Đang tải... (xem toàn văn)
Preparation: 20 02 2002 Period 71 UNIT 8: BECOMING INDEPENDENT Lesson 1: Getting started – Earning your parents’ trust I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge Gain an overview about the topic becoming independent; Gain vocabulary to talk about becoming independent; Get to know the language aspects: cleft sentence. 2. Competences Develop communication skills and creativity; Be collaborative and supportive in pair work and teamwork. Actively join in class activities 3. Qualifications Familiarize with the ways to keep fit and stay healthy; Develop selfstudy skills. II. TEACHING AIDS: Teacher: Handouts, textbook, lesson plan, pictures, laptop computer, speaker, project Students: Textbook, notebook III. PROCEDURES 1. Old lesson checking: During the lesson 2. New lesson: 1. Activity 1 WARM UP a. Aim: To stir up the atmosphere and activate students’ knowledge on the topic of becoming independent; To set the context for the listening and reading part; To enhance students’ skills of cooperating with teammates. b. Content: Categorizing game: Classify dependent and independent people with some activities c. Product: Students can distinguish independence and dependence Lists of activities: Independent lifestyle + Cook for yourself + Have good time management + Know how to keep house + keep your body clean + Think twice before deciding + Get enough good sleep Dependent lifestyle + Ask parents for money + Wait parents to cook + Don’t do your homework + Need mother to drop you off at school + communicate badly with people + Eat instant noodles all the time d. Organization CATEGORIZING GAME Ss work in groups. Each group is given small pieces of paper on which activities of dependent and independent lifestyle are written. Each group has to classify them into correct categories. The first team to complete the task correctly is the winner. Teacher asks the winner to go to the board and show the correct answers. 2. Activity 3 PRESENTATION
Preparation: 20/ 02/ 2002 Period 71 UNIT 8: BECOMING INDEPENDENT Lesson 1: Getting started – Earning your parents’ trust I OBJECTIVES By the end of this lesson, Ss will be able to: 1 Knowledge - Gain an overview about the topic becoming independent; - Gain vocabulary to talk about becoming independent; - Get to know the language aspects: cleft sentence 2 Competences - Develop communication skills and creativity; - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3 Qualifications - Familiarize with the ways to keep fit and stay healthy; - Develop self-study skills II TEACHING AIDS: - Teacher: Handouts, textbook, lesson plan, pictures, laptop/ computer, speaker, project - Students: Textbook, notebook III PROCEDURES 1 Old lesson checking: During the lesson 2 New lesson: 1 Activity 1 WARM UP a Aim: - To stir up the atmosphere and activate students’ knowledge on the topic of becoming independent; - To set the context for the listening and reading part; b Content: - To enhance students’ skills of cooperating with teammates - Categorizing game: Classify dependent and independent people with c Product: some activities - Students can distinguish independence and dependence - Independent lifestyle Lists of activities: - Dependent lifestyle + Cook for yourself + Ask parents for money + Have good time management + Wait parents to cook + Know how to keep house + Don’t do your homework + keep your body clean + Need mother to drop you off at + Think twice before deciding school + Get enough good sleep + communicate badly with people + Eat instant noodles all the time d Organization CATEGORIZING GAME - Ss work in groups Each group is given small pieces of paper on which activities of dependent and independent lifestyle are written - Each group has to classify them into correct categories - The first team to complete the task correctly is the winner - Teacher asks the winner to go to the board and show the correct answers 2 Activity 3 PRESENTATION a Aim: - To get students learn vocabulary related to the topic b Content: - Pre-teach vocabulary related to the content of the dialogue c Product: New words: d Organization 1 independent (adj) 3 Activity 3 a Aim: 2 trust (earn sb’s trust) b Content: 3 (to) convince c Product: 4 responsible (adj) d Organization 5 (to) encourage - Teacher introduces the vocabulary - Teacher explains the meaning of the new vocabulary by pictures, or explanations - Teacher checks students’ understanding with the “Rub out and remember” technique - Teacher reveals that these five words will appear in the reading text and asks students to open their textbook to discover further PRACTICE - To introduce words and phrases related to becoming independent - To help Ss identify