Giáo án Tiếng Anh 7 - Tuần 6 - Unit 2 + Unit 3

Nội dung tài liệu: Giáo án Tiếng Anh 7 - Tuần 6 - Unit 2 + Unit 3

1. English 7 Period :12 Planning date: 8/10/2021 UNIT 2 : LIFE IN THE COUNTRYSIDE Skill 2 A. AIMS OF THE LESSON. 1. Knowledge By the end of this lesson, students will be able to : - write a short paragraph about changes in the countryside - develop skills : listening, speaking and writing. 2. Ability : - Improve the lexical items related to the topic of life in the countryside - Students can develop their writing skill, creativity, self- studying and problem solving. 3. Quality : - Students have positive attitude in English language learning so that they actively participate in all classroom activities. - Students can show their kindness to their hometown, family, love for their country. B.TEACHING EQUIPMENT AND LEARNING MATERIALS Student book,workbook, projector, computer, pictures. C. PROCEDURES I. Warm up: chatting Do you live in the city or the countryside? Where do your grandparent live? What do you like / don’t like about life in the countryside ? Tell me some of the changes recently in the countryside? II. Pre- writing *.Set the scene: What can you see in two pictures?( some changes about the house, life in the past and now) - Earthen house -> brick house - No electricity ->.........
2. III . While-writing *Practice speaking Work in pairs. Discuss and find some changes in a rural area. Make notes of the changes. *Suggested discussion 1: A: The rural area changes so much now. B: Really? What is the change? A: People don't use buffaloes for transport. They use motorbikes. They have running water, electricity and TVs at home. B: Anything else? A: The school is near the village. There are also good hospitals there. *Suggested discussion 2: A: Rural areas in our country are changing so much, aren't they? B: Yes, they are. I think the first change is that nearly each household has modem appliances like a fridge, a washing machine or a TV. A: Exactly. Another change is you can hardly see dirt roads in the country. Modern roads have replaced them. There are even cemented roads across the rice fields. B: I think one more change is that people in rural areas have been richer than before. They use motorbikes, even cars instead of bicycles. IV. Post- writing -T asks Ss to write a short paragraph about the changes Ss use their notes about the changes in rural area to write a paragraph describing the changes. T can guide their writing by providing them with some key words/ phrases like: “ The first change is...” or “The change we are the most interested in is...” Writing sample 1 My hometown has changed a lot. Firstly, the local people have different appearance with fashionable clothes. Secondly, many of them now have cell phones and motorbikes or even cars. They are living in modern brick houses.
3. Besides, the Internet is very popular among the residents and they use it for learning, making new friends and playing games. They really feel pleased about the changes. Writing sample 2 My hometown changes so much. The first change is life of the local people. They lead a better life because they have electricity, TVs, better hospitals, schools near the village. The second change is that the people get richer and richer. They have built more brick houses to live in, not in earthen ones any more. The last change is that famers now use machines such as tractors, combine harvesters for their farm work. They don’t use cows or buffaloes any more. - T checks Ss’writing and gives feedback V.Homework - Practice listening to a boy talking about changes in his village on page 23 again. -Rewrite the passage into your notebook -Do exercises E1,2 in workbook (page 15) - Prepare for Unit 3. Getting started ============================================================ Planning date: 9/10/2021 Period 13 Unit 3 : Community Service Lesson 1: GETTING STARTED I. AIMS OF THE LESSON. 1. Knowledge. - By the end of this lesson, Ss are able to : - use the lexical items related to community service and volunteer work - understand the important part of community service and volunteer work in society,know the name of some community organisations 2. Ability: - Students can improve their 4 skills: Listening and reading, speaking. - Students can develop the ability to communicate and cooperate with their partners, to self- study, to solve problems in conversation situations. - Students can develop their conversation skills through some useful language used in the lesson. 3. Quality: - Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “ community service” conducted by the teacher. - Students can show their care and responsibility to the environment. II. TEACHING EQUIPMENT AND LEARNING MATERIALS. - Lesson plan, PPT slides, Student’s book, workbook, E - book, personal computer (if any), projector/TV, speakers. III. PROCEDURES: A. Warm up: - T ask Ss prediction questions about the pictures. For more able classes, brainstorm questions with Ss and write them on the board. Questions may include: • What can you see in the picture? • What do we call these activities? • Who do you think they are? • What are they talking about?
4. B. Pre – reading: I. T plays the recording and has Ss follow along. After the first listening, T asks Ss to recall information from the listening. Global Citizen is (the name of the radio programme). Hai Ba Trung School is .(the school where Mai and Phuc go to). Be a Buddy is .(the organisation that Mai is from). Go Green is ..(the organisation that Phuc is from). C. While – reading: I. True or False? - Ss work individually to answer the questions. Ss compare their answers with a partner and then discuss as a class. - T goes through each statement and asks Ss how the text in the dialogue supports their answers. After the discussion T writes the correct answers on the board. *Key: 1.T 2.T 3.T 4.F 5.T (Teacher may explain the differences between an environmental non-profit organisation and an environmental business.) II. Anwser the question: - Have Ss look at where the phrase 'make a difference’ is located in the dialogue (People donate books and clothes to homeless children, and that makes a difference). - Ask Ss to think about how books and clothes can help to better the children's lives. If needed, explain to Ss that “make a difference” means doing something good, especially to improve a situation. Then ask Ss to think of a community garden in their neighborhood. Have Ss discuss the last two questions in pairs. Then T elicits answers as a class. III. Put new words into the right group: - Ss work individually to do the task then compare their answers with a partner. - Tell Ss they can put some words in more than one column. - T writes correct answers on the board. *Key: Noun Verb Adjective Help donate clean benefit help environmental volunteer benefit plant volunteer recycle plant provide clean encourage - T draws Ss’attention to the Look out! Box and asks them to identify the words in exercise 2 which can be both nouns and verbs, or verbs and adjectives. - T asks Ss if they can add some more examples. D. Post – reading: I. Fill the gaps: - Ss complete the exercise individually then T checks the answers as a class. *Key: 1. volunteer 2. homeless people 3. donates 4. community service 5. make a difference II. Describe the pictures: - T may tell Ss to look at the list of the verbs Ss have already got from exercise 2.
5. - Have Ss complete the exercise in pairs or individually. *Key: 1. donate 2. plant 3. help 4. clean 5. recycle D. Homework: - Learn by heart the new words - Prepare a closer look 1 - Do the exercises B1,2,3 Page 17,18 (workbook) ================================================================= Period 14 UNIT 3: Community Service A closer look 1 A. AIMS OF THE LESSON I. Knowledge By the end of this lesson, students will be able to : - Use the lexical items related to community service and volunteer work. - Pronounce words containing sounds /k/ and /g/ correctly. II. Ability : - During lesson students can develop communication skills and creativity. - Students will demonstrate teamwork skills. - Positive about their community service. - Students know how to learn English in right way. III. Quality : - Co-operation. - Self- study. - Evaluate the benefits of the volunteer work. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURE donate blood I. Warm-up: Brainstorming: provide classes for street chilren - Ask Ss the things we can do to help community. + T can give some activities as cues. Community - Possible answer: Service clean walls, provide food, donate blood, help old people with housework or gardening, donate old clothes, donate money; pick up trash; plant and water trees, give presents to sick children . II. Presentation: Vocabulary. Activity 1: Match the phrases with the suitable pictures. people in flooded area; elderly people; sick chilren; homeless people; disabled people 1 2 3 4 5 5 - Groups work. - Give the answer on the board. - Feedback.
6. Keys: 1. people in flooded area ; 2. sick chilren; 3. homeless people; 4. disabled people; 5. elderly people. III. Practice: Activity 2: Discuss how can help the people in above situations. (Ex. 2) - Divide class into 6 groups. - T models. We can donate old clothes and money for people in flooded area. - Give each groups discussion. Activity 3: Chatting - Pair works. Option 1( for good class) - Describe the people in above situations and ask ways for help. - T models: S1: Sick children are not feeling very well. They can’t go and play outside. They have to stay in the hospital all day. How do you think we can help them? S2: We can donate some toys, and we can go to visit them - Call out some pairs present for class. Option 2( for weak class) -Ask ways to help people in above situation. - T models: S1: How do you think we can help sick children? S2: We can donate some toys, and we can go to visit them - Call out some pairs present for class. Pronuncuation: - Ask Ss to watch a video at the address about the way to pronounce the sound /g/ and /k/ Activity 4: Listen and repeat. ( Ex4) - Have Ss listen the recodingand repeat. - Play the recording. - Individually work. Activity 5: Listen and circle the words . (Ex5) - T: play the recording. - Ask Ss to circle the words while they listen. - Ss compare their answers with the whole class. - Feedback. Key: cold green clothes girl goal V. Production. Activity 6: Discuss and provide solutions for the following situations.(Ex3) Situation 1: too much rubbish in our community. Situation 2: There is a dirty lake near our school. Situation 3: Our community has no trees. - Pair works. Eg: S1: In our community there is too much rubish. What can we do to reduce rubbish? S2: We can pick up and put them into rubbish bin. VI. Homework. - Learn by heart new words and phrase. - Do exercises in work book. - Prepare new lesson.
7. ==================================================================== ========= Planning date : 9/10/2021 English 8 UNIT 3 : PEOPLES OF VIET NAM Period 14: Lesson 2: A closer look 1 A. Objectives: By the end of the lesson students will be able to: - use the lexical items related to cultural groups of Viet Nam - pronounce words containing clusters /sk/, /sp/, and /st/ correctly in isolation and in context 1. Knowledge: -Vocabulary: Vocabulary related to cultural groups of Vietnam. - Pronunciation /sk/, /sp/, and /st/. 2. Skill: Improve their listening skill, writing skill. 3. Attitude: Be award of responsibilities with ethnic groups of Vietnam. 4. Competence development orientation: - Linguistic competence, cooperative learning and communicative competence. B. Procedures: I. Warm up: Chatting II. New lesson: 1. Vocabulary Act. 1 (Ex. 1) -T explains and gives examples of adjectives. Ask Ss to give some more. + major: >< minor + developed: + insignificant: - Then Ss work in pairs to match the adjectives with their opposites. T elicits the answers from the class Act. 2 (Ex. 2) - Ss work individually to do the task. Some Ss may write the answers on the board. Check their answers Act. 3 (Ex. 3) - Ss work in pairs and discuss what the word is for each picture. Check the answers with the class. - Ask them to give other words they know which are related to the life of ethnic minority people. + gong ( chiêng), crossbow( nỏ) , stilt house Key: 1. Ceremony 2. Pagoda 3. Temple ( Ly Son) 4. waterwheel (in the north) 5. shawl (of the Thai women) 6. basket (of the sedang) 2. Pronunciation Clusters: /sk/, /sp/ and /st/ Act. 4 (Ex. 4 ) - Play the recording and Ss repeat. T may pause the recording to drill difficult items. (Play the recording as many times as necessary.) - Correct Ss' pronunciation. Act. 5 (Ex. 5) - Play the recording again. Ss listen carefully and put the words in the right columns. Note that 'school' may cause some confusion because the sounds of Isk! are spelled with the letters 'sch'. Ask Ss to give other words which contain these clusters. Key: - / sk/: skateboard, school, basket, task - / sp/: speech, display, crisp, space - / st/ : stamp, first, station, instead Act. 6 (Ex 6.) - Play the recording two or three times (or more if necessary). Help Ss recognise all the words with /sk/, /sp/, or /st/, then underline them as assigned 1. The Hmong people I met in Sa Pa speak English very well. 2. You should go out to play instead of staying here.
8. 3. This local speciality is not very spicy. 4 Many ethnic minority students are studying at boarding schools. 5. Most children in far-away villages can get some schooling. III. Homework - Practice the clusters. - Do exercises in the work book. ================================================================== Period 15 UNIT 3 : PEOPLES OF VIET NAM Lesson 3: A closer look 2 A. Objectives: By the end of the lesson students will be able to: - Review different question types to ask and answer about ethnic people in Vietnam - Use articles a, an, and the. - Use lexical items related to the topic “ Cultural groups of Vietnam”. 1. Knowledge: -Vocabulary: Review vocabulary - Structure: Review questions and articles. 2. Skill:Listening, writing skill and speaking skill. 3. Attitude: Be award of responsibilities with ethnic groups of Vietnam. 4. Competence development orientation: - Linguistic competence, cooperative learning and communicative competence. B. Procedures: I. Warm up: Chatting ( A trip to Sapa, ) - Have you ever been to Sapa? - When did you go? - Who did you go with? - Did you meet any ethnic minority people? II. New lesson: 1- Questions Act. 1 : Review - T helps Ss recall all types of questions and question words they have learned so far: + Yes/No questions + Wh-questions( Question words: who, what, which,where, how much ) Note: T explains this to SS: Which is used instead of what or who to ask Sb to be exactly about one or more people or things from a limited number: Eg: Which way leads to the town? – This one / Which of you has to cook dinner?- I do Act. 2 Give Ss about five minutes to read the passage. T may call on some Ss to read aloud to the class. Correct their pronunciation, intonation and stress, and give explanation if necessary - Have Ss work in pairs and write questions for the answers given. - T gives correction as a class. Suggested answers: 1 Who is living in the house? 2. How many children do they have? 3. Do the grandparents stay at home? 4. How often does Mrs Pha go shopping? 5. How far is Vang's boarding school?/ How far is the town? 6. When does Vang go home (every week)? 7. How do they live? 8. Would they like to live (in a modern flat) in the city? Act. 3: Practice Ex 3: Ss work individually to complete the task. Then Ss compare their answers with a partner. Key: 1.Who / 2. Which / 3. Which / 4.Which/ 5. What Ex 4 : ( Oral practice) Let Ss work in pairs. T encourages Ss to talk with fluency and accuracy, and as naturally as possible. T goes around to monitor the whole class.
9. Questions: 1 Who does the shopping in your family? 2. Who is the principal of our school? 3.Which subject do you like better, English or maths? 4 . What is the most important festival in Viet Nam? 5. Which ethnic group has a larger population, the Khmer or the Cham? Answers: 1,2,3: ss' own answers) 4. The Lunar New Year 5. The Khmer: 1,260,600 (The Cham: 161,700) 2. Articles: a, an, and the Act. 4 : - T asks Ss to read the grammar box, then explains these uses of the articles, going through the examples given in the box. Draw Ss' attention to the Look out! box : an hour/ a university/ a uniform - Ask Ss to make other example sentences using the articles in the same way. + There is an apple on the table. + A car is faster than a motorbike. + Mr. Brown has a son and a daughter. The son is a famous doctor and the daughter is still a student. Act. 5 Practice Ex. 5. Ss work individually to do the task. Then Ss swap their books with a partner to check the answers. T checks the answers as a class. ( T may elicit the meaning of some new words from Ss: multicultural , striking style ) - Discuss the reasons for the article usage in each sentence. Key: 1 a / 2. the / 3. The / 4. the / 5. the / 6. a Ex. 6 First, have Ss read the passage without paying attention to the blanks. Then as a class, check any unfamiliar vocabulary so that everybody understands the meaning of the text. - Ss work individually to do the task. T asks some Ss to read the passage sentence by sentence. T corrects as a class. Discuss the reasons for the article usage. Key: 1. a/ 2.a/the / 3.The / 4. an/the / 5. the / 6.an III. Homework - Do the exercises in the workbook ================================================================= Planning date: 9/10/2021 English 9 Period 14 UNIT 3: TEEN STRESS AND PRESSURE Lesson 2: A closer look 1 A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge: - Use the lexical related to changes in adolescence - Identify in which situations to stress the verb be in sentences and say these sentences correctly 2. Skills: Practicing skills 3. Quality - Positive about teen stress and pressure. - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. Ability - Students can develop their practicing skill, creativity, cooperation, self- studying and problem solving. - Using language to talk about emotions and feelings 5. Grammar points: B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector
10. 2. Students: books, notebooks C. PROCEDURES I. Warm up: Networks “Adjectives of emotions and feelings” - Ss write as many words as they can. - Ss work in teams, T keeps a score between 2 teams. II. Vocabulary Activity 1. Complete the paragraph with the words in the box. -Ss work individually to complete this exercise. - Ask Ss to pay attention to the content words surrounding the gaps, and identify the part of speech of the missing words. - Ss then work in pairs to compare their answers. Feedback: T gives corrective feedback to the whole class. Key: 1.shape and height 2.reasoning skills 3.embarrassed 4. independence 5. self-aware 6.informed Activity 2. Match the source of stress and pressure to the expressions. -T explains the phrases in the box first and elicits from Ss some examples for each item For example: 'Can you think of an example of school pressures and frustrations?' Share some of your personal experience from your teenage years where relevant. Feedback: Key: A. 5 B. 2 C. 6 D. 3 E. 1 F. 4 Activity 3. Which of the following can be done in the above situations? Discuss with your partner. 1 3 4 2 Take a Focus Talk to Break a break, on your someone large task then you strong about this into - Ask the feelSs to ready work in pairs to discuss which solutionpoints can be used for whichand situation. / or Elicit smaller answers fromto start the whole class. Ask Ss to explain their decisions. ask them tasks Key (suggested):again. A. 1;3;4 B.4 C. 1 D.4 E. 2;1 F.4 for help. Activity 4. Have you ever been in any of these situations? If so, what did you do to deal with them? - Refer back to what you have told the class in 2. - Tell Ss the ways you used to deal with these (difficult/stressful) situations. - Ask Ss to work in pairs to complete the task. If time allows, ask each pair to join at least another pair to make a group discussion. III. Pronunciation: Stress on the verbs in sentences - 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. REMEMBER! - Explain the REMEMBER! box. T emphasizes that normally the verb be is unstressed, except for the situations mentioned in the box. Activity 5. Listen to the recording and practice saying the sentences. Pay attention to the way the verb be is pronounce. - 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 the 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.
11. Activity 6. Look at the following sentences and underline the verb form of be which should be stressed. Then l to check and practice. - 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. Key: 1. -You aren't worried about the exam? Good for you! - I am worried! But I try 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. Audio script: (stress the italic words) Ss listen and do the task. T checks IV. Homework: Write what you do to deal with the situations in 2. ================================================ Period 15 UNIT 3: TEEN STRESS AND PRESSURE Lesson 3: A close look 2 A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge: - Use reported speech with confidence - Use question words before to –infinitive correctly and appropriately. 2. Skills: Practicing skills 3. Quality - Positive about teen stress and pressure. - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. Ability - Students can develop their communication skill, creativity, cooperation, self- studying and problem solving. - Using language to talk about emotions and feelings 5. Grammar points: reported speech, question words before to-infinitive B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. PROCEDURES I. Warm up: Matching: (Revision of the reported speech) Direct speech Reported speech Present simple Past simple Present perfect Past simple/ Past perfect You /I he / she Tomorrow the day before / the previous day Yesterday the following day / the next day - Give Ss a quick review of reported speech (e.g verb tense, pronouns, time expressions, etc.). Divide the class into side A and side B. Side A will say some sentences in direct speech for side B to change into indirect speech. Then side B says some sentences in indirect speech for side A to change into direct speech. II. Presentation: 1. Reported speech: review
12. Activity 1. Read the conversation in GETTING STARTED again. Underline the reported speech. Then rewrite in direct speech what Mai said to her brother Phuc and to her parents. - Remind Ss of what the conversation in GETTING STARTED is about. - Ask Ss to work in pairs to complete the task. Feedback: Ss give the correct answers Key: Mai: 'I'm too tired and don't want to go out.' Mai: 'I want to be a designer.' Mai's parents: 'Design graduates won't find jobs easily. We want you to get a medical degree’ 2. Question words before to-infinitives - Tell Ss that the question words who, what, where, when, and how can be used before a to- infinitive to express a situation that it is difficult or uncertain. Give examples. - Explain the Look out! Box. - Highlight the verbs ask, wonder, (not) be sure, have no idea, (not) know, (not) decide, (not) tell which are often used before the question word + to-infinitive. 3. Reported questions with question words before to - infinitive. Question words before to-infinitives can be used to report questions about something that should be done. - Example: What should I do?” she said She wondered what to go. Look out! To report Yes/No questions we use whether before to-infinitive. Remember if cannot be used in this case. Example: ‘Should I tell my parents what I really think?” she wondered. =>She wondered whether to tell her parents what she really thought. III. Practice Activity 2. Rewrite the following sentences in reported speech 1.’We will visit you this week,’ my parents told me. 2. Our teacher asked us, ‘ what are you most worried about?’ 3. ‘I’m so delighted. I’ve just received a surprise birthday present from my sister.’ Phuong told me 4. ‘Kate can keep calm even when she has lots of pressure’ Tom said 5. ‘I got a very high score in my last test, Mum’ she said. 6. ‘Do you sleep at least eight hours a day?’ the doctor asked him. - Ask Ss to work individually to complete this exercise. Then they compare their answers in pairs. - T gives corrective feedback as a whole class. Key: 1. My parents told me they would visit me that week. 2. Our teacher asked us what we were most worried about. 3. Phuong told me she was so delighted because she had just received a surprise birthday present from her sister. 4. Tom said Kate could keep calm even when she had lots of pressure. 5. She told her mother she had got a very high score in her last test. 6. The doctor asked him if he slept at least eight hours a day. Activity 3. Rewrite the sentences using question words + to- infinitive 1. I don't know what I should to wear! 2. Could you tell me where I should sign my name?
