"Communicating with Parents: Appreciating Our Moms on Mother’s Day" (Part 1)

Lesson Plan: "Communicating with Parents: Appreciating Our Moms on Mother’s Day"

Level: B2/B2+ (Upper-Intermediate Plus)
Target Audience: Teenagers aged 15–16
Theme: Exploring parent-teen communication and appreciating the role of moms, in celebration of Mother’s Day.
Objective:

• To develop speaking and listening skills through a TEDx Talk about parent-teen communication.
• To expand vocabulary related to parenting and adolescence challenges.
• To encourage reflection on students’ relationships with their moms, fostering empathy and gratitude.
  Materials Needed:
• TEDx Talk video: "Parents and Teens Can Communicate If You Know How | Ruth Oelrich | TEDxDavenport" (https://www.youtube.com/watch?v=gh9aiE-2Hxk)
• Quizlet vocabulary set (https://quizlet.com/ua/1036829477/parents-and-teens-can-communicate-if-you-know-how-ruth-oelrich-tedx-flash-cards/?new)
• Printed handouts for gap-fill activity
• Discussion questions and comprehension questions on the board or printed
  Duration: 45 minutes
  Approach: NUSH (New Ukrainian School) and CELTA standards, focusing on communicative language teaching, student-centered activities, and scaffolding for language development.

Lesson Stages

1. Warm-Up: Pre-Watching Activity – Discussion Questions (10 minutes)

Objective: To engage students in a conversation about their relationships with their parents, particularly their moms, and prepare them to connect with the themes of the TEDx Talk about parenting adolescents and fostering independence.
Procedure:

• Set the Tone (1 minute): Greet the class and introduce the topic: “Today, we’re going to talk about how parents and teens communicate, especially focusing on your relationship with your mom, as we prepare for Mother’s Day. We’ll start by discussing your experiences.”
• Group Discussion (7 minutes): Divide students into small groups (3–4 students each). Display or distribute the discussion questions:
  1. What do you think is the hardest part about being a teenager?
  2. How do your parents (especially your mom) try to protect you? Do you sometimes feel they protect you too much? Why or why not?
  3. Can you remember a time when you wanted more independence, like going somewhere or doing something on your own? What did your mom say, and how did you feel?
  4. What do you do when you have a problem, like failing a class or arguing with a friend? Do you talk to your mom about it? Why or why not?
  5. How do you think your mom felt when you were younger and needed a lot of help (like learning to ride a bike or staying safe)? How do you think she feels now that you’re a teenager and want to be more independent?
     Encourage students to share honestly and listen to each other. If students are shy, prompt with examples (e.g., “In the video, a mom worries about her child going to a concert. Has your mom ever worried about you like that?”).
• Class Feedback (2 minutes): Invite 2–3 groups to share one idea from their discussion (e.g., “What’s the hardest part about being a teenager for your group?”).
• Lead-In to Video (1 minute): Transition to the next stage: “Great ideas! Now let’s watch a TEDx Talk to see how a parent deals with these challenges and what we can learn about communicating with our moms.”

Why This Works:

• Aligns with NUSH/CELTA by fostering student interaction and critical thinking.
• Prepares students for the video by activating prior knowledge and encouraging empathy for their moms’ perspectives.

2. Watching the TEDx Talk (10 minutes)

Objective: To expose students to the speaker’s perspective on parent-teen communication, focusing on the balance between protection and independence, and the importance of collaboration.
Procedure:

• Set the Context (1 minute): Explain the task: “We’re going to watch a TEDx Talk called ‘Parents and Teens Can Communicate If You Know How’ by Ruth Oelrich. Pay attention to how the speaker describes the challenges of parenting teens, how parenting changes as kids grow, and her advice for better communication. We’ll discuss it afterward.”
• Play the Video (9 minutes): Play the TEDx Talk (https://www.youtube.com/watch?v=gh9aiE-2Hxk). The video is approximately 9 minutes long, fitting within the time frame.

Why This Works:

• Provides authentic listening input at a B2+/C1 level, exposing students to real-life language and ideas.
• Aligns with NUSH goals of using multimedia to engage students and develop listening skills.

