UNIT 9: SOCIAL ISSUES
Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use falling and rising intonation in choice questions appropriately to speak
with a natural rhythm.
- Memorise and use words and phrases related to social issues.
- Use linking words and phrases correctly.
2. General competence:
- Develop collaborative skills through pair work and group work;
- Actively join in class activities.
3. Linguistic competences:
- Access and consolidate information from a variety of sources;
- Develop critical thinking skills.
4. Personal qualities:
- Recognize social issues that people might face.
II. MATERIALS
- Grade 11 textbook, Unit 9, Language
- Computer connected to the Internet
- Projector, interactive board
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on social issues
mentioned in the previous lesson.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Mini game: Who climbs higher
c. Expected outcomes:
- Students can have an overview of intonation.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Who climbs higher
-T divides the class into 2 teams: Rabbit team -Ss raise hands quickly to get the turn
and Tiger team. The team that raises hands to answer.
faster will get a turn to answer. If they pick the Answers:
wrong answer, the other team will have the 1. This picture talks about: bully (v)
chance to answer it. 2. criticism of someone based on the
- T observes the groups and announces the shape, size: body shaming (n)
winner. 3. /əˈwer.nəs/(n): awareness
4. the feeling of being pressured by
your friends or your colleagues (n):
peer pressure
2. ACTIVITY 1: PRONUNCIATION (11 mins)
a. Objectives:
- To help Ss recognize and practice the intonation in choice questions.
b. Content:
- Task 1: Listen and repeat. Pay attention to the intonation. Practice saying the
questions in pairs. (p.101)
- Task 2: Mark the intonation in these questions. Then listen and check. Practice
saying them in pairs. (p.101)
c. Expected outcomes:
- Students can ask choice questions with a natural rhythm.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task 1: Listen and repeat. Pay attention to the intonation. Practise saying the
questions in pairs. (5 mins)
-T tells Ss that they are going to listen to 2 -Ss read the 2 sentences.
sentences from Getting started.
-T asks Ss to read the notes in the Remember!
box. T checks understanding by asking -Ss list the choices in the 2 sentences.
individual Ss to list the choices before and
after the word ‘or’ in each question.
- T plays the recording and has Ss pay -Ss listen to the audio and repeat the
attention to the rising tone and the falling tone sentences after T.
in each intonation pattern, asking them to
repeat.
-T calls some pairs to read the sentences. -Ss practice saying the questions in
pairs.
Task 2: Mark the intonation in these questions. Then listen and check. Practice
saying them in pairs. (6 mins)
-T asks Ss to work in pairs to read quickly -Ss work in pairs to mark the rising
through the questions. tones before the word “or” and the
- T asks them to pay attention to the rising and falling tone at the end.
falling tones on the choices and mark the
falling and rising tones in each question.
-T calls random Ss to draw the correct arrows
for each question on the board. -Ss go to the board and draw the arrows
- T plays the audio for Ss. for the list of choices in the questions.
-T calls some pairs to read the sentences. -Ss listen and check if they have
marked the right intonations.
-Ss read the sentences in pairs.
Answer key:
1. Is peer pressure good or bad?
2. Is this a social or environmental issue?
3. Should our campaign focus on
crime, overpopulation
, or climate change?
4. Do you talk to your parents, share problems
?
3. ACTIVITY 2: VOCABULARY (12 mins)
a. Objectives:
- To introduce words and phrases related to social issues.
- To help Ss practice the words in meaningful contexts.
b. Content:
- Task 1: Find five words in the word search and write them next to the correct
definition. Use the glossary (page 130-131) to help you. (p.102)
- Task 2: Complete the sentences using the correct forms of the words in task 1
(p.102)
c. Expected outcomes:
- Students understand the meaning of words, memorize them, and use them in
meaningful contexts.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task 1. Find five words in the word search and write them next to the correct
definition. Use the glossary (page 130-131) to help you. (6 mins)
-T tells Ss that the words/phrases in the -Ss read the definition to understand
activity are related to social issues. the words.
-T has Ss find five words in the word search. T
suggests Ss to look at the definitions below the -Ss work in pairs in 2 minutes to circle
word search to have a better understanding of the words.
the words.
- If necessary, T does the first one as an
example before asking Ss to do the rest.
-T checks answers as a class. -Ss take notes.
