Giáo án NLS Tiếng Anh 8 Global Success Unit 6 Communication: Everyday English: Expressing certainty; Cuisines around the world

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

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

UNIT 6: LIFESTYLES

COMMUNICATION

I. OBJECTIVES

1. Knowledge and skills

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

• Learn how to express certainty in everyday conversations.
• Learn about food and eating habits of different countries around the world.
• Ask and answer about eating habits and typical foods in their local areas.

2. Competences

General competences:

• Self-control and independent learning: listen and share personal opinions about cuisines and lifestyles with partners and the teacher. 
• Communication and collaboration: work in pairs or groups to complete the communicative learning tasks. 
• Problem-solving: complete challenging language tasks creatively.

Specific competences:

• Accurately use expressions of certainty ("Sure", "Yes, certainly") in appropriate contexts. 
• Read and listen for specific information about international dishes and local staple foods.

Digital competences:

• [1.1.TC2a]: Identify information needs.
• [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 and complete assigned tasks. 
• Respect & Open-mindedness: Develop an appreciation for cultural diversity, different lifestyles, and global eating habits.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 8, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Interactive presentation platform (e.g., Mentimeter, Padlet), interactive platform (e.g., Liveworksheets, Quizizz). 

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones/Tablets with internet access. 
• AI chatbots (e.g., ChatGPT, Gemini), digital editing apps (Canva/CapCut).

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION

EVERYDAY ENGLISH - EXPRESSING CERTAINTY

Activity 1: Listen and read the conversations. Pay attention to the highlighted sentences.

a. Objective: To provide Ss with the two ways of expressing certainty.

b. Content: Ss listen to the recording (Track 35) and read two short conversations simultaneously, paying attention to the highlighted phrases used by the characters to express certainty.

c. Product: Ss successfully identify the expressions of certainty ("Sure. You're welcome." and "Yes, certainly.").

d. Organization:

Activity 2: Work in pairs. Make similar conversations to express certainty in the following situations.

a. Objective: To help Ss practise expressing certainty in different contexts.

b. Content: Ss work in pairs to create and role-play new conversations based on two given situations: asking a friend for help with maths homework, and stating that Vietnamese love seafood.

c. Product: Ss can fluently and accurately produce conversations using "Sure" or "Yes, certainly".

d. Organization:

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CUISINES AROUND THE WORLD

Activity 3: QUIZ - How much do you know about the cuisines of different countries?

a. Objective: To help Ss learn about the cuisines and specialities of different countries around the world.

b. Content: Ss brainstorm names of specialities, then work in pairs to complete a 5-question multiple-choice quiz about international foods (Italy, Korea, England, Japan, Australia).

c. Product: Correct answers to the quiz demonstrating knowledge of global cuisines.

d. Organization:

Activity 4: Work in groups. Read the two passages and discuss the questions below.

a. Objective: To give Ss more reading practice for specific information; to provide Ss with practice in talking about their opinions and giving reasons.

b. Content: Ss read two short texts about Italian and Indian cuisines, then discuss in groups which food they prefer and explain why.

c. Product: Ss understand the main ideas of the texts and can verbally express and justify their food preferences.

d. Organization:

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Activity 5: Work in groups. Talk about the typical food in your area.

a. Objective: To give Ss more practice in talking about the typical food in their local areas.

b. Content: Ss study an example conversation, then work in groups to ask and answer about the staple food, favourite food, and foods eaten on special occasions in their hometown.

c. Product: Ss can confidently present and exchange information about their local cuisine using appropriate vocabulary.

d. Organization:

3. PRACTICE 

a. Objective: To consolidate and elevate students' mastery of vocabulary, grammar, and expressions from Unit 6 through varied formats.

b. Content: Students complete one mission consisting of two tasks (Task 1: MCQs, Task 2: Sentence Transformation & Word Formation).

c. Products: Students' accurate responses on the digital worksheet demonstrating higher-order thinking.

d. Organization:

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4. APPLICATION 

a. Objective: To help students creatively synthesize the vocabulary and communication skills from the lesson in a personalized, real-life context.

b. Content: A creative home assignment called "My Local Cuisine Ambassador". 

c. Product: A digital food vlog or a digital promotional brochure about a local dish, including a short description using target vocabulary.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher introduces the homework project: "My Local Cuisine Ambassador".

- Instructions:

1. Choose ONE favourite or staple food in your local area.

2. Create a short digital vlog (1-2 minutes) OR design a digital brochure.

3. You must include: the name of the food, ingredients (e.g., herbs, meat), when it is eaten (staple or special occasion), and an expression of certainty encouraging tourists to try it (e.g., "You will certainly love it!").

- Teacher instructs students to use AI to help brainstorm content/scripts and use editing apps (Canva/CapCut) for creation.

Step 2: Students perform learning tasks

- Students use an AI text generator at home to brainstorm adjectives and outline their script/brochure layout.

- Students design the visual product on their devices.

- Students upload the final file to the class's shared Padlet wall.

Step 3: Reporting and Discussion

- In the next class, teacher will organize a "Digital Gallery Walk" showing the projects on the smart TV.

Step 4: Evaluation

- Teacher grades based on creativity, vocabulary usage, and effort.

[6.2.TC2b]: Manage the deployment of AI tools in small projects by prompting an AI text generator to brainstorm and outline the script for a digital food brochure or vlog.

[2.2.TC2a]: Apply appropriate digital technologies to share data, information and digital content by designing a visual product on Canva/CapCut and uploading the final file onto the class's shared Padlet board.

* HOMEWORK

- Ask Ss to summarise what they have learnt in this lesson: recall the common, strange, and delicious types of food in their areas or in different countries.

- Complete the "My Local Cuisine Ambassador" Application task.

- Prepare for the next lesson: Skills 1.