Giáo Án Tiếng Anh 8 Global Success Unit 3 Teenagers

Form

Pronunciation

Meaning

Vietnamese equivalent

1. forum (n)

/ˈfɔːrəm/

an event or medium where people can exchange opinions and ideas on a particular issue; a meeting organised for this purpose

diễn đàn

2. stress (n)

/stres/

worry caused by problems in somebody’s life or by having too much to do

sự căng thẳng

3. stressful (adj)

/ˈstresfl/

causing a lot of worry

căng thẳng, tạo áp lực

4. pressure (n)

/ˈpreʃə(r)/

​difficulties and worries that are caused by the need to achieve or to behave in a particular way

áp lực

5. user-friendly (adj)

/ˌjuːzə ˈfrendli/

easy for people who are not experts to use or understand

thân thiện với người dùng, dễ dùng

6. midterm (adj)

/ˌmɪdˈtɜːm/

​in the middle of one of the main periods of the academic year

giữa kỳ

Anticipated difficulties

Solutions

Ss may lack experience of group / team work.

- Encourage Ss to work in groups so that they can help one another.

- Give short, clear instructions, and help if necessary.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Game: I.N.I.T.I.A.L GAME

- T divides the class into 2 teams.

- T shows 9 different pictures

- Students are shown different pictures and they need to take the first letter from each picture to form the mystery word. 

- Which team finds the mystery word first will become the winner.

- T leads to the new unit. Write the unit title Teenagers on the board. Ask Ss to guess what they are going to learn about in this unit.

Mystery word: TEENAGERS

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Vocabulary pre-teaching

- Teacher introduces the vocabulary.

- Teacher explains the meaning of the new vocabulary by pictures.

- Teacher reveals that these six words will appear in the reading text and asks students to open their textbooks to discover further.

New words:

1. forum (n)

2. stress (n)

3. stressful (adj)

4. pressure (n)

5. user-friendly (adj)

6. midterm (adj)

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and read. (7 mins)

- Teacher asks Ss to look at the pictures in the book and answer the questions.

- Ss answer the questions in pairs.

- Teacher plays the recording twice. Ss listen and read.

- Teacher checks Ss’ prediction. T calls 4 Ss to read the conversation aloud in pairs.

Questions:

- Who are the people?

- What might they be talking about?

Suggested answers:

- They are teacher and students.  

- They are in a class meeting. 

- They are discussing their class forum, club activities to participate in, and their problems. 

Task 2: Read the conversation again and tick T (True) or F (False) for each sentence. (7 mins)

- Ask Ss to work in pairs to read the conversation again.  

- Ask them to underline the key words and phrases in the statements. Then have pairs work together for one  or two minutes to do the task.  

- Have Ss read out the statements and say if the statements are true or false.  

- Make sure they pronounce the words correctly.  

- Teacher checks the answers as a class and gives feedback.

Answer key:

1. F

2. T

3. T

4. F

5. T

Task 3: Write a word or phrase from the box under the correct picture. (7 mins)

- Ask Ss to work in pairs to match the pictures with the words or phrases.  

- Ask Ss to say the words / phrases aloud. Make sure they pronounce the words and phrases correctly. 

- Teacher checks the answers as a class and gives feedback.

Answer key:

1. language club

2. pressure

3. arts and crafts club  

4. forum

5. sports club

6. chess club  

Task 4: Complete each of the sentences with a word or phrase in 3. There is one extra word or phrase. (7 mins)

- Ask Ss to work independently to complete each sentence with a word or phrase in 3.

- Allow Ss to refer to the pictures, the words and phrases in 3, and the conversation if needed. 

- Check the answers as a class.  

- Ask several Ss to read aloud the full sentences. Correct Ss’ pronunciation if needed. 

Answer key:

1. arts and crafts club

2. forum

3. language club

4. pressure

5. sports club 

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 5: Ask and answer the questions below. Report your friend’s answers to the class. (10 mins)

- Ask Ss to work in pairs to ask and answer questions.  

- Encourage Ss to provide their partners with as much information as possible, using vocabulary they have  learnt when they answer the questions.  

- Ask some Ss to report information about their partners.

