Giáo án Tiếng Anh 8 - Tuần 22, Period 54-56 - Năm học 2023-2024

 Date of preparing: 26/1/2024 
 Period 54: UNIT 7: ENVIRONMENTAL PROTECTION 
 Lesson 7: Looking back and Project 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - review the vocabulary and grammar of Unit 7 
 - apply what they have learnt (vocabulary and grammar) into practice through a 
 project. 
 2. Competences 
 - Develop communication skills and creativity 
 - Be collaborative and supportive in pair work and teamwork 
 - Actively join in class activities 
 3. Personal qualities 
 - Love talking about activities to protect the environment 
 II. MATERIALS 
 - Grade 8 textbook, Unit 7, Looking back and Projects 
 - Computer connected to the Internet 
 - Projector / TV 
 - hoclieu.vn 
 III. PROCEDURES 
 1. WARM-UP (5 mins) 
 a. Objectives: 
 - To create an active atmosphere in the class before the lesson; 
 - To lead into the revision 
 b. Content: 
 -Revision 
 c. Expected outcomes: 
 - Students’ answers. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Revision Questions: 
- Teacher asks Ss to think of what they have - What have we learnt in Unit 7? 
learnt already in Unit 7. Suggested answers: 
- Ss work in pairs to do the task. Teacher calls Vocabulary 
some students to retell. Environmental protection 
- Teacher confirms and leads them to do all the Pronunciation 
exercises in books. Sounds: /bl/ and /kl/ 
 Grammar 
 Complex sentences with adverb clauses of 
 time 
 Skills 
 • Reading about Con Dao National Park 
 • Talking about Vu Quang National Park 
 • Listening about water pollution 
 • Writing a notice 
 Everyday English 
 Asking for clarification 
 e. Assessment 
 - Teacher corrects students (if needed). 
 2. ACTIVITY 1: VOCABULARY (10 mins) 
 a. Objectives: 
 - To help Ss review the vocabulary of Unit 7 
 b. Content: 
 - Task 1: Choose the correct answer A, B, or C to complete each sentence. 
 - Task 2: Complete each of the sentences with a word or phrase from the box. 
 c. Expected outcomes: 
 - Students can use the knowledge they have learnt in this unit to complete the tasks 
 successfully. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 1: Choose the correct answer A, B, or C to complete each sentence. (4 mins) 
- Have Ss do these activities individually then compare Answer key: 
their answers with their partners. 1. A 
- Go round and monitor the class, giving support if 2. C 
necessary 3. B 
- Ask for Ss’ answers or ask some Ss to read out their 4. A 
answers in front of the class. 5. C 
- Confirm the correct answers. 
Task 2: Complete each of the sentences with a word or phrase from the box. (6 mins) 
- Have Ss do these activities individually then compare Answer key: 
their answers with their partners. 1. littering 
- Go round and monitor the class, giving support if 2. carbon footprint 
necessary 3. picking up rubbish 
- Ask for Ss’ answers or ask some Ss to read out their 4. habitats 
answers in front of the class. 5. endangered species 
- Confirm the correct answers. 
 e. Assessment 
 - Teacher asks Ss some follow-up questions. 
 3. ACTIVITY 2: GRAMMAR (12 mins) 
 a. Objectives: 
 - To help Ss revise complex sentences with adverb clauses of time; 
 - To help Ss practise writing sentences about themselves, using complex sentences with 
 adverb clauses of time 
 b. Content: 
 - Task 3: Complete the following sentences using a clause. Use your own ideas. 
 - Task 4: Circle A, B, or C to identify the underlined part that needs correction. 
 c. Expected outcomes: 
 - Recall the use of complex sentences with adverb clauses of time 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 3: Complete the following sentences using a clause. Use your own ideas. (6 mins) 
- Ask Ss to do the exercise individually first. Then they can check 
their answers with a partner before discussing the answers as a class. 
- Call on some Ss to write their answers on the board, other Ss give 
comments, and correct mistakes only when really necessary. 
Task 4: Circle A, B, or C to identify the underlined part that needs correction. (6 mins) 
- T may have Ss review the form and uses of complex sentences with Answer key: 
adverb clauses of time before they do the task. 1. A 
- Ask Ss to do the exercise individually first. Then they can check 2. B 
their answers with a partner before discussing the answers as a class. 3. C 
- Call on some Ss to write their answers on the board, other Ss give 4. C 
comments, and correct mistakes only when really necessary. 5. B 
 e. Assessment 
 - Teacher corrects students as a whole class. 
 4. ACTIVITY 3: PROJECT (14 mins) 
 a. Objectives: 
 - To give Ss an opportunity to practise finding solutions to a serious environmental 
 problem in their area; 
 - To improve their speaking and presentation skills. 
 b. Content: 
 - Present posters to the class. 
 c. Expected outcomes: 
 - Students can present their posters about serious pollution problems in their area 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
A serious pollution problem in my area Suggested outcome: 
- Ask Ss to read the instructions again (T has already been Students’ posters & 
assigned the project since the first lesson of the Unit and presentations 
checked their progress after each lesson). 
- Let students have some time to check their posters for the final 
time and make any adjustments if necessary. 
- T has groups show their posters and present them to the class. 
 e. Assessment 
 - Teacher gives feedback. 
 5. CONSOLIDATION 
 a. Wrap-up 
 - Summarise the main points of the lesson. 
 b. Homework 
 - Students’ workbook 
 Date of preparing: 26/1/2024 
 Period 55: UNIT 8: SHOPPING 
 Lesson 1: Getting started – My favourite shopping place 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - Gain an overview about the topic Shopping 
 - Gain vocabulary to talk about shopping 
 2. Competences 
 - Develop communication skills and creativity 
 - Be collaborative and supportive in pair work and teamwork 
 - Actively join in class activities 
 3. Personal qualities 
 - Show respect and interest in different type of shopping places 
 II. MATERIALS 
 - Grade 8 textbook, Unit 8, Getting started 
 - Computer connected to the Internet 
 - Projector / TV 
 - hoclieu.vn 
 III. PROCEDURES 
 1. WARM-UP (5 mins) 
 a. Objectives: 
 - To create an active atmosphere in the class before the lesson; 
 - To lead into the new unit. 
 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 
- T asks ss some questions about the topic: UNIT 8: SHOPPING 
1. Do you like shopping? Lesson 1: Getting started – My 
2. Where do you often go shopping? favourite shopping place 
3. Can you name some markets or supermarkets 
that you know? 
4. Do you prefer shopping in an open-air market or 
in a supermarket? 
- T leads to the new unit. Write the unit title 
SHOPPING on the board. Ask Ss to guess what 
they are going to learn about in this unit. 
 e. Assessment 
 - T checks ss’ vocabulary and give feedback 
 2. ACTIVITY 1: PRESENTATION (5 mins) 
 a. Objectives: 
 - To set the context for the introductory dialogue; 
 - To introduce the topic of the unit. 
 b. Content: 
 - Vocabulary pre-teaching 
 c. Expected outcomes: 
 - Know more new words 
 - Understanding the conversation; topic of the lesson, 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Vocabulary pre-teaching New words: 
- Teacher introduces the vocabulary. 1. open-air market (n) 
- Teacher explains the meaning of the new 2. home-grown (adj) 
vocabulary by pictures/ explanations/ examples. 3. home-made (adj) 
- Teacher reveals that these seven words will 4. bargain (v) 
appear in the reading text and asks students to 5. farmers’ market (n) 
open their textbooks to discover further. 6. price tag (n) 
 7. convenience store (n) 
 e. Assessment 
 - Teacher checks students’ pronunciation and gives feedback. 
 3. ACTIVITY 2: PRACTICE (25 mins) 
 a. Objectives: 
 - To help Ss read for specific information about markets. 
 - To help Ss learn words and phrases related to different markets and their features; 
 - To help Ss further understand the text. 
 b. Content: 
 - Task 1: Listen and read. 
 - Task 2: Mai and Alice mentioned four places where they can buy things. Complete the 
 list. 
 - Task 3: Match the types of markets with the features. 
 - Task 4: Complete the sentences with the words and phrases from the box. 
 c. Expected outcomes: 
 - Know more new words about different markets and their features, understand the 
 conversation; topic of the lesson 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Task 1: Listen and read. (6 mins) 
Set the context: Questions: 
- Teacher has Ss to look at the pictures in the - What do you think Mai and Alice are 
book and answer the questions. talking about? 
 - T encourages ss to answer the questions, but - What are pictures of? 
doesn’t confirm their answers. - What are the people in the pictures doing 
- Teacher plays the recording for ss to listen and Suggested answer: 
read along. Then invite some pairs of Ss to read - Mai and Alice are talking about different 
the conversation aloud. types of markets. 
- T refers to the questions previously asked and - The pictures are of Bac Ha Open-Air 
confirms the correct answer. Market. 
 - The people in the picture are buying and 
 selling things. 
