Kế hoạch bài dạy Tiếng Anh 8- Unit 4: Customs and traditions - Lesson 2 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 8- Unit 4: Customs and traditions - Lesson 2 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. Lesson plan 8 – Week 8 Date of planing: 13/ 11/ 2022 Period 28 UNIT 4: CUSTOMS AND TRADITIONS Lesson 2: A closer look 1. A. AIMS By the end of this lesson, students will be able to : 1. Knowledge: - use the lexical items related to the topic “customs and traditions” - practice the sounds: / spr / , / str / 2. Competences - improve the use of English , Listening and Reading skills. - develop their communication skill, creativity, co-operation, self- studying and problem solving. 3. Attributes - have positive attitude in English language learning so that they actively participate in all classroom activities. - show their kindness and have more responsibilities in preserving our custom and tradition. TEACHING AIDS AND LEARNING MATERIALS: Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers,.. B. PROCEDURES I. Warm up: Brainstorming: CUSTOMS TRADITIONS - Ss discuss and list some customs and traditions of Vietnamese - Ss work in two teams – write them on the board. - Check up: - answer three questions in SS book - Name some customs and traditions you know. II. Vocabulary: - Draw Ss’ attention to the Watch out! Box. Explain to them the words’ custom’ and’ tradition’ can be countable – uncountable. Remember to come back to this point after finishing exercise. 1. New words: + Christian: someone who believes in and follows the teachings of Jesus Christ + Sponge cake: a soft cake made with eggs, sugar and flour but no fat (bánh xốp) + Fire crackers: a firework that makes a loud noise when it explodes + Filmstrip: Đoạn trích trong phim + Offspring: son or daughter 2. Matching:
2. - Have Ss look at the table in the book. Make sure that they understand what to do. Ss complete the exercise individually and then compare their answers with a partner. Call some Ss to give the answers. Write them on the board. Confirm the correct answers. Key: 1.e 2.d 3.a 4.g 5.b 6.c 7.f Now have Ss read the sentences again to see if the word ‘custom’ or ‘tradition’ in each sentence is countable (C) or uncountable (U). Ask for Ss’ answers. Key: 1.C 2.C 3.U 4.C 5.U 6.C 7.C 3. Read the full sentences in 1 again complete the expressions below - Have Ss play a game “bip sentences’’. T read expressions about customs and traditions but they are not complete expressions. T says ‘’BIP’’ for each blank and Ss have to complete it, use the words in 1 Key: 1. Custom 2. Tradition 3. According 4. Tradition 5. With 6. Of 7. Doing 4. Make sentences to say if you have these in your province or area - According to tradition, we have fireworks on New Year’s Eve. - My area broke with tradition by not having fire crackers on New Year’s Eve - There’s a tradition in our province of having fireworks on New Year’s Eve - Ask Ss to work in groups of to do this activity. Ss write their answers on posters. When they finish, Ss stick their paper on the board. Ss read and comment on each other’s sentences. 5. Complete the following sentences with your own ideas. - Ss individually complete the sentences with their own ideas, then share their sentences with a partner, Have some Ss read their sentences aloud. Other Ss comment on these sentences. III. Pronunciation: Clusters: /spr/and/ str 1. Complete the words under the pictures with spr or str. Then listen and repeat. - Ss complete the words under the picture with / spr/ or/ str/ and then compare their answers with a partner. - Ask for Ss’ answers and write them on the board. Don’t say if they are right or wrong. Then play the recording for them to check the answer and repeat the words. Play the recording as many times as necessary. - Audio script: 1. Straw 2. Street 3. spring 4. Spray 5. Astronaut 6. Frustrated 7. Espresso 8. Newsprint 2. Listen and circle the words with / spr/ and underline the words with / str/, then say the sentences. - Play the recording for Ss to do this exercise. Ask for Ss’ answers. - Play the recording again for Ss to repeat the sentences. Ask some Ss to read out the sentences. IV. Discussion: - In pairs, Ss take turns to do the task on St describes the people above and his partner guesses which picture he is talking about. * Key: 1. Strictly 2. Strangers, spread 3. streets 4. Filmstrip 5. Offspring
3. V. Homework: - Learn by heart the new words - Practice 2 sounds: /spr/ and / str - Do the exercise A1, A2, B2 page 28,29 (workbook) - Prepare for A closer look 2
4. Lesson plan 8 – Week 8 Date of planing: 13/ 11/ 2022 Period 29 UNIT 4: CUSTOMS AND TRADITIONS. Lesson 3: A closer look 2 A. AIMS By the end of this lesson, students will be able to : 1. Knowledge: - use grammatical structures related to modal verbs: should, have to. - use “should and shouldn’t” to express advice - “have to” to express obligation or necessity 2. Competences - improve the use of English , Listening and Reading skills. - develop their communication skill, creativity, co-operation, self- studying and problem solving. 3. Attributes - have positive attitude in English language learning so that they actively participate in all classroom activities. - show their kindness and have more responsibilities in preserving our custom and tradition. TEACHING AIDS AND LEARNING MATERIALS: Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers,.. B. PROCEDURES I. Check up: - Complete the expressions below. 1. It’s the .for somebody to do something 2. There is a that + clause 3. to tradition, + clause 1. low the ..of doing something 2. Break tradition, + clause 3. Have the custom .doing something 4. There is a custom of .something Make sentences to say about customs and traditions in your province or area II. Grammar: 1. Giving advice: - get ss to look at the pictures in a few seconds then write actions of the people in the pictures - ask ss for their opinions about the actions: - What are the actions good or bad? So give some advice for these actions. - Encourage Ss to express their advice freely. If Ss mention Should/shouldn’t, Tell them that in this lesson they are going to review Should/shouldn’t to express advice about customs and traditions. If Ss do not mention Should/shouldn’t,
5. Remind them of the modal verb. Ex1: Look at the pictures and complete the sentences with Should or shouldn’t - Ask Ss to look at the pictures again and describe what they see. Have them complete the sentences and then compare the answers with a friend. Elicit Ss’ answers. Confirm the correct ones. Key: 1. Should 2.Shouldn’t 3. Should 4. Shouldn’t 5. Should Ex 2: Match the situations in A and the advice in B - Have Ss read the situations in A to make sure they understand them. Ss do this activity in pairs. Ask for Ss’ answers. Key: 1.b 2.c 3.e 4.d 5.a 2. Have to to express obligation or necessity Have to is used to express obligation or necessity. It shows external obligation, i.e, someone else makes a decision about what you must do. (+) Have to/has to + infinitive Example: We have to clean the house carefully before Tet. (-) don’t/ doesn’t have to + infinitive Example: She doesn’t have to wear a company uniform. (?) Do/ Does + subject +have to + infinitive Example: Do we have to follow the tradition of cleaning the house before Tet ? - Tell Ss that sometimes when they go to a place, it is obligatory that they follow its customs and traditions. Have 5s read the information about have to. T may want to add that must is that must shows internal obligation. You make a decision about what you must do. Give one example: We must clean the house before Tet because we think it with bring luck. Have Ss read the Remember! Box. Answer any questions from Ss Ex.3: Complete the sentences with the correct form have to: - Ss do this exercise individually, and then compare their answers with a classmate. Check Ss’ answers and confirm the correct ones Key: 1. Have to 2. Have to 3. has to 4. Had to, don’t have to 5. Does have to 6. Didn’t have to * Ex.3/p.42: Choose A or B to convey the meaning of the first sentence: - Ss do this exercise individually and give T their answers. * Key: 1.B 2.A 3.A 4.B Ex.4: Mi is going to visit her friend Eri in Japa Read Eri’s e-mail. There are six mistakes in can you find and correct them? - Have Ss quickly read the e-mail. Ss do this exercise individually an then compare the answer with a classmate. Ask one or two Ss to write their answers on the board. Have them explain their answers as well. Key: 1. Shouldn’t give should give (reason: There are lots of confusing customs and traditions in Japan, so Eri thinks she should give Mi some advice) 2. has to have to ( reason: The pronoun ’you’ goes with’ have to’)
6. 3. Shouldn’t wear should wear( Reason: Eri says that Mi should take off her shoes when going inside, which means she should wear slippers) 4. didn’t have to don’t have to (reason: This sentence is in the present time) 5. have use have to use (reason: ‘have to’ is the correct form) 6. should worry shouldn’t worry (reason: Eri says she’ll be there to help Mi, so Mi shouldn’t worry) 3. Production: Work in pairs. Imagine that you bout have a friend who is coming to Viet Nam this summer List three pieces of advice and three obligations your friend should follow. - Ss word in pairs to do this task. Ask some pairs to write their advice and obligations on the board. Other Ss give comments and vote for the best advice and obligations. Then they can add some more. This is an open activity to encourage Ss to express their ideas as long as the advice and obligations are appropriate III. Homework: - Do the exercise B4, B5,B6 in the workbook. - Prepare Communication
7. Lesson plan 8 – Week 8 Date of planing: 13/ 11/ 2022 Period 30 UNIT 4: CUSTOMS AND TRADITIONS. Lesson 4: Communication A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge: - describe the table manners in the United Kingdom and compare with those in Viet Nam. - Vocabulary: prong, cutlery, palm, tray, mat, host/ hostess - Grammatical structures: Giving opinions about the table manners 2. Competences - improve the use of English , Listening and Reading skills. - develop their communication skill, creativity, co-operation, self- studying and problem solving. 3. Attributes - have positive attitude in English language learning so that they actively participate in all classroom activities. - show their kindness and have more responsibilities in preserving our custom and tradition. TEACHING AIDS AND LEARNING MATERIALS: Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers,.. B. PROCEDURES I. Warm up: - Ss play the game: AUCTION 1. My mother always tells me that I must be home by 9 p.m 2. You should be late for school. 3. She have to wear that customs because it’s the family tradition. 4. In the past men didn’t have to wear Ao dai. 5. When you go to Brazil, you should tip the waiter 10% of the bill 6. In Australia , you mustn’t comment on a person’s accent. 7. In India, women don’t have to shake hands to greet guests. 8. You should wear skirts at the pagoda. - Ss play in two teams. - There are 8 sentences. 4 sentences are true and 4 sentences are false. The team that get more true sentences is the winner. New lesson II. Pre speaking 1. Vocabulary: + prong: one of two or more long sharp points on an object, especially a fork + tray: a flat object, used for carrying food and drinks + cutlery: Knives, forks and spoons used for eating food
8. + mat: a small piece of strong material which covers and protects part of a floor. + palm: lòng bàn tay + host/hostess: someone who has guests 2. Discuss the differences between the pictures. In pairs Ss look at the pictures and discuss the differences between them. Encourage the students to use the extra vocabulary. Some suggested differences are: - In the first picture, people are sitting on the mat to have the meal. In the second picture, they are sitting around the dining table. - In the first picture, people are using rice bowls and chopsticks. In the second picture, they are using cutlery. III. Pre listening 3. Write T (true) or F (false) Read the following sentences about table manners in Britain. Work in pairs to decide if statements are true or false. - Have some Ss write their answers on the board 4. Listening: - Now listen to Nick giving a presentation on table manners in Britain and check your answers. - Ss listen to the recording twice. If there are any incorrect answers, have Ss explain why the sentences are false. *Key: 1. F (you hold the folk in the left hand and the knife in the right) 2.T 3. F ( There is also a spoon and a fork for dessert.) 4. T 5. F ( You should not use your own cutlery to take more food from the serving dish – use the serving spoon) 6. F(You should break off the bread with your hands) 7. F ( Guests have to wait until the host or hostess starts eating) 8. T VI. Post listening 5.Discussion: - Work in pairs. Discuss if you follow the table manners in your family. Are there any table manners you follow? - Helps ss brainstorm more ideas about Vietnamese table manners - In pairs Ss discuss if they follow the same table manners in family. They may add some more. Remember o set a time limit for this activity. Some 5s present their ideas. Role play: –There is a British exchange student in your class. You invite her to dinner at your home. Play the following roles. A. You are Minh. You invite your British friend to come for dinner. She asks a lot of questions about Vietnamese table manners.
9. B. You are Jessica from Britain. You want to learn about Vietnamese table manners so you can comfortable at dinner. You compare these with British table manners. - Ss work in pairs and role – play. They continue the conversation in the book or make up their own. After some time, call some pairs to act the conversation in front of the class. Other Ss give comments. Give praise and feedback on Ss conversations. III. Homework: - Learn by heart the new words - Do the exercise C1, C 2 (P 31) - Prepare: Skills 1
10. Lesson plan 9 – Week 8 Date of planing: 13/ 11/ 2022 Period 28 UNIT 4: LIFE IN THE PAST Lesson 2: A closer look 1 A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge and skills - use some lexical items related to life in the past - identify in which situations to stress auxiliary verbs in sentences and say these sentences correctly. * Skills: practicing skills II. Competence - Positive about life in the past - know how to learn English in right way. - be interested in doing exercises. III. Attribute - develop their communication skill, creativity, cooperation, self- studying and problem solving. - Using language to talk about past practices B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. PROCEDURES I. Warm up: Activity 3. - Have Ss work in small groups to come up with as many past events and practices as possible which were part of daily life in their area.( with pictures included ) + dying teeth + carrying things on the shoulders + wearing Quai thao conical hat + carrying things on the waist + going swimming fully clothed + watching black and white TV + using oil lamp + riding bike somewhere + mobile movie team is serving local people + listening to the radio + collecting water from the well + using wood to cook II. Vocabulary: - Give Ss some new words and explain the meanings.
11. 1. (to) act out : đóng vai, diễn (explan) 2. bare-footed: chân đất (explan) 3. the post: mails (synonym) Activity 1: - Get Ss to work individually first, then compare their answers before T gives corrective feedback. * Key : 1- f: go bare-footed 2 – g : Collect the post 3 – b :entertain themselves 4 – a : dance to drum music 5 – c : act out stories 6 – e : use your imaginary 7 – h :preserve our traditions 8 – d : keep a diary Activity 2: - Ask Ss to read through the sentences (may ask them to read aloud to check their pronunciation ). - Have Ss work in pairs to do this activity. Then check the answers as a class. * Key: 1. keep a diary 2. entertain themselves 3. preserve our traditions 4. use your imagination 5. acting out stories 6.collect the post 7. going bar-footed 8. dance to drum music Activity 3 : - Have Ss work in pairs or individually. - Ask Ss to write the answers on the board. Check their answers as a class. * Key : 1. seniority 2. illiterate 3. Street vendors 4. strict rules 5. physical 6. face to face Activity 4: - Let Ss cover the REMEMBER! Box and elicit the definitions if possible . Tradition: an inherited way of thinking or acting . Habit : what you frequently do Behavior: the way in which one acts, especially towards others. Practice: the actual application or use of an idea, belief, or method. - Have Ss read each sentences and decide what part of speech is missing from the sentence .Then they complete all the sentences. Confirm the correct answer as a class. *Key: 1. habit 2. behaviour 3. tradition 4. habit 5. practice 6. Behavior III. Pronunciation: Stress on auxiliary verbs in sentences Activity 5: - Ask Ss to note all the auxiliaries they find in the sentences first. Discuss with them which ones they think will be stressed. - Play the recording, Ss listen and underline the stressed auxiliaries. Then the repeat the sentences with a focus on the stressed ones. - Have Ss read REMEMBER! Box at this moment. * Key : 3. did 4. hasn’t. 5. don’t 6. do. Note : this exercise focuses only on stressed/ unstressed auxiliaries. Sentence 1 &2 contain no stressed auxiliaries Activity6: - Let Ss work individually to underline stressed and unstressed auxiliaries. Ask them refer to the REMEMBER! Box as they do the exercise.