Answer key:
1. violent
2. poverty
3. alcohol
4. campaign
5. bully
Task 2. Complete the sentences using the correct forms of the words in task 1. (6
mins)
-T tells Ss to read the sentences carefully and -Ss read the sentences.
decide which word in Activity 1 can be used to -Ss work individually in 3 minutes to
complete each of the sentences. T tells them to complete the task.
change the forms of some words if necessary.
-T checks answers as a class and confirms the -Ss take notes on the correct answers.
correct answers.
Answer key:
1. alcohol
2. bullied
3. poverty
4. violent
5. campaign
4. ACTIVITY 3: GRAMMAR (14 mins)
a. Objectives:
- To help Ss recognise different types of linking words or and phrases.
- To help Ss practice using linking words/phrases.
b. Content:
- Task 1. Connect these sentences, using linking words or phrases. (p.102)
- Task 2. Work in pairs. add more sentences to each item. use different linking
words and/or phrases. (p.102)
c. Expected outcomes:
- Students know how to use linking words/phrases in sentences.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task 1. Connect these sentences, using linking words or phrases. (6 mins)
-T encourages Ss to study the Remember! box. -Ss read the instructions in the box.
T tells them that there are several types of
linking words/phrases with different meanings,
i.e. to add ideas and information, to contrast
ideas, to give reasons, and to show results.
-T explains different sentence structures, e.g.
Some words/phrases are followed by a clause,
while others are followed by nouns or
gerunds. Some are used to connect two
dependent clauses of a sentence, while others
can be used to connect two sentences or
independent clauses. T gives some examples
to illustrate these differences.
-T asks Ss to fill in the blanks using linking -Ss work individually to complete the
words or phrases. Tell them to pay attention to sentences.
the meaning of each sentence and the linking
words/phrases.
-T checks answers by having random Ss read -Ss read their completed sentences and
aloud the completed sentences and explaining explain their choices.
why they have used the linking word or
phrase, e.g. 1. I used ‘As a result’ here because Answer key:
the second sentence gives the result of the 1. As a result/ As a consequence/
action in the first sentence (i.e. some people Therefore
become violent after drinking alcohol). 2. However
3. Moreover/ In addition/ Besides
4. However/ In spite of this/ Despite
this
Task 2. Work in pairs. add more sentences to each item. Use different linking
words and/or phrases. (8 mins)
⮚ -T has Ss read instructions and examples, and -Ss read the sentences and work in
make sure they understand the contexts and pairs to complete the task in 6 minutes.
what they have to do.
⮚ -T puts Ss in pairs and has them first think of
ways to expand the ideas, e.g. by suggesting
ideas and completing the first sentence as an
example.
⮚ -T invites some pairs to report back to the -Ss read their sentences in pairs.
class.
⮚ -T gives feedback on Ss’s work.
⮚ Suggested answer:
2. Many people live in poverty. As a
result, they cannot afford basic things
in life such as food, clothes, and
education. Therefore, we should
organize some charity events to help
them.
3. Awareness campaigns help to draw
people’s attention to social issues.
However, more should be done to
ensure that people will actually take
actions about these issues. Therefore, I
suggest we should set up some
helplines to support people in need to
deal with social issues in the long term.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.
Date of planning: 30/03/2024 Week 31- Period
85
Date of teaching: 03/04/2024
UNIT 9: SOCIAL ISSUES
Lesson 3: Reading- Peer pressure
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for main ideas and specific information in an article about peer pressure.
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. Personal qualities
- Acknowledge and understand more about the effect of peer pressure.
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 9, Reading
- Computer connected to the Internet
- Projector, interactive board
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the categories of
peer pressure.
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching
c. Expected outcomes:
- Students can find out all the words as well as the key word based on the
definitions given by the teacher.
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Video watching Link: https://youtu.be/6ZT0DAmOpWw
Link: https://youtu.be/6ZT0DAmOpWw Questions & answers:
* Students work in 4 groups to watch the 1. Teenagers are considered easily
video and decide if the statements below affected by peer pressure. - F
are True or False. 2. Positively, peer pressure can motivate
** Show the questions and ask sts to do the us to try and become better. - T
task 3. Social media always bring stress to us
*** Ss raise hands to answer. when we see other peers having success
**** Teacher observes the groups, collects and comfortable lives. - F
their answers and gives feedback. 4. To define a clear life goal, respect
yourself and others are effective ways to
avoid peer pressure. - T
2. ACTIVITY 1: PRE-READING (10 mins)
a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Pre-teach vocabulary related to the content of the reading passage.
- Task 1. Work in pairs. Discuss the question. (p.103)
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Task 1. Work in pairs. Discuss the question. (5 mins)
* Ask Ss to work in pairs and discuss the Student’s performance
questions.
** Have some Ss share their answers with the
whole class.
*** give feedback
**** Lead in to the topic of the reading text by
explaining that these acts of making friends do
things they do not like are examples of (i.e.
Peer pressure).
Vocabulary pre-teaching (5 mins)
* Teacher introduces the vocabulary and New words:
explains the meaning of the new vocabulary by 1. depression (n)
pictures. 2. self-confidence (n)
** Teacher checks students’ understanding with 3. smoker (n)
the “Rub out and remember” technique. 4. hang out
*** Teacher reveals that these five words will
appear in the reading text and asks students to
open their textbook to discover further.
**** Teacher checks students’ pronunciation
Observe Ss’ writing of vocabulary in their
notebooks.
3. ACTIVITY 2: WHILE-READING (20 mins)
a. Objectives:
- To help Ss practise reading for main ideas in an article about peer pressure.
b. Content:
- Task 2. Read the article. match the highlighted words and phrase with their
meanings. (p.103)
- Task 3. Read the article again. Which paragraph contains the following
information?
Write A, B, or C. (p.103)
- Task 4. Read the article again and choose the best answers A, B, or C. (p.104)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Task 2: Read the article. match the highlighted words and phrase with their
meanings. (6 mins)
* Ask Ss to locate the words/phrase in the
text by focusing on highlighted words. Answer key:
** Ask Ss to read the sentences which 1. d
contain these words/phrases carefully and try 2. c
to guess the meanings of these 3. b
words/phrases. 4. a
*** Ask Ss to match the words with their
meanings. T walks round the class and
provide help if necessary.
**** Check answers as a class. If necessary,
check understanding of the words by asking
Ss to make sentences with them.
Task 3. Read the article again. Which paragraph contains the following
information? Write A, B, or C. (7 mins)
* Ask Ss to read the five statements and
underline key words, e.g., 1. definition, peer Answer key:
pressure 2. peer pressure, cause, social 1. A
issues. 2. B
** Ask Ss to read each part of the text 3. C
quicky, then match each statement (1-4) with 4. A
each part [A-C]. **** Encourage them to
underline clues in the reading text to explain
for their answers later.
**** Check answers as a class.
Task 4. Read the article again and choose the best answers A, B, or C. (7 mins)
* Ask Ss to read each question and the
choices given. Encourage them to underline Answer key:
key words in each question and choices. 1. C
** Ask Ss to scan through the article to 2. A
locate the information for questions 1, 3 and 3. C
4. Draw their attention to key words in both 4. B
the questions and the text which help them to
locate information faster.
*** As for Question 2, ask Ss to identify
which part of the text discusses the
consequence of peer pressure. Then ask them
to read the part carefully to identify which
consequences (A-C) is listed as a
consequence of peer pressure. Eliminate
those answers.
**** Check answers as a class.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-READING (7 mins)
a. Objectives:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 5: Work in pairs. Discuss the following question. (p.104)
c. Expected outcomes:
- Ss can use the language and ideas from the unit to reflect on their own
experiences.
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Task 5. Work in pairs. Discuss the following question.
* Ask Ss to work in pairs. Ask them to list the Suggested answer:
problems of peer pressure mentioned in the I used to wear my hair in a ponytail to
text, e.g. falling under bad influence from school until my friends told me that it
friends, stressful relationship between parents was outdated and some of them even
and children, depression, low confidence. laughed at my hairstyle. I became so
** Discuss if they, or someone they know, ashamed of myself and my hairstyle that
have similar problems or not. Encourage them I dyed my hair blonde, just to make
to talk about these experiences. myself look ‘cool’ to my friends. But to
*** Invite some Ss to share their answers be honest, it cost me a lot of money and
with the whole class. Ask questions, when time to dye and take care of my hair,
necessary, e.g. When did that happen? Where and when I looked at myself in the
did that happen? How did you feel about it? mirror every day, I didn’t like it at all.
What did you do? So I stopped colouring my hair and
**** Teacher’s feedback and peers’ feedback. started ignoring comments about my
hairstyle.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.
