Tiếng AnhLớp 8Chủ điểm 10. Unit 8: Shopping

Giáo án Communication

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to: use the structures 'Excuse me, this item is damaged. Could I exchange it, please?' and 'May I see the receipt?' to make a polite complaint in a shopping situation.
By the end of the lesson, Ss will be able to: give a clear reason, respond politely when refusing or disagreeing, and keep a friendly tone in a shop role-play.
By the end of the lesson, Ss will be able to: use vocabulary related to shopping (receipt, discount, bargain, open-air market) in the context of a complaint.

2. Competences

a) General competences

Self-control and independent learning: Ss complete the individual preparation for the complaint task and check their own sentences against the model before speaking.
Communication and collaboration: Ss work in pairs to role-play a shop exchange, take turns, listen to their partner, and ask follow-up questions.
Problem-solving and creativity: Ss adapt the model complaint to a new product problem (for example, a broken zip) and suggest a reasonable solution.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss understand and use a complaint model, perform a two-turn exchange, and write a short polite complaint.
Language knowledge: Ss use the correct word order in requests (Could I exchange it, please?), apply the polite forms 'Could' and 'May', and pronounce the stressed words in the key sentences clearly.

3. Personal qualities

Kindness: Ss use a polite, non-offensive tone when complaining to a shop assistant and show respect for the other person's view.
Responsibility: Ss keep their receipts and state their problem honestly and clearly, and they do not share private contact details during role-play.
Diligence: Ss complete all practice tasks on time and revise their own written complaint after receiving feedback.

II. Teaching aids and materials

1. Teacher

Lesson plan, projector or board, and markers
Pre-prepared model dialogue on the board or slide (Excuse me, this bag has a broken zip. Could I exchange it? / I'm sorry about that. May I see your receipt?)
Worksheet 1 (printed for each pair)
NeoEdu interactive lesson page: neoedu.vn/learn/8/english/unit-8-communication (lecture, examples and interactive exercises)
Timer

2. Students

Textbook English 8 (Global Success), notebook, pen
Small blank paper slips for the exit task
A pen and a notebook for writing the complaint

III. Procedures

Activity 1: Warm-up · 5 minutes

Shopping Problems

a) Aims

Ss activate prior knowledge about shopping and recall words such as receipt, discount and open-air market, and identify the problem that the lesson will address.

b) Content

T asks Ss to think about a time they bought something that did not work or was damaged. Ss answer the questions: 'Have you ever bought something that was damaged?' 'What did you do?' Then T writes the key words on the board: receipt, discount, bargain, open-air market.

c) Expected outcomes

Ss give short answers, for example: 'I bought a pen, but the ink did not come out. I went back to the shop with the receipt.' Ss identify the topic of the lesson: complaining politely about a damaged item in a shop.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T greets the class and says: 'Today, we will learn how to complain politely when we shop. Have you ever bought something that was damaged?' T shows the key words on the board and checks the meaning of receipt (hóa đơn) and open-air market (chợ ngoài trời).
Students
Ss listen and look at the words on the board. Ss repeat the words after T.
Teacher
Step 2: Task performance
T gives 1 minute for Ss to think individually and then asks them to share with a neighbour for 1 minute. T walks around and listens.
Students
Ss think and talk with a partner about their experience. Possible answer: 'My new shirt had a hole, so I went back to the shop and showed the receipt.'
Teacher
Step 3: Report and discussion
T asks 2 or 3 Ss to share with the class: 'What did you do when the item was damaged?'
Students
Ss share their experiences. Possible answer: 'I took the item back and asked for an exchange.'
Teacher
Step 4: Conclusion and assessment
T praises the ideas and says: 'When we have a problem, we should speak politely and clearly. Today we will learn the useful language for this.' T writes the lesson title on the board: 'Complaining politely'.
Students
Ss write the title in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Complaining Politely

a) Aims

Ss understand the function of complaining politely: stating the problem, making a reasonable request, and responding to the shop assistant's question.

b) Content

T presents the model: 'Excuse me, this item is damaged. Could I exchange it, please?' and the reply 'I'm sorry about that. May I see the receipt?'. Ss read the model in the textbook and answer the questions in Worksheet 1, Part A: (1) What is the problem? (2) What does the customer ask for? (3) What does the shop assistant ask for? (4) Why is the tone polite?

c) Expected outcomes

Ss' answers to Worksheet 1, Part A:

The problem: the item is damaged.
The request: to exchange the item.
The assistant asks for: the receipt.
The tone is polite because the customer uses 'Excuse me', 'Could I ... please?' and does not blame the assistant.
Ss' key takeaway: To complain politely, state the specific problem, make a reasonable request, and avoid insulting the seller.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the model dialogue on the board and reads it aloud with the correct stress on 'damaged' and 'exchange'. T distributes Worksheet 1 and asks Ss to complete Part A in pairs.
Students
Ss listen, repeat chorally and then individually. Ss take Worksheet 1 and read the four questions.
Teacher
Step 2: Task performance
T gives 4 minutes for pairs to discuss the questions. T monitors and helps with pronunciation of 'damaged' (/ˈdæmɪdʒd/).
Students
Ss discuss and write their answers. Possible answers: 'The problem is that the item is damaged.' 'The customer wants to exchange it.'
Teacher
Step 3: Report and discussion
T calls on 2 pairs to read their answers. T asks the class: 'Is the customer rude? Why or why not?'
Students
Ss report their answers. Possible answer: 'No, the customer is polite because he says sorry-like phrases such as Excuse me and Could I ... please?'
Teacher
Step 4: Conclusion and assessment
T confirms the key points on the board: state the problem, request a fair solution, use polite forms (Could, May, please). T writes: 'Excuse me, ... Could I ...? / May I see ...?'
Students
Ss copy the key points into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Adapting the Model and Giving Reasons

a) Aims

Ss adapt the model to a new situation, give a reason when refusing or disagreeing, and keep a friendly tone.

b) Content

T presents the second model: 'Excuse me, this bag has a broken zip. Could I exchange it?' and 'I'm sorry about that. May I see your receipt?'. T explains: use a friendly tone; give a reason if refusing or disagreeing. Ss complete Worksheet 1, Part B: change the product and the problem in the model (for example, a notebook with missing pages, a shirt with a stain).

c) Expected outcomes

Ss' answers to Worksheet 1, Part B (sample):

'Excuse me, this shirt has a stain. Could I exchange it, please?'
'I'm sorry about that. Could you show me the receipt?'
Ss' key takeaway: When refusing or disagreeing, Ss give a clear reason, for example: 'I'm sorry, but we cannot exchange items without a receipt.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the sentence frame on the board: 'Excuse me, this ____ has a ____. Could I exchange it?' and shows how to give a reason: 'I'm sorry, but ... because ...'. T reminds Ss not to share private contact details in role-play.
Students
Ss listen and copy the frames into their notebooks.
Teacher
Step 2: Task performance
T gives 4 minutes for Ss to complete Part B individually and then check with a partner. T walks around and corrects word order and articles.
Students
Ss write their own sentences. Ss check each other's sentences for word order (for example, 'Could I exchange it?' not 'Could exchange I it?').
Teacher
Step 3: Report and discussion
T calls on 3 Ss to read their sentences aloud and asks the class to give feedback on tone: 'Is the sentence polite?'
Students
Ss read their sentences. The class answers: 'Yes, it is polite because it uses Excuse me and Could I ... please?'
Teacher
Step 4: Conclusion and assessment
T confirms that a friendly tone and a clear reason make a complaint effective and respectful. T gives feedback on pronunciation and intonation.
Students
Ss note the key phrases in their notebooks.

Activity 3: Practice · 12 minutes

Shop Role-play Practice

a) Aims

Ss practise the complaint dialogue in pairs and respond to each other politely, using the correct structures.

b) Content

Task 1: Ss choose the correct complaint in Worksheet 1, Part C: 'Make a polite complaint about a damaged notebook you bought.' Options: A. 'Excuse me, some pages are missing. Could I exchange this notebook?' B. 'How much is this notebook?' C. 'Thank you for finding my notebook.' D. 'Could you show me where the notebooks are?'
Task 2: In pairs, Ss role-play a shop exchange: one student is the customer with a broken zip on a bag, and the other is the shop assistant. The customer asks one follow-up question, for example: 'Can you tell me more?' The assistant listens before responding.

c) Expected outcomes

Answer key for Task 1: A. 'Excuse me, some pages are missing. Could I exchange this notebook?' This option states the specific problem and makes a reasonable request. The other options are not complaints.
Task 2 (sample dialogue):
Customer: 'Excuse me, this bag has a broken zip. Could I exchange it?'
Assistant: 'I'm sorry about that. May I see your receipt?'
Customer: 'Here it is. Can you tell me more about the exchange policy?'
Assistant: 'Of course. We can exchange items within seven days.'
Accept other well-supported responses.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains Task 1 and Task 2 and models a short role-play with a student. T reminds Ss to listen and respond politely and to use only the classroom role-play context.
Students
Ss listen and watch the model role-play. Ss read the options in Task 1.
Teacher
Step 2: Task performance
T gives 3 minutes for Ss to choose the answer in Task 1 individually, then 6 minutes for pairs to practise Task 2, switching roles. T monitors and notes common errors.
Students
Ss choose answer A and then role-play the dialogue. Ss take turns as the customer and the assistant.
Teacher
Step 3: Report and discussion
T asks 2 pairs to perform the role-play in front of the class. T asks the class: 'Was the tone polite? Did the customer state the problem clearly?'
Students
Ss perform. The class gives feedback, for example: 'The customer said Excuse me and asked politely.'
Teacher
Step 4: Conclusion and assessment
T confirms the answer key and summarises: 'A good complaint states the problem, makes a request, and keeps a polite tone. Listen to your partner before you respond.'
Students
Ss correct their answers and note the useful phrases.

Activity 4: Application · 10 minutes

Writing a Polite Complaint

a) Aims

Ss apply the language to a real-life situation by writing and presenting a short polite complaint about a product they have bought.

b) Content

Ss write a short complaint (4 to 5 sentences) about a real or imagined product problem. The complaint must include: (1) the item and the problem, (2) a polite request, (3) a reason or example, and (4) a closing line. Ss then read the complaint to a partner, who asks one question: 'Could you explain why?' or 'Could you give an example?'

c) Expected outcomes

Ss' written complaint (sample):
'Excuse me, this lamp was damaged when I opened the box. The wire is broken, so it does not work. Could I exchange it, please? I have the receipt here. Thank you for your help.'
Ss' partner question: 'Could you give an example of the problem?'
Accept other well-supported responses. Scoring is based on task achievement, organisation, vocabulary and grammar, and delivery (10 points).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives the writing task and the four required parts. T writes a checklist on the board: problem / polite request / reason / closing.
Students
Ss read the checklist and choose a real or imagined product problem.
Teacher
Step 2: Task performance
T gives 6 minutes for Ss to write individually. T walks around and gives support, for example with 'Could I ...?' and 'I'm sorry, but ...'.
Students
Ss write their complaint. Ss read it to a partner and ask one question.
Teacher
Step 3: Report and discussion
T asks 2 or 3 Ss to read their complaint aloud. T asks the class to identify the four parts.
Students
Ss read and listen. The class identifies the problem, the request, the reason and the closing.
Teacher
Step 4: Conclusion and assessment
T praises good work and gives a short correction on one or two sentences. T says: 'Complaining politely helps you get a solution and keeps a good relationship with people.' T sets the homework.
Students
Ss revise one sentence from their complaint and note the feedback in their notebooks.

Worksheets

Worksheet 1: Complaining Politely

Part A. Read the model and answer the questions.
Model: 'Excuse me, this item is damaged. Could I exchange it, please?' / 'I'm sorry about that. May I see the receipt?'

What is the problem?
What does the customer ask for?
What does the shop assistant ask for?
Why is the tone polite?

Part B. Adapt the model. Change the product and the problem.
Example: Excuse me, this ______ has a ______. Could I exchange it?
Write your own two-turn exchange: ______________________

Part C. Choose the best answer.
Make a polite complaint about a damaged notebook you bought.
A. Excuse me, some pages are missing. Could I exchange this notebook?
B. How much is this notebook?
C. Thank you for finding my notebook.
D. Could you show me where the notebooks are?

Part D. Role-play with a partner. One student is the customer with a broken zip on a bag. The other is the shop assistant. The customer asks one follow-up question. Switch roles.

Part E. Vocabulary check. Match the words with the meanings:

receipt a. chợ ngoài trời
discount b. giảm giá
bargain c. hóa đơn
open-air market d. mặc cả; món hời

Homework

Write a short polite complaint (4 to 5 sentences) about a product you have bought or imagined. Include the problem, a polite request, a reason and a closing line.
Practise the role-play from Worksheet 1, Part D, with a family member or friend. Do not share any private contact details.
Learn the six vocabulary words: bargain, discount, receipt, shopaholic, convenience store, open-air market. Make one sentence with each word.
Review the lesson on NeoEdu at neoedu.vn/learn/8/english/unit-8-communication and complete the interactive exercises.

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