, read 3 dialogues, and fill in the blanks using verbs (join, attend, have, tell, do) with will or won't.

c. Product: Correctly completed dialogues in the textbook.

d. Organization:

…………………………………………..

Activity 2: Arrange these words and phrases in the correct order to form meaningful sentences.

a. Objective: To help Ss revise and further study the future simple; to help Ss use the future simple to build sentences.

b. Content: Students unscramble 5 sets of words to form correct future simple sentences.

c. Product: Meaningful, grammatically correct sentences.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher projects a collaborative digital whiteboard (Miro).

- Tell Ss to work individually for about 5 minutes, paying attention to the form of the future simple.

- Provide the link/QR code for students to type their final unscrambled sentences onto the board.

Step 2: Students perform learning tasks

- Students put the words in the correct order in their notebooks, then type their answers onto their assigned sections of the digital board.

Step 3: Reporting and Discussion

- Check their answers as a class directly on the smart TV.

- Have some Ss read out the sentences. Correct their pronunciation and intonation only when necessary.

Step 4: Evaluation

- Teacher gives feedback, corrects any digital typos, and transitions to the First Conditional.

- Teacher moves on to the next content.

Key:

1. We will take our first-term exams very soon.

2. Will they stay in an igloo when they visit Alaska?

3. She will work with the tribal groups to help them revive their culture.

4. I won't choose online learning in the second semester.

5. I'll come to see you if I go to London this summer.

[2.4.TC2a]: Select digital tools and technologies for collaborative processes by joining a shared Miro board.

[2.2.TC2a]: Use appropriate digital technologies to share data, information, and digital content by publishing their answers on the collaborative board.

GRAMMAR - FIRST CONDITIONAL

Activity 3: Give the correct tense of the verbs in brackets, using the first conditional.

a. Objective: To help Ss review the form and use of the first conditional.

b. Content: Students review the structure (main clause = future simple; if-clause = present simple) and conjugate 5 verbs correctly.

c. Product: Sentences with correct verb tenses.

d. Organization:

…………………………………………..

EXTRA ACTIVITY

a. Objective: To help Ss creatively practice the first conditional in a collaborative way.

b. Content: Students write the if-clause of a sentence and have a partner complete the main clause with a silly or imaginative ending.

c. Product: Four complete, creative first conditional sentences per pair.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Have Ss work together in pairs to create four sentences beginning with If....

- Tell them they must only write the if-clause and leave the second half blank. (Example: If it rains, ______.)

Step 2: Students perform learning tasks

- Tell Ss to swap their four sentences with a partner who completes the second half of the sentence.

- Encourage Ss to use their imagination and create silly sentence endings.

Step 3: Reporting and Discussion

- Have Ss read off a few of their completed sentences for the class.

- Teacher launches a quick live poll on a platform like Zalo or Mentimeter for the class to vote on which sentence they think is the silliest.

Step 4: Evaluation

- Teacher praises the creative efforts.

- Introduce to Ss the conjunction unless in the Remember! box and give them some more examples before moving onto Activity 4.

- Teacher moves on to the next content.

Students creatively complete the main clauses in the future simple tense.

[2.1.TC2a]: Choose simple digital technologies for interaction by using a quick live poll to vote for the silliest sentence.

Activity 4: Fill in each blank with IF or UNLESS.

a. Objective: To help Ss revise if and practise the use of unless; to help Ss distinguish if and unless in conditional sentences.

b. Content: Students read 5 sentences and fill in the blanks with if or unless based on logical meaning.

c. Product: 5 correctly completed sentences distinguishing positive and negative conditions.

d. Organization:

…………………………………………..

Activity 5: Complete the following sentences to make them true for you. Then share your answers with a partner.

a. Objective: To help Ss apply the uses of the first conditional with if and unless in real contexts.

b. Content: Students complete 5 personalized conditional sentences.

c. Product: Sentences that are grammatically correct and personally true.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Give them some time to work independently and write down their sentences.

- Share a class Padlet link on the screen and ask Ss to type their most interesting sentence there.

Step 2: Students perform learning tasks

- Students finish the sentences and post to Padlet.

- Then let them work in pairs to exchange their sentences verbally.

- Go round giving help when necessary.

Step 3: Reporting and Discussion

- Project the Padlet board. Make corrections if necessary. Have the class read the most creative ones.

Step 4: Evaluation

- Teacher wraps up the presentation by summarizing the grammar points learnt (future simple, first conditional, if/unless).

- Teacher moves on to the next content.

Personalized sentences completed.

[2.2.TC2a]: Use appropriate digital technologies to share data by posting their sentences to Padlet.

3. PRACTICE

a. Objective: To consolidate the grammar points (future simple, conditional sentences with if/unless) and elevate students' mastery through varied formats.

b. Content: Students complete a customized "Digital Mission" consisting of Task 1 (MCQs) and Task 2 (Sentence Transformation).

c. Product: Accurate responses demonstrating higher-order thinking and solid grammatical grasp.

d. Organization:

…………………………………………..

4. APPLICATION

a. Objective: To encourage students to apply their knowledge of the future simple and conditional sentences creatively in a real-life, project-based context.

b. Content: A digital design assignment called "My 2030 Lifestyle Blueprint".

c. Product: A digital poster and a short presentation text featuring at least 3 conditional sentences (with if/unless).

d. Organization:

Step 1: Teacher assigns learning tasks

- Introduce the homework project: "My 2030 Lifestyle Blueprint".

- Instructions:

1. Imagine your ideal lifestyle in the year 2030 (your home, food, hobbies, job).

2. Use an AI chatbot (like ChatGPT or Gemini) at home to brainstorm 5 futuristic lifestyle ideas by prompting it (e.g., "Give me 5 creative ideas for eco-friendly houses in 2030").

3. Use Canva to design a digital poster showing these ideas.

4. Write a short paragraph (5-7 sentences) on the poster using at least one future simple sentence, one if-clause, and one unless-clause.

Example:I will live in a solar-powered house. If I grow my own vegetables, I will eat very healthily. I won't use a car unless it is electric.

Step 2: Students perform learning tasks

- Students brainstorm, interact with AI for inspiration, design their posters on Canva, and write their grammar-focused text.

Step 3: Reporting and Discussion

- In the next lesson, teacher will create a digital gallery. Students will show their Canva posters and present their lifestyle blueprints.

Step 4: Evaluation

- Teacher will grade the posters based on creativity, correct usage of future simple, if, and unless.

[6.2.TC2b]: Manage the implementation of AI tools in small projects by using an AI chatbot at home to brainstorm futuristic lifestyle ideas.

[3.1.TC2a]: Identify ways to create and edit content in different formats by designing a multimedia poster using Canva.

* HOMEWORK

- Complete the "My 2030 Lifestyle Blueprint" Application task.

- Do exercises in the workbook for A Closer Look 2.