Em bán giáo án năng lực số Global Success 6789 rất hay, liên hệ Zalo O988166193 để mua ạ

Tiết thứ: 41
UNIT 6: LIFESTYLES

Lesson 1: Getting started - Lifestyles differences ! P60-61
Class
Date of teaching
Attendence
8A
08/12/2025
8B
08/12/2025
8C
08/12/2025
I. OBJECTIVES: * By the end of this unit, students will be able to:
- gain an overview about the topic Lifestyle
- gain vocabulary to talk about Lifestyle
1. Knowledge:
+ Vocabulary: greet (v), greeting (n), serve (v), common practice (n), in the habit of, waiter,
waitress.
+ Language: Future simple; First conditional; Expressing certainty
+ Pronunciation: Sounds: /br/ and /pr/
2. Competence:
a) General competencies:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative learning
and communicative competence.
- Sts can introduce themselves or one another fluently.
c) Digital Competencies

- NLS1: Image/video data analysis; NLS2: Quick responses via interactive platforms.
Suggested app: YouTube
3. Qualities: Love talking about different lifestyles. Having benefits of their hobbies in daily life. Ss
have the good attitude to working in groups, individual work, pair work, cooperative learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet.
Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
1. WARM-UP (5'-IW, PW)
a. Objectives:
Start the lesson and generate interest.
Students guess the topic "Lifestyles" through videos of different greetings.
b. Content:
Watch the video → discuss → answer the questions.
c. Product:
- Students know the topic of the unit and be ready for the conversation.
d. Implementation:
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Assigning the task:
Questions and suggested answers:
1. Assignment: The teacher opens a YouTube video about - In Viet Nam, how do two men greet
greetings around the world.
each other when they meet?
The teacher asks the students to watch and record two types
-> They shake hands or say hello.
of greetings.
- Do people in Thailand shake hands
The teacher asks the following questions:
when meeting?
“What greetings did you see in the video?”
-> No. They greet each other with a
“What lifestyle aspect does this video talk about?”

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2. Execution:
“Wai” and say “Sawadee”.
Students watch the video and quickly note down different
types of greetings.
Students enter their answers into Mentimeter to create a
“word cloud.”
3. Reporting: The teacher shows the results from
Mentimeter.
A few students explain why they chose that particular
greeting.
4. Conclusion: The teacher comments and summarizes the
lesson's theme:
“Today we learn about lifestyles and lifestyle differences.”
2. KNOWLEDGE FORMATION (10'-IW, PW)
a. Objectives: - To prepare vocabulary for students to understand the conversation.
b. Content: - Vocabulary pre-teaching.
c. Product: - Students know how to use the target vocabulary.
d. Implementation
Vocabulary pre-teaching.
Observation
1. Assigning the Task: The teacher shows an illustration of Questions & answers
the new word.
Vocabulary:
Assigning the task: “Search the meaning of greet and serve 1. greet (v)
on the Cambridge Dictionary.”
2. greeting (n)
Students post the word meaning and example sentences on
3. serve (v)
their Padlets.
2. Execution: Students look up the word → write down the 4. common practice (n)
5. in the habit of
meaning → pronounce it according to the Global speak.
Students write short examples and post them on their
Padlets.
3. Reporting: The teacher selects 3 student examples on
their Padlets for students to read aloud.
The class provides feedback.
4. Conclusion: The teacher summarizes the meaning,
pronunciation, and part of speech.
1: Listen and read
Task 1: Listen and read.
1. Assigning the task: Teacher plays the audio.
Assigning the task:
“Listen and choose the best answer on Quizizz.”
2. Execution: Students listen 1:2 times.
Students take the quiz directly.
3. Reporting:
Quizizz displays the leaderboard → Students explain their
choices.
- What do you think Nam and Tom are
4. Conclusion:
Teacher confirms the correct answers and explains the talking about?
difficult questions.
-> They are talking about lifestyles
and lifestyle differences.
3. PRACTICE (20'-IW, PW, GW)
a. Objectives:
- To help Ss use words and phrases related to lifestyles.
- To help Ss further understand the text.
- To introduce some vocabulary items and collocations related to lifestyles.
b. Content:
- Task 2: Read the conversation again and complete the table.

