9AUnit3 teenage problems
Period One (Welcome to the unit/ vocabulary )
objectives
1.to talk about problems and their causes
2.to think about personal problems and how to deal with them.
3.To understand the different meanings of the verb “to be”
4.To use the verb “to get” when talking about problems
Language function and focus
I’ve got a problem.=I have a problem.
Eating too much makes you unhealthy. Get too many tests and exams
Quarrel with sb. Family members
Get a bus=take a bus get angry=become angry
I don’t have much time to revise for tests.
Teaching methods
Listening/ writing/ speaking/discussing
Teaching procedures
Part A
1.Explain that most teenagers have problems. Tell students that if they ever need to talk about their problems, they should talk to their teachers, friends or family. Tell students that having a problem is nothing to be ashamed if ----everyone has worries from time to time.
2.Ask students work in groups. Discuss their problems and write on the paper. The teacher call some groups to speak out the problems and help them how to solve them.
3.Show the students pictures about problems. Ask individuals to speak out which problem it is. If one has spoken out, he or she can ask his or her best friend to speak out next problem.
4.Ask students to work in pairs to complete Part A on Page 39. Once all students have finished, ask one student at a time to read out what they have written. Listen for mistakes and mispronunciation.
Part B
1.tell students you want to do a survey of the problems that students in the class have. Write the following headings on the board:
Not enough sleep
Not enough time to do homework
Too noisy to study
Lonely
Argue with cousin/classmate/parent
Parents are always busy
Read out each problem in turn, and ask students to raise their hands if they have this problem. Make a tally of the problems that students have. This will reinforce a group feeling. Finally, make a note of the biggest problem the class has. Write the following on the board:
“The biggest problem Class …Grade ... has is …”
2.Explain that part B is different from the previous exercise, as students have to rank how big these problems are in their lives.
Explain to students that number 5 means that this is a big problem for them while number 1 means it is a small problem.
3.Tell students to complete Part B on their own. You may want to give the exercise as homework, as students may feel comfortable writing about their problems in private. You could ask volunteers to give their answers but do not force students. If there are no volunteers, do not go over the answers to this exercise with the class. Keep the students’ answers confidential.
4.For stronger classes, ask students to add what they consider to be the biggest problems teenagers face to the list if these are different to those on the list.
Vocabulary
Part A
1.Explain that the words in the box at the top of Page 44 are synonyms of the verb “to get” below the pictures, and can be used to replace “get” in each picture.
2.Ask students to work in pairs to complete Part A.
3.For weaker classes, ask students to read out the answer for each picture. For stronger classes, after students have read out the answers, ask them to make sentences using the phrases under the pictures.
Part B
1.Explain to students that they can use their answers from Part A to help then with the exercise in Part B. for weaker classes, students can work in pairs to complete Part B. For stronger classes, students can work on their own.
2.For stronger classes, once students have finished, ask two students to read out the whole letter. Compliment them on parts of the letter they read particularly well.
3.For weaker classes, ask students if they have the same problems as Amy. Ask students to raise their
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