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Giáo án NLS Tiếng Anh 8 Global Success Unit 6 Skills 1: Reading: An interesting lifestyle and ways to maintain its traditional lifestyle, Speaking: Maintaining traditional lifestyles

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Giáo án NLS Tiếng Anh 8 Global Success Unit 6 Skills 1: Reading: An interesting lifestyle and ways to maintain its traditional lifestyle, Speaking: Maintaining traditional lifestyles. 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 Skills 1: Reading: An interesting lifestyle and ways to maintain its traditional lifestyle, Speaking: Maintaining traditional lifestyles

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

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

UNIT 6: LIFESTYLES

SKILLS 1

I. OBJECTIVES

1. Knowledge and skills

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

Read for specific information (scanning) and guess the meaning of new words from context in a text about the traditional lifestyle in Alaska.
Speak about how people in different areas (and their own area) maintain their traditional lifestyles.
Use relevant vocabulary related to lifestyles (e.g., maintain, carving, weaving, dogsled, mushers).

2. Competences

General competences:

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

Specific competences:

Reading comprehension (skimming and scanning), lexical deduction, and speaking fluency.

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

3. Attributes

Respect: Develop an appreciation for cultural diversity and traditional lifestyles of indigenous people around the world and in Viet Nam.
Hard work: Actively participate in reading and speaking tasks, and utilize digital tools responsibly.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 8, Teacher's Book.
Computer, projector/smart TV, internet connection.
Interactive collaborative platforms (Padlet/Miro), Digital Quiz platform (Quizizz/Google Forms).
Google Earth (for the Warm-up).

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

a. Objective: To create an active atmosphere in the class before the lesson, activate students' prior knowledge about interesting/strange lifestyles, and lead into the new lesson.

b. Content: Teacher organizes a "Virtual Flight to Alaska" using Google Earth and a quick digital Q&A.

c. Product: Students successfully identify Alaska and share initial thoughts about lifestyles there.

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 asks some Ss what they know about interesting / strange lifestyles / ways of life around the world and elicits answers.

- Teacher instructs Ss to use their smartphones to access an AI chatbot (e.g., ChatGPT, Gemini,...) or search engine (e.g., Safari, Google,...).

- Teacher uses Google Earth on the projector to zoom into Alaska.

- Teacher asks Ss: What state of the USA is this? Search for one quick fact about its weather or people.

Step 2: Students perform learning tasks

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

- Ss observe the virtual map.

- Ss quickly prompt an AI chatbot (e.g., "Give me one short fact about Alaska's weather") or search online.

Step 3: Reporting and Discussion

- Teacher asks Ss to call out their findings.

- Students' answers:

+ It is Alaska.

+ Facts: It is very cold; it has indigenous tribes; it has glaciers, etc.

Step 4: Evaluation

- Teacher leads into the new lesson: Reading about Alaska and Speaking about how people maintain their traditional lifestyle.

- Teacher writes objectives on the board.

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

[1.1.TC2a]: Organize the search for data, information and content in digital environments by utilizing AI chatbots or search engines to quickly extract geographical and cultural facts about Alaska.

2. PRESENTATION

READING

Activity 1: Work in groups. Look at the picture, and discuss what you know about Alaska (its location, climate, native people, culture, ...). Read the text and check your answers.

a. Objective: To activate Ss' knowledge of the topic of the reading text.

b. Content: Students look at the picture on page 117, discuss Alaska's features, and read to verify.

c. Product: Students' accurate understanding of the text's general context.

d. Organization:

…………………………………………..

Activity 2: Match the highlighted words in the text with their meanings.

a. Objective: To help Ss develop the skill of predicting the meaning of new words using context, and learn new vocabulary.

b. Content: Match words (maintain, styles, experience, mushers) with meanings (a, b, c, d).

c. Product: Correct matching answers.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Have Ss read the text quickly and find the highlighted words. Tell them to use the context to predict meaning, then do the matching.

- For weaker Ss, teacher suggests using an AI tool (e.g., ChatGPT, Gemini,...) to prompt for examples if context isn't enough.

Step 2: Students perform learning tasks

- Ss work individually.

- If stuck, a student might prompt AI: "Give me an easy example sentence for the word 'musher'."

Step 3: Reporting and Discussion

- Check the answers as a class.

Step 4: Evaluation

- Confirm correct answers. Provide Vietnamese equivalents for less able Ss if needed.

- Teacher moves on to the next content.

Key:

1. d

2. a

3. c

4. b

[6.2.TC2a]: Optimize the use of AI tools to achieve higher efficiency by querying an AI language model for contextual examples of complex vocabulary to aid comprehension.

Activity 3: Read the text again and answer the questions.

a. Objective: To help Ss develop the skill of reading for details (scanning).

b. Content: Ss read the text again and answer 5 comprehension questions.

c. Product: Accurate written answers to the questions.

d. Organization:

…………………………………………..

EXTRA ACTIVITY

a. Objective: To personalize the topic and give Ss an opportunity for freer speaking practice based on the text.

b. Content: Ss work in pairs to talk about what they would like to visit in Alaska and provide reasons.

c. Product: Students' personal explanations and opinions about Alaska.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Put Ss into pairs and ask them to talk about what they would like to visit in Alaska and provide reasons to explain their answers.

- Encourage them to use details from the text as well as anything else they know.

- Encourage Ss to quickly find one picture of Alaska on their phones to show their partner while speaking.

Step 2: Students perform learning tasks

- Ss work in pairs, discussing their preferences (e.g., wanting to see the native villages, the dogsled race, or the snow).

- Ss may show a visual image on their devices to make their explanations clearer and more engaging.

Step 3: Reporting and Discussion

- Call on some Ss to share their partner's ideas with the whole class.

Step 4: Evaluation

- T praises Ss for good ideas and smooth delivery.

- Teacher moves on to the next content.

Expected Products:

A: "I want to visit Anchorage to see the Iditarod Trail Sled Dog Race because it sounds very exciting."

B: "I would like to visit the native villages to see their special styles of carving."

[2.1.TC2a]: Choose simple digital technologies for interaction by using a smartphone to find and share a visual aid (picture) to support their speaking.

SPEAKING

Activity 4: Work in pairs. Look at the pictures and use the cues to talk about what people in some places do to maintain their traditional lifestyle.

a. Objective: To provide Ss with an opportunity to revise vocabulary and practice asking/answering about maintaining traditional lifestyles.

b. Content: Ss practice a model dialogue using cues for Chau An Village, Nam Ri Village, and Son Ca Village.

c. Product: Fluent pair conversations based on the provided cues.

d. Organization:

…………………………………………..

Activity 5: Work in pairs. Ask and answer about how people in your area maintain their traditional lifestyle. You can use the ideas in 4 and the reading text in 1.

a. Objective: To help Ss practice asking and answering about how people in their area maintain their traditional lifestyle; improve speaking skill.

b. Content: Personalized speaking practice based on the local community.

c. Product: Authentic conversations about local traditions.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Allow some time for Ss to think about how people in their area maintain their traditional lifestyle.

- Teacher encourages Ss to use AI (e.g., ChatGPT, Gemini,...) on their phones to brainstorm ideas if they are unsure (e.g., searching for local traditional foods, crafts, or festivals).

Step 2: Students perform learning tasks

- Ss might use AI: "List 3 traditional activities people in [Student's City/Province] do to keep their culture alive."

- Have Ss work in pairs (or groups of 4-5). Ask them to use ideas in 4 and learned vocabulary.

Step 3: Reporting and Discussion

- Call on some pairs to talk in front of the class.

Step 4: Evaluation

- T and other Ss listen and comment.

- Teacher moves on to the next content.

Expected Products:

Students confidently share local practices, e.g., making Banh Chung for Tet, participating in local temple festivals, or weaving traditional conical hats.

[6.2.TC2a]: Optimize the use of AI tools to achieve higher efficiency by generating personalized, localized ideas and vocabulary for the speaking task.

3. PRACTICE

a. Objective: To consolidate the vocabulary (lifestyles, traditions, Alaska text context) and grammar through varied digital formats.

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

c. Products: Students' accurate responses submitted via a digital platform demonstrating higher-order thinking.

d. Organization:

…………………………………………..

4. APPLICATION

a. Objective: To help students creatively synthesize the vocabulary about traditional lifestyles in a personalized, real-life project.

b. Content: A take-home project called "My Local Tradition Project".

c. Product: A short digital brochure or a 1-minute promotional video about a local tradition.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher introduces the homework project: "My Local Tradition Project."

- Instructions: Choose a specific traditional lifestyle or practice in your hometown (e.g., a craft village, a traditional festival, or food preparation).

- Use an AI tool (like ChatGPT) to help outline a script or brochure layout.

- Use Canva to design a digital brochure OR CapCut to edit a 1-minute video explaining how people maintain this tradition.

- Must include at least 4 keywords from Unit 6 (e.g., maintain, traditional, unique, experience).

Step 2: Students perform learning tasks

- Ss brainstorm using AI text generators.

- Ss create their media using design/video apps.

- Ss upload their final files to a shared class Padlet.

Step 3: Reporting and Discussion

- In the next lesson, the teacher will play 2-3 outstanding videos or showcase the best brochures.

Step 4: Evaluation

- Teacher grades based on creativity, correct use of vocabulary, and clear communication of the traditional lifestyle.

[6.2.TC2b]: Manage the deployment of AI tools in small projects by prompting an AI to generate a script/outline for a cultural project.