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Giáo án NLS Tiếng Anh 8 Global Success Unit 6 Skills 2: Listening: The impact of modern technology on lifestyles, Writing: The advantages or disadvantages of online learning

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Giáo án NLS Tiếng Anh 8 Global Success Unit 6 Skills 2: Listening: The impact of modern technology on lifestyles, Writing: The advantages or disadvantages of online learning. 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 2: Listening: The impact of modern technology on lifestyles, Writing: The advantages or disadvantages of online learning

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

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

UNIT 6: LIFESTYLES

SKILLS 2

I. OBJECTIVES

1. Knowledge and skills

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

Listen for general and specific information about modern technology and online learning.
Identify the advantages (strong points) and disadvantages (weak points) of online learning.
Write a paragraph (80 - 100 words) about the advantages or disadvantages of online learning using appropriate connectors.

2. Competences

General competences:

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

Specific competences:

Apply listening strategies (predicting, listening for keywords) to complete T/F and MCQ tasks; structure a logical paragraph with clear topic sentences and supporting ideas.

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 listening and writing tasks.
Responsibility: Develop a balanced perspective on using modern technology and digital devices for learning and communication.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 8, Teacher's Book.
Computer, projector/smart TV, audio speakers.
Interactive presentation platform (Mentimeter/Nearpod), collaborative whiteboard (Padlet), live quiz platform (Quizizz/Google Forms).

2. Students' aids

Textbook, notebooks, pens.
Smartphones/Tablets with internet access.
AI chatbot (e.g., ChatGPT, Gemini), word processing apps (Google Docs).

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

LISTENING

Activity 1: Work in groups. Which of the following do you think is more influenced by modern technology? Tick (✓) your choice(s).

a. Objective: To activate students' knowledge and experience of modern technology, including ways of learning.

b. Content: Students work in groups to tick the correct answer(s) among three options.

c. Product: Students' choices and explanations for their decisions.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher shares a link to a digital collaborative board (Padlet) where the three options are listed: ways of communicating, traditional food and drink, ways of learning.

- Have students work in groups. Give them 2-3 minutes to think and vote on the digital board.

Step 2: Students perform learning tasks

- Students discuss in groups and tick their choices digitally.

- Students type a short reason for their choices under the options on the Padlet.

Step 3: Reporting and Discussion

- Have them share their answers with the class.

- Ask them to explain the reasons for their choice. Teacher and other students listen and give comments.

Step 4: Evaluation

- Teacher summarizes the ideas.

- Teacher moves on to the next content.

Suggested answers:

- ways of communicating (✓)

- traditional food and drink

- ways of learning (✓).

[2.4.TC2a]: Select digital tools and technologies for collaborative processes by using a shared digital board (Padlet) to vote and brainstorm as a group.

Activity 2: Listen to the conversation and tick (✓) T (True) or F (False).

a. Objective: To help students practise listening for specific information.

b. Content: Students listen to a conversation between Mai and Chris and identify whether 5 statements are True or False.

c. Product: Correct T/F answers.

d. Organization:

…………………………………………..

Activity 3: Listen again and choose the correct answer to each question.

a. Objective: To help students practise listening for general and specific information (to choose the correct answers while listening to the recording).

b. Content: Students listen again and choose A, B, or C for 4 multiple-choice questions.

c. Product: Correct multiple-choice answers.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

Step 1: Teacher assigns learning tasks

- Have students read through the sentences first and determine what information they need to focus on while listening.

Step 2: Students perform learning tasks

- Play the recording from hoclieu.vn once or twice. Ask students to listen carefully and circle the correct answers in their books.

Step 3: Reporting and Discussion

- Play the recording once more for students to check their answers.

- Call on some students to give the answers and confirm the correct ones.

Step 4: Evaluation

- Provide the audio script if students have difficulty.

- Teacher moves on to the next content.

- Key: 1. A; 2. B; 3. C; 4. C.

