Those Teenage Things
22
Theme 2 Unit 1
Goodbye to Childhood
• Teacher’s Book •
Overview
Lead-in
Discuss the photos with students. What is the
relationship between the people? How are the
man and woman feeling about the boy? How is
the boy feeling?
Coursebook, page 17, Activity 1
Students consider the four choices provided
and discuss what they think ‘adolescence’
means. The answer is c.
Coursebook, page 17, Activity 2
Students read the short text and check the
meanings of the words and phrases, using
dictionaries if necessary. They can work
individually or in pairs. All the words will occur
somewhere within the theme. Tell students to
copy the words and their meanings into their
vocabulary or exercise books.
Note: The core words for each theme should
be given as a spelling test at the end of the
theme. The core words for Theme 2 appear in
the Glossary in the Review and Reference
section on page 32 of the Coursebook. Explain
to students that they should learn these words
for spelling and that you will be checking them
at the end of the theme.
adolescence: period between childhood and
adulthood
angst: strong feeling of unhappiness and worry
hanging out: spending time
acne: skin condition which causes a lot of red
spots and
affects mostly teenagers
teens: teenagers
suspicious: thinking that someone is doing
something wrong
critical: expressing disapproval
mood swings: sudden changes in the way you
feel
circle of friends: group of friends
peer pressure: strong feeling that you must
do the same as people the same age as you
influence: power to affect the way someone
behaves
media: newspaper and magazine publishers, TV
and radio
Coursebook, pages 18 and 19
Workbook, pages 16 and 17
Coursebook, page 18, Activity 1
Direct students to page 18 in the Coursebook
and the photo of the teenager with the
questions. Discuss the differences between
being a child and being a teenager. Encourage
students to think about it and discuss the four
questions the teenager is asking himself, and any
other questions they may have asked
themselves. Go around the different groups,
asking for feedback. Write up the most
interesting questions on the board.
Note: Make sure that students understand the
difference between adolescence (a
period of
time) and an adolescent
(a young person in
that time period). A teenager is
someone aged
between 13 and 19. Teenage is an adjective –
for example, the teenage years. Teenagers are
often referred to informally as teens. This
word is derived from the endings of the years
of age from 13 to 19.
Coursebook, page 18, Activity 2
Students skim the reading text on
‘Adolescence.’ Before they read the text, ask
them to read through the four topics listed, so
that as they read, they can decide which topic
relates most closely to which paragraph. Ask
them to identify the key words in each of the
four topics – i.e. family, adolescence, physical,
mental – as these will direct them to the
correct paragraphs.
Answers:
a Paragraph 4
b Paragraph 1
c Paragraph 2
d Paragraph 3
23
Theme 2 Unit 1
Goodbye to Childhood
• Teacher’s Book •
Coursebook, page 19, Top Tip
Remind students that ‘skimming’ means reading
only parts of a text, for example, the beginning
and end of a paragraph, in order to get an idea
of how the text is organised. Skimming is an
excellent pre-reading habit. When students do a
detailed reading of a text after skimming it first,
they will find that they read it more fluently and
accurately.
Coursebook, page 19, Activity 3
The focus of this activity is vocabulary
development.
Note: Remind students of the advice you gave
them in Theme 1 (page 5 of the Teacher’s
Book) – that it is very important to create a
special place to record new vocabulary. Ideally,
this should be a vocabulary notebook where
they can write down new words and their
meanings, and sentences containing the new
words. Alternatively, students buy a vocabulary
notebook, they should create a special section
in their exercise books to record new
vocabulary.
One helpful strategy for students for this type
of activity is to identify the part of speech of the
word they have to find. In the example phrase,
they are asked to find a word which means the
same as a period between 13 and 19 – in other
words, a noun. So they should look for a noun
in the text. This leads them to the right answer
which is ‘adolescence’. Point out that
sometimes, a word can be used both as a noun
and a verb as with a – change.
Answers:
a transition
b stressful
c physical
d spurt
e mental
f spots/acne
g security
h conflict
Coursebook, page 19, Activity 4
The four comprehension questions in this
activity can be done as a quick oral activity to
check understanding. If you prefer, give students
time to note down the answers in their
exercise books and check them with their
groups before doing a whole class check.
Answers:
a Adolescence is an exciting time of discovery
and new things, but also stressful and confusing.
b The growth spurt in girls takes place much
earlier than in boys. Girls can begin their
growth spurt as early as 10 years old; the
growth spurt in boys occurs between 12 and 17
years.
c Acne is ugly red spots which appear on the
face or neck during the teenage years.
d Family conflict will occur if a teenager regards
his friends as more important than his family.
Workbook, page 16, Activity 1
This discussion activity generates more thought
about the topic by relating it to students’
personal experience. This is a very good way of
deepening understanding.
Note: The quotation, the opening sentence to
Charles Dickens’ novel, A Tale of Two Cities, is
one of the most famous opening sentences to a
novel in English literature. The novel is set
against the background of the French
Revolution which took place in France in the
late eighteenth century.
Workbook, page 16, Activity 2
Tell students that the best strategy for
completing a gapfill activity like this is to read
the whole text with the gaps before they start
trying to fill in the gaps. This will give them a
sense of the gist
or meaning. They should then
go back and look at each gap, then turn to the
original text in their Coursebooks to select the
most suitable word for each gap.
Remind students of the importance of following
instructions carefully. Each answer should
24
Theme 2 Unit 1
Goodbye to Childhood
• Teacher’s Book •
Coursebook, page 19, Time to Talk
This Time to Talk activity can be done in
groups of four students. Obtain feedback from
each group and then open the discussion to the
whole class.
Before starting the discussions, make sure that
students understand the meanings of
‘stereotype’ and ‘mood swings’.
• Stereotype
– a belief or idea of what a
particular person is like. However,
stereotypes are often untrue (see Theme 1,
Across Cultures, Coursebook, page 13).
• Mood swings – sudden changes in mood,
when someone changes quickly from being
happy to being angry or depressed. Many
teenagers experience mood swings, which
are caused by hormonal changes.
Workbook, page 17, Activity 5
This activity provides material for further
discussion in class. Students choose one of the
topics to write about, illustrating it with
examples from their own personal experience.
Tell students to write a first draft, then a
second draft. They should put both their drafts
and their final pieces of work into their
portfolios.
Suggested structure of the paragraph:
Here are some guidelines for students to follow
when writing their paragraphs.
They should begin their paragraph with an
introductory sentence, then give two or three
reasons or examples to support it.
Topic (a)
There are several reasons why it is easier
(more difficult) to be a teenager than a child.
One important reason is .....
Another reason is .....
A third reason is .....
consist of only one word, and its form should
not be changed from how it appears in the
original text.
Answers:
Workbook, pages 16 and 17, Activity 3
The picture highlights young people’s search for
identity during the adolescent years. With a
partner, students briefly discuss how the young
person is feeling.
The young person is probably feeling confused,
not very sure or confident about himself,
curious, and wanting answers to important life
questions.
Students then read in detail the text ‘A Time to
Experiment’ on page 17 of their Workbooks.
As a lead-in, ask students if they or any other
teenagers they know have experimented with
new fashions, hairstyles etc. Were their
experiments successful or not? What was the
reaction of:
• parents?
• other family members?
• friends?
• teachers?
Remind students to note down new vocabulary
in their notebooks or exercise books. You may
also ask comprehension questions on the text.
Workbook, page 17, Activity 4
Students complete the multiple choice
vocabulary activity. Tell them to read all three
choices before deciding on one.
Answers:
1 c
2 c
3 b
4 a
1 adolescence
2 stressful
3 hormones
4 spurt
5 self-conscious
6 acne
7 independent
8 conflict
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