Task 2: Mai and Alice mentioned four places where they can buy things. Complete the 
list. 
(6 mins) 
- Encourage ss to do the task without reading the Answer key: 
conversation again. If they can’t, let them refer to 1. open-air market 
the conversation for the answers. 2. farmers’ market 
- Teacher checks the answers as a class and gives 3. supermarket 
feedback. 4. convenience store 
Task 3: Match the types of markets with the features. (6 mins) 
- Ask Ss to look at the two types of markets first Answer key: 
and see if they can remember any information 1. a, c 
about them from the conversation. Encourage 2. b, d, e 
them to say it. 
- Ask ss to do the task individually or in 
pairs. 
- Ask Ss to say the words / phrases aloud. 
Make sure they pronounce the words and 
phrases correctly. 
- Teacher checks the answers as a class and gives 
feedback. 
Task 4: Complete the sentences with the words and phrases from the box. (7 mins) 
- Call on some ss to read the words and phrases Answer key: 
in the box aloud. Correct their pronunciation if 1. bargain 
needed. 2. convenience store 
- Ask ss to work independently to fill each blank 3. home-grown 
with a word or phrase from the box. 4. price tag 
- Check the answers as a class. 
 5. home-made 
 e. Assessment 
 - Teacher checks students’ exercises individually and gives feedback. 
 4. ACTIVITY 3: PRODUCTION (5 mins) 
 a. Objectives: 
 - To introduce various types of speciality shops. 
 - To create a fun atmosphere in the class. 
 b. Content: 
 - Task 5: GAME: Listing 
 c. Expected outcomes: 
 - Ss can list as many various types of speciality shops as possible. 
 d. Organisation 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
Task 5: GAME: Listing 
Work in groups. Quickly write down the names of some speciality shops. The group with 
the most correct answers wins. 
- To lead in, write the words “music shop” and Suggested answer: 
“sports shop” on the board. Ask Ss what they can clothes shop, florist’s, bakery, butcher’s, 
buy from each shop. Then write the word bookshop, greengrocer’s, stationer’s, 
“speciality shops” above the two shops. dairy, candy shop, café, music shop, 
- Allow Ss some time to write down the names of computer shop, barber’s, hairdresser’s, gift 
as many speciality shops as possible. shop, pet shop, shoe shop, etc. 
- Call on some Ss to read aloud their list. Find the 
Ss with the most correct answers. 
 e. Assessment 
 - T and other Ss listen and comment. 
 5. CONSOLIDATION (5 mins) 
 a. Wrap-up 
 - Ask Ss to name some shops they have learnt about in the lesson. 
 - If there is an overhead projector in the classroom, show the dialogue, highlight the key 
 words related to the topic. 
 b. Homework 
 - Name some places for shopping they have learnt about in the lesson. 
 - Learn new words and phrases by heart. 
 - Start preparing for the Project of the unit: 
 Teacher randomly puts Ss in groups of 4 or 5 and asks them to brainstorm about a 
 shopping place that they would like to have in their neighbourhood and make a poster 
 about it. Students will show and present their posters in Lesson 7 – Looking back and 
 Project. (Teacher should check the progress of students’ preparation after each lesson.) 
 Date of preparing: 26/1/2024 
 Period 56: UNIT 8: SHOPPING 
 Lesson 2: A closer look 1 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - Identify some nouns related to the topic of shopping, some types of shops and their 
 characteristics as well. 
 - Distinguish two sounds /sp/and /st/ correctly 
 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 
 - Raise ss’ knowledge of shopping 
 - Have good attitude to shopping 
 II. MATERIALS 
 - Grade 8 textbook, Unit 8, A closer look 1. 
 - Computer connected to the Internet 
 - Projector / TV 
 - hoclieu.vn 
 III. PROCEDURES 
 1. WARM-UP (5 mins) 
 a. Objectives: 
 - To create an active atmosphere in the class before the lesson; 
 b. Content: 
 - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss 
 to warm up to the new class. 
 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 
Game: Clip watching 
- Give Ss a few minutes to watch a clip and ask jE5WJ7J28 
ss some questions about the clip. 
- T leads in the new lesson. 
 e. Assessment 
 - T checks ss’ vocabulary and give feedback 
 2. ACTIVITY 1: VOCABULARY (20 mins) 
 a. Objectives: 
 - To introduce visually some nouns related to the topic of shopping. 
 - To introduce more types of shops and their characteristics. 
