Unit 3 Teen Stress and Pressure

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UNIT 3 : TEEN STRESS AND PRESSURE


1 : GETTING STARTED
I. OBJECTIVES : By the end of the lesson, Ss will be able to
use some lexical items related to “TEEN STRESS AND PRESSURE”
II . TEACHER AND STUDENTS’ PREPARATION :
1.Language content
Vocabulary : words related to adjectives of emotion and feelings , changes in
adolescence
Grammar : question words before to -inf
2.Techniques : group work , pair work, communicative approach
3.teaching aids : Cassette, posters, pictures
III. PROCEDURES:
T’s & Ss’ Activities CONTENT
*Warm –up
Introduce the students in 1. Getting started: chatting
the picture: Phuc, Nick, and Veronica.
Explain that Mai was supposed to be there 2. Listen and read
but she couldn't come in the end . Ask the Vocabulary
class to describe what is happening in the worried/tense/stressed;
picture: relaxed/confident
e Where are Phuc, Nick, and Veronica? confident/relaxed/calm
" What are they going to do? calm
" What are they talking about? delighted/confident
" Why do you think Mai couldn't come? depressed/frustrated
*Activity 1 Exercise 1
a.Tell Ss they can uncover the text. Play the a : Find the opposite of these words in
recording again. Have Ss work individually, the conversation.
then in pairs, to find Key:
the words/phrases. Remind Ss they need to 1.to stay up late 2.to disappoint
find the words in the text with opposite someone
meanings. 3.to be stressed (out) 4.to take a break
5.good grades 6.to be fully booked
b.Have Ss work individually, then in pairs, Exercise b:
to compare their answers with each other. Key:
Correct the task as a 1.C 2.B 3.C
class and encourage Ss to explain why the 4.A 5.B 6.A
chosen option is the correct answer.
c. Ask Ss what they think Veronica's Exercise c: Answer key:
statement means. Then explain if necessary. Veronica wishes her parents could put
For a more able class, ask themselves in her situation to better

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them if they have ever felt like Veronica, understand her.


and what happened.
* Exercise 2: Exercise 2:
Ss work in pairs to complete this task. 1. worried/tense/stressed; relaxed/
Remind them to pay attention to the confident
content words in each sentence, which may 2. calm
help them to choose the most suitable word. 3. depressed/frustrated
Tell Ss in most cases more than one 4. confident/relaxed/calm
option may be suitable. After they have 5. delighted/confident
finished, go through each item as a whole 6. frustrated/worried
class.
T may explain the difference between
'depressed' and other words such as 'tense',
'worried', or 'stressed'.
(The word 'depressed' is very strong and
used only to describe someone who is
deeply sad and has
lost hope.)
Exercise 3: Before Ss start doing this Exercise 3: Key:
exercise, 1. encourage someone
explain the meaning of 'give advice', 2. give advice to someone
'encourage', 'empathise', and 3. empathise with someone
'assure'. 4. assure someone
give advice: encourage: empathise: assure: 5. empathise with someone
to give suggestions and ideas to help 6. encourage someone
somebody make a decision
to give someone support and confidence to
do something
to be able to understand how someone else
feels
to tell someone that something is going to be
all right, so that they do not worry
Ss work individually first, then in pairs.
Then give corrective feedback to the whole
class. Ask Ss to give
examples of the situations in which these
sentences are said.

IV- CON SOLIDATION & HOMEWORK:


1.Consolidation :

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Encourage Ss to select appropriate statements in 3 to respond to what you have


told them. Then ask them to work in pairs. If time allows, call on some pairs to
report their stories to the class.
I feel worried because my cat is sick.
I feel disappointed because it has been raining all day long.
I feel delighted because my son is Star of the at his primary school.
2.Homework :
Do exercise in exercise book. Prepare A CLOSER LOOK 1
UNIT 3 : TEEN STRESS AND PRESSURE
2 : A CLOSER LOOK 1
I. OBJECTIVES : By the end of the lesson, Ss will be able to use the
lexical items related to changes in adolescence
II . TEACHER AND STUDENTS’ PREPARATION :
1.Language content
Vocabulary : independence , informed , shape and height , embarrassed
,delighted self-aware , reasoning skills
Grammar :
2.Techniques : group work , pair work, communicative approach
3.teaching aids : Cassette, posters, pictures
III. PROCEDURES:

T’s & Ss’ Activities CONTENT


Vocabulary
1 .Ss work individually to complete this VOCABULARY:
exercise. Tell Ss to pay attention to the Exercise 1:
content words surrounding Key:
the gaps, and identify the part of speech 1. shape and height 2. reasoning skills
of the missing words. Ss then work in 3. Embarrassed 4. independence
pairs to compare their 5. self-aware 6. informed
answers before T gives corrective
feedback to the whole class.
2 Explain the phrases in the box first. Exercise 2:
Elicit from Ss some examples for each Key:
item, for example, ‘Can you think A. 5 B. 2 C. 6
of an example of school pressures and D. 3 E. 1 F. 4
frustrations?’
Share some of your personal experience
from your teenage years where relevant.
Exercise 3: Exercise 3:
Ss work in pairs to discuss which Key (suggested):

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solution can be used for which situation. A. 1; 3; 4 B. 4


Then elicit the answers from C. 1 D. 4 E. 2; 1 F. 4
the whole class. Ask Ss to explain their
decisions.
Exercise 4 : Pronunciation:
Refer back to what you have told the
class in 2. Now tell Ss the ways you used
to deal with these
(diffi cult/stressful) situations. Ask Ss to
work in pairs to complete the task. If
time allows, ask each pair to
join at least another pair to make a group
discussion.

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.

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Then play the recording for Ss to


check. Give corrective feedback as a
class, then
Ss practise saying the sentences.

IV- CON SOLIDATION & HOMEWORK:


1.Consolidation :
Ss practice the intonation of sentences
2.Homework :
Do exercise in workbook
Prepare A CLOSER LOOK 2

UNIT 3 : TEEN STRESS AND PRESSURE


3 : A CLOSER LOOK 2

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:

T’s & Ss’ Activities CONTENTS


1. Remind Ss of what the conversation Grammar
in GETTING STARTED is about. Ss Exercise 1 :
then work in pairs to complete the task. Key:
If needed, give Ss a quick review of Mai: ‘I’m too tired and don’t want to go
reported speech (e.g. verb tense, out.’

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pronouns, time expressions, etc.) Divide Mai: ‘I want to be a designer.’


the class into side A and side B. Side A Mai’s parents: ‘Design graduates won’t find
will say some sentences in direct speech jobs easily. We want you to get a medical
for side B to change into indirect degree.’
speech. Then side B says some
sentences in indirect speech for side A
to change into direct speech.
2 .Ss work individually to complete this Exercise 2:
exercise. Then they compare their Key:
answers in pairs before 1. My parents told me they would visit me
T gives corrective feedback as a whole that .
class. 2. Our teacher asked us what we were most
worried about.
3. Phuong told me she was 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.
5. She told her mother she had got a very
high score in her last test.
6. The doctor asked him if he slept at least
eight hours a day.
3 . Do the first sentence with the class as Exercise 3:
an example. Ss then work individually Key:
to rewrite the sentences 1. I don’t know what to wear.
before receiving correction from T. 2. Could you tell me where to sign my
name?
3. I have no idea when to leave for the bus.
4. We’re not sure where to hang the painting.
5. He wondered how to tell this news to his
parents.
6. They can’t decide who to go first.
4 .Ss can work in pairs to complete this Exercise 4: Key:
exercise. Remind them they can choose 1. They wondered/couldn’t tell how to use
from the verbs ask, wonder, that support service.
(not) be sure, have no idea, (not) know, 2. He had no idea who to turn to for help.
(not) decide, (not) tell to report these 3. Mai asked her mother when to turn off the
questions. oven.
4. Phong and Minh couldn’t decide where to
park their bikes.

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5. He was not sure whether to call her then.


6. They wondered what to do to make Linh
feel happier.

5 First, ask the whole class to agree on Exercise 5 :


five questions they would like to ask
about you. Write them on the
board. Prepare two different versions of
answers to these five questions. (The
more contradictory the two
versions are, the more fun the game will
be!) Write each version on a separate
piece of paper so that you
do not forget them.
Then divide the class into two groups.
Tell Ss that one group will stay inside
the classroom and the other
outside. Each group will listen to you
for the answers to the questions and the
group will then have to
report to the other group what they have
heard from you.

IV- CON SOLIDATION & HOMEWORK:


1.Consolidation : When the two groups have been separated and cannot hear each
other, go to each group and tell them one version of the answers. Ask them to
remember what you say.
2.Homework :
Do exercise in workbook.
Prepare COMMUNICATION
_________________________________________________________

UNIT 3 : TEEN STRESS AND PRESSURE


4 : COMMUNICATION
I. OBJECTIVES :By the end of the lesson, Ss will be able to talk about
teen stress and pressure
II . TEACHER AND STUDENTS’ PREPARATION :
1.Language content
Vocabulary : knowledge about teen stress and pressure

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Grammar :
2.Techniques : group work , pair work, communicative approach
3.teaching aids :, posters, pictures
III. PROCEDURES:

T’s & Ss’ Activities CONTENT


Write ‘Life skills’ on the board and ask Ss what they Warm up:
think it means. Ask them to give some examples knowledge about teen stress
of life skills. Explain the words in the Extra vocabulary and pressure
box. Use a dictionary or translate the words since they
are all abstract concepts.
1. Ss work in pairs to complete this task. Go around
and offer help if needed. Otherwise, T may turn this
into a group competition. Prepare red paper strips with
the five skill categories, and blue paper strips with the
skill examples. In small groups Ss will match the red Exercise 1
strips to the blue strips. The first group to have the Key:
correct answers is the winner. 1. C 2. B 3. D 4. A 5. E
2 . Give Ss plenty of time to look closer at each skill to
discuss the questions in pairs. Then, as a whole class,
go through each skill and elicit from them the answers
to the questions. Write on the board two lists: one
containing the skills Ss think are necessary for
Vietnamese teenagers, and one containing those that
they think are not. As an alternative, Ss work in small
groups. After their discussion, each group should cross
out the life skills which they think are not suitable for
Vietnamese teens. As a whole class, compare the
results from different groups. Remember each group
will need to explain their decisions.
3 Ss work in small groups to make their own list for
Vietnamese teens. They can base it on the text and add
their own information. Now the class needs to combine
all the group lists to make a big list for the whole
class. Write this list on a poster, or on the board.
4 Ask Ss to copy down the ‘big list’ they have created
in 3 in their notebooks. Ss then work individually:
each student goes through the list and evaluates how
good he/she is with each skill. Then Ss work in pairs
to share their results.

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If time allows, each pair reports the results to the class.


Based on the results, the class will be able to
identify three skills that most Ss in the class think they
are now good at, and three skills that most of them
think they need to improve on.
IV- CON SOLIDATION & HOMEWORK:
1.Consolidation :
Ss can tell some more about how to react with stress and pressure .
2.Homework :
Do exercise in workbook.
Prepare SKILLS 1

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UNIT 3 :TEEN STRESS AND PRESSURE


5 : SKILLS 1

I.OBJECTIVES :By the end of the lesson, Ss will be able to


-read for general and specific information about a helpline service for teens in Viet
Nam
-talk about teen stress and pressure and how to cope with them

II . TEACHER AND STUDENTS’ PREPARATION :


1.Language content :
Vocabulary : knowledge about the work of an advice columnist, asking for advice
and to give advice
2.Techniques : group work , pair work, communicative approach
3.teaching aids : posters, pictures
III. PROCEDURES:
T’s & Ss’ Activities CONTENT
READING
1 a Ask Ss the question and explain that
a child helpline is a telecommunication
support service for children
and young people. It is free of charge. knowledge about TEEN STRESS
When you contact a helpline, often via AND PRESSURE
telephone, you will get
answered and someone from the
helpline may even come directly to you
to help.
b Ask Ss to read through the text
quickly to get its main ideas. Ask them
to answer the question “What is the
article about?” using the text title,
photos, and key words.
2. Now ask Ss to read the text again to
complete the task. Ss work in pairs to 2. Key:
answer the questions. 1. It’s a free service for counselling and
protecting children and young adults in Viet
Nam.
2. They were callers in the 11-14 year old
and 15-18 year old groups.
3. The calls were mostly questions about

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family relationships, friendships, and


physical and mental health.
4. Because they were cases of missing or
abandoned children, or children who were
suff ering from violence, traffi cking, or
sexual abuse.
5. The helpline promotes child
participation in its operations by involving
children as peer communicators and
decision makers.
6. It aims to create favourable conditions
3 For this task, allow Ss to have another for children to develop physically and
close reading (or as many times as they mentally.
wish). Ss work individually 3.
first, then compare the answers with Key:
their partner. Ask them to discuss and 1. T 2. T 3. F
explain each person’s own 4. F 5. F 6. T
decision if their answers are not the
same. Then provide feedback as a class.
For each answer, ask Ss to refer
back to the text to find the relevant
information.
SPEAKING
4 Tell Ss they are going to listen to two Key (suggested):
students calling a child helpline. Ask Ss Caller 1
to look at the note form to get Caller: girl, from Ha Noi, last year of high
oriented about what they are going to school
hear. Remind Ss that these are notes so Feeling now: a bit depressed and confused
they only need to write key Problem: wants to be a designer; but her
words or phrases and not full sentences. parents want her to be a doctor
After Ss have completed the task Question: doesn’t know what to say to her
individually, give feedback as a class. parents
Then Ss work in pairs to role-play the Caller 2
callers. Ask them to use the notes for the Caller: boy, named Long, 13 years old,
role-play, and remind them to put some from Ho Chi Minh City
emotional expression in Feeling now: worried
their voice for the role-play. Problem: online friend asked for 5 million
dong; said if he refused to give it, his life
would be difficult
Question: wonders whether to tell

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somebody about this


IV- CON SOLIDATION & HOMEWORK:
1.Consolidation :
To revise reported speech, T may ask the student who listens and takes notes to
report what his/her partner has told him/her.
2.Homework :
Do exercise in exercise book.
Prepare SKILLS 2

UNIT 3 :TEEN STRESS AND PRESSURE


6 : SKILLS 2
I.OBJECTIVES :By the end of the lesson, Ss will be able to
- 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
II . TEACHER AND STUDENTS’ PREPARATION :
1.Language content :
Vocabulary : knowledge about the work of an advice columnist, asking for advice
and to give advice
Grammar :
2.Techniques : group work , pair work, communicative approach
3.teaching aids : posters, pictures
III. PROCEDURES:

T’s & Ss’ Activities CONTENT


LISTENING
1 a+b Ask Ss if they know what an Key:
‘advice columnist’ does. Introduce the 1. likes 2. no longer in
word. If possible, bring in to the class 3. not easy 4. takes time
some examples of the advice column 5. need
page in local magazines for teens (or
you can look them up on the Internet).
Tell Ss they are now going to listen to
an interview with Miss Sweetie, the
advice columnist of 4Teen magazine.
Ask Ss to look at the questions in
Exercise
1b first. Ss then work individually to
complete the task. Play the recording
once to check how much Ss

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understand it. Then play the recording


again when providing the key.
Listening
2 For this task, play the recording as 2. Key:
many times as needed. Ss work Key:
individually first, then compare 1. She feels like she is living her teenage
the answers with a partner. Then years again, and she loves helping readers
provide corrective feedback as a class. by giving them advice.
2. She said it’s most important that we put
ourselves in other people’s shoes.
3. Because language should be used
sensitively so that the person can get over
the negative feelings.

3 Ss work in pairs for this task. Ask Key (suggested):


them to explain their decision Key: 1. No 2. Yes 3. No 4. No
afterwards. The options that are in the 5. Yes
‘no’ category are because the language
is too strong or direct. Suggested answers:
WRITING
Work through the Study skill box B. I know how you feel, but I don’t think
together with Ss. For each expression, you should worry about this change. It’s
make an example. Ask Ss to add in normal, and it shows that you’re growing
other expressions for giving up.
advice that they have learnt, or know. C. If I were you, I wouldn’t have too high
4 Ss need to look at 2, A CLOSER expectations. I would do my best in the
LOOK 1. Then they work individually exam, but I don’t think it’s a good idea to
to complete this task. Remember this is feel so stressed.
a writing exercise so Ss need to write D. Have you thought about telling this to
down their advice notes in full your parents? They might think of a good
sentences. Remind them to use the solution to help you.
expressions in the Writing Study skill E . It might help to consider breaking this
box ‘Giving advice’. Ss then swap their big task into smaller tasks and then tackle
writing for peer correction. them one by one.
If time allows, let Ss work in pairs F. It might be a good idea to talk about this
when they have finished the writing. to someone. Have you thought about
Student A will read turning to your teacher for help?
out the notes randomly for Student B to
guess which advice note is for which

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student in the exercise.

IV- CON SOLIDATION & HOMEWORK:


1.Consolidation :
Ss work individually first to write a short note to Miss Sweetie to ask her for
advice
about a problem at school or with their friends.
2.Homework :
Do exercise in exercise book.
Prepare LOOKING BACK

UNIT 3 : TEEN STRESS AND PRESSURE


7 : LOOKING BACK & PROJECT
I. OBJECTIVES :By the end of the lesson, Ss will be able to review of what they
have learnt in Unit three ( Teen stress and pressure )
II . TEACHER AND STUDENTS’ PREPARATION :
1.Language content
Vocabulary : knowledge about Teen stress and pressure
Grammar :
2.Techniques : group work , pair work, communicative approach
3.teaching aids : posters, pictures
III. PROCEDURES:
T’s & Ss’ Activities CONTENT
Vocabulary:
1 Ask Ss to complete the sentences by Exercise 1 : Answer key:
using the support from the pictures, the Key: 1. excited/delighted
options provided, and the meaning of the 2. frustrated/upset
sentences. They work individually first 3. tense/stressed
and then compare with a partner. 4. worried/tense

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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.’

3 . Challenge Ss to complete this Key (suggested):


exercise without looking back at 1. concentrate on doing something;
COMMUNICATION. They can write in organize your timetable
similar skills, or add new skills as they 2. control feelings; know how to
wish. get over negative feelings
3. cooperate with others;
communicate well
4. know how to act in emergencies;
know when to stop taking risks
5. cook for oneself and others;
manage a small budget

4 Ss work individually then in pairs when 4.Key:

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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: ,

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