Giáo án môn Tiếng Anh 8 - Unit 3: Protecting the environment - Lesson 2.2 - Grammar

School: ..
Date:..
Class: .....................
Period: .........
	 
UNIT 3: PROTECTING THE ENVIRONMENT
Lesson 2.2 - Grammar (Pages 29 & 30)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills 
- use “and” and “so” to make compound and complex sentences.
- improve speaking skills, using the grammar point. 
1.2. Competences 
- enhance communication, collaboration 
1.3. Attributes
- know how to reduce pollution.
II. TEACHING AIDS AND LEARNING ...mar box.
- Tick the correct sentences or cross and rewrite the incorrect sentences. 
- Combine two sentences into one using “and” or “so (that)” 
- Ask ways to reduce pollution in town (in pairs).
- Ss’ performance.
- Ss’ task.
- Ss’ answers /performance.
- Ss’ answers.
- Ss’ answers/ presentation.
- T’s feedback.
- T’s feedback/Peers’ feedback.
- T’s feedback/Peers’ feedback. 
- T’s observation, T’s feedback/Peers’ feedback.

IV. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce ... ACTIVITIES
STUDENTS’ ACTIVITIES
Option 1: Word chain
- Have Ss listen example from teacher. 
- Call Ss to give next word.
- End game until ss cannot remember the previous words.
Suggested sentence:
I save electricity by turning of the light.
I save electricity by turning of the light and TV.
I save electricity by turning of the light, TV and fan.
..
à Lead to the new lesson.
Option 2: Game: Making sentences
- Have Ss close all books and notebooks.
- Show some words and have Ss work ...uggested answers
1. My teacher recycles old clothes into pencil cases.
2. Tom’s father reuses his schoolbag.
3. The principle advices us to reduce trash by using banana leaves to wrap food.
4. The government suggests not wasting electricity to protect the planet.
5. My teacher requires us to clean up after class.

B. New lesson (35’)
Activity 1: Presentation (10’)
a) Objective: Introduce compound and complex sentences with “and” and “so”. 
b) Content: 
- Listen and repeat.
- Introduce...r box
Option 1: 
- Have Ss look at the grammar explanation (using DCR).
- Have some Ss read aloud the sentences in the Grammar Box.
- Ask Ss to give more examples using “and” and “so”.
Option 2:
- Have Ss close books.
- Show sample sentences in the grammar box (using DCR).
- Have Ss read the sentences aloud.
- Have Ss make comments on the way they use “and” and “so” by asking Ss some questions:
*Suggested questions:
1.What is the parts of speech of “and” and “so”?
2.When do we use “a...9’)
a) Objective: Students can distinguish the differences between compound and complex sentences and the use of “and” and “so”.
b) Content: Tick the correct sentences and cross the incorrect ones and combine two sentences into one using “and” or “so”
c) Expected outcomes: Students can apply “and” and “so” to give ways of reduce pollution in their speaking.
d) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
- Explain in details about compound and complex sentences wi.... Add a comma when necessary.
- Demonstrate the activity, using the example (using DCR).
- Have Ss combine two sentences with “and” or “so”.
- Have Ss check answers with their partners.
- Call Ss to read answers.
- Check Ss’ answers, give feedback.
- Listen.
- Look and listen.
- Work individually.
- Work in pairs.
- Write answers on the board.
Answer keys
- Work individually.
- Work in pairs.
- Read answers.
Answer keys
Activity 3: Production (6’)
a) Objective: Students master t...s to use more words about ways of reducing pollution with their own ideas.
- Have some pairs demonstrate the activity in front of the class.
- Give feedback and evaluation.

-Listen and take notes.
- Have conversation in pairs.
- Present.
- Listen.

C. Consolidation and homework assignments (5’)
*Consolidation 
- the usage of “and” and “so”.
- the compound and complex sentences.
* Homework: 
- Make 2 sentences, using “and” and “so.
- Do the exercises in WB: Grammar (page 17).
- Pla