Giáo án NLS Tiếng Anh 8 Global Success Unit 6 Looking back; Project: Interesting lifestyles around the world

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

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

UNIT 6: LIFESTYLES

LOOKING BACK AND PROJECT

I. OBJECTIVES

1. Knowledge and skills

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

• Revise the vocabulary related to traditional and modern lifestyles they have learnt in the unit.
• Review and accurately use the future simple tense and the first conditional in sentences.
• Apply gathered information to create a presentation about an interesting way of life around the world.
• Improve their creativity, teamwork, speaking, and presentation skills through the project.

2. Competences

General competences:

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

Specific competences:

• Read and identify vocabulary in context, manipulate verb tenses accurately, design visual projects, and present information confidently.

Digital competences:

• [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.
• [6.2.TC2b]: Manage the implementation of AI tools in small projects.

3. Attributes

• Hard work: Be proactive in reviewing knowledge and actively participate in group projects.
• Respect: Develop an appreciation for diverse lifestyles and cultural practices around the world.

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., Quizizz/Blooket), collaborative whiteboard (e.g., Padlet, Miro). 
• AI platforms (e.g., ChatGPT, Gemini) for reference.

2. Students' aids

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

III. PROCEDURES

1. WARM-UP 

a. Objective: To activate students' prior knowledge of Unit 6 vocabulary (traditional and modern lifestyles), create a highly engaging and competitive atmosphere using digital visuals, and seamlessly lead into the "Looking Back" review section.

b. Content: Teacher organizes a digital interactive fast-paced game called "Lifestyle: Past, Present & Future" using Quizizz.

c. Product: Students successfully connect to the digital platform, correctly identify the lifestyle vocabulary from the visual prompts, and actively engage in the pre-lesson discussion.

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 projects a Quizizz QR code on the smart board. The Quizizz contains 5 specific AI-generated images representing the target vocabulary from Unit 6:

+ Image 1: A snowy landscape with a vehicle pulled by dogs (dogsled); 

+ Image 2: People eating bowls of noodles on a busy sidewalk (street food); 

+ Image 3: A teenager studying via a laptop (online lessons); 

+ Image 4: A person weaving a bamboo basket (making crafts); 

+ Image 5: A busy, futuristic city (modern lifestyle).

- Teacher explains the rules clearly: You will see 5 images on your screen. You have exactly 10 seconds per image to select the correct vocabulary word that matches the picture. The faster you answer, the more points you get!

- Teacher instructs students to use their smartphones/tablets to scan the QR code, enter their real names, and join the digital waiting room.

Step 2: Students perform learning tasks

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

- Students use their personal devices to scan the QR code and log into the interactive learning platform.

- Once the game starts, students observe the images on their screens, recall the vocabulary they learned in previous lessons, and tap the correct multiple-choice options under time pressure.

- Teacher monitors the live progress on the smart board, encouraging students to act fast.

Step 3: Reporting and Discussion

- Teacher displays the final live leaderboard on the smart board and congratulates the top 3 students.

- Teacher pauses the screen on the 'dogsled' image and asks a quick follow-up question to the whole class: "Where in the world is this a common practice? Is it common in Viet Nam?" (Expected answer: No, it's common in snowy places like Alaska or the Arctic.).

Step 4: Evaluation

- Teacher praises the class for their memory and energy.

- Teacher seamlessly leads into the main lesson: You did an excellent job recalling these concepts digitally! Now, let's see how well you can match their exact English definitions. Please open your textbook to page 122, Looking Back section, Activity 1.

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

[2.1.TC2a]: Choose simple digital technologies for interaction by connecting personal smartphones to a live Quizizz platform to submit real-time answers.

2. PRESENTATION 

VOCABULARY

Activity 1: Match each word or phrase with its meaning.

a. Objective: To help Ss revise the words / phrases they have learnt in the unit.

b. Content: Students match 5 words/phrases (lifestyle, common practice, street food, making crafts, dogsled) with their definitions.

c. Product: Correctly matched pairs of vocabulary and definitions.

d. Organization:

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Activity 2: Complete each sentence with a word or phrase from the box.

a. Objective: To help Ss revise and use the vocabulary they have learnt in context.

b. Content: Students complete 5 sentences using: maintain, lifestyle, in the habit of, online lessons, greeted.

c. Product: Completed sentences with appropriate context.

d. Organization:

GRAMMAR

Activity 3: Complete the sentences, using the correct tense of the verbs in brackets.

a. Objective: To help Ss revise the forms and uses of the future simple, and the first conditional in sentences.

b. Content: Students conjugate verbs in brackets into either future simple or present simple for first conditional sentences.

c. Product: Sentences with correct verb tenses.

d. Organization:

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Activity 4: Rewrite the following sentences so that their meaning stays the same.

a. Objective: To help Ss revise the future simple and the first conditional by rewriting sentences, using these grammar points.

b. Content: Students rewrite 5 sentences using "If" or "Unless".

c. Product: Grammatically correct rewritten sentences maintaining the original meaning.

d. Organization:

3. PRACTICE 

a. Objective: To consolidate and elevate students' mastery of vocabulary and grammatical structures from Unit 6 through varied formats.

b. Content: Students complete worksheet consisting of two tasks (Task 1: MCQs, Task 2: Sentence Transformation & Error Correction).

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

d. Organization:

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4. APPLICATION

PROJECT 

Interesting lifestyles around the world 

a. Objective: To give Ss an opportunity to practise finding information about an interesting way of life around the world; to help Ss improve their creativity and teamwork; to improve their speaking and presentation skills.

b. Content: Students finalize their research on everyday life, cooking, crafts, etc., create a poster, and give presentations to the class.

c. Product: Digital posters and oral group presentations.

d. Organization:

Step 1: Teacher assigns learning tasks

- Tell Ss that they can refer to the suggestions given or choose their own.

- Have Ss work in groups and make a poster to introduce the people they have information about.

- Teacher guides students to use Canva to design their posters and an AI text generator to refine their presentation scripts.

Step 2: Students perform learning tasks

- Groups use AI (e.g., ChatGPT) to generate concise bullet points about their chosen lifestyle's festivals or folk songs.

- Groups design their visual posters using digital templates on Canva.

Step 3: Reporting and Discussion

- Call on some groups to show their posters and make presentations.

- Tell other groups to give their comments.

Step 4: Evaluation

- Have the class vote for the best poster.

- Finally, ask Ss to complete the self-assessment table. Identify any difficulties and weak areas. 

[6.2.TC2b]: Manage the implementation of AI tools in small projects by prompting AI to summarize cultural research data.

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

* HOMEWORK

- Review all Unit 6 vocabulary and grammar points for upcoming tests.

- Prepare for the next unit: Review 2 - Language.