EXTRA ACTIVITY

a. Objective: To improve note-taking skills and comprehension clarification.

b. Content: Students listen again, take notes, and compare with peers.

c. Product: Students' handwritten or digital notes.

d. Organization:

…………………………………………..

WRITING

Activity 4: Look at the list below. Put the ideas about online learning in the correct column.

a. Objective: To help students identify the advantages / strong points and the disadvantages / weak points of online learning to prepare for the writing task in 5.

b. Content: Students categorize 8 phrases into "Advantages" or "Disadvantages".

c. Product: A completed table of advantages and disadvantages.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

Step 1: Teacher assigns learning tasks

- Teacher may begin by asking students what they think of online learning, whether they like it or not, and give reasons why or why not.

Step 2: Students perform learning tasks

- Have students work in pairs. Tell them to read all the ideas given, think about them and put them in the correct column.

Step 3: Reporting and Discussion

- Teacher invites a few students to come to the board to write the phrases into the correct columns.

Step 4: Evaluation

- Check the answers as a class.

- Teacher moves on to the next content.

- Advantages: convenient, comfortable, more freedom, independent.

- Disadvantages: difficult to concentrate, no real interaction, harmful to our eyes, expensive equipment.

Activity 5: Write a paragraph (80 - 100 words) about the advantages OR disadvantages of online learning. You can refer to the listening and the ideas in 4.

a. Objective: To help students write a paragraph about the advantages OR disadvantages of online learning.

b. Content: Students write a structured paragraph utilizing the ideas from Activity 4.

c. Product: A written paragraph (80-100 words) with proper connectors and grammar.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Tell students to write a paragraph about the advantages or disadvantages of online learning. Ask them to refer to the listening and the ideas in 4.

- Teacher instructs students to draft their paragraph on a shared Google Docs file.

- Set a time limit for students to write the paragraph. Tell them to use proper connectors (first / firstly, second / secondly, etc.), and pay attention to grammar, use of words, spelling, and punctuation.

Step 2: Students perform learning tasks

- Students write their paragraphs.

- Teacher instructs students to use a free AI grammar checker (e.g., Grammarly extension or ChatGPT prompt: "Check for basic spelling errors") to self-correct before finalizing.

Step 3: Reporting and Discussion

- Teacher may collect some of students' papers (or select snippets from Google Docs) and mark them, and later make comments on their writing in the class.

Step 4: Evaluation

- Teacher displays a suggested answer on the board as a model.

- If there is not enough time for students to complete the task in class, have them do it as homework.

- Teacher moves on to the next content.

Suggested answer:

Online learning is becoming more and more popular, but it has several disadvantages. Firstly, it is very difficult for students to concentrate as they lack face-to-face interaction with their teachers and friends. Secondly, looking at the screen constantly is harmful to students’ eyes, and it causes tiredness, so it is not easy for students to work for too long. Thirdly, working online needs expensive equipment, such as a computer or laptop as well as Internet connection. For these reasons, I prefer going to school and having offline lessons, so that I can meet my teachers and friends every day.

[2.2.TC2a]: Apply appropriate digital technologies to share data, information and digital content by writing paragraphs directly onto a collaborative Google Docs document.

[6.2.TC2a]: Optimize the use of AI tools to achieve higher efficiency by utilizing an AI grammar checker to review and correct spelling and punctuation before submission.

3. PRACTICE

a. Objective: To consolidate the vocabulary and concepts learned in the lesson.

b. Content: Students complete one mission consisting of a multiple-choice task and a sentence transformation/word formation task.

c. Products: Students' correct answers demonstrating deeper comprehension and syntactic flexibility.

d. Organization:

…………………………………………..

4. APPLICATION

a. Objective: To help students creatively synthesize the advantages/disadvantages of modern learning technology in a personalized, real-life context, and to wrap up the lesson.

b. Content: A creative home assignment called "Tech Debate Vlog" and a brief lesson review.

c. Product: A short digital video/vlog presenting their arguments, and self-reflection on learned skills.

d. Organization:

…………………………………………..

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Giáo án Tiếng Anh 8 Global Success cả năm