UNIT 3. TEEN STRESS AND PRESSURE
Lesson 7: Looking back & Project
I/ OBJECTIVES
By the end of the lesson, students can: listen revise the reported speech and master the use of To-infinitives after question words, give the presentation about a suport group in the school.
* Attitudes: have good life skills
- Knowledge:
- Grammar : - Reported speech
- Question words before To-infinitives.
- Lexical items : vocabulary related to teen stress and pressure
- Skills:
- Listening, Speaking, Reading,Writing and interactive skills
- Attitude:
- Cooperation, respect, having right and friendly attitudes with friends, teachers in the new school
- Quality and competence:
- Be confident and friendly with the new school environment
- Develope listening, speaking skills and cooperative interaction
II/ TEACHING AIDS (MATERIALS)
1.Teacher’s preparation:
- Lesson plan, Pictures, posters ,textbook,CD-MP3(Computer-Multi projector/cassette/ “sách mềm”) and other materials
2.Students’ preparation:
- Textbook, notebook, school things.
III/ WORKING ARRANGEMENTS( WAYS OF WORKING )
- Pair work , individual work, group work, T-WC
IV/ TEACHING PROCEDURE :
1-Greeting`and checking students’ adtendence: Total: In: ......... Out: .......... .
2-Checking the old lesson
3-New lesson:
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Teacher’s activities |
Students’ s activities |
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I. Warm up:Check the old lesson II- Newlesson Looking back: 1. Put yourself in these teen's shoes. Choose the two best words to describe your feelings in the following situations. (p34)
- Ask Ss to complete the sentences by using the support from the pictures, the option provided, and the meaning of the sentences. – Let them work individually first and then compare with a partner. 2. Use the following prompts to say something to the students in 1. (P34) - AskSs to remember the meanings of these verbs: congratulate, empathise, encourage, assure, and advise. - Then Ss need to look at the situations in 1 to say appropriate sentences.
3. Give at least two examples for each of these sets of skills. (P34) - ChallengeSs to complete this exercise without looking back at COMMUNICATION. They can write in similar skills, or add new skills as they wish.
4. Rewrite the following in reported speech. (P34) - Ss work individually then in pairs when they compare their answers with each other.
5. Rewrite the underlined phrases in the following text, using question words + to-infinitives. - Ss work individually to complete this task
III.PROJECT Teen support group - Ss work in small groups to design the set up a teen support group. - First, Ss choose an idea for the support group and find out more about that idea. For example, one group choose the idea ‘study skills group’. Ask them to think about: - Which study skills do you think are necessary in your class/school? How can you find out more about this information? - How can the students improve these skills? ( for this information you can ask your teacher, or use books, magazines, or the Internet) - What can a support group do to help them do that? IV-.Further practice 6.Work in pairs. Look at the notes of the two... (P35) - Direct Ss to the two callers in 4, SKILLS - Using the notes they produced for that exercise, ask Ss to recall the details of the two calls: who are the callers? Why are they calling the helpline? How do they feel? Now Ss discuss this task in pairs to work out the advice they would give to the two callers. Encourage Ss to use the phrases they have learnt for giving advice. Call on five pairs to report the advice to the class. The class then vote for their favourite piece of advice. Finished! - Ask Ss to complete the Fisnished!self-assessment box. Identify any difficulties and weak areas and provide further practice V- Homework: - Complete the looking back into the notebook. - Prepare Review 1. |
. Looking back. 1.Key: 1. exercise/delighted 2. Frustrated/upset 3. Tense/stressed 4. worried/tense 5. Disappointed/frustrated 6. Emotional/depressed
2.Key(suggested): 1. ‘Congratulations!’ ‘Well done! You did a really great job!’ 2. you must have been really disappointed.’/ if I were you, I would talk to my parents.’ 3. ‘Stay calm. Everything will be all right.’/It might be a good idea to have a break when you feel too stressed.’ 4. ‘I understand how you feel.’/ It might help to consider talking about this to someone.’/Have you thought about calling a counselling service?’ 5. ‘I understand how you feel.’/ It might help to consider focusing on the good points of the presentation rather than only the weak points.’ 6. ‘You must have been really emotional.’/I understand how you feel.’ 3.Key(Suggested): 1. concentrate on doing something; organize your timetable 2. control feelings; know how to get over negative feelings 3. cooperate with others; communicate well 4. know how to act in emergencies; know when to stop taking risks 5. cook for oneself and others; manage a small budget other. 4.Key: 1. Stressed out, and that she had had three sleepless thinking about her exam. 2. He said he couldn’t concentrate because it was too noisy in there. 3. She said she had been very upset at first but she was fine afterwards. 4. He said he didn’t think taking risks too often was a good idea. 5. she said he would take a cooking class before he went to college. 6. he said he really wishes he could make informed decisions. 5.Key: 1. Today I’m going to tell you what to do in case of fire. 2. Be sure you know where to find the nearest exit of stairway. 3. You should know how to activate the fire alarm. 4. You should know who to call. 5. You should also know how to reach them. II. Project. Ss decide how to set up their support group: -What is the name of the support group? -What are the support activities it provides? -How does the support reach students? -How is the group organized? Who will do what? How can the teacher and the school help the operations of the group? -The class can then vote for the project that they think is most interesting, useful, and feasible. If possible, T may even help them realise some of these projects in their own class or school.
- Listen and answer the questions
-Take note |