Giáo án Tiếng Anh 9 - Week 7 - Năm học 2023-2024
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Week 7- Period 18 UNIT 3: TEEN STRESS AND PRESSURE Preparing date: 14/10/2023 Lesson 3 : A CLOSER LOOK 2 Teaching date: ../10/2023 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: Students can use some adjectives of emotions and feelings. Linguistic competence, cooperative learning and communicative competence. 3. Quality: 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’ a,Aim: Help Ss remember some types of reported speech and to lead in the new lesson. b, Contents: Ss retell types of reported speech c, Output: SS can give some types of reported speech d, Process: - Ask Ss to retell types of reported speech. *Chatting. Types of reported speech: - Reported Statements - Reported Questions - Reported Orders - Reported Requests 2. Presentation- 10’ a. Aim: Help Ss review the direct speech and reported speech b, Contents: + Rewrite in direct speech what Mai said to her brother Phuc and to her parents. + Rewrite the following sentences in reported speech. c, Output: SS can remember the ways to transform the direct speech and reported speech d, Process: 1. Reported speech 1. Rewrite in direct speech what Mai said - Ss work individually to complete this to 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 - Then they compare their answers in pairs that 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’ a. 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 b, Contents: + Question words before to-infinitives + Rewrite the sentences using question words + to-infinitives. + Reported questions with question words before to-infinitives + Rewrite the following questions in reported speech, using question words before to- infinitives. + Play a game c, Output: SS can understand know the way to use question words before to-infinitives and reported questions with question words before to-infinitives to do exercise well d, Process: 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 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-inf nitive. 3. Rewrite the sentences using question words + to-infinitives. - T does the first sentence with the class as Key: an example. 1. I don‟t know what to wear. Ss then work individually to rewrite the 2. Could you tell me where to sign my name? sentences before receiving correction from T. 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. - 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 exercise 4. Rewrite the following questions in reported speech, using question words before to-infinitives. 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 of 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 *Groupwork feel happier. - Ask the whole class to agree on five 5. GAME: SOMETHING ABOUT OUR questions they would like to ask about you. TEACHER Write them on the board. - T prepares two diffrent 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 questions 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. 4. Application- 10’ a. Aim: Help Ss practice more with question words b, Contents: Ss make sentence with question words c, Output: Ss can make sentence with question words d, Process: 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 IV. Giving experience ................................................................................................................................................... ....................................................................................................................................................... ....................................................................................................................................................... ....................................................................................................................................... Week 7- Period 19 UNIT 3: TEEN STRESS AND PRESSURE Preparing date: 14/10/2023 Lesson 4 : COMMUNICATION Teaching date: ../10/2023 I.Objectives: 1. Knowledge: By the end of the lesson, students will be able to: - read about necessary life skills for teenagers in the United States - talk about those life skills in Viet Nam - Discuss necessary life skills for teens to avoid stress and pressure a. Vocabulary: Extra vocabulary about life skills. b. Grammar: reported speech,question words before to -infinitive c. Skills: Interviewing, spoken interaction, drawing and talking the presentation. 2. Competence: groupwork, independent working, pair work, linguistic competence, cooperative learning and communicative competence. 3. Quality: Ss have aware of some life skills and be calm in every situation - Students can use some adjectives of emotions and feelings to talk about teen stress and pressure. II. Teaching aids: 1. Teacher : Lesson plan, textbook , teacher‟s book . 2. Students: Workbook, notebook, look up vocabulary . III. Procedures: 1. Checking: - During the lesson. 2. New lesson: Teacher‟s and students‟ activities The main contents 1. Warm up- 10’ a.Aim: To attract Ss‟ attention to the lesson and lead in the lesson b. Content : Discuss about how the teenagers in their hometown live c. Output: Ss can attract to the lesson and have more knowledge about some sports the teenagers in their hometown live. d. Process: T asks Ss to discuss about how the teenagers *Discuss about how the teenagers in their in their hometown live? hometown live Ss discuss T introduces the lesson 2. Presentation- 10’ a.Aim: Help Ss know some life skills for teens in the United states b. Content : Learn some vocabularies. c. Output: Ss can know some vocabularies and understand its meaning. d. Process: 1. Vocabulary - Write “life skills” on the board and ask Ss Extra vocabulary: what they think it mean. Ask them to give + Cognitive /ˈkɒɡnətɪv/ (adj): connected some example of the skills. with mental processes of - Explain the words in the Extra vocabulary understandingthuộc, hoặc liên quan tới nhận box. thức + An emotion : sự cảm động, sự xúc động, sự xúc cảm + (to) concentrate /ˈkɒnsntreɪt/: tập trung + Self-discipline (adj): the ability to make yourself do something, especially something difficult or unpleasant : kỷ luật, tự giác + Resolve conflict : Giải quyết xung đột + Risk taking : Chấp nhận rủi ro 3. Practice- 12’ a.Aim: Help Ss know some life skills for teens in the United states and in Vietnam b. Content : Practice the following tasks: + Read about the necessary life skills for teenagers in the United States. Match the skills to their category. + Discuss: Do we teenagers in Viet Nam need all or some of these skills? Why/Why not? + Discuss necessary life skills for teens. c. Output: Ss can know some life skills for teens in the United states and give necessary life skills for teens in Viet Nam. d. Process: T asks Ss to work in pairs to complete this 1. Read about the necessary life skills for task. teenagers in the United States. Match the Ss match the skills to their category. skills to their category. Key: 1. C 2. B 3. D 4. A 5. E 2. Discuss: Do we teenagers in Viet Nam need all or some of these skills? Why/Why not? I think teenagers in Viet Nam also need T asks Ss to discuss and answer the question all of the above skills because these skills in part 2 help⇒ them to be more independent and to Ss answer the question control their feelings better. T asks Ss to work in small groups to make 3. Discuss necessary life skills for teens. their own list for Vietnamese teens. They can base it on the text and add their own information. Ss work in small groups Now the class needs to combine all the group lists to make a big list for the whole class. Write this list on the board. 4. Application- 12’ a.Aim: Help Ss have more necessary life skills for teens in Viet Nam b. Content : Look at the list of life skills for teens that your class has developed. c. Output: Ss can ask and answer necessary life skills for teens in Viet Nam d. Process: 4. Look at the list of life skills for teens T asks Ss to work in pairs and answer the that your class has developed. question. Ss work in pairs Eg: S1: Which skills do you already have? S2: I have housekeeping skills. S1: Which skills do you need to develop? S2: I need to improve social skills. * Homework. 1’ - Write list: “life skills for teens” on a poster - Learn new words/ workbook: C. Speaking - Prepare next lesson: Skills 1. IV. Giving experience ....................................................................................................................................................... ....................................................................................................................................................... ....................................................................................................................................................... ....................................................................................................................................... Week 7- Period 20 UNIT 3: TEEN STRESS AND PRESSURE Preparing date: 14/10/2023 Lesson 5 : SKILLS 1 Teaching date: ../10/2023 I.Objectives: 1. Knowledge: By the end of the lesson, students will be able to: - Read for general and specific information about a helpline service for teens in Viet Nam. - Speak about teen stress and pressure and how to cope with them. - The way to cope with stress and pressure a. Vocabulary: Vocabulary about teen stress and pressure. b. Grammar: Review. c. Skills: spoken interaction, reading and answering the questions, complete the table, reporting, talking the presentation. 2. Competence: - Students can use language to talk about teen stress and pressure and how to solve or reduce them 3. Quality: Ss can know the way to address their stress and pressure II. Teaching aids: 1. Teacher : Lesson plan, textbook , teacher‟s book 2. Students: Workbook, notebook, look up vocabulary . C,Procedures 1. Checking: - During the lesson 2. New lesson: Teacher‟s and students‟ activities The main contents 1. Warm up- 5’ a. Aim: To attract Ss‟ attention to the lesson and lead in the lesson b. Content : SS talk some necessary life skills for teens in Viet Nam c. Output: Ss can remind some necessary life skills for teens in Viet Nam. d. Process: T asks Ss to talk some necessary life skills for teens in Viet Nam *Chatting. Ss talk - What do you do when you have a T gives Ss some qs and ask them to answer. problem? Ss share with classmates. - Who do you often share your problem? + school pressure, physic changes, problems with classmates, having too high expectations, negative feelings about themselves, + face up with oneself or talk to aldult, + 2. Presentation- 10’ a.Aim: Help Ss know some vocabulary words related to the reading and read for general information of the text. b. Content : + Learn some vocabularies. + Do you know what a child helpline is? + Now read the article. c. Output: Ss can know some vocabulary words and lead in the text d. Process: 1. Reading T teaches some vocabulary words * Vocabulary Ss copy and read Toll-free International Nationwide Relationship Operation T asks Ss the question and explains that a 1 a. Do you know what a child helpline child helpline is a telecommunication is? 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. T asks Ss to read through the text quickly to b. Now read the article. get its main ideas. Ask them to answer the question “What is the article about?” using the text title, photos, and key words. Ss answer the question 3. Practice- 19’ a.Aim: Help Ss read about a helpline service for teens in Viet Nam and answer the questions. b. Content : + Answer the question + Read the text again and decide if the following statements are true (T) or false (F). + Listen to two students calling a child helpline and complete the notes. c. Output: Ss can understand the content of a helpline service for teens in Viet Nam and answer the questions well and speak about teen stress and pressure and how to cope with them d. Process: - T asks Ss to read the text again to 2. Answer the questions. complete the task. Key: Ss work in pairs to answer the questions. 1. It‟s a free service for counselling and T corrects 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 or 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 T asks Ss to work individually first, then children to develop physically and mentally. compare the answers with their partner. 3. Read the text again and decide if the Ask them to discuss and explain each following statements are true (T) or false person‟s own decision if their answers are (F). not the same. Then provide feedback as a class. For each answer, ask Ss to refer Key: 1. T 2. T 3. F 4. F 5. F 6. T back to the text to find the relevant information. 4. Listen to two students calling a child helpline and complete the notes. - T tells Ss they are going to listen to two Key (suggested): students calling a child helpline. Ask Ss to Caller 1 look at the note form to get oriented about Caller: girl, from Ha Noi, last year of high what they are going to hear. Remind Ss that school. these are notes so they only need to write Feeling now: a bit depressed and confused. key words or phrases and not full sentences. Problem: wants to be a designer; but her - After Ss have completed the task parents want her. individually, give feedback as a class. 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 4. Application- 10’ a.Aim: Help Ss can give advice to cope with situation. b. Content : Asking for advice c. Output: Ss can know how to give advice to cope with situation d. Process: 5. Asking for advice - T explains the Study skill box and find an What do you think I should do (about )? example for each expression. What should I do? Ss listen and copy What would you do in this situation? Could you give me some advice (about )? *Work in pairs. If you were me, what would you do? - T asks Ss work in pairs to role-play the I wonder whether to or callers to call the Magic Number helpline Do you know who to speak to about this? to ask for help. Ss work in pairs to role-play the callers. And Eg: your partner listens and takes notes. Hi, my name is Linh, I’m 14 years old. I’m a - Go around and offer help if needed. When bit tense because of my score at school. I Ss have finished, call on some pairs to always think that I must get the highest present their dialogue. score in every exam, I must be the best student in the class. Therefore, I spend all - To revise reported speech, T may ask the my time studying Lately, I feel exhausted student who listens and takes notes to report and bored. Although I study almost all the what his/her partner has told him/her. day, I hardly remember all the things I’m - T advises Ss to call the helpline or tell taught. I’m really worried. What should I their teachers and their parents to ask for do? help if necessary or have difficulty. * Homework – 1’ - Practice talking about teen stress and pressure. - Prepare next lesson: Skills 2 IV. Giving experience ....................................................................................................................................................... ....................................................................................................................................................... ....................................................................................................................................................... ........................................................................................................................................
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