Tiếng AnhLớp 8Chủ điểm 3. Unit 3: Teenagers

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to identify the speaker, the topic and the purpose of a follow-up question in a conversation.
By the end of the lesson, Ss will be able to use the six unit words (pressure, bully, forum, concentrate, upload, support) to talk about teenagers.
By the end of the lesson, Ss will be able to use the coordinating conjunctions and, but, or, so to join two independent clauses in a compound sentence.

2. Competences

a) General competences

Self-control and independent learning: Ss work on the reading task alone first, check their own answers against the key, and write a personal example based on their own experience.
Communication and collaboration: Ss share ideas in pairs and groups, ask and answer follow-up questions, and give reasons for their opinions.
Problem-solving and creativity: Ss decide which words show support for an opinion and create their own truthful examples to replace the model experience.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read a short conversation about teenagers, identify its main parts, and produce a short personal response and a four-turn conversation.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce and use the six unit words correctly, and use so, and, but in compound sentences with a complete subject and verb in each clause.

3. Personal qualities

Responsibility: Ss complete the worksheet and homework tasks on time and check their own work carefully.
Honesty: Ss replace the sample experience with a truthful example from their own life instead of copying the model.
Kindness: Ss use polite and supportive language when they give feedback to their partners during pair work.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 8 (Global Success), Unit 3 Getting Started
Projector or interactive whiteboard to show the conversation and the vocabulary list
Word cards with the six unit words and their Vietnamese meanings
Worksheet 1 and Worksheet 2 (printed for each pair)
NeoEdu lesson page for interactive practice: neoedu.vn/learn/8/english/unit-3-getting-started

2. Students

Textbook, notebook, pen, pencil and highlighter or coloured pencil for underlining
Worksheet 1 and Worksheet 2 (for pair work)

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming: What do teenagers need?

a) Aims

Ss activate their prior knowledge about teenagers' needs and get ready for the topic of the conversation.

b) Content

T asks Ss: What do teenagers need in their daily life? Ss work in pairs and list needs and feelings, for example freedom, advice, rest, friends, study help or pressure. T then asks: Do teenagers need more independence or more support? Why?

c) Expected outcomes

A list of 4 to 6 needs on the board, for example: independence, support, rest, friends' respect, study advice, time for hobbies. Each pair gives one short answer to the question Do teenagers need more independence or more support?

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the question What do teenagers need in their daily life? and writes it on the board. T says: Work in pairs. You have one minute to brainstorm as many needs as you can.
Students
Ss listen to the instructions and clarify any unclear words with the teacher.
Teacher
Step 2: Task performance
T walks around, helps pairs who are stuck with prompts such as sleep, friends, school, family, and encourages them to use English words.
Students
Pairs brainstorm and write their ideas in English. Possible answers: rest, friends, advice, freedom, help with homework, understanding from parents.
Teacher
Step 3: Report and discussion
T asks several pairs to share their list and writes the ideas on the board. T asks: Do teenagers need more independence or more support? Why?
Students
Ss share their lists. Possible answer: Teenagers need both independence and support because they want to make choices but still need help when problems come.
Teacher
Step 4: Conclusion and assessment
T praises the ideas and says: Today we will read a conversation where two students talk about this topic. Teenagers need both independence and support. Let us find out how Nam explains his opinion.
Students
Ss write the title of the lesson, Getting Started, in their notebook.

Activity 2.1: Knowledge formation · 10 minutes

Vocabulary: pressure, bully, forum, concentrate, upload, support

a) Aims

Ss pronounce and understand the meaning of six unit words and use them in simple example sentences.

b) Content

T presents the words with their meanings and examples from the lesson: pressure (áp lực) - Exam pressure can affect sleep; bully (bắt nạt) - A bully may hurt others with words; forum (diễn đàn) - Our class forum has clear rules; concentrate (tập trung) - I cannot concentrate in a noisy room; upload (tải lên) - Ask permission before you upload a photo; support (hỗ trợ) - Friends can offer support. Ss then play a matching game in pairs with the word cards and the meaning cards.

c) Expected outcomes

A completed vocabulary list in Ss' notebooks, for example: pressure (áp lực) - Exam pressure can affect sleep. bully (bắt nạt) - A bully may hurt others with words. forum (diễn đàn) - Our class forum has clear rules. concentrate (tập trung) - I cannot concentrate in a noisy room. upload (tải lên) - Ask permission before you upload a photo. support (hỗ trợ) - Friends can offer support.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six word cards and says each word. T says: Listen and repeat. Then I will give you a matching game. Work in pairs and match each word with its meaning.
Students
Ss listen carefully and look at the word cards.
Teacher
Step 2: Task performance
T models the pronunciation of each word, pays attention to word stress, and asks Ss to repeat chorally and individually. T then gives each pair a set of word cards and meaning cards to match.
Students
Ss repeat the words and then match the word cards with the meaning cards in pairs. They write one example sentence for each word in their notebook.
Teacher
Step 3: Report and discussion
T calls on two or three pairs to read out their matches and example sentences, and corrects pronunciation and word stress.
Students
Ss read out their matches, for example: pressure means áp lực, and say an example sentence such as: I feel pressure before a test.
Teacher
Step 4: Conclusion and assessment
T confirms the correct meanings and says: Support is a noun and can also be a verb: to support someone. Remember these words, because you will use them in the discussion.
Students
Ss copy the confirmed meanings into their notebook and check their example sentences.

Activity 2.2: Knowledge formation · 12 minutes

Reading the conversation: Reading the situation

a) Aims

Ss identify the speaker, topic and purpose of the follow-up question, and find the words that support an opinion in a conversation about teenagers.

b) Content

Ss read the conversation between Mai and Nam. Ss complete Worksheet 1 with these tasks: 1) Identify who is speaking. 2) Identify the topic. 3) Explain why the follow-up question Can you give a reason for your opinion? matters. 4) Underline the words that support an opinion. 5) Replace the sample experience with your own truthful example.

c) Expected outcomes

Completed Worksheet 1. Expected answers: 1) Mai and Nam; Nam is presenting his main idea. 2) Teenagers need both independence and support; the topic is a class discussion about teenagers. 3) The follow-up question asks Nam to give a reason, so his opinion needs supporting detail. 4) Underlined words: I make a weekly plan; I put difficult tasks first; I ask a teacher instead of hiding it; respect each other's offline time. 5) Ss write their own truthful example, for example: I make a study timetable every Sunday evening.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and says: Read the conversation silently for one minute. Then answer the five tasks on the worksheet with your partner. Remember to write your own truthful example in task 5.
Students
Ss read the conversation silently and look at the five tasks on Worksheet 1.
Teacher
Step 2: Task performance
T asks Ss to read the conversation aloud in pairs, one student reading Mai's lines and the other reading Nam's lines. T walks around and checks the underlining, then prompts pairs with questions such as: Which words tell us what Nam does?
Students
Pairs read the dialogue aloud and complete the tasks. They underline the supporting words and discuss their own examples.
Teacher
Step 3: Report and discussion
T calls on pairs to share their answers for tasks 1 to 3, then asks: Why does Mai ask Can you give a reason for your opinion? Ss' answer should show that the question asks for supporting detail.
Students
Ss present answers, for example: The speaker is Nam. The topic is teenagers' need for independence and support. Mai's question matters because it asks Nam for a reason to support his opinion. Some pairs share their own examples.
Teacher
Step 4: Conclusion and assessment
T summarises: A good opinion needs supporting details. Nam supports his idea with concrete habits. T reminds Ss: When you give your own example, it must be true and must support your opinion.
Students
Ss correct their worksheets and write the key points in their notebook: speaker, topic, purpose of the follow-up question, supporting words.

Activity 2.3: Knowledge formation · 5 minutes

Language focus: joining ideas with and, but, or, so

a) Aims

Ss recognise a compound sentence and use the conjunctions and, but, or, so to join two independent clauses correctly.

b) Content

T writes the sentence I was tired, so I went to bed early on the board and explains that so shows a result. T explains that a compound sentence joins two independent clauses with and, but, or, so, and each clause needs its own subject and verb. T points to examples in the lesson: I sometimes feel pressure when several assignments arrive together, so I make a weekly plan. These habits do not make every day easy, but they help us communicate more kindly.

c) Expected outcomes

A short note in Ss' notebooks: A compound sentence = two independent clauses + and / but / or / so. Example: I was tired, so I went to bed early. Each clause has its own subject and verb.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the two example sentences on the board and asks: Which word shows a result? Which word shows a contrast?
Students
Ss look at the sentences and think about the meaning of the conjunctions.
Teacher
Step 2: Task performance
T explains the structure and asks Ss to find each independent clause in the two sentences. T asks Ss to say whether each clause has a subject and a verb.
Students
Ss work in pairs, underline the clauses and identify the subject and verb in each clause.
Teacher
Step 3: Report and discussion
T asks one or two pairs to explain their findings and writes their answer on the board. T asks: Can you replace so with but in the first sentence? Why not?
Students
Ss answer, for example: The first clause is I was tired and the second clause is I went to bed early. The word so shows a result. We cannot use but because the meaning does not show contrast.
Teacher
Step 4: Conclusion and assessment
T confirms the rule and reminds Ss that however is an adverb, usually placed after a full stop or semicolon, not a conjunction. T says: Do not translate Vietnamese word order directly.
Students
Ss write the rule and one example sentence of their own in their notebook.

Activity 3: Practice · 7 minutes

Practice: matching, supporting details and conjunctions

a) Aims

Ss consolidate the vocabulary, identify a question that asks for supporting detail, and choose the correct conjunction in a compound sentence.

b) Content

Ss complete Worksheet 2 with three tasks: Exercise 3: Match the words with their meanings (pressure, bully, forum, concentrate). Exercise 4: Which question asks for supporting detail? A. What is your opinion? B. Can you give a specific example? C. Which topic shall we discuss next? D. Do you agree with the conclusion? Exercise 7: I was tired, ___ I went to bed early. (result) Ss may also check their answers on the NeoEdu interactive exercises.

c) Expected outcomes

Exercise 3 answers: pressure - áp lực; bully - bắt nạt; forum - diễn đàn; concentrate - tập trung. Exercise 4 answer: B (Can you give a specific example?). A specific example supplies concrete support; the other questions do not ask for supporting detail. Exercise 7 answer: so (I was tired, so I went to bed early).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 2 and says: Complete the three exercises in pairs. You have five minutes. Then we will check the answers together.
Students
Ss read the instructions and the three exercises on Worksheet 2.
Teacher
Step 2: Task performance
T monitors pairs, gives hints without giving the answers, for example: Which word shows a result? Which question asks for an example?
Students
Pairs complete the exercises. Some pairs may check answers on the NeoEdu page.
Teacher
Step 3: Report and discussion
T calls on different pairs to give answers for each exercise and asks the class to agree or disagree. T asks: Why is option A not correct for Exercise 4?
Students
Ss report: pressure - áp lực, bully - bắt nạt, forum - diễn đàn, concentrate - tập trung. Exercise 4: B. Exercise 7: so. Ss explain that A, C and D do not ask for supporting detail.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and gives feedback on common mistakes, for example choosing but instead of so. T says: Good job. Keep checking the meaning before you choose a conjunction.
Students
Ss correct their answers and record the key answers in their notebook.

Activity 4: Application · 6 minutes

Personal response: my own truthful example

a) Aims

Ss give a personal response to the topic of teenagers, using at least two unit words and a supporting example from their own experience.

b) Content

Ss work in pairs. Each student writes two or three sentences about how he or she balances independence and support, using at least two unit words (pressure, support, concentrate, forum, upload, bully). Then the partner asks one follow-up question: Can you give a reason for your opinion? or Can you give a specific example? Homework: Ss write a four-turn conversation introducing the topic of teenagers and including one follow-up question.

c) Expected outcomes

In class: two or three sentences per student, for example: I feel pressure when many tests come together, so I make a weekly plan. I ask my teacher for support when I cannot solve a problem. In homework: a four-turn conversation, for example: Mai: What are you preparing for our class discussion about teenagers? Nam: I have a short report about independence and support. Mai: Can you give a reason for your opinion? Nam: Yes, I make a weekly plan because I feel pressure.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: Now write two or three true sentences about your own life. Use at least two unit words. Then ask your partner a follow-up question. Remember, your example must be truthful.
Students
Ss listen and think about their own experience with school, friends or study habits.
Teacher
Step 2: Task performance
T walks around and gives support to Ss who need help with vocabulary or conjunctions. T reminds them to use so, and or but correctly.
Students
Ss write their sentences and then take turns sharing them with their partner. Partners ask follow-up questions.
Teacher
Step 3: Report and discussion
T calls on three or four Ss to share one sentence and one follow-up question with the class. T asks other Ss to give feedback on the content.
Students
Ss present, for example: I feel pressure when several assignments arrive together, so I make a weekly plan. Other Ss ask: Can you give a specific example? and the speaker answers with a concrete detail.
Teacher
Step 4: Conclusion and assessment
T summarises the lesson: Teenagers need both independence and support. Good opinions need supporting details, and every example must be truthful. T sets the homework and reminds Ss to use the unit words.
Students
Ss write down the homework and the key words of the lesson in their notebook.

Worksheets

Phiếu học tập số 1

Worksheet 1: Reading the situation
Read the conversation between Mai and Nam. Complete the tasks below.

Task 1: Who is speaking? ______
Task 2: What is the topic? ______
Task 3: Why does the follow-up question Can you give a reason for your opinion? matter? ______
Task 4: Underline the words that support Nam's opinion.
Task 5: Write your own truthful example to replace the sample experience. ______
Hint: Think about the words I make a weekly plan, I put difficult tasks first, I ask a teacher instead of hiding it, respect each other's offline time.

Phiếu học tập số 2

Worksheet 2: Practice
Exercise 3: Match each word with its meaning.

pressure ______ (A. bắt nạt; B. áp lực; C. diễn đàn; D. tập trung)
bully ______
forum ______
concentrate ______
Exercise 4: Which question asks for supporting detail?
A. What is your opinion?
B. Can you give a specific example?
C. Which topic shall we discuss next?
D. Do you agree with the conclusion?
Exercise 7: Complete the sentence with a conjunction (and, but, or, so).
I was tired, ______ I went to bed early. (result)

Homework

Write a four-turn conversation about the topic of teenagers. Include at least two unit words (pressure, bully, forum, concentrate, upload, support) and one follow-up question such as Can you give a specific example?
Write three to four sentences about your own study habits or your relationship with family and friends. Use one compound sentence with so, and, or but, and make sure your example is truthful.
Review the six unit words and their meanings. Practise pronunciation with the NeoEdu interactive exercises at neoedu.vn/learn/8/english/unit-3-getting-started.

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