Em bán giáo án năng lực số Global Success 6789 rất hay, liên hệ Zalo O988166193 để mua ạ
- Task 3: Complete each sentence with a word or phrase from the box.
- Task 4: Label each picture with a word or phrase from the box.
c. Product:
- Students understand the conversation and know the vocabulary related to the topic.
d. Implementation
Task 2: Read the conversation again and complete the 2: Read the conversation again and
table.
complete the table.
Step 1: Task delivering
Answer key:
Teacher asks Ss to read the dialogue in detail to answer the 1. surnames
questions.
2. on the street
- Ask them how to do this kind of exercise.
3. store / restaurant
Explain the strategies, if necessary (e.g. reading the
statements in the table, underlining the key words in the
statements, locating the key words in the text, and then
completing the table).
Step 2: Task performance

- Ss' observation
- Ss underline parts of the dialogue that help them with the
answers.
- T Set a strict time limit to ensure Ss quickly read the text
for information.
Step 3: Report and discussion

- Read the dialogue in detail.
- Complete the table
- Ss compare their answers in pairs before sharing them with
the class.
- Ss give evidence to support their answers.
Step 4: Judgement

- Confirm the correct answers.
- Teacher checks the answers as a class and gives feedback.
Task 3: Complete each sentence with a word or phrase 3: Complete each sentence with a
from the box.
word or phrase from the box.
Step 1: Task delivering
Answer key:
- Teacher tells Ss to read the conversation again.
1. lifestyle
- T can ask for translation of some of the words and phrase 2. greet
in the box to check their understanding.
3. serve
Step 2: Task performance
4. practice
- Ss' observation
5. in the habit of
- Ss share their answers with one or more partners.
Step 3: Report and discussion

- T asks 2 students to write their answers on the board.

Step 4: Judgement

- Check the answers as a class.
Task 4: Label each picture with a word or phrase from 4: Label each picture with a word or
the box.
phrase from the box.
Answer key:
1. street food
2. food in restaurants
3. pizza
4. online learning

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5. greeting

Step 1: Task delivering

- T has Ss work individually to label the pictures with the
words and phrases in the box.
Step 2: Task performance

- Ss' observation
- Ss compare their answers with a partner.

Step 3: Report and discussion

Ss quickly write their answers on the board without
confirming the correct answers.
- T has Ss listen to the recording, check their answers, and
repeat the words / phrases.
- Ask Ss to look at the answers on the board and say if they
are right or wrong.
Step 4: Judgement

- Confirm the correct answers.
- Teacher checks the answers as a class and gives feedback.
- Teacher corrects the students as a whole class.
4. APPLICATION (10'-IW, PW, GW)
a. Objectives: - To introduce greetings around the world.
b. Content: - Task 5: QUIZZ: Greetings around the world.
c. Product: - Students know about greetings around the world.
d. Implementation
Task 5: QUIZZ: Greetings around t he world.
5: QUIZZ: Greetings around the
Step 1: Task delivering
world.
- Model this activity with a strong student.
Answer key:
- Ss finish the task in 2 - 3 minutes.
1. A 2. B
- T goes round to help weaker Ss.
3. B 4. B
Step 2: Task performance
5. A
- Ss' observation
* Home assignment
- Ss work in pairs.
- Learn by heart vocabulary
Step 3: Report and discussion
- Name a list of 10 ways of greetings
- Ss share the answers.
from different countries.
- Student's talk
- Prepare the next lesson: A closer
Step 4: Judgement
- Confirm the correct answers.
look 1
- T may need to explain to Ss if they do not know the - Prepare Project:
answers
+ Ask Ss to organize their posters into
* Home assignment
a presentation.
- T assigns the homework.
+ Ask Ss to work in groups to choose a
- Ss copy their homework.
village (in Viet Nam or another
- T explains it carefully
country) that they will make a poster
of, and decide what information they
should include and what pictures or
photos they should use to illustrate it.

Em bán giáo án năng lực số Global Success 6789 rất hay, liên hệ Zalo O988166193 để mua ạ

