Giáo án Tiếng Anh 9 - Tuần 4, Bài 3: Teen stress and pressure - Năm học 2022-2023 - Trần Thị Thanh Huyền

Son Linh Primary & Secondary School School Year 2022 – 2023 **************************************************************** Planning date : 02/10/2022 Period 17 UNIT 3: TEEN STRESS AND PRESSURE Lesson 2: A CLOSER LOOK 1 A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge: - Use the lexical related to changes in adolescence - Identify in which situations to stress the verb be in sentences and say these sentences correctly 2. Skills: Practicing skills 3. Quality - Positive about teen stress and pressure. - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. Ability - Students can develop their practicing skill, creativity, cooperation, self- studying and problem solving. - Using language to talk about emotions and feelings 5. Grammar points: B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. PROCEDURES I. Warm up: Networks “Adjectives of emotions and feelings” - Ss write as many words as they can. - Ss work in teams, T keeps a score between 2 teams. II. Vocabulary Activity 1. Complete the paragraph with the words in the box. -Ss work individually to complete this exercise. - Ask Ss to pay attention to the content words surrounding the gaps, and identify the part of speech of the missing words. - Ss then work in pairs to compare their answers. Feedback: T gives corrective feedback to the whole class. Key: 1.shape and height 2.reasoning skills 3.embarrassed 4. independence 5. self-aware 6.informed Activity 2. Match the source of stress and pressure to the expressions. -T explains the phrases in the box first and elicits from Ss some examples for each item For example: 'Can you think of an example of school pressures and frustrations?' Share some of your personal experience from your teenage years where relevant. Feedback: ***************************************************************************************************** ENGLISH LESSON PLAN : GRADE 9 Son Linh Primary & Secondary School School Year 2022 – 2023 **************************************************************** Key: A. 5 B. 2 C. 6 D. 3 E. 1 F. 4 Activity 3. Which of the following can be done in the above situations? Discuss with your partner. 3 4 1 2 Focus Talk to Take a Break a on your someone break, large task strong about then you into points this and / feel ready smaller or ask to start tasks them for again. help. - Ask the Ss to work in pairs to discuss which solution can be used for which situation. Elicit 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 Activity4. Have you ever been in any of these situations? If so, what did you do to deal with them? - Refer back to what you have told the class in 2. - Tell Ss the ways you used to deal with these (difficult/stressful) situations. - 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. III. Pronunciation: Stress on the verbs in sentences - Play the recording again or say the first sentence in the conversation in GETTING STARTED. Draw Ss attention to the stressed 'isn't' and ask them to practise saying the question. REMEMBER! - Explain the REMEMBER! box. T emphasises that normally the verb be is unstressed, except for the situations mentioned in the box. Activity 5. Listen to the recording and practice saying the sentences. Pay attention to the way the verb be is pronounce. - Play the recording as many times as needed so that Ss are familiar with the stressed be in the statements. Note that only the words in italics should be stressed, the other forms of be the unstressed. With the whole class, refer to the REMEMBER! box to elicit the reasons why the verb be is stressed in each item. Ss then practise saying the sentences in pairs. Activity 6. Look at the following sentences and underline the verb form of be which should bestressed. Then l to check and practice. - Tell Ss that these sentences contain both stressed and unstressed verb forms of be. Ss work individually first to underline those that should be stressed. Then play the recording for Ss to check. Key: 1. -You aren't worried about the exam? Good for you! ***************************************************************************************************** ENGLISH LESSON PLAN : GRADE 9 Son Linh Primary & Secondary School School Year 2022 – 2023 **************************************************************** - I amworried! But I try to show it. 2. - Do you think Jack is good at Japanese? - He is. But he's a bit shy to speak it. 3. - Isn’t badminton her favourite sport? Yes, it is. Audio script: (stress the italic words) Ss listen and do the task. T checks IV. Homework: Write what you do to deal with the situations in 2. ***************************************************************************************************** ENGLISH LESSON PLAN : GRADE 9 Son Linh Primary & Secondary School School Year 2022 – 2023 **************************************************************** Planning date : 02/10/2022 Period 18 UNIT 3: TEEN STRESS AND PRESSURE Lesson 3:A CLOSER LOOK 2 A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge: - Use reported speech with confidence - Use question words before to –infinitive correctly and appropriately. 2. Skills: Practicing skills 3. Quality - Positive about teen stress and pressure. - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. Ability - Students can develop their communication skill, creativity, cooperation, self- studying and problem solving. - Using language to talk about emotions and feelings 5. Grammar points: reported speech, question words before to-infinitive B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. PROCEDURES I. Warm up:Matching:(Revision of the reported speech) Direct speech Reported speech Present simple Past simple Present perfect Past simple/ Past perfect You /I he / she Tomorrow the day before / the previous day Yesterday the following day / the next day - Give Ss a quick review of reported speech (e.g verb tense, pronouns, time expressions, etc.). Divide the class into side A and side B. Side A will say some sentences in direct speech for side B to change into indirect speech. Then side B says some sentences in indirect speech for side A to change into direct speech. II.Presentation: 1. Reported speech: review Activity 1. Read the conversation in GETTING STARTED again. Underline the reported speech. Then rewrite in direct speech what Mai said to her brother Phuc and to her parents. - Remind Ss of what the conversation in GETTING STARTED is about. - Ask Ss to work in pairs to complete the task. Feedback: Ss give the correct answers ***************************************************************************************************** ENGLISH LESSON PLAN : GRADE 9 Son Linh Primary & Secondary School School Year 2022 – 2023 **************************************************************** Key:Mai: 'I'm too tired and don't want to go out.' Mai: 'I want to be a designer.' Mai's parents: 'Design graduates won't find jobs easily. We want you to get a medical degree’ 2. Question words before to-infinitives - Tell Ss that the question words who, what, where, when, and how can be used before a to-infinitive to express a situation that it is difficult 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-infinitive. 3. Reported questions with question words before to - infinitive. Question words before to-infinitives can be used to report questions about something that should be done. - Example: What should I do?” she said She wondered what to go. Look out! To report Yes/No questions we use whether before to-infinitive. Remember if cannot be used in this case. Example: ‘Should I tell my parents what I really think?” she wondered. =>She wondered whether to tell her parents what she really thought. III. Practice Activity 2. Rewrite the following sentences in reported speech 1.’We will visit you this week,’ my parents told me. 2. Our teacher asked us, ‘ what are you most worried about?’ 3. ‘I’m so delighted. I’ve just received a surprise birthday present from my sister.’ Phuong told me 4. ‘Kate can keep calm even when she has lots of pressure’ Tom said 5. ‘I got a very high score in my last test, Mum’ she said. 6. ‘Do you sleep at least eight hours a day?’ the doctor asked him. - Ask Ss to work individually to complete this exercise. Then they compare their answers in pairs. - T gives corrective feedback as a whole class. Key:1. My parents told me they would visit me that week. 2. Our teacher asked us what we were most worried about. 3. Phuong told me she was so delighted because she had just received a surprise birthday present from her sister. 4. Tom said Kate could keep calm even when she had lots of pressure. 5. She told her mother she had got a very high score in her last test. 6. The doctor asked him if he slept at least eight hours a day. Activity 3. Rewrite the sentences using question words + to- infinitive ***************************************************************************************************** ENGLISH LESSON PLAN : GRADE 9 Son Linh Primary & Secondary School School Year 2022 – 2023 **************************************************************** 1. I don't know what I should to wear! 2. Could you tell me where I should sign my name? 3. I have no idea when we should leave for the bus. 4. We're not sure where we should hang the painting. 5. He wondered how he could tell this news to his parents. 6. They can't decide who should go first. - T models the first sentence with the class as an example. - Ask the Ss to work individually to rewrite the sentences before receiving correction from T. Key: 1. I don't know what to wear. 2. Could you tell me where to sign my name? 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. Activity 4. Rewrite the following question in reported speech, using question words before to- infinitives 1. ‘How should we use that support service? they wondered. 2. ‘Who should I turn to for help?’ he asked. 3. ‘ Mum, when should I turn off the oven?’ Mai asked her mother 4. ‘Where should we park our bikes? asked Phong and Minh 5. ‘Should we call her now?’ he asked. 6. ‘What should we do to make Linh feel happier?’ they wondered - Ask the Ss to work in pairs to complete this exercise. Remind them they can choose from the verb ask, wonder, (not) be sure, have no idea, (not) know, (not) tell to report these questions. Feedback: Ss read aloud their answers 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 off 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. IV. Production Activity 5. GAME: Something about our teachers - First, ask the whole class to agree on five questions they would like to ask about you. Write them on the board. Prepare two different versions of answers to these five questions. (The more 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 ***************************************************************************************************** ENGLISH LESSON PLAN : GRADE 9 Son Linh Primary & Secondary School School Year 2022 – 2023 **************************************************************** question 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. V. Homework: - Learn grammar in yellow box. Do Ex 3,4 P. 30 - Prepare for new lesson: Communication ***************************************************************************************************** ENGLISH LESSON PLAN : GRADE 9 Son Linh Primary & Secondary School School Year 2022 – 2023 **************************************************************** Planning date : 02/10/2022 Period 19 UNIT 3: TEEN STRESS AND PRESSURE Lesson 4: COMMUNICATION A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge: - talk about the necessary life skills for teenagers 2. Skills: speaking, listening, reading. 3. Quality - Positive about teen stress and pressure. - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. Ability - Students can develop their communication skill, creativity, cooperation, self- studying and problem solving. - Using language to talk about emotions and feelings 5. Grammar points: reported speech, question words before to -infinitive B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. PROCEDURES I. Warm up: - Write 'Life skills' on the board and ask Ss what they think if means. Ask them to give some examples of life skills. II. Pre-speaking 1. Extra vocabulary: + Go through the extra vocabulary with the Ss.(Use a dictionary or translate the words since they are all abstract concepts) - cognitive skill: kĩ năng tư duy - emotion (n): sự cảm động, mối xúc cảm - (to) concentrate: tậptrung - self-disciplined (adj): tự rèn luyện - (to) resolve conflict: giải quyết xung đột - risk taking (n): liều lĩnh 2. Life skills for teens: Activity 1. Read about the necessary life skills for teenagers in the United State. Match the skills to their category. - Ask Ss towork in pairs to complete this task. - Go around and offer help if needed. + Otherwise, T may turn this into a group competition. Prepare red paper strips with five skill categories, and blue paper strips with the skill examples. In small groups ***************************************************************************************************** ENGLISH LESSON PLAN : GRADE 9 Son Linh Primary & Secondary School School Year 2022 – 2023 **************************************************************** Sswill match the red strips to the blue strips. The first group to have the correct answers is the winner. * Key: 1. C 2. B 3.D 4.A 5. E III. While-speaking Activity 2. Discuss: Do teenagers in Viet Nam need all or some of these skills? Why/ Why not? - Give Ss plenty of time to look closer at each skill to discuss the questions in pairs. Then, as a whole class, go through each skill and elicit from them the answers to the questions. Write on the board two lists: one containing the skills Ss think are necessary for Vietnamese teenagers, and one containing those that they think are not. - As an alternative, Ss work in small groups. After their discussion, each group should cross out the life skills which they think are not suitable for Vietnamese teens. As a whole class, compare the results from different groups. Remember each group will need to explain their decisions. Activity 3. Work in groups to make your own list for Vietnamese teens. - Ask Ss towork in small groups to make their own list for Vietnamese teens. They can base it on the text and add their own information. - Now the class needs to combine all the group lists to make a big for the whole class. - Have Ss write this list on a poster, or on the board. IV. Post-speaking Activity 4. Look at the list of life skills for teen that your class has developed. Which skills do you already have? Which skills do you need? - Share what you think with a partner - Ask Ss to copy down the 'big list' they have created in 3 in their notebooks. - Ss work individually: each student goes through the list and evaluates how good he/she is with each skill. Then Ss work in pairs to share their result. - If time allows, each pair reports the results to the class. Based on the results, the class will be able to identify three skills that most Ss in the class think they are now good at, and three skills that most of them think they need to improve on. V. Homework: - Learn by heart the new words - Write three skills that you think they are now good at, and three skills that you think they need to improve on. - Prepare skills 1 ***************************************************************************************************** ENGLISH LESSON PLAN : GRADE 9