the cleft sentence with “it is/was … who/that…” - Task 1: Listen and read (p.86) - Task 2 Read the conversation again and decide who has these skills (p.87) - Task 3 Find words and a phrase in 1 that have the following meanings (p.87) - Task 4 Match the two halves to make sentences used in 1 (p.87) Task 1: Suggested answers: - 2 friends, pan, food… - They are discussing about how to cook and how to earn parents’ trust Task 2: Answer key: 1 Mark 2 Mai 3 Nam Task 3: 1.confidence 2 independent 3 responsibility 4 money-management Task 4: Answer key: 1d 2a 3b 4c +) Hand over the assignment: - You are going to read the conversation and complete the tasks below it - Task 1: Listen and read (p.86) - Task 2 Read the conversation again and decide who has these skills (p.87) - Task 3 Find words and a phrase in 1 that have the following meanings (p.87) - Task 4 Match the two halves to make sentences used in 1 (p.87) +) Carry out the assignment: - Work in pairs to complete the tasks - Teacher goes around to gives help - Discuss the answers with other pairs +) Present the result: 4 Activity 4 - Pairs give answers a Aim: - Others give comments b Content: + ) Teacher gives feedback: c Product: - Give comment(s) on their work and praise the student with the best d Organization presentation APPLICATION - To help Ss practice speaking skills; - Role play - Students can give a short talk about good habits to stay healthy - Teacher asks Ss to work in groups - In each group, one student plays the role of a student Others are advisors - Advisors are giving advice on how to live independently - Ss have 3 minutes to prepare for the role play - Teacher invites 1 or 2 groups to come to the stage and do the role play - Teacher asks other groups to listen and give comments - Teacher gives feedback and give marks to the best group 3 Consolidation - T asks Ss to talk about what they have learnt in the lesson 4 Homework - Write a short paragraph about how to live independently - Prepare for the project in Lesson 8 Lesson 2 Language Period 72 LESSON 2 LANGUAGE I OBJECTIVES By the end of this lesson, students will be able to: 1 Knowledge - Use words and phrases related to teen independence - Know how toput intonation in invitations, suggestions and polite reaquests - Know how to use cleft sentence with It is/was… that/ who 2 Competences - Be collaborative and supportive in pair work and team work; - Access and consolidate information from a variety of sources; - Actively join in class activities 3 Qualifications - Be ready to have independent lifestyle; - Develop self-study skills II TEACHING AIDS - Teacher: textbook, lesson plan, computer/ laptop, projector, speaker - Students: textbook, workbook III PROCEDURES 1 Old lesson checking: During the lesson 2 New lesson: 1 Activity 1 Warm up a Aim: - To stir up the atmosphere and activate students’ knowledge on intonation; - To enhance students’ skills of cooperating with teammates b Content: Watch a video https://www.youtube.com/watch?v=VLCgMkTIdLA Answer the question: What do humans need to do to stay healthy? c Product: Students can listen and find out some ways to stay healthy from the video clip Suggested answers: - Learn how to save - set rules for yourself - Cap your spending - respect to be respected as an individual d Organization: - Ss work in 4 groups Each group is given a big-sized piece of paper and markers - Ss watch the video once and list out what to do to be independent - All teams stick the paper on the boards - Teacher checks answers of each group - The group that has the most correct answers is the winner 2 Activity 2 Presentation a Aim: - Help Ss: + know how to recognise and practise fall-rise intonation in invitations, suggestions and polite requests + know how to use words / phrases related to BECOMING INDEPENDENT + know how to recognise cleft sentenceswwith It’s/ was … that/ who … b Content: * Pronunciation: Intonation * Vocabulary: words / phrases related to Becoming independent * Grammar: Cleft sentences c Product: I/ Pronunciation: - We use fall – rise intonation in invitations, suggestions and requests - This intonation pattern makes the questions sound friendlier and more polite II./ Vocabulary III/ Grammar - A cleft sentence is used to focus on a particular part of the sentence and to emphasize what we want to say It is/was + S/O/A + that/who … Eg: 1 It was Nam that/who taught Mai how to use the app in the library last weekend (Focus on Nam - S) 2 It was the app that Nam taught Mai how to use in the library last weekend (Focus on the app - O) 3 It was in the library that Nam taught Mai how to use the app last weekend (Focus on Nam - A) d Organization: * Pronunciation: 3 Activity 3 - T introduces elision of vowels a Aim: b Content: - Ss look at the words in two columns, pay attention to the elision of the c Product: vowels in the words in the second column - Teacher asks Ss to listen to the recording and has them pay attention to the omission of vowels - Teacher asks Ss to listen to the recording again, but this time, has them repeat the words - Teacher asks Ss to read the notes in the Remember! Box which is above the conversation Check understanding by asking individual Ss to briefly explain the omission of vowels * Vocabulary: - Have Ss try to guess the meanings of the words - Check understanding if necessary * Grammar: - T gives some examples, Ss look at the examples and draw out the rules - Some Ss give their answers - T gives feedback and summarize the knowledge Practice Practice the language by doing the tasks I/ Vocabulary: - Task 1: Match the words with their meanings - Task 2: Complete the sentences using the correct forms of the words in 1 II/ Grammar: - Task 1 Rewrite the sentences using cleft sentences focusing on the underlined parts (p.88) I/ Vocabulary: Task 1: Answer key: 1e, 2d, 3b, 4c, 5a Task 2: Answer key: 1 trust 4 manage 2 life skills 5 self-motivated 3 self-study II/ Grammar: Task 1: Answer key: 1 It is John who is saving his pocket money to buy a new phone 2 It is 20 dollars that he gets every week by doing chores around the house 3 It was last weekend that John earned more pocket money helping his grandpa 4 It was gifts for friends and family members that he bought with his pocket money 5 It is by taking part-time jobs that teenagers can earn pocket money Task 2: d Organization: +) Hand over the assignment: - “You are going to do the exercises in the textbook (page 87, 88) to 4 Activity 4 practice the pronunciation, vocabulary and grammar that you’ve learnt a Aim: - You will work in groups of 4 and have 10 minutes to complete the tasks b Content: +) Carry out the assignment: c Product: - Ss work in groups to complete the tasks - T plays the recording for Ss to do the task - T goes around to gives help - Discuss the answers with other groups +) Present the result: - Groups show answers - Others give comments + ) Teacher gives feedback: - Give comment(s) on their work and praise the group with the best answers Application Help Ss apply the grammar points they’ve just learnt to do exercises - Task 2 Ask and answer questions about the chores you and your family members do at home Use cleft sentences (p.87) Example exchange: 1 A: Is it you who does the laundry at home? B: Yes, it is me who does the laundry / No, it is my sister who does the laundry 2 A: Is it your dad who mows the lawn? B: Yes, it is my dad who mows the lawn / No, it is my brother who mows the lawn d Organization: - Ss work in pairs in 3 mins then play a role in front of the class - T helps Ss if necessary - Some Ss present answers - Others give comments - T gives feedback and marks 4 Consolidation: - T asks Ss to talk about what they have learnt in the lesson 5 Homework: - Do the exercises in the workbook Vocabulary and Grammar - Prepare for Lesson 3 - Reading Period 74 LESSON 3 READING – How to become independent I OBJECTIVES By the end of this lesson, students will be able to: 1 Knowledge - Read for main ideas and specific information in an article about how teen can become independent 2 Competences - Develop communication skills and creativity; - Be collaborative and supportive in pair work and teamwork; - Develop presentation skills; - Actively join in class activities 3 Qualifications - Acknowledge and understand options for school-leavers; - Develop self-study skills II TEACHING AIDS - Teacher: textbook, lesson plan, computer/ laptop, projector, - Students: textbook, workbook III PROCEDURES 1 Old lesson checking: Do exercises in workbook ( Vocabulary: 01 Ss, Grammar: 01 Ss) 2 New lesson: 1 Activity 1 Warm up a Aim: Introduce the lesson and to raise students' interest b Content: Guessing c Product: - Students can find out all the words as well as the key word based on the definitions given by the teacher Some verbs: - cook, live alone, get around, relax, communicate, work, d Organization: - Ss work in groups - Call on each group one student to the board to explain the words by 2 Activity 2 using body language a Aim: - The rest of the groups must guess the word, if they are wrong, the b Content: chance turns to others c Product: - The groups with more correct answers will be the winner Presentation - To activate prior knowledge about the topic and get Ss involved in the lesson - Vocabulary pre-teaching * Vocabulary: 1 get round 2 come up with 3 get into the habit of 4 make use of = take advantage of 5 step (n) d Organization: 6 emotion (n) - Let Ss scan the text and note down the new words 3 Activity 3 - Ss try to guess the meaning of the words/ phrases in context a Aim: - T helps them with some some more words/ phrases if necessary b Content: - Have Ss to read these words and then make sentences using these words - Check understanding if necessary Practice Practice reading the text for main ideas and specific information, then do the tasks - Task 2 Read the text Match the paragraphs (A-C) with their headings (1-5) There are TWO extra headings (p.89) - Task 3 Read the text again and match the highlighted phrases in the text with their meanings (p.90) - Task 4 Read the text again Complete the diagrams with information from the text Use no more than TWO words for each gap (p.90) c Product: Task 2: d Organization: Answer key: A5 B4 C3 4 Activity 4 a Aim: Task 3: Answer key: 1c, 2e, 3b, 4a, 5d Task 4: Answer key: 1 best option 2 choice 3 a to-do-list 4 night’s sleep +) Hand over the assignment: Ask Ss to read the text and do the tasks that follow: - Task 2 Read the text Match the paragraphs (A-C) with their headings (1-5) There are TWO extra headings (p.89) - Task 3 Read the text again and match the highlighted phrases in the text with their meanings (p.90) - Task 4 Read the text again Complete the diagrams with information from the text Use no more than TWO words for each gap (p.90) +) Carry out the assignment: - Work in groups to complete the tasks - Teacher goes around to gives help - Discuss the answers with other groups +) Present the result: - Groups give answers - Others give comments + ) Teacher gives feedback: - Give comment(s) on their work and praise the group with the best answers Application - To check students’ understanding about the reading passage; - To help some students enhance presentation skills; b Content: - Discussion: Which of the skills mentioned in the text do you have? What other skills do you think teenagers need to become independent? c Product: Suggested answers: The text mentions three essential skills required for teenagers to become independent, which are decision-making skills, time-management skills, and life skills Apart from the skills mentioned in the text, some other skills teenagers need to become independent include communication skills, problem- solving skills, financial management skills, goal-setting skills, and critical thinking skills Also, teenagers need to learn how to be emotionally intelligent and how to develop positive relationships with others d Organization: - Ss work in groups of four in 5 mins to discuss - T helps Ss by giving some cues - Some Ss present their talk - Others give comments - T gives feedback and marks 3 Consolidation: - Make sentences with the words in the lesson about ways to live green 4 Homework: - Do exercises in the workbook - Prepare for the next lesson – Speaking Period 74 LESSON 4 SPEAKING - Learning basic life skills I OBJECTIVES By the end of this lesson, students will be able to: 1 Knowledge - Give detailed and instructions on learning basic life skills - Use sequencing words and phrases when giving instructions 2 Competences - Gain some language expressions to talk about life skill - Talk about the steps to give instructions for learning a life skill - Be collaborative and supportive in pair work and teamwork - Develop presentation skills; 3 Qualifications - Acknowledge and be able to give instructions on learning basic life skill - Develop self-study skills - Actively join in class activities II TEACHING AIDS - Teacher: textbook, lesson plan, computer/ laptop, projector, - Students: textbook, workbook III PROCEDURES 1 Old lesson checking: During the lesson 2 New lesson: 1 Activity 1 Warm up a Aim: Introduce the lesson and to raise students' interest b Content: - Watch a video on how to boil eggss Link: https://www.youtube.com/watch?v=FTha4zARGN4 - Answer the questions: + What should we prepare? + What are the steps to boil eggs? c Product: Suggested answers: B D E C A d Organization: - Teacher ask ss to watch a video about how to boil eggs - Call on some students to answer some questions - Give right answer 2 Activity 2 Presentation a Aim: - learn vocabulary related to the topic b Content: - Vocabulary c Product: Vocabulary: 1 separate (v): phân chia 2 dryer (n) Air – drying (n) Tips to end a conversation or discussion: d Organization: - Teacher asks Ss to read the first part of the conversation Have Ss make predictions about what the speakers will talk about next, e.g the third benefit, summary of the benefits - Teacher puts Ss into pairs to discuss and decide on the order of the speakers’ lines in the word box to complete the conversation - Teacher tells Ss to read the useful expressions in the Tips box and ask if the speakers have used any of them to end their conversation - Teacher checks answers as a class 3 Activity 3 Practice: a Aim: - To help Ss practise linking words and phrases in giving instructions; b Content: - To give Ss an opportunity to practice giving instructions on a basic life skill - Task 2 Read the following instructions on how to do laundry Circle the correct answers (p.90) - Task 3 Work in pairs Read the steps in cooking rice in a rice cooker Use the model in 2 and the tips above to ive instructions (p.91) - Task 4 Work in groups Add more steps or tips, and report to the whole class Vote for the best recipe for cooking rice in a rice cooker (p.91) c Product: Task 2: Suggested answers: 1 sort, 2 Secondly, 3 load, 4 remove, 5 Finally Task 3: Sample answer There are several steps in cooking rice in a rice cooker First of all, rinse the rice to remove any dirt on it Secondly, measure the rice and the water You should add two cups of water for every cup of regular rice Then, combine the rice and the water in the non-stick container that comes with the rice cooker Finally, turn on the rice cooker and wait for a few minutes until the rice is cooked Task 4: Students’ practice Additional steps (2-4) 1 Rinse the rice to remove dirt 2 Clean the non-stick container 3 Check if the rice cooker works 4 Identify the type of rice to find out how much water it needs 5 Measure the rice and water: 2 cups of water for 1 cup of regular rice 6 Combine the rice and water in the non-stick container 7 Turn the cooker on and wait Additional recipe tips 1 Use chicken broth or coconut juice instead of water to add flavour 2 Put dried spices in the water before turning the cooker on d Organization: +) Hand over the assignment: - Teacher has Ss work in their pairs from 2 and make their conversation Give a time limit of 8-10 minutes Walk round the class to monitor Ss’ preparation and make sure that shy Ss also have the opportunity to contribute, e.g ask Ss to look at the list and put them in the order of importance +) Carry out the assignment: - Work in pairs and groups to complete the tasks - Teacher goes around to gives help - Then exchange the answers with other pairs +) Present the result: - Pairs/ Groups give answers - Others give comments +) Teacher gives feedback: - Give comment(s) on their work and praise the pair/ group with the best answers 4 Activity 4 Application a Aim: - To check students’ understanding about the language use in giving instructions for an exercise routine; - To help some students enhance presentation skills b Content: - Further practice: Students give instructions for another life skill c Product: Students’ practice d Organization: - Teacher asks Ss to work in pairs and come up with instructions for another life skill - Teacher invites some pairs to demonstrate skill in front of the class and give instructions - Teacher encourages the rest of the class to follow their instructions and do the exercises - Teacher gives feedback and give marks to Ss’ performance 3 Consolidation: - T asks Ss to talk about what they have learnt in the lesson 4 Homework - Do exercises in the workbook - Prepare for the next lesson – Listening Period 75 LESSON 5 LISTENING – Becoming independent learners I OBJECTIVES learners By the end of this lesson, students will be able to: 1 Knowledge - Listen for main ideas and specific information in a conversation about becoming independent 2 Competences - Develop listening skills: listening for the main idea and listening for specific details - Be collaborative and supportive in pair work and teamwork; - Develop presentation skills; 3 Personal qualities - Be aware of different vocational courses; - Develop self-study skills; - Actively join in class activities II TEACHING AIDS - Teacher: textbook, lesson plan, computer/ laptop, projector, speaker - Students: textbook, workbook III PROCEDURES 1 Old lesson checking: During the lesson 2 New lesson: 1 Activity 1 Warm up a Aim: Introduce the lesson and to raise students' interest b Content: Quizizz: Reorder steps when you want to learn a new thing 1 Reward yourself at important milestones 2 Learn through practical experience 3 Teach yourself using many sources 4 Compare your work with an expert's c Product: Suggested answer: 3-2 - 4 -1 d Organization: - Show some jumbled sentences on the screen 2 Activity 2 - Ask ss to put them in the correct order a Aim: Presentation b Content: - To activate prior knowledge about the topic and get Ss involved in the c Product: lesson - Pre – teach the vocabulary Vocabulary: 1 self – motivate 2 curious (a) 3 make plans (v) 4 take responsibility for (v) d Organization: - T puts the words in contexts and ask Ss to try to guess the meaning of 3 Activity 3 the words/ phrases in contexts a Aim: b Content: - Have Ss to read these words and then make sentences using these words c Product: - Check understanding if necessary Practice Practice listening to a conversation about becoming independent learners and do the tasks - Task 2 Listen to a conversation between Mai and Mike, and choose the correct answers A, B, or C (p.91) - Task 3 Listen to the conversation again and answer each of the following questions using no more than THREE words or numbers (p.92) Task 2: Answer key: 1 C 2 A 3, 4 B Task 3: Answer key: 1 Four / 4 2 Their own learning 3 (Detailed) study plans 4 Asking difficult questions d Organization: +) Hand over the assignment: - “You are going to listen to the talk show and do the tasks that follow - Task 2 Listen to a conversation between Mai and Mike, and choose the correct answers A, B, or C - Task 3 Listen to the conversation again and answer each of the following questions using no more than THREE words or numbers - You will listen and do the tasks individually - Then you have 5 minutes to discuss the answer with a partner +) Carry out the assignment: - Listen to the tape and do the tasks - Discuss the answers with a partner +) Present the result: - Ss give answers - Others give comments + ) Teacher gives feedback: - Give comment(s) on their work and praise the S with the best answers 4 Activity 4 Application a Aim: Help improve Ss’ listening skill b Content: Task 5 Work in groups Discuss the following questions 1 Which of the characteristics of independent learners do you think you have? 2 Which one do you want to develop in the future? c Product: Suggested answers: A list of characteristics of independent learners for discussion purposes: Self-motivated: Independent learners are motivated by their own interests and goals, not just external rewards or pressures Self-directed: They take responsibility for their own learning and actively seek out resources and opportunities to improve their knowledge and skills Self-aware: They understand their own strengths and weaknesses, learning style, and preferences, and use that knowledge to guide their learning process Goal-oriented: They set clear and specific learning goals and regularly assess their progress toward achieving them Persistent: They persevere through challenges and setbacks and keep working toward their goals Reflective: They regularly reflect on their learning experiences and use that feedback to improve their learning strategies Resourceful: They know how to find and use a variety of learning resources, including books, online courses, mentors, and peers Curious: They have a strong desire to learn and explore new ideas and topics Creative: They think outside the box and find innovative ways to solve problems and achieve their goals Collaborative: They work well with others and are open to learning from different perspectives and experiences d Organization: - Ss work in groups of 4 - T helps Ss by giving some cues - Some groups present their result - Others give comments - T gives feedback and marks 4 Consolidation: - T asks Ss to talk about what they have learnt in the lesson 5 Homework - Do exercises in the workbook - Prepare for the next lesson – Writing Period 76 LESSON 6 WRITING – An article about pros and cons of self-study I OBJECTIVES By the end of this lesson, Ss will be able to: 1 Knowledge - Write an article about the pros and cons of self study 2 Competences - Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion - Be collaborative and supportive in pair work and teamwork; - Develop presentation skills; 3 Qualifications - Be polite and clear when writing a formal letter; - Develop self-study skills; - Actively join in class activities II TEACHING AIDS - Teacher: textbook, lesson plan, computer/ laptop, projector - Students: textbook, workbook III PROCEDURES 1 Old lesson checking: Do exercises in reading skills in workbook 2 New lesson: 1 Activity 1 Warm up a Aim: -Introduce the lesson and to raise students' interest - To set the context for the writing part b Content: - Watch a video Link: https://www.youtube.com/watch?v=mtYahZhsy0M c Product: - Students feel excited about self-study d Organization: - Ask ss to watch a video - Ask ss what they have learned from the video and how they feel 2 Activity 2 Presentation a Aim: - To help students develop ideas for their writing.; - To help students revise some common expressions in writing an article b Content: - Some pros and cons of self-study; c Product: Answer key: Pros: 1, 3, 5 Cons: 2, 4, 6 Outline 1 Title: Pros and cons of self-study 2 Introduction: - Independent learning often involves self-study – learning at home without a teacher - Let’s look at… 3 Body paragraphs: - First (of all), self-study gives/makes leanners … Secondly … Finally … - On the other hand, learners may … In addition, … For example, … Finally, … 4 Conclusion: - In conclusion, self-study has both … - Learners should understand both … - … education is changing all the time…/get used to the challenges of… d Organization: - Have Ss work in pairs Focus their attention on the title and the pictures and ask questions, e.g Who do you see in the pictures? What are they 3 Activity 3 doing? Are they studying by themselves? Do you know what pros and a Aim: cons mean? Elicit Ss answers b Content: - Tell them to look at the table and read through the statements Explain any new words - Put them in pairs to discuss and decide if they are pros or cons of self- study - Ask Ss to tick the columns, then discuss and check their answers with a partner - Encourage Ss to think of other pros and cons of self-study, e g pros: Ss can learn at their own pace Cons: Ss miss the opportunity to learn things from teachers and peers etc - Check answers as a class Practice - To help Ss familiarize with the structure and language of an opinion essay, and write their own article based on the outline - Task 2 Write an article about the pros and cons of self-study Use the ideas in 1 and the outline with useful expressions below to help you (p.92) c Product: Sample letter: Pros and cons of self-study Independent learning often involves self-study – learning at home without a teacher Let’s look at its pros and cons First, self-study gives learners more freedom They decide what they should study and how to study depending on their abilities Secondly, it can make learners responsible They set their learning goals and make study plans to achieve them Finally, it makes them more confident Completing tasks and solving problems on their own boost learners’ confidence On the other hand, learners may need more time to learn things They study at their own pace, with no one to push them or help them Moreover, they may not develop certain life skills For example, as they always study alone, they may have difficulty communicating or developing relationships Finally, they may not learn practical skills Focusing too much on theoretical knowledge, they may fail to apply their academic skills in real life In conclusion, learners should understand both the advantages and disadvantages to choose the right option However, as education is changing all the time, they may have to get used to the challenges of independent learning d Organization: +) Hand over the assignment: - Teacher tells Ss that the letter is to request the information about the 4 Activity 4 a Aim: courses in Task 2 b Content: - In stronger class, encourage students to make more inquiries c Product: - Teacher has Ss work individually to write their draft - Teacher collects Ss’ writings to mark and provide written feedback in the next lesson - Extension: Put Ss in pairs and ask them to swap their draft letter for peer feedback Encourage Ss to revise their letter and correct any mistakes before submitting - Ss work in groups of 4 and you have a total of 10 minutes to do the task.” +) Carry out the assignment: - Do the tasks in groups of 4 - T gives them help - Discuss the answers with other groups +) Present the result: - Some groups present their answers - Others give comments + ) Teacher gives feedback: - Give comment(s) on their work and praise the group with the best answers Application - To do a cross-check and final check on students’ writing - Students exchange their work for cross-checking Writing rubric 1 Organization: …/10 2 Legibility: …/10 3 Ideas: …/10 4 Word choice: …/10 5 Grammar usage: …/10 TOTAL: …/50 d Organization: - Teacher has the pairs swap and give feedback on each other’s writing Teacher shows a writing rubric to help Ss do the peer review - Ss do the task as required - After peer review, Ss give the writing back to the owner and discuss how to improve it - Teacher then chooses one piece of writing and gives feedback on it as a model - Teacher chooses some useful or excellent words/ phrases/ expressions/ word choices Ss have used to give opinions to other Ss - Teacher chooses some typical errors and corrects as a whole class without nominating the Ss’ names 4 Consolidation: - T asks Ss to talk about what they have learnt in the lesson 5 Homework - Do exercises in the workbook - Prepare for the next lesson – Communication and Culture Period 77 LESSON 7 COMMUNICATION AND CULTURE/ CLIL I OBJECTIVES By the end of this lesson, Ss will be able to: 1 Knowledge - Express best wishes and respond - Know more about teen independence in US 2 Competence - Be able to make an appointment - Access and consolidate information from a variety of sources; - Actively join in class activities 3 Qualifications - Be ready to offer help to others when necessary; - Protect their own health as well as their families’ II TEACHING AIDS - Teacher: textbook, lesson plan, computer/ laptop, projector, speaker - Students: textbook, workbook III PROCEDURES 1 Old lesson checking: During the lesson 2 New lesson: 1 Activity 1 Warm up a Aim: - To stir up the atmosphere in the classroom b Content: - To enhance students’ skills of cooperating with teammates - Game: Mysterious creature c Product: Clues: d Organization: 1 The kind of education that takes place over the Internet 2 A substance that is put into the body of a person or animal to protect them from a disease by causing them to produce antibodies 3 A covering for your face or for part of your face 4 A set of measures aimed at stopping the spread of an infectious disease, based on staying away from other people as much as possible Answer key: 1 Online learning 2 Vaccine 3 Mask 4 Social distancing KEY WORD: Corona virus - Ss work in groups of four - There are 4 questions which relate to a key picture - T asks Ss to guess the word in each puzzle and guess the key picture behind after each puzzle is opened - The group which gets the correct answer of the key picture is the winner 2 Activity 2 Presentation a Aim: - Introduce some vocabulary of the lesson b Content: -Vocabulary c Product: 1 fast – food (n) 2 extracurrricular (a) 3 babysitting d Organization: - T offers the words - Ss try to guess the meanings of the words in context 3 Activity 3 - Have Ss to read these words and then make sentences using these words/ a Aim: phrases b Content: - Check understanding if necessary c Product: Practice Practice some skills: Listening, speaking and reading I/ Everyday English: Task 2: Work in pairs Use the model in 1 to make similar conversations for these situations One of you is Student A, the other is Student B Use the expressions below to help you (7 mins) II/ Clil: Task 1 Read the text and complete the table below with information from the text Use no more than TWO words or a number in each gap (6 mins) I/ Everyday English: Task 2 Suggested answers: 1 A: Mr B, could I meet you on Monday afternoon? I would like to discuss my education plans after leaving school B: I’m afraid I can’t make it at that time But I’m free on Tuesday afternoon A: That would be great for me What time shall I come to see you? d Organization: B: Would 3 p.m be OK for you? 4 Activity 4 A: Yes, it suits me fine Thank you, Mr B B: OK, then See you on Tuesday afternoon in my office 2 B: Mrs A, will you be available on Friday afternoon? I would like your advice on vocational courses A: Sorry, I’ve got another appointment at that time How about Saturday morning? B: That suits me fine What time shall I come to see you? A: Will 9 a.m be convenient for you? B: Yes, sounds good Thank you, Mrs A A: All right, I’ll see you then II/ Clil: Task 1 Answer key: 1 18 2 technical education 3 higher education 4 university courses 5 bachelor’s degree I/ Everyday English: Task 2 : - Teacher asks Ss to read through the given situations, giving them further explanations if necessary - Teacher has Ss work in pairs In weaker classes, underline the words and phrases in the conversation that Ss can replace with their own ideas You can also write some prompts on the board In stronger classes, encourage them to be more creative and use the useful expressions given in the box - Teacher has Ss spend a few minutes planning their conversations, e.g decide on the roles (a university representative / a school student); plan who says what Have Ss practise their conversation in pairs - Teacher invites several pairs of Ss to act out their conversations in front of the class - Teacher praises for good effort, clear pronunciation, fluent delivery and interesting ideas II/ Clil: Task 1: - Teacher asks Ss what they want to know about the topic, e.g At what age do students leave schools? Do all school-leavers in the UK go to university? How long do Ss usually study for a bachelor’s degree? - Teacher puts Ss into pairs Ask them to read the text about the UK education after secondary school and complete the notes Walk round the class and offer help, explaining unfamiliar words or answering questions - Teacher checks answers as a class by calling on pairs to write the missing words or phrases on the board - Teacher goes back to the questions on the board, i.e the things Ss wanted to know about the topic Ask which of the questions they can answer now and cross them out Assign the rest for homework Application