Kế hoạch bài dạy Tiếng Anh 8 (Global Success) - Unit 8: Shopping - Năm học 2023-2024 - Trường THCS Nguyễn Chuyên Mỹ

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 8 (Global Success) - Unit 8: Shopping - Năm học 2023-2024 - Trường THCS Nguyễn Chuyên Mỹ

1. Tiết thứ: UNIT 8: SHOPPING Lesson 1: Getting started My favourite shopping place P83-84 Class Date of teaching Attendence 8A ...../01/2024 8B ...../01/2024 8C ...../01/2024 I. OBJECTIVES: * By the end of this unit, students will be able to: - Gain an overview about the topic Shopping - Gain vocabulary to talk about shopping 1. Knowledge: + Vocabulary: open-air market (n); home-grown (adj); home-made (adj); bargain (v); farmers’ market (n); price tag (n); convenience store (v) + Language: Adverbs of frequency; Present simple for future events + Pronunciation: Sounds: /s p / and /s t/ 2. Competence: a) General competencies: - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently. 3. Qualities: Raise the students’ awareness about enviromental protection. Having benefits of their hobbies in daily life. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE 1. WARM-UP a. Objectives: - To create an active atmosphere in the class before the lesson; - To review the previous unit; - To lead into the new unit. - Review the previous unit before Ss open their books: b. Content: - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class. c. Product: - Having a chance to speak English and focus on the topic of the lesson. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS CHATTING Step 1: Task delivering Observation - Write the unit title SHOPPING on the board. Questions & answers - T asks ss some questions about the topic: Student’s talk
2. 1. Do you like shopping? 2. Where do you often go shopping? 3. Can you name some markets or supermarkets that you know? 4. Do you prefer shopping in an open-air market or in a supermarket? Step 2: Task performance - Ss’ observation. - Student’s talk Step 3: Report and discussion - Ask Ss to guess what they are going to learn about in this unit. - T checks ss’ vocabulary and give feedback Step 4: Judgement - T leads to the new unit. - T comments and gives feedback on Ss’ answers. 2. KNOWLEDGE FORMATION a. Objectives: - To set the context for the introductory dialogue; - To introduce the topic of the unit. b. Content: - Learn some new words. Read the conversation and find out new words. c. Product: - Know more new words - Understanding the conversation; topic of the lesson, d. Implementation: Activity 1: Vocabulary pre-teaching Step 1: Task delivering 1. Vocabulary - Teacher introduces the vocabulary. 1. open-air market (n) - Teacher explains the meaning of the new vocabulary by 2. home-grown (adj) pictures/ explanation/ examples. 3. home-made (adj) - Teacher reveals that these seven words will appear in 4. bargain (v) the reading text and asks students to open their textbooks 5. farmers’ market (n) to discover further. 6. price tag (n) Step 2: Task performance 7. convenience store (n) - Ss’ observation Questions: - Ss look at the pictures in the book. - What do you think Mai and Alice are - Ss listen and repeat. talking about? Step 3: Report and discussion - What are pictures of? - T encourages ss to answer the questions, but doesn’t - What are the people in the pictures confirm their answers. doing - Teacher plays the recording for ss to listen and read Suggested answer: along. Then invite some pairs of Ss to read the - Mai and Alice are talking about conversation aloud. different types of markets. Step 4: Judgement - The pictures are of Bac Ha Open-Air - Teacher checks students’ pronunciation and gives Market. feedback. - The people in the picture are buying - T refers to the questions previously asked and confirms and selling things. the correct answer. 3. PRACTICE (15’-PW, ) a. Objectives: - To help Ss read for specific information about markets.
3. - To help Ss learn words and phrases related to different markets and their features; - To help Ss further understand the text. b. Content: - Listing activity, Matching activity, Sentence Completing activity. - To learn some more words about some places for shopping and some features of diferent markets. c. Product: - Know more new words about different markets and their features, understand the conversation; topic of the lesson d. Implementation: Activity 2: Mai and Alice mentioned four places 2: Mai and Alice mentioned four where they can buy things. Complete the list. places where they can buy things. Step 1: Task delivering Complete the list. - Encourage ss to do the task without reading the Answer key: conversation again. If they can’t, let them refer to the 1. open-air market conversation for the answers. 2. farmers’ market Step 2: Task performance 3. supermarket - Ss’ observation 4. convenience store - Ss complete the list. Step 3: Report and discussion - Student’s talk - Student’s answers Step 4: Judgement - Teacher checks the answers as a class and gives feedback. Activity 3. Match the types of markets with the 3. Match the types of markets with features. the features. Step 1: Task delivering Answer key: - Ask Ss to look at the two types of markets first and see 1. a, c if they can remember any information about them from 2. b, d, e the conversation. - T encourages them to say it. Step 2: Task performance. - Ss’ observation - Ss do the task individually or in pairs. Step 3: Report and discussion - Ask Ss to say the words / phrases aloud. - Student’s talk - Ss pronounce the words and phrases correctly. Step 4: Judgement - Teacher checks the answers as a class and gives feedback.
4. Activity 4. Complete the sentences with the words and 4. Complete the sentences with the phrases from the box. words and phrases from the box. Step 1: Task delivering Answer key: - Call on some ss to read the words and phrases in the 1. bargaining box aloud. 2. convenience store Step 2: Task performance 3. home-grown - Ss’ observation 4. price tag - Ss work independently to fill each blank with a word 5. home-made or phrase from the box. Step 3: Report and discussion - Ss complete the sentences with the words and phrases from the box. - Student’s talk Step 4: Judgement - Correct their pronunciation if needed. - Check the answers as a class. - Teacher checks students’ exercise individually and give feedback. 4. APPLICATION a. Objectives: - To introduce various types of speciality shops. - To create a fun atmosphere in the class. b. Content: - Ask and answer questions about various types of speciality shops - Home assignment. c. Product: - Ss can list as many various types of speciality shops as possible. - Take note home assignment. d. Implementation: Teacher’s instruction GAME: Listing - Work in groups. Quickly write down the names of some speciality shops. The group with the most correct answers wins. Step 1: Task delivering - To lead in, write the word “music shop” and “sports shop” on the board. - T asks Ss what they can buy from each shop. - T writes the word “speciality shops” above the two shops. Questions: Step 2: Task performance - Ss’ observation clothes shop, florist’s, bakery, butcher’s, bookshop, greengrocer’s, stationer’s, - Ss write down the names of as many speciality shops dairy, candy shop, café, music shop, as possible. computer shop, barber’s, hairdresser’s, gift Step 3: Report and discussion shop, pet shop, shoe shop, etc. - Student’s answers - Call on some Ss to read aloud their list. Find the Ss with the most correct answers. Step 4: Judgement - T and other Ss comments and gives feedback on Ss’ answers.
5. * Home assignment * Home assignment - T assigns the homework. - Name some places for shopping they - Ss copy their homework. have learnt about in the lesson. - T explains it carefully - Learn the new words and phrases by heart. - Do Exercise page Unit 8/Workbook - Prepare Project: P91-92 + Ask Ss to organise their report into a presentation. + Ask Ss to work in groups to make an interview with their friends, then collect and present data) V. FEEDBACK: With 8A .. .. With 8B ... .. With 8C . .
6. Tiết thứ: UNIT 8: SHOPPING Lesson 2: A closer look 1 P85 Class Date of teaching Attendence 8A ...../01/2024 8B ...../01/2024 8C ...../01/2024 I. OBJECTIVES: * By the end of this unit, students will be able to: - Gain an overview about the topic Shopping - Gain vocabulary to talk about shopping 1. Knowledge: + Vocabulary: shopaholic (n); on sale (adv); discount shop (n). + Language: Adverbs of frequency; Present simple for future events + Pronunciation: Sounds: /sp / and /st/ 2. Competence: a) General competencies: - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently. 3. Qualities: - Raise ss’ knowledge of shopping; Have good attitude to shopping. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE 1. WARM-UP (5’ - IW) a. Objectives: - To create an active atmosphere in the class before the lesson; b. Content: - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class. c. Product: - Having a chance to speak English and focus on the topic of the lesson. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Game: Clip watching Step 1: Task delivering - Give Ss a few minutes to watch a clip. - Ask ss some questions about the clip. Step 2: Task performance - Ss’ observation Step 3: Report and discussion - Student’s talk Step 4: Judgement - T leads in the new lesson. - T checks ss’ vocabulary and give feedback.
7. 2. KNOWLEDGE FORMATION (10’ - IW, PW) a. Objectives: - To introduce visually some nouns related to the topic of shopping. b. Content: - Learn some nouns related to the topic of shopping. c. Product: - Know more new nouns related to the topic of shopping. d. Implementation: Activity 1: Vocabulary pre-teaching * Vocabulary: 1. shopaholic (n): người nghiện mua sắm 2. on sale (adv): đang được bán hạ giá 3. discount shop (n): cửa hàng hạ giá Step 1: Task delivering - Teacher introduces the vocabulary. - Teacher explains the meaning of the new vocabulary by pictures/ explanation/ examples. Step 2: Task performance - Ss’ observation - Ss open their textbook to find these words. Step 3: Report and discussion - Elicit answers from Ss. - Teacher reveals that the words according to the pictures will appear in the reading text. Step 4: Judgement - Teacher checks students’ pronunciation and gives feedback. Task 1. Circle the correct options to complete the 1. Circle the correct options to phrases complete the phrases Key: 1. price tag 2. shopaholic 3. on sale 4. browsing 5. Internet access Step 1: Task delivering - Ask Ss to read the words and phrases. Step 2: Task performance - Ss’ observation - Ss look at the pictures and do the matching. Step 3: Report and discussion - Student’s talk - Check the answers as a class. - Have Ss then read the words and phrases aloud. Step 4: Judgement
8. - Correct their pronunciation if needed. - If necessary, ask Ss for the Vietnamese equivalents of these words and phrases. 3. PRACTICE (25’ - PW, IW, GW) a. Objectives: - To introduce more types of shops and their characteristics. - To provide ss with an opportunity to use some vocabulary in sentences - To help Ss identify how to pronounce the sounds /sp/ and /st/; - To help Ss practise pronouncing the sounds /sp/ and /st/ correctly in sentence b. Contents: - Use the nouns in 1 to match with their characteristics - To pronounce the sounds /sp/ and /st/ correctly; Listen and repeat. c. Product: - Knowing how to use learned words/phrases in context. - Pronouncing the sounds /sp/ and /st/correctly; d. Implementation: Task 2: Match the shopping places with their 2: Match the shopping places characteristics. with their characteristics. Step 1: Task delivering Answer key: - Ask Ss to read the names of different places for shopping 1. e and see if they know any of their characteristics. 2. a - Allow Ss some time to do the matching. 3. d Step 2: Task performance 4. b - Ss’ observation. 5. c - Ss match the shopping places with their characteristics. Step 3: Report and discussion - Ss read the names of different places for shopping. - Call on some Ss to give their answers. - Student’s talk Step 4: Judgement - Check the answers as a class. Task 3. Complete the sentences with the words and 3. Complete the sentences with phrases from the box. the words and phrases from the Step 1: Task delivering box. - Ask Ss to read the words and phrases provided. Answer key: - Ask Ss to work individually. 1. specialty shops Step 2: Task performance 2. browsing - Ss’ observation 3. bargain - Ss work individually. 4. range of products - Ss complete the sentences with the words and phrases from 5. shopaholic the box. Step 3: Report and discussion - Call on some Ss to say their answers. - Ss read out their answers. Step 4: Judgement - Check Ss’ answers as a class. - Correct Ss’ pronunciation if necessary. Task 4. Listen and repeat the words. Pay attention to 4. Listen and repeat the words. the sounds /sp/ and /st/. Pay attention to the sounds /sp/ Step 1: Task delivering and /st/. - T plays a video clip - Ask ss to watch and repeat after the clip.
9. Step 2: Task performance /sp/ /st/ - Ss’ observation Spend Stall - Ss watch and repeat after the clip. Speciality Staff Step 3: Report and discussion - Play the recording for them to listen and repeat the words Space Outstand as a class, in groups, and individually. Play the recording Respect Honest as many times as necessary. Clasp Waste - Ss read out the words. Step 4: Judgement - T comments and gives feedback on Ss’ answers. Task 5. Listen and repeat the sentences. Pay attention to 5. Listen and repeat the the underlined words. sentences. Pay attention to the Step 1: Task delivering underlined words. - Play the recording for Ss to listen and repeat each sentence. Answer key: Correct them if needed. 1.There is a three-storey s ports centre in my - Have Ss read the sentences, paying attention to the neighbourhood. underlined words with the sounds /sp/ and /st/. 2.The a ssistant at her shop always gives us Step 2: Task performance special attention. - Ss’ observation 3.The shop owner treats his customers with - Call on some Ss to read the sentences individually. a lot of respect. Step 3: Report and discussion 4.The food at that restaurant is too spicy for - Call some Ss to read the sentences individually. me. - Check the answers as a class. Step 4: Judgement 5.Tom s pent half of his savings in that music store. - Teacher checks students’ answers and their pronunciation and gives feedback. 4. APPLICATION/PRODUCTION (5’ - GW) a. Objectives: - To test students' quick reaction to the targeted sounds b. Content: - To distinguish between the sounds /sp/ and /st/ correctly; Listen and repeat - Home assignment. c. Product: - Distinguish between the sounds /sp/ and /sp/ - Take note home assignment. d. Implementation: GAME: WHISPERING-GW Observation Step 1: Task delivering Questions & answers - Teacher explains the rule: Student’s talk + Work in 2 teams + Players stand in a line. + The teacher whispers 5 words one by one from one person to the next until it gets to the end of the line. The last person in the line repeats the words. Step 2: Task performance - Ss’ observation - Ss work in 2 teams. Step 3: Report and discussion - The teacher whispers 5 words one by one from one person to the next until it gets to the end of the line. The last person in the line repeats the words. + The team with more correct words will win.
10. Step 4: Judgement - T comments and gives feedback on Ss’ answers. * Home assignment - T assigns the homework. * Home assignment - Ss copy their homework. - Ask Ss to summarise what they - T explains it carefully have learned in the lesson. - Ask them to list some nouns related to shopping learned in the lesson. - Ask them to list some shopping places and characteristics - Ask ss to give 2 sounds learned in the lessons and give examples. - Do Exercise ..page Unit 8/Workbook V. FEEDBACK: With 8A .. .. With 8B ... .. With 8C .
11. Tiết thứ: UNIT 8: SHOPPING Lesson 3: A closer look 2 P86-87 Class Date of teaching Attendence 8A ...../01/2024 8B ...../01/2024 8C ...../01/2024 I. OBJECTIVES: * By the end of this unit, students will be able to: - revise and use some adverbs of frequency - identify how to use the present simple for future actions. - understand the difference in the use of present simple and future simple when talking about future activities. 1. Knowledge: + Vocabulary: shopaholic (n); on sale (adv); discount shop (n). + Language: Present simple for future events; Adverbs of frequency. (+) S+ V/ V(e)s ; (-) S + don’t/ doesn’t + Vbare ; (?) Do/ Does + S + Vbare? + Pronunciation: Sounds: /sp / and /st/ 2. Competence: a) General competencies: - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently. 3. Qualities: - Be encouraged to know more about making plans, timetables, and schedules. Have good attitude to shopping. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE 1. WARM-UP (5’-IW) a. Objectives: - To create an active atmosphere in the class before the lesson; b. Content: - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class. c. Product: - Having a chance to speak English and focus on the topic of the lesson. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Game: BRAIN-STORMING - Ss work in two teams. Observation - Give Ss 2 minutes to write as many adverbs of Questions & answers frequency as possible. Student’s talk - The team with the most correct sentences wins.
12. - T leads in the lesson A CLOSER LOOK 2 on page 85. 2. KNOWLEDGE FORMATION a. Objectives: - To review ss’ knowledge of adverbs of frequency - To revise ss’ knowledge of the simple sentences b. Content: - Review some adverbs of frequency and their use. - Revise simple sentences c. Product: - Recall the main adverbs of frequency and their use. - Recall the form of the simple sentences - Know the use of present simple for future actions. d. Implementation: Grammar: Observation 1. Adverbs of frequency Questions & answers Step 1: Task delivering Student’s talk - T gets ss to list all the adverbs of frequency they can remember. Step 2: Task performance - Ss’ observation - List all the adverbs of frequency they can remember. Step 3: Report and discussion - Elicits the use of adverbs of adverbs of frequency from ss. - Student’s talk Step 4: Judgement - T comments and gives feedback on Ss’ answers. 2. Present simple - T asks ss to recall the forms and uses of the present simple. - T introduces the use of the present simple for future actions. - Teacher listens to students’ answers and gives feedback. 3. PRACTICE (25 mins) a. Objectives: - to revise and use some adverbs of frequency. - to apply the use of present simple for future actions. - to understand the difference in the use of present simple and future simple when talking about future activities. b. Content: - Use some adverbs of frequency to complete the sentences. - Distinguish the difference in the use of present simple and future simple c. Product: - Recall the main adverbs of frequency and their use. - Recall the form and use of the simple sentences - Remember the use of present simple for future actions. d. Implementation:
13. Task 1. Complete the sentences with the adverbs of 1. Complete the sentences with the frequency from the box. adverbs of frequency from the box. Step 1: Task delivering Answer key: - Ask Ss to do the activity individually. 1. always Step 2: Task performance 2. rarely - Ss’ observation 3. never - Ss read the sentences and decide which adverb in the 4. often box best describes the frequency of the action. 5. sometimes Step 3: Report and discussion - Call on some Ss to read aloud their answers. Step 4: Judgement - Check the answers as a class. Explain if needed. Task 2. Read the schedule for the grade 8 field trip 2. Read the schedule for the grade 8 tomorrow, and underline the verbs in the sentences. field trip tomorrow, and underline Then answer the questions. the verbs in the sentences. Then Step 1: Task delivering answer the questions. - Have Ss do this activity individually or in pairs. Suggested answers: - Allow them some time to answer the questions. Step 2: Task performance - Ss’ observation - Ask them to read the schedule and underline the verb in each sentence. Step 3: Report and discussion - Call on some Ss to give their answers. - Student’s answers Step 4: Judgement - Confirm the correct answers as a class. - Have Ss read the Remember! box. Explain if needed. 3. Write A next to a sentence if it Task 3. Write A next to a sentence if it relates to a relates to a timetable, schedule or timetable, schedule or plan, and B if it is an unplanned plan, and B if it is an unplanned future action. future action. Step 1: Task delivering Suggested answers: - Ask Ss to work individually or in pairs. 1. B Ask Ss which sentence is a scheduled future activity and 2. A which one is an unplanned future activity. 3. A Step 2: Task performance 4. A - Ss’ observation 5. B - Write scheduled future activity and unplanned future activity on the board. Say two sentences The bus leaves at 11:00 and we have plenty of time. and Don’t move. I’ll answer the phone. - Ss write them underneath their correct categories. Step 3: Report and discussion - Call on 2 - 3 Ss to read aloud their answers. - Student’s talk Step 4: Judgement - Confirm the correct answers as a class. Explain if needed.
14. Task 4. Choose the correct answer to complete each 4. Choose the correct answer to sentence. complete each sentence. Step 1: Task delivering Suggested answers: - Have Ss do this activity individually. 1. opens Step 2: Task performance 2. will make - Ss’ observation 3. won’t buy - Ss read each sentence carefully. 4. is - Decide which option best completes the sentence. 5. Does Step 3: Report and discussion - Call on some Ss to read out their answers. - Student’s talk Step 4: Judgement - Confirm the correct answers as a class. 4. APPLICATION / PRODUCTION a. Objectives: - To enable Ss to use the present simple to talk about events. b. Content: - To report the events for the community fair. c. Product: - Reporting the events for the community fair correctly and fluently. d. Implementation: Task 5. In pairs, ask and answer to check planning 5. In pairs, ask and answer to check events for the community fair next month. planning events for the community Step 1: Task delivering fair next month - Have Ss work in pairs. Suggested answers: - Ask Ss to read the example so that they know what they have to do. - Allow Ss some time to read the schedule. Step 2: Task performance - Ss’ observation - Ss ask and answer about the time of different events. Step 3: Report and discussion - Call on some pairs to say their questions and answers. Ask the whole class to follow and correct if they make a mistake. - Students do peer correction Step 4: Judgement - Teacher checks students’ answers as a class and give feedback. Task 6. Reporting the events for the community fair. 6. Reporting the events for the Step 1: Task delivering community fair. - Instruct Ss to practice talking about the events for the community fair in groups. - Make sure they use simple present tense for the events. Step 2: Task performance - Ss’ observation Step 3: Report and discussion - Call one student of each group to report their result in front of the class. - T asks ss to listen and give remarks. Step 4: Judgement
15. - T gives feedback on the content and pronunciation -T corrects any grammar and pronunciation mistakes if necessary. * Home assignment * Home assignment - T assigns the homework. - Learn the use of adverbs of - Ss copy their homework. frequency by heart. - T explains it carefully - Make 5 sentences of the simple present for future meaning - Do Exercise ..page Unit 8/Workbook. V. FEEDBACK: With 8A .. .. With 8B ... .. With 8C .