 - To provide ss with an opportunity to use some vocabulary in sentences 
 b. Content: 
 - Vocab pre-teaching. 
 - Task 1: Circle the correct options to complete the phrases. 
 - Task 2: Match the shopping places with their characteristics. 
 - Task 3: Complete the sentences with the words and phrases from the box. 
 c. Expected outcomes: 
 - Know more new nouns related to the topic of shopping. 
 - Know how to use learned words/phrases in context. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Vocabulary pre-teaching (5 mins) 
- Teacher introduces the vocabulary. New words: 
- Teacher explains the meaning of the new 1. shopaholic (n) 
vocabulary by pictures/ explanations/ examples. 2. on sale 
 3. discount shop (n) 
Task 1: Circle the correct options to complete the phrases. (3 mins) 
- Ask Ss to read the words and phrases, then look Answer key: 
at the pictures and do the task. 1. price tag 
- Check the answers as a class. 2. shopaholic 
- Have Ss then read the words and phrases aloud. 3. on sale 
Correct their pronunciation if needed. 4. browsing 
- If necessary, ask Ss for the Vietnamese 5. Internet access 
equivalents of these words and phrases. 
Task 2: Match the shopping places with their characteristics. (6 mins) 
- Ask Ss to read the names of different places for Answer key: 
shopping and see if they know any of their 1. e 
characteristics. 2. a 
- Allow Ss some time to do the matching. 3. d 
- Call on some Ss to give their answers. 4. b 
- Check the answers as a class. 5. c 
Task 3: Complete the sentences with the words and phrases from the box. (6 mins) 
- Ask Ss to read the words and phrases provided. Answer key: 
- Ask Ss to work individually. 1. speciality shops 
- Call on some Ss to say their answers. 2. browsing 
 3. bargain 
- Check Ss’ answers as a class. 
 4. range of products 
- T can also ask some Ss to read out their 5. shopaholic 
answers. Then have Ss read the sentences aloud 
as a class. Correct Ss’ pronunciation if 
necessary. 
 e. Assessment 
 - Teacher checks students’ pronunciation and gives feedback. 
 3. ACTIVITY 2: PRONUNCIATION (12 mins) 
 a. Objectives: 
 - To help Ss identify how to pronounce the sounds /sp/ and /st/; 
 - To help Ss practise pronouncing the sounds /sp/ and /st/ correctly in words and 
 sentences 
 b. Contents: 
 - Use the nouns in 1 to match with their characteristics 
 - To pronounce the sounds /sp/ and /st/ correctly; Listen and repeat. 
 c. Expected outcomes: 
 - Pronouncing the sounds /sp/ and /st/correctly; 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Task 4: Listen and repeat the words. Pay attention to the sounds /sp/ and /st/. (6 mins) 
- Have some Ss read out the words. Correct 
them if needed. 
- Play the recording for them to listen and 
repeat the words as a class, in groups, and 
individually. Play the recording as many times 
as necessary. 
Task 5: Listen and repeat the sentences. Pay attention to the underlined words. (6 mins) 
- Have Ss read the sentences, paying attention 
to the underlined words with the sounds /sp/ 
and /st/. 
- Play the recording for Ss to listen and repeat 
each sentence. Correct them if needed 
- Call some Ss to read the sentences 
individually. Correct them if needed 
 e. Assessment 
 - Teacher checks students' pronunciation and gives feedback. 
 4. ACTIVITY 3: PRODUCTION (5 mins) 
 a. Objectives: 
 - To test students' quick reaction to the targeted sounds 
 b. Content: 
 - Game: Whispering 
 c. Expected outcomes: 
 - Distinguish between the sounds /sp/ and /st/ 
 d. Organisation 
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
 Game: Whispering 
- Teacher explains the rule: 
RULE: 
+ Work in 2 teams 
+ Players stand in a line. 
+ The teacher whispers 5 words one by one from 
one person to the next until it gets to the end of the 
line. The last person in the line repeats the words. 
+ The team with more correct words will win. 
 e. Assessment 
 - T and other Ss listen and give corrections to others’ pronunciation 
 4. CONSOLIDATION (4 minutes) 
 a. Wrap-up 
 - Ask Ss to summarise what they have learned in the lesson. 
 - Ask them to list some nouns related to shopping learned in the lesson. 
 - Ask them to list some shopping places and characteristics 
 - Ask ss to give 2 sounds learned in the lessons and give examples. 
 b. Homework 
 - Name a list of shopping places 
 - Find 5 more words with the sounds /st/ and /sp/ 
 - Do exercise in the Workbook