Giáo án môn Tiếng Anh 8 - Unit 5: Science and technology - Lesson 2.3: Pronunciation and speaking

School: ..
Date:..
Class: .....................
Period: .........
	 
UNIT 5: SCIENCE AND TECHNOLOGY 
Lesson 2.3 – Pronunciation and Speaking (pages 50 & 51)
I. OBJECTIVES
By the end of the lesson, Ss will be able to 
1.1. Language knowledge and skills 
- practice stressing the first syllable for most 3-syllable words ending in "-ly".
- compare robots, using comparative adverbs, and functional English - Showing agreement.
1.2. Competences 
- improve Ss’ communication, collaboration and c...e Tasks
Performance Products
Assessment Tools
- Listen to the words and focus on the underlined letters.
- Ss’ performance and answers.
- T’s observation.

- Listen and cross out the word with the different stress.
- Ss’ answers.

- T’s feedback/Peers’ feedback.

- Read the words with the correct stress to a partner.
- Ss’ performance.
- T’s feedback/Peers’ feedback.
- Take turns making sentences using comparative adverbs and the information below.
- Ss’ performance.

T’s observation, T’s fe... and short activities as well as to engage them in the follow-up steps.
b) Content: Watching a video and talking aliens, using Past Continuous and Past Simple.
c) Expected outcomes: Ss have good preparation for the new lesson.
d) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
Decide whether the following sentences are correct or incorrect.
- Have Ss work in pairs to decide whether the following sentences are correct or incorrect.
- Have Ss focus on the underlined.
...irst syllable for most 3-syllable words ending in "-ly". 
b) Content: Practicing the rule to stress the first syllable for most 3-syllable words ending in "-ly". 
- listen and check, and find mistakes.
- practice.
c) Expected outcomes: Ss practice the pronunciation feature and use it naturally in their speaking.
d) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
Tasks a & b. Stress the first syllable for most 3-syllable words ending in "-ly". Listen to the words and...nd cross out the word with the
different stress. Then, read the words with the correct stress to a partner.
- Play the recording (CD1 – Track 60) using DCR, have Ss listen and cross out the word with the
different stress. 
- Call Ss to give answers.
- Play the recording again and check answers as a whole class.
- Then have Ss practice saying the examples with a partner, using the pronunciation feature.
- Call some Ss to read the sentences in front of the class.
- Have Ss make some more e... 
c) Expected outcomes: Ss produce the new language successfully through making conversations. 
d) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
PRACTICE: Take turns making sentences using comparative adverbs and the information below. 
- Demonstrate the activity using the examples.
- Divide the class into pairs.
- Have pairs take turns making sentences using
comparative adverbs and the information.
- Have some pairs demonstrate the activity in front of
the cla...ind their original partner.
- Give feedback.

- Observe and listen.
- Work in pairs to practice the conversation.
Suggested answers:
Lucy cleans faster than Eddie and Andy.
Andy cleans faster than Eddie.
Activity 3: Production (6’)
a) Objective: Help Ss produce the language naturally.
b) Content: Providing opinions of comparison between robots and humans, and giving reasons for the choice.
c) Expected outcomes: Ss can produce the new language successfully in everyday speaking and writi...ich
robot is better for each job and say why.
- Have some pairs demonstrate the role-play in front of the class. 
- Observe, give help if necessary.
- Give feedback.

- Discuss.
- Present.
- Share their ideas.
Suggested answers: I think the OP 12 is better for being a cleaner. It completes tasks more quietly and works more carefully.

C. Consolidation and homework assignments (5’)
* Consolidation: 
- Task b. Do you think robots can do any of the jobs better than humans? Why (not)?
Su