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Giáo án Tiếng Anh 8
Tiếng AnhLớp 8Chủ điểm 10. Unit 8: Shopping

Giáo án Looking Back

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Use adverbs of frequency (always, usually, often, sometimes, rarely, never) in the correct position: before ordinary verbs and after 'be'.
  • Use the present simple to talk about fixed timetables in the future (e.g. The market opens at six tomorrow) and distinguish them from decisions made with 'will'.
  • Recall and use the six topic words: bargain, discount, receipt, shopaholic, convenience store, open-air market, each in a real-life sentence.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own answers against the key, identify their weak points in the self-check and decide which skill section to review.
  • Communication and collaboration: Ss work in pairs to ask and answer about shopping habits and give feedback to each other on grammar and vocabulary use.
  • Problem-solving and creativity: Ss create new example sentences with the target grammar and explain why they are correct.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss explain the model paragraph in their own words, produce a short spoken summary of the unit and write new example sentences about shopping.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss apply the rules of adverb placement and the present simple for timetables, and use the topic vocabulary accurately in context.

3. Personal qualities

  • Responsibility: Ss honestly self-assess one language strength and one next step, and commit to reviewing the skill they find difficult.
  • Diligence: Ss complete all practice exercises on time and revise their sentences after peer feedback.

II. Teaching aids and materials

1. Teacher

  • Textbook English 8 (Global Success), Unit 8: Shopping, Looking Back
  • Projector, slides with the language model, grammar notes and topic vocabulary
  • Worksheet 1 (printed or displayed)
  • Timer and mini whiteboard markers
  • NeoEdu online lesson page: neoedu.vn/learn/8/english/unit-8-looking-back (lesson notes, examples and interactive exercises)

2. Students

  • Textbook and notebook
  • Pens, pencils and a sheet of paper for writing
  • Mini whiteboard or small card for pair work (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Where Do You Shop?

a) Aims

Ss activate prior knowledge about shopping places and the topic vocabulary before the review.

b) Content

Ss look at the title 'Shopping' and the list of places on the board: open-air market, supermarket, convenience store, shopping mall. Ss answer the question 'Where do you usually go shopping, and why?' in pairs, using at least one frequency adverb.

c) Expected outcomes

Each pair produces 2 sentences, for example: 'I usually go to the open-air market because the vegetables are fresh.' / 'I sometimes buy snacks at the convenience store near my house.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the question 'Where do you usually go shopping, and why?' on the board and models one answer: 'I usually go to the supermarket because it has clear prices.' T asks Ss to notice the position of 'usually'.

    Students

    Ss listen and observe the position of the adverb in the model sentence.

  2. Teacher

    Step 2: Task performance

    T asks pairs to talk for 2 minutes and monitors, noting useful sentences and errors without stopping the pairs.

    Students

    Ss take turns asking and answering in pairs. Possible answers: 'I often go to the open-air market because the food is fresh.' 'I rarely go to the shopping mall because it is too crowded.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 pairs to share one sentence each and asks the class to check the adverb position.

    Students

    Representative pairs read their sentences aloud. The class says whether the adverb is in the correct position.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that adverbs of frequency usually go before ordinary verbs and after 'be', and introduces the lesson aim: 'Today we will look back at the language and vocabulary of Unit 8.'

    Students

    Ss copy the lesson aim into their notebooks.

Activity 2.1: Knowledge formation · 7 minutes

Adverbs of Frequency and Timetable Present Simple

a) Aims

Ss review the position of adverbs of frequency and the use of the present simple for fixed future timetables, and distinguish them from decisions with 'will'.

b) Content

T displays these sentences and Ss decide which rule each one shows:

  • She is usually careful with money.
  • We always check the receipt.
  • The market opens at six tomorrow.
  • I will buy a new bag tomorrow.
    Ss explain why 'opens' is used in the third sentence but 'will buy' is used in the fourth.

c) Expected outcomes

Ss write the rules in their notebooks:

  • Adverbs of frequency go before ordinary verbs (We always check the receipt) and after 'be' (She is usually careful).
  • The present simple talks about a fixed timetable in the future (The market opens at six tomorrow).
  • 'Will' expresses a decision made at the moment of speaking (I will buy a new bag tomorrow).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four sentences on the board and asks Ss to find the adverb of frequency and the verb form in each sentence.

    Students

    Ss read the sentences silently and note the adverb and the verb form.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for 2 minutes, then compare with their partner.

    Students

    Ss underline the adverbs and decide whether each sentence describes a fixed timetable or a decision. Possible answer: 'The market opens at six tomorrow' is a fixed schedule; 'I will buy a new bag tomorrow' is a decision made now.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to share their answers and checks the reason for each choice, pronouncing the sentences clearly for pronunciation of 'opens' /ˈəʊpənz/.

    Students

    Ss give their answers. Possible explanation: 'We use the present simple because the time is fixed, like a timetable.' 'We use will because the speaker decides at the moment.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the two rules on the board and reminds Ss that 'never' also follows the same position as 'always' and 'usually'.

    Students

    Ss write the two rules in their notebooks and give one example each.

Activity 2.2: Knowledge formation · 7 minutes

Topic Vocabulary Recall

a) Aims

Ss recall the meanings of six topic words and use each one in a real-life sentence.

b) Content

Ss cover the meaning column in their textbooks and try to recall the meanings of: 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). Then each S writes one real-life sentence for three of the words.

c) Expected outcomes

Ss can match each word with its meaning and give one real-life sentence for three words. Example sentences:

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

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks Ss to cover the meaning column and recall the meanings of the six words, then choose three words for writing real-life sentences.

    Students

    Ss fold or cover the meanings and recall them silently.

  2. Teacher

    Step 2: Task performance

    T walks around, checking recall and helping Ss who are stuck with hints such as 'Where do you get a receipt?'

    Students

    Ss write three sentences in their notebooks. Possible answer: 'I always keep the receipt when I buy electronic goods.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 Ss to read one sentence each and asks the class to give the meaning of the word used.

    Students

    Ss read their sentences. The class answers with the meaning in English or Vietnamese.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings and models correct pronunciation of 'bargain', 'receipt' and 'shopaholic', and points out that 'open-air market' is a compound noun.

    Students

    Ss repeat after T and correct their sentences where needed.

Activity 3: Practice · 12 minutes

Grammar and Vocabulary Exercises

a) Aims

Ss apply the present simple for timetables and the topic vocabulary in the textbook exercises.

b) Content

Ss complete Worksheet 1 (Exercises 1–4: verb forms in brackets; Exercise 5: match each word to its meaning). Ss then compare their answers with their partner and check on the NeoEdu page if time allows.

c) Expected outcomes

Answer key for Worksheet 1:

  1. opens (The store opens at eight tomorrow.)
  2. leaves (Our bus leaves at six on Sunday.)
  3. is (She is usually careful with money.)
  4. closes (The market closes at noon on Mondays.)
  5. 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

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and explains the task: Exercises 1–4 require the correct verb form, Exercise 5 requires matching.

    Students

    Ss read the instructions and the sentences on Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T asks Ss to complete the worksheet individually for 5 minutes, then check with a partner for 2 minutes.

    Students

    Ss write their answers. Ss who finish early check the sentence 'She is usually careful with money' and explain why 'is' follows 'usually'.

  3. Teacher

    Step 3: Report and discussion

    T reads the answers aloud one by one and asks Ss to explain any answers that differ from the key.

    Students

    Ss give answers and explain. Possible explanation: 'The bus leaves at six because the timetable is fixed.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key, highlights the two most common mistakes (using 'opens' with 'will' and placing 'usually' after the main verb), and asks Ss to correct their worksheets.

    Students

    Ss correct their mistakes in red pen and record the number of correct answers.

Activity 4: Application · 14 minutes

Explain and Create

a) Aims

Ss explain a unit idea in their own words, create a new example with the target grammar and reflect on their own learning.

b) Content

Task A: In pairs, Ss read the model paragraph about thoughtful shopping (I prefer thoughtful shopping to buying things on impulse...) and explain it in their own words without reading the script.
Task B: Individually, Ss write one new example using the present simple for a timetable and one sentence with an adverb of frequency, then explain why each sentence is correct.
Homework: Ss record a 60-second summary of the unit and self-assess one language strength and one next step.

c) Expected outcomes

Task A: Each pair produces a 3–4 sentence summary, for example: 'The speaker plans before shopping, sets a budget and compares total prices. Open-air markets and supermarkets each have advantages, so the right choice depends on the product and the price.'
Task B: Possible answers: 'The shop usually closes at nine.' (adverb after 'be' and before ordinary verb is correct); 'Our bus leaves at seven tomorrow.' (fixed timetable).
Homework product: a 60-second recording and a short self-assessment with one strength and one next step.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains Task A and Task B and asks Ss to use the 'Integrated self-check' questions: Can you use the grammar in a new context? Can you support a view with an example?

    Students

    Ss read the task instructions and note the two self-check questions.

  2. Teacher

    Step 2: Task performance

    T asks pairs to work on Task A for 4 minutes, then Ss write Task B individually for 4 minutes. T monitors and gives feedback on accuracy.

    Students

    Ss speak in pairs and write their new sentences. Possible answer: 'Before I go to the market, I always make a list.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to present their summaries and 2 Ss to read their new sentences. The class gives feedback using the criteria of task achievement, organisation, vocabulary/grammar and delivery.

    Students

    Ss present and listen critically. Peers comment, for example: 'Your sentence is correct because the timetable is fixed.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the key language points and sets the homework: record a 60-second summary and self-assess. T reminds Ss to revisit the skill section if they cannot answer a self-check question.

    Students

    Ss write the homework task in their notebooks and note one personal next step.

Worksheets

Worksheet 1

Exercises 1–4: Put the verb in brackets into the correct form (present simple).

    1. The store ______ (open) at eight tomorrow. (fixed schedule)
    1. Our bus ______ (leave) at six on Sunday. (timetable)
    1. She ______ (be) usually careful with money.
    1. The market ______ (close) at noon on Mondays.

Exercise 5: Match each word with its meaning.

    1. bargain / a. chợ ngoài trời
    1. discount / b. hóa đơn
    1. receipt / c. giảm giá
    1. shopaholic / d. cửa hàng tiện lợi
    1. convenience store / e. mặc cả; món hời
    1. open-air market / f. người mua sắm quá mức

Homework

  • Prepare a 60-second spoken summary of Unit 8: Shopping. Include at least one adverb of frequency and one present simple sentence about a timetable.
  • Record your summary on your phone and listen to it once. Then complete a short self-assessment: write one language strength and one next step you want to improve.
  • Review the six topic words and write one new real-life sentence for each word in your notebook.
  • Visit the NeoEdu lesson page neoedu.vn/learn/8/english/unit-8-looking-back and complete the interactive exercises before the next lesson.

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