3. Vocabulary Introduction: Quizlet Set (5 minutes)

Objective: To introduce key vocabulary from the TEDx Talk, preparing students for the gap-fill activity and deeper comprehension.
Procedure:

• Introduce Quizlet Set (1 minute): Show the Quizlet set (https://quizlet.com/ua/1036829477/parents-and-teens-can-communicate-if-you-know-how-ruth-oelrich-tedx-flash-cards/?new): “Before we discuss the video, let’s learn some key words from the talk. We’ll use this Quizlet set to practice.”
• Practice Vocabulary (4 minutes): Use the Quizlet set in “Learn” or “Flashcards” mode as a class activity. Focus on the 12 words/phrases listed in the gap-fill activity: Struggle, Protect, Conversation, To stay on the trail, Independence, Establish, Blame, Tide pod, Clothes racks, Failing their classes, Assure, Casserole. Read each word aloud, show the definition, and ask students to repeat the word to practice pronunciation. For example: “Protect – to keep someone safe from harm. Can you repeat: protect?”
  • If time allows, play a quick round of Quizlet’s “Match” game on the board to make it interactive.

Why This Works:

• Scaffolds vocabulary learning, a key CELTA principle, ensuring students are familiar with terms before the gap-fill activity.
• Supports NUSH’s focus on interactive, technology-based learning.

4. Vocabulary Practice: Gap-Fill Activity – Parenting and Adolescence Challenges (10 minutes)

Objective: To practice vocabulary related to parenting and adolescence while exploring the challenges and dynamics between parents and teenagers.
Procedure:

• Set the Task (1 minute): Distribute the gap-fill handout and explain: “Now, let’s practice the vocabulary with a gap-fill activity. Fill in the blanks with the correct word or phrase from the word bank. Each word is used only once. These sentences are about challenges parents and teens face, like in the TEDx Talk.”
• Word Bank: Struggle, Protect, Conversation, To stay on the trail, Independence, Establish, Blame, Tide pod, Clothes racks, Failing their classes, Assure, Casserole
• Sentences:
  1. When Sarah was a toddler, her mom had to constantly ________ her from dangers like running into the street or touching sharp objects.
  2. During a family hike, Dad shouted at his son ________ because he was worried the boy might get lost in the woods.
  3. At the age of 15, Mark felt a strong need to ________ his own identity, often disagreeing with his parents about what he wanted to do with his life.
  4. When Emma started ________, her parents sat her down to talk about why she wasn’t doing well in school and how they could help her improve.
  5. After a long day, the family enjoyed a warm ________ that their neighbor brought over to support them during a busy week.
  6. When little Timmy found a ________ under the sink, his mom quickly took it away and explained that it wasn’t safe to touch.
  7. During adolescence, many teenagers ________ to find out who they are, often feeling confused about their role in the world.
  8. At the store, the child got lost among the ________ while his mom was busy shopping for new school clothes.
  9. When Alex asked to go to a late-night party, his dad tried to ________ him that he’d be there to pick him up if anything went wrong.
  10. Instead of having a meaningful ________, the teenager just shouted at his mom, refusing to explain why he was upset.
  11. Many teens ________ their teachers or schoolwork when they don’t do well, instead of looking at their own habits, like spending too much time on their phones.
  12. For parents, letting go of their child and giving them more ________ is one of the hardest parts of raising a teenager, but it’s important for their growth.
• Students Work (5 minutes): Students complete the gap-fill individually or in pairs. Monitor and assist as needed.
• Check Answers (4 minutes): Go over the answers as a class, asking students to read the completed sentences aloud. Provide feedback on pronunciation or usage if needed.

Answer Key:

1. Protect – “When Sarah was a toddler, her mom had to constantly protect her from dangers…”
2. To stay on the trail – “During a family hike, Dad shouted at his son to stay on the trail because he was worried…”
3. Establish – “At the age of 15, Mark felt a strong need to establish his own identity…”
4. Failing their classes – “When Emma started failing their classes, her parents sat her down…”
5. Casserole – “After a long day, the family enjoyed a warm casserole that their neighbor brought over…”
6. Tide pod – “When little Timmy found a Tide pod under the sink, his mom quickly took it away…”
7. Struggle – “During adolescence, many teenagers struggle to find out who they are…”
8. Clothes racks – “At the store, the child got lost among the clothes racks while his mom was busy…”
9. Assure – “When Alex asked to go to a late-night party, his dad tried to assure him that he’d be there…”
10. Conversation – “Instead of having a meaningful conversation, the teenager just shouted at his mom…”
11. Blame – “Many teens blame their teachers or schoolwork when they don’t do well…”
12. Independence – “For parents, letting go of their child and giving them more independence is one of the hardest parts…”

Why This Works:

• Reinforces vocabulary in context, aligning with CELTA’s focus on meaningful practice.
• Prepares students for the speaking activity by reinforcing key themes and language from the video.

5. Speaking Activity: Comprehension Questions (10 minutes)

Objective: To check students’ understanding of the TEDx Talk and encourage them to reflect on the role of their moms in their own lives, tying into the Mother’s Day theme.
Procedure:

• Set the Task (1 minute): Divide students into pairs or small groups (3–4 students). Explain: “Now, let’s discuss the TEDx Talk. Here are 9 questions to check your understanding and help you think about your relationship with your mom. Answer based on the video and your own experiences.”
• Comprehension Questions (Display or Distribute):
  1. What was the speaker’s main goal when her children were very young? How does she describe keeping them safe?
  2. How does the speaker say parenting changes when her children become teenagers? Give an example from the video.
  3. What does the speaker say about the stage of adolescence, according to Erik Erikson? Why does this cause conflicts with parents?
  4. In the video, what example does the speaker give of a teenager struggling at school? How does the teenager respond when asked about it?
  5. What does the speaker suggest parents should do when a teenager is struggling, like failing classes? Why is this important?
  6. What does the speaker mean when she says parents should create a “partnership” with their teenager instead of being a “leadership”? How does this connect to independence?
  7. What examples does the speaker give of things parents need to teach their teenagers? Why is this still important even though teens are older?
  8. How does the speaker show that parenting never stops, even when children grow up? What does this tell us about a mom’s role in our lives?
  9. At the end of the talk, the speaker says parenting a teenager should be a “collaboration instead of a competition.” What does this mean, and how can you and your mom work together better after watching this video?
• Discussion (7 minutes): Students discuss the questions in their groups. Monitor and assist with language if needed (e.g., clarify vocabulary like “collaboration” or “partnership”). Encourage them to connect the video to their own lives, especially for question 9.
• Class Feedback (2 minutes): Ask 2–3 groups to share their answers to questions 8 or 9 (e.g., “What did you learn about a mom’s role in our lives?” or “How can you work better with your mom?”). Provide brief feedback on their ideas and language use (e.g., “I love how you used ‘support’ to describe your mom’s role—great word choice!”).
• Wrap-Up (1 minute): Conclude the lesson: “Great discussion! You’ve thought a lot about how to communicate with your mom. In our next lesson, we’ll use these ideas to create a special project for Mother’s Day to show your mom how much you appreciate her.”

Why This Works:

• Encourages speaking practice, a key NUSH/CELTA goal, by combining comprehension with personal reflection.
• Ties into the Mother’s Day theme by prompting students to think about their moms’ lifelong role and how to improve communication.
• Prepares students for the next lesson (writing/project preparation) by building ideas and language they can use.

Timing Breakdown

• Warm-Up (Pre-Watching Discussion): 10 minutes
• Watching the TEDx Talk: 10 minutes
• Vocabulary Introduction (Quizlet): 5 minutes
• Vocabulary Practice (Gap-Fill): 10 minutes
• Speaking Activity (Comprehension Questions): 10 minutes
• Total: 45 minutes

Notes for Teachers

• Differentiation: For stronger students (closer to C1), encourage more detailed answers in the speaking activity, using advanced vocabulary from the Quizlet set. For weaker students (B2), provide sentence starters (e.g., “I think parenting changes because…”).
• Classroom Management: Monitor group discussions to ensure all students participate. If time runs short, reduce the speaking activity to 5 questions, focusing on numbers 1, 3, 5, 8, and 9.
• NUSH Alignment: The lesson promotes critical thinking, collaboration, and emotional intelligence, key competencies in the New Ukrainian School curriculum.
• CELTA Standards: Includes clear staging, scaffolding (vocabulary before speaking), and opportunities for student interaction and feedback.