Giáo án môn Tiếng Anh 8 - Unit 3: Protecting the environment - Lesson 2.3: Pronunciation and speaking

School: ..
Date:..
Class: .....................
Period: .........
	 
UNIT 3: PROTECTING THE ENVIRONMENT
Lesson 2.3 – Pronunciation and Speaking (Pages 30 & 31)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills 
- recognize stress the second syllable for most two-syllable verbs.
- take turns asking and answering about how to reduce pollution.
- make a poster to give advice about reducing pollution.
1.2. Competences 
- improve communication, c...ducts
Assessment Tools
- Listen to the words and focus on the underlined letters. 
- Listen and cross out the word with the different stress.
- Read the words with the correct stress to a partner.
- Take turns asking and answering about how to reduce pollution. 
- Make a poster to give advice about reducing pollution.
- Discuss ways to reduce pollution and their purpose in pairs.
- Ss’ performance and answers.
- Ss’ answers.
- Ss’ performance.
- Ss’ performance.
- Ss’ performance / 
Pr...ge them in the follow-up steps.
b) Content: Introduce word stress: two-syllable verbs
c) Expected outcomes: Ss have good preparation for the new lesson.
d) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
Option 1: Game: Handclap
- Explain the rules of the game: Ss listen some words and define how many syllables in a word by clapping hands.
- Give feedback and lead to the new lesson: word stress on the second syllable for most two-syllable verbs.
Suggested words:
P...rd stress on the second syllable for most two-syllable verbs.

- Listen and clap hands according to syllables.
- Take part in the class activity in groups.
- Work in groups.
Give answers. 

B. New lesson (35’)
Activity 1: Pre-Speaking: Pronunciation (8’)
a) Objective: Introduce stress on the second syllable for most two-syllable verbs.
b) Content: Tasks a, b. c & d, p.30
c) Expected outcomes: Ss read the words with the correct stress and use it naturally in their speaking.
d) Organizat...sing DCR, have Ss listen and cross out the option that doesn’t follow the sound feature in “a”.
- Call Ss to give answers.
- Play the recording again and check answers as a whole class.
- Then have Ss think of some other verbs using the pronunciation feature in pairs.
- Call some Ss to read some words in front of the class.

- Listen.
- Listen again and repeat.
- Listen and cross out.
- Give answers.
Answer keys
- Listen again and check.
- Work in pairs.
- Present.
Activity 2: While-...airs practice the conversation.
- Remind Ss the way to encourage the speaker to continue with “What else?” “Anything else?”.
Suggested conversation:
Interviewer: What should we do to reduce land pollution?
Conservationist: We should recycle trash so we can reduce land pollution.
Interviewer: What else?
Conservationist: We shouldn’t waste paper.
Interviewer: Anything else?
Conservationist: We should reuse bottles.
Interviewer: Thank you.
- Have Ss swap roles and repeat, using the ideas ...give help if necessary.

- Observe, listen.
- Work in pairs to practice the conversation.
- Swap roles and continue the task.
- Present.
- Observe and listen.
- Work in pairs to complete the poster.
- Present.

Activity 3: Production (6’)
a) Objective: Help Ss remember the word stress. 
b) Content: questions about how to reduce pollution.
c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing.
d) Organization of the activity:
TEACHER’S ACTIVI