Giáo án Tiếng Anh 9 Unit 3: Teen stress and pressure mới nhất

T’s & Ss’ Activities

CONTENT

*Warm –up

Introduce the students in

the picture: Phuc, Nick, and Veronica. Explain that Mai was supposed to be there but she couldn't come in the end . Ask the classto describe what is happening in the picture:

eWhere are Phuc, Nick, and Veronica?

"What are they going to do?

"What are theytalking about?

"Why do you think Maicouldn't come?

*Activity 1

a.Tell Ssthey can uncover the text. Play the recording again. Have Ss work individually, then in pairs, to find

the words/phrases. Remind Ssthey need to find the words in the text with opposite meanings.

b.Have Sswork individually, thenin pairs, to compare their answers with eachother. Correct the task asa

class and encourage Ssto explain whythe chosen option isthe correct answer.

c. Ask Ss what they think Veronica's statement means. Then explainif necessary. For a more able class, ask

them ifthey have ever felt like Veronica, and what happened.

* Exercise 2:

Ssworkinpairsto completethistask.Remindthem to payattentiontothecontent wordsineach sentence, which may help them to choosethe most suitable word. Tell Ssin most cases more than one

option may be suitable. After they have finished, go through eachitem as a whole class.

T may explain the difference between 'depressed' and other words such as'tense', 'worried', or 'stressed'.

(Theword'depressed'isverystrongandusedonlyto describesomeone whoisdeeply sadandhas

lost hope.)

Exercise 3: Before Ssstart doingthis exercise,

explainthe meaning of 'give advice','encourage','empathise', and

'assure'.

give advice: encourage: empathise: assure:

to give suggestions and ideas to help somebody make a decision

to give someone support and confidence to do something

to be able to understand how someone else feels

to tell someone that something is going to be allright, so thatthey do not worry

Sswork individually first,thenin pairs. Thengive correctivefeedback to the whole class.Ask Ssto give

examples ofthe situations in which these sentences are said.

1. Getting started: chatting

2.Listen and read

Vocabulary

worried/tense/stressed; relaxed/confident

confident/relaxed/calm

calm

delighted/confident

depressed/frustrated

Exercise 1

a : Find the opposite of these words in the conversation.

Key:

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

Exercise b:

Key:

1.C           2.B          3.C

4.A            5.B         6.A

Exercise c: Answer key:

Veronica wishes her parents could put themselves in her situation to better understand her.

Exercise 2:

1. worried/tense/stressed; relaxed/ confident

2. calm

3. depressed/frustrated

4. confident/relaxed/calm

5. delighted/confident

6. frustrated/worried

Exercise 3: Key:

1. encourage someone

2. give advice to someone

3. empathise with someone

4. assure someone

5. empathise with someone

6. encourage someone

T’s & Ss’ Activities

CONTENT

Vocabulary

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.

2Explain 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.

Exercise 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.

Exercise 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 inGETTING STARTED. Draw

Ss’ attention to the stressed ‘Isn’t’ and ask them to practise saying the question.

Now explain theREMEMBER! box. Emphasise

that normally the verb be is unstressed, exceptfor the situations mentioned in the box.

5 . Play the recording as many times as needed so that Ss are familiar with the stressedbe 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 theREMEMBER! box to elicit the reasons why the verbbe is stressed in each item. Ss then practise saying the sentences in pairs.

6 Tell Ss that these sentences contain both stressed and unstressed verb forms of be. Ss workindividually 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.

VOCABULARY:

Exercise 1:

Key:

1. shape and height

2. reasoning skills

3. Embarrassed

4. independence

5. self-aware

6. informed

Exercise 2:

Key:

A. 5           B. 2           C. 6

D. 3           E. 1           F. 4

Exercise 3:

Key (suggested):

A. 1; 3; 4 B. 4

C. 1 D. 4 E. 2; 1 F. 4

Pronunciation:

Key:

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.

T’s & Ss’ Activities

CONTENTS

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.

2 .Ss work individually to complete this exercise. Then they compare their answers in pairs before

T gives corrective feedback as a whole class.

3 . Do the first sentence with the class as an example. Ss then work individually to rewrite the sentences

before receiving correction from T.

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.

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.

Grammar

Exercise 1 :

Key:

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.’

Exercise 2:

Key:

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.

Exercise 3:

Key:

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.

Exercise 4: Key:

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.

Exercise5 :

T’s & Ss’ 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.

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.

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.

3Ss 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.

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 aboutteenstressand pressure

Exercise 1

Key:

1. C    2. B    3. D    4. A   5. E

T’s & Ss’ Activities

CONTENT

READING

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.

2. Now ask Ss to read the text again to complete the task. Ss work in pairs to answer the questions.

3For 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

4Tell 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.

Knowledge about TEEN STRESS AND PRESSURE

2. Key:

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 suff ering from violence, trafficking, or sexual abuse.

5.The helpline promotes child participation in its operations by involving children as peercommunicators and decision makers.

6.It aims to create favourable conditions for children to develop physically and mentally.

3.

Key:

1. T          2. T          3. F

4. F          5. F          6. T

Key (suggested):

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

T’s & Ss’ Activities

CONTENT

LISTENING

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 of4Teen 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

2For 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.

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 theStudy 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.

4Ss need to look at2,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 theWriting 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.

Key:

1. likes    2. no longer in        3. not easy   4. takes time

5. need

2. Key:

Key:

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.

Key (suggested):

Key:1. No    2. Yes      3. No      4. No

5. Yes

Suggested answers:

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?

T’s & Ss’ Activities

CONTENT

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.

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.

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.

4 Ss work individually then in pairs when they compare their answers with each other.

5 Ss work individually to complete this task.

Vocabulary:

Exercise 1 : Answer key:

Key:1. excited/delighted

2. frustrated/upset

3. tense/stressed

4. worried/tense

5. disappointed/frustrated

6. emotional/depressed

Exercise 2:

Key (suggested):

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.’

Key (suggested):

1.concentrate on doing something; organizeyour 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

4.Key:

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

5. Key:

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 to report the fire and ask for help.