Giáo án Tiếng Anh 8 - Tuần 25, Period 60-62 - Năm học 2023-2024

 Date of preparing: 16/2/2024 
 Period 60: UNIT 8: SHOPPING 
 Lesson 6: Skills 2 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - listen for specific information about online shopping. 
 - recall the lexical items related to online shopping. 
 - write a paragraph about the advantages and disadvantages of a type of shopping. 
 2. Skills: 
 - improve the skill of listening for specific information. 
 - improve listening comprehension and note-taking skills. 
 - improve the writing skill of writing a paragraph presenting advantages and 
 disadvantages 
 3. Competences 
 - develop communication skills and creativity 
 - be collaborative and supportive in pair work and group work 
 - actively join in class activities 
 4. Personal qualities 
 - raise ss’ awareness of online shopping 
 - have the right attitude toward the advantages and disadvantages of different types of 
 online shopping. 
 II. MATERIALS 
 - Grade 8 textbook, Unit 8, Skills 2 
 - 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 help ss focus on the listening and writing topic 
 b. Content: 
 - Chatting activity. 
 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: Suggested answers: 
- Ask ss two questions to elicit from ss the - Yes/ No 
reasons why they go shopping. - To shop online, we need 
 Have you ever shopped online? 
What do you need to shop online? 
- Ask Ss to discuss the reasons why they go 
shopping 
- Ask Ss to look at SKILLS 2 on page 89. 
 e. Assessment 
 - T check ss’ answers and gives feedback 
 2. ACTIVITY 1: LISTENING (25 mins) 
 a. Objectives: 
 - To improve Ss’ skill of listening for general and specific information. 
 - To improve Ss’ listening comprehension and note-taking skills. 
 b. Content: 
 - Vocabulary pre-teaching 
 - Task 1: Work in pairs. Discuss and tick (v) the things related to online shopping. 
 - Task 2: Listen to a talk about online shopping and fill in each blank with a suitable 
 word. 
 - Task 3: Listen again and choose the correct answer A, B, or C. 
 c. Expected outcomes: 
 Know more new words about online shopping 
 - Get specific information about online shopping through listening 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Vocabulary pre-teaching (6 mins) 
- Teacher introduces the vocabulary. Vocabulary: 
- Teacher explains the meaning of the new 1. access (n) 
vocabulary by pictures or explanation. 2. purchase (v) 
- Teacher reveals that these four words will 3. shipping (n) 
appear in the listening text and asks students to 4. over shopping (v) 
open their textbooks to discover further. 
Task 1: Work in pairs. Discuss and tick (v) the things related to online shopping. (5 mins) 
- Have Ss work individually. Answer key: 1, 3, 4 
- Ask Ss to read the word and phrases and tick 
the one(s) they think is / are correct. 
- Call on some Ss to share their answers. 
Task 2: Listen to a talk about online shopping and fill in each blank with a suitable word. 
(7 mins) 
- Have Ss read the sentences carefully and decide Answer key: 
what information they need to fill in each blank. 1. service 
- Play the recording for Ss to do the task. 2. seller’s 
- Have Ss share their answers in pairs. 3. money 
 4. shipping 
- Invite some Ss to share their answers with the 
 5. shopaholic 
class. 
- Confirm the correct answers as a class. 
- Play the recording again if needed, stop at 
 places where Ss are having difficulties. 
Task 3: Listen again and choose the correct answer A, B, or C. (7 mins) 
- Play the recording. Have Ss do the task Answer key: 
individually. 1. B 
- Invite some pairs to share their answers with 2. C 
the class. 3. C 
- Confirm the correct answers as a class. 
- Play the recording again if needed, stop at the 
place where Ss are having difficulties. 
 e. Assessment 
 - Teacher listens to students’ pronunciation and gives feedback. 
 - T checks the answers as a class and gives feedback. 