Tiết thứ: 42
UNIT 6: LIFESTYLES

Lesson 2: A closer look 1 P62-63
Class
Date of teaching
Attendence
8A
12/12/2025
8B
12/12/2025
8C
12/12/2025
I. OBJECTIVES: * By the end of this unit, students will be able to:
- gain an overview about the topic Lifestyle
- gain vocabulary to talk about Lifestyle
1. Knowledge:
+ Vocabulary: dogsled (n), make craft, tribal (a), native (a), weave (v),
+ Language: Future simple; First conditional; Expressing certainty
+ Pronunciation: Sounds: /br/ and /pr/
2. Competence:
a) General competencies:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative learning
and communicative competence.
- Sts can introduce themselves or one another fluently.
c) Digital Competencies:
NLS1 : Khai thác dữ liệu: HS quan sát hình và nhận diện nghĩa; NLS2 : Giao tiếp hợp tác số: Thi
đua trả lời trực tuyến.
3. Qualities: Love talking about different lifestyles. Having benefits of their hobbies in daily life. Ss
have the good attitude to working in groups, individual work, pair work, cooperative learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet.
Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
1. WARM-UP (5'-IW, PW)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
- To lead into the new lesson.
b. Content:
- Matching game (Task 1)
c. Product:
- Students get some vocabulary from the lesson and be ready for the lesson.
d. Implementation:
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Matching game:
Suggested answers:
1. dogsled (n)
2. make crafts (v)
3. native art (n)
4. weave (v)
5. tribal dance (n)

Em bán giáo án năng lực số Global Success 6789 rất hay, liên hệ Zalo O988166193 để mua ạ

NLS2: Digital Communication & Collaboration: Students
participate in interactive online games on Kahoot.
NLS5: Problem Solving with Technology: Students use
numerical operations to select and process information in a
game.
Step 1: Assigning the task: The teacher introduces the game
on Kahoot and asks students to match words with appropriate
pictures.
Step 2: Completing the task: Students access Kahoot and
complete the matching exercise according to the instructions.
Step 3: Reporting: Students observe the leaderboard and
quickly discuss the incorrect answers.
Step 4: Conclusion: The teacher provides feedback and
introduces the new lesson.
Digital Tool: Kahoot : Matching Game

2. KNOWLEDGE FORMATION (5'-IW)
a. Objectives: - To prepare vocabulary for students to do the tasks.
b. Content: - Vocabulary teaching.
c. Product: - Students know how to use the target vocabulary.
d. Implementation:
Vocabulary pre-teaching
* Vocabulary:
NLS1: Data Mining: Students look up the meaning and 1. dogsled (n)
pronunciation of words in the Cambridge Dictionary.
2. make crafts (v)
NLS6: AI Application: Students use AI (ChatGPT voice) to 3. weave (v)
listen to sample pronunciations and ask for more examples.
4. native (adj)
NLS4: Digital Safety & Ethics: Students use official data 5. tribal (adj)
sources and do not copy examples without verification.
Step 1: Assigning the task: The teacher asks students to look
up the word and write it in the blank space below the image.
Step 2: Completing the task: Students look up the word, listen
to the pronunciation, and complete the exercise.
Step 3: Reporting: A few students read the new word aloud.
Step 4: Conclusion: The teacher comments on the
pronunciation and meaning of the word.
Digital Tools: Cambridge Dictionary + ChatGPT voice
3. PRACTICE (20'-IW, PW, GW)
a. Objectives:
- To prepare vocabulary for students to do the tasks.
- To present some nouns that describe different aspects of lifestyles.
- To give Ss more practice on how to use words related to lifestyles in sentences.
b. Content:
- Task 2: Complete the sentences with the words and phrases from the box.
- Task 3: Choose the correct answer A, B, or C to complete each sentence.
c. Product:
- Students know how to use the target vocabulary.
d. Implementation:

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Task 1: Match the words and phrases with the pictures.
NLS5 : Giải quyết vấn đề bằng công nghệ: HS xử lý thông
tin : ghép cặp nghĩa trên Quizizz.
NLS2 : Giao tiếp & hợp tác số: HS trao đổi kết quả qua
bảng xếp hạng.

Task 2: Complete the sentences with the words and
phrases from the box.
Step 1: Assigning the task: The teacher asks students to
complete the matching exercise on Quizizz.
Step 2: Completing the task:
Students complete the matching.
Step 3: Reporting: Quizizz displays the results → Students
explain their choices.
Step 4: Conclusion: The teacher summarizes the correct
meaning.
Công cụ số: Quizizz : Matching mode
Task 3: Choose the correct answer A, B, or C to complete
each sentence.
NLS2: Digital Communication & Collaboration: Students
work together on Google Docs.
NLS1: Data Mining: Students review word definitions in a
digital dictionary when needed.
NLS4: Digital Safety & Ethics: Students respect their peers'
work - do not delete other people's notes.
Step 1 : Assigning the task:
The teacher asks students to open Google Docs and complete
the sentence.
Step 2 : Completing the task:
Students work individually → compare in pairs → enter the
answer.
Step 3 : Reporting:
A few students read the completed sentence.
Step 4 : Conclusion:
The teacher confirms the answer and corrects errors.

