Period 41

UNIT 3: TEEN STRESS AND PRESSURE

Lesson 2 : A CLOSER LOOK 1

I. OBJECTIVES:
1. Knowledge: By the end of the lesson students will be able to:
- Practise vocabulary related to the topic " changes in adolescence".
- Practise how to pronounce stress on the verb be in sentences.
- Identify in which situations to stress the verb be in sentence and say these sentences
correctly
- Avoid stress and pressure
a. Vocabulary: vocabulary related to changes in adolescence.
b. Grammar: …..
c. Pronunciation: Pronounce correctly the sounds /ө / and / ð/ in isolation and in
context
d. Skills: Improve their listening skill, writing skill and pronunciation.
2. Competences: groupwork and independent working, pair work, linguistic
competence, cooperative learning and communicative competence
3. Qualities: Ss can realize their stress and pressure and be calm in every situation
II. TEACHING AIDS
1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks
III. PROCEDURE
1. Checking:
- Write the vocabulary words
- Talk things you like about television and things you don’t like about it
2. New lesson:
Teacher’s and students’ activities The main contents
1. Warm up- 5’
a. Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
b, Contents: Ss list the reason of teen stress and pressure.
c, Outcome: SS can attract to the lesson and give more reason of teen stress and pressure.
d, Organization
- Ask Ss to list the reason of teen stress *Chatting.
and pressure. Ex:
- usually get bad marks at school…..
2. Presentation- 12’
a. Aim: Help Ss practise how to pronounce stress on the verb be in sentences
b, Contents:
+ Pay attention to the way the verb be is pronounced
+ Listen and practise saying the sentences
+ Listen and underline the verb forms of be which should be stressed.
c, Outcome: SS can know how to pronounce stress on the verb be in sentences.
d, Organization:
1. Pronunciation
- T plays the recording again and draw Ss’ * Pay attention to the way the verb be is
attention to the stressed ‘Isn’t’ and ask pronounced
them to practise saying the question.
Now explain the REMEMBER! box.
Emphasise that normally the verb be is
unstressed, except for the situations
mentioned in the box.
5. Listen and practise saying the
T asks Ss to listen and practise saying the sentences.
sentences in pairs.
Ss listen and practise saying the sentences
in pairs.

6. Listen and underline the verb forms of

- Tell Ss that these sentences contain both be which should be stressed.
stressed and unstressed verb forms of be. Key:
Ss work individually first to underline 1. - You aren’t worried about the exam?
those that should be stressed. Then play Good for you!
the recording for Ss to check. Give - I am worried! But I try not to show it.
corrective feedback as a class, then Ss 2. - Do you think Jack is good at Japanese?
practise saying the sentences. - He is. But he’s a bit shy to speak it.
3. - Isn’t badminton her favourite 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.
3. Practice- 15’
a. Aim: Help Ss practise vocabulary related to the topic "changes in adolescence"
b, Contents:
+ Complete the paragraph with the words in the box.
+ Match the source of stress and pressure to the expression.
+ Discuss and give the solution to situation above.
c, Outcome: SS can use the lexical items related to change adolescence to do exercises
well.
d, Organization:
T asks Ss to work individually to complete 2. Vocabulary
this exercise. Tell Ss to pay attention to 1. Complete the paragraph with the
the content words surrounding the gaps, words in the box.
and identify the part of speech of the Key:
missing words. 1. shape and height
Ss work in pairs to compare their answers 2. reasoning skills
before T gives corrective feedback to the 3. Embarrassed
whole class. 4. independence
 5. self-aware
6. informed
- T explains the phrases in the box first.
Elicit from Ss some examples for each 2. Match the source of stress and
item, for example, ‘Can you think of an pressure to the expression.
example of school pressures and Key:
frustrations?’ A. 5 B. 2 C. 6 D. 3 E. 1 F. 4
Share some of your personal experience
from your teenage years where relevant.

- Ss work in pairs to discuss which 3. Discuss and give the solution to

solution can be used for which situation. situation above.
Then elicit the answers from the whole
class. Ask Ss to explain their decisions. Key (suggested):
A. 1; 3; 4 B. 4 C. 1 D. 4 E. 2; 1 F. 4
4. Application- 10’
a,Aim: Help Ss give their problem and how to deal with some situation in the life.
b, Contents: Ss work in group to play Game: What is it?
c, Outcome: Ss can talk about some problem in real situation and deal with some
situation in the life.
d, Organization:

- Now tell Ss the ways you used to deal 4. Immage you are in any of these
with these (difficult/stressful) situations. situations and deal with them?
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.
- T asks Ss to deal with some situation in
the life
 Ss do it
T corrects the mistakes

Homework:
- Practice vocabulary and pronunciation again.
Room for improvement:
- T should spend more time on the Practice.

Period 42
UNIT 3: TEEN STRESS AND PRESSURE
Lesson 3 : A CLOSER LOOK 2

I. OBJECTIVES:
1. Knowledge: By the end of the lesson students will be able to:
- Use the lexical items related to the topic "changes in adolescence ".
- Review reported speech
- Use reported questions with question words before to-infi nitives.
- Practice doing exercises with reported speech and reported questions with question
words before to-infinitives.
a. Vocabulary: Review
b. Grammar: Review reported speech.
c. Skills: speaking, reading; listening, writing
2. Competences: Students can use some adjectives of emotions and feelings.
Linguistic competence, cooperative learning and communicative competence.
3. Qualities: Ss can realize their stress and pressure and be calm in every situation.
II. TEACHING AIDS
1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks
III. PROCEDURE
1. Checking:
- Write the vocabulary words
- Talk things you like about television and things you don’t like about it
2. New lesson:
Teacher’s and students’ activities The main contents
1. Warm up- 7’
a, Aim: Help Ss remember some types of reported speech and to lead in the new lesson.
b, Contents: Ss retell types of reported speech
c, Outcome: SS can give some types of reported speech
d, Organization:
- Ask Ss to retell types of reported * Chatting.
speech. Types of reported speech:
- Reported Statements
- Reported Questions
- Reported Orders
 - Reported Requests
2. Presentation- 10’
a. Aim: Help Ss review the direct speech and reported speech
b, Contents:
+ Rewrite in direct speech what Mai said to her brother Phuc and to her parents.
+ Rewrite the following sentences in reported speech.
c, Outcome: SS can remember the ways to transform the direct speech and reported
speech
d, Organization:
1. Reported speech
1. Rewrite in direct speech what Mai said
- Ss work individually to complete this to her brother Phuc and to her parents.
exercise. Key:
- Then they compare their answers in pairs Mai: ‘I’m too tired and don’t want to go
before out.’
- T gives corrective feedback as a whole Mai: ‘I want to be a designer.’
class. Mai’s parents: ‘Design graduates won’t find
jobs easily. We want you to get a medical
degree.’
2. Rewrite the following sentences in
- Ss work individually to complete this reported speech.
exercise. Key:
- Then they compare their answers in pairs 1. My parents told me they would visit me
before that week.
- T gives corrective feedback as a whole 2. Our teacher asked us what we were most
class. worried about.
*Groupwork 3. Phuong told me she was so delighted
- Divide the class into side A and side B. because she had just received a surprise
- Side A will say some sentences in direct birthday present from her sister.
speech for side B to change into indirect 4. Tom said Kate could keep calm even
when she had lots of pressure.
speech. 5. She told her mother she had got a very
- Then side B says some sentences in high score in her last test.
indirect speech for side A to change into 6. The doctor asked him if he slept at least
direct speech. eight hours a day
3. Practice- 17’
a. Aim: Help Ss know the way to use question words before to-infnitives to do exercise
Help Ss know how to use reported questions with question words before to-
infinitives
b, Contents:
+ Question words before to-infinitives
+ Rewrite the sentences using question words + to-infinitives.
+ Reported questions with question words before to-infinitives
+ Rewrite the following questions in reported speech, using question words before to-
infinitives.
+ Play a game
c, Outcome: SS can understand know the way to use question words before to-
infinitives and reported questions with question words before to-infinitives to do
exercise well
d, Organization:

T tells Ss that the question words who, 2. Question words before to-infinitives
what,where, when, and how can be used
before a to-inf nitive to express a situation
that it is diffi cult or uncertain. Give
examples. Explain the Look out! box.
Highlight the verbs ask, wonder, (not) be
sure, have no idea, (not) know, (not)
decide, (not) tell which are often used
before the question word + to-inf nitive. 3. Rewrite the sentences using question
words + to-infinitives.
- T does the first sentence with the class as Key:
an example.
Ss then work individually to rewrite the
sentences before receiving correction from name?
T.
- T asks Ss to work in pairs to complete
this exercise.
Ss work in pairs to complete this exercise
*Groupwork
- Ask the whole class to agree on five
questions they would like to ask about
you. Write them on the board.
- T prepares two diffrent versions of
answers to these five questions. (The more
1. I don’t know what to wear.
2. Could you tell me where to sign my
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.
3. Reported questions with question words
before to-infinitives
4. Rewrite the following questions in
reported speech, using question words
before to-infinitives.
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 of 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…
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.
When the two groups have been separated
and cannot hear each other, go to each
group and tell them one version of the
answers. Ask them to remember what you
say.
- Finally, ask the two groups to gather
again inside the classroom. Now ask them
to answer the five questions written on the
board according to the information they
have received by reporting what you have
told them.
4. Application- 10’
a. Aim: Help Ss practice more with question words
b, Contents: Ss make sentence with question words
c, Outcome: Ss can make sentence with question words
d, Organization:
T asks Ss to make sentence with question
words
 Ss do it
T corrects the mistakes

Homework:
- Learn by heart all the structures
- Do exercises in Workbook
Room for improvement:
- T should cut down time on the Practice.

Period 43
UNIT 3: TEEN STRESS AND PRESSURE
Lesson 4 : COMMUNICATION
I.Objectives:
1. Knowledge: By the end of the lesson, students will be able to:
- read about necessary life skills for teenagers in the United States
- talk about those life skills in Viet Nam
- Discuss necessary life skills for teens to avoid stress and pressure
a. Vocabulary: Extra vocabulary about life skills.
b. Grammar: reported speech,question words before to -infinitive
c. Skills: Interviewing, spoken interaction, drawing and talking the presentation.
2. Competences: groupwork, independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
3. Qualities: Ss have aware of some life skills and be calm in every situation
- Students can use some adjectives of emotions and feelings to talk about teen stress and
pressure.
II.Teaching aids:
1. Teacher : Lesson plan, textbook , teacher’s book….
2. Students: Workbook, notebook, look up vocabulary….
III. Procedure:
1. Checking:
- During the lesson.
2. New lesson:
Teacher’s and students’ activities The main contents
1. Warm up- 10’
a.Aim: To attract Ss’ attention to the lesson and lead in the lesson
b. Content : Discuss about how the teenagers in their hometown live
c. Outcome: Ss can attract to the lesson and have more knowledge about some sports the
teenagers in their hometown live.
d. Performance:

T asks Ss to discuss about how the teenagers *Discuss about how the teenagers in
in their hometown live? their hometown live
Ss discuss
T introduces the lesson
2. Presentation- 10’
a. Aim: Help Ss know some life skills for teens in the United states
b. Content : Learn some vocabularies.
c. Outcome: Ss can know some vocabularies and understand its meaning.
d. Performance:
1. Vocabulary
- Write “life skills” on the board and ask Ss Extra vocabulary:
what they think it mean. Ask them to give + Cognitive /ˈkɒɡnətɪv/ (adj): connected
some example of the skills. with mental processes of
- Explain the words in the Extra vocabulary understandingthuộc, hoặc liên quan tới
box. nhận thức
+ An emotion : sự cảm động, sự xúc động,
sự xúc cảm
+ (to) concentrate /ˈkɒnsntreɪt/: tập trung
+ Self-discipline (adj): the ability to make
yourself do something, especially
something difficult or unpleasant : kỷ luật,
tự giác
+ Resolve conflict : Giải quyết xung đột
+ Risk taking : Chấp nhận rủi ro
3. Practice- 12’
a. Aim: Help Ss know some life skills for teens in the United states and in Vietnam
b. Content : Practice the following tasks:
+ Read about the necessary life skills for teenagers in the United States. Match the skills to
their category.
+ Discuss: Do we teenagers in Viet Nam need all or some of these skills? Why/Why not?
+ Discuss necessary life skills for teens.
c. Outcome: Ss can know some life skills for teens in the United states and give necessary
life skills for teens in Viet Nam.
d. Performance:
T asks Ss to work in pairs to complete this
task.
Ss match the skills to their category.
T asks Ss to discuss and answer the
question in part 2
1. Read about the necessary life skills for
teenagers in the United States. Match
the skills to their category.
Key:
1. C 2. B 3. D 4. A 5. E
2. Discuss: Do we teenagers in Viet Nam
need all or some of these skills?
Why/Why not?
⇒ I think teenagers in Viet Nam also
need all of the above skills because these
skills help them to be more independent

Ss answer the question and to control their feelings better.

T asks Ss to work in small groups to make 3. Discuss necessary life skills for teens.

their own list for Vietnamese teens. They can

base it on the text and add their own
information.
Ss work in small groups

Now the class needs to combine all the group

lists to make a big list for the whole class.
Write this list on the board.
4. Application- 12’
a.Aim: Help Ss have more necessary life skills for teens in Viet Nam
b. Content : Look at the list of life skills for teens that your class has developed.
c. Outcome: Ss can ask and answer necessary life skills for teens in Viet Nam
d. Performance:
4. Look at the list of life skills for teens
that your class has developed.
T asks Ss to work in pairs and answer the Eg:
 question. S1: Which skills do you already have?
Ss work in pairs S2: I have housekeeping skills.
S1: Which skills do you need to develop?
S2: I need to improve social skills.
* Homework. 1’
- Write list: “life skills for teens” on a poster.

* Evaluation: Good. Ss can interact well.

 Period 44
Grammar: Relative clauses, other structures

I. Objectives: By the end of the lesson, students will be able to:

- Recognize, understand and apply learned grammar structures to do
exercises.
1. Knowledge:
- Topic: Effective speeches
- Reading: President John F. Kennedy’s inaugural speech
- Grammar: Relative clauses: other structures
2. Competences: Linguistic competence, cooperative learning and
communicative competence.
3. Qualities: Students will be able to use relative clauses.
II. Teaching aids:
1. Materials: Text book, plan
2. Equipment: Computer accessed to the Internet, projector, loudspeaker
III. Procedures:
1. Checking: During the lesson
2. New lesson
Teacher’s and students’ activities The main contents
Activity 1. Exercise 6
Aim: Ss can identify and understand the rules of relative clauses.
- Give students a minute to read
sentences 1–5 in the article and to
identify the sentence that matches rule a. * Keys:
- Students then work individually or in a. 5 b. 2, 4 c. 1, 3
pairs to match the other sentences to
rules b and c.
Grammar reference and practice 10.3 * Keys:
1. under which the small boy was hiding
 2. Whichever course you choose,
3. I met someone who
4. from which they ran away
5. Those who have visited the exhibition
6. However angry you were,
Activity 2. Exercise 7
Aim: Ss make sentences using relative clauses.
* Key:
1. Whenever President Kennedy is
mentioned, people think of his
assassination in 1963.

- Do the first item with the class. Refer 2. There is a lot of speculation about the

students to rule b in exercise 6, and circumstances in which he died.

point out that the that after Any time in
the original sentence is not needed after
Whenever in the rewritten sentence.
Elicit the rewritten version of the
sentence and write it on the board.
- Students work individually to do the rest
of the exercise.
- To check answers, ask different students
to read out their sentences and tell the
rest of the class to listen and call out if
they think there are any mistakes.
3. The gun that President Kennedy was
shot with was discovered in a nearby
building.
4. This was the building in which Lee
Harvey Oswald worked.
5. Oswald was arrested for Kennedy’s
murder, but there may have been other
people with whom he planned it.
6. Those who were watching live TV two
days later saw Oswald shot dead by
nightclub owner Jack Ruby.
7. Whoever planned the assassination,
Kennedy is remembered today as one of
the USA’s greatest presidents.

Activity 3. Exercise 8
 Aim: Ss talk about the meaning of the quotes.
1. 'If a free society cannot help the many
who are poor, it cannot save the few who
are rich.'
- Students discuss the quotes in pairs or
2. 'Civility is not a sign of weakness, and
groups.
sincerity is always subject to proof.'
- Circulate and monitor, helping with
3. 'Ask not what your country can do for
vocabulary if necessary.
you; ask what you can do for your
country.'

* Evaluation: Good. Ss can interact well.

 Period 45
Listening: Corruption in sports

I. Objectives: By the end of the lesson, students will be able to:

- Apply the new vocabularies and skills to complete the listening exercises.
- Learn more new vocabularies in the listening exercises.
1. Knowledge:
- Topic: Corruption in sport
- Listening: Corruption in sport
- Speaking: Discussing corruption and how to deal with it
2. Competences: Linguistic competence, cooperative learning and
communicative competence.
3. Qualities: Students will be able to understand a radio programme about
corruption in sport.
II. Teaching aids:
1. Materials: Text book, plan
2. Equipment: Computer accessed to the Internet, projector, loudspeaker
III. Procedures:
1. Checking: During the lesson
2. New lesson
Teacher’s and students’ activities The main contents
Activity 1. Lead-in
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
1.
- Ask students to work in pairs and - Do you think that professional
discuss the following questions: sportspeople are overpaid?
2. - Which sportspeople do you think are the
- Write the word CORRUPTION on the most overpaid?
board. Elicit or explain the meaning - George Orwell said, ‘Sport is war minus
(dishonest or illegal behaviour, the shooting.’ What do you think he
 especially of people in authority).
- Ask students to work in pairs or groups
and to think how corruption could
meant? Do you agree with him?
affect the following: a large
pharmaceutical company making a cure
for cancer, a government office in
charge of building new houses.
- Ask students to share their ideas with
the rest of the class.
Activity 2. Exercise 1
Aim: Ss discuss corruption in sport.
- Elicit the meaning of corruption and
ask students to think about the overpaid
sportspeople they identified. Do they
think that any of these people could be
tempted to become corrupt?
- Ask students to brainstorm the names
of well-paid or overpaid sportspeople
and write their suggestion on the board.
Then ask them to think about how these
people might be tempted to become
corrupt.
- Give students a few minutes to discuss
their ideas in groups. Ask a few
students to share their ideas with the
class.
Activity 3. Exercise 2
Aim: Ss listen to the recording and answer the question.
- Focus attention on the question and * Keys:
ensure that students understand what
They won the bid by bribing IOC
 the radio programme is about. Ask
them to suggest reasons why cities
might be keen to host the Games (e.g.
funding for urban regeneration, good
members with more than $10 million.
publicity for the city, increase in
tourism).
- Play the recording for students.
- Check answers as a class.
Activity 4. Exercise 3
Aim: Ss listen to the recording and decide whether the sentences are true or false.
- Go through the questions with students. * Key:
Elicit or explain to abuse power (to use
1. F (Everyone knew the real reason.)
the authority that you have in a
2. T
dishonest or illegal way).
3. T
- Play the recording, pausing after each
4. F (He was running for mayor.)
relevant piece of information (marked //
5. T
in the audio script) to give students
time to answer the questions. 6. F (It was too late to change the venue.)

Room for improvement:

- T should spend more time on Activity 3.

Period 46
Listening: Election
 I. Objectives: By the end of the lesson, students will be able to:
- Apply the new vocabularies and skills to complete the listening exercises.
1. Knowledge:
- Topic: Elections
- Listening: Elections
- Strategy: Identifying attitude
2. Competences: Linguistic competence, cooperative learning and
communicative competence.
3. Qualities: Students will be able to understand people talking about
elections.
II. Teaching aids:
1. Materials: Text book, plan
2. Equipment: Computer accessed to the Internet, projector, loudspeaker
III. Procedures:
1. Checking: During the lesson
2. New lesson
Teacher’s and students’ activities The main contents
Activity 1. Exercise 1
Aim: Ss talk about national elections.
- Ask the following questions to find out
how much students know about - When was the last election?
elections in their country: - Where do people go to vote?
- Is it possible to send someone else to vote
If students are not very knowledgeable on your behalf?
about this, ask them to research the
- Is it possible to vote by post?
answers and report back in the next
lesson.
- Encourage students to think of
different reasons why people might not
 vote (e.g. they do not believe that
elections make a difference; they are
too busy; they do not know where to
go to vote; they are physically unable
to get to the polling station). Explain
that in some countries, such as
Australia, Brazil and Singapore, people
are legally obliged to vote and can be
fined if they do not.
Activity 2. Exercise 3
Aim: Ss listen to the recording and do the exercise.
- Give students a minute to read the
descriptions. Ask students to try to
* Keys:
match the speakers to the descriptions
1. – 2. A 3. D 4. C 5. B
before listening again.
6. C 7. – 8. B 9. D
- Play the recording again.
- Check answers as a class.

Room for improvement:

- T should pay more attention to students’ interaction in the class.