12. - Play the recording . Ss listen , check and say the sentences . Đôi khi người ta dùng các trợ động từ như “DO, DOES và DID” để nhấn mạnh hành động trong câu. Cách thức sử dụng như sau: CHỦ NGỮ + DO / DOES / DID + ĐỘNG TỪ (nguyên mẫu) + SOMETHING Trong đó: DO / DOES dùng để nhấn mạnh hành động ở thì hiện tại đơn. DID dùng để nhấn mạnh hành động ở thì quá khứ đơn Khi dịch ra tiếng việt, chúng ta thường dịch là “chính là”, “quả thực là”, “rõ ràng là” . so sánh hai ví dụ sau: 1. I love you 2. I do love you Câu nói ở ví dụ 2 mang sắc thái biểu cảm cao hơn ở ví dụ 1, ta dịch là “Anh thực sự rất yêu em” Hay ở ví dụ sau: A: Where does Vovinam come from? (Môn võ Vovinam đến từ đâu?) B: It comes from Korea (Từ Hàn Quốc ) C: No. It does come from Vietnam (Không phải. Chắc chắn là nó đến từ Việt Nam) * Key: 1. couldn’t. 2. have 4. aren’t can 5. doesn’t / Don’t / does IV. Homework: - Learn vocabulary by heart. - Redo all the activities in this lesson. - Do A + B 1 - 3 ( p. 31 – 32 ) - Prepare : A closer look 2 ( 43 – 44 )
13. Lesson plan 9 – Week 8 Date of planing: 13/ 11/ 2022 Period 29 UNIT 4: LIFE IN THE PAST Lesson 3: A closer look 2 A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge and skills - Use used to / didn’t use to + to infinitive to talk about past practices and express wishes for the present. * Skills: practicing skills II. Competence - Positive about life in the past - Students know how to learn English in right way. - Ss are interested in doing exercises. III. Attribute - develop their communication skill, creativity, cooperation, self- studying and problem solving. - Using language to talk about past practices B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. PROCEDURES I. Check-up: * Ex. 3/p.32 ( in the workbook) : Fill in the gaps 1. a family tradition 2. entertainment 3. a special occasion 4.festivities 5. generation 6. seniority 7. pastime 8. extended family. A: What’s your favourite ________________? B: I have many pastimes, but I love reading most. A: You can easily do that at home, so I suppose you don’t often go out. B: I live in an _________ where there are many ________ living together. So the house is usually crowded and noisy, and I can hardly concentrate on my reading. That’s why I usually go to the library to read. A: Is there any type of __________ that you can enjoy at home.? B; Of course there is. For example, I can play with my pats, watching TV , or A: What happens if your grandparents like watching different programmes from yours? B: I will compromise. It’s _________ that we have respect for ______. A: Wow You must be a very tolerant person. * Key : 1. pastime 2. extended family 3. generations 4. entertainment 5.a special occasion 6. seniority II. Presentation: Grammar 1. used to/ didn’t use to + infinitive (review) Activity 1:
14. - Ask Ss to underline the sentences containing ‘used to / didn’t use to+ infinitive’ in the conversation in Getting Started. - Let them choose the correct answer A, B or C . T may write the rule on the board as a reminder for Ss as they do Ex. 2 * Key: B: an activity that repeatedly happened in the past. + We use ‘used to’ for something that happened regularly in the past but no longer happens I used to smoke a packet a day but I stopped two years ago. Ben used to travel a lot in his job but now, since his promotion, he doesn't. I used to drive to work but now I take the bus. + We also use it for something that was true but no longer is. There used to be a cinema in the town but now there isn't. She used to have really long hair but she's had it all cut off. I didn't use to like him but now I do. 2. WISH for the present Activity 3: - Let Ss recall the phrasal verbs they have learnt in Unit 1. + set up, look forward to , take over , find out , pass down , ... - Have them look at the conversation in Getting Started again and look for sentences containing wish. -Ask them to underline the main verbs in the sentences and answer the questions. * Key: 1. for the present 2. the past simple and past continuous - Ask them to read LOOK OUT! box for the main verbs in the wish sentences for the present. Elicit the rule and write the rules on the board III. Practice Activity 2: - Have Ss work individually to complete this exercise . - Let Ss give their feedback and T confirms the correct answers. * Key: 1. used to be 2. didn’t use to transport 3. used to dye 4. tuberculosis ( TB : benh lao) used to kill 5. used to pull out 6. didn’t use to spend Activity 4: - Ask Ss to do this activity individually. - Give their feedback and correct the mistakes if necessary. They may refer to the rule . T checks the answers as a class. * Key: 1. Correct 2. Incorrect : will would 3. Incorrect : can could 4. Correct 5. incorrect : don’t didn’t 6. Incorrect : is was / were IV. Production Activity 5:
15. - Ask Ss to read the prompts and decide whether the sentences are a wish for the present / future or for something happening right at the moment. - Ask them to write down the sentences. - Let Ss give their answers. T confirms the correct answers. V. Homework: - Learn the uses of ‘used to’ and ‘wish’ - Redo al activities in this lesson. - Do exercises B 4, 5, 6 (p. 32 -33) in the workbook. - Prepare: Communication (p46).
