- By the end of the lesson, students will be able to review reported speech; learn about question words before to-infinitive, reported questions with question words before to- infinitiv[r]
(1)UNIT 3: TEEN STRESS AND PRESSURE I Objectives
- By the end of the unit, students will be able to:
+ use the lexical items related to changes in adolescence
+ identify in which situations to stress the verb “be” in sentences and say these sentences correctly
+ use reported speech correctly
+ use question words before to-infinitive
+ talk about teen stress and pressure and how to cope with them
+ read for general and specific information about a helpline service for teens in Viet Nam + listen for general and specific information about the work of an advice columnist + write a short note to ask for advice and to give advice
- Skills: students will be developed skills: speaking, listening, reading and writing - Political thought and moral sense: students will be educated to know more about teen stress and pressure and they will know how to cope with them
II Teaching aids
- Textbook, lesson plans, board, chalks, cues, posters, real objects, pictures, computer and the CD record
III Procedure.
Lesson 1: Getting started
Lesson 2: A closer look Lesson 3: A closer look Lesson 4: Communication
Lesson 5: Skills Lesson 6: Skills
Lesson 7: Looking back + Project
Date of preparing: 8.10.2020 Period: 16 UNIT 3: TEEN STRESS AND PRESSURE
LESSON 1: GETTING STARTED (P 26-27) A OBJECTIVES:
- By the end of this lesson, students will be able to listen and read the dialogue between Veronica and Mi to understand the details then some more tasks to understand more about teen stress and pressure
+ Vocabulary: + Grammar:
- Skills: practise and develop listening, reading and speaking skills
- Political thought and moral sense: educate students to know more about teen stress and pressure and they will know how to cope with them
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, pictures, posters, stereo and the CD record
C METHODS:
Chatting, presentation text, multiple choice, comprehension question, gap-fill, matching, pair work
D CONTENTS:
I Organization: (1 minute)
II Revision / Warmer: (5 minutes) * Chatting
(2)- Do anyone force you to things you don’t like? III New lesson: (37 minutes)
Activity 1: Presentation text ( part 1/p27) (20 minutes)
- Ask ss to open their books Introduce Veronica, Phuc and Nick Ask Ss to guess where they are and what they are doing Brainstorm questions with Ss and write them on the board
a What/ Who can you see in the picture? b Where you think they are?
c What are they talking about?
d Why you think Mai couldn’t come?
- Accept all possible answers from ss and not provide correction at this stage - T says: You’ll listen and read the dialogue
- T gives the instructions: You look at the dialogue then listen to the tape - T turns on the tape twice
- Ss listen and read
- T calls two good students to read again the dialogues - T asks the others to correct
- T corrects Ss' mistakes
a Find the opposite of the following words in the text.
- T hangs the poster which has the contents of part 1.a/ p.27 on the board then runs through
- T gives the instructions: Find the opposite of the following words in the text - T models the first one
to stay up late - T checks Ss’ understanding
- Ss work with their partners in about minutes
- T gets Ss’ answers by dividing the class into groups One by one student from each group comes to the board and writes the answer
- T controls, corrects, gives marks then praises the winner + Answer key:
1 to stay up late to be stressed out good grades
4 variety to take a break to be fully booked b Multiple choice (Part 1b/ p.27)
- T shows the poster which has the contents of part 1b/ p.27 on the board then runs through
- T gives the instructions: circle the best answers - T models the first one C
- T checks Ss’ understanding
- Ss work with their partners in about minutes
- T gets Ss’ answers by dividing the class into groups One by one student from each group comes to the board and writes the answer
- T controls, corrects, gives marks then praises the winner + Answer key:
1 C B C A B A
c Comprehension question ( Part 1c/ p.27)
- T shows the question: What you think Veronica means when she says “Sometimes I wish my parents put themselves in my shoes.”?
- T gets Ss’ answer and explain more:
Veronica wishes her parents could put themselves in her situation to better understand her
(3)- T shows the poster which has the contents of part 2/ p.27 on the board then runs through
- T gives the instructions: fill the gaps with the words in the box - T models the first one
1 worried/ tense/ stressed; relaxed/confident - T checks Ss’ understanding
- Ss work with their partners in about minutes
- T gets Ss’ answers by dividing the class into groups One by one student from each group comes to the board and writes the answer
- T controls, corrects, gives marks then praises the winner + Answer key:
worried/ tense/ stressed; relaxed/ calm
depressed/ frustrated confident/ relaxed/ calm delighted/ confident
frustrated/ worried
- Draw Ss’ attention to the remember box and add them to add more adjectives of emotions and feelings
Activity 3: Matching( Part 3/ p 27) (7 minutes)
- T shows phrases in the box and sentences in part 3/p27, then runs through - T asks Ss to replace words in italics with one of the words from the box - T gives the instructions: match the statements with the functions
- T checks Ss’ understanding - work in pairs in minute - T gets Ss’ answers
- T checks and corrects + Answer key:
1 encourage give advice 3 empathise 4 assure empathise encourage IV Summary: (1 minute)
- T asks one student to repeat the main contents of the lesson V Homework: (1 minute)
- Practice the dialogue - Finish all exercises at home
- Prepare the new lesson: Unit 3: Lesson 2: A closer look E EVALUATION:
_
Date of preparing: 8.10.2020 Period: 17 UNIT 3: TEEN STRESS AND PRESSURE
LESSON 2: A CLOSER LOOK (P.28-29) A OBJECTIVES:
(4)+ Vocabulary: self-aware, informed, embarrassed, reasoning skill + Grammar:
- Skills: Practice and develop listening and writing skills
- Political thought and moral sense: educate students to know more about city life and educate them to love the subject more
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, pictures, posters, stereo and the CD record
C METHODS:
Chatting, gap-fill, match and discussion D CONTENTS:
I Organization: (1 minute)
II Revision / Warmer: (5 minutes) * Chatting
- T asks Ss some questions - Good afternoon - How are you today ?
- Have you ever been under pressure? - Why?
- Ss answer
III New lesson: (37 minutes) * Vocabulary (25 minutes) Activity 1: Gap-fill (Part 1- p.28).
- T shows the content of part on the board then runs through
- T gives the instructions: Complete the paragraph with the words in the box - T models:
1 shape and height
- Ss work individually to the task - Have some Ss compare their answers - T gets Ss/ answers and confirm them + Answer key:
1 shape and height reasoning skills 3.embarrassed independence self-aware informed
Activity 2: Match (Part 2/ p 28 ).
- T shows the poster which has the contents of part 2/ p.28 on the board then runs through
- Have Ss read through the given phrases Have some students read aloud situations - T gives the instructions: Match the source of stress and pressure to the expression - T models the first one
A
- T checks Ss’ understanding
- Ss work with their partners in their tables in about minutes
- T gets Ss’ answers by dividing the class into groups One by one student from each group comes to the board and writes the answer
- T controls, corrects, gives marks then praises the winner + Answer key:
A B.2 C.6 D.3 E.1 F.4
Activity Discussion (Part - p.28).
(5)- T gives the instructions: Which of the following can be done in the above situations? Discuss with your partner (more than one sollution can be suitable for one situation.) - T models the first one A 1;3;4
- T checks Ss’ understanding
- Ask Ss to work in pairs to complete the task in about minutes
- T gets Ss’ answers by dividing the class into groups One by one student from each group comes to the board and writes the answer
- T controls, corrects, gives marks then praises the winner + Answer key:
A 1;3;4 B C.1 D.4 E.2;1 F.4
* Pronounciation: Stress on the verb “be” in sentences (12 minutes)
- Play the recording again the first sentence in the conversation in “getting started” Draw Ss’ attention to the stressed “isn’t” and ask them to practise saying the question
- Expain the “remember box” Emphasise that normally the verb be is unstressed, except for the situations mentioned in the box
Activity Listen and practise (Part - p.29).
- T shows the poster which has the contents of part 5/ p.29 on the board then runs through
- T plays the recording and Ss repeat
- Play the recording as many times as necessary - Have Ss practise the sentences
- Correct their pronunciation, especially the stressed words * Activity Listen and underline (Part 6- p.29)
- T shows the poster which has the contents of part 6/ p.29 on the board then runs through
- Tell Ss that these sentences contain both stressed and unstressed verb forms of “be” Ss work individually first to underline those that should be stressed
- Then play the recording for Ss to check
- Give correction feedback as a class, then Ss practise saying the sentences + Answer key:
1 You aren’t worried about the exam? Good for you! I’m worried! But try not to show it
2 Do you think Jack is good at Japanese? He is But he’s a bit shy to speak it Isn’t badminton her favourite sport? Yes, it is
4 Who’s he? Sorry-we’re late
Actually, you aren’t We haven’t started yet Is she happy at the new school?