16. Tiết thứ: UNIT 8: SHOPPING Lesson 4: Communication P86 Class Date of teaching Attendence 8A ...../01/2024 8B ...../01/2024 8C ...../01/2024 I. OBJECTIVES: * By the end of this unit, students will be able to: - identify how to make complaints in English - know about one’s favourite shopping place. 1. Knowledge: + Vocabulary: shopaholic (n); on sale (adv); discount shop (n). + Language: Making complaints: - I’m calling/ writing to make a complaint about . - I’m not happy with . + Pronunciation: Sounds: /sp / and /st/ 2. Competence: a) General competencies: - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently. 3. Qualities: - Raise ss’ awareness of favourite shopping places.; Have good attitude to making polite complaints. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE 1. WARM-UP (3’- IW) a. Objectives: - To create an active atmosphere in the class before the lesson; b. Content: - Have some chatting to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class. c. Product: - Having a chance to speak English and focus on the topic of the lesson. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Chatting: Step 1: Task delivering - T gives ss a situation: Expected answers: Supposing you ordered a hat online, but when you got it, - Making complaints it didn’t have the same color as you ordered. What would you do in that case? Step 2: Task performance - Ss’ observation
17. Step 3: Report and discussion - Student’s talk Step 4: Judgement - T leads in the new lesson: - If we aren’t satisfied with sth you ordered, we can make complaints. There are two ways of making complaint that we will learn in Lesson 4. Communication. - Ask Ss to look at COMMUNICATION on page 86. - T checks ss’ answers and give feedback 2. KNOWLEDGE FORMATION (10’-IW, PW) a. Objectives: - To introduce how to make a complaint; - To help Ss practise making a complaint. b. Content: - Use everyday expressions to develop language skills (Making a complaint) c. Product: - Leaning how to make a complaint d. Implementation: * EVERYDAY ENGLISH: Making a complaint Task 1: Listen and read the dialogue. Pay attention to 1: Listen and read the dialogue. Pay the highlighted sentences. attention to the highlighted Step 1: Task delivering sentences - Play the recording. Suggested answers: - Ask Ss to pay attention to the highlighted parts. To make a complaint, you can use: Step 2: Task performance - I’m calling/ writing to make a - Ss’ observation complaint about . - Ss listen and read the conversation where Tom makes - I’m not happy with . complaints about the SMART backpack he bought the previous week. Step 3: Report and discussion - Ss pay attention to the highlighted parts. - Elicit the structures for making a complaint. Have Ss practise the conversation in pairs. Step 4: Judgement - T comments and gives feedback on Ss’ answers. Task 2: Work in pairs. In turns, make complaints 2: Work in pairs. In turns, make about the situations below. complaints about the situations Step 1: Task delivering below. - Ask Ss to work in pairs to make similar dialogues. Suggested answers: - Tell them to use the contexts given and the sample requests. 1. The cans of fish you bought at the Step 2: Task performance shop expired five days ago. - Ss’ observation • I’m calling to make a complaint - Ss work in pairs. about the cans of fish I bought at your Step 3: Report and discussion shop five days ago. It was expired. - Ss make complaints about the situations below. 2. An assistant at the shop was not - Student’s talk very helpful. Step 4: Judgement I’m not happy with an assistant at the - Give feedback on their dialogues. shop. She was not very helpful. - Teacher listens to students’ pronunciation and gives feedback.
18. 3. PRACTICE (15’-IW, PW, GW) a. Objectives: - To help Ss practise listening for general and specific information. - To provide Ss with some samples to help them talk about their favourite shopping places. b. Content: - Listen to some samples of favourite shopping places. - Ask and answer about what the people in 3 like about the places they shop. c. Product: - Knowing some different favourite shopping places - Practising listening for general and specific information d. Implementation: Task 3. Listen to three people talking about their 3. Listen to three people talking favourite shopping places and tick (v) the place they about their favourite shopping mention. places and tick (v) the place they Step 1: Task delivering mention. - Have Ss read the instruction and the table so that they know what they have to do while listening to the Suggested answers: recording. People Open- Discount Convenience - Play the recording and ask Ss to listen and tick the air shop store correct answers. market Step 2: Task performance 1. ￿ - Ss’ observation Mai - Ss listen and tick the correct answers. 2. ￿ Step 3: Report and discussion Nam - Call on some Ss to read their answers. 3. ￿ - Student’s talk Alice Step 4: Judgement - Confirm the correct answers as a class. Task 4. Work in pairs. Take turns to ask and answer 4. Work in pairs. Take turns to ask what each person in 3 likes about their shopping place and answer what each person in 3 Step 1: Task delivering likes about their shopping place - Have Ss work in pairs. Suggested answers: - Have Ss take turns to ask and answer about what each Model dialogue: person in 3 likes about the place where they shop. A: What does Nam like about Step 2: Task performance shopping at a convenience store? - Ss’ observation B: It saves him time. - Ss take turns to ask and answer about what each person Suggested answers: in 3 likes about the place where they shop. Mai: Step 3: Report and discussion The products are home-grown and - Ss work in pairs. home-made. The market goers know - Call on 2 - 3 pairs to share their lists. Make comments. one another. - T listens to ss’ reports and gives feedback on their They chat happily while selling and pronunciation and content. buying. Nam: Step 4: Judgement They are convenient because they are - T comments and gives feedback on Ss’ answers. everywhere. You can save time. Alice: There is a wide range of goods there. Everything is cheaper than at other places.
19. 4. APPLICATION/PRODUCTION (10’-IW, PW, GW) a. Objectives: - To provide Ss with an opportunity to talk about what they like about their favourite places to shop. b. Content: - Talk about what they like about their favourite places to shop. - Home assignment. c. Product: - Apply what they have learnt so far in this unit (ideas, vocabulary, grammar) to talk about their favourite places to shop. - Take note home assignment. d. Organization Task 5. Work in groups. Share your favourite 5. Work in groups. Share your shopping place with your group. favourite shopping place with your Step 1: Task delivering group. - Have Ss work in groups. \Suggested answers: - T gets Ss to apply what they have learnt so far in this unit (ideas, vocabulary, grammar) to talk about their You can conclude: favourite places to shop. - The name of the place Step 2: Task performance - The reason(s) why you like it. - Ss’ observation - Allow Ss some time to talk in their groups. Go round and give support if needed. - Ss work in groups. Share your favourite shopping place with your group. Step 3: Report and discussion - Ss talk about their favourite places to shop. - Ask some Ss to share their ideas with the class. Step 4: Judgement - T corrects any grammar and pronunciation mistakes if necessary. - T gives feedback on their reports. * Home assignment * Home assignment - Learn the ways to make complaints - T assigns the homework. by heart. - Ss copy their homework. - Write a paragraph of 50-70 words - T explains it carefully about your favourite shopping place. - Do Exercise ..page Unit 8/Workbook V. FEEDBACK: With 8A .. .. With 8B ... .. With 8C .
20. Tiết thứ: UNIT 8: SHOPPING Lesson 5: Skills 1 P88-89 Class Date of teaching Attendence 8A ...../01/2024 8B ...../01/2024 8C ...../01/2024 I. OBJECTIVES: * By the end of this unit, students will be able to: - recognize reading skills for specific information and general information about the reason(s) people go shopping. - remember the lexical items related to the reason(s) people go shopping. - recognize how to make a conversation to ask and answer about a new shopping centre and 1. Knowledge: + Vocabulary: customer (n); try on (v); decoration (n); wander (v). + Language: + Pronunciation: Sounds: /sp / and /st/ 2. Competence: a) General competencies: - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. b) Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Sts can introduce themselves or one another fluently. 3. Qualities: - raise ss’ awareness of shopping places and the reason(s) people go shopping.; Have a good attitude to going shopping to a shopping place. Ss have the good attitude to working in groups, individual work, pair work, cooperative learning. II. PREPARATIONS Teacher: Grade 8 textbook, laptop, TV, pictures and realia, Computer connected to the Internet. Phần mềm tương tác hoclieu.vn Students: Text books, pencils, pics, blank papers, realia, . III. PROCEDURE 1. WARM-UP (3’-IW) a. Objectives: - To create an active atmosphere in the class before the lesson; - To elicit from Ss some reasons why they go shopping b. Content: - Have Chatting activities to elicit some reasons why Ss go shopping c. Product: - Having a chance to speak English and focus on the topic of the lesson. d. Implementation: TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Chatting: Step 1: Task delivering Observation - Ask ss two questions to elicit from ss the reasons Questions & answers why they go shopping. Student’s talk + Do you like shopping? Expected answers: + How often do you go shopping? - Yes/ No + Why do you go to shopping centers?