 3. ACTIVITY 2: WRITING (15 mins) 
 a. Objectives: 
 - To provide Ss with vocabulary and ideas about the advantages and disadvantages of 
 different types of shopping. 
 - To improve ss’ skill of writing a paragraph about the advantages and disadvantages of a 
 type of shopping. 
 b. Content: 
 - 
 - 
 c. Expected outcomes: 
 - Students can understand the advantages and disadvantages of different types of 
 shopping. 
 - Write a paragraph about the advantages or disadvantages of a type of shopping. 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Task 4: Work in pairs. Choose a type of shopping from the list. Discuss and take notes of 
its advantages and disadvantages. (5 mins) 
- Have Ss work in pairs. Suggested answers: 
- Ask Ss to read the list and choose the one they 1. Shopping online 
would like to talk about. Advantages: easy, convenient, save the 
- Allow Ss some time to discuss and take notes trouble of travelling, time, and money. 
of the advantages and disadvantages of the type Disadvantages: the products you receive 
of shopping they have chosen. Remind them to might not exactly be what you expect, you 
listen for the structures and expressions. Move can return an item, but you have to pay for 
around to offer help if needed. the shipping, and you can easily become a 
- Invite some Ss to share their answers to the shopaholic. 
class. 2. Shopping at a supermarket 
 Advantages: easy, convenient, availability 
 of many goods under one roof, a lot of 
 promotions, don’t have to bargain, safe 
 from heat and rain, no need to travel to 
 multiple shops. 
 Disadvantages: unnecessary shopping 
 because of discounts and convenience. 
 3. Shopping at an open-air market 
 Advantages: you can bargain, sellers can 
 share advice about the things you buy, you 
 can taste what you buy (bread, fruits ), 
 develop close relations between sellers and 
 buyers. 
 Disadvantages: limited operating hours, the 
 number of sellers depends on weather, not 
 easy to return items, affected by the weather 
 (hot, rainy, snowy ), often lacks parking 
 lots. 
Task 5: Write a paragraph (80-100 words) about the advantages or disadvantages of a 
type of shopping. Use the ideas in 4. (10 mins) 
- Ask Ss to read the notes of their discussion in Suggested answer: 
4. I often go shopping at the open-air market 
- Allow them some time to write out the near my house. However, there are some 
paragraph. Go round and offer help if needed. things I do not like about it. Firstly, it is 
- Call on some Ss to read aloud their writings to outdoor. On rainy or hot days, it is 
the class. Comment on their writing. uncomfortable to shop. Secondly, the 
 sellers usually ask for a higher price than 
 the value of the goods, so you have to 
 bargain. It is not easy if you do not know 
 the actual price of an item. Another 
 disadvantage is hygiene. Fresh products 
 like vegetables are often not very clean. 
 e. Assessment 
 - T gives feedback on their writing in terms of spelling, grammatical mistakes, 
 cohesion, and content. 
 4. CONSOLIDATION (3 mins) 
 a. Wrap-up 
 - Ask Ss what they have learned in the lesson. 
 - Ss tell the whole class about the advantages or disadvantages of a kind of shopping. 
 b. Homework 
 - Do exercise in the Workbook. 
 - Rewrite the paragraph in the notebook. 
 Date of preparing: 16/2/2024 
 Period 61: UNIT 8: SHOPPING 
 Lesson 7: Looking back and project 
 I. OBJECTIVES 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge 
 - Repeat and distinguish the uses of adverbs of frequency 
 - Memorise the use of the present simple with future actions 
 - Memorise some words related to shopping and online shopping. 
 2. Skills: 
 - Use adverbs of frequency to do exercises. 
 - Distinguish the uses of the present simple to do exercises 
 - Use words related to shopping and online shopping to do exercises. 
 - Apply what they have learnt (vocabulary and grammar) into practice through a 
 project 
 3. Competences 
 - Develop communication skills and creativity 
 - Develop presentation skill 
 - Develop critical thinking skills 
 - Be collaborative and supportive in pair work and teamwork 
 - Actively join in class activities 
 4. Personal qualities 
 - consolidate ss’ awareness of shopping and online shopping. 