VOCABULARY
1: Match the words and phrases
with the pictures.
Answer key:
1. e
2. d
3. c
4. a
5. b
2: Complete the sentences with
the words and phrases from the
box.
Answer key:
1. weaving
2. tribal dances
3. native art
4. making crafts
5. dogsled
3: Choose the correct answer A,
B, or C to complete each
sentence.
1. A
2. B
3. A
4. C
5. B

Digital Tool: Google Docs (shared document)

4. APPLICATION (20'-IW)
a. Objectives:
- To help Ss identify how to pronounce the sounds /br/ and /pr/;
- To help Ss practise pronouncing these sounds in words.
b. Content:
- Task 4: Listen and repeat the words. Pay attention to the sounds /br/ and /pr/.
- Task 5: Listen and practise the sentences. Underline the words with the sound /br/ and circle the
words with /pr/.
c. Product:
- Students repeats the words correctly
d. Implementation:

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* PRONUNCIATION
Task 4: Listen and repeat the words. Pay attention to the 4: Listen and repeat the words.
sounds /br/ and /pr/.
Pay attention to the sounds /br/
NLS1: Data Mining: Students find and listen to real and /pr/.
pronunciation samples from Global speak
NLS6: AI Application: Students use AI (Global speak
/ChatGPT voice) to check their pronunciation.
Digital Tools: Global speak /ChatGPT voice
Unit: Unit 6: Lifestyles - /br/ and /pr/
Step 1: Assigning the task:
The teacher asks students to find words on Global speak and
practice reading them.
Answer key:
Step 2: Performing the task:
1. A
Students listen: repeat: use AI to check.
2. B
Step 3: Reporting:
3. A
A few students read aloud as a model.
4. C
Step 4: Conclusion:
5. B
The teacher corrects mouth shape and breath control.
Task 5: Listen and practise the sentences. Underline the 5: Listen and practise the
words with the sound /br/ and circle the words with /pr/.
sentences. Underline the words
NLS5: Giải quyết vấn đề bằng công nghệ: HS dùng thao
with the sound /br/ and circle the
tác kéo: thả để phân loại đúng.
words with /pr/.
NLS3: Sáng tạo nội dung số: HS trình bày bảng phân loại
Answer key:
trực quan.
1. My brother says online learning
Step 1: Assigning the task:The teacher asks students to drag
and drop words into the correct groups.
improves our IT skills.
Step 2: Completing the task: Students complete the exercise.
2. Santa Claus brings a lot of
Step 3: Reporting:Students explain 1–2 difficult words.
presents to children.
Step 4: Conclusion:The teacher summarizes the rule.
3. She briefly introduced the new
Công cụ số: LiveWorksheet: Drag & Drop
programme.
4. He spent a lot of time preparing
for his algebra test.
5. My mum prays at the temple
before breakfast on Sundays.
* Home assignment
* Home assignment
NLS3: Digital Content Creation: Students create personal - Learn by heart vocabulary
audio files.
- Practice pronounces the sounds
NLS2: Digital Collaborative Communication: Students share
/br/ and /pr/.
audio recordings and provide feedback to each other.
Prepare: A closer look 2
NLS4: Digital Safety & Ethics: Do not upload other people's
voices without their consent.
Digital Tool: Global speak
V. FEEDBACK:
With 8A ………………………………………………………………………………………..…
With 8B ……………………………….……...……………………………………..……………
With 8C ……………………………….…………………………………………………….……

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Tiết thứ: 43
UNIT 6: LIFESTYLES

Lesson 3: A closer look 2 P63-64
Class
Date of teaching
Attendence
8A
13/12/2025
8B
13/12/2025
8C
13/12/2025
I. OBJECTIVES: * By the end of this unit, students will be able to:
- gain an overview about the topic Lifestyle
- gain vocabulary to talk about Lifestyle
1. Knowledge:
+ Vocabulary: dogsled (n), make craft, tribal (a), native (a), weave (v),
+ Language: Future simple; First conditional.
+ Pronunciation: Sounds: /br/ and /pr/
2. Competence:
a) General competencies:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative learning
and communicative competence.
- Sts can introduce themselves or one another fluently.
3. Qualities: Love talking about different lifestyles. Having benefits of their hobbies in daily life. Ss
have the good attitude to working in groups, individual work, pair work, cooperative learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet.
Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE
1. WARM-UP (5'-IW)
a. Objectives:
- To introduce the term of first conditional
b. Content:
- Asking questions to lead in the lesson.
c. Product:
- Students' answers.
d. Implementation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Asking questions:
NLS1: Data Mining: Students observe image data to make
predictions.
NLS2: Digital Collaborative Communication: Students
enter their prediction ideas into Mentimeter in groups.
Step 1: Assigning the task:
The teacher shows the image and asks students to predict
using the phrase “will / may / might”.
Step 2: Performing the task:
Students enter their predictions into the Mentimeter.

