Kế hoạch bài dạy Tiếng Anh 9 - Unit 3: Teen stress and pressure, Lesson 1 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 9 - Unit 3: Teen stress and pressure, Lesson 1 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. English Lesson Plan 9 - School year: 2022 - 2023 Teaching date: Period 16 UNIT 3: TEEN STRESS AND PRESSURE Lesson 1: Getting started A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge: - Use lexical items related to changes in adolescence talk about their feelings and their friends' naturally. - Listen and read Phuc, Nick and Veronica's conversation for specific information about Mai's stress. 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: B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. PROCEDURES I. Warm up: (Revision of the old lesson) Before starting this unit, do a quick whole class activity on comparison learnt in Unit 2.For example, divide the board into two sides and write Hue and Ho Chi Minh City. Then write some words phrases such as 'air', 'entertainment', 'cost of living', 'traffic', 'weather', ect, in the middle and ask Ss to compare when we talk about the two cities. II. Pre-reading 1. Introduction and setting the scene: - T can prepare three magazine cut-outs or photos of teenagers with different facial expressions: worried, happy, angry, relaxed, etc. Ask the whole class to describe the photos and ask them to guess why these teenagers are feeling this way. - Write the unit title on the board ' Teen stress and pressure ' and start the lesson. - T gives out the picture and introduce the students in the picture: Phuc, Nick and Veronica. Explain that Mai was supposed to be there but she couldn't come in the end. Ask the class to describe what is happening in the picture: •Where are Phuc, Nick, and Veronica? What are they going to do? •What are they talking about? Why do you think Mai couldn't come? Accept all possible answers from Ss. Remember not to give correction at this step.
2. English Lesson Plan 9 - School year: 2022 - 2023 Tell Ss they are going to listen to the conversation between Phuc, Nick, and Veronica. Play the recording and have Ss follow along. 2. Listen and read: Dialogue: + Play the recording. Ss listen and read in chorus. + Ss practise acting out the dialogue. III. While-reading Activity 1a. Find the OPPOSITE of the following words in the text - Ask the Ss to work individually, then in pairs, to find the words/phrases. Remind Ss they need to find the words in the text with opposite meanings. Key: 1. to stay up late 2. to be stressed (out) 3. good grades 4. to disappoint someone 5. to take a break 6. to be fully booked If time allows, encourage Ss to make sentences using these words and phrases. Activity 1b. Choose the best answer (Optional) - Ss work individually first, then compare the answers with their partners. Feedback: Correct the task as a class and encourage Ss to explain why the chosen option is the correct answer. Key: 1.C 2.B 3.C 4.A 5.B 6.A Activity 1c. Veronica's statement “Sometimes I wish my parents could put themselves in my shoes” means: - Ask Ss what they think Veronica's statement means. Then explain if necessary. For a more able class, ask them if they have ever felt like Veronica, and what happened. Key: Veronica wishes her parents could put themselves in her situation to better understand her. Activity 2. Fill the gaps with the words in the box. In some cases more than one word may be suitable. tense frustrated delighted confident relaxed worried depressed calm stressed - Ss work in pairs to complete this task. Remind them to pay attention to the content words in each sentence, which may help them to choose the most suitable word. - Tell Ss in most cases more than one option may be suitable. After they have finished, go through each item as a whole class. - T may explain the difference between 'depressed' and other words such as 'tense', 'worried', or 'stressed'. (The word 'depressed' is very strong and used only to describe someone who is deeply sad and has lost hope.) Key: 1.worried/tense/stressed; relaxed/ confident 2.calm 3.depressed/frustrated4.confident/relaxed/calm 5.delighted/confident 6. frustrated/worried - Draw Ss' attention to the REMEMBER! box and ask them to add more adjectives of emotions and feelings formed from the -ed form of verbs. REMEMBER!
3. English Lesson Plan 9 - School year: 2022 - 2023 Many adjectives of emotions and feelings are formed from the –ed form of verbs: excited, relaxed, frustrated, etc Activity 3. Match the statements with the functions. give advice to someone; empathise with someone; encourage someone; assure someone (Optional) 1.‘Go on! I know you can do it!’ 2.‘If I were you, I would ( get some sleep).’ 3.‘ You must have been really disappointed.’ 4.‘ Stay calm. Everything will be alright; 5.‘I understand how you feel.” 6..‘Well done! You did a really great job!’- Before Ss start doing this exercise, T explains the meaning of 'advice', 'encourage', 'empathise', and 'assure'. Give advice: to give suggestions and ideas to help somebody make a decision Encourage: to give someone support and confidence to do something Empathise: to be able to understand how someone else feels Assure: to tell someone that something is going to be all right, so that they do not worry; -Ss work individually first, then in pairs. Feedback: Ss give the correct answers. - Ask Ss to give examples of the situations in which these sentences are said. Key: 1.encourage 2.give advice 3.empathis 4. assure 5.empathise 6.encourage IV. Post-reading Activity 4. How do you feel today? - As an example, tell the class how you feel today and what has happened that made you feel that way. You can make up scenarios such as: I feel worried because may cat is sick I feel disappointed because it has been raining all day long. I feel delighted because my son is Star of the Week at his primary school. - Encourage Ss to select appropriate statements in 3 to respond to what you have told them. Then ask them to work in pairs. If time allows, call on some pairs to report their stories to the class. V. Homework: - Learn by heart the new words. - Practice reading the conversation. - Talk about your feeling today and what has happened that made you feel that way
4. English Lesson Plan 9 - School year: 2022 - 2023 Teaching date: 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:
5. English Lesson Plan 9 - 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. 1 3 4 Take a 2 Focus Talk to break, Break a on your someone then you large task strong about feel ready into points this and / - Ask theto Ssstart to work in pairssmaller to discuss which solution can be usedor for ask which situation. again.Elicit answers from tasksthe whole class. Ask Ss to explain their decisions.them for Key (suggested): A. 1;3;4 B.4 C. 1 D.4 E. 2;1help. F.4 Activity 4. 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 be stressed. 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! - I am worried! 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.
6. English Lesson Plan 9 - School year: 2022 - 2023 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.
7. English Lesson Plan 9 - School year: 2022 - 2023 Teaching date: 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
8. English Lesson Plan 9 - 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.
9. English Lesson Plan 9 - School year: 2022 - 2023 Activity 3. Rewrite the sentences using question words + to- infinitive 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.
10. English Lesson Plan 9 - School year: 2022 - 2023 - 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 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: skill1
11. English Lesson Plan 9 - School year: 2022 - 2023 Teaching date: Teaching date: Period 19 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.
12. English Lesson Plan 9 - School year: 2022 - 2023 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. 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
13. English Lesson Plan 9 - School year: 2022 - 2023 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, 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.
14. English Lesson Plan 9 - School year: 2022 - 2023 Teaching date: Period 20 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? 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 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.
15. English Lesson Plan 9 - 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:
16. English Lesson Plan 9 - School year: 2022 - 2023 - 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. Teaching date: