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

Giáo án Skills 1

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use the six target words and phrases (bargain, discount, receipt, shopaholic, convenience store, open-air market) correctly in sentences about shopping.
    • Skim for the main idea and scan for names, times and actions in a reading text about a shopping centre.
    • Combine at least two details from the passage to make an inference.
    • State an opinion, give an example and acknowledge a limit when speaking about shopping.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the vocabulary and reading tasks individually first, and check their own answers against the passage before sharing.
  • Communication and collaboration: Ss work in pairs and groups to discuss shopping habits, share answers and give feedback to classmates in English.
  • Problem-solving and creativity: Ss infer Lan's shopping strategy from several details and build a personal argument with a clear example.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read a passage about a shopping centre to find the main idea and details, and speak for one minute about their own shopping experience with an opinion, an example and a limit.
  • Language knowledge (vocabulary): Ss recognise the meaning and correct use of six shopping words and use them in their own sentences.

3. Personal qualities

  • Responsibility: Ss plan a shopping list and a spending limit for a school-related purchase and explain why careful spending matters.
  • Honesty: Ss give their real opinions and admit the limits of their own views instead of exaggerating.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board, lesson slides with the vocabulary, the reading passage and the exercises
  • Printed worksheets: Worksheet 1 (vocabulary) and Worksheet 2 (reading)
  • NeoEdu learning page for Unit 8 Skills 1: neoedu.vn/learn/8/english/unit-8-skills-1 (lesson presentation, examples and interactive exercises)
  • Timer and small pieces of paper for group tasks

2. Students

  • Student's book Unit 8, notebook, pen, pencil
  • Highlighter or coloured pencils for marking key details in the passage

III. Procedures

Activity 1: Warm-up · 5 minutes

Thinking about shopping habits

a) Aims

Ss activate prior knowledge about shopping places and habits and get ready to read about a shopping centre.

b) Content

Ss answer four quick questions in pairs:

  • Where do you usually go shopping?
  • Do you make a shopping list before you go out? Why or why not?
  • Do you ever buy things you did not plan to buy?
  • Have you ever bargained or used a discount? Give an example.

c) Expected outcomes

Ss give short spoken answers, for example: 'I usually go to the supermarket with my mother. Yes, I always make a list, because I do not want to waste money.' Ss identify the topic of the lesson: shopping and careful spending.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T greets the class and asks, 'Where do you usually go shopping?' T writes the four questions on the board and tells Ss to discuss them with a partner for two minutes.

    Students

    Ss listen to the instructions and look at the four questions.

  2. Teacher

    Step 2: Task performance

    T walks around, listens and helps Ss who need English words.

    Students

    Ss take turns asking and answering the questions with their partner in English.

  3. Teacher

    Step 3: Report and discussion

    T invites three or four pairs to share one interesting answer with the class and asks, 'Do you think shopping is always a good thing?'

    Students

    Ss report briefly. Possible answer: 'I think shopping is useful, but sometimes we buy too much.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good answers and states the lesson aim: 'Today we will read about a shopping centre and learn how to talk about shopping with opinions and examples.'

    Students

    Ss write the title 'Unit 8: Shopping - Skills 1' in their notebooks.

Activity 2.1: Knowledge formation · 7 minutes

Shopping vocabulary in context

a) Aims

Ss understand and use six target words related to shopping.

b) Content

Ss complete Worksheet 1 by matching each word with its meaning and writing one sentence for each word. Target words: 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).
Model sentences from the lesson: '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.'

c) Expected outcomes

Worksheet 1 answers (matching): bargain - to ask for a lower price (negotiate); discount - a reduction in price; receipt - a paper showing what you paid; shopaholic - a person who buys things too often and too much; convenience store - a small shop open for long hours that sells everyday goods; open-air market - a market held outside where people sell fresh food and goods.
Each pair writes one new sentence per word, for example: 'I got a discount on my new shoes.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words on the slide, reads each one aloud and gives Ss Worksheet 1. T says, 'Match each word with its meaning, then write one sentence for each word.'