Em bán giáo án năng lực số Global Success 6789 rất hay, liên hệ Zalo O988166193 để mua ạ
Step 3: Reporting: The teacher displays the results in a
“word cloud” format → Students explain their predictions.
Step 4: Conclusion: The teacher provides feedback and
moves on to the next lesson.
2. KNOWLEDGE FORMATION (10'-IW)
a. Objectives:
- To teach Ss the forms of future simple and first conditional
b. Content:
- Teacher asks Ss to do the exercise individually and then check their answer in pairs.
- Invite some Ss to share their answers. Confirm the correct answers.
c. Product:
- Students know how to use the target grammar.
d. Implementation
Grammar teaching
Step 1: Task delivering

- Teacher reminds students that they have already learnt
The future simple and First conditional.
Step 2: Task performance

- Ss' observation
- Tell them to read the Remember! box in pairs (P63, 64)
Step 3: Report and discussion

- Read the Remember! box in pairs (P63, 64)
- Make examples.
Step 4: Judgement

- Teacher explains again the form and use of future simple
and first conditional.
3. PRACTICE (20' - IW, PW, GW)
a. Objectives:
- To help Ss practise future simple and first conditional in sentences
b. Content:
- Task 1: Use the verbs from the box with will or won't to complete these dialogues.
- Task 2: Arrange these words and phrases in the correct order to form meaningful sentences.
- Task 3: Give the correct tense of the verbs in brackets, using the first conditional.
- Task 4: Fill in each blank with IF or UNLESS.
c. Product:
- Students understand how to use the target grammar.
d. Implementation
Task 1: Use the verbs from the box with will or won't 1: Use the verbs from the box with
to complete these dialogues.
will or won't to complete these
NLS1: Data Mining: Students read and analyze the dialogues.
summary table on the slide.
Answer key:
NLS6: AI Application: Students ask the AI for more 1. will tell
examples or to review its usage.
2. will attend : won't join
Step 1: Assigning the task: The teacher asks students to 3. won't have : will do
read the summary table and rewrite the formula.
Step 2: Performing the task: Students write the formula in
their notebooks; refer to additional examples from AI if
needed.
Step 3: Reporting: A few students read the rule aloud.
Step 4: Conclusion: The teacher standardizes: usage: level

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of certainty.
Digital Tool: ChatGPT (AI examples)
Task 2: Arrange these words and phrases in the correct 2: Arrange these words and phrases
order to form meaningful sentences.
in the correct order to form
NLS2: Digital Collaborative Communication: Students fill meaningful sentences.
in answers in groups on Google Docs.
Answer key:
NLS1: Data Mining: Students review sample examples 1. We will take our first-term exams
from AI/dictionaries as needed.
very soon.
Step 1: Assigning the task: The teacher asks students to 2. Will they stay in an igloo when they
open their Google Docs documents and complete the visit Alaska?
assignment.
3. She will work with the tribal groups
Step 2: Completing the task: Students work on the to help them revive their culture.
assignment → compare their answers within the group → 4. I won't choose online learning in the
make corrections.
second semester.
Step 3: Reporting: A few students read out their answers.
5. I'll come to see you if I go to London
Step 4: Conclusion: The teacher corrects errors → finalizes this summer.
the answer.
Digital Tools: Google Docs (shared document)/ Hoclieu.vn
Task 3: Give the correct tense of the verbs in brackets,
using the first conditional.
3: Give the correct tense of the verbs
NLS5: Problem Solving with Technology: Students use in
brackets,
using
the
first
Quizizz for quick problem-solving and comparison.
conditional.
NLS2: Digital Collaborative Communication: Students
quickly discuss based on displayed results.
Answer key:
Step 1: Assigning the task: The teacher asks students to 1. eat
participate in the matching quiz.
2. goes
Step 2: Completing the task: Students complete the 3. will have
sentences → view the results automatically.
4. don't do
Step 3: Reporting: Students explain 1–2 difficult 5. Will she be
compound sentences.
Step 4: Conclusion: The teacher summarizes the content.
Digital Tool: Quizizz: Matching
Task 4: Fill in each blank with IF or UNLESS.
NLS5: Giải quyết vấn đề bằng công nghệ: HS dùng
4: Fill in each blank with IF or
LiveWorksheet kéo: thả để sắp xếp.
NLS3: Sáng tạo nội dung số: HS trình bày câu hoàn
UNLESS.
chỉnh trực quan.
Answer key:
Step 1: Assigning the task: The teacher asks students to
1. Unless
rearrange the words into a complete sentence.
2. if
Step 2: Completing the task: Students perform the drag3. unless
and-drop operation and check the result.
4. If
Step 3: Reporting: Several students read the complete
5. unless
sentence.
Step 4: Conclusion: The teacher provides feedback and
reinforces the structure.
Công cụ số: LiveWorksheet: Drag & Drop.
4. APPLICATION (10'-IW, PW, GW)
a. Objectives:
- To help Ss apply the uses of the first conditional with if and unless in real contexts by making

Em bán giáo án năng lực số Global Success 6789 rất hay, liên hệ Zalo O988166193 để mua ạ
sentences about themselves
b. Content:
- Task 5: Complete the following sentences to make them true for you. Then share your answers with
a partner.
- Home assignment
c. Product:
- Students can make sentences using the learned grammar points.
- Take note home assignment.
d. Implementation
Task 5: Complete the following sentences to make them 5: Complete the following sentences
true for you. Then share your answers with a partner.
to make them true for you. Then
NLS3: Digital Content Creation: Students create prediction share your answers with a partner.
posters using Canva.
Suggested answers:
NLS4: Digital Safety & Ethics: Students use open-source 1. If it rains tomorrow, I will stay at
images that do not violate copyright.
home.
NLS6: AI Application: Students can use AI to suggest
sentences or examples, but must edit them according to 2. Unless I get good marks, I will be
upset.
their own understanding.
3. If I have free time this weekend, I
Step 1: Assigning the task:
The teacher asks students to create a prediction poster (3–4 will visit my grandparents
sentences) about lifestyles.
4. If I study harder, I will get good
Step 2: Completing the task:
marks.
Students design the poster on Canva.
5. Unless I go to bed early, I will be
Step 3: Reporting:
tired tomorrow.
Several groups present their work.
Step 4: Conclusion:
The teacher comments on the language, images, and
creativity.
Digital Tool: Canva: Mini Poster

* Home assignment
- T assigns the homework.
- Ss copy their homework.

* Home assignment
- Do exercise in workbook
- Prepare: Communication

- T explains it carefully

V. FEEDBACK:

With 8A …………………………………………………………….…………………………..…
With 8B …………………………...…………………………………….…………..……………
With 8C ………………………………………………………………..…………………….……

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Tiết thứ: 44

UNIT 6: LIFESTYLES

Lesson 4: Communication P64-65
Class
Date of teaching
Attendence
8A
15/12/2025
8B
15/12/2025
8C
15/12/2025
I. OBJECTIVES: * By the end of this unit, students will be able to:
- Gain an overview about the topic Customs And Traditions
- Gain vocabulary to talk about Customs and Traditions
1. Knowledge:
+ Vocabulary: admire (v), chase away, pray (v), offering (n), ornamental tree,
+ Language: - express certainty: - Sure; - Yes, certainly.
+ Pronunciation: Sounds: /n / and /ŋ/
2. Competence:
a) General competencies:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
b) Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative learning
and communicative competence.
- Sts can introduce themselves or one another fluently
3. Qualities: - Be ready and confident in real life conversations. Ss have the good attitude to
working in groups, individual work, pair work, cooperative learning.
II. PREPARATIONS
Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet.
Phần mềm tương tác hoclieu.vn
Students: Text books, pencils, pics, blank papers, realia,….
III. PROCEDURE

1. WARM-UP (5'-IW)

a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content: -Jumbled conversation
c. Product: - Students' answers.
d. Implementation
TEACHER'S AND STUDENTS' ACTIVITIES

Jumbled conversation:

NLS2: Giao tiếp & hợp tác số: HS cùng thao tác sắp
xếp trên Padlet (cột theo thứ tự).
NLS5: Giải quyết vấn đề bằng công nghệ: HS sử
dụng thao tác kéo: thả để hoàn thiện thứ tự hội thoại.
Step 1: Assigning the t