 - have a positive attitude toward shopping places and dream shopping places. 
 II. MATERIALS 
 - Grade 8 textbook, Unit 8, Looking back and project 
 - 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 help ss focus on the listening and writing topic 
 b. Content: 
 - Kim’s game 
 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 
Kim’s game: Answers: 
- T asks students to work in groups of three or four 1. bakery 
students. 2. fruit store 
- Get ss to watch a video clip and try to remember 3. butcher shop 
 all types of shops mentioned in the clip without 4. fish market 
taking notes. 5. pastry shop 
- After finishing watching the clip, ss write down as 6. flower shop 
many stores/ shops as possible. 7. shoe shop 
- T gets ss to swap the posters among groups and 8. toy store 
give corrections after T shows the answers. 9. stationery shop 
-The group with the most correct answers will win. 10. book store 
- T leads in the lesson. 11. hardware store 
 12. jewellery store 
 13. pharmacy 
 e. Assessment 
 - T checks ss’ answers and gives feedback. 
 2. ACTIVITY 1: LOOKING BACK (22 mins) 
 a. Objectives: 
 - To help Ss review the vocabulary learnt 
 - To help Ss review adverbs of frequency 
 - To help Ss use the present tense correctly 
 b. Content: 
 - Task 1: Match the words and phrases (1-5) with the meanings (a-e). 
 - Task 2: Complete the sentences with the words and phrases from the box. 
 - Task 3: Complete each sentence with a suitable adverb of frequency. 
 - Task 4: Use the correct tense and form of the verbs in brackets to complete the 
 sentences. 
 c. Expected outcomes: 
 - Remember the vocabulary learnt 
 - Remember adverbs of frequency and present simple with future meaning 
 d. Organisation 
 TEACHER’S AND STUDENTS’ CONTENTS 
 ACTIVITIES 
Task 1: Match the words and phrases (1-5) with the meanings (a-e). (4 mins) 
- Have Ss do this activity individually. Answer key: 
- Ask Ss to read the words and phrases (1 - 5) 1. b 
and the meanings (a - e) and match them. 2. d 
- Allow them to compare their answers with 3. a 
their partners. 4. e 
- Call on some Ss to share their answers with 5. c 
the class. 
- Confirm the correct answers. 
Task 2: Complete the sentences with the words and phrases from the box. (5 mins) 
- Have Ss do this activity individually. Answer key: 
- Ask Ss to read the sentences carefully, then 1. on sale 
refer to the words and phrases in the box to 2. bargain 
choose the correct answers. 3. Internet access 
- Allow Ss to compare their answers with their 4. home-grown 
partners. 5. offline 
 - Confirm the correct answers as a class. 
 Task 3: Complete each sentence with a suitable adverb of frequency. (6 mins) 
 - Have Ss do this activity individually. Answer key: 
 - Ask Ss to read the sentences and decide which 1. always 
 adverb of frequency to use for each sentence. 2. always / often / usually 
 - Call on some Ss to share their answers with 3. never 
 the class. 4. often / usually 
 5. rarely 
 - Confirm the correct answers as a class. 
 Task 4: Use the correct tense and form of the verbs in brackets to complete the sentences. 
 (6 mins) 
 - Ask Ss to read each sentence carefully and Answer key: 
 decide which tense to use. 1. leaves 
 - Call on some Ss to read their answers and 2. is 
 explain their choices. 3. can use 
 - Confirm the correct answers as a class. 4. lasts 
 Explain if needed. 5. don’t have 
 e. Assessment 
 - Teacher checks students’ answers and corrects Ss’ language and pronunciation if 
 necessary. 
 3. ACTIVITY 2: PROJECT (15 mins) 
 a. Objectives: 
 - To encourage Ss to use their imagination to design a dream shopping place. 
 - To improve Ss’ teamwork and public speaking skills. 
 b. Content: 
 - Imagine a shopping place ss would like to have in their neighbourhood; 
 - Draw a picture or find a picture similar to that shopping place. 
 - Present the picture to the class 
 c. Expected outcomes: 
 - Present the picture of a shopping place ss would like to have in their neighbourhood. 
 d. Organisation 
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS 
YOUR DREAM SHOPPING PLACE Students’ posters & presentations 
- Ask Ss to read the instructions again (T has 
already been assigned the project since the first 
lesson of the Unit and 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 
 - T checks ss’ grammatical and spelling mistakes on their poster, listens to their 
 presentation, and gives feedback. 
 4. CONSOLIDATION (2 mins) 
 a. Wrap-up 
 - Ask Ss to complete the self-assessment table. 
- Identify any difficulties and provide further practice. 
b. Homework 
- Do exercise in the Workbook 
 Date of preparing: 16/2/2024 
 Period 62: UNIT 9: NATURAL DISASTERS 
 Lesson 1: Getting started – We are all safe! 
I. OBJECTIVES 
By the end of this lesson, Ss will be able to: 
1. Knowledge 
- Gain an overview about the topic Natural disasters. 
- Gain vocabulary to talk about Natural disasters. 
2. Competences 
- Develop communication skills and creativity 
- Be collaborative and supportive in pair work and teamwork 
- Actively join in class activities 
3. Personal qualities 
- Develop awareness of natural disasters. 
- Be concerned and know what to prepare when natural disasters happen. 
II. MATERIALS 
- Grade 8 textbook, Unit 9 - 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: 
- Questions & answers about natural disasters 
c. Expected outcomes: 
- Ss have general ideas about the topic: Natural disasters. 
d. Organisation 
 TEACHER AND STUDENTS’ 
 CONTENTS 
 ACTIVITIES 
 Asking questions: Questions: 
 - T asks Ss some questions about natural 1. Can you name some natural 
 disasters in Viet Nam. disasters in Viet Nam? 
 - Ss answer the question individually. 2. Are there often natural disasters in 
 - T draws a mind map on the board to Viet Nam? 
 summarise Ss’ ideas. Write the title on the 3. How can you know when there is 
 board Natural disasters. an incoming natural disaster? 
 - T asks Ss to guess what the conversation 4. What would you do if you were 
 might be about. notified of an incoming earthquake? 
e. Assessment 
 - Teacher’s feedback. 
2. ACTIVITY 1: PRESENTATION (8 mins) 
a. Objectives: 
- To introduce some vocabulary related to the topic. 
- To get Ss ready for the dialogue of the lesson. 
b. Content: 
- Vocabulary pre-teaching 
c. Expected outcomes: 
- Ss know how to pronounce the new words correctly and use them in appropriate 
situations. 
d. Organisation 
 TEACHER AND STUDENTS’ 
 CONTENTS 
 ACTIVITIES 
 Vocabulary pre-teaching New words: 
 - Teacher introduces the vocabulary. 1. damage (v,n) 
 - Teacher explains the meaning of the new 2. funnel (n) 
 vocabulary, using pictures, explanation and 3. tornado (n) 
 translation. 4. eruption (n) 
 - Teacher checks students’ understanding with 5. pull up 
 the “Matching” technique. 6. landslide (n) 
 - Teacher reveals that these words will appear 
 in the reading text and asks students to open 
 their textbook to discover further. 
e. Assessment 
- Teacher checks students’ pronunciation and gives feedback. 
3. ACTIVITY 2: PRACTICE (22 mins) 
a. Objectives: 
- To set the context for the introductory dialogue 
- To develop students’ reading skills. 
b. Content: 
- Task 1: Listen and read. 
- Task 2: Read the conversation again. Complete each sentence with no more than TWO 
words from it. 
- Task 3: Write the natural disasters from the box under the pictures. Then listen, check, 
and repeat. 
- Task 4: Choose the correct option to complete each sentence. 
c. Expected outcomes: 
- Students can read and understand general and specific information about Natural 
disasters. 
d. Organisation 
 TEACHER AND STUDENTS’ 
 CONTENTS 
 ACTIVITIES 
 Task 1: Listen and read. (7 mins) 
 - Teacher asks Ss to look at the picture on Questions: 
 pages 92, 93 and answer the questions 1. What can you see in the picture? 
 - Teacher elicits answers from Ss. 2. What natural disaster is it? 
 - Teacher introduces the two characters: Tom 
 and Mi and explains that they are friends and 
 they are talking about natural disasters. 
 - Teacher plays the recording twice for Ss to 
 listen and read along. 
 - Teacher asks some pairs of students to read 
 the conversation aloud. 
 Task 2: Read the conversation again. Complete each sentence with no more than 
 TWO words from it. (5 mins) 
 - Teacher tells Ss to read the conversation Answer key: 
 again and work independently to find the 1. flood 
 answers. 2. second floor 
 - Ss work independently to find the best 3. natural disaster 
 answers. 4. was having 
 - Teacher has Ss compare the answers in pairs 5. pulled 
 before checking with the whole class. 
 - Teacher checks the answers as a class and 
 gives feedback. 
 Task 3: Write the natural disasters from the box under the pictures. Then listen, 
 check, and repeat. (5 mins) 
 - Teacher asks Ss to look at the pictures and Answer key: 
 say if they know the natural disaster shown in 1. flood 
 each picture. 2. tornado 
 - Ss work individually to write the natural 3. volcanic eruption 
 disasters in the box under the pictures. 4. storm 
 - Ss compare their answers with a partner. 5. landslide 
 - Teacher invites some Ss to go to the board 6. earthquake 
 and write their answers. 
 - Teacher confirms the correct answer. 
 - Teacher has some Ss practice saying the 
 natural disasters words again. 
 Task 4: Choose the correct option to complete each sentence. (5 mins) 
 - Teacher asks Ss to work in pairs, read the Answer key: 
 sentences and choose the correct answers. 1. volcanic eruption 
 - Teacher asks for Ss’ answers and confirms 2. earthquake 
 the correct ones. 3. landslide 
 - For a more able class, teacher has Ss work in 4. storms 
 pairs to do the activity and explain why the 5. tornado 
 other word is not the correct answer. 
e. Assessment 
- T’s observation and feedback 
4. ACTIVITY 3: PRODUCTION (7 mins) 
a. Objectives: 
- Ss can revise the words and phrases indicating natural disasters. 
 b. Content: 
- Task 5: Word web 
c. Expected outcomes: 
- Ss can write the names of natural disasters they know. 
d. Organisation 
 TEACHER AND STUDENTS’ 
 CONTENTS 
 ACTIVITIES 
 Task 5: Word web: Work in groups. Complete the web with all of the words and 
 phrases related to natural disasters you know. (7 mins) 
 - Work in groups. Complete the web with all of 
 the words and phrases related to natural 
 disasters you know. 
 - Teacher asks Ss to work in groups. 
 - Teacher asks Ss to include the words and 
 phrases learnt in this lesson or other words. 
 - Teacher invites some Ss to share their 
 groups’s answers with the class. 
e. Assessment 
- T’s feedback. 
4. CONSOLIDATION (3 mins) 
a. Wrap-up 
- Teacher asks one or two Ss to tell the class what they have learnt. Teacher shows them 
the slide with the objectives. Teacher ticks the objectives that have been learnt. 
- Teacher asks Ss to say aloud some words and phrases they remember from the lesson. 
b. Homework 
- Learn by heart all the words that they have just learnt. 
- Do exercises in the workbook. 
- Start preparing for the Project of the unit: 
Teacher randomly puts Ss in groups of 4 or 5 and asks them to choose a natural disaster 
they want to learn more about and make a poster about it (suggested information in 
Project lesson). 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.)