Questions:

1. What types of social media do you have?

2. What kind of pressure do you have?

3. What clubs do you participate in?

4. Why do you choose to participate in that club?

Date of teaching

Unit 3: Teenagers

Lesson 1: Getting started

* Warm-up

* Vocabulary

1. forum (n)

2. stress (n)

3. stressful (adj)

4. pressure (n)

5. user-friendly (adj)

6. midterm (adj)

Task 1: Listen and read.

Task 2: Read the conversation again and write T (True) or F (False) for each sentence

Task 3: Write a word or phrase from the box under the correct picture.

Task 4: Complete each of the sentences with a word or phrase in 3. There is one extra word or phrase.

Task 5: Ask and answer the questions below. Report your friend’s answers to the class.

*Homework

Form

Pronunciation

Meaning

Vietnamese equivalent

1. upload (v)

/ˌʌpˈləʊd/

 to send data to another computer

tải lên

2. browse (v)

/braʊz/

to look through a book, newspaper, website, etc. without reading everything

đọc lướt, tìm (trên mạng)

3. notification (n)

/ˌnəʊtɪfɪˈkeɪʃn/

official information of something; the act of giving or receiving this information

thông báo

4. log on to (v)

/lɒɡ ɒn tə/

to perform the actions that allow you to begin using a computer system, application or online account

đăng nhập

5. check (n)

/tʃek/

to look at something to find out if something is present, correct or true or if something is how you think it is

kiểm tra

6. account

/əˈkaʊnt/

an arrangement that somebody has with a company that allows them to use the internet, send and receive messages by email, social media, etc.

tài khoản

Anticipated difficulties

Solutions

Ss may lack vocabulary related to social network and their pressure from schoolwork, so they may have difficulty completing the tasks

T is willing to provide them with enough vocabulary related to the topic

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Game: Word puzzles

- Give Ss a few minutes to play a game. Have Ss play in two groups.  

- Ask ss to find 6 meaningful words in the puzzles  

- The team with the more correct answers wins. 

- T leads in the new lesson.

Answer key: CHECK; POST; WEBSITE; CLIP; PICTURE; CONNECT

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Circle the correct options to complete the phrases. (5 mins)

- Have Ss read aloud the verbs and the word / phrases given.  

- Ask Ss to work in pairs to circle the correct options to complete the phrases.  

- Explain the meaning of the new verb phrases by using pictures or synonyms or even their mother tongue

- Invite Ss to take turns to read out their answers. Correct their pronunciation if needed. 

- Check the answers as a class.  

- T can also ask Ss to add more words / phrases to the verbs to make other phrases. This way, T can broaden  Ss’ vocabulary if they are ready. 

Answer key:

1. A

2. A

3. B

4. B

5. B 

New words:

1. upload (v) = to copy or move programs or information to a larger computer system or to the internet

2. browse (v) = to look at things / check over sth

3. notifications (n)

4. log on (to) (v)

5. check (v)

6. account (n)

Task 2: Use the correct form of the verbs in 1 to complete the sentences. (5 mins)

- Ask Ss to work individually to complete each of the sentences with a suitable verb from 1. 

- Check the answers as a class.  

- Have some Ss read aloud the complete sentences.

- Correct Ss’ pronunciation if necessary.  

Answer key:

1. browsed

2. uploaded

3. connects

4. checked

5. logs on

Task 3: Choose the correct answer A, B, or C. (5 mins)

- T asks Ss to work individually to choose the correct answer for each sentence.  

- Ss swap their answers with their partners.

- T check the answers as a class.

- T can also ask some Ss to read out their answers. Then have Ss read the sentences aloud as a class. Correct  Ss’ pronunciation if necessary.  

Answer key:

1. B

2. C

3. A

4. A

5. B 

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 4: Listen and repeat the words. Pay attention to the sounds /ʊə/ and /ɔɪ/. Then put the words into the correct columns. (6 mins)

- Have Ss listen to the recording once first. Then ask Ss to read out the words.

- Play the recording for them to listen again and repeat each word as a class, then as individuals.

- Play the recording as many times as possible.

- Have Ss complete the task. Check answers as a class.

