UNIT 3 TEEN STRESS AND PRESSURE TIENG ANH THI DIEM LOP 9

Week : 06
Period:16

Date of preparing : September 19 th ,2016
Date of teaching : September 21 st ,2016

UNIT 3: TEEN STRESS AND PRESSURE
GETTING STARTED
I. OBJECTIVES -By the end of the lesson, students will be able to:
- use the lexical items related to changes in adolescene.
- learn vocabularies about the teen stress and pressure
- use questions word before Vto-inf
Skills: Listening, Speaking, Writing, Reading
Educational aims: educate students know how to separate their time for their activities to reduce the
stress and pressure
II. LANGUAGE CONTENTS:
- Vocab: stress, pressure, disappoint, depress, frustrated, tense....
- Structure: S+ wish + S would/ could + Vinf.
- Question words + Vto inf
III. TECHNIQUES AND TEACHING AIDS
* Techniques: Asking- answering , Eliciting , pair / group work....
*Teaching aids: pictures, cassette + tape , colored chalk.
IV TEACHING PROCEDURES:
1. Greetings and roll call.
2. Checking up:
3. The new lesson


Teacher’s and students’ activities
1/WARM UP:
T: divides the class into two teams, gives

them some aspects of the two cities( Hue vs
Ho Chi Minh), compare them
S: make comparison between two cities
Which groups making more right sentences is
winner.
T elicits some different facial expressions of
teenagers: worried, happy, angry, scared,
relaxed, ect....
Asks Ss to describe and guess why these
teenagers today are facing up to the problems
T write down the title on the board
2/ PRESENTATION
T shows the picture of teenager and introduse
it: Phuc, Nick, and Veroniaca. Explain that
Mai was supposed to be there but she couldn't
come in the end
T asks the class to describe what is happening
in the picture
+ where are Phuc, Nick and Veronica?
+ What are they going to do?
+ What are they talking about?
+ Why do you think Mai couldn't come?

Contents
Make comparison
Hue
vs
Ho Chi Minh city
(air, entertaiment, cost of living, traffic, weather,
population, polution....)

Unit 3: Teenager stress and pressure
A1: Listen and read
"She has been a bit tense lately"


Ss answer- T write their answers on the board
T play the recording.
Ss listen and read
T can ask Ss to track the dialogue with their
fingers as they listen to the recording. Then
come back to the earlier Qs and have Ss
answer again
T may explain some new words
Drill pronunciation
3/ PRACTICE
a. T tell Ss they can uncover the text. Play
the recording again
Have Ss work individually, then in pair, to
find the words/ phrases
Remind Ss they need to find the words in the
text with opposite meanings.

New words :
Disappoint(v): thất vọng
Medical degree(n): bằng Y(tốt nghiệp trường y)
tense(adj): căng thẳng

a. Find the opposite of these words in the
conversation

1. to stay up late
2. to be stressed out
3. good grades
4. to disappoint someone
5. to take a break
6. to be fully booked

b. Ss work individually to choose the correct b. Read the conversation again and choose the
answer, then compare their answers with a
best answer
partner and then discuss as a class
1. C
2.B 3. C 4. A 5. B 6. A
T gives any corrections and encourages them
toexplain why the chosen option is the correct
answer
c. What do you think Veronica means when she
c. Ask Ss what they think Veronica's
says: " sometimes I wish my parents could put
statement means.
themselves in my shoes"?
Explain if necessary
For a able class, aks them if they have ever
 Veronica wishes her parents couls put themselves
felt like Veronica, and what happened.
in her situation to better understand her.
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
Ss work in pair
T checks and correct Ss' answer
T explain the difference between " depressed

2. Fill the gaps with the words in the box. In some
cases more than one word may be suitable.
1. worried/ tense/ stressed, relaxed/ confident
2. calm
3. depressed/ frustrated
4. confident/ relaxed/ calm
5. dilighted/ confident
6. frustrated/ worried


and other words such as 'tense", worried,
stressed(the word depressed is very strong
and used only to describe someone who is
deeply sad and has lost hope.)

