- By the end of the lesson, students will be able to read for general and specific information about a child helpline and ask for advice.. + Vocabulary: + Grammar:.[r]
(1)Date of preparing:15.10.2020 Period: 19 UNIT 3: TEEN STRESS AND PRESSURE
LESSON : COMMUNICATION (P 31) A OBJECTIVES:
- By the end of the lesson, students will be able to get more knowledge about city life + Vocabulary:
+ Grammar:
- Skills: Practice and develop reading and writing skills
- Political thought and moral sense: educate students to know more about life skills for teens and love learning English
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks and the projector C METHODS:
Chatting, matching, discussion D CONTENTS:
I Organization: (1 minute) II Revision: (5 minutes) * Chatting
- T asks Ss some questions - How are you today?
- What’s the weather like today?
- Write “life skills” on the BB and ask Ss what they think it means Ask them to give some more examples of life skills
- Do you think teens should have life skills? Why? - Ss answer freely
III New lesson: (37 minutes)
Activity Extra vocabulary (7 minutes) - T shows extra vocabulary on the BB - T explain the following words: cognitive (adj): tư emotions (n): cảm xúc
concentrate (v): tập trung self-discipline (v): tự rèn luyện
resolve conflict (v): giải xung đột risk taking (n): liều lĩnh
Activity Matching (Part 1/ p.31) (10 minutes)
- T shows the content of part on the board and runs through
- T gives the instructions: Read about the necessary life skills for teenagers in the United States Match the skills to their category
- T checks Ss’ understanding - T models: C - Ss the task
- T asks Ss to work in pairs to compare their answers and see if they have any different answers
- Call on some Ss to say the three things they like best about a city
- Ss work in groups of three to discuss their choices and gives reasons why - Encourage them to talk as much as possible T may give some cues - Move around the class and gve assistance if needed
+ Answer key:
(2)(Part 2/ p.31)
- T shows the questions on the board: “ Do we teenagers in Viet Nam need all or some of these skills? Why?/Why not?
- Give Ss plenty of time to look closer at each skill to discuss the questions in pairs - Go through each skill and elicit from them the answers to the questions
- Write on the BB two lists: one containing the skills Ss think are necessary for Vietnamese teenagers and one containing those that they think are not
- Ss work in small groups After discussion, each group should cross out the life skills that they think are not suitable for Vietnamese teens
- As a whole, compare the results from the different groups - Remember each group will need to explain their decisions (Part 3/ p.31)
- Ss work in small groups to make their own list for Vietnamese teens They can base it on the text and add their own information
- The class needs to combine all the group lists to make a big list for the whole class Write the list on a poster or on the board
(Part 4/ p.31)
- Ask Ss to copy down the big list they have created in part im their notebooks Ss work individually; each student goes through the list and evaluates how good she/ he with each skill
- Ss work in pair to share their ideas IV Summary: (1 minute)
- T asks students to repeat the main contents of the lesson V Homework: (1 minute)
- Do the exercises: B4,5,6,7 /p22 in workbook - Prepare the new lesson: Unit 3: Lesson 5: Skills E EVALUATION:
Date of preparing: 15.10.2020 Period: 20 UNIT 3: TEEN STRESS AND PRESSURE
LESSON 5: SKILLS (P 32) A OBJECTIVES:
- By the end of the lesson, students will be able to read for general and specific information about a child helpline and ask for advice
+ Vocabulary: + Grammar:
- Skills: develop and practise reading and speaking skills
- Political thought and moral sense: educate students to know more about a child helpline and love English more
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, posters, CD and cassette C METHODS:
(3)D CONTENTS: I
Oganization: (1 minute)
II Revision/ Warmer: (5 minutes) Check old lesson:
- Teacher asks Ss to go to the BB and exercise on page 22 - T checks and gives Ss mark
III New lesson : (37 minutes) * Reading (22 minutes)
Activity 1 Presentation text (Part 1/ p.32)
- Ask Ss the question “Do you know what a child helpline is?” and explain that a child helpline is a telecommunication support service for children and young people It is free of charge When you contact a helpline, often via telephone, you will get answered and someone from the helpline may even come directly to you to help
- Ask Ss to read through the text quickly to get its main ideas
- Ask them to answer the question “What is the article about?” using the text title, photos and key words
Activity Comprehension questions ( part 2/ p 32)
- T shows the content in part 2/p.32 on the board then runs through
- T gives the instructions: Read the passage again and anwer the questions - T models:
1 It’s a free service for councilling and protecting children and young adults in Viet Nam
- T checks Ss’ understanding - Ss work individually
- Ss can underline parts of the text that help them with the answers then compare with their partners in about minutes
- T gets Ss’ answers then corrects + Answer key:
1 It’s a free service for councilling and protecting children and young adults in Viet Nam
2 They were callers in the 11-14 year old and 15-18 years old groups
3 The calls were mostly questions about family relationships, friendships, and physical and mental health
4 Because they were cases of missing or abandoned children, or children who were suffering from violence, trafficking, or sexual abuse
5 The helpline promotes child participation in its operations by involving childre as peer communicators and decision makers
6 It aims to create favourable conditions for children to develop physically and mentally Activity True/ false statements ( part 3/ p 32)
- T shows statements of part on the board then runs through
- T gives the instructions: Read the passage again and decide if the following statements are T or F
- T models: T
- T checks Ss’ understanding - Ss work individually
- Ss can underline parts of the text that help them with the answers, then compare with their partners
- T gets Ss’ answers then corrects + Answer key:
1.T 2.T 3.F 4.F 5.F 6.T
(4)expression
Activity Gap-fill( part 4/ p 32)
- T shows the poster which has the content of part 4/ p.32 then runs through
- T gives the instructions: Listen to two people calling a child helpline and complete the note
- T checks Ss’ understanding - T plays the recording (twice)
- Ss complete the task individually, give feedback as a class - Ss work in pairs and role-play
+ Answer key: Caller 1:
Caller: girl, from Ha Noi
Feeling now: a bit depressed and confused
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 2:
Caller: boy, named Long, 13 years old, from Ho Chi Minh City Feeling now: worried
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 IV Summary (1 minute)
- T asks students to repeat the main contents of the lesson V Homework: (1 minute)
- Do the exercises in part C in the workbook P 23 - Prepare the new lesson: Unit 3: Lesson 6: Skills E EVALUATION:
-Date of preparing: 15.10.2020 Period: 21 UNIT 3: TEEN STRESS AND PRESSURE
LESSON 6: SKILLS (P 33) A OBJECTIVES:
- By the end of the lesson, students will be able to listen to get specific information about an advice columnist of 4teen magazine and write to ask and give advice
+ Vocabulary: + Grammar:
- Skills: develop and practice listening and writing skills
- Political thought and moral sense: educate students to know more about asking and giving advice and love English more
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, posters, cassette and CD record C METHODS:
(5)D CONTENTS:
I Organization: (1 minute)
II Revision / Warmmer: (5 minutes) * Chatting
- Ask Ss a question:
- Have you ever given advice or been given advice? - T gets Ss’ answer
III New lesson : (37 minutes) * Listening (20 minutes)
Activity 1: Mutiple choice ( part 1/ p 33 )
- Ask Ss if they know what an “advice columnist” does Introduce the word - T shows the poster which has the content of part 1/ p.33 then runs through
- T gives the instructions: Listen to an interview with Miss Blue Hair and choose the correct answer
- T plays the recording twice - Ss with their partners
- T gets Ss’ answers then corrects + Answer key:
1 likes no longer in not easy takes time need Activity Questions and answers( part 2/ p 33)
- T shows the content in part 2/p.33 on the board then runs through - T gives the instructions: Listen again and anwer the questions - T checks Ss’ understanding
- Ss work individually
- Ss can underline parts of the text that help them with the answers then compare with their partners in about minutes
- T gets Ss’ answers then corrects + Answer key:
1 She feels like she is living her adolescence again, and she loves helping readers by giving them advice
2 She said it’s most important that we put ourselves in other people’s shoes Because language should be used sensitively so that the person can get over the negative feelings
Activity 3: Pair work ( part 3/ p.33 ).
- T shows the poster which has the contents of part 3/ p.33 on the board then runs through
- T gives the instructions: Find which of the following expressions are more likely to be used by Miss Blue Hair when she gives advice
- T models the first one No
- T checks Ss’ understanding - Ss work in pairs for this task
- T gets Ss’ answers, checks and corrects + Answer key:
1 No Yes No No Yes
* Writing (17 minutes)
- Work through the study skill box together with Ss For each expression, make an example Ask Ss to add in other expressions for giving advice that they have learnt, or know
Activity 4: Write-it-up ( Part p 33)
(6)help you? Perharps you just need a little more practice - T checks Ss’ understanding
- Ss work individually to complete the task, using the expressions in writing study skill box
- Ss swap their writing for peer correction - T goes around to see and helps Ss
- T collects some Ss’ paper and mark them, then give comments to the class + Suggested answers:
A Have you thought about asking a friend who is confident about maths to help you? Perharps you just need a little more practice
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 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 sollution to help you
E It might help to consider breaking this big task into small 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?
IV Summary. (1 minute)
- T asks students to repeat the main contents of the lesson V Homework: (1 minute)
- Do part on page 33 students’ book
- Do the exercises: 1, in part E in the workbook
- Prepare the new lesson: Unit 3: Lesson 7: Looking back + project E EVALUATION: