Giáo án tích hợp NLS Tiếng Anh 8 Review 4: Language Giáo án Năng lực số Tiếng Anh 8 Global Success

1. WARM-UP (5’-IW)

a. Objectives:

- To create an active atmosphere in the class before the lesson

- To lead into the new unit.

b. Content:

- Games Whisper

c. Product:

- To remind students the knowledge that they have learnt in Units 10-11-12

d. Implementation: Teacher’s instruction

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Whisper

Task delivering The teacher divides the class into four teams. One representative from each team comes to the front.

1.2.TC2a: The teacher opens a blank digital board on the projected laptop screen.

The teacher explains the rules: The teacher will whisper a sentence to the first person. That person whispers it to the next, and so on. The final person in the chain must step up to the laptop and type the sentence out loud on the screen. Each person can only say "Can you please repeat that?" once.

· Scaffolding Questions:

Weak: "Remember to listen for keywords. If you hear 'planets', what system are we talking about?"

Average: "Focus on the verbs. Are we talking about the present or the future?"

Good/Excellent: "Pay attention to sentence structure. Ensure you pass on the exact grammar, not just the meaning."

Task performance The teacher whispers the target sentences to the first students:

Sentence 1: "We can't connect the Internet in this room."

Sentence 2: "There are eight planets in our solar system."

Sentence 3: "I have one TV, one radio and two tables."

Students pass the message down the line. (For example, in class 8A, Minh Anh listens carefully and whispers the phrase to Nhật Minh, and Huyền Trang is the final student to type it on the laptop).

The final students type their received messages onto the projected digital board.

Report & discussion The class reads the typed messages on the screen.

The teacher projects the original correct sentences next to the students' typed versions for a visual comparison.

Judgement The teacher evaluates the students' listening accuracy, teamwork, and pronunciation clarity during the whisper chain. Feedback is focused on highlighting common misheard words and praising groups that maintained structural accuracy without revealing scores immediately.

1. We can’t connect the Internet in this room.

2. There are eigth planets in our solar system.

3. I have one TV, one radio and two tables.

2. KNOWLEDGE FORMATION (20’-IW, PW, GW)

a. Objectives:

- To help students revise the pronunciation they have learnt in the unit

b. Content:

- To circle the correct answer

- To listen and repeat

c. Product:

- Ss can remember pronounce correctly.

d. Implementation: Teacher’s instruction

Task 1: Choose the word which has a different stress pattern from that of the others.

Task delivering

3.1.TC2a: The teacher projects Task 1 via Hoclieu.vn.

The teacher assigns Ex 1a (stress patterns) for individual work. For Ex 1b and 1c, the teacher explains that the class will listen to the native audio directly from the platform.

· Scaffolding Questions:

Weak: "In 1a, listen to me read word 1: referee. Does the strong sound come at the beginning or the end?"

Average: "In 1b, question 4 (Will technology replace humans...), which words carry the most important meaning? The verbs or the prepositions?"

Good/Excellent: "In 1c, question 6, we have a list: a TV, a fridge, a table, and four chairs. How does our voice change on the word 'table' compared to the word 'chairs'?"

Task performance

Ex 1a: Students identify the different stress patterns (e.g., distinguishing between digital, conference, Japanese, difficult).

Ex 1b & 1c: The teacher plays the interactive audio on Hoclieu.vn. Students listen, identify stressed words, and draw intonation arrows in their books.

Report & discussion Students share their answers with a partner.

1.2.TC2a: Selected students come to the laptop to click the correct stress patterns (1a) and use the digital drawing tool to draw the rising/falling arrows directly on the projected sentences (1c).

Judgement The teacher assesses phonetic awareness by observing students' mouth movements and choral repetition. The teacher corrects pronunciation directly, focusing on clear articulation and proper pitch variation (especially for the rising intonation before the final item in a list), providing vocal modeling to correct errors.

1b: Read the sentences out loud with the correct stress. How many stressed words are there in each sentence? Listen, check, and repeat.

Task delivering The teacher displays Ex 2 on the screen.

The teacher instructs students to read the sentences and choose the best option (A, B, or C) to complete the context.

· Scaffolding Questions:

Weak: "Look at sentence 1. What do we call a small picture on social media used to show a smile or a sad face?"

Average: "In sentence 2, if we are communicating with students from different countries, is it a private message or a video conference?"

Good/Excellent: "For sentence 3, what is the precise difference in meaning between 'finding' and 'experiment' in a scientific context?"

Task performance Students work individually to select their answers.

5.3.TC2a: The teacher uses a smartphone connected to the laptop to remotely control the Hoclieu.vn display, allowing the teacher to walk around the rural classroom and monitor students' written choices directly.

Report & discussion The teacher calls randomly on students to stand up, read the complete sentence with their chosen word, and briefly translate it to ensure comprehension.

Judgement The teacher evaluates the students' contextual understanding of the target vocabulary. Constructive feedback is provided by pointing out the specific contextual clues within the sentences that logically lead to the correct choice (e.g., linking "small digital image" to "emoji").

* Pronunciation

1: Choose the word which has a different stress pattern from that of the others. (Ex 1a, P.₁₃₄)

Answer key:

1. A 2. C

1b: Read the sentences out loud with the correct stress. How many stressed words are there in each sentence? Listen, check, and repeat. (Ex 1b, P₁₃₄)

Answer Key

3. How will people travel to work in the future?

-> 5 stressed words

4. A: Will technology replace humans in the future? -> 4 stressed words

B: No, it won’t. -> 2 stressed words