Planning date15/9/ 2019
Teaching date:.........................................
Unit 3 : TEEN STRESS AND PRESSURE
Period:15Lesson 1:Getting started-“ She ‘s been a bit tense lately
I. Objectives:
1.Knowledge
By the end of this unit, students can:
• use the lexical items related to changes in adolescence
• identify in which situations to stress the verb be in sentences
• identify reported speech and question words before to-infi nitive
2.Skills: Listening,Speaking,Reading,Writing
3.Attitude: happiness,cooperation, obedience
4.Competences: capable seft-learning, problem solving, capable creation, capable communication, capable cooperation,physical capacity,capable beauty, T- WC, group work,pairwork, individualwork
II. Way of working:
T –WC, group work,pair work , individual work
III. Preparation:
Pictures , posters, color chalk, tape & radio .
IV. Procedure

Teacher’s activities
Students’ activities
Content
Competences

Warm up :
T can prepare three magazine cut-outs or photos of teenagers with different facial expressions: worried, happy, angry, scared, relaxed, etc. Ask the whole class to describe the photos and ask them to guess why these teenagers are feeling this way.
1. Let Ss open the book on the GETTING STARTED. Introduce Ss in the picture. Ask the class to describe what is happening in the picture:
-Accept all possible answers from Ss. Tell Ss they are going to listen to the conversation between Phuc, Nick, and Amelie. Play the recording and have Ss follow along.
a.Ss work individually to answer the questions. Ss compare answers with a partner and then discuss as a class. Then correct the answers.




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 Amelie’s statement means. Then explain if necessary.






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.




3.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.







4.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.



Production:
Recallthe main content of the lesson

* Home work
1. Learn the lesson
2. Prepare the next lesson
3.Write all the exercises in notebooks
-SS guess why these teenagers are feeling this way.





-SS describe what is happening in the picture:







- Ss work individually to answer the questions.





-Ss work individually, then in pairs, to compare their answers with each other.

-Ss what they think Amelie’s statement means






-Ss work in pairs to complete this task










-Ss work individually first, then in pairs









-Ss select appropriate statements in 3 to respond to what you have told them.




-SS Recallthe main content of the lesson



-SS do the homework at home








Act 1.Listen and read
Questions
• Where are Phuc, Nick, and Amelie?
• What are they going to do?
• What are they talking about?
• Why do you think Mai couldn’t come?

a.Find the OPPOSITE of the following words in the conversation.
Key:
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. Choose the best answer.
Key:
C 2. B 3. C 4. A 5. B 6. A

c . What do you think Amelie means when she says, ‘Sometimes I wish my parents could put themselves in my shoes’?
Key:
Amelie wishes her parents could put themselves in her situation to better understand her.
Act 2. Fill the gaps with the words in the box. In some cases more than one word may be suitable
Key: