Giáo án môn Tiếng Anh 8 - Unit 6: Life on other planets - Lesson 1.3: Pronunciation & speaking

School: ..
Date: ..
Class: .....................
Period: .........
	 
UNIT 6: LIFE ON OTHER PLANETS
Lesson 1.3 – Pronunciation & Speaking (pages 56 & 57)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills 
- practice intonation for interest / opinion words.
- practice making predictions about where humans will live in the future, using Future Simple.
1.2. Competences 
- improve Ss’ communication, collaboration and critical thinking skills.
1....e sentences and focus on how the intonation falls.
- Ss’ performance and answers.
- T’s observation.
- Listen and cross out the sentence that doesn't
follow the note in "a."
- Ss’ answers.

- T’s feedback/Peers’ feedback.
- Listen to the sentences and focus on how the intonation falls.
- Ss’ performance.
- T’s feedback/Peers’ feedback.

- Take turns asking and answering using the prompts.
- Ss’ performance.
- T’s feedback/Peers’ feedback.
- Take turns asking and answering using the prompts.
...ll as to engage them in the steps that followed.
b) Content: Reviewing the Future Simple.
c) Expected outcomes: Ss know some information that is useful for them in other speaking activities.
d) Organization of the activity:
TEACHER’S ACTIVITIES
 STUDENTS’ ACTIVITIES
Review the Future Simple. (WB – page 33)
- Divide the class into groups. 
- Have Ss in each group match the sentence halves. 
- Call Ss to write answers on the board.
- Check Ss’ answers give feedback.
- The group with the m... focus on how the intonation falls in their speaking.
d) Organization of the activity:
TEACHER’S ACTIVITIES
STUDENTS’ ACTIVITIES
Tasks a & b. Go over the pronunciation feature. Listen to the sentences and focus on how the intonation falls.
*NOTE: Falling intonation describes how the voice falls on the final stressed syllable of a phrase or a group of words. (https://dictionary.cambridge.org/
grammar/british-grammar/intonation)
- Play the recording (CD2, track 5).
- Ask Ss to listen and foc...in “a”.
- Call Ss to give answers.
- Play the recording again and check answers as a whole class.
- Have students practice saying the sentences with a
partner using the pronunciation feature.
- Give feedback.

- Listen.
- Listen again and repeat.
- Tell the feature.
- Listen and focus on the feature.
- Listen and give answers.
Answer keys
- Practice in pairs.
Activity 2: While-speaking (22’)
a) Objective: Students can talk about their own ideas regarding future predictions.
b) Cont...pts.
- Circulate during this time to give any help needed.
- Provide feedback.
Task b. Practice with your own ideas.
- Have students practice the activity with their own
ideas.
- Circulate during this time to give any help needed.
- Have some pairs demonstrate the activity in front of
the class.
- Provide feedback.
*OPTION 2:
Read the following questions using the prompts. Ask your partner. Write Yes or No and the reason(s). Then write about your choices and practice with your own ide...using the prompts. Ask your partner. Write Yes or No and the reason(s). Then write about your choices and practice with your own ideas.
Questions
Do you think ? Why?
Your partner’s answer:
Yes or No? Why?
Your answer:
Yes or No? Why?
people/live/the moon/future?
Do you think people will live on the moon in the future? Why? 
Mars/good place to live/100 years?
Do you think  ? Why?
families/live/space stations/20 years? 
Do you think  ? Why?
Activity 3: Production (5’)
a) Objective: Stud...n and your own ideas. Then answer the question “Do you agree with the other pair's choices? Why (not)?”
- Demonstrate the activity by practicing with a student.
- Divide the class into pairs, then combine pairs into groups of four.
- Have students discuss where they think people will
and won't live in 2100 and why.
- Have students from each pair say where they think
people will and won't live in the future and why.
- Have groups share their findings with the class.
- Give feedback.

- D