16. Lesson plan 9 – Week 8 Date of planing: 13/ 11/ 2022 Period 30 UNIT 4: LIFE IN THE PAST Lesson 4: Communication A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge and skills - describe past practice * Skills: speaking skill II. Competence - Positive about life in the past - Students know how to learn English in right way. - Ss are interested in doing exercises. III. Attribute - develop their communication skill, creativity, cooperation, self- studying and problem solving. - Using language to talk about past practices B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. PROCEDURES I. Check-up: * Rewrite sentences using ‘used to + V’ 1. Lan always stayed up late last year. __________________________________ 2. Mr. Long doesn’t smoke any more. ________________________________ 3. I hate eating chocolate now. ________________________________________ 4. When I was young, I often went to school on foot . ______________________ 5. As a child, I usually had straight hair. ________________________________ II. New lesson * Activity 1: - Write “Looking back” on the board and ask Ss: What do I mean by writing this? It’s a competition that launched on the 4 Teen website. - Have them discuss the questions. There are no wrong answers at this stage. *Extra vocabulary: 1. igloo : lều tuyết 2. domed: hình vòm 3. Arctic (adj. ) : ( thuộc về ) Bắc Cực 4. remote (adj. ) very far from the city ( in the mountainous regions ). * Activity 2: - Ask Ss to read the definitions and look for the words in each story. Ss may work individually or in pairs. - Get the feedback and confirm the correct answers . * Key:
17. + Story 1 : 1. not able to read or write : illiterate 2. tell : pass on 3. behave towards ( s.b ) : treat ( s.o) + Story 2 : 1. a cubed chunk : block 2. To live in difficult conditions : survive 3. a vehicle that travels over snow : dogsled * Activity 3: - Let Ss work in groups. Encourage them to use their imagination and background knowledge to explain some information from the stories. - Ask them to share their opinions with the class. T acts as a facilitator. * Suggested answers: 1.+ Because it was difficult to reach the villagers on the mountains . + Because there were no other means of transport available. 2.+ There were no school in the villages + The nearest school might be too far away. + It’s difficult for them to go to school because they live in poverty they have a hard life. 3. + There were no other materials available in that deserted land. + There were no easy means to transport materials from other places to the island. 4. It was impossible to build a big house with several rooms in the ice and snow . + People felt safer living in communal groups * Activity 4: - Get Ss to work in groups to match the responses with the stories. Ask them to underline the key words in the responses which help them do the matching. * Key: Story 1: 2, 4 Story 2 : 1, 3 , 5 * Activity 5: (Guide ss to do at home and check in the next lesson) - Ask Ss to work in groups and work out the stories with the necessary information in the story as suggested in the task. * Suggested (for reference): Living far away from the nearest city can bring up challenges that city people don’t often face. There are practical issues like access to health care and finding a job and more personal things like making friends and expanding your social network. If you feel like you’re not coping with the challenges there might be something more serious going on. Feel physically or socially isolated. We find it hard to get work. We don’t have easy access to healthcare in your area. We feel like you can’t meet new people * Living and working in a rural and remote location can be a rewarding and challenging way of life. It can be difficult for people living in remote locations to access help and support for mental health problems for many reasons. Recognising when help and support is needed is very important, either for yourself, or for someone else. Mental health refers to our ability to function in an emotionally positive and productive way. It affects the way we think, feel and behave. Mental health in rural or remote locations is characterized by: +fewer local services and professionals such as doctors +support services that may be too far away or too expensive +thinking that you can manage your problems without help and support
18. +feeling embarrassed or afraid to ask for help because of a stigma attached to mental health +not knowing where to find help. Some key mental health-related issues faced by people living in rural and remote places include: + higher suicide rates, particularly among men aged 15-24 years and Indigenous people +higher rates of alcohol consumption +substance abuse disorders +isolation. Mental health in farmers can also be affected by: +stress caused by financial insecurity +stress caused by natural disasters +living where they work. III. Homework: - Learn new words by heart. - Write a story - Prepare: Skills 1 (p46)