Giáo án NLS Tiếng Anh 8 Global Success Unit 3 Skills 2: Listening: Teen stress, Writing: The cause(s) of one's stress and solutions to deal with it

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 3: TEENAGERS

SKILLS 2

I. OBJECTIVES

1. Knowledge and skills 

By the end of the lesson, students will be able to: 

• Listen for specific information about the pressure and causes of stress that teens face.
• Write a paragraph about the causes of teen stress and offer solutions.

2. Competences

General competences: 

• Self-control and independent learning: listen and share personal opinions with partners and teacher.
• Communication and collaboration: work in pairs or groups to complete the learning tasks.

Specific competences: 

• Develop listening comprehension for general and specific information.
• Develop writing skills by organizing ideas logically to state a problem and suggest solutions.

Digital competences:

• [1.2.TC2a]: Analyze, compare, and evaluate data, information, and digital content sources.
• [2.1.TC2a]: Choose simple digital technologies for interaction.
• [2.4.TC2a]: Select digital tools and technologies for collaborative processes.
• [3.1.TC2a]: Identify ways to create and edit content in different formats.
• [6.2.TC2a]: Optimize the use of AI tools to achieve greater efficiency.

3. Attributes

• Hard work: Actively participate in class activities and complete assigned tasks.
• Compassion and Empathy: Understand and sympathize with the pressure peers face and be willing to help each other.

II. RESOURCES AND MATERIALS

1. Teacher's aids 

• Textbook Global Success 8, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers, audio tracks (Tracks 17 + 18).
• Interactive polling tool (Mentimeter/Slido), Padlet/Google Jamboard, a Gen AI tool (ChatGPT/Gemini/Copilot).

2. Students' aids 

• Textbook, notebooks, pens.
• Textbook, notebooks, pens. Smartphones/tablets with internet access.

III. PROCEDURES

1. WARM-UP 

a. Objective: To activate students' prior knowledge, create a safe and empathetic atmosphere, and smoothly lead into the topic of teen stress.

b. Content: Teacher organizes a "Word Cloud of Pressure" activity using sticky notes.

c. Product: A collection of students' shared pressures and a readiness to discuss the lesson's main topic.

d. Organization: 

Step 1: Teacher assigns learning tasks

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher creates a live interactive poll (e.g., Mentimeter)

- Teacher asks students to access the link/QR code using their smartphones/tablets and type ONE thing that makes them feel stressed (e.g., exams, parents, friends, appearance). Tell them not to write their names to keep it anonymous. 

Step 2: Students perform learning tasks

- Students watch the AI-generated video and answer the questions about it. 

- Students use their digital devices to input their answers anonymously.

- The teacher observes and ensures everyone participates. 

Step 3: Reporting and Discussion

- Teacher and students view the live digital Word Cloud.

- Teacher highlights the most prominent words (largest text) and discusses common pressures.

Step 4: Evaluation

- Teacher summarizes the common pressures mentioned on the board and leads into the lesson: It is completely normal to feel stressed. Today, we are going to listen to some teenagers talking about their problems and learn how to write about our stress and find solutions in Skills 2.

[2.1.TC2a]: Choose simple digital technologies for interaction.

[2.1.TC2a]: Select multiple digital technologies to interact by using smartphones and an online live-polling platform to submit and visualize ideas anonymously.

2. PRESENTATION 

LISTENING

Activity 1: Which types of pressure below do you think teens face? 

a. Objective: To help Ss focus on some keywords and phrases for listening.

b. Content: Students work in pairs to predict and circle the types of pressure teens face.

c. Product: Students' predictions about teen pressures.

d. Organization:

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

a. Objective: To improve Ss' skill of listening for general information.

b. Content: Students listen to the audio and answer two multiple-choice questions.

c. Product: Correct answers for the two general comprehension questions.

d. Organization:

Activity 3: Listen to the conversation again and fill in each blank with ONE word. 

a. Objective: To improve Ss' listening comprehension and note-taking skills.

b. Content: Students listen to the conversation again and fill in a table summarizing problems and solutions.

c. Product: Completed table with the correct single words.

d. Organization:

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WRITING

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

a. Objective: To provide Ss with vocabulary and ideas about the causes of teen stress and solutions; to prepare Ss for the writing activity.

b. Content: Students match causes of stress (1-4) with suitable solutions (A-D).

c. Product: Correct matching of causes and solutions.

d. Organization:

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

a. Objective: To improve Ss' writing skills.

b. Content: Students write a short paragraph stating their stress causes and how they deal with them.

c. Product: A complete, structured paragraph (80-100 words) written by each student.

d. Organization:

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3. PRACTICE 

a. Objective: To consolidate the vocabulary related to teen stress and practice sentence formation and problem-solving structures.

b. Content: Students complete a two-task mission focusing on word formation and giving advice.

c. Products: Students' correct vocabulary and accurately structured advice sentences.

d. Organization: 

Mission 1: Complete the tasks below. 

Step 1: Teacher assigns learning tasks

- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms).

- Teacher explains the requirements:

+ Task 1: Fill in the blanks with the correct form of the word in brackets.

+ Task 2: Read the situations and write ONE sentence of advice for each, using "should" or "shouldn't".

- Teacher sets a time limit of 8 minutes.

Step 2: Students perform learning tasks

- Students work individually on their devices to select and type the basic answers into the interactive worksheet.

- The teacher observes, guides, and supports the students who might struggle with word families. 

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites students to the board to write their answers.

Task 1: 1. expectations; 2. abilities; 3. stress; 4. solution; 5. arguments.

Task 2 (answers may vary but must be grammatically correct):

1. You shouldn't stay up too late / You should go to bed earlier.

2. You should talk to your teachers or parents / You should avoid them.

3. You shouldn't spend too much time on social media / You should turn off your smartphone.

- Other students check and comment on their friends' answers on the board.

Step 4: Evaluation

- Teacher gives feedback, corrects any spelling or grammar mistakes, and praises excellent answers.

[3.1.TC2a]: Students complete the basic vocabulary exercises using a digital interactive worksheet platform and submit their answers in a digital format.

Mission 2: Complete the quiz (optional).

Step 1: Teacher assigns learning tasks

- Teacher sends link the quiz on website https://kenhhoctap.edu.vn/bai-tap/quiz-global-success-8-textbook-unit-3-teenagers-25086 for student to perform.

Step 2: Students perform learning tasks

- Pupils receives the link and choose the answer.

Step 3: Reporting and Discussion

- Teacher gives pupils 5 minutes to choose the correct answer.

- Teacher calls out pupils to share their answers and explain the correct ones.

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves on to the next content.

[2.1.TC2a]: Choose simple digital technologies to interact.

4 APPLICATION 

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