Матеріали для Нової української школи 1 клас - планування, розробки уроків, дидактичні та методичні матеріали, підручники та зошити

Підручник Англійська мова 9 клас для спеціалізованих шкіл з поглибленим вивченням англійської мови - Л.В. Калініна - Генеза 2017 рік

Unit 1 Getting to know yourself

1.4. Teens' Worries and Problems

Word Bank

Phrase Bank

• endeavour;

• grunt;

• to remind.

• ups and down;

• to lose one’s temper;

• take something easy;

• to slam the door

• to accuse someone of doing something;

• to have cross words about;

• to get over something.

Communication Box: How to express worries and concerns

• You look worried. What’s the matter?

• You are desperate with worry. Who or what is the source of it?

• What’s the cause of your concern?

• I’m really worried about...

• I’m worried sick about...

• Don’t worry

• What worries me is...

• There’s nothing to worry about

• You had me worried

• ...is a worry to me

• ...is of somebody’s concern

• Don’t concern yourself about it!

• Chin up!

• Don’t lose it.

I. Go Ahead!

Look at the photos (p. 26-27) and say what problems the teens may have in these situations. What their worries may be.

Example: Sometimes teens may have problems in the family, because parents don’t understand them as they see life through their eyes.

I. Reading

Read the dialogue of two former schoolmates and say what worries one of them.

Teens’ Worries

Dave: Hi, Susan. Fancy seeing you here!

Susan: Oh, Dave. What a surprise! How’s the family?

Dave: Fine, fine. Well, you know, the usual ups and downs when there are two teenagers in the house. It’s either slamming doors and “You just don’t understand”, or it’s the angelic smile and “Daddy, may I’ll borrow the car in case you don’t mind.” I’m worried thick about all this.

Susan: Yes, I remember those times well! Try not to lose your temper or else you’ll have more problems. Don’t worry, it does get better.

Dave: Well, I know it’s supposed to, but when exactly? Last year Sammy wanted her belly button pierced, now she has a boyfriend with his own rock band! I constantly seem to be saying ’no’ to her. Even if I’m not against her endeavours, she’ll argue with me.

Susan: And she accuses you of ruining her life?

Dave: Exactly! But, honestly, Susan, were we that bad in our teenage years?

Susan: I’m not sure about body piercing, we were not concerned about that at that time but my dad and I had more than a few cross words about the length of my skirts.

Dave: Yes, and the length of my hair. I remember now! I used to think Dad was such an old dinosaur.

Susan: And now it’s your turn to be the dinosaur.

Dave: Thanks for reminding me! But at least with Sammy there’s some communication - even if it’s only shouting! I never hear a word from Josh. He spends all his time in his room, and when he comes out, all he does is grunt. “How are you, Josh?” “Erh”. “How was school?” “Erh”. If I ask him other questions, he grunts too. I sometimes wonder if he’s totally lost all powers of speech!

Susan: Oh, Dave, take it easy otherwise you’ll lose them. It’s just normal teenage behaviour. They’ll get over it in a couple of years or so. Dave: I just don’t know if I can wait that long!

Susan: Well, I’d better go. Chin up! It could be worse!

Dave: I don’t know how! Bye!

III. Language Track

1. From the dialogue, reproduce exclamatory sentences in context with a correct intonation. Follow the pattern.


Practise saying them in your own micro-dialogues.

1. Study the difference in meaning. From the text, reproduce the words in context and interpret their meanings. Make up your own sentences by analogy.

worried - unhappy because you keep thinking about a problem or about something bad that might happen.

concerned - worried, usually about an important problem affecting someone else or affecting the country or the world.

Example: I’m really worried, about my brother.

Example: I’m concerned about the clothes I wear.

2. From the dialogue, reproduce the sentences with Dave’s worries. Say which of them are typical of you and your family.

3. Look at the photos of David’s children (p. 29). Say how the following words and phrases from the dialogue characterize brother’s and sister’s personalities.



Example: Slam the door.

I think Sammy loses her temper while talking with her dad. That’s why she slams the door.

• angelic smile;

• grunt;

• pierced belly;

• power of speech;

• rock band;

• cross words;

• communication;

• shouting.

1. From the dialogue, reproduce the grammar constructions with words and phrases in bold, interpret their meaning.

2. Complete the instruction and illustrate it with your example.

If you want to talk about something that is likely to happen in the future as a result of an action, use the first conditional with these words ........................................................................... and others.

3. Read the beginnings of the sentences and complete them.

Example Don’t worry unless...

Don’t worry unless you are sure of the problem.

1. If you have a problem, consult your parents otherwise...

2. Supposing you want to avoid your classmate...

3. In case nobody believes you...

4. Imagine you quarrel with your friend...

5. You’ll lose your friend unless...

IV. Communication Track

1. Speaking

1. Tell your friends about your problems and worries using the star plan.

2. Put the conversation into the correct order. Enlarge some of the responses and act it out in the class.

- Oh, no, Taras is an excellent student and a good athlete at that.

- Oh, Ann, you look worried. What’s the matter?

- Is it that bad? He is just growing up and wants to show it.

- Sure. I was disciplined and obedient and spent much time doing my lessons.

- I’m really worried about my younger brother Taras.

- Were you different when you were his age?

- He used to be. But he has changed beyond recognition. He is trying to be independent.

- Girls are all alike - diligent, hard working. But don’t worry, Ann. There’s nothing the matter with Taras. Give him some time to become a grown up.

- Maybe you are right. He rarely goes to the swimming pool, but spends more time hanging out with friends.

- I’ll try.

3. Read the short text about Kelly and her mum. In the whole class discuss the questions suggested.

We do the food shopping once a week and buy things in big quantities. Today is a shopping day and I ask Kelly to go with me but she says that shopping is so boring, that she’d rather go to the mall to meet her friends. I can’t understand how teenagers spend so much time in the mall. What do they do there? They certainly don’t have much money to spend. Kelly’s pocket money is limited because I control her purse.

Do you have any problems with pocket money? What do you spend it on?

Which is the worst problem with you? How are you trying to overcome it? Can you say that being a teen is easy? What is the best time in a person’s life? Why?


a) Before you listen

You are going to listen about one American teenager who is going through a period of teenage rebellion. In groups think and decide:

• against what he may rebel;

• what his problems are.

b) While you listen

Listen to the story and match the questions of the text with the answers.



So, you are leaving us, eh? What’s the matter with you, boy?

A. No, sir, I haven’t, because I’ll probably see them on Wednesday night when I get home.


Have you told your parents yet?

B. Five, sir.


I doubt very much if you opened

C. Yes, sir. I guess I am.

your textbooks even once the whole semester. Did you?

D. Nothing serious, sir.


How do you think they’ll take the news?

E. Well, I sort of looked through


How many subjects did you fail this term?

it a couple of times.

F. Well, they’ll be pretty irritated about it.

c) After you listen

Holden couldn’t cope with his problems and was leaving school. In the whole class think and decide how teenagers can avoid problems. Who and what might be helpful in it?

Writing: Project

At the end of the unit design a poster about yourself “Learn me Better”.

Your steps:

1. Prepare for your project work. Bring your photos, drawings, handmade works and other things you need for your self-presentation.

2. Think of the possible title of your project.

3. Decide how you can demonstrate your classmates your abilities they are unaware of.

4. Design your poster and prepare for the presentation of your project.

5. Present your project.

6. Listen to your friends’ presentations and give your feedback in writing. Use the evaluation card below.

Evaluation Card


Group 1

Group 2

Group 3

If the title is suitable:

If there are personality’s new abilities presented:

If the presentation is good:

If you have seen your friend from a different side:

At Home: Search the Internet and make a culture comparison.

1) What leisure-time activities are typical of teenagers from other countries?

2) Which of them are similar to Ukrainian teenagers?


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