Giáo án Tiếng Anh 9 - Period 16-18, Unit 3: Teen stress and pressure - Năm học 2022-2023 - Nguyễn Thị Hồng Hạnh

Nội dung text: Giáo án Tiếng Anh 9 - Period 16-18, Unit 3: Teen stress and pressure - Năm học 2022-2023 - Nguyễn Thị Hồng Hạnh

1. 1 Period 16 UNIT 3: TEEN STRESS AND PRESSURE Teaching date: 12/10/2022 Lesson 1 : GETTING STARTED A. OBJECTIVES : 1. Knowledge :By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic changes in adolescence. - Interact a conversation about a bit tense lately of Mai and talk about how you feel today. - Listen and read Phuc, Nick and Veronica’s conversation for specific information about Mai’s stress. a. Vocabulary: vocabulary related to changes in adolescence. b. Grammar: Review: Reported speech. c. Skills: Listening, reading and speaking. 2. Competences : develop the competences of- self-study, communication, cooperation, using languages and problem solving in doing exercises. 3. Behavior: Ss can realize their stress and pressure and be calm in every situation. B. TEACHING AIDS : 1. Teacher: Textbooks, teaching plan, teacher’s book, . 2. Students: Text book, notebook . C. PROCEDURE : 1. Checking: During the lesson 2. New lesson: Teacher’s and students’ activities The main contents 1. Warm up -5’ Aim: To attract Ss’ attention to the lesson and to lead in the new lesson. - Do a class activity on comparison. *Chatting. - Divide class into two sides and ask them to Ex: compare about the air, entertainment, cost of - The air in Hai Duong is cleaner than in HN. living, traffic, weather between two cities: Ha Noi and Hai Duong.--- 2. Presentation- 10’ Aim: Help Ss interact a conversation about a bit tense lately of Mai and answer the questions T asks Ss to look at the picture and Introduce 1. Listen and read Ss in the picture: Phuc, Nick, and Amelie. *Questions Explain that Mai was supposed to be there but *stion she couldn’t come in the end. Then answer the • Where are Phuc, Nick, and Amelie? questions: • What are they going to do? Ss answer the question. • What are they talking about? Tell Ss they are going to listen to the • Why do you think Mai couldn’t come? conversation between Phuc, Nick, and Amelie. Nguyễn Thị Hồng Hạnh – THCS Lê Lợi Năm học : 2022 -2023
2. 2 Play the recording and a.Find the OPPOSITE of the following have Ss follow along. words in the conversation.or example, Ss listen and read the dialogue Key: T asks Ss to work individually, then in pairs, 1. to stay up late to find the words/phrases in the text with 2. to be stressed (out) opposite meanings.. 3. good grades 4. to disappoint someone 5. to take a break 6. to be fully booked de boaro 3. Practice- 15’ Aim: Help Ss understand the conversation about a bit tense lately of Mai and know and use some adjectives of emotions and feelings to do exercises well. - T has Ss work individually, then in pairs, to b. Choose the best answer compare their answers with each other. Key:1. C 2. B 3. C 4. A 5. B 6. A Correct the task as a class and encourage Ss to c. Explain: ‘Sometimes I wish my parents explain why the chosen option is the correct could put themselves in my shoes’? answer. Key: T asks Ss what they think Amelie’s statement Amelie wishes her parents could put means. Then explain if necessary. Then ask themselves in her situation to better them: understand her.ivide What happened if you have ever felt like 2. Fill the gaps with the words in the box. Amelie? Key: Ss answer 1. worried/tense/stressed; relaxed/ confient T asks Ss to work in pairs to complete this 2. calm 3. depressed/frustrated task. 4. confient/relaxed/calm 5. delighted/confient - T may explain the difference between 6. frustrated/worried ‘depressed’ and other words such as ‘tense’, 3. Match the statements with the functions. ‘worried’, or ‘stressed’. Key:1. encourage someone 2. give advice to T asks Ss to work individually first, then in someone 3. empathise with someone pairs. Then give corrective feedback to the 4. assure someone 5. empathise with someone whole class. 6. encourage someone 4. Application- 9’ Aim: Help Ss apply in real life and give advice need to be calm in every situation in their life T asks Ss to work in pairs: As an example, 4. How do you feel today? tell the class how you feel today and what has Eg: happened that made you feel that way. A: Today, I feel happy and motivated. My Ss work in pairs and make up scenarios such English teacher gave me 10 mark for my as: I feel worried because my cat is sick. English presentation in class. I feel disappointed because it has been B: Well done! You did a really great job! raining all day long.. *Homework. – 1’ Nguyễn Thị Hồng Hạnh – THCS Lê Lợi Năm học : 2022 -2023
3. 3 or - Learn new words. - Prepare: A closer look 1 ------------------------------------------------------------------------------------------ Period 17 UNIT 3: TEEN STRESS AND PRESSURE Teaching date:15/10/2022. 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. Competence development: groupwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence 3. Behavior: 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: ies Teacher’s and students’ activities The main contents 1. Warm up- 5’ Aim: To attract Ss’ attention to the lesson and to lead in the new lesson. - Ask Ss to list the reason of teen stress and *Chatting. pressure. Ex: usually get bad marks at school .. 2. Presentation- 12’ Aim: Help Ss practise how to pronounce stress on the verb be in sentences - T plays the recording again and draw Ss’ 1. Pronunciation attention to the stressed ‘Isn’t’ and ask them to * Pay attention to the way the verb be is practise saying the question. pronounced Now explain the REMEMBER! box. Listen and practise saying the sentences. Emphasise that normally the verb be is Nguyễn Thị Hồng Hạnh – THCS Lê Lợi Năm học : 2022 -2023
4. 4 unstressed, except for the situations mentioned 6. Listen and underline the verb forms of be in the box. which should be stressed. T asks Ss to listen and practise saying the Key: sentences in pairs. 1. - You aren’t worried about the exam? Good Ss listen and practise saying the sentences in for you! pairs. - I am worried! But I try not to show it. 2. - Do you think Jack is good at Japanese? Give corrective feedback as a class, then Ss - He is. But he’s a bit shy to speak it. practise saying the sentences. 3. - Isn’t badminton her favourite sport? . 3. Practice- 15’ Aim: Help Ss practise vocabulary related to the topic "changes in adolescence" T asks Ss to work individually to complete this 2. Vocabulary exercise. Tell Ss to pay attention to the content 1. Complete the paragraph with the words words surrounding the gaps, and identify the in the box. part of speech of the missing words. Key: Ss work in pairs to compare their answers 1. shape and height before T gives corrective feedback to the whole 2. reasoning skills class. 3. Embarrassed 4. independence - T explains the phrases in the box first. Elicit 5. self-aware from Ss some examples for each item, for 6. informed example, ‘Can you think of an example of 2. Match the source of stress and pressure school pressures and frustrations?’ to the expression. Share some of your personal experience from Key: your teenage years where relevant. A. 5 B. 2 C. 6 D. 3 E. 1 F. 4 3. Discuss and give the solution to situation - Ss work in pairs to discuss which solution can above. be used for which situation. Then elicit the Key (suggested): answers from the whole class. Ask Ss to A. 1; 3; 4 B. 4 C. 1 D. 4 E. 2; 1 F. 4 explain their decisions. 4. Application- 10’ Aim: Help Ss give their problem and how to deal with some situation in the life. - Now tell Ss the ways you used to deal with 4. Immage you are in any of these situations these (difficult/stressful) situations. Ask Ss to and deal with them? 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 corrects the mistakes * Homework. – 1’ Nguyễn Thị Hồng Hạnh – THCS Lê Lợi Năm học : 2022 -2023
5. 5 - Practice vocabulary and pronunciation again. - Guide ss how to do EX in WB. - Prepare: A closer look 2 --------------------------------------------------/ Period 18 UNIT 3: TEEN STRESS AND PRESSURE Teaching date:16/10/2022 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. Competence development: Students can use some adjectives of emotions and feelings. Linguistic competence, cooperative learning and communicative competence. 3. Behavior: 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’ Aim: Help Ss remember some types of reported speech and to lead in the new lesson.: - Ask Ss to retell types of reported speech. *Chatting. Types of reported speech: - Reported Statements - Reported Questions - Reported Orders - Reported Requests 2. Presentation- 10’ Aim: Help Ss review the direct speech and reported speech Nguyễn Thị Hồng Hạnh – THCS Lê Lợi Năm học : 2022 -2023
6. 6 1. Reported speech 1. Rewrite in direct speech what Mai said to - Ss work individually to complete this 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 out.’ before Mai: ‘I want to be a designer.’ - T gives corrective feedback as a whole Mai’s parents: ‘Design graduates won’t find class. jobs easily. We want you to get a medical degree.’ 2. Rewrite the following sentences in reported speech. - Ss work individually to complete this Key: exercise. 1. My parents told me they would visit me that - Then they compare their answers in pairs week. before 2. Our teacher asked us what we were most - T gives corrective feedback as a whole worried about. class. 3. Phuong told me she was so delighted *Groupwork because she had just received a surprise - Divide the class into side A and side B. birthday present from her sister. - Side A will say some sentences in direct 4. Tom said Kate could keep calm even when speech for side B to change into indirect she had lots of pressure. speech. 5. She told her mother she had got a very high - Then side B says some sentences in indirect score in her last test. speech for side A to change into direct 6. The doctor asked him if he slept at least speech. eight hours a day 3. Practice- 17’ 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 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 3. Rewrite the sentences using question examples. Explain the Look out! box. words + to-infinitives. Highlight the verbs ask, wonder, (not) be Key: sure, have no idea, (not) know, (not) decide, 1. I don’t know what to wear. (not) tell which are often used before the 2. Could you tell me where to sign my name? question word + to-inf nitive. 3. I have no idea when to leave for the bus. 4. We’re not sure where to hang the painting. - T does the first sentence with the class as 5. He wondered how to tell this news to his an example. parents. 6. They can’t decide who to go first. Nguyễn Thị Hồng Hạnh – THCS Lê Lợi Năm học : 2022 -2023
7. 7 Ss then work individually to rewrite the sentences before receiving correction from - T asks Ss to work in pairs to complete this 3. Reported questions with question words exercise. before to-infinitives Ss work in pairs to complete this exerc 4. Rewrite the following questions in reported speech, using question words *Groupwork before to-infinitives. - Ask the whole class to agree on five Key: questions they would like to ask about you. 1. They wondered/couldn’t tell how to use that Write them on the board. support service. - T prepares two diffrent versions of answers 2. He had no idea who to turn to for help. to these five questions. (The more 3. Mai asked her mother when to turn of the contradictory the two oven. versions are, the more fun the game will be!) 4. Phong and Minh couldn’t decide where to Write each version on a separate piece of park their bikes. paper so that you do not forget them. 5. He was not sure whether to call her then. - Then divide the class into two groups. Tell 6. They wondered what to do to make Linh feel Ss that one group will stay inside the happier. classroom and the other outside. Each group 5. GAME: SOMETHING ABOUT OUR will listen to you for the answers to the TEACHER questions and the group will then have to report to the other group what they have heard from you. - 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’ Aim: Help Ss practice more with question words T asks Ss to make sentence with question words Ss do it T corrects the mistakes *Homework. 1’ ? Learn by heart all the structures ? Do exercises in Work book ? Prepare: Unit 1: Communication Ngày duyệt: 9/10/2022 Người duyệt: Hà Thị Vân Anh Nguyễn Thị Hồng Hạnh – THCS Lê Lợi Năm học : 2022 -2023