Tiếng AnhLớp 8Chủ điểm 10. Unit 8: Shopping

Giáo án A Closer Look 1

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- use six unit words and phrases (bargain, discount, receipt, shopaholic, convenience store, open-air market) correctly in context;
- pronounce the sounds /sp/ and /st/ clearly, keeping the initial /s/ and linking it to the following consonant without inserting a vowel;
- write three original topic sentences about shopping using the target vocabulary.

2. Competences

a) General competences

Self-control and independent learning: Ss check the meanings of new words with the example sentences and self-correct their pronunciation after listening to the model.
Communication and collaboration: Ss work in pairs to match words, practise pronunciation, and share their topic sentences with the class.
Problem-solving and creativity: Ss choose vocabulary and write their own shopping sentences that express personal opinions and reasons.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to words and type them, read example sentences aloud, and write three topic sentences about shopping.
Language knowledge (pronunciation, vocabulary, grammar): Ss recognise the meanings of six unit words, distinguish /sp/ from /st/, and use complete sentences with correct word order.

3. Personal qualities

Responsibility: Ss complete each task on time and take turns in pair work.
Honesty: Ss assess their own pronunciation and writing honestly and accept peer feedback.

II. Teaching aids and materials

1. Teacher

Laptop, projector and speaker to play the audio for exercises 5 and 6
NeoEdu lesson page: neoedu.vn/learn/8/english/unit-8-a-closer-look-1 (interactive exercises and model language)
Picture cards of an open-air market, a convenience store, a receipt, a discount sign and a shopaholic
Word cards for six unit words and their meanings (in random order)
Worksheet 1 and Worksheet 2 (printed, one per pair)

2. Students

Student's book Unit 8 and exercise book
Notebook, pen and pencil
Small whiteboard and marker (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Shopping brainstorm

a) Aims

Ss activate prior knowledge about shopping places and habits and get ready for the new words.

b) Content

Ss look at the picture cards (an open-air market, a convenience store, a receipt, a discount sign) and answer questions:

Where do you usually go shopping?
Do you like to bargain when you buy things? Why or why not?
What do you do with a receipt after you pay?

c) Expected outcomes

Ss give short oral answers and name at least three shopping places and one shopping habit. The class lists the places on the board, for example: open-air market, supermarket, convenience store, shopping mall.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the picture cards and asks: "Where do people buy things in the pictures?" T introduces the topic: "Today we learn about shopping."
Students
Ss look at the pictures and listen to the question. Ss think about their own shopping experiences.
Teacher
Step 2: Task performance
T asks Ss to discuss the three questions in pairs for two minutes and walks around to help.
Students
Ss discuss in pairs. Possible answers: "I usually go to the supermarket with my mother." "Yes, I like to bargain at the open-air market." "I keep the receipt in case I need to return the item."
Teacher
Step 3: Report and discussion
T invites 3 pairs to share their answers and writes the shopping places on the board.
Students
Representative pairs report their answers. Other Ss listen and add ideas.
Teacher
Step 4: Conclusion and assessment
T praises relevant ideas and says: "Today we will learn six useful words about shopping." T writes the title "Unit 8: Shopping" on the board.
Students
Ss note the lesson title in their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Vocabulary in context

a) Aims

Ss understand the meaning and use of six unit words through example sentences.

b) Content

Ss match each word with its meaning and example sentence in Worksheet 1:

bargain (mặc cả; món hời): Some buyers bargain at an open-air market.
discount (giảm giá): A discount does not always mean good value.
receipt (hóa đơn): Keep the receipt in case you need to return it.
shopaholic (người mua sắm quá mức): A shopaholic may buy unnecessary things.
convenience store (cửa hàng tiện lợi): The convenience store closes late.
open-air market (chợ ngoài trời): We buy vegetables at the open-air market.
T's questions: "What does 'bargain' mean in this sentence?" "Can you give an example of a shopaholic?"

c) Expected outcomes

Ss complete Worksheet 1 with the correct matches:

bargain – mặc cả; món hời
discount – giảm giá
receipt – hóa đơn
shopaholic – người mua sắm quá mức
convenience store – cửa hàng tiện lợi
open-air market – chợ ngoài trời
Ss copy the six words, meanings and example sentences into their notebooks.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 to each pair and shows the six word cards. T reads each word aloud and asks Ss to repeat chorally.
Students
Ss listen, repeat the words and look at the worksheet. Ss read the task instructions silently.
Teacher
Step 2: Task performance
T asks pairs to match the words with meanings, then read the example sentences and check the meaning in context. T monitors and provides hints such as "Look at the word 'return' in the receipt sentence."
Students
Ss discuss in pairs and complete the matching. Possible difficulty: Ss confuse 'discount' and 'good value'. Ss ask: "What does 'good value' mean?"
Teacher
Step 3: Report and discussion
T calls on 3 pairs to read out one match each and asks the class to confirm. T asks: "Where can you bargain?" Expected answer: "At an open-air market."
Students
Pairs report their matches. Other pairs agree or correct. Ss answer T's questions orally.
Teacher
Step 4: Conclusion and assessment
T confirms the correct matches and explains that a discount does not always mean good value. T models the use of 'shopaholic' and 'convenience store' in short sentences.
Students
Ss correct any mistakes in their worksheet and copy the six words with meanings and example sentences into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Pronunciation: /sp/ and /st/

a) Aims

Ss pronounce /sp/ and /st/ clearly by keeping the initial /s/ and linking it to the following consonant.

b) Content

Ss listen to the model words spend and store, then repeat them slowly and in natural sentences:

spend (/sp/): I spend a lot of money at the shopping mall.
store (/st/): The store is open every day.
Key rule: keep the /s/ at the beginning, link it to the next consonant, and do not drop the /s/ or add a vowel.
T's question: "Is there a vowel between /s/ and /p/ in 'spend'?"

c) Expected outcomes

Ss can pronounce spend and store with the initial /s/ clearly and explain the contrast: /sp/ as in spend and /st/ as in store, with no dropped /s/ and no extra vowel.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes spend and store on the board and says: "Listen carefully to the first sound." T plays the audio or models both words slowly.
Students
Ss listen to the model and watch T's mouth. Ss notice the /s/ at the beginning.
Teacher
Step 2: Task performance
T asks Ss to repeat the words chorally, then in pairs, first slowly and then in the natural sentences. T monitors and corrects Ss who add a vowel (for example 'su-pend').
Students
Ss repeat the words and sentences in pairs. Ss take turns saying the sentences and checking each other's pronunciation.
Teacher
Step 3: Report and discussion
T asks 2 pairs to say the words and explain the rule. T plays the audio again for Exercise 5 and 6 preview (listen and type).
Students
Pairs say spend and store clearly. Expected explanation: "We keep /s/ at the start and link it with /p/ or /t/ without adding a vowel."
Teacher
Step 4: Conclusion and assessment
T summarises the rule: "Keep the /s/, link it to the next consonant, and do not insert a vowel." T reminds Ss to practise at home on the NeoEdu lesson page.
Students
Ss write the rule in their notebooks and repeat spend and store once more.

Activity 3: Practice · 12 minutes

Vocabulary and listening practice

a) Aims

Ss apply the six unit words and practise listening and typing words accurately.

b) Content

Ss do Exercises 2–6 in the textbook and NeoEdu interactive page:

Exercise 2: Choose the word or phrase meaning 'mặc cả; món hời'. Answer: bargain. Example: Some buyers bargain at an open-air market.
Exercise 3: Choose the word meaning 'giảm giá'. Answer: discount. Example: A discount does not always mean good value.
Exercise 4: Choose the word meaning 'hóa đơn'. Answer: receipt. Example: Keep the receipt in case you need to return it.
Exercise 5: Listen and type the word you hear. Answer: spend.
Exercise 6: Listen and type the word you hear. Answer: store.

c) Expected outcomes

Ss write the answers:

2. bargain
1. discount
1. receipt
1. spend
1. store
  All answers are checked against the key and corrected in the notebook.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays Exercises 2–6 on the projector and explains the tasks. T reads the instructions aloud and plays the audio once for Exercise 5.
Students
Ss read the exercises silently and listen to the instructions.
Teacher
Step 2: Task performance
T asks Ss to work individually on Exercises 2–4 for two minutes, then play the audio twice for Exercises 5 and 6 and let Ss type their answers. T monitors and checks individual work.
Students
Ss complete Exercises 2–4 individually, then listen and type the words in Exercises 5 and 6. Ss compare answers with a partner.
Teacher
Step 3: Report and discussion
T calls on individual Ss to give answers for each exercise and asks: "Why is the answer discount and not bargain?" Expected answer: "Because the meaning is 'giảm giá', not 'mặc cả'."
Students
Ss report their answers. Other Ss agree or give reasons for their choices.
Teacher
Step 4: Conclusion and assessment
T confirms all answers with the key, reminds Ss that spend and store contain the /s/ sound at the beginning, and corrects any spelling mistakes on the board.
Students
Ss correct their answers and record the correct spelling of spend and store.

