Date of preparation: 15.9.2017
UNIT 03 TEEN STRESS AND PRESSURE
Week 6/Period 17 Lesson 2 :A CLOSER LOOK 1
A.Objectives : - By the end of the lesson, Ss will be able to:
- Use the lexical items related the changes in adolescence.
- Identify in which situations to stress the verbs be in the sentences and say
these setences correctly
B.Language contents

* Grammar : Reported speech: review
Question words before to- infinitive
* Vocabulary : Changes in adolescence
*Pronunciation: Stress on verb be in sentences
C.Teaching aids: pictures, posters , cards, tape ,….
D.Procedures :
I-.Warm up : ( 5’) Activity 1: Small interviews
Before starting the lesson, I would like some of you to tell how you feel
what has happen that made you feel that way.
How do you feel today?
A: I feel worried because my cat is sick.
B: I understand how you feel.
C: …
- One S tell the class how he/she feels today and what has happen that made he/she feel
that way.
-The rest of the class gives reponses
II.Check up (3’)Activity 2:Do exercise 2 /27 ( textbook)
III.New lesson (35’)

Teacher’s and Ss’ activities
Content

Activity 3: Vocabulary
1.3. Gap-feeling
-Ss work individually to complete this exercise. (1/28)
-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.
2.3. Matching(2/28)
-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.

3.3. Discussion
-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.

4.3.Interview
-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.

Activity 4: Pronunciation
1.4-Play the recording again or say the first sentence in the conversation in GETTING STARTED.
-Draw Ss’ attention to the stressed ‘Isn’t’ and ask them to practise saying the question.



2.4
-Now explain the REMEMBER! box.
-Emphasise that normally the verb be is unstressed, except for the situations mentioned in the box.









3.4 . Listen and practice saying
5/29.-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.


4.4. Listen to checkand practise.
6/29. -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.

I.Vocabulary
1/28. Complete the paragraph with the words in the box. There is one word that you don`t need.
Key:
1. shape and height
2. reasoning skills
3. embarrassed
4. independence
5. self-aware
6. informed

2/28. Match the source of stress and pressure to the expression.

Key:
A. 5 B. 2 C. 6 D. 3 E. 1 F. 4






3 /28.Which of the following can be done in the
above situations? Discuss with your partner.
(More than one solution can be suitable for one
situation.)

Key (suggested):
A. 1; 3; 4 B. 4 C. 1 D. 4 E. 2; 1 F