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


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

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

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

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

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

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



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

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

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.


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 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

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

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.


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

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
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

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


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.

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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