Giáo án môn Tiếng Anh 8 - Unit 4: Free time - Lesson 2.3: Pronunciation & speaking

School: ..
Date:..
Class: .....................
Period: 43

UNIT 4: FREE TIME
Lesson 2.3 – Pronunciation & Speaking, pages 40 & 41
1. Objectives
By the end of this lesson, students will be able to
1.1. Language knowledge/ skills 
- practice sentence stress 
- give advice on what to do in a disaster, using prepositions of place and movement and conversation skill - Working through tasks in groups.
 1.2. Competences
- improve Ss’ communication, collaboration, analytical, critical thinking...t doesn't have stress on shouldn’t. 
- Take turns asking and answering about safety tips. Say at least two tips to prepare for and one tip to do during disasters. 
- Make a poster with safety tips for disasters.
- Present your posters and decide which one would be the most useful in your area.
- Ss’ answers.
- Ss’ answers.
- Ss’ answers.
- Ss’ answers.
- Observation.
- Observation.
- Observation.
- Observation.
4. Procedures 
A. Warm up: 5 minutes 
a. Objective: to review lesson 2.2 a...a bad storm
-Share their ideas.
B. New lesson (35’)
1. Pronunciation: 10’
a. Objective: to help Ss stress shouldn’t correctly. 
b. Content: task a, b, c & d.
c. Expected outcomes: Ss can stress shouldn’t correctly when giving negative advice.
d. Organization 
Teacher’s activities
Students’ activities
Task a:
- Write some examples on the board: 
You shouldn't open the door.
We shouldn't try to swim.
-Ask Ss to underline the word they put the stress on.
- Give feedback.
- Say that we ... Ss to listen and cross out the one that doesn’t have stress on shouldn’t. 
- Pick some Ss to give the answers.
- Check their answers.
- Get Ss to listen again and repeat.
Task d: Read the sentences with the sentence stress noted in "a." to a partner.
- Ask Ss to work in pairs, reading the sentences to their partners with the correct stress.
- Pick some students to say the sentences and correct their pronunciation if necessary.

- Underline the word they put the stress on.
Answer keys
Y...: task a & b
c. Expected outcomes: Ss can give advice on how to prepare for a disaster and how to keep safe during a disaster.
d. Organization: 
Teacher’s activities
Students’ activities
Task a: Take turns asking and answering about safety tips. Say at least two tips to prepare for and one tip to do during disasters. Pass your turn for the next disaster.
- Ask Ss to work in pairs, take turns asking and answering about safety tips. Say at least two tips to prepare for and one tip to do during...to flood water.
Task b: Practice with your own ideas.
- Ask Ss to work in pairs to take turns asking and answering about safety tips, using their own ideas.
- Pick some pairs to perform their conversations.
- Give feedback.

-Take turns asking and answering about safety tips, using their own ideas.
Sample Answer:
A: How should you prepare for a wildfire?
B: You should keep fire extinguishers in a safe place, and keep a first aid kit in every bathroom. 
A: What should you do during a wild...aster and make a poster with the three best safety tips for that disaster.
- Ask Ss to discuss what they should (or shouldn't) do before and during disasters, then choose one disaster and make a poster with the three best safety tips for that disaster.
-Give Ss some time to discuss and make their poster.
- Go around to help if necessary.

- Discuss what you should (or shouldn't) do before and during disasters, then choose one disaster and make a poster with the three best safety tips for tha