Remember

Draw Ss' attention to the Remember! Box and
Many adjectives of emotions and feelings are
ask them to add more adjectives of emotion
formed from the -ed form of verbs, excited, relaxed,
and feelings formed from the -ed form of
frustrated,etc.
verbs

Can you find more examples
3. Match the statements with the function
Give advice: to give suggestions and ideas to help
3.Ss do the task by themselves. After that
somebody make a decision
they swap their answers with their partner
Encourage: to give someone support and confidence
Ss give the answers as class
to do something.
T checks and corrects
Empathise: to be able to understand how someone
Let Ss repeat the word/ phrases in chorus.
else feels
Assure: to tell someone that something is going to
be all right, so that they do not worry.
Key:
1. encourage 2. Give advice 3. Empathise
4. assure
3. Empathise
4. encourage
4/ PRODUCTION:
4./ HOW DO YOU FEEL TODAY?
Tell your friend how they feel today and what has
4.Ss work in pairs to ask and tell their friend
happened
that made you feel that way. Your friend
how they feel today and what has happened
responds to you using one option from the box in 3.
that made they feel that way
Ex:

T can make up scenerios
I feel worried because my car is sick.
T calls some Ss to talk before the class
I feel disappointed because it has been raining all
T gives correction
day long
I feel dilighted because my son is Star of the Week
at his primary school.
5. HOMEWORK:
T : give homework and guide ss how to
prepare the new lesson
Ss : copy down

Homework:
-Learn the vocab by heart( recommend Ss to have a
vocab book in which to write the new words they
learn everyday) and practise the expressions.
-Do the exercises: - workbook.
- Prepare “A closer look 1”.

* Self -evaluation :
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Week :06
Period:17

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Date of preparing : September 18 th ,2016

Date of teaching : September 20th ,2016
UNIT 3: TEEN STRESS AND PRESSURE
A CLOSER LOOK 1

I. OBJECTIVES -By the end of the lesson , students will be able to :
- use vocabulary and how to epress their emotion and feeling as well as to reduce the stress and
pressure.
- identify in which situation to stress the verb "be" in sentences and say these sentences correctly.
Skills: Listening, speaking, reading, writing
Educational aims: educate students know how to separate their time for their activities to reduce the
stress and pressure
II. LANGUAGE CONTENTS:
- Vocab: embarrassed, shape and height, reasoning skills, self- aware, overcome
- Pronunciation: stress on the verb be in sentences
III. TECHNIQUES AND TEACHING AIDS
* Techniques: Asking- answering , Eliciting , pair / group work....
*Teaching aids: pictures, cassette + tape , colored chalk.
IV. TEACHING PROCEDURES:
1. Greetings and roll call.
2. Checking up:Questions: Checking students’ vocabulary
3. The new lesson
Teacher’s and students’ activities
Contents
*Warm up:
Question:
T asks Ss something to check their old lesson Why is Mai not playing badminton with Phuc, Nick
in the last period
and Veronica?
T leads into the new lesson
How does Mai feel now?

What do her parents want her to be?
Vocabulary
1. Ss work individually to complete this
Vocabulary
exercise
1. Complete the paragraph with the words in the
Tell Ss pay attention to the content words
box.
surrounding the gaps, and identify the part of 1. shape and height
2. Reasoning skills
speech of the missing words
3. embarrassed
4. Independence
Ss then work in pairs to compare their answer 5. self-aware
6. informed
before T elicits the answers from the class
2./ Match the source of stress and pressure on the
2. Explain the phrases in the box first. Elicit
expression


from Ss some examples for each item
Ss share some of your personal experience
from your teenage years where relevant
3. Ss work in pairs to discuss which solution
can be used for which situation
Then elicit the answer from the whole class
T asks Ss to explain their direction
4.T refers back to what Ss have told the class
in 2

Now tell Ss the ways you used to deal with
these difficult situation
Asks Ss to work in pairs to complete the task
T call some pairs to make a group discussion
Check the answers with the class
*Pronunciation
T plays the recording again or say the first
Hi Phuc!
Where's
Mai?
Isn't she
sentence
in the
GETTING
STARTED
coming?
Draw
Ss's attention to the stressed "isn't" and
ask them to practise saying the question.

T explain the REMEMBEr box.
Emphasise that normally the verb be is
stresses, except for the situations mentioned
in the box

4.- play the recording as many times as
needed
Notice Ss that only the words in italics should
be stressed, the other forms of be are
unstressed.

A.5

B.2 C.6

D.3

E.1

F. 4

3. Which of the following can be done in the above
situation?
Discuss with your partner.
A: 1,3,4 B. 4
C 1 D. 4 E: 2,1 F: 4

4./ Have you ever been in any of these situations?
If so, what did you do to deal with them?
Pronunciation: Stress on the verb "be" in
sentences
Listen again to what Veronica said in GETTING
STARTED. Notice the way she pronounced the
verb Be in the sentence

Remember!
Normally the verb be is unstressed in the middle or
at the atart of a sentence of a statement or question.
EX: She was stessed.
Are you worried about something?

However, the verb be is stressed in negative
questions and at the end of sentences.
Ex: Aren't you coming?
Yes, I am.
Also, it is stressed for emphasis or contrast.
Ex: She isn't coming?
She is coming, but she'll be a little late.
5.Listen and practise saying the sentences. Pay
attention to the way the verb be is pronounced.
1. Where are you? You aren't at the bus stop.
I am at the bus stop, but I can't see you.
2. Do you think Jack is good at Japanese?


With the whole class, refer to the
REMEMBER! Box to elicit the reasons why
the verb be is stressed in each item
Ss practise saying the sentences in pairs

He is. But he's a bit shy to speak it.
3. Isn't badminton her favorite sport?
Yes, he 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

6-Play the recording as many times as
necessary . let students practise reading the

word pairs first. Then ask them to underline
the words are stressed
6. Look at the following sentences and underline
T play the recording, Ss listen and check their the verb forms of be which should be stresses.
answers
Then listen to the recording to check and
T call Ss to check their answer before the
practise.
class, then asks them to practise saying the
1. am
2. Is
3. Isn't 4. No stress
sentences.
5. aren't 6. is
Production
- provide further practice by dividing the
class into 2 groups. Have groups sing
alternate lines.
5. HOMEWORK:
Homework:
T : give homework and guide ss how to
-Learn all the new words and grammar by heart.
prepare the new lesson
-Do the exercises in workbook: A1,2; B4/16,17.
Ss : copy down
-Prepare : A closer look 2 (Unit 3)
* Self -evaluation :
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Week :06
Date of preparing : September 18 th , 2016
Period:18
Date of teaching : September 20 th, 2016
UNIT 3: TEEN STRESS AND PRESSURE
A CLOSER LOOK 2
I. OBJECTIVES -By the end of the lesson , students will be able to :
-use reported speech with confidence
- use question words before to-infinitive.
Skills: Listening, reading, writing, speaking
Educational aims: educate students know how to separate their time for their activities to reduce the
stress and pressure
II. LANGUAGE CONTENTS:
- Vocab: review
- Grammar: Question words before infinitive


Review: Reported speech
III. TECHNIQUES AND TEACHING AIDS
* Techniques: Asking- answering , Eliciting , pair / group work....
*Teaching aids: pictures, colored chalk, flip- chart.
IV. TEACHING PROCEDURES:
1. Greetings and roll call.
2. Checking up:
- Checking students’ vocabulary in the last lesson
3. The new lesson.
Teacher and students’activities
Content
*Warm up:
T asks Ss to recall the statements what

they’ve learnt in getting started
Ss work in pairsto complete the task
T devide the class into side A and side B(side
A will say the sentences in direct speech,
side B will change them into indirect speech)

2:- Ss work in individually to complete this
exercise. Then compare their answers in
pairs before.
T gives any corrections as a class

T tells Ss that the question words : who,
what, where, how can be used before a toinfinitive
to question
expresswords
a situation
that it where,
is
We can use
who, what,
difficult
or be
uncertain.
Givea them
examples
how can
used before
to-infinitive
to
express a situation that it is difficult or

uncertain
Asks Ss to look at the LOOK OUT! Box

Recalling:
* Reported speech: review
1. 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.
Mai: "I'm too tired and I don't want to go out"
Mai: 'I want to be a designer"
Mai's parents: 'Designvgraduates won't find jobs
easily. We want you to get a medical degree."
2./ Rewrite the following sentences in reported
speech.
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 bithday present from her
sister.
4. Tomsaid 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.
* Question words before to-infinitives

Highlight the verbs: ask, wonder, (not) be
sure, have no idea, (not) know, (not) decide,
Look out!
(not) tell which are often used before the
question
word
Vto-inf.
The
question
word+why
can not be used before a to-infinitive

We often use the verbs:ask, wonder, (not) be sure,
have no idea, (not) know, (not) decide, (not) tell
which are often used before the question word +
Vto-inf.
Ex: I have no idea where to get this information
3:- T does the first sentence with the class as
an example
Ss work independently, then share their
answer with their partner
T calls some Ss to check before the class.

3.Rewrite the sentences using question word + toinfinitives
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.
T asks Ss to rewrite the sentences before
5. He wondwered how to tell this news to his parents.

receiving correction from T
6. They can't decide who to go first.
Reported questions with question words before toinfinitives
T draws Ss'attention the LOOK OUT! Box to Question words before to-infinitives can be used to
get more information about questions words report questions about something that should be
before to-infinitives and how to report Yes/
done.
No questions
Ex: 'What should I do?'
Ss copy down.
 She wondered what to do.
LOOK OUT!
To report Yes/ No questions we use whether before toinfinitive. Remember If can not be used in this case.
Ex: 'Should I tell my parents what I really think?'
-She wondered whether to tell her parents what she really
thought.

4- Asks Ss to read the sentences and
complete the sentences.

4./ Rewrite the following qestions in reported


T reminds 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
Ss work independently, then share their
answers with their partners
T calls some Ss to give answers

T asks Ss to agree on five questions they
would like to ask about you.
Write them on the board. Prepare two
versions of answers to these five questions
T divide the class into two team, tells Ss that
a group will stay inside the classroom and
the other outside. Each group will listen to T
for the answer to the questions and the group
will then have to report to the other group
what they have heard from T
Finaaly, ask the two groups to gather again
inside the classroom
Asks them to answer the five questions
written on the board according to the
information they have received by reporting
what T has told them.
Homework:
T : give homework and guide ss how to
prepare the new lesson
Ss : copy down

speech, using questions before to-infinitives
Tip: You may use the following verbs: ask, wonder,
(not) be sure, have no idea, (not) know,(not) decide,
(not) tell.
1. They wondered/ couldn't tell how to use that
support service.
2. he has 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
5. GAME: SOMETHING ABOUT OUR
TEACHER.......

Ex: Do you have a pet?
If so, What is it?
What's its name?
 Our teacher said she had a dog called "tobe" at
home.
No, Our teacher said she had a cat called "tobe"
at home.
Homework:
- Finish the report.
- Review the Present continuous tense.
- Do the exercises– workbook.
- Prepare : Communication

* Self -evaluation :
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Week :07
Period:19

Date of preparing : September 21st ,2016

Date of teaching : Sep 23rd , 2016


UNIT 3: (cont.)
COMMUNICATION
I. OBJECTIVES -By the end of the lesson, students will be able to :
Know more about the necessary life skills for teenagers
Study more new words about the teenagers' problems.
II. LANGUAGE CONTENTS:
- Vocab: about teenagers' skills, cognitive, emotion, concentrate, self-discipline, resolve conflict,
risk taking.
- Grammar: The Present simple tense.
III. TECHNIQUES AND TEACHING AIDS
* Techniques: Asking- answering , Eliciting , pair / group work, games ..
*Teaching aids: pictures, , colored chalk, cards..
IV. TEACHING PROCEDURES:
1. Greetings and roll call.
2. Checking up:change the sentences into the reported speech
1. 'Have you seen her recently? Asked Thanh.
2. 'Tell Emma I miss her very much' She told me.
3. 'When should I start the computer?' Nguyen asked his teacher.
4. " They can't decide what they should do in this situation."
3. The new lesson
Teacher’s and students’ activities
Contents
1/WARM UP:
T divide the class into two teams, ask them to
list all the the teenagers' skills
Teenager
Ss work in groups

Which group having skills
more right words is
winner
T leads into the new lesson . write 'Life skills' on
the board and asks Ss what they think it means.
2/ PRACTICE
T elicits some extra vocabularies from Ss by
explaination, or translation for all abstract
concepts
Drill pronunciation
1:– T asks Ss to all the teenagers' skills in text
book
Ss work in pairs to complete the task
T goes around and offer help if necessary

*Brainstorming
Social skills

working group skills
LIFE SKILLS FOR TEENS
* Extra Vocabulary:
-cognitive(a)
- emotions(n)
- concentrate(v)
- self-descipline(n)
- resolve conflict(Ph v)
- risk taking(n)
1. Read about the necessary life skills for
teenager in the United States. Match the skills
to their category.

1.C 2. B
3. D 4.A 5.E


T calls some Ss to check before the class.
Give any corrections
2:- T asks Ss 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 answer to the questions
T write on the board two list: one containing the
skills Ss think are necessary for Vietnamese
teens
The others containing those that they think are
not
3:– T asks Ss to make a list for Vietnamese teens
Ss work in small groups, they can base it on the
text and add their own information
T calls a students from each group to write their
list, then combine all the lists to make a big list
for the whole class
Give Ss the time to write the list on their
notebook
4/ POST-READING
T asks Ss to read the big list in 3 again and
evaluates how goo he/she is with each skill
Ss first work individually, then share their ideas
with their partners
Ss think and speak out before the class.

2. Discuss: Do we teenagers in Viet Nam needed
all for some pf these skills? Why/ Why not?

3. Work out a similar list of skills that
Vietnamese teens should have today. Add or
remove categories and skills as you wish and
remember to support yor decisions with
examples and explanations. Present your list
along with other groups and make a common
list for the whole class.

4. Look at the list of life skills for teens that
your class has developed.
Which skills do you already have?
Which skills do you need to develop?

Share what you think with a partner
- Learn vocabulary by heart.
- Prepare : skills 1 .

5. HOMEWORK:
T : give homework and guide ss how to prepare
the new lesson
Ss : copy down
* Self -evaluation :
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Week :07
Date of preparing : Sep 24 th ,2016


Date of teaching : Sep 26 th ,2016

Period:20

UNIT 3: (CONT.) SKILLS 1

I. OBJECTIVES -By the end of the lesson , students 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.
Skills: Reading, Speaking, Listening, Writing
Educational aims: Educate Students how to cope with the stress and pressure.
II. LANGUAGE CONTENTS:
- Vocabulary : counsel(v), abandon(v), suffer from, trafficking(n), sexual abuse(n),
operation(n),....
- Grammar : the present simple tense
Language: Asking for advice
III. TECHNIQUES AND TEACHING AIDS
* Techniques: Asking- answering , Eliciting , pair / group work, discussion
*Teaching aids: pictures, cassette + tape , colored chalk, sub-boards
IV. TEACHING PROCEDURES :
1. Greetings and roll call.
2. Checking up:
3. The new lesson
Teacher’s and students’ activities
1/WARM UP- PRE-READING
Discussion

T asks Ss the questions and explain that a child
helpline is a telecommunication support sevice for
children andyoung people. It is free 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.
Ss discuss in the groups, then give their ideas
T writes Ss’ answers on the board without any
corrections.
T asks 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
T elicits some new words from Ss
Drill pronunciation
2/ WHILE-READING

Contents
Discussion
1./Do you know what a child helpline is?

Reading:
b. Now read this article
* New words:
Counsel(n): Khuyên răn, chỉ bảo
abandon(v): bỏ rơi
suffer from(Phv): chịu đựng
trafficking(n): Sự buôn bán bất hợp pháp

T asks Ss to read the passage to check their answers
above
Ss read the passage, then T calls some Ss to give any
corrections
T gives feedback
2:- Asks Ss to read the passage again to answer the
questions
Ss work in pairs
T calls some pair to checks in front of the class.

3:- T asks Ss to read the passage again and complete
the sentences by using the words from the text
Ss work independently, then share their answers
with their partners.
T calls some Ss to give their answers before the
class
3/ POST-READING: speaking
T draws Ss' attention to the STUDY SKILL box.
Study skill: Asking for advice
T with Ss find an example for each expression
What do you think I should do(about).......?
What should I do?
What would you do in this situation?
Could you give me some advice(about) ......?
If you were me, what would you do?
I wonder whether to ....... or.....
Do you know who to speak to about this?
4:- T tells Ss they are going to listen to two students
calling a child helpline. Ask Ss to look at the notes
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

sexual abuse(n):Lạm dụng/ quấy rối tình dục
operation(n): Sự hợp tác
peer communicator(n): Phát thanh viên cùng
tuổi
2./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
15-16 year old groups.
3. The calls were mostly questions about
family relationships and physical and mental
health.
4. Because they were cases of missing or
abandoned children, or children who were
suffering from violence, trafficking, or sexual
abuse.
5. The helpline promotes child participation
in its operations by involving children as peer
communicatore and decision makers.
6. It aims to create favourable conditions for
children to develop physicaally and mentally.
3./ Read the text again and decide if the
following statements are true(T) or
False(F)
1. T
2. T

3. F
5. F
6. T
* Speaking

4. Listen to two students calling a child
helpline and complete the notes. Then use
the notes to role-play the callers.
Caller 1:
Caller: girl, from Hanoi, last year of high


sentences.
Ss work 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.
T may go around the class and give Ss any help
T asks Some Ss to present to the rest of the class

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, sai if he refuse to give it, his life would
be difficult.
Question: wonders whether to tell somebody
about this.
5. Look at 2 A CLOSER LOOK 1. Imagine
you are one of these students. You want to
call the Magic Number helpline to ask for
help. What do you say? Your partner
listens and takes notes

5:- Asks them to focus on exercise 2, A CLOSER
LOOK !
T tells Ss the instructions to do the task
Remind Ss they should use the expressions in the
Speaking study skill box 'Asking for advice"
T give Ss a few minutes to choose who they want to
be and to think about what they should say when
they call the hotline
Ss work in pairsto present their dialogue
To revive reported speech, T may ask Ss who listens
and takes notes to report what his/her partner has
told him/her.
4. HOMEWORK
-Learn the vocab by heart and practise using
T : give homework and guide ss how to prepare the them.
new lesson
-Do the exercises: Workbook
Ss : copy down

- Prepare Skill 2. .
* Self -evaluation :
....................................................................................................................................................................
..
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Week :07
Date of preparing : Sep 26 th ,2016
Period:21
Date of teaching : Sep 28th ,2016
UNIT 3: (CONT.) SKILLS 2
I. OBJECTIVES -By the end of the lesson, students 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.
Skills: Reading, Speaking, Listening, Writing
Educational aims: Educate students how to control their stress and pressure.
II. LANGUAGE CONTENTS:
- Vocabulary : columnist,
- Grammar: The Present simple.
III. TECHNIQUES AND TEACHING AIDS
* Techniques : Asking- answering , Eliciting , pair / group work, discussion
*Teaching aids: pictures, cassette + tape , projector, smart board.
IV. TEACHING PROCEDURES:
1. Greetings and roll call.
2. Checking up:Questions:
3. The new lesson
Teacher’s and students’ activities
I/WARM UP:

T asks ss to list all the names of all life skills for
teens
Ss work in groups
Which group having more right words is winner
LIFEthe
SKILLS
T leads into
new FOR
lesson.

Contents
Networds:

II/ PRE-LISTENING
1. T asks Ss sowme questions
Ss aswer
T introduce the word' advice columnist'
T bring in to the class some examples of the advice
column page in local magazine for teens(or you can
look them up the internet)

Listening.
* Questions:
- Have you read the consulting section on
Teen magazines yet?
- What subjects do you usually see on it?
1.a. Listen to an interview with Miss Blue
Hair, the advice columnist of 4Teen
magazine.

Social skills

cognitive skills

TEENS

T tells Ss they are now going to listen to an interview
with Miss Blue Hair, 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
T plays the recording once to check how much Ss
understand it.
Ss listen and choose the best answer give their
answers
T plays the recording again, Ss listen and check

b. choose the best answer
1. likes
2. No longer in
3. not easy
4. Takes time
5. need

2.Answer the questions:


2. T plays the recording again as many times as
needed
Ss work individually first, then compare the answers

with a partner
T calls Ss to give their answers
T provide corrective feedback as a class
3. Ss work in pairs to answer the questions
T calls some pair to answer, asks them to explain
their decision afterwards.
The option that are in the 'No' category are because
the language
is tooadvice
strong or direct.
Study
skill; Giving
If *WRITING
I were you, I would/ wouldn't .............
PREWRITING
I don't think
you should...............
T
asks
Ss
to
study
the Study
skill box, asks them to
Have you thought
about
(V-ing).......?
example
for each expression
It give

mightanhelp
to consider........
addidea
in other
expressions for giving
It Asks
mightthem
be a to
good
to................
advice that they have learnt, or know
4. T asks Ss to look at 2, A CLOSER LOOK 1
Ss work individually to complete this task, Ss need
to write down
theirthought
adviceabout
notes in full sentences
Have you
T remindasking
them atofriend
usenthe
in the
whoexpressions
is
confident
about
maths
to
help
WRITING STUDY SKILL box"giving advice"

you? writing for peer correctio
Ss swap their

3.Which of the following expressions are
more likely tobe used by Miss Blue Hair
when she gives advice?

WRITING

4./ Look at 2, A CLOSER LOOK ! and give
one piece of advice to each student.
Ex:

Perhaps you just need a little
more practice

III/ WHILE-LISTENING

Suggested:
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 taclke 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?


5a. Ss work individually first to write a short note to
Miss Blue Hair to ask her for advice about a
problem at school or with their friends
T tells Ss that they can make up a situation and it can
be funny or silly
T tells them to use 'Asking for advice" box for help.
Remind Ss to sign the note with a made-up name and
not their real name
T corrects as a class

POST-WRITING
T asks Ss to work in groups, take turn to report the
note they received, and the advice that they offered
T may ask Ss to discuss the problem and the advice.
Can they think of some other advice for the
problem?

5. a Write a short note to Miss Blue Hair to
ask her for advice about a problem at school
or with your friends. Use the asking for
advice' box on SKILLS 1, to help you. Sign
the letter with a made- up name, not you real
name.

b. As a whole class, put the notes in a pile
and take a different note. Write a short
answer(2-3 sentences) to give advice about
the problem. Use the ' Giving advice' box
above for help.

5. HOMEWORK:
-Learn the vocab by heart and practise using
T : give homework and guide ss how to prepare the
them.
new lesson
-Do the exercises in workbook.
Ss : copy down
- Prepare Looking Back.
* Self -evaluation :
....................................................................................................................................................................
.. …………………………………………………………………………………………………………
***************************
Week : 8
Date of preparing : October 1st ,2016
Period: 22
Date of teaching : October 4 th ,2016
UNIT 3:(cont.)
LOOKING BACK + PROJECT
I. OBJECTIVES -By the end of the lesson , students will be able to :
+ review what they have learnt in the unit.
+ self – assessment to see how far they have progressed and which areas need further practice.
Skills: Speaking , Writing, Reading, Listening

Educational aims: Educate Ss how to control their emotion, know life skills
II. LANGUAGE CONTENTS:
- Vocabulary: Review
- Grammar: questions words before V-to-inf, Reported speech.
III. TECHNIQUES AND TEACHING AIDS
* Techniques: Asking- answering , Eliciting , pair / group work, discussion
*Teaching aids: pictures, colored chalk, sub-boards
IV. TEACHING PROCEDURES:
1.Greetings and roll call.
2. Checking up.
3. The new lesson
Teacher’s and students’ activities
Contents
1/WARM UP:
Chatting
T asks Ss some questions, Ss answer
What are the main causes to lead teens' stress and
pressure?
-> lead into the new lesson.
II. Vocabulary:
1: Put yourself in these teens shoes. Choose the
T shows the sentences and given words, asks
TWO best words to describe your feelings in the
Ss to complete the sentences with the suitable following situations
words/ phrases
Ss work independently, then share their
answer with their partner
T calls some Ss to check
1.excited/ delighted

2. frusted/ upset

3. tense/ stressed

4. worried/ tense

5. disappointed/ frustrated


6. emotional/ depressed
2: T asks Ss to remember the meanings of
these verbs: congratulate, empathise,
ecourage, assure and advise
Ss do the task by themselves, then compare
the answers with the partner
T checks Ss’ answer before the class

2: Use the following prompts to say something to
the students in 1.
1. congratulation!/ 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
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. T challenge Ss to complete this exercise
3. Give at least two examples for each of these sets
without looking back at COMMUNICATION
of skills.
T can write similar skills or add new skills as
they
wish skills:
1.
Cognitive
2. Emotion control skills:
T calls Ss to
as a whole control
class feeling, know
Concentrate
on check
doing ST,
organise your timetable

how to get over negative
feelings

3. Social skills:
cooperation with others,
communicate well

4. Self- care skills: know
how to act in
emergencies, know
when to stop taking risks

5. Housekeeping skills: Cook
for oneself and others,
manage a small budget.

III. GRAMMAR
4. T asks Ss to rewrite the sentences in the
reported speech
Ss work individually

4. Rewrite the following in reported speech.
1. She said she was really stressed out, and that she


T call some Ss to write down the sentences on
the board
T + class check and corrects Ss' answers

5. T asks Ss to rewrite the sentences by using
indirect with question words + to-inf.
Ss work individually
T calls some Ss to write their sentences on the
board
T gives Ss any correction

IV. COMMUNICATION

6.– T directs Ss to the two callers in 4,
SKILLS 1. Use the notes they produced for
that exercise, ask Ss to recall the details of the
two calls: Who are the callers?
Why are they calling the helpline?How do
they feel?
Ss discuss this task in pairs to work out the
advice they would give to the two callers
Encourages Ss to use the phrases they have
learnt for giving advice
T call on five pairs to report the advice to the
class
The class vote for their favoutite piece of
advice
Finished!
- Ss complete the self- assessment. Identify
any
difficulties and weak areas.
- T can provide further practice if the time

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 afterwards.
4. he said he didn't think taking risks too often was
good idea.
5. She said he would take a cooking class before he
went to college.

6. he said he rally wished he could make informed
decision.
5. Rewrite the underlined phrases in the folowing
text, using questions + to-infinitive.
1. Tday 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 to cativate the fire alarm.
4. You should know who to call.
5. You should also know how to reach them.
COMMUNICATION
6. Look at the notes of the two callesrs from 4,
SKILLS 1 and give them some advice.


allows
Finished!
V. PROJECT
Ss work in groups to set up of a teen support
group
First, Ss choose an idea for the support group
and find out more about that idea
Then decide how to set up their support
group. Ask them to consider
T asks Ss to present their products and asks Ss
to vote for the best design

PROJECT
TEEN SUPPORT GROUP

VI. HOMEWORK:
- Tell ss to do the task at home and guide ss
how to prepare the new lessons.

- Review the grammar point and vocabularies in unit 3
- Do exercises in the workbook.
- Prepare for : Test Yourself.

* Self -evaluation :
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