Activity 4: Application · 8 minutes

My shopping opinions

a) Aims

Ss use the unit words in original topic sentences to express their own opinions about shopping.

b) Content

Ss write three original topic sentences about shopping, each using a different unit word. Ss may use the model language:

I prefer thoughtful shopping to buying things on impulse.
Before I go to a shop, I write down what I need and set a budget.
I compare the total price, not just the discount.
T's questions: "Which shopping place do you prefer? Why?" "Do you think a discount always means good value?"

c) Expected outcomes

Ss write three sentences in their notebooks, for example:

A discount is attractive, but I always compare the total price before I buy.
I keep the receipt in case I need to return the product.
I prefer to buy fresh vegetables at the open-air market, while I go to the convenience store only in an emergency.
Assessment criteria (10 points): task achievement and accurate collocations and meaning (4); organisation and clear evidence (2); appropriate vocabulary and grammar (2); delivery or spelling (2).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the model sentences on the board and explains the task: write three original topic sentences using three different unit words. T models one sentence with a reason.
Students
Ss read the model sentences and note the structure of a topic sentence.
Teacher
Step 2: Task performance
T asks Ss to write individually for four minutes. T monitors and supports weaker Ss by suggesting words such as 'receipt' or 'bargain'.
Students
Ss write three sentences individually. Ss check that each sentence is complete and uses a different unit word.
Teacher
Step 3: Report and discussion
T invites 3 Ss to read their sentences aloud and asks the class to listen for the target word and the correct pronunciation of spend or store if used.
Students
Ss read their sentences aloud. Peers give feedback: "Your sentence is clear." "You should write 'receipt', not 'recipt'."
Teacher
Step 4: Conclusion and assessment
T praises good sentences, points out common mistakes, and reminds Ss of the rule: communicate clearly and support ideas with details.
Students
Ss revise one sentence in their notebooks based on feedback.

Worksheets

Worksheet 1: Vocabulary matching

Match each word with its meaning and example sentence.

bargain
discount
receipt
shopaholic
convenience store
open-air market

Meanings (in random order):

chợ ngoài trời
hóa đơn
giảm giá
mặc cả; món hời
người mua sắm quá mức
cửa hàng tiện lợi

Example sentences (in random order):

A shopaholic may buy unnecessary things.
The convenience store closes late.
Keep the receipt in case you need to return it.
Some buyers bargain at an open-air market.
We buy vegetables at the open-air market.
A discount does not always mean good value.

Answer key:

bargain – mặc cả; món hời – Some buyers bargain at an open-air market.
discount – giảm giá – A discount does not always mean good value.
receipt – hóa đơn – Keep the receipt in case you need to return it.
shopaholic – người mua sắm quá mức – A shopaholic may buy unnecessary things.
convenience store – cửa hàng tiện lợi – The convenience store closes late.
open-air market – chợ ngoài trời – We buy vegetables at the open-air market.

Worksheet 2: Listening and pronunciation check

A. Listen and type the word you hear.

Key: 1. spend 2. store

B. Read the words aloud, then say the sentences naturally.

spend: I spend a lot of money at the shopping mall.
store: The store is open every day.

C. Answer the questions.

Is there a vowel between /s/ and /p/ in 'spend'? (No)
What must you keep at the beginning of 'store'? (The /s/ sound)

D. Write three original topic sentences about shopping. Use three different words from the unit.

Self-check: Did you keep the /s/ sound? Did you link it to the next consonant? Did you avoid adding a vowel?

Homework

Review the six unit words and their meanings, and write each word in a sentence about your own shopping experience.
Practise /sp/ and /st/ with the words spend and store. Record yourself reading the sentences on the NeoEdu lesson page and listen to your recording to check whether you keep the /s/ sound.
Write a short paragraph of 80–100 words about your shopping habits, using at least three unit words (for example: bargain, receipt, convenience store). Include a topic sentence, supporting details and a closing sentence.
Prepare for the next lesson: read A Closer Look 2 in the textbook and find three new words related to shopping.

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