Unit 3 Teen Stress and Pressure
Unit 3 Teen Stress and Pressure
Unit 3 Teen Stress and Pressure
Pronunciation Key:
Stress on the verb be in sentences 1. - You aren’t worried about the
Play the recording again or say the fi rst exam? Good for you!
sentence in the conversation in - I am worried! But I try not to
GETTING STARTED. Draw show it.
Ss’ attention to the stressed ‘Isn’t’ and 2. - Do you think Jack is good at
ask them to practise saying the question. Japanese?
Now explain the REMEMBER! box. - He is. But he’s a bit shy to speak
Emphasise it.
that normally the verb be is unstressed, 3. - Isn’t badminton her favorite
except for the situations mentioned in sport?
the box. - Yes, it is.
5 . Play the recording as many times as 4. - Who’s he? (no stress)
needed so that Ss are familiar with the 5. - Sorry – we’re late!
stressed be in the statements. Note that - Actually, you aren’t. We haven’t
only the words in italics should be started yet.
stressed, the other forms of be 6. - Is she happy at the new school?
are unstressed. With the whole class, - Yes, she is. She likes it a lot.
refer to the REMEMBER! box to elicit
the reasons why the verb be is stressed
in each item. Ss then practise saying the
sentences in pairs.
6 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.
I. OBJECTIVES :By the end of the lesson, Ss will be able to use reported speech
with confi dence , use question words before to-infi nitive
II . TEACHER AND STUDENTS’ PREPARATION :
1.Language content
Vocabulary :
Grammar : reported speech with confidence , use question words before to-infi
nitive
2.Techniques : group work , pair work, communicative approach
3.teaching aids :, posters, pictures
III. PROCEDURES:
Grammar :
2.Techniques : group work , pair work, communicative approach
3.teaching aids :, posters, pictures
III. PROCEDURES:
5. disappointed/frustrated
6. emotional/depressed
2. Ask Ss to remember the meanings of Exercise 2:
these verbs: congratulate, empathise, Key (suggested):
encourage, assure, and advise. 1. ‘Congratulations!’/ ‘Well done!
Then Ss need to look at the situations in 1 You did a really great job!’
to say appropriate sentences. 2. ‘You must have been really
disappointed.’/ ‘If I were you, I
would talk to my parents.’
3. ‘Stay calm. Everything will be
all right.’/ ‘It might be a good idea to
have a break when you feel too
stressed.’
4. ‘I understand how you feel.’/ ‘It
might help to consider talking about
this to someone.’/ ‘Have you
thought about calling a counselling
service?’
5. ‘I understand how you feel.’/
‘It might help to consider focusing
on the good points of the
presentation rather than only the
weak points.’
6. ‘You must have been really
emotional.’/ ‘I understand how you
feel.’
they compare their answers with each 1. She said she was really stressed
other. out, and that she had had three
sleepless nights thinking about
her exam.
2. He said he couldn’t concentrate
because it was too noisy in there.
3. She said she had been very upset
at first but she was fine then.
4. He said he didn’t think taking
risks too often was a good idea.
5. She said he would take a cooking
class before he went to college.
6. He said he really wished he
could make informed decisions
5 Ss work individually to complete this 5. Key:
task. 1. Today I’m going to tell you what
to do in case of fire.
2. Be sure you know where to find
the nearest exit or stairway.
3. You should know how to activate
the fire alarm.
4. You should know what number
to call to report the fire and ask for
help.
IV- CON SOLIDATION & HOMEWORK:
1.Consolidation : discuss this task in pairs to work out the advice they would give
to the two callers. Encourage Ss to use the phrases they have learnt for giving
advice.
2.Homework :
Do exercise in exercise book.
Prepare Review 1
: 23 :8
: 11/10/2016 Class: ,