13. 3. I have no idea when we should leave for the bus. 4. We're not sure where we should hang the painting. 5. He wondered how he could tell this news to his parents. 6. They can't decide who should go first. - T models the first sentence with the class as an example. - Ask the Ss to work individually to rewrite the sentences before receiving correction from T. Key: 1. I don't know what to wear. 2. Could you tell me where to sign my name? 3. I have no idea when to leave for the bus. 4. We're not sure where to hang the painting. 5. He wondered how to tell this news to his parents. 6. They can't decide who to go first. Activity 4. Rewrite the following question in reported speech, using question words before to- infinitives 1. ‘How should we use that support service? they wondered. 2. ‘Who should I turn to for help?’ he asked. 3. ‘ Mum, when should I turn off the oven?’ Mai asked her mother 4. ‘Where should we park our bikes? asked Phong and Minh 5. ‘Should we call her now?’ he asked. 6. ‘What should we do to make Linh feel happier?’ they wondered - Ask the Ss to work in pairs to complete this exercise. Remind them they can choose from the verb ask, wonder, (not) be sure, have no idea, (not) know, (not) tell to report these questions. Feedback: Ss read aloud their answers Key:1. They wondered/couldn't tell how to use that support service. 2. He had no idea who to turn to for help. 3. Mai asked her mother when to turn off the oven. 4. Phong and Minh couldn't decide where to park their bikes. 5. He was not sure whether to call her then. 6. They wondered what to do to make Linh feel happier. IV. Production Activity 5. GAME: Something about our teachers - First, ask the whole class to agree on five questions they would like to ask about you. Write them on the board. Prepare two different versions of answers to these five questions. (The more contradictory the two versions are, the more fun the game will be!) Write each version on a separate piece of paper so that you do 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 you for the answers to the question and the group will then have to report to the other group what they have heard from you. - When the two groups 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. V. Homework: - Learn grammar in yellow box. Do Ex 3,4 P. 30 =========================================================== Period 16 UNIT 3: TEEN STRESS AND PRESSURE Lesson 4: COMMUNICATION
14. A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge: - talk about the necessary life skills for teenagers 2. Skills: speaking, listening, reading. 3. Quality - Positive about teen stress and pressure. - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. Ability - Students can develop their communication skill, creativity, cooperation, self- studying and problem solving. - Using language to talk about emotions and feelings 5. Grammar points: reported speech, question words before to -infinitive B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. PROCEDURES I. Warm up: - Write 'Life skills' on the board and ask Ss what they think if means. Ask them to give some examples of life skills. II. Pre-speaking 1. Extra vocabulary: + Go through the extra vocabulary with the Ss.(Use a dictionary or translate the words since they are all abstract concepts) - cognitive skill: kĩ năng tư duy - emotion (n): sự cảm động, mối xúc cảm - (to) concentrate: tập trung - self-disciplined (adj): tự rèn luyện - (to) resolve conflict: giải quyết xung đột - risk taking (n): liều lĩnh 2. Life skills for teens: Activity 1. Read about the necessary life skills for teenagers in the United State. Match the skills to their category. - Ask Ss to work in pairs to complete this task. - Go around and offer help if needed. + Otherwise, T may turn this into a group competition. Prepare red paper strips with five skill categories, and blue paper strips with the skill examples. In small groups Ss will match the red strips to the blue strips. The first group to have the correct answers is the winner. * Key: 1. C 2. B 3.D 4.A 5. E III. While-speaking Activity 2. Discuss: Do 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. Then, as a whole class, go through each skill and elicit from them the answers to the questions. 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. - As an alternative, Ss work in small groups. After their discussion, each group should cross out the life skills which they think are not suitable for Vietnamese teens. As a whole class, compare the results from different groups. Remember each group will need to explain their decisions.
15. Activity 3. Work in groups to make your own list for Vietnamese teens. - Ask Ss to work in small groups to make their own list for Vietnamese teens. They 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 for the whole class. - Have Ss write this list on a poster, or on the board. IV. Post-speaking Activity 4. Look at the list of life skills for teen that your class has developed. Which skills do you already have? Which skills do you need? - Share what you think with a partner - Ask Ss to copy down the 'big list' they have created in 3 in their notebooks. - Ss work individually: each student goes through the list and evaluates how good he/she is with each skill. Then Ss work in pairs to share their result. - If time allows, each pair reports the results to the class. Based on the results, the class will be able to identify three skills that most Ss in the class think they are now good at, and three skills that most of them think they need to improve on. V. Homework: - Learn by heart the new words - Write three skills that you think they are now good at, and three skills that you think they need to improve on. - Prepare skills 1