Giáo án Tiếng Anh 9 - Tuần 7, Bài 3: Teen stress and pressure - Năm học 2022-2023 - Trần Thị Thanh Huyền

Son Linh Primary & Secondary School School Year 2022 – 2023 ************************************************************************************** Period 19: Planning date: 23/10/ 2022 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: tập trung - 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 to work in pairs to complete this task. - Go around and offer help if needed. ********************************************************************************************** ENGLISH LESSON PLAN : GRADE 9 Son Linh Primary & Secondary School School Year 2022 – 2023 ************************************************************************************** + 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 Ss will 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 to work 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 Son Linh Primary & Secondary School School Year 2022 – 2023 ************************************************************************************** Period 20: Planning date: 23/10/ 2022 UNIT 3: TEEN STRESS AND PRESSURE Lesson 5: Skills 1 A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge: - Read for general and specific information about a helpline service for teens in Viet Nam - Talk about teen stress and pressure and how to cope with them 2. Skills: speaking, reading, listening 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 B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. PROCEDURES I. Warm up: Networks “Life skills for teens” - Ss write as many words as they can. - Ss work in teams, T keeps a score between 2 teams. II. Pre-reading Activity 1a. Do you know what a child helpline is? - Ask Ss the question and explain that a child helpline is a telecommunication support service for children and young people. It is free of charge. When you contact a helpline, often via telephone, you will get answered and someone from the helpline may even come directly to you to help. II. While-reading Activity 1b. Now read the articles. - Ask Ss read through the text quickly to get its main ideas. Ask them to answer the question "What is the article about?" using the text title, photos, and key words. Activity 2. Answer the questions. - Ask Ss to read the text again to complete the task. - Ss work in pairs to answer the questions. Keys: 1. It's a free service for counseling and protecting children and young adults in Viet Nam 2. They were callers in the 11-14 year old and 15-18 year old groups. ********************************************************************************************** ENGLISH LESSON PLAN : GRADE 9 Son Linh Primary & Secondary School School Year 2022 – 2023 ************************************************************************************** 3. The calls were mostly questions about family relationships, friendships, and physical and mental health. 4. Because they were cases of missing of abandoned children, or children who were suffering from violence, trafficking, or sexual abuse. 5. The helpline promotes child participation in its operations by involving children as peer communicators and decision makers. 6. It aims to create favorable conditions for children to develop physically and mentally. Activity 3. Read the text again and decide if the following statements are true (T) or false 1. You can call Magic number anytime during the day or night. 2. The service and the telephone calls are here. 3. Only children can call the helpline. 4. The typical caller to Magic number is a nine-year old child. 5. All decisions about the operation of the helpline are made by adults. 6. The service is available in all cities and provinces. - For this task, allow Ss to have another close reading (or many times as they wish). - Ss work individually first, then compare the answers with their partner. - Ask them to discuss and explain each person's own decision if their answers are not the same. Feedback: Ss give the correct answers. For each answer, ask Ss to refer back to the text to the text to find the relevant information. Key: 1. T 2. T 3. F 4. F 5. F 5.T II. Post-reading: Listening and Speaking - Draw Ss' attention to the Study skill box. Together with them, find an example for each expression. If time allows, ask Ss to add in other expressions for asking for advice that they have learnt or know. Activity 4. Listen to two students calling a child helpline and complete the notes. Then use the notes to role play the callers - Tell Ss they are going to listen two students calling a child helpline. - Ask Ss to look at the note form to get oriented about what they are going to hear. - Remind Ss that these are notes so they only need to write key words or phrases and not full sentences. Feedback: After Ss have completed the task individually, give feedback as a class. - Then Ss work in pairs to role-play the callers. Ask them to use the notes for the role-play, and remind them to put some emotional expression in their voice for the role-play. * Key suggested : Caller 1 Caller: girl, from Ha Noi, last year of high school Feeling now: a bit depressed and confused Problem: wants to be a designer, but her parents want her to be a doctor Question: doesn't know what to say to her parents Caller 2 Caller: boy, named Long, 13 years old, from Ho Chi Minh City Feeling now: worried Problem: online friend asked for 5 million dong; said if he refused to give it, ********************************************************************************************** ENGLISH LESSON PLAN : GRADE 9 Son Linh Primary & Secondary School School Year 2022 – 2023 ************************************************************************************** his life would be difficult Question: wonders whether to tell somebody about this * Audio script Caller 1: (girl) Hi, I'm from Ha Noi. I'm in my last year of high school. I'm feeling a bit depressed about my situation. I've been studying really hard to satisfy my parents and have always had good grades. But last week they said that they didn't want me to go to Arts School to be a designer. They want me to be a doctor. I feel confused...I don't know what to say to my parents. Caller 2: (boy) My name's Long. I'm 13 and I'm from Ho Chi Minh City. I made a friend playing online games, and we're met several times in real life to play video games in Internet cafe. Last week he told me he needed 5 million dong and asked if I could help him. I said no, but two days ago he said he would make my life difficult if I didn't give him the money. I'm a bit worried. Should I tell somebody about this? Activity 5. Look at 2, A CLOSER LOOK 1. Imagine you are one of these students. You want to call the Magic number to ask for help. What do you say? Your partner listens and takes notes (Optional) Remember to: - Briefly introduce yourself (you can choose whether to say your name and address or not) - Describe your problem/ dilemma - Ask Ss to look back at Exercise 2, A CLOSER LOOK 2. - Tell Ss the instructions to do the task. Remind Ss they should use the expressions in the Speaking Study Skill box 'Asking for advice'. - Give Ss a few minutes to choose who they want to be and to think about what they should say when they call the hotline. - Ss work in pairs. T goes around and offer help if needed. Feedback: When Ss have finished, call on some pairs to present their dialogue. To revise reported speech, T may ask the student who listen and takes notes to report what his/her partner has told him/her. V. Homework: - Answer the questions again - Talk about what you should say when you want to call the hotline to ask for help. - Prepare skills 2. ********************************************************************************************** ENGLISH LESSON PLAN : GRADE 9 Son Linh Primary & Secondary School School Year 2022 – 2023 ************************************************************************************** Period 21: Planning date: 23/10/ 2022 UNIT 3: TEEN STRESS AND PRESSURE Lesson 6: Skills 2 A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge: - Listen for general and specific information about the work of an advice columnist - Write a short note to ask for advice and to give advice 2. Skills: listening, writing 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 B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. PROCEDURES I. Warm up: Chatting: Do you often have problems in your life? What are they? Who do you often ask for help? Do you know any Helpline in Viet Nam and in the world? II. Pre-listening: - Ask Ss if they know what an 'advice columnist' does. Introduce the word. If possible, bring in to the class some examples of the advice column page in local magazines for teens (or you can look them up on the Internet). 1. New words: T elicits the following words: - columnist (n) : nhà bình luận advice columnist - adolescence (n) : giai đoạn vị thành niên - adulthood (n) : giai đoạn trưởng thành - (to) empathise : cảm thông - a short note: lá thư ngắn II. While-listening ********************************************************************************************** ENGLISH LESSON PLAN : GRADE 9 Son Linh Primary & Secondary School School Year 2022 – 2023 ************************************************************************************** Activity 1a. Listen to an interview with Miss Blue Hair, the advice columnist of 4Teen magazine. - T sets the scene: (You are going to listen to an interview with Miss Blue Hair, the advice columnist of 4Teen magazine.) Activity 1b. Choose the best answer. -Ask Ss to look at the questions in Exercise 1b first. - Ss then work individually to complete the task. - Play the recording once to check how much Ss understand it. Then play the recording again when providing the key. Key: 1. likes 2. no longer in 3. not easy 4. takes time 5. need Activity 2. Answer the questions - Play the recording as many times as needed. - Ss work individually first, then compare the answers with a partner. Feedback: Provide corrective feedback as a class. Key: 1. She feels like she is living her adolescence again, and she loves helping readers by giving them advice. 2. She said it's most important that we put ourselves in other people's shoes. 3. Because language should be used sensitively so that the person can get over the negative feelings Activity 3. Which of the following expressions are more likely to be used by Miss Blue Hair when she give advice? - Ss work in pairs for this task. Ask them to explain their decision afterwards. The options that are in the 'no' category are because the language is too strong or direct. Key: 1. No 2. Yes 3. No 4. No 5. Yes Audio script: Interview:.... So how do you like this work? Miss Blue Hair: Oh very much. I feel like I'm living my teenage years again! [laugh] But really, it's great that I can help our dear readers in this way. Interview: Do you find it difficult to give advice? Miss Blue Hair: Well, yes... I take time to think of the best possible advice that I can give. I think it's most important that we put ourselves in other people's shoes. Interview: So it's about being able to empathise... Miss Blue Hair: Exactly. But even so, we also need to be very careful about how to put the advice into words. We need to be sensitive... It's not only about giving the best solution, it's also about helping the person get over the negative feelings. For example, I often use 'It might be a good idea to... 'rather than 'You ought to...'. Or perhaps 'I think you should...' for me sounds much better than 'You must...'. III. Post-listening: Writing: - Work through the Study Skill box together with Ss. For each expression, make an example. Ask Ss to add in other expressions for giving advice that they have learnt, or know. ********************************************************************************************** ENGLISH LESSON PLAN : GRADE 9 Son Linh Primary & Secondary School School Year 2022 – 2023 ************************************************************************************** Activity 4. Look at 2, A CLOSER LOOK 1 and give one piece of advice to each student. - Ask Ss to look at 2, A CLOSER LOOK 1 and work individually to complete this task. - Ask Ss to write down their advice notes in full sentences because this is a writing exercise - Remind Ss to use the expressions in the Writing Study Skill box 'Giving advice'. - Ss then swap their writing for peer correction. If time allows, let Ss work in pairs when the have finished the writing. Student A will read out the notes randomly for Student B to guess which advice note is for which student in the exercise Key (suggested): b. I know how you feel, but I don't think you should worry about this change. It's normal, and it shows that you're growing up c. If I were you, I wouldn't have too high expectations. I would do my best in the exam, but I don't think it's a good idea to feel so stressed. d. Have you thought about telling this to your parents? They might think of a good solution to help you e. It might help to consider breaking this big task into smaller tasks and then tackle them one by one f. It might be a good idea to talk about this to someone. Have you thought about turning to your teacher for help? Activity 5a. Write a short note to Miss Blue Hair to ask her for advice about a problem at school or with their friends. Use the 'Asking for advice' box on SKILLS 1 to help you. Sign the letter with a made-up name, not your real name. - Ask Ss to work individually first to write a short note to Miss Blue Hair to ask her for advice about a problem at school or with their friends. - Tell Ss that they can make up a situation and it can be funny or silly, for example, a student who wants to colour his hair purple but is afraid that he'll be laughed at or get into trouble with the school and his parents, using the 'Asking for advice' box for help. - Remind Ss to sign the note with made-up name and not their real name. Activity 5b. As a whole class, put the notes in a pile and take a different note. Write a short answer to give advice about the problem. Use the 'Giving advice' box for help -This task can be done as either a whole class activity or a group activity. - Tell Ss when all group members have finished writing the advice note, they will take turns to report the note they received, and the advice that they offered. If time allows, ask the group to discuss the problem and the advice. Can they think of some other advice for the problem? V. Homework: - Learn by heart the new words. - Write a short note to Miss Blue Hair to ask her for advice about a problem at school or with their friends. - Prepare Looking back + Project ********************************************************************************************** ENGLISH LESSON PLAN : GRADE 9