Giáo án Tiếng Anh 8 - Period 57-59, Unit 8: Shopping - Năm học 2023-2024

 Date of preparing: 02/02/2024 
 Period 57: UNIT 8: SHOPPING 
 Lesson 3: A closer look 2 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - revise and use some adverbs of frequency 
 - identify how to use the present simple for future actions. 
 - understand the difference in the use of present simple and future simple when 
 talking about future activities. 
 2. Competences 
 - Develop competencies of communication, cooperation, and self-management. 
 - Be collaborative and supportive in pair work and teamwork 
 - Actively join in class activities 
 3. Personal qualities 
 - Be encouraged to know more about making plans, timetables, and schedules 
 - Develop self-study skills 
 II. MATERIALS 
 - Grade 8 textbook, Unit 8, A closer look 2. 
 - Computer connected to the Internet 
 - Projector / TV 
 - hoclieu.vn 
 III. PROCEDURES 
 1. WARM-UP (4 mins) 
 a. Objectives: 
 - To create an active atmosphere in the class before the lesson; 
 b. Content: 
 - Brainstorming 
 c. Expected outcomes: 
 - Having a chance to speak English and focus on the topic of the lesson. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Brainstorming 
- Ss work in two teams. 
- Give Ss 2 minutes to write as many adverbs of 
frequency as possible. 
- The team with the most correct sentences 
wins. 
- T leads in the lesson A CLOSER LOOK 2 on 
page 85. 
 e. Assessment 
 - T checks ss’ answers and gives feedback 
 2. ACTIVITY 1: PRESENTATION (7 mins) 
 a. Objectives: 
 - To review ss’ knowledge of adverbs of frequency 
 - To revise ss’ knowledge of the simple sentences 
 b. Content: 
 - Review some adverbs of frequency and their use. 
 - Revise simple sentences 
 c. Expected outcomes: 
 - Recall the main adverbs of frequency and their use. 
 - Recall the form of the simple sentences 
 - Know the use of the present simple for future actions. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
1. Adverbs of frequency 
- T gets ss to list all the adverbs of frequency they 
can remember and the elicits the use of adverbs of 
adverbs of frequency from ss. 
- T confirms the answer and gets ss to take notes 
2. Present simple for future events 
- T asks ss to recall the forms and uses of the 
present simple. 
- T introduces the use of the present simple for 
future actions. 
 e. Assessment 
 - Teacher listens to students’ answers and gives feedback. 
 3. ACTIVITY 2: PRACTICE (24 mins) 
 a. Objectives: 
 - to revise and use some adverbs of frequency. 
 - to apply the use of present simple for future actions. 
 - to understand the difference in the use of present simple and future simple when talking 
 about future activities. 
 b. Content: 
 - Task 1: Complete the sentences with the adverbs of frequency from the box. 
 - Task 2: Read the schedule of the field trip for the grade 8 students tomorrow and 
 underline the verbs in the sentences. Then answer the questions. 
 - Task 3: Write A next to a sentence if it refers to a timetable, schedule, or plan, and B if 
 it is an unplanned future action. 
 - Task 4: Choose the correct answer to complete each sentence. 
 c. Expected outcomes: 
 - Recall the main adverbs of frequency and their use. 
 - Recall the form and use of the simple sentences 
 - Can use the present simple for future actions. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Task 1: Complete the sentences with the adverbs of frequency from the box. (4 mins) 
- Ask Ss to do the activity individually. Answer key: 
- Have Ss read the sentences and decide which 1. always 
adverb in the box best describes the frequency of 2. rarely 
the action. 3. never 
- Call on some Ss to read aloud their answers. 4. often 
 5. sometimes 
- Check the answers as a class. Explain if 
needed. 
Task 2: Read the schedule of the field trip for the grade 8 students tomorrow and 
underline the verbs in the sentences. Then answer the questions. (5 mins) 
- Have Ss do this activity individually or in Answer key: 
pairs. Verbs: leaves, arrive, watch, starts, return 
- Ask them to read the schedule and underline 1. The present simple. 
the verb in each sentence. 2. Future activities. (Refer to the word 
- Allow them some time to answer the “tomorrow” in the task instructions.) 
questions. 
- Call on some Ss to give their answers. 
- Confirm the correct answers as a class. 
- Have Ss read the Remember! box. Explain 
if needed. 
Task 3: Write A next to a sentence if it refers to a timetable, schedule, or plan, and B if it 
is an unplanned future action. (6 mins) 
- Write scheduled future activity and Answer key: 
unplanned future activity on the board. Say two 1. B 
sentences: The bus leaves at 11:00 and we 2. A 
have plenty of time. and Don’t move. I’ll 3. A 
answer the phone. Ask Ss which sentence is a 4. A 
scheduled future activity and which one is an 5. B 
unplanned future activity. Then write them 
underneath their correct categories. 
- Ask Ss to work individually or in pairs. 
- Call on 2 - 3 Ss to read aloud their answers. 
- Confirm the correct answers as a class. 
Explain if needed. 
Task 4: Choose the correct answer to complete each sentence. (5 mins) 
- Have Ss do this activity individually. Answer key: 
- Ask Ss to read each sentence carefully and 1. opens 
 decide which option best completes the sentence. 2. will make 
- Call on some Ss to read out their answers. 3. won’t buy 
- Confirm the correct answers as a class. 4. is 
 5. Does 
 e. Assessment 
 - Students do peer correction 
 - Teacher checks students’ answers as a class and gives feedback. 
 4. ACTIVITY 3: PRODUCTION (5 mins) 
 a. Objectives: 
 - To provide Ss with a real-life practice to use the present simple to talk about events. 
 b. Content: 
 - Task 5: Work in pairs. Ask and answer to check planned events for the community fair 
 next month. 
 c. Expected outcomes: 
 - Ss can us the present simple to talk about the future the events. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 5: Work in pairs. Ask and answer to check planned events for the community fair 
next month. (5 mins) 
- Have Ss work in pairs. 
- Ask Ss to read the example so that they know 
what they have to do. 
- Allow Ss some time to read the schedule and ask 
and answer about the time of different events. 
- Call on some pairs to say aloud their questions and 
answers. Ask the whole class to follow and correct 
if they make a mistake. 
 e. Assessment 
 - T corrects any grammar and pronunciation mistakes if necessary. 
 5. CONSOLIDATION (4 mins) 
 a. Wrap-up 
 - Ask Ss to summarise what they have learnt in the lesson. 
 - Have them say out loud the adverbs of frequency they learned in the lesson. 
 - Have them retell the form and uses of the present simple 
 b. Homework 
 - Learn the use of adverbs of frequency by heart. 
 - Make 5 sentences of the simple present for future meaning 
 - Do Exercise in the Workbook 
 Date of preparing: 02/02/2024 
 Period 58: UNIT 8: SHOPPING 
 Lesson 4: Communication 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - identify how to make complaints in English 
 - know about one’s favourite shopping place. 
 2. Skills 
 - Make complaints in English 
 - Listen and talk about one’s favourite shopping place. 
 3. Competences 
 - Develop competencies of communication, cooperation, and self-management. 
 - Be collaborative and supportive in pair work and group work. 
 4. Personal qualities 
 - Raise ss’ awareness of other’s favourite shopping places. 
 - Have good attitude to making polite complaints 
 II. MATERIALS 
 - Grade 8 textbook, Unit 8, Communication. 
 - Computer connected to the Internet 
 - Projector / TV 
 - hoclieu.vn 
 III. PROCEDURES 
 1. WARM-UP (3 mins) 
 a. Objectives: 
 - To create an active atmosphere in the class before the lesson; 
 b. Content: 
 - Chatting 
 c. Expected outcomes: 
 - Having a chance to speak English and focus on the topic of the lesson. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Chatting: Expected answers: 
- T gives ss a situation: - Making complaints 
Suppose that you ordered a hat online, but when 
you got it, it didn’t have the same colour as you 
ordered. What would you do in that case? 
- T leads in the new lesson: If we aren’t satisfied 
with something you ordered, we can make 
complaints. There are two ways of making 
complaints that we will learn in Lesson 4. 
Communication. 
- Ask Ss to look at COMMUNICATION on page 
 86. 
 e. Assessment 
 - T checks ss’ answers and give feedback 
 2. ACTIVITY 1: EVERYDAY ENGLISH (12 mins) 
 a. Objectives: 
 - To introduce how to make a complaint; 
 - To help Ss practise making a complaint. 
 b. Content: 
 - Use everyday expressions to develop language skills (Making a complaint) 
 c. Expected outcomes: 
 - Students can make complaints about specific situations 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1: Listen and read the dialogue. Pay attention to the highlighted parts. (5 mins) 
- Play the recording for Ss to listen and read the To make a complaint, you can use: 
conversation where Tom makes complaints about - I’m calling/ writing to make a 
the SMART backpack he bought the previous week. complaint about . 
Ask Ss to pay attention to the highlighted parts. - I’m not happy with . 
- Elicit the structures for making a complaint. Have 
Ss practise the conversation in pairs. 
Task 2: Work in pairs. In turn, make complaints about the situations below. (7 mins) 
- Ask Ss to work in pairs to make similar dialogues. 1. The cans of fish you bought at the 
- Tell them to use the contexts given and the sample shop expired five days ago. 
requests. • I’m calling to make a complaint about 
- Give feedback on their dialogues. the cans of fish I bought at your shop five 
 days ago. It was expired. 