Answer key:

/ʊə/: tourist, ensure, sure, tournament

/ɔɪ/: boy, toy, avoid, choice

Task 5: Listen and practise the sentences. Underline the words with /ʊə/ and circle the words with /ɔɪ/. (9 mins)

- Have some Ss read the sentences first.  

- Play the recording for Ss to listen to, then repeat each sentence after the recording.

- Play the recording as many times as necessary.  

- Ask them to underline the words with the sound /ʊə/ and circle the words with the sound /ɔɪ/. 

- Check the answers as a class.

- Call some Ss to read the sentences individually. 

Answer key:

1. She is a noisy and curious girl.  

2. They joined a full-day city tour.  

3. I found it enjoyable to watch the tournament.  

4. She’ll record our voices during the interview.  

5. He is not acting very mature and is starting to annoy me.  

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Game: Slap the board (5 mins)

- T writes on the board 15 words with the sounds /ʊə/ and /ɔɪ/.

- Teacher divides students into 2 teams.

- When T reads out word by word, one student will run to the board and slap on the correct word with the correct sound.

- The team with more correct answers will be the winner.

- Students play the game.

- Teacher invites the winner to read aloud their sentences.

- Teacher gives feedback.

15 words with the sounds /ʊə/ and /ɔɪ/:

Date of teaching

Unit 3: Teenagers

Lesson 2: A closer look 1

* Warm-up

* Vocabulary

1. upload (v)

2. browse (v)

3. notifications (n)

4. log on (to) (v)

5. check (v)

Task 1: Circle the correct options to complete the phrases.

Task 2: Use the correct forms of the verbs in 1 to complete the sentences

Task 3: Choose the correct answer A, B, or C.

* Pronunciation

Task 4: Listen and repeat the words. Pay attention to the sound /ʊə/ and /ɔɪ/. Then put the words into the correct columns.

Task 5: Listen and practise the sentences. Underline the words with /ʊə/ and circle the words /ɔɪ/.

*Homework

Types of sentences

Definition

Examples

1. Simple sentences

Made up of one independent clause

- Minh has some problems with his schoolwork.

2. Compound sentences

Made up of two or more independent clauses and they are joined by

- coordinating conjunctions: for, and, but, or, so

- a conjunctive adverb: however, therefore, otherwise.

- Mai bought many books because she likes reading.

- Mark is hard-working; therefore, he usually gets high scores on exams.

Anticipated difficulties

Solutions

Ss may get confused about the use of coordinating conjunctions and conjunctive adverbs

T should be ready to find examples and give clear explanations to distinguish them

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Game: BOARD RACE

- Give Ss a few minutes to revise the simple sentences.  

- Ss work in two teams.
- Ss receive slips of paper with simple sentences or compound sentences.  
- Pick out all the simple sentences and run as fast as possible to stick them on the board,  
- Then underline the subjects and circle the verbs of those simple sentences.  
- The team with the more correct answers will be the winner

+ Ask each team to read out loud the sentences they have selected. Correct their pronunciation if necessary. 

+ The team with the most correct sentences wins.  

- Ask Ss to look at A CLOSER LOOK 2 on page 31.  

1. She is a noisy and curious girl.  

2. They joined a full-day city tour.  

3. I found it enjoyable to watch the tournament.  

4. She’ll record our voices during the interview.  

5. Minh has some problems with his schoolwork.

6. Mark is hard-working; therefore, he usually gets high scores on exams.

7. Mai bought many books, for she likes reading.

8. He is a club member, but he never participates in any of the activities.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Grammar: Simple sentences and compound sentences.

- T gives 2 sentences and asks ss to find their subject and verb.

- Ask them to check how many subjects and verbs are in each of the sentences.  

- Tell them to read the Remember! box in pairs before giving further explanation. 

- Then T explains to ss what a simple sentence or a compound sentence is.

- Then ask Ss to underline the two independent clauses in Eg 2, circle the words in between the two independent clauses. Tell them that there are words other than and and but we use to connect two independent clauses in compound sentences.  

- Ask Ss to read aloud as a class the words for, and, but, or, so, however, therefore, otherwise.  

- Explain the meanings of these words if necessary. Tell Ss that they can also call these words connectors.

- Remind Ss to use a semicolon (;) before however, therefore, and otherwise, and the other connectors are followed by a comma (,)

Eg1: Minh has some problems with his

S V

Schoolwork.

Eg2: Mark is hard-working; therefore,

S1 V1 connectors

he usually gets high scores on exams.

S2 V2

* A simple sentence is made up of one independent clause.

* A compound sentence is made up of two or more independent clauses

* Connectors

- coordinating conjunctions: for, and, but, or, so

- conjunctive adverbs: however, therefore, otherwise.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Tick the simple sentences. (4 mins)

- Ask Ss to work individually to tick the simple sentences.  

- Ask Ss to take turns to give their answers.  

- Check the answers as a class.  

- Then T asks some Ss to underline the subjects and circle the verbs of simple sentences. 

- Ask several Ss to read aloud the full sentences. Correct their pronunciation if necessary.  

Answer key: 1, 2, 4

Task 2: Write S for simple sentences and C for compound sentences. (4 mins)

- Have Ss work in pairs to write S for simple sentences and C for compound sentences.

- Ask some Ss to read out the sentences and say S or C.  

- Correct their pronunciation mistakes if necessary.  

- Check the answers as a class.

Answer key:

1. S

2. S

3. C

4. S

5. C  

Task 3: Choose the correct answer A, B, or C. (6 mins)

- Have Ss work individually to choose the correct answer A, B, or C.  

- Remind them of the meanings of the connectors and the punctuation (the comma and semicolon) for the connectors.  

- Ask some Ss to read out the complete sentences.

- Check the answers as a class.

Answer key:

1. C

2. B

3. A

4. A

5. C  

Task 4: Combine the two sentences to make compound sentences, using the words from the box. (10 mins)

- Have Ss work in groups of four for five minutes to write on their posters complete compound sentences using the words in the box.

- Remind them to use commas and semicolons when necessary. Then ask them to swap answers with other groups.

- Check the answers as a class.  

- Have the class read out the sentences. Correct their spelling and grammar mistakes when necessary. 

Answer key:

1. Phong has to study harder; otherwise, he may fail the exam.  

2. She is very sensitive, so don’t comment on her new hairstyle. / She is very sensitive; therefore, don’t comment on her new hairstyle.  

3. Mi wants to have more friends, but she doesn’t connect well with others.  

4. Students can work in groups, or they can work in pairs.  

5. My friend likes showing off her new things; therefore, she often posts pictures on social media. / My friend likes showing off her new things, so she often posts pictures on social media.  

Task 5. GAME: Which group has the most sentences?

Work in groups. Each group makes as many compound sentences as possible. The group with the most correct sentence is the winner. (5 mins)

- Instruct Ss to play the game in groups.  

- Have Ss work for two minutes to write compound sentences using given words on their strips of paper (the words on the slips of paper given to Ss can be for, and, but, or, so, however, therefore, otherwise). T may instruct Ss to write their compound sentences on A1-size paper.  

- Invite groups to read out their compound sentences or to stick the A2-size paper with compound sentences they have written on the board.  

- The group with the most correct sentences is the winner.  

Date of teaching

Unit 3: Teenagers

Lesson 3: A closer look 2

I. Grammar

Simple sentences and compound sentences

Eg1: Minh has some problems with his schoolwork.

S V

Eg2: Mark is hard-working; therefore, he usually gets high scores on exams.

S1 V1 connectors S2 V2

* A simple sentence is made up of one independent clause.

* A compound sentence is made up of two or more independent clauses

* Connectors

- coordinating conjunctions: for, and, but, or, so

- conjunctive adverbs: however, therefore, otherwise.

II. Practice

Task 1: Tick the simple sentences.

Task 2: Write S for simple sentences and C for compound sentences.

Task 3: Choose the correct answer A, B, or C.

Task 4: Combine the two sentences to make compound sentences using the words from the box.

Task 5: Game: Which group has the most sentences?

*Homework

Making requests

Examples

- Can you…, please?

- Could you…(, please)?

- Can you tell me more about the music club, please? 

- Could you tell me the time it meets? 

Anticipated difficulties

Solutions

Some Ss may talk freely and excessively in class when mentioning social media like YouTube, Facebook, Instagram… because it's right up their street.

T should be ready to keep control of the class and lead the students to the main tasks.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Chatting:

- T asks ss some questions:

+ What do you say when you want sb to pass you a pen?

+ What do you say when you want sb to tell you more about the music club?

+ What will we do if we want to politely ask somebody to do sth?

- T leads in the new lesson: If we want to politely ask somebody to do sth, we make requests. There are two ways of making requests that we will learn in Lesson 4. Communication.

- Ask Ss to look at COMMUNICATION on page 32.  

Suggested answers:

- Can/ Could you pass me the pen?

- Can/ Could you tell me more about the music club?

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and read the dialogue below. Pay attention to the highlighted sentences. (5 mins)

- Play the recording for Ss to listen and read the dialogue between a student and a school club leader. Ask Ss to pay attention to the highlighted sentences.

- Emphasise the ways to make requests (in the contents column). 

- Tell Ss that Can you and Could you are similar in meaning, and only different in the degree of formality.  Could you is more formal than Can you. 

- Have Ss practise the dialogue. 

1. Can you tell me more about the music club, please? 

2. Could you show me the way to the college, please? 

Task 2: Work in pairs. Make similar conservations, using the cues below. (5 mins)

- Ask Ss to work in pairs to make similar dialogues.

- Tell them to use the contexts given and the sample requests.

- Give feedback on their dialogues.  

- Ask to borrow a book from your classmate.

Can you lend me your book that you finished reading, please? 

- Request some advice on how to do your science project.

Could you tell me how to start a science project?

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 3: Read some posts on a forum about different social media and match the names of the posters with their activities. (5 mins)

- Ask some Ss to read the posts aloud.  

- Have Ss work in pairs to read the posts to match the name of the four teenagers and their activities (1 - 5). 

- Ask some pairs to read out their answers. Correct if necessary.  

- Check the answers as a class.  

- If time allows, ask some Ss to retell information from the posts or to role-play a conversation. 

Answer key:

Ann: 2

Tom: 4,5

Trang: 1

Nam: 3  

Task 4: Work in pairs. Ask and answer questions about what social media the teens in 3 use, why, and how often they use them. (10 mins)

- Have Ss work in pairs to ask and answer questions about which social media each of the four teenagers  uses, what for and how often they use the media.  

- Ask them to follow the example in the Student’s Book.  

- Invite some pairs to role-play, asking and answering questions in front of the class. Correct any grammar  or pronunciation mistakes if necessary.  

Model dialogue:

Tom: What social media does Ann use?

Nam: She uses YouTube.

Tom: What does she use it for?

Nam: She uploads her videos and watches other people’s videos.

Tom: How often does she use it?

Nam: Every day.

Task 5: Work in groups. Discuss the following questions and then report your group’s result to the class. Report your group’s results to class. (10 mins)

- Have Ss work in groups to discuss the answers to the three questions about social media. 

- Tell them that they can give more than one reason to explain their choice.  

- Ask them to use the information from the posts in 3 as cues.  

- Invite group representatives to report their group’s answers.

1. What social media do you use?

2. How often do you use it?

3. What do you use social media for?

Date of teaching

Unit 3: Teenagers

Lesson 4: Communication

* Warm-up

* Everyday English: Making requests

- Can you…, please?

- Could you…(, please)?

Task 1: Listen and read the dialogues.

Task 2: Work in pairs. Make similar conversations.

* Social media popular among teens:

Task 3: Work in pairs. Read and match.

Task 4: Work in pairs. Ask and answer questions.

Task 5: Work in groups. Discuss and then report.

*Homework

Form

Pronunciation

Meaning

Vietnamese equivalent

1. concentrate (v)

/ˈkɒnsntreɪt/

to give all your attention to something and not think about anything else

tập trung (vào)

1. craft (n)

/krɑːft/

an activity involving a special skill at making things with your hands

(nghề, đồ, kỹ nghệ) thủ công

1. focused (adj)

/ˈfəʊkəst/

with your attention directed to what you want to do; with very clear aims

chuyên tâm, tập trung

1. beforehand (adv)

/bɪˈfɔːhænd/

earlier; before something else happens or is done

trước

1. practical (adj)

/ˈpræktɪkl/

connected with real situations rather than with ideas or theories

thực tế, thực tiễn

Anticipated difficulties

Solutions

Ss may lack knowledge about some lexical items.

