Giáo án môn Tiếng Anh 8 - Unit 3: Protecting the environment - Lesson 1.3: Pronunciation and speaking

School: ..
Date:.
Class: .....................
Period: .........
	 
UNIT 3: PROTECTING THE ENVIRONMENT
Lesson 1.3 – Pronunciation and Speaking (Pages 26 & 27)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills 
- pronounce /t/ sound correctly.
- ask and answer about the different effects of pollution.
- plan a presentation on the effects of pollution.
1.2. Competences 
- improve communication, creativity, collaboration and critical thinking s...n to the words and focus on the underlined letters.
- Listen and cross out the one with the different sound.
- Read the words to your partner using the sound noted in “a”.
- Take turns asking and answering about the different effects of pollution.
- Plan a presentation on the effects of pollution. Discuss in pairs the four kinds of pollution and think of possible effects of each using the information from the lesson and learners’ ideas.
- Ss’ performance and answers.
- Ss’ answers.
- Ss’ p...b) Content: Review Wh- questions.
c) Expected outcomes: Ss remember prior knowledge and use it in speaking activities.
d) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
Option 1: Tongue twister 
- Have Ss look at some sentences and ask them to speak as fast as they can.
Suggestions:
One two is two.
Two twos are four.
Three twos are six.
Four twos are eight.
Five twos are ten
- Call Ss to read the sentences.
- Give feedback.
- Introduce the /t/ sound.
À Lead...comes: Ss distinguish and use the different pronunciation of /t/ sound in their speaking.
d) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
Task a + b. Listen to the words and focus on the underline letters.
- Play the recording (CD1, track 29) (using DCR).
- Ask Ss to listen and notice the /t/ sound.
- Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature.
Task c + d. Listen and cross out the question that doesn’t follow the... some more words with /t/ sound and practice reading them.

- Listen.
- Listen again and repeat.
- Listen and cross out
- Give answers
- Listen again and check
Answer keys
- Work in pairs.
- Present.
- Give answers.
Activity 2: While-speaking (20’)
a) Objective: Students can talk about the different effects of pollution with the use of “if” or “unless”.
b) Content: ask and answer about the different effects of pollution with the use of “if” or “unless”.
c) Expected outcomes: Ss produ...f pollution.
Task a. Plan a presentation on the effects of pollution.
- Use DCR to show the task.
- Demonstrate the activity by practicing the activity with a student.
- Divide the class into groups of 4.
- Have Ss discuss four kinds of pollution (air pollution, land pollution, rivers, beaches and seas pollution).
- Observe, give help if necessary.
- Observe, listen.
- Work in pairs.
- Present.
- Observe and listen.
- Work in groups of 4.
- Complete the plan of presentation.

Activi...he most problem to people and wildlife.
- Have Ss decide four kinds of pollution (air pollution, land pollution, rivers, beaches and seas pollution) 
- Have some Ss explain their choice with the class (scores included).
- Give feedback and evaluation.

- Discuss.
- Present.
- Listen.

C. Consolidation and homework assignments (5’)
* Consolidation: 
- The /t/ sound. 
* Homework: 
- Practice pronounce /t/ sound and make sentences with those words.
- Complete the plan of presentation fo