 2. An assistant at the shop was not very 
 helpful. 
 I’m not happy with an assistant at the 
 shop. She was not very helpful. 
 e. Assessment 
 - Teacher listens to students’ pronunciation and gives feedback. 
 3. ACTIVITY 2: MY FAVOURITE SHOPPING PLACE (25 mins) 
 a. Objectives: 
 - To help Ss practise listening for general and specific information. 
 - To provide Ss with some samples to help them talk about their favourite shopping 
 places. 
 b. Content: 
 - Task 3: Listen to three people talking about their favourite shopping places and tick the 
 place they mention. 
 - Task 4: Work in pairs. Take turns to ask and answer what each person in 3 likes about 
 their shopping place. 
 c. Expected outcomes: 
 - Know some different favourite shopping places 
 - Students can apply what they have learnt to talk about their favourite places to shop. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Task 3: Listen to three people talking about their favourite shopping places and tick the 
place they mention. (7 mins) 
- Have Ss read the instruction and the table so Answer key: 
that they know what they have to do while 
listening to the recording. 
- Play the recording and ask Ss to listen and 
tick the correct answers. 
- Call on some Ss to read their answers. 
- Confirm the correct answers as a class. 
Task 4: Work in pairs. Take turns to ask and answer what each person in 3 likes about 
their shopping place. (8 mins) 
- Have Ss work in pairs. Model dialogue: 
- Have Ss take turns to ask and answer about A: What does Nam like about shopping at a 
what each person in 3 likes about the place convenience store? 
where they shop. B: It saves him time. 
- Call on 2 - 3 pairs to share their lists. Make Suggested answers: 
comments. Mai: 
 The products are home-grown and home-
 made. The market goers know one another. 
 They chat happily while selling and buying. 
 Nam: 
 They are convenient because they are 
 everywhere. You can save time. 
 Alice: 
 There is a wide range of goods there. 
 Everything is cheaper than at other places. 
Task 5: Work in groups. Share your favourite shopping place with your group. (10 mins) 
- Have Ss work in groups. You can include: 
- T gets Ss to apply what they have learnt so - The name of the place 
far in this unit (ideas, vocabulary, grammar) - The reason(s) why you like it 
to talk about their favourite places to shop. 
- Allow Ss some time to talk in their groups. 
Go round and give support if needed. 
- Ask some Ss to share their ideas with the 
class. 
 e. Assessment 
 - T listens to ss’ reports and gives feedback on their pronunciation and content. 
 3. CONSOLIDATION (4 mins) 
 a. Wrap-up 
 - Ask Ss what they have learnt in the lesson. 
 - Ss retell 2 ways of making complaints and list some favourite shopping places 
b. Homework 
- Learn the ways to make complaints by heart. 
- Write a paragraph of 50 - 70 words about your favourite shopping place. 
- Do exercise in the Workbook 
 Date of preparing: 02/02/2024 
 Period 59: UNIT 8: SHOPPING 
 Lesson 5: Skills 1 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - use the lexical items related to the reason(s) people go shopping. 
 - make a conversation to ask and answer about a new shopping centre and 
 2. Skills: 
 - develop their reading skill for specific information (scanning) through multiple-
 choice questions and gap-filling exercise 
 - practise asking and answering questions for information about a new shopping 
 centre about a shopping place in their own area. 
 3. Competences 
 - develop communication skills and creativity 
 - be collaborative and supportive in pair work and teamwork 
 - develop presentation skill 
 - actively join in class activities 
 4. Personal qualities 
 - raise ss’ awareness of shopping places and the reason(s) people go shopping. 
 - have a good attitude towards going shopping to a shopping place. 
 II. MATERIALS 
 - Grade 8 textbook, Unit 8, Skills 1 
 - Computer connected to the Internet 
 - Projector / TV 
 - hoclieu.vn 
 III. PROCEDURES 
 1. WARM-UP (3 mins) 
 a. Objectives: 
 - To create an active atmosphere in the class before the lesson; 
 - To elicit from Ss some reasons why they go shopping 
 b. Content: 
 - Have Chatting activities to elicit some reasons why Ss go shopping 
 c. Expected outcomes: 
 - Having a chance to speak English and focus on the topic of the lesson. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Chatting: Expected answers: 
- Ask ss questions to elicit from ss the reasons - Yes/ No 
why they go shopping. - I go shopping twice a week/ every day . 
+ Do you like shopping? - I like shopping because . 
 + How often do you go shopping? 
+ Why do you go to shopping centres? 
- Ask Ss to discuss the reasons why they go 
shopping 
- Ask Ss to look at SKILLS 1 on page 87-88. 
 e. Assessment 
 - T listens to ss’ answers and gives feedback 
 2. ACTIVITY 1: READING (26 mins) 
 a. Objectives: 
 - To help Ss develop their reading skill for general and specific information. 
 b. Content: 
 - Task 1: Read the list below and tick (v) the most common reason(s) why you go 
 shopping. 
 - Vocabulary pre-teaching 
 - Task 2: Read the passage and choose the correct answer A, B, or C. 
 - Task 3: Fill in each blank with ONE word from the passage. 
 c. Expected outcomes: 
 - Know more new words and some reason(s) people go shopping. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Task 1: Read the list below and tick the most common reason(s) why you go 
shopping. (3 mins) 
- Have Ss work individually. 
- Ask Ss to read the words and phrases and tick 
the one(s) that is / are correct for them. 
- Call on some Ss to share their answers with the 
class. 
Vocabulary pre-teaching * Vocabulary: 
- Teacher asks ss to look through the text. 1. customer (n) 
- Teacher gets ss to guess the meaning of the new 2. try on (v) 
vocabulary through context 
 3. decoration (n) 
- Teacher confirms the answers then gets ss to 
read orally and take notes of all the four words in 4. wander (v) 
their notebooks. 
Task 2: Read the passage and choose the correct answer A, B, or C. (10 mins) 
- Have Ss read the text in detail first. Then ask Answer key: 
them to read each question and choose the 1. C 
correct answer for it. 2. A 
- Ask ss to find the information in the reading 3. B 
text. 4. B 
- Call on some Ss to share their answers. Ask 5. A 
them where they find the information for their 
answers. 
 - Confirm the correct answers as a class. Explain 
if needed. 
Task 3: Fill in each blank with ONE word from the passage. (10 mins) 
- Ask Ss to read each sentence carefully, then Answer key: 
refer to the text to look for the answer. Have 1. sales 
them complete the task. 2. try 
- Have Ss compare their answers in pairs and 3. entertainment 
discuss if there are any differences in their 4. decorations 
answers. 5. free 
- Call on some Ss to share their answers with the 
class. Ask them where they find the information 
for their answers. 
- Confirm the correct answers as a class. 
 e. Assessment 
 - Teacher listens to students’ pronunciation and gives feedback. 
 - T checks the answers as a class and give feedback 
 3. ACTIVITY 2: SPEAKING (15 mins) 
 a. Objectives: 
 - To help Ss practise asking and answering questions for information about a new 
 shopping centre 
 - To provide an open opportunity for Ss to talk about a shopping place in their own area 
 b. Content: 
 - Task 4: Work in pairs. Ask and answer about a new shopping centre. 
 - Task 5: Work in pairs. Ask and answer about a shopping centre, a 
 supermarket, or an open-air market in your area. Take notes of your partner’s 
 answers and report them to the class. 
 c. Expected outcomes: 
 - Students can speak about a new shopping centre and a shopping place in their own area. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Task 4: Work in pairs. Ask and answer about a new shopping centre. (9 mins) 
- Ask Ss to work in pairs, each having their Suggested questions: 
card (A or B). Make sure that they know 1. Where is the new shopping centre? 
how to work with the cards. 2. How many shops are there / does it have? 
- Allow them some time to prepare the 3. What kind of entertainment does it offer / 
questions and to read the information for the have / can we find there? 
answers. Then ask them to start asking and 4. What are its opening hours? 
answering about the new shopping centre. 5.What date does the shopping centre open? 
Go around and monitor. Give help if needed. 
- Call on some Ss to share their conversation 
with the class. Comment on their conversation. 
- This activity helps prepare Ss for 5. 
Task 5: Work in pairs. Ask and answer about a shopping centre, a supermarket, or an 
 open-air market in your area. Take notes of your partner’s answers and report them to 
the class. (5 mins) 
- Have Ss work in pairs. 
- Ask Ss to reflect on the conversation in 4 and 
read the suggestions for 5. 
- Allow Ss some time to carry out their 
conversation. Remind them to take notes of 
their partner’s answers. Go round and offer 
help if needed. 
- Call on some Ss to report to the class what 
they find out about their partner’s shopping 
place. Comment on their presentation. 
 e. Assessment 
 - T asks the class to give feedback on their questions and answers, and pronunciation. 
 - T gives feedback on their reports in terms of language, reasoning skills, and 
 pronunciation. 
 4. CONSOLIDATION (3 mins) 
 a. Wrap-up 
 - Ask Ss what they have learnt in the lesson. 
 - Ss retell the reasons why we go to shopping centres and information about new 
 shopping centres. 
 b. Homework 
 - Learn the new words by heart. 
 - Make a speech introducing a new shopping centre in your city. 
 - Do exercise in the Workbook