Giáo án NLS Tiếng Anh 8 Global Success Unit 7 Looking back; Project: A serious pollution problem in my area

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 7: ENVIRONMENTAL PROTECTION

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 the topic of Environmental Protection (habitats, endangered species, carbon footprint, pollution).

• Revise and accurately use complex sentences with adverb clauses of time (when, while, before, after, until, as soon as).

• Apply the acquired knowledge to identify a serious local environmental problem and collaboratively design a practical solution.

• Improve speaking and presentation skills through the Project activity.

2. Competences

General competences: 

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

Specific competences: 

• Read and listen for specific information, manipulate word forms, detect grammatical errors, and transform sentences. 

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. 

• Responsibility: Develop a strong awareness of environmental protection and take practical actions to reduce pollution in their local area. 

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 8, Teacher's Book, Lesson Plan. 

• Computer, projector/smart TV. 

• Interactive presentation platform (e.g., Nearpod/Mentimeter), interactive collaborative whiteboard (e.g., Padlet, Miro). 

2. Students' aids

• Textbook, notebooks, pens. 

• Smartphones/Tablets with internet access. 

• AI chatbot (e.g., ChatGPT, Gemini), editing apps (Canva). 

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge, review vocabulary from Unit 7, and create a highly engaging atmosphere before diving into the lesson. 

b. Content: Teacher organizes a vocabulary mission game called "Mission: Eco-Word Rescue". 

c. Product: Students successfully unscramble and recall the vocabulary related to environmental protection. 

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 divides the class into 4 teams and explains the "Mission: Eco-Word Rescue".

- Teacher projects a set of 10 scrambled words from Unit 7 (e.g., TTABHAI, LUTIONPOL, TERLITING, GERNEDDNAE, NOBRAC, CIEPSES, MENTRONENIV, STEMSYECO, TECTPRO, BISHRUB) on the smartboard using an interactive slide platform (Nearpod/Mentimeter).

- Teacher asks teams to quickly unscramble the words and submit their answers digitally.

Step 2: Students perform learning tasks

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

- Students work in their teams, analyzing the scrambled letters.

- Students use their smartphones to connect to the Nearpod/Mentimeter link and type out the correct vocabulary words as fast as possible.

- The teacher observes the live submissions.

Step 3: Reporting and Discussion

- Teacher says "Time's up!" and displays the final results on the smartboard.

- Teacher checks the answers with the whole class, asking students to pronounce the words correctly.

- Expected answers: HABITAT, POLLUTION, LITTERING, ENDANGERED, CARBON, SPECIES, ENVIRONMENT, ECOSYSTEM, PROTECT, RUBBISH

Step 4: Evaluation

- Teacher counts the correct words, declares the winning team, and gives them a small reward.

- Teacher leads into the lesson: Now that we've rescued our vocabulary, let's use it in our Looking Back and Project sections.

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

[2.1.TC2a]: Choose simple digital technologies for interaction by setting up an interactive Nearpod/Mentimeter slide for the game.

[2.4.TC2a]: Select digital tools and technologies for collaborative processes by having students connect their smartphones to the interactive platform to submit real-time team answers.

2. PRESENTATION

VOCABULARY

Activity 1: Choose the correct answer A, B, or C to complete each sentence.

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

b. Content: Students read 5 sentences and choose the correct vocabulary words (habitat, species, Protecting, reduce, Cutting down).

c. Product: Students' correct multiple-choice answers based on context clues.

d. Organization:

Activity 2: Complete each of the sentences 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 fill in blanks using words from the box (carbon footprint, picking up rubbish, endangered species, littering, habitats).

c. Product: Completed sentences with the correct words/phrases.

d. Organization: