Giáo án Tiếng Anh 9 - Week 8 - Năm học 2023-2024

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 Preparing date:20/10/2023 
 Teaching date: ../10/2023 
 Week 8 UNIT 3: TEEN STRESS AND PRESSURE 
 Period 21 Lesson 6 : SKILLS 2 
 I.Objectives: 
 1. Knowledge: By the end of the lesson, students will be able to: 
 - 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. 
 - Know how to cope with stress and pressure 
 a. Vocabulary: Changes in adolescence 
 b. Grammar: Ask for and give advice 
 c. Skills: Listening and writing True or false, listening and completing, writing a 
 paragraph, spoken interaction, talking the presentation. 
 2. Competence: - Students can use languge to write about teen stress and pressure and 
 how to solve or reduce them. Linguistic competence, cooperative learning and 
 communicative competence. 
 3. Quality: Ss can know the way to address their stress and pressure to have a better life. 
 Ss have also aware of listening someone’s advice 
 II. Teaching aids: 
 1. Teacher : Lesson plan, poster, textbook , teacher’s book. 
 2. Students: Workbook, notebook, look up vocabulary 
 III. Procedures: 
 1. Checking: 
 - During the lesson. 
 2. New lesson:think 
 it means. Ask them to give some examplese 
 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 : Chatting 
c. Output: Ss can attract to the topic and talk about teen stress and pressure 
d. Process: 
T checks old lesson: 
T asks Ss to talk about teen stress and *Chatting 
pressure Answer the questions. 
Ss talk - What should you say to others who have 
- Give Ss 2 qs, ask them to discuss and give problems? 
the asnwers. - How do they feel after that? 
- Share the ideas. 
 2. Presentation- 7’ a.Aim: Help Ss know how to give advice and listen for general information about the 
work of advice columnist 
b. Content : 
+ Learn how to give advice. 
+ Listen and choose the best answer. 
c. Output: Ss can give advice and listen for general information. 
d. Process: 
 * How to give advice 
T explains how to give advice - If I were you, I would/ wouldn’t 
Ss copy - I think you should.... 
T models with Ss - I don’t think you should 
 - Have you thought about Ving? 
 - It might help to consider 
T asks Ss if they know what an ‘advice It might be a good idea. 
columnist’ does. Introduce the word. If 1. Listen and choose the best answer. 
possible, bring in to the class some examples Key: 
of the advice column page in 1. likes 
local magazines for teens (or you can look 2. no longer in 
them up on the Internet). 3. not easy 
- T tells Ss they are now going to listen to an 4. takes time 
interview with Miss Sweetie, the advice 5. need 
columnist of 4Teen magazine. Then choose 
the best answer. 
 3. Practice- 15’ 
a.Aim: Help Ss listen for specific information about the work of advice columnist and 
practice writing a short note to ask for advice 
b. Content : 
+ Answer the questions. 
+ Which of the following expressions are more likely to be used by Miss Sweetie when 
she gives advice? 
+ Give advice to each student. 
+ Write a short note to Miss Sweetie to ask her for advice about a problem at school or 
with your friends. 
c. Output: Ss can listen for specific information about the work of advice columnist and 
practice writing a short note to ask for advice well. 
d. Process: 
- Ss then work individually to complete the 2. Answer the questions. 
task. Key: 
 1. She feels like she is living her teenage 
T asks Ss to listen again and answer the years again, and she loves helping readers 
questions. by giving them advice. 
- Ss work individually first, then compare the 2. She said it’s most important that we put 
answers with a partner. Then provide ourselves in other people’s shoes. 
corrective feedback as a class. 3. Because language should be used sensitively so that the person can get over 
 the negative feelings. 
 3. Which of the following expressions 
 are more likely to be used by Miss 
 Sweetie when she gives advice? 
- Ss work in pairs for this task. Key: 
- Ask them to explain their decision 1. No 2. Yes 3. No 4. No 5. Yes 
afterwards. The options that are in the 
‘no’category are because the language is 
too strong or direct. 
- T asks Ss to look at 2, A CLOSER LOOK 1 4. Give advice to each student. 
and give one piece of advice to each student Suggested answers: 
using the expressions in the Writing Study B. I know how you feel, but I don’t think 
skill box ‘Giving advice’. you should worry about this change. It’s 
 normal, and it shows that you’re growing 
Ss work individually to complete this task. 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? 
 5a.Write a short note to Miss Sweetie to 
 ask her for advice about a problem at 
 school or with your friends. 
 Eg: 
- T asks Ss to work individually first to write Dear Miss Sweetie, 
a short note to Miss Sweetie to ask her for 
advice about a problem at school or with I am in grade 9 at a school in city. I love 
their friends. my school, my teacher and my parents. 
- Ss make up a situation. 
 But this year, I have to learn too much. 
 My parents want me to become an 
 engineer so I must try my best to enter 
 the best university. Beside that, I have to 
 come to center to learn English. My 
 weekend is also fully booked with music 
 class, swimming class... I don’t have time 
 for myself. I don’t know how to tell with 
 my parents about this problem. Coud you 
 give me some advice about this? 
 Unhappy 
 4. Application - 13’ 
a.Aim: Help Ss write a short note to give advice 
b. Content : Write a short answer (2-3 sentences) to give advice about the problem. 
c. Output: Ss can write a short note to give advice 
d. Process: 
 b. Write a short answer (2-3 sentences) 
- This task can be done as either a whole to give advice about the problem. 
class activity or a group activity. Tell Ss Eg: 
when all group members have finished I think you should talk to your parents 
writing the advice note, they will take turns about the situation and tell them about 
to report the note they received, and the what you really want. About your 
advice that they of ered. If time allows, ask schedule, you should ask your parents to 
the group to discuss the problem and the rearrange it so that you can have time to 
advice. Can they think of some other advice relax. That must be better for not only 
for the problem? your physical but also mental health. 
 * Homework- 2’ 
 - Do exercises in Workbook. 
 - Prepare next lesson: Looking back - Project. 
 IV. Giving experience 
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 Preparing date:20/10/2023 
 Teaching date: ../10/2023 
 Week 8 UNIT 3: TEEN STRESS AND PRESSURE 
 Period 22 Lesson 7 : LOOKING BACK - PROJECT 
 I.Objectives: 
 1. Knowledge: By the end of the lesson, students will be able to: - Review what they have learnt in the unit 3 and practice vocabulary and grammar points 
they have learnt in this unit. 
- Practice making communication, project, self – assessment to see how far they have 
progressed and which areas need further practice. 
- Know how to cope with stress and pressure. 
 a. Vocabulary: Vocabulary about teen stress and pressure. 
 b. Grammar: Ask for and give advice, Wh – to V ; reported speech, .. 
 c. Skills: speaking, reading; listening, writing 
2. Competence: - Students can use languge to write about teen stress and pressure and 
how to solve or reduce them. Linguistic competence, cooperative learning and 
communicative competence. 
3. Quality: Ss can know the way to address their stress and pressure to have a better life 
and have aware of some life skills and be calm in every situation. 
II. Teaching aids: 
1. Teacher : Lesson plan, poster, textbook , teacher’s book. 
2. Students: Workbook, notebook, look up vocabulary 
III. Procedures: 
 1. Checking: 
 - During the lesson. 
 2. New lesson:think 
 Teacher’s and students’ activities The main contents 
 1. Warm- up (3’) 
a, Aims: To help Ss to pay attention in the lesson. 
b, Contents: Chatting 
c, Output: Ss can answer some questions 
d, Process: 
- Give S some qs and ask them to *Chatting. 
answer. - What do you do when you have a problem? 
- Share with classmates. - Who do you often share your problem? 
 2. Vocabulary (10’) 
a, Aims: Help Ss review some adjectives to describe the feelings in real situations. 
b, Contents: 
+ Put yourself in these teens’ shoes. Choose the TWO best words to describe your 
feelings in the following situations. 
+ Use the following prompts to say something to the students in1 . 
+ Give at least two examples for each of these sets of skills. 
c, Output: Ss can review some adjectives to describe the feelings in real situations and do 
vocabulary exercises correctly. 
d, Process: 
 1. Put yourself in these teens’ shoes. 
T asks Ss to complete the sentences by using Choose the TWO best words to describe 
the support from the pictures, the options your feelings in the following situations. 
provided, and the meaning of the sentences. Key: 
Ss work individually first and then compare 1 . excited/delighted 
with a partner. 2. frustrated/upset T corrects 3. tense/stressed 
 4. worried/tense 
 5. disappointed/frustrated 
 6. emotional/depressed 
 2. Use the following prompts to say 
-T asks Ss to remember the meanings of these something to the students in1 . 
verbs: congratulate, empathise, encourage, Key (suggested): 
assure, and advise. 1.‘Congratulations!’/ ‘Well done! You did 
Then Ss need to look at the situations in1 to a really great job!’ 
say appropriate sentences. 2.‘You must have been really 
 disappointed.’ / ‘If I were you, I would 
 talk to my parents.’ 
 3.‘Stay calm. Everything will be all 
 right.’/ ‘It might be a good idea to have a 
 break when you feel too stressed.’ 
 4.‘I understand how you feel.’/ ‘It might 
 help to consider talking about this to 
 someone.’/ ‘Have you thought about 
 calling a counselling service?’ 
 5.‘I understand how you feel.’/ ‘It might 
 help to consider focusing on the good 
 points of the presentation rather than only 
 the weak points.’ 
 6.‘You must have been really emotional.’/ 
 ‘I understand how you feel.’ 
 3. Give at least two examples for each of 
-T asks Ss to complete this exercise without these sets of skills. 
looking back at COMMUNICATION. They can Key (suggested): 
write in similar skills, or add new skills as 1. concentrate on doing something; 
they wish. organise your timetable. 
 2. control feelings; know how to get over 
 negative feelings 
 3. cooperate with others; communicate 
 well. 
 4. know how to act in emergencies; know 
 when to stop taking risks 
 5. cook for oneself and others; manage a 
 small budget 
 2. Grammar- 10’ 
a.Aim: Help Ss review the reported speech and question words to infinitive. 
b. Contents : Review grammar points they have learnt in unit 3. 
+ Rewrite the following in reported speech. 
+ Rewrite the underlined phrases in the following text, using question words +to 
infinitives 
c. Output: Ss can memorize reported speech and question words to infinitive and the way of using. 
d. Process: 
 4. Rewrite the following in reported 
- T asks Ss to work individually then in pairs speech. 
when they compare their answers with each Key: 
other. 1. She said she was really stressed out, 
Ss work individually then in pairs and then and that she had had three sleepless nights 
write the answer the question. thinking about her exam. 
 2. He said he couldn’t concentrate because 
 it was too noisy in there. 
 3. She said she had been very upset at f 
 irst but she was fine then. 
 4. He said he didn’t think taking risks too 
 often was a good idea. 
 5. She said he would take a cooking class 
 before he went to college. 
 6. He said he really wished he could make 
 informed decisions. 
 5. Rewrite the underlined phrases in the 
 following text, using question words 
 +to-infi nitives 
- T asks Ss to work individually to complete Key: 
this task. 1. Today, I’m going to tell you what to do 
Ss share their answer with classmates in case of fire. 
T corrects 2. Be sure you know where to find the 
 nearest exit or stairway. 
 3. You should know how to activate the 
 fire alarm. 
 4. You should know what number to call 
 to report the fire and ask for help. 
 3. Communication- 5’ 
a.Aim: Help Ss give them some advice 
b. Contents : Work in pairs. Look at the notes of the two callers from 4, SKILLS 1 and 
give them some advice. 
c. Output: Ss can make communication and review how to ask and give advice. 
d. Process: 
- T asks Ss to look at in 4, skills 1 and asks 6. Work in pairs. Look at the notes of 
some questions the