Yes, she is She likes it a lot IV Summary: (1 minute)
- T asks students to repeat the main contents of the lesson V Homework: (1 minute)
- Finish execises A page 20- workbook
- Prepare the new lesson: Unit 3: Lesson 3: A closer look E EVALUATION:
(6)
Date of preparing: 8.10.2020 Period: 18 UNIT 3: TEEN STRESS AND PRESSURE
LESSON 3: A CLOSER LOOK (P 28 - 29) A OBJECTIVES:
- By the end of the lesson, students will be able to review reported speech; learn about question words before infinitive, reported questions with question words before to-infinitives
+ Vocabulary:
+ Grammar: reported speech; learn about question words before to-infinitive, reported questions with question words before to-infinitives
- Skills: practice and develop writing skills
- Political thought and moral sense: educate students to know more about city life B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, pictures and the posters C METHODS:
Gap-fill, write-it-up D CONTENTS:
I Organization: (1 minute)
II Revision / warmer (5 minutes)
- T calls on students to read the sentences in exercise A1,2 on page 29 in workbook - Other Ss and T gives remark and marks
III New lesson: (37 minutes)
* Reported speech: review (15 minutes) Activity 1: Gap-fill (Part 1/ p.29).
- T shows the poster which has the contents of part p.29 on the board then runs through - T gives the instructions: Read the conversation in “getting started: again Underline the reported speech Then rewrite in direct speech what Mai said to her brother Phuc and to her parents
- T checks Ss’ understanding
- Ss work with their partners in their tables in about minutes
- T gets Ss’ answers by dividing the class into groups One by one student from each group comes to the board and writes the answer
- T controls, corrects, gives marks then praises the winner + Answer key:
Mai: “I’m too tired and don’t want to go out.” Mai: “ I want to be a designer.”
Mai’s parents: “ Design graduates won’t find jobs easily We want you to get a medical degree.”
Activity Write-it-up (Part 2/ p.29).
- T shows the poster which has the contents of part 2/ p.29 on the board then runs through
- T gives the instructions: Rewrite the sentences in reported speech - T models the first one
1 My parents told me they would visit me that week - T checks Ss’ understanding
- Ask Ss to work in pairs to complete the task in about minutes
- T gets Ss’ answers by dividing the class into groups One by one student from each group comes to the board and writes the answer
(7)+ Answer key:
1.My parents told me they would visit me that week
2 Our teachers asked us what we were most worried about
3 Phuong told me she so delighted because she had just received a surprise birthday present from her sister
4 Tom said Kate could keep calm even when she had lots of pressure She told her mother she had got a very high score in her last test The doctor asked him if he slept at least eight hours a day
* Question words before to-infinitives (15 minutes)
- Tell Ss that the question words who, what, where, when, and how can be used before a to-infinitive to express a situation that it is difficult or uncertain
- Explain the “look out!” Box
Activity Write-it-up (Part 3/ p.30.)
- T shows the poster which has the contents of part 3/ p.30 on the board then runs through
- T gives the instructions: Rewrite the sentences using question words+ to-infinitives - T models the first one
1 I don’t know what to wear - T checks Ss’ understanding
- Ask Ss to work in pairs to complete the task in about minutes
- T gets Ss’ answers by dividing the class into groups One by one student from each group comes to the board and writes the answer
- T controls, corrects, gives marks then praises the winner + Answer key:
1 I don’t know what to wear
2 Could you tell me where to sign my name? I have no idea when to leave for the bus We’re not sure where to to hang the painting He wonderes how to tell this news to his parents They can’t decide who to go first
* Reported questions with question word (7 minutes) - Explain the “look out!” Box
Activity Write-it-up (Part 4/ p.30.)
- T shows the poster which has the contents of part 3/ p.30 on the board then runs through
- T gives the instructions: Rewrite the sentences in reported speech, using question words before to-infinitives
- T models the first one
1 They wondered/ couldn’t tell how to use that support service - T checks Ss’ understanding
- Ask Ss to work in pairs to complete the task in about minutes
- T gets Ss’ answers by dividing the class into groups One by one student from each group comes to the board and writes the answer
- T controls, corrects, gives marks then praises the winner + Answer key:
1 They wondered/ couldn’t tell how to use that support service He had no idea who to turn to for help
3 Mai asked her mother when to turn off the oven
4 Phong and Minh couldn’t decide where to park their bikes He was not sure whether to call her then
(8)IV Summary: (1 minute)
- T asks students to repeat the main contents of the lesson V Homework: (1 minute)
- Do the exercises: B1, 2, p.20,21 in workbook
- Prepare the new lesson: Unit 3: Lesson 4: Communication E EVALUATION: