LESSON PLAN

Teacher TRAN THI TUONG VY

Age & Level 11-16 & teens Date 14/12/2022

Reading: “TEENS UNDER PRESSURE” Time 60 minutes

Lesson
Unit 1 page 01

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

− Remember and pronounce correctly the vocabularies: “stress,

stressful, pressure”
Outcome
− Understand the meaning of the vocabularies and use them to get

specific information from a text about teenage pressures.

− Identify some collocations from the text.

Procedures Warm - up (5-7 mins)

of
Name of game: What are they doing?
instruction
 Aim: To review some free-time activities
 Material: PowerPoint (pictures/GIFs)

(play an instrument)
 (relax)

(do sports)

(make models)

(prepare the meal)

 Procedure:
- Put students in groups of 4.
- Give a mini board and one marker to each
- T will show a picture describing an activity, ask Ss to follow the
structure “they’re doing /he’s/she’s doing, then count to start.
- Ss in groups will quickly write the answer, say “bingo” and
raise the board when they finished (Ss take turns to write for
each round).
- The winner will be the one who’s the fastest and get the
correct answer (2 points for the winner).
- At the end of game, who get the most correct answers will get
some small gifts from T.

Teaching vocabulary (10mins)

 Lead-in

- T tries to elicit the topic “teens under pressure” by asking Ss if

they think teenagers have a hard life or an easy life.

- Ask them to give reasons and examples.

 Help Ss express the ideas in English.

Ex: Nowadays, teenagers are having a hard life because
they have to attend too much classes, don’t have much
time to relax, ….
 Exlicit stressful, stress and pressure
Present
1. Stressful

- T shows picture and says “This is Tom”. T asks “what is he

doing? (He’s working.), “Is he excited?”. T tells “Tom looks
very busy and he must be worried and nervous because he
has lots of work to do.” T elicits “He’s got a stressful job. “

- T explains more “stressful is an adjective and means making

someone feel worried and nervous”

- T says out loud the word stressful and does the action (2
times).

- T asks Ss to listen, then repeat and do the action at the same

time (whole class and individually).
- T shows 2 pictures (A & B), asks Ss “which one is a stressful
situation?”

vs

- T shows the word “stressful”, then says and asks Ss to repeat

the word. (paying attention to word stress)

- T encourages Ss to say the whole sentence “Tom’s got a

stressful job.”
2. Stress and pressure
- T shows 2 sentences “1) Tom’s got a stressful job 2) Tom get
a lot of stress/pressure from his work.”
- T explains stress and pressure are nouns, stressful also
means under stress/pressure;
- T explains the difference between stress ans pressure “stress
means great worry caused by a difficult situation and it’s
developed from the inside” and “pressure means a difficult
situation that makes someone feel worried and unhappy and
it’s caused by the factors outside.”
- T says the word “stress and pressure” (2 times) and asks Ss to
repeat (whole class and individually).
- T asks Ss to complete the sentences with the given words “a)
He’s working in a______(stress/stressful) environment; b) Her
parents put_____(stressful/pressure) on her.”
- T shows the words “stress and pressure), then says and asks
 Ss to repeat the words. (paying attention to sound /ˈpreʃər/)
Practice: More drilling with pictures and sentences
Produce: making sentences with the vocabularies
- T divides Ss into 2 teams, Ss will brainstorm and make
sentences with the vocabs they have learned, Ss take turns to
write the sentences on the board.
- With one correct sentence, Ss gets 2 points.
- Which team gets the most points will be the winner and get
gifts from T at the end of the class.

Main lesson (40mins)

Present (5mins)
 Set reading task (task 1) (skim and scan)
- T asks Ss to look at the title of the text and guess what the text
is about.
- T reads out the two options, then asks Ss to read the text
quickly to find the answer.

Practice (10mins)
 Set reading task (task 2) (deep reading)

- T plays the audio, lets Ss read and listen to the text, then
underline the activities.
 - T asks Ss to do exercise 8 & 9 to make sure they understand
the content of the text. (before doing this, T asks some Ss to
read out all the sentences and explain the words “nearly and
almost” and the fractions “three-quarters and two-thirds”)
- Ss check the answers in pairs, then T checks the answers
together.
Produce (25mins)
- Ss work in pairs, think about the question in exercise 10 and
discuss with their partners.
- T asks some Ss to come to the front and talk about their
options.
- T asks Ss to explain why they agree or disagree with the
statement.

Wrap-up (2-3 min)

- Review vocabularies: stressful, stress, pressure

- Discuss the question “how do you spend your free time?”
Assignment

Do the exercise “reading practice” in Workbook page …..

  Laptop
 Listening audio
Material
 Powerpoint
checklist
 Student book: ……. - Unit 1:
page 01
 mini boards and markers

Erase words:

- T writes 10 free-time activities on the white board and give Ss

1 minute to memorize the words.
- T divides Ss into 2 groups, give each group a mini board and a
Back up
marker.
activities
- For each round of the game, T will erase 1 activity.
- T asks Ss “what activity is missing?”, Ss write the answer on
the mini board and say “bingo”. The winner will be the one get
the correct answer and done first.