    Students

    Ss read the words after T and listen to the instructions.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for three minutes, then compare answers with a partner. T monitors and checks pronunciation of bargain, receipt and shopaholic.

    Students

    Ss match the words, then write sentences. Some Ss may ask, 'What does shopaholic mean?' and T answers with the example sentence on the slide.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read one matching pair and one sentence aloud. T corrects word choice and sentence structure.

    Students

    Ss read their answers. Possible sentence: 'Keep the receipt if you want to return the shirt.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct meanings and drills the six words chorally, then points out that the target words are nouns and phrases that can be used in many shopping situations.

    Students

    Ss repeat the words and correct their worksheets with the teacher's answers.

Activity 2.2: Knowledge formation · 12 minutes

Reading for main idea, details and inference

a) Aims

Ss skim for the main idea, scan for specific details and combine two details to make an inference about Lan.

b) Content

Ss read the passage about Lan and the new shopping centre, then complete Worksheet 2 in three stages:

  1. Skim: find the main idea.
  2. Scan: find the opening hours, Lan's preparation and the conclusion of her report.
  3. Inference: explain why Lan is a careful shopper, using at least two details.
    Reading to speaking strategy (on the slide): state an opinion, use an example, acknowledge a limit. A personal view is not a fact merely because it sounds confident.

c) Expected outcomes

Worksheet 2 answers:

  • Main idea: A shopping centre is convenient, but a careful shopper still needs a clear purpose and a budget.
  • Scan: The centre opened at nine every morning and closed at nine in the evening. Lan wrote a short list and set a spending limit before her visit. Her report concluded that a careful shopper needs a clear purpose and a budget.
  • Inference: Lan is a careful shopper because she made a list, set a spending limit and checked the final price and return policy before buying a schoolbag.
  • Speaking frame: 'In my opinion, shopping centres are convenient. For example, Lan could compare products in one visit. However, shoppers can still spend too much.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the passage and gives Worksheet 2. T explains the three stages (skim, scan, inference) and shows the speaking frame on the slide.

    Students

    Ss listen and take notes on the three tasks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to read the passage once quickly for the main idea, then reread and underline names, times and actions. In pairs, Ss discuss the inference question. T monitors and asks, 'Which two details support your answer?'

    Students

    Ss skim the text and underline details. Possible answer: 'Lan is careful because she wrote a list and set a limit.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three Ss to give the main idea and read their inference. T asks the class, 'Do you agree? Can you find another detail?'

    Students

    Ss report and respond. Possible answer: 'I agree. She also checked the return policy, so she was careful.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the main idea and the inference, and explains that a good opinion needs an example and an acknowledged limit. T writes the speaking frame on the board.

    Students

    Ss copy the frame into their notebooks and note the difference between a fact and a personal opinion.

Activity 3: Practice · 10 minutes

Answering questions about the passage

a) Aims

Ss answer comprehension questions accurately, using information from the passage.

b) Content

Ss do exercises from the textbook based on the shopping centre passage. Questions and answers:

  1. Read the passage and identify what Lan checked before choosing a schoolbag. Answer: the final price and the return policy.
  2. Read the passage and state when the centre opened and closed. Answer: It opened at nine every morning and closed at nine in the evening.
  3. Read the passage and state the conclusion of Lan's report. Answer: A shopping centre could be convenient, but a careful shopper still needed a clear purpose and a budget.
  4. Read the passage and explain why attractive displays matter. Answer: Attractive displays encouraged people to buy things they had not planned to buy.
    Ss answer in complete sentences.

c) Expected outcomes

Answer key (complete sentences):

  1. Lan checked the final price and the return policy before choosing a schoolbag.
  2. The centre opened at nine every morning and closed at nine in the evening.
  3. Her report concluded that a shopping centre could be convenient, but a careful shopper still needed a clear purpose and a budget.
  4. Attractive displays encouraged people to buy things they had not planned to buy.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four questions on the slide and tells Ss to answer in complete sentences, not single words. T reminds them to find the answer in the passage first.

    Students

    Ss read the questions and find the relevant lines in the passage.

  2. Teacher

    Step 2: Task performance

    T asks Ss to write their answers individually for three minutes, then check with a partner. T may open the NeoEdu page so Ss can do the interactive exercise on their devices if available.

    Students

    Ss write complete sentences. Some Ss may write only 'nine o'clock'; T reminds them to use a full sentence.

  3. Teacher

    Step 3: Report and discussion

    T calls on one S for each question, asks the class to check the answer and corrects any incomplete sentences.

    Students

    Ss read their answers aloud and listen to peers' feedback.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answer key and emphasises the common mistake: 'Use a complete sentence where a complete sentence is needed; do not translate Vietnamese word order directly.'

    Students

    Ss correct their answers and note the sentence pattern in their notebooks.

Activity 4: Application · 11 minutes

Talking about my own shopping experience

a) Aims

Ss use the target vocabulary and the speaking frame to talk for one minute about their own shopping experience.

b) Content

Ss prepare a one-minute talk with this structure: state an opinion about shopping, give one example from their own life using at least two target words, and acknowledge one limit. Model: 'In my opinion, shopping is fun when I have a list. For example, last week I bought a notebook with a discount at a convenience store. However, I sometimes buy things I do not need, so I must be careful.' Ss may also write a short note of three to four sentences as preparation.

c) Expected outcomes

Each S produces a one-minute spoken talk and a short written note. Sample product: 'In my opinion, shopping is useful if we plan it. For example, I went to the open-air market with a list and bought fresh vegetables at a good price. However, I was tempted by a few snacks, so my budget was a little higher than planned.' Ss use at least two target words and one opinion, one example and one limit.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and shows the model talk on the slide. T says, 'You have two minutes to prepare, then speak for one minute to your partner.'

    Students

    Ss listen to the model and note the three parts: opinion, example, limit.

  2. Teacher

    Step 2: Task performance

    T gives Ss two minutes to prepare silently and then asks them to speak in pairs. T listens and notes common errors on the board without naming students.

    Students

    Ss prepare notes, then speak to their partner. Possible talk: 'In my opinion, a discount is nice, but it does not always mean good value. For example, I bought a jacket on sale that I rarely wear. However, I learned to check the price first.'

  3. Teacher

    Step 3: Report and discussion

    T invites three to four Ss to share their talk with the class and asks the class to identify the opinion, example and limit.

    Students

    Ss present their talk. Classmates respond with one comment, for example: 'I agree with your limit.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective use of the target words and the speaking frame, reviews the common errors on the board and reminds Ss that a personal view should be supported by examples.

    Students

    Ss correct their notes and write one improved sentence in their notebooks.

Worksheets

Phiếu học tập số 1

Worksheet 1 - Shopping vocabulary
A. Match each word with its meaning.

  • bargain
  • discount
  • receipt
  • shopaholic
  • convenience store
  • open-air market

Meanings (in random order):

  • a person who buys things too often and too much
  • a reduction in price
  • a paper that shows what you paid
  • a market held outside where people sell fresh food and goods
  • a small shop open for long hours that sells everyday goods
  • to ask for a lower price

B. Write one sentence for each word about your own shopping experience.

Phiếu học tập số 2

Worksheet 2 - Reading: Lan and the new shopping centre
Read the passage and answer the questions.

  1. Skim: What is the main idea of the passage?
  1. Scan: Find the following information.
  • The opening and closing time of the centre: ____________________
  • What Lan did before her visit: ____________________
  • The conclusion of Lan's report: ____________________
  1. Inference: Is Lan a careful shopper? Give two details to support your answer.
  • Detail 1: ____________________
  • Detail 2: ____________________
  1. Speaking frame: Complete the sentences.
  • In my opinion, ____________________.
  • For example, ____________________.
  • However, ____________________.

Homework

  • Learn the six target words and write one sentence for each word in your notebook.
  • Write a short paragraph of four to six sentences about a shopping trip you have made. Include one opinion, one example and one limit, and use at least two target words.
  • Practise the one-minute talk with a family member, then tell them one way to shop more carefully.
  • Do the interactive exercises for Unit 8 Skills 1 on the NeoEdu page: neoedu.vn/learn/8/english/unit-8-skills-1 before the next lesson.

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