Provide Ss with the meaning and pronunciation of words.

Ss may not have sufficient reading, speaking and cooperating skills.

- Let Ss read the text again (if needed).

- Create a comfortable and encouraging environment for Ss to speak.

- Encourage Ss to work in pairs, and in groups so that they can help each other.

- Provide feedback and help if necessary.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Brainstorming (Task 1)

- Ask Ss to list school clubs teens often take part in.

- Have the class work in pairs to describe the pictures and say what club the teenagers in the pictures are taking part in.  

- Ask Ss to discuss the reasons they want to join a school club like these.  

- Ask Ss to look at SKILLS 1 on page 33.  

Suggested answers:

- Badminton/ basketball club, English club, chess club, arts club, football club, …

- 2 clubs in the pictures: Chess club, arts and craft club

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary.

- Teacher explains the meaning of the new vocabulary by pictures.

- Teacher reveals that these five words will appear in the reading text and asks students to open their textbook to discover further.

* Vocabulary:

1. concentrate (v)

2. focused (adj)

3. craft (n)

4. beforehand (adv)

5. practical (adj)

Task 2: Read the conversation and tick T (True) or F (False) for each sentence. (10 mins)

- Ask Ss to work individually to read the conversation and to decide if the statements below the conversation are true or false.

- Ss read and tick T (True) or F (False).

- Ask Ss to underline the evidence to support each statement.

- Have Ss work in pairs to swap answers or to check answers together.

- Ask some Ss to read out loud the statements and say true or false. Ask them to show the parts in the reading where they found the answers.

Answer key:

1. T

2. T

3. F: when he was five => 5 years ago

4. T

Task 3: Read the conversation again and choose the correct answer A, B, or C. (10 mins)

- Have Ss work individually for seven minutes and circle the correct answers.

- Remind them to underline the keywords in the questions and the evidence for the answers.  

- Ask Ss to take turns giving the answers. Ask them to show the parts in the reading where they found the answers.

Answer key:

1. B

2. C

3. B

4. B 

5. C

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 4: Work in pairs. Make conversations using the given information. (9 mins)

- Have Ss work in pairs to ask and answer questions about the guitar club and painting club. 

- Assist Ss to make questions when necessary.   

- Ask them to practise giving some benefits / reasons. Encourage them to think of other possible benefits / reasons.  

- Ask some pairs to role-play.  

Suggested questions:  

- What time does the club meet?  

- Where does it meet?  

- How can I contact the club? / What is the contact number of the club?  

- Who will coach the club?  

- What are the benefits you get when you join the club? / Why do you want to join this club?  

Task 5: Work in groups. Ask and answer questions about a club at your school. Report the answers to your class. (6 mins)

- Have Ss work in groups to ask and answer questions about a school club they would like to participate in.

- Ask them to give as many benefits and/ or reasons why they want to take part in the club. Tell them to explain the reasons based on their likes, dislikes, abilities, or personalities.  

- Invite one representative of each group to report their group’s answers to the class. 

Date of teaching

Unit 3: Teenagers

Lesson 5: Skills 1

* Warm-up (Task 1)

* Reading

Vocabulary:

1. concentrate (v)

2. focused (adj)

3. craft (n)

4. beforehand (adv)

5. practical (adj)

Task 2: Read the conversation and tick (ν) T (true) or F (false) for each sentence.

Task 3: Read the conversation again and choose the correct answer A, B, or C.

* Speaking

Task 4: Work in pairs. Make conversations using the given information.

Task 5: Work in groups. Ask and answer questions about a club at your school. Report the answers to your class.

*Homework

Form

Pronunciation

Meaning

Vietnamese equivalent

1. parental (adj)

/pəˈrentl/

connected with a parent or parents

liên quan tới bố mẹ, thuộc bố mẹ

2. peer (n)

/pɪə(r)/

a person who is the same age or who has the same social status as you

người ngang hàng, bạn đồng lứa

3. bully (v)

/ˈbʊli/

to frighten or hurt a weaker person; to use your strength or power to make somebody do something

bắt nạt

4. bullying (n)

/ˈbʊliɪŋ/

the use of strength or power to frighten or hurt weaker people

sự bắt nạt

Anticipated difficulties

Solutions

1. Ss may lack knowledge about some lexical items.

Provide Ss with the meaning and pronunciation of words.

