Tiếng AnhLớp 8Chủ điểm 10. Unit 8: Shopping

Giáo án Skills 2

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to: predict the type of answer (person, time, place or reason) before listening to a recording.
By the end of the lesson, Ss will be able to: identify the main idea (gist) and specific details in the original unit recording.
By the end of the lesson, Ss will be able to: identify the purpose, genre features and useful topic expressions of a model paragraph about shopping advantages.
By the end of the lesson, Ss will be able to: plan and write a short paragraph (80–100 words) about the advantages OR disadvantages of one type of shopping, and revise it.

2. Competences

a) General competences

Self-control and independent learning: Ss predict answers, listen for gist and details on their own, and revise their own writing against a checklist.
Communication and collaboration: Ss discuss in pairs and groups to compare their answers and give peer feedback on each other's plans and drafts.
Problem-solving and creativity: Ss choose a shopping type, decide which side to support, and give original examples to develop their own ideas.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to the recording for gist and details, discuss shopping types orally, read the model paragraph, and write a 80–100-word paragraph with two supported points.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary bargain, discount, receipt, shopaholic, convenience store and open-air market, use sequencing words such as First and Second, and avoid translating Vietnamese word order directly.

3. Personal qualities

Diligence: Ss complete all listening questions and writing tasks on time and revise their paragraph at least once.
Responsibility: Ss take responsibility for their own writing and give fair, constructive feedback to their partners.
Honesty: Ss give their own answers and writing honestly, and check the recording before they answer, instead of guessing.

II. Teaching aids and materials

1. Teacher

Tiếng Anh 8 (Global Success) student's book, Unit 8 Skills 2
Audio recording of the original unit (listening exercise)
Projector or interactive whiteboard, slides with the model paragraph and the writing checklist
Vocabulary cards: bargain, discount, receipt, shopaholic, convenience store, open-air market
Worksheets 1 and 2 (printed for each pair)
NeoEdu online lesson: neoedu.vn/learn/8/english/unit-8-skills-2 (lecture, examples and interactive exercises)

2. Students

Student's book, notebook, pen, pencil
Worksheet 1 and Worksheet 2
A sheet of scrap paper for planning the writing

III. Procedures

Activity 1: Warm-up · 5 minutes

Shopping Types Brainstorm

a) Aims

Ss activate prior knowledge of shopping types and the vocabulary of shopping, and get ready for the lesson topic.

b) Content

Ss look at the six vocabulary cards (bargain, discount, receipt, shopaholic, convenience store, open-air market) and the picture of a shopping situation. In pairs, Ss match each word with a meaning or a place, then answer the question: Where do you usually shop, and what are the good points and bad points of that way of shopping?

c) Expected outcomes

Ss match the words correctly, for example: bargain - bargaining over the price at an open-air market; receipt - proof of payment that you keep for returns; convenience store - a small shop that is open late. Ss name at least two shopping types (local store, online shopping, open-air market, convenience store) and one advantage or disadvantage of each.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six vocabulary cards and asks: What do you see? Where do people use these words? T introduces the lesson aim: Today we will listen for the main idea and details, and write about the advantages OR disadvantages of one type of shopping.
Students
Ss look at the cards and listen to the teacher's instructions. Ss copy the lesson title and the aim into their notebook.
Teacher
Step 2: Task performance
T asks Ss to work in pairs: match each word to its meaning, then talk about where they usually shop. T walks around and supports weaker pairs with prompts such as: Do you go to a convenience store or an open-air market?
Students
Ss work in pairs, match the words and discuss. Possible answer: My mother buys vegetables at the open-air market because she can bargain with the sellers. I buy snacks at the convenience store near my house.
Teacher
Step 3: Report and discussion
T calls on three or four pairs to share. T asks: What is one advantage of shopping at a convenience store? What is one disadvantage of online shopping?
Students
Ss report their answers. Possible answers: The convenience store is open late. Online shopping may have a delivery fee. The open-air market has lower prices but it can be crowded.
Teacher
Step 4: Conclusion and assessment
T confirms the correct meanings, writes the six words on the board and reminds Ss: A low displayed price is not always the final cost, for example delivery or service fees can be added.
Students
Ss write the key words and the reminder in their notebook and check their answers.

Activity 2.1: Knowledge formation · 8 minutes

Listening Strategy: Predict, Gist, Details

a) Aims

Ss learn the listening strategy: predict the type of answer, listen for gist first and then listen for details.

b) Content

T presents the listening strategy on the board or on the NeoEdu lecture page. Ss practise the three steps: (1) Before listening, predict the type of answer: person, time, place or reason. (2) First listen for gist: Who is talking and what are they talking about? (3) Then listen for details to answer the questions. T asks Ss to read the four listening questions in the student's book and predict the type of answer for each one.

c) Expected outcomes

Ss predict the answer type for each question: Q1 - person (who shops online with the speaker); Q2 - amount of money (how much delivery costs); Q3 - yes or no (whether they ordered the schoolbag); Q4 - object (what they wanted to check first). Ss write the three listening steps in their notebook.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks: Before you listen, what should you do? Why do we predict answers? T presents the strategy: predict - gist - details, and asks Ss to read the four questions silently.
Students
Ss read the four questions in silence and listen to the teacher's explanation of the strategy.
Teacher
Step 2: Task performance
T asks Ss to predict the answer type for each question in pairs. T plays the recording once for gist and asks: Who is talking? What is the topic? T then plays it again for details.
Students
Ss predict the answer types in pairs, listen to the recording for the gist (a conversation about buying a schoolbag) and then listen for details. Possible answer: Q1 is a person; Q2 is an amount of money.
Teacher
Step 3: Report and discussion
T asks several Ss: What was the main idea? Which answer type did you predict for Question 3? Why?
Students
Ss report: The main idea is shopping online for a schoolbag. For Question 3, the answer type is yes or no because it asks whether something happened.
Teacher
Step 4: Conclusion and assessment
T confirms the three-step strategy and writes it on the board: 1. Predict the answer type. 2. Listen for gist. 3. Listen for details. T reminds Ss that the transcript is not shown, so they must rely on listening.
Students
Ss copy the three steps into their notebook and say them aloud once together.

Activity 2.2: Knowledge formation · 8 minutes

Writing Workshop: Model Paragraph Features

a) Aims

Ss identify the purpose, genre features and topic expressions of a model paragraph about the advantages of one type of shopping.

b) Content

Ss read the original model paragraph about shopping at a local store. Ss work in groups of four and use Worksheet 2 to identify: the purpose of the paragraph, two genre features (topic sentence and supporting points with examples), and two useful topic expressions. T reminds Ss of the writing workshop rules: name the shopping type, choose one side, support two points with examples, and distinguish a low displayed price from the final cost.

c) Expected outcomes

Purpose: to present the advantages of shopping at a local store for the writer's family. Genre features: (1) the first sentence names the shopping type and the side (advantages); (2) two points are supported by examples, for example: First, we can examine a product before paying. When I need a schoolbag, I can check its zip and straps. Useful topic expressions: examine a product before paying; answer questions about repairs and returns. Ss also note the sentence Local shopping is not always the cheapest option, which distinguishes the displayed price from the value of the benefits.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 2 and reads the writing workshop rule aloud. T asks: What is the purpose of this paragraph? What is the first sentence doing?
Students
Ss receive Worksheet 2 and listen to the rule. Ss read the model paragraph silently once.
Teacher
Step 2: Task performance
T asks groups to complete Worksheet 2. T circulates and asks guiding questions: Where are the two main points? Which sentence gives an example?
Students
Ss in groups identify the purpose, the two genre features and the two topic expressions. Possible answers are given in the product section above.
Teacher
Step 3: Report and discussion
T asks each group to share one feature. T asks the class: Do you agree? Can you find another example in the model?
Students
Ss report their findings. Other groups may add or correct points, for example: The phrase instead of relying only on a photograph shows an example of checking a product.
Teacher
Step 4: Conclusion and assessment
T confirms the purpose and the genre features on the slide and highlights the structure: topic sentence, two supported points with examples, and a short closing that avoids a simple price claim.
Students
Ss write the structure in their notebook and mark the topic sentence and the two examples with different colours.

Activity 3.1: Practice · 8 minutes

Listening Check: Gist and Details

a) Aims

Ss apply the listening strategy to answer the four questions of the original recording correctly.

b) Content

Ss listen to the original recording again and answer the four questions on Worksheet 1. Each answer is a word or short phrase, not a full sentence. Ss check their answers in pairs before T shows the answer key.

c) Expected outcomes

Answer key: Q1: the mother. Q2: thirty thousand (dong). Q3: False (Sai). Q4: the straps. Ss write answers as words or short phrases and correct their own mistakes after checking the key.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and reminds Ss: Use your predictions. Listen for the gist first, then the details. T plays the recording.
Students
Ss read Worksheet 1 and get ready to listen.
Teacher
Step 2: Task performance
T plays the recording two times. T pauses after each question if needed. T asks pairs to compare answers after listening.
Students
Ss listen and write their answers on Worksheet 1. In pairs, Ss compare answers and discuss any difference. Possible answer: Q2 - thirty thousand; Q3 - the claim is false.
Teacher
Step 3: Report and discussion
T asks Ss to give their answers to the four questions. T asks: How did you know the answer for Question 3?
Students
Ss report: Q1 the mother; Q2 thirty thousand; Q3 False, because they did not order the schoolbag; Q4 the straps. Ss explain how they found the detail in the recording.
Teacher
Step 4: Conclusion and assessment
T shows the answer key on the board and confirms the answers. T reminds Ss to write short answers and not full sentences when the question asks for a word or short phrase.
Students
Ss check their answers against the key, correct any mistake and write the correct answers in their notebook.

Activity 3.2: Practice · 7 minutes

Plan Before Writing: Shopping Type and Two Points

a) Aims

Ss plan a short paragraph by choosing one shopping type, one side (advantages OR disadvantages) and two supported points with examples.

b) Content

Ss use the plan in Worksheet 2 to choose one shopping type (for example, a local store, online shopping, an open-air market or a convenience store). Ss decide whether to write about the advantages or the disadvantages and note two points, each with an example. Ss also plan one sentence that distinguishes a low displayed price from the final cost. T does not ask Ss to memorise the model.

c) Expected outcomes

Ss complete a plan: shopping type; side chosen; point 1 with example; point 2 with example; price comment. Example plan: shopping type - online shopping; side - disadvantages; point 1 - the product may not look the same as the photograph (example: the colour of a schoolbag); point 2 - delivery fee and waiting time (example: the price is low but the delivery costs extra); price comment - the displayed price is not the final cost.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the plan template on the slide and gives an example. T reminds Ss: Do not copy the model. Use your own ideas and examples.
Students
Ss look at the template and the example and note the parts of the plan.
Teacher
Step 2: Task performance
T asks Ss to complete their own plan on Worksheet 2 individually. T walks around and checks whether each point has an example.
Students
Ss write their own plan on Worksheet 2 individually, then share their plan with a partner for a quick check.
Teacher
Step 3: Report and discussion
T asks four or five Ss to read their shopping type and one point. T asks the class: Is the example clear? Does it support the point?
Students
Ss read their plans aloud. Possible answer: My shopping type is the open-air market. I support the advantage that we can bargain for a lower price. The class gives feedback.
Teacher
Step 4: Conclusion and assessment
T confirms that a good plan has one clear shopping type, one side, two supported points and one price comment. T reminds Ss to avoid translating Vietnamese word order directly.
Students
Ss revise their plan if needed and keep it for writing in the apply stage.

Activity 4: Application · 9 minutes

Write and Revise a Shopping Paragraph

a) Aims

Ss write an 80–100-word paragraph about the advantages OR disadvantages of one type of shopping and revise one sentence to improve clarity.

b) Content

Ss write 80–100 words about the advantages OR disadvantages of one type of shopping, using the plan from the previous activity. Ss include a topic sentence that names the shopping type and the side, two supported points with examples, and one sentence that distinguishes the low displayed price from the final cost. After writing, Ss choose one original sentence, revise it and explain the change in one or two sentences. Ss exchange paragraphs with a partner for peer feedback using the checklist.

c) Expected outcomes

A paragraph of 80–100 words with a clear topic sentence, two supported points and a price comment. For the revision, Ss show one original sentence, one revised sentence and a short explanation, for example: Original: It is good. Revised: Buying from an open-air market helps us bargain for a lower price. Explanation: The revised sentence gives a specific benefit and an example.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives the writing task and the checklist: task fulfilment (4 points), genre and organisation (2 points), vocabulary and grammar (3 points), spelling and punctuation (1 point). T sets the time limit of six minutes for writing.
Students
Ss read the task and the checklist and check that they have their plan from the previous activity.
Teacher
Step 2: Task performance
T asks Ss to write individually. After writing, T asks Ss to revise one sentence and explain the change. T asks pairs to exchange paragraphs and give feedback using the checklist.
Students
Ss write their paragraph, choose one sentence to revise, and exchange paragraphs with a partner to give feedback on the topic sentence, examples and price comment.
Teacher
Step 3: Report and discussion
T invites two or three Ss to read the topic sentence and one revised sentence. T asks the class: Is the example specific? Does the price comment make sense?
Students
Ss read their topic sentences and revised sentences. Possible answer: Original: Online shopping is convenient. Revised: Online shopping is convenient at night, but the delivery fee may increase the final cost.
Teacher
Step 4: Conclusion and assessment
T praises good examples and reminds Ss: Use original details. Ask a teacher or a peer to review open writing. T collects a few paragraphs for human assessment.
Students
Ss note the teacher's comments and revise their paragraph at home if needed.

Worksheets

Worksheet 1: Listening

Listen to the original recording and answer the questions. Use a word or a short phrase, not a full sentence.

Question 1: Who shops online with the speaker?
Question 2: How much was delivery, in dong?
Question 3: Did they order the schoolbag? (Write True or False)
Question 4: What did they want to check first?

Before listening, predict the type of answer for each question: person, time, place or reason, or amount of money, or yes/no, or object.
After listening, write your answers and compare with a partner.

Worksheet 2: Model Analysis and Plan

Part A. Read the model paragraph about shopping at a local store and complete the table below.

Purpose of the paragraph:
Genre feature 1 (topic sentence):
Genre feature 2 (supporting points with examples):
Topic expression 1:
Topic expression 2:

Part B. Plan your own response (do not copy the model).

Shopping type:
Side chosen (advantages OR disadvantages):
Point 1 and example:
Point 2 and example:
Price comment (low displayed price vs final cost):

Homework

Write your paragraph of 80–100 words about the advantages OR disadvantages of one type of shopping. Use your plan from Worksheet 2, and include a topic sentence, two supported points with examples and a price comment.
Revise your paragraph after checking the checklist: task fulfilment, genre and organisation, vocabulary and grammar, spelling and punctuation. Show one original sentence, one revised sentence and a short explanation of the change.
Practise the listening strategy: predict the answer type, listen for the gist and then for the details. Use the NeoEdu page neoedu.vn/learn/8/english/unit-8-skills-2 to review the lecture and do the interactive exercises.
Bring your revised paragraph to the next lesson for peer feedback. Your teacher will review it for human assessment.

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