Giáo án tiếng anh lớp 8 giáo án học kì 1 vân ngô thị thùy

Võ Như Hưng Secondary school Lesson plan -grade UNIT3 TEEN STRESS AND PRESSURE Date of pre: 5/10/18 Period 16 Getting Started Date of T : /10/18 Week I OBJECTIVES: By the end of the lesson, Ss will be able to: - Use the lexical items related to changes in adolescence - Practice listening and speaking with the lexical items related to the topic II L CONTENT a Vocabulary: The lexical items related to the topic “Teen stress and pressure” b Grammar: Use reported speech with confidence, question words before fo-infinitive Skill: Listening, reading, writing and speaking III PREPARATION: Teacher: - Materials: Ss’ books, text books - Method: group work, individual work Ss: vocabulary IV TIME: 45’ V PROCEDURES: Class order: Greeting, checking attendance, asking for date Checking up: None New lesson: Teacher’s activities Students’ activities Content 1.Warm up: Have Ss - Look at the picture look at the picture and and answer answer the Qs: - Where are Phuc, Nick, and Amelie? - What are they going to do? - What are they talking about? - Why you think Mai couldn't come? Vocab T uses techniques - Listen, take notes New words: and copy down - tense (adj): căng thẳng - be stressed out (v): làm căng thẳng - disappoint (v): làm thất vọng - graduate (n/v): tốt nghiệp Checking vocab(Act 1) - medical degree (n): cấp y học Match the word that have -Do ás directed - doubt (v): dự opposite meaning with a Find the opposite of the …… the word given to stay up late a to be releaxed to be stressed (out) b.to work continuously good grades c go to bed early to disappoint someone d bad exam résult to take a break e.to have no plan to be fully booked f.to make s.o happy 1c,2a, 3d, 4f, 5b, 6e Listen - Introduce the topic : Why was Mai tired and - Listen and follow didn’t want to go out? - T plays the tape -Listen then answer School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van Võ Như Hưng Secondary school plan -grade 4.Read - Act2: Have Ss work individually, then in pairs, to compare their answers with each other Correct the task as a class and encourage Ss to explain why the chosen option is the correct answer Language note -Act3: Ask Ss what they think Amelie's statement means Then explain if necessary - Individually, then in pairs, to find the correct answers Then try to explain - Work in pairs to discuss to find the answer - Lesson Act2 B Choose the best answer C B C A B A Act3: c.What you think Amelie means … Amelie wishes her parents could put themselves in her situation to better understand her - Act4:Have Ss work in - Work in pairs to Act4: Fill the gaps with the words in …… pairs to complete this the task and compare T may explain the difference between task Remind them to pay the answers with a 'depressed' and other words such as 'tense', attention to the content partner 'worried', or 'stressed' (The word 'depressed' is words in each sentence, - Give the answers very strong and used only to describe someone which may help them to who is deeply sad and has lost hope.)Ss work choose the most suitable in pairs word worried/tense/stressed; relaxed/confident - Draw Ss' attention to the - Look at the calm depressed/frustrated REMEMBER! box and REMEMBER! box confident/relaxed/calm ask them to add more and listen delighted/confident adjectives of emotions frustrated/worried and feelings formed from the -ed form of verbs - Act5(ss can at Act5:3 Match the sentences with the home)Have Ss work - Work individually function individually first, then in first, then in pairs to Key: pairs Then give give corrective encourage someone corrective feedback to the feedback to the whole give advice to someone whole class Ask Ss to class empathise with someone give examples of the assure someone situations in which these empathise with someone sentences are said encourage someone F Practice: Act As an example, tell the Act6:4 How you feel to day? class how you feel today - Work individually Some scenarios such as: and what has happened first, then in pairs to - feel worried because my cat is sick that made you feel that the task - feel disappointed because it has been raining way Encourage Ss to all day long select appropriate - feel delighted because my son is Star of the statements Week at his primary school Homework - Learn by heart vocabulary and practice the conversation - Prepare: A closer look School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van Võ Như Hưng Secondary school plan -grade - Lesson UNIT3 TEEN STRESS AND PRESSURE Date of pre: 5/10/18 Period 17 A Closer Look Date of T : … /10/18 Week I OBJECTIVES: By the end of the lesson, Ss will be able to: - Use the lexical items related to changes in adolescence - Identify in which situations to stress the verb be in sentences and say these sentences II L CONTENT a Vocabulary: The lexical items related to the topic “Teen stress and pressure” b Grammar: Use reported speech with confidence, question words before fo-infinitive Skill: Listening, reading, writing and speaking III PREPARATION: Teacher: - Materials: Ss’ books, text books - Method: group work, individual work Ss: vocabulary IV TIME: 45’ V PROCEDURES: Class order: Greeting, checking attendance, asking for date Checking up: Ask Ss practice “Getting started” New lesson: Teacher’s act Students’ act Content 1.Warm up - Two teams play the Warm up - Have Ss play – game adjectives of emotions Word web and feelings - Give comment interested 2.Presentation a Vocab -Teach some new words b Exercises - Let Ss work individually to complete this exercise Tell Ss to pay attention to the content words surrounding the gaps, and identify the part of speech of the missing words - Explain to Ss the phrases in the box first Elicit from Ss - Follow and copy down - Work individually then in pairs to the task Some Ss may write the answers on the board Check their answers - Work in apairs and discuss to the task Check the answers with the School year: 2018- 2019 Vocabulary - informed (adj): có cân nhắc - embarrassed (adj): xấu hổ - reasoning skills (n): kĩ lập luận - self-aware (adj): tự nhận thức - adolescence (n): giai đoạn vị thành niên - guidance (n): lời hướng dẫn - overcome (v): vượt qua Complete the paragraph with… Key: shape and height reasoning skills embarrassed independence self-aware informed Match the source of stress and pressure… Key: A B C D E F - Teacher: Ngo Thi Thuy Van Võ Như Hưng Secondary school plan -grade some examples for class each item Practice -Share some of personal experience from teenage years - Work in apairs to where relevant the task Check - Now tell Ss the the answers with the ways we used to deal class with these (difficult/stressful) situations Ask Ss to work in pairs to complete the task - Listen and the 4.Pronuciation: task as requested - Play the recording again or say the first sentence in the conversation in GETTING STARTED Draw Ss' attention to the stressed 'isn't' and ask them to practise saying the question Now explain the REMEMBER! box Emphasise that normally the verb be is unstressed, except for the situations mentioned in the box - Lesson Which of the following… Discuss with… Have you ever been in any of…… If time allows, ask each pair to join at least another pair to make a group discussion PRONUNCIATION Stress on the verb be in sentences Listen to the recording…… Play the recording as many times as needed so that Ss are familiar with the stressed be in the statements Note that only the words in italics should be stressed, the other forms of be are unstressed With the whole class, refer to the REMEMBER! box to elicit the reasons why the verb be is stressed in each item Ss then practise saying the sentences in pairs Look at the following sentences… Tell Ss that these sentences contain both stressed and unstressed verb forms of be Ss work individually first to underline those that should be stressed Then play the recording for Ss to check Give corrective feedback as a class, then Ss practise saying the sentences Key: 1: - You aren't worried about the exam? Good for you! - I am worried! But I try not to show it 2: - Do you think Jack is good at Japanese? - He is But he's a bit shy to speak it 3: - Isn't badminton her favourite sport? - Yes, it is 4: - Who's he? (no stress) 5: - Sorry - we're late! - Actually, you aren't We haven't started yet - Is she happy at the new school? - Yes, she is She likes it a lot Homework - Learn by heart all the new words Practice saying sentences in and - Prepare: Closer Look School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van Võ Như Hưng Secondary school plan -grade - Lesson UNIT3 TEEN STRESS AND PRESSURE Date of pre: 5/10/18 Period 18 A Closer Look Date of T : /10/18 Week I OBJECTIVES: By the end of the lesson, Ss will be able to: - Use the lexical items related to changes in adolescence - Use reported speech with confidence, question words before fo-infinitive II L CONTENT a Vocabulary: The lexical items related to the topic “Teen stress and pressure” b Grammar: Reported speech with confidence, question words before fo-infinitive c Skill: Listening, reading, writing and speaking III PREPARATION: Teacher: - Materials: Ss’ books, text books - Method: group work, individual work Ss: vocabulary IV PROCEDURES: Class order: Greeting, checking attendance, asking for date Checking up: Ask Ss to practice and in “A Closer Look 1” New lesson: Teacher’s activities Students’ act Content Warm up: - Whole class play Give words about game “WH-Questions” on the board and let Ss play game “Bingo” - Have Ss play a game Presentation: Grammar: Reported Read the conversation in Getting Started… speech: review Key: - Ask Ss to work in - Work in pairs to Mai: “I'm too tired and don't want to go out.” pairs to complete the complete the task Mai: “I want to be a designer.” task If needed, give Mai's parents: “Design graduates won't find jobs easily Ss a quick review of We want you to get a medical degree.” reported speech Rewrite the following sentences in… 3.Practice: -Work individually Key: - Let Ss work to complete this My parents told me they would visit me that week individually to exercise Then Our teacher asked us what we were most worried complete this compare their about exercise Then they answers in pairs Phuong told me she was so delighted because she had compare their answers just received a surprise birthday present from her sister in pairs before T gives Tom said Kate could keep calm even when she had corrective feedback as lots of pressure a whole class She told her mother she had got a very high score in her last test The doctor asked him if he slept at least eight hours a day Question words before fo-infinitives: Tell Ss that the School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van Võ Như Hưng Secondary school plan -grade - Explain the Look out! box - Do the first sentence with the class as an example Ask Ss to work individually to rewrite the sentences before receiving correction from T - Have Ss work in pairs to complete this exercise - Remind them they can choose from the verbs ask, wonder, (not) be sure, have no idea, (not) know, (not) decide, (not) tell to report these questions - Lesson question words who, what, where, when, and how can -Listen and take be used before a to-infinitive to express a situation that notes it is difficult or uncertain Rewrite the sentences using question …… Key: Work I don't know what to wear individually to Could you tell me where to sign my name? complete the task I have no idea when to leave for the bus Then compare We're not sure where to hang the painting their answers with He wondered how to tell this news to his parents a partner They can't decide who to go first - Give feedback Rewrite the following questions … - Work in pairs to Key: the task They wondered/couldn't tell how to use that support service He had no idea who to turn to for help Mai asked her mother when to turn off the oven Phong and Minh couldn't decide where to park their bikes He was not sure whether to call her then They wondered what to to make Linh feel happier 4.Production: Game: Something - Play the game About Our Teacher First, ask the whole class to agree on five questions they would like to ask about T Write them on the board Prepare two different versions of answers to these five questions Write each version on a separate piece of paper so that you not forget them Then divide the class into two groups Tell Ss that one group will stay inside the classroom and the other outside Each group will listen to T for the answers to the questions and the group will then have to report to the other group what they have heard from T When the two groups School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van Võ Như Hưng Secondary school plan -grade have been separated and cannot hear each other, go to each group and tell them one version of the answers Ask them to remember what you say Finally, ask the two groups to gather again inside the classroom Now ask them to answer the five questions written on the board according to the information they have received by reporting what you have told them Homework - Learn by heart all the new words and structures - Prepare: Communication School year: 2018- 2019 - - Teacher: Ngo Thi Thuy Van Lesson Võ Như Hưng Secondary school plan -grade - Lesson UNIT3 TEEN STRESS AND PRESSURE Date of pre: 5/10/18 Period 19 Communication Date of T : /10/18 Week I OBJECTIVES: Formation of behavior: By the end of the lesson, Ss will be able to: - Read and get some information then talk about “Life skills for teens” II L.CONTENT a Vocabulary: The lexical items related to the topic “Teen stress and pressure” b Grammar: Reported speech with confidence, question words before fo-infinitive c Skill: Listening, reading, writing and speaking III PREPARATION: Teacher: - Materials: Ss’ books, text books - Method: group work, individual work Ss: vocabulary IV PROCEDURES: Class order: Greeting, checking attendance, asking for date Checking up: Ask Ss to practice 2, and in “A Closer Look 2” New lesson: Teacher’s activities Students’ activities Content 1.Warm up: Talk about the meaning of “Life Skills” - Write 'Life skills' on the board and ask Ss - Individual talking what they think it means Ask them to give some examples of life skills Prespeaking: a Vocab - Listen to the Extra vocabulary: - Explain the words in explanation and copy - cognitive (adj): liên quan đến nhận thức the Extra vocabulary down - emotion (n): cảm xúc box Use a dictionary - concentrate (v): tập trung or translate the words - self-discipline (n): tự rèn luyện since they are all - resolve (v): giải abstract concepts - risk taking (n): liều lĩnh Read about the necessary life skills for b.Act1 teenagers in the United States … - Have Ss work in - Work in pairs to Key: pairs to complete this complete the task C B D A E task Go around and offer help if needed During speaking: Discuss: Do we teenagers in Viet Nam need School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van Võ Như Hưng Secondary school plan -grade - Give Ss plenty of - Work in pairs Then, time to look closer at Ss work in small each skill to discuss the groups After their questions in pairs discussion, each group Then, Ss work in small should cross out the groups After their life skills which they discussion, each group think are not suitable should cross out the for Vietnamese teens life skills which they think are not suitable for Vietnamese teens 4.Post speaking - Work in small groups - Have Ss work in to make their own list small groups to make for Vietnamese teens their own list for Vietnamese teens - Copy down the 'big list' they have created in in their notebooks - Lesson all or some of these skills? Why/Why not? Write on the board two lists: one containing the skills Ss think are necessary for Vietnamese teenagers, and one containing those that they think are not In groups, work out a similar list of skills that Vietnamese teens should have today… Ss can base it on the text and add their own information Now the class needs to combine all the group lists to make a big list for the whole class Write this list on a poster, or on the board Look at the list of life skills for teens that your class has developed Each student goes through the list and evaluates how good he/she is with each skill Then Ss work in pairs to share their results - Ask Ss to copy down the 'big list' they have created in in their notebooks Ss then work individually: Homework - Learn by heart all the new words - Practice writing and talking about “Life Skills for Teens” - Prepare: Skills UNIT3 TEEN STRESS AND PRESSURE Date of pre: 5/10/17 Period 20 Skills Date of T : … /10/17 Week I OBJECTIVES: Formation of behavior: By the end of the lesson, Ss will be able to: - Read for general and specific information about a helpline service for teens in Viet Nam - Talk about teen stress and pressure and how to cope with them II L.CONTENT a Vocabulary: The lexical items related to the topic “Teen stress and pressure” b Grammar: Reported speech with confidence, question words before fo-infinitive c Skill: Listening, reading, writing and speaking III PREPARATION: Teacher: - Materials: Ss’ books, text books - Method: group work, individual work Ss: vocabulary IV PROCEDURES: Class order: Greeting, checking attendance, asking for date Checking up: Ask Ss to practice and in “Communication” New lesson: Teacher’s activities Students’ activities Content School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van Võ Như Hưng Secondary school plan -grade 1.Warm up: Chatting: - Answer the question 1a Ask Ss the question and explain that a child helpline is a telecommunication support service for children and young people 2.Pre Reading a Vocab - Listen, follow and - Teach some new copy down words -Check: R.O.R b.Predict question: Do you know what a child headline íi? Wlile reading: - Ask Ss to read the text again to complete the task Ss work in pairs to answer the questions - Lesson New words: - helpline (n): đường dây trợ giúp (nóng) - toll-free (n): miễn phí - counsel (v): khuyên bảo - abuse (n): lạm dụng - promote (v): thúc đẩy - involve (v): bao gồm - peer (n): bằng, ngang hàng (bầy đàn) - favourable (adj): thuận lợi - Guess - Work individually to the task and then compare their answers with a partner - Work individually first, then compare the answers with their partner Answer the questions It's a free service for counselling and protecting children and young adults in Viet Nam They were callers in the 11-14 year old and 15-18 year old groups The calls were mostly questions about family relationships, friendships, and physical and mental health Because they were cases of missing or abandoned children, or children who were suffering from violence, trafficking, or sexual abuse The helpline promotes child participation in its operations by involving children as peer communicators and decision makers It aims to create favourable conditions for children to develop physically and mentally - Have Ss work individually first, then compare the answers with their partner Then provide feedback as a class For each answer, ask Ss to refer back to the text to find the relevant information 4.Post speaking a.Pre: - Do the task as teacher Draw Ss' attention to requests the Study skill box Together with them, find an example for Read the text again…… each expression If Key: time allows, ask Ss to 1.T T F F F add in other expressions for asking School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van T 10 Võ Như Hưng Secondary school plan -grade for advice that they have learnt or know - Tell Ss they are going to listen to two students -Do as dirrected calling a child helpline After Ss have completed the task individually, give feedback as a class Then Ss work in pairs to role-play the callers b While - T plays the tape c Post - Look back at Exercise 2, A CLOSER LOOK and the task in pairs - Tell Ss the instructions to the task Give Ss a few minutes to choose who they want to be and to -Listen and fill in the think about what they blank should say when they call the hotline Ss work in pairs Go -do the task in pairs around and offer help if needed - Lesson Speaking Listen to two students calling… Key (suggested): Caller girl, from Ha Noi, last year of high Caller: school Feeling a bit depressed and confused now: Problem: wants to be a designer; but her parents want her to be a doctor Question doesn't know what to say to her : parents Caller boy, named Long, 13 years old, Caller: from Ho Chi Minh City Feeling worried now: Problem online friend asked for million : dong; said if he refused to give it, his life would be difficult Question wonders whether to tell somebody : about this Homework - Learn by heart all the new words - Practice talking about their own ethnic group - Prepare: Skills UNIT3 TEEN STRESS AND PRESSURE Date of pre: 5/10/18 Period 21 Skills Date of T : … /10/18 Week I OBJECTIVES: Formation of behavior: By the end of the lesson, Ss will be able to: - Listen for general and specific information about the work of an advice columnist - Write a short note to ask for advice and to give advice II L.CONTENT: a Vocabulary: The lexical items related to the topic “Teen stress and pressure” b Grammar: Reported speech with confidence, question words before fo-infinitive Skill: Listening and writing III PREPARATION: Teacher: - Materials: Ss’ books, text books - Method: group work, individual work Ss: vocabulary IV PROCEDURES: Class order: Greeting, checking attendance, asking for date Checking up: Ask Ss to practice 1b and in “Skills 1” School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van 11 Võ Như Hưng Secondary school Lesson plan -grade New lesson: Teacher’s activities Students’ activities Content 1.Warm up: - Discuss and answer 1a Ask Ss if they the questions know what an “advice columnist” does Introduce the word 2.PreListening New words: a Vocab - Listen, follow and - columnist (n): người phụ trách chuyên mục - Teach some new copy down - empathise (v): thấu cảm, đồng cảm words - sensitive (adj): nhạy cảm -Check: R.O.R b Predict -Ask ss if they know what an “advice -discuss( give s.o columnist” does some advice) - Tell Ss they are now going to listen to an - Work individually interview with Miss then compare answers Sweetie, the advice with their partner columnist of 4Teen magazine Ask Ss to look at the questions in Exercise 1b first Ss then work individually to complete the task ‘ - Play the recording once to check how - Work individually 1b Choose the best answers much Ss understand then compare answers Key: it Then play the with their partner likes no longer in recording again when not easy takes time need providing the key While listening: Act2 -For this task, play the - Work in pairs to Ăct2 Answer the questions recording as many the task She feels like she is living her teenage years times as needed Ss again, and she loves helping readers by giving them work individually advice first, then compare the She said it's most important that we put ourselves answers with a in other people's shoes partner Then provide Because language should be used sensitively so corrective feedback as that the person can get over the negative feelings a class - Activity Act3 Which of the following expressions… Ss work in pairs for Key: this task Ask them to -Work in pairs No Yes No No Yes explain their decision Writing afterwards.The options that are in the ‘no’ category are because the language is too strong or direct School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van 12 Võ Như Hưng Secondary school plan -grade Post listening a Pre - Remind Ss to use the -Answer expressions in the Writing Study skill box 'Giving advice': What you say to give s.o an advice? Ex: +If I were you, I would(not)… +I don’t think you should… + It might be a good idea… - Have Ss need to look at 2, A CLOSER - look at 2, A LOOK Then they CLOSER LOOK work individually to Then they work complete this task individually to complete this task b While - Have Ss work individually first to write a short note to Miss Sweetie to ask her for advice about a problem at school or with their friends - Work in small groups - Lesson Look at 2, A CLOSER LOOK Suggested answers: B I know how you feel, but I don't think you should worry about this change It's normal, and it shows that you're growing up C If I were you, I wouldn't have too high expectations I would my best in the exam, but I don't think it's a good idea to feel so stressed D Have you thought about telling this to your parents? They might think of a good solution to help you E It might help to consider breaking this big task into smaller tasks and then tackle them one by one F It might be a good idea to talk about this to someone Have you thought about turning to your teacher for help? 5a write a short note to Miss Sweetie to ask her for advice about a problem at school or with their friends…… Hi Mrs Sweetie, I'm a final year students and I'm so confuse about choosing the university There are a lot of option for me with different range of entrance requirement points At this time I not know what I like and which school is suitable for me I really need your help Please provide me some advice as soon as posible Thanh you a lot! Minh c Post 5b As a whole class, put the notes in a… - Tell Ss when all -show on the board Hi Minh, I know your feeling when choosing a group members have university First, I suggest that you sit alone and finished writing the spend an amount of time to think what you actually advice note, they will like If you can’t identify your hobbies and dreams take turns to report the clearly, I recommend you a “psychological note they received, multiple choice questions” exam in our website and the advice that After understanding what field you will choose, they offered School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van 13 Võ Như Hưng Secondary school plan -grade - Lesson find the list of universities that have it Depend on your finance and your points, you can reach the final decision Homework - Learn by heart all the new words - Practice saying the “advice” in activity - Prepare: Looking back+ Project UNIT3 TEEN STRESS AND PRESSURE Date of pre: 5/10/18 Period 22 Looking Back and Project Date of T : … /10/18 Week8 I OBJECTIVES: By the end of the lesson, Ss will be able to review and exercises about the vocabulary and the grammar notes they have learnt during this unit II L CONTENT a Vocabulary: The lexical items related to the topic “Teen stress and pressure” b Grammar: Reported speech with confidence, question words before fo-infinitive c Skill: Listening and writing III PREPARATION: Teacher: - Materials: Ss’ books, text books - Method: group work, individual work Ss: vocabulary IV PROCEDURES: School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van 14 Võ Như Hưng Secondary school Lesson plan -grade Class order: Greeting, checking attendance, asking for date Checking up: Ask Ss to practice activity in “Skills 2” New lesson: Teacher’s activities Students’ activities Content 1.Warm up: - Work individually Put yourself in these teen’s shoes… - Ask Ss to complete the first and then Key: excited/delighted sentences by using the compare frustrated/upset with a partner support from the tense/stressed worried/tense pictures, the options disappointed/frustrated provided, and the emotional/depressed meaning of the sentences Review - Ask Ss to remember - Complete the task Use the following prompts to say… the meanings of these individually or in Key: (suggested verbs: congratulate, pairs Then compare 'Congratulations!'/ 'Well done! You did a really empathise, encourage, with others great job!' assure, and advise Then 'You must have been really disappointed.'/ 'If I Ss need to look at the were you, I would talk to my parents.' situations in to say 'Stay calm Everything will be all right.'/ 'It appropriate sentences might be a good idea to have a break when you feel too stressed.' 'I understand how you feel.'/ 'It might help to consider talking about this to someone.'/ 'Have you thought about calling a counselling service?' 'I understand how you feel.'/ 'It might help to consider focusing on the good points of the presentation rather than only the weak points.' 'You must have been really emotional.'/ 'I understand how you feel.' Practice: - Challenge Ss to - Complete this task Give at least two examples for… complete this exercise individually and share Key: (suggested) without looking back at the answers with a concentrate on doing something; organise your COMMUNICATION partner timetable They can write in control feelings; know how to get over negative similar skills, or add feelings new skills as they wish cooperate with others; communicate well know how to act in emergencies; know when to - Have Ss work stop taking risks individually then in - Complete this task cook for oneself and others; manage a small pairs when they individually and share budget compare their answers the answers with a Rewrite the following in…… with each other partner Key: She said she was really stressed out, and that she had had three sleepless nights thinking about her exam He said he couldn't concentrate because it was too noisy in there She said she had been very upset at first but she was fine then He said he didn't think taking risks too often - Have Ss work was a good idea School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van 15 Võ Như Hưng Secondary school plan -grade individually to complete - Complete the this task exercise individually or in pairs Speaking Communication - Direct Ss to the to callers in 4, SKILLS Using the notes they produced for that exercise, ask Ss to recall the details of the two calls - Call on five pairs to report the advice to the class The class then vote for their favourite piece of advice - Discuss this task in pairs to work out the advice they would give to the two callers lay the game by asking and answering - Lesson She said he would take a cooking class before he went to college He said he really wished he could make informed decisions Rewrite the underlined phrases…… Key: Today I'm going to tell you what to in case of fire Be sure you know where to find the nearest exit or stairway You should know how to activate the fire alarm You should know what number to call to report the fire and ask for help Work in pairs Look at the notes… Some questions: Who are the callers? Why are they calling the helpline? How they feel? Finished! Ask Ss to complete the Finished! self-assessment box Identify any difficulties and weak areas and provide further practice Homework: - Learn by heart new words - Do project at home - Prepare for the next period “Review - Language” School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van 16 ... year: 20 18 - 2 019 - Teacher: Ngo Thi Thuy Van Võ Như Hưng Secondary school plan -grade - Lesson UNIT3 TEEN STRESS AND PRESSURE Date of pre: 5 /10 / 18 Period 18 A Closer Look Date of T : /10 / 18 Week... year: 20 18 - 2 019 - Teacher: Ngo Thi Thuy Van Võ Như Hưng Secondary school plan -grade - Lesson UNIT3 TEEN STRESS AND PRESSURE Date of pre: 5 /10 / 18 Period 17 A Closer Look Date of T : … /10 / 18 Week... 20 18 - 2 019 - - Teacher: Ngo Thi Thuy Van Lesson Võ Như Hưng Secondary school plan -grade - Lesson UNIT3 TEEN STRESS AND PRESSURE Date of pre: 5 /10 / 18 Period 19 Communication Date of T : /10 /18