2. Ss may not have sufficient listening, writing and co-operating skills.

- Let Ss listen to the text again (if needed).

- Encourage Ss to work in pairs, in groups so that they can help each other.

- Provide feedback and help if necessary.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Game: Table cloth

- Divide the class into 4 groups.

- In 2 minutes, Ss write down on the poster as many types of pressure as possible.

- The group with the most correct answers will be the winner.

- Ask Ss to look at SKILLS 2 on page 35.

Suggested answers:

Pressure from parents, pressure from work, pressure from schoolwork, pressure from friends, peer pressure, exam pressure, pressure to get into gifted/ high schools, pressure of getting higher marks, …

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary.

- Teacher explains the meaning of the new vocabulary by pictures.

- Teacher reveals that these four words will appear in the listening text and asks students to open their textbook to discover further.

* Vocabulary:

1. parental (adj)

2. bully (v)

3. bullying (n)

4. peer (n)

Task 1: Which types of pressure below do you think teens face? (3 mins)

- Ask Ss to work in pairs to circle the types of pressure teens face. Ask Ss to add as many stress types as they know.  

- Tell Ss that they are going to listen to a conversation between some students about the pressures and causes of stress teens face.  

Suggested answer: A, C, D 

Task 2: Listen to a conversation and choose the correct answer to each question. (6 mins)

- Ask Ss to work individually to read through Questions 1 and 2.

- Ask them to underline keywords in the questions, for example, “How many ...” or “What ... discussing”. 

- Play the recording once for Ss to circle the answers.  

- Check Ss’ answers and play the recording again for them to better understand the conversation among Minh, Ann and Mi. Stop or rewind the recording where necessary.  

Answer key:

1. C

2. B  

Task 3: Listen to the conversation again and fill each blank with ONE word. (10 mins)

- Ask Ss to work in pairs to read the table and to predict the word they will need to fill in each blank. 

- Tell them to think about the part of speech of the word they will need to use for each blank (e.g. adjective,  verb, or noun). Remind them of the possible plural and singular forms of nouns. 

- Play the recording once. Give them two minutes to fill in the blanks. Remind Ss that they should write only ONE word for each blank.  

- Play the recording again and check answers as a class.  

Answer key:

1. parents

2. abilities

3. body / weight

4. good

5. sister

6. talk

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 4: Match the causes of teen stress with the possible solutions. There may be more than one solution to a problem. (5 mins)

- Ask Ss to work in pairs to read the suggested ideas in the table and match causes of teens’ stress with solutions. Remind them that they can match more than one solution to a cause.  

- Ask Ss to add any more causes and solutions they can think of.  

- Ask some Ss to read out loud each cause and solution. Tell them that they can add any more solutions they can think of.  

- Correct their pronunciation where necessary.  

Suggested answer:

1. B

2. D

3. C

4. A, B, D 

Task 5: Write a paragraph (80 - 100 words) about the cause(s) of your stress and offer solutions. (10 mins)

- Ask Ss to work individually to write for 5 minutes. Tell them to use the information in 4 and any other ideas they may think of.  

- T asks one student to read out his / her paragraph.  

- If time allows, T can also ask Ss to work in groups and record ideas on an A1 / A0 size piece of paper, then T organises a gallery walk.

- Ss walk around and offer feedback on peers’ writing.  

Suggested answer:

I often feel stressed because of schoolwork, and here are the ways I deal with my stress. First, I often talk to my parents about how I feel and what I expect my parents to help. Second, I stopped staying up late to play games or chat with peers. I turn off my computer and smartphone at 10 p.m. Third, I also tell my parents that I am making efforts, but there are subjects that I

don’t really like so I can’t get very high marks as they expect. I also stop going to extra classes and increase self-study.

Date of teaching

Unit 3: Teenagers

Lesson 6: Skills 2

* Warm-up

* Listening

Vocabulary:

1. parental (adj)

2. bully (v)

3. bullying (n)

4. peer (n)

Task 1. Which types of pressure below do you think teens face?

Task 2. Listen to a conversation and choose the correct answer to each question.

Task 3. Listen to the conversation again and fill each blank with ONE word.

* Writing

Task 4. Match the causes of teen stress with the possible solutions. There may be more than one solution to a problem.

Task 5. Write a paragraph (80 - 100 words) about the cause(s) of your stress and offer solutions.

*Homework

Anticipated difficulties

Solutions

Ss may not have sufficient speaking, writing and co-operating skills when doing the project.

- Encourage Ss to work in pairs, in groups so that they can help each other.

- Provide feedback and help if necessary.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Kim’s game:

- T asks students to work in groups of three or four students

- Get them look at the pictures about some kinds of pressure on the screen.

- Tell ss that the pictures will disappear after 2 seconds, so they should try to remember all the pictures without writing them down.

- After all the pictures disappear, ss have 1 minute to write down the kinds of pressure in each picture on their poster. (2 points for each correct answer)

- T gets ss to swap the posters among groups and give corrections after T shows the answers.

- Ss give marks to their friends’ answers.

- T leads in the lesson.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Complete the webs with suitable words and phrases. (4 mins)

- Have Ss work individually to complete the webs with words / phrases.

- Check answers as a class. 

- Have Ss read out their words/phrases from their webs.  

- Correct Ss’ pronunciation if necessary.  

Suggested answers:

- activities on social media: browsing websites, uploading pictures, checking notifications, connecting with friends, discussing problems, sharing opinions, commenting on posts, sharing posts

- causes of teen stress: pressure from parents, pressure from schoolwork, bullying, spending too much time on social media 

Task 2: Fill each blank with the correct form of the words in the box. (5 mins)

- Have Ss work individually to fill in each blank with the correct form of the words from the box.

- Check answers as a class.  

- Ask some Ss to read the passage aloud.

Answer key:

1. participates

2. clubs

3. connects

4. skills

5. upload

6. bullies / bullying

Task 3: Use the conjunctions provided to connect the sentences. (6 mins)

- Have Ss work individually to connect the two simple sentences to create a compound sentence using the words in bold. Remind them of the meanings and use of the connectors.  

- Then ask Ss to work in pairs to swap and check their answers.  

- Check answers as a class. 

- Ask one student to read out the sentences. Correct his / her pronunciation if necessary.

Answer key:

1. Mai is the head of the club, so she knows the members very well.

2. Lan wanted to go to the party, but she couldn’t choose a suitable dress.

3. Tom felt stressed; however, he tried to finish his homework.

4. He isn’t a member of the chess club; therefore, he won't join the chess competition.

5. We will have a short holiday; otherwise, we will feel very stressed.

Task 4: Complete the sentences below. Then compare your sentences with your partners’.

(5 mins)

- Ask Ss to work individually to complete the sentences as requested.

- Ask one or two Ss to go to the board and write their full sentences.

- Then ask the class to work in pairs. Tell them to swap their sentences and check their partner’s answers.

- Check the sentences on the board.

- Have all Ss correct their partner’s answers.

- Ask some Ss to read out their sentences.

Suggested answer:

1. Teens need to have good health, so they should do some sport(s).

2. His parents have high expectations of him, but they don’t care about his abilities.

3. Teenagers should develop social skills; otherwise, they may not be able to communicate with peers and other people.

4. We sometimes feel lonely and sad; therefore, we need our families and friends.

5. He does very well at school; however, he doesn’t have teamwork or communication skills.

TEACHER’S AND STUDENTS’ ACTIVITIES

CONTENTS

Our school club

- Ask Ss to read the instructions again (T has already been assigned the project since the first lesson of the Unit and checked their progress after each lesson). Let students have some time to check their posters for the final time and make any adjustments if necessary.

- T has groups show their posters and present them to the class.

Students’ posters & presentations

Date of teaching

Unit 3: Teenagers

Lesson 7: Looking back & Project

* Vocabulary

Task 1. Complete the verbs with suitable words and phrases.

Task 2. Fill each blank with the correct form of the word from the box.

* Grammar

Task 3. Use the conjunctions provided to connect the sentences.

Task 4. Complete the sentences below. Then compare your sentences with your partners.

* Project

*Homework