Giáo án Tiếng Anh - Unit 3: Teen stress and pressure - Period 15 đến period 22

do? "
" What are they talking about? "
" Why do you think Mai couldn't come? " 
Activity 1
a.Tell Ss they can uncover the text. Play the recording again. Have Ss work individually, then in pairs, to find the words/phrases. Remind Ss they need to find the words in the text with opposite meanings.
b.Have Ss work individually, then in pairs, to compare their answers with each other. Correct the task as a class and encourage Ss to explain why the chosen option is the correct answer.
c. Ask Ss what they think Veronica's statement means. Then explain if necessary. For a more able class, ask them if they have ever felt like Veronica, and what happened.
Activity 2:
-Ss work in pairs to complete this task. Remind them to pay attention to the content words in each sentence, which may help them to choose the most suitable word. Tell Ss in most cases more than one option may be suitable. After they have finished, go through each item as a whole 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.)
Activity 3: Before Ss start doing this exercise, 
Explain the meaning of 'give advice','encourage', 'empathise', and 'assure'. 
+give advice: to give suggestions and ideas to help somebody make a decision 
+encourage: to give someone support and confidence to do something 
+empathise: to be able to understand how someone else feels 
+assure: 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.
Vocabulary 
worried/tense/stressed; relaxed/confident 
relaxed/calm/delighted/depressed/frustrated
a 
1.to stay up late 2.to disappoint someone 
3.to be stressed (out) 4.to take a break 
5.good grades 6.to be fully booked
b 
1.C 2.B 3.C 
4.A 5.B 6.A
Veronica wishes her parents could put themselves in her situation to better understand her.
1. worried/tense/stressed; relaxed/ confident 
2. calm 
3. depressed/frustrated 
4. confident/relaxed/calm 
5. delighted/confident 
6. frustrated/worried
1. encourage someone 
2. give advice to someone 
3. empathise with someone
4. assure someone 
5. empathise with someone 
6. encourage someone
IV. HOMEWORK:
Write new words then learn them by heart.
Do exercise in exercise book.
Prepare A CLOSER LOOK 1 
PERIOD 17/ WEEK 6	Preparing date: .................................
	Teaching date: ..................................
UNIT 3: TEEN STRESS AND PRESSURE
LESSON 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
identify in which situations to stress the verb be in sentences and say these sentences correctly
II. PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Vocabulary
Activity 1 .
Ss work individually to complete this exercise. Tell Ss to pay attention to the content words surrounding the gaps, and identify the part of speech of the missing words. Ss then work in pairs to compare their answers before T gives corrective feedback to the whole class.
Activity 2
 Explain the phrases in the box first. Elicit from Ss some examples for each item, for example, ‘Can you think of an example of school pressures and frustrations?’ 
-Share some of your personal experience from your teenage years where relevant.
Activity 3
Ss work in pairs to discuss which solution can be used for which situation. Then elicit the answers from the whole class. Ask Ss to explain their decisions.
Activity 4
Refer back to what you have told the class in 2. Now tell Ss the ways you used to deal with these (difficult/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 
Stress on the verb be in sentences
-Play the recording again or say the fi rst sentence in the conversation in GETTING STARTED. Draw Ss’ attention to the stressed ‘Isn’t’ and ask them to practise saying the question. Now explain the REMEMBER! box. Emphasise that normally the verb be is unstressed, except for the situations mentioned in the box. 
Activity 5
Play the recording as many times as needed so that Ss are familiar with the stressed be in the statements. Note that only the words in italics should be stressed, the other forms of be are unstressed. With the whole class, 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. 
Activity 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. Then play the recording for Ss to check. Give corrective feedback as a class, then Ss practise saying the sentences.
1. shape and height 
2. reasoning skills 
3. embarrassed 
4. independence 
5. self-aware 
6. informed
A. 5 
B. 2 
C. 6 
D. 3 
E. 1 
F. 4
A. 1; 3; 4 
B. 4 
C. 1 
D. 4 
E. 2; 1 
F. 4
1. - You aren’t worried about the exam? Good for you!
 - I am worried!But I 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. 
3. - Isn’t badminton her favorite sport? 
 - Yes, it is. 
4. - Who’s he? (no stress)
5. - Sorry – we’re late!
 - Actually, you aren’t. We haven’t started yet.
6. - Is she happy at the new school?
 - Yes, she is. She likes it a lot.
IV. HOMEWORK:
Write new words then learn them by heart.
Do exercise in workbook 
Prepare A CLOSER LOOK 2 
PERIOD 18/ WEEK 6	Preparing date: .................................
	Teaching date: ..................................
UNIT 3: TEEN STRESS AND PRESSURE
LESSON 3: A CLOSER LOOK 2
I. OBJECTIVES: By the end of the lesson, Ss will be able to: 
use reported speech with confidence
use question words before to-infi nitive
II. PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1.
Remind Ss of what the conversation in GETTING STARTED is about. Ss then work in pairs to complete the task. If needed, give Ss a quick review of reported speech (e.g. verb tense, pronouns, time expressions, etc.) Divide the class into side A and side B. Side A will say some sentences in direct speech for side B to change into indirect speech. Then side B says some sentences in indirect speech for side A to change into direct speech.
Activity 2 
Ss work individually to complete this exercise. Then they compare their answers in pairs before T gives corrective feedback as a whole class.
Activity 3
Do the first sentence with the class as an example. Ss then work individually to rewrite the sentences before receiving correction from T.
Activity 4
Ss can work in pairs to complete this exercise. Remind them they can choose from the verbs ask, wonder, (not) be sure, have no idea, (not) know, (not) decide, (not) tell to report these questions.
Activity 5
 First, ask the whole class to agree on 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. 
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.’
1. My parents told me they would visit me that week.
 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.
1. I don’t know what to wear.
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.
1. They wondered/couldn’t tell how to use that support service.
2. 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.
5. He was not sure whether to call her then.
6. They wondered what to do to make Linh feel happier.
IV. HOMEWORK:
Write new words then learn them by heart.
Do exercise in workbook.
Prepare COMMUNICATION
PERIOD 19 / WEEK 7	Preparing date: .................................
	Teaching date: ..................................
UNIT 3: TEEN STRESS AND PRESSURE
LESSON 4:	 COMMUNICATION
I. OBJECTIVES:	By the end of the lesson, Ss will be able to:
talk about teen stress and pressure 
II. PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Write ‘Life skills’ on the board and ask Ss what they think it means. Ask them to give some examples of life skills. Explain the words in the Extra vocabulary box. Use a dictionary or translate the words since they are all abstract concepts.
Activity 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 strips to the blue strips. The first group to have the correct answers is the winner.
Activity 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.
Activity 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.
Activity 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.
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.
Warm up:
Knowledge about teen stress and pressure
1. C 
2. B 
3. D 
4. A 
5. E
Discuss:
“Do we teenagers in Viet Nam need all or
some of these skills? Why/Why not?” 
Which skills do you already have?
Which skills do you need to develop?
IV. HOMEWORK:
Write new words then learn them by heart.
Do exercise in workbook. 
Prepare SKILLS 1
PERIOD 20 / WEEK 7	Preparing date: .................................
	Teaching date: ..................................
UNIT 3: TEEN STRESS AND PRESSURE
LESSON 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. PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content 
READING
Activity 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. When you contact a helpline, often via 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.
Activity 2
Now ask Ss to read the text again to complete the task. Ss work in pairs to answer the questions.
Activity 3 
For this task, allow Ss to have another close reading (or as many times as they wish). Ss work individually first, then compare the answers with their partner. Ask them to discuss and explain each person’s own 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
Activity 4 
Tell Ss they are going to listen to two students calling a child helpline. Ask Ss to look at the note form to get oriented about what they are going to hear. Remind Ss that these are notes so they only need to write key words or phrases and not full sentences.
After Ss have completed the task individually, give feedback as a class. Then Ss work in pairs to role-play the callers. Ask them to use the notes for the role-play, and remind them to put some emotional expression in their voice for the role-play.
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 family relationships, friendships, and physical and mental health.
4. Because they were cases of missing or abandoned children, or children who were suffering from violence, tracking, 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 for children to develop physically and mentally.
1. T 2. T 3. F 
4. F 5. F 6. T
 Caller 1
Caller: girl, from Ha Noi, last year of high school
Feeling now: a bit depressed and confused
Problem: wants to be a designer; but her parents want her to be a doctor
Question: doesn’t know what to say to her parents
Caller 2
Caller: boy, named Long, 13 years old, from Ho Chi Minh City
Feeling now: worried
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 somebody about this 
IV. HOMEWORK:
Write new words then learn them by heart.
Do exercise in exercise book.
Prepare SKILLS 2
PERIOD 21 / WEEK 7	Preparing date: .................................
	Teaching date: ..................................
UNIT 3: TEEN STRESS AND PRESSURE
LESSON 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. PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
LISTENING
Activity 1 
a+b/ Ask Ss if they know what an ‘advice columnist’ does. Introduce the word. If possible, bring in to the class some examples of the advice column 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 understand it. Then play the recording again when providing the key.
Listening
Activity 2 
For this task, play the recording as many times as needed. Ss work individually first, then compare the answers with a partner. Then provide corrective feedback as a class.
Activity 3 
Ss work in pairs for this task. Ask them to explain their decision afterwards. The options that are in the ‘no’ category are because the language is too strong or direct. 
WRITING
Work through the Study skill box together with Ss. For each expression, make an example. Ask Ss to add in other expressions for giving advice that they have learnt, or know. 
Activity 4 
Ss need to look at 2, A CLOSER LOOK 1. Then they work individually to complete this task. Remember this is a writing exercise so Ss need to write down their advice notes in full sentences. Remind them to use the expressions in the Writing Study skill box ‘Giving advice’. Ss then swap their writing for peer correction.
 If time allows, let Ss work in pairs when they have finished the writing. Student A will read out the notes randomly for Student B to guess which advice note is for which student in the exercise.
1. likes 
2. no longer in 
3. not easy 
4. takes time 
5. need
1. She feels like she is living her teenage years again, and she loves helping readers 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.
1. No 
2. Yes 
3. No 
4. No 
5. Yes
B. I know how you feel, but I don’t think you should worry about this change. It’s normal,and it shows that you’re growing up.
C. If I were you, I wouldn’t have too high expectations. I would do my best in the exam, but I don’t think it’s a good idea to feel so stressed.
D. Have you thought about telling this to your parents? They might think of a good solution to help you.
E . It might help to consider breaking this big task into smaller tasks and then tackle them one by one.
F. It might be a good idea to talk about this to someone. Have you thought about turning to your teacher for help?
IV. HOMEWORK:
Write new words then learn them by heart.
Do exercise in exercise book.
Prepare LOOKING BACK 
PERIOD 22 / WEEK 8	Preparing date: .................................
	Teaching date: ..................................
UNIT 3: TEEN STRESS AND PRESSURE
LESSON 7:	 A 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. PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1 
Ask Ss to complete the sentences by using the support from the pictures, the options provided, and the meaning of the sentences. They work individually first and then compare with a partner.
Activity 2 
Ask Ss to remember the meanings of these verbs: congratulate, empathise, encourage, assure, and advise. 
Then Ss need to look at the situations in 1 to say appropriate sentences.
Activity 3 
Challenge Ss to complete this exercise without looking back at COMMUNICATION. They can write in similar skills, or add new skills as they wish. 
Activity 4
 Ss work individually then in pairs when they compare their answers with each other.
Activity 5 
Ss work individually to complete this task.
PROJECT “Teen support group”
Ss work in small groups to design the set up of a teen support group. First, Ss choose an idea for the support group and find out more about that idea. For example, one group chooses the idea ‘study skills group’. Ask them to think about:
Then Ss decide how to set up their support group. Ask them to consider:
The class can then vote for the project that they think is most interesting, useful, and feasible. If possible, T may even help them realise some of these projects in their own class or school.
1. excited/delighted 
2. frustrated/upset 
3. tense/stressed
4. worried/tense 
5. disappointed/frustrated 
6. emotional/depressed
1. ‘Congratulations!’/ ‘Well done! You did a really great job!’
 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.’
1. concentrate on doing something; organize your timetable
 2. control feelings; know how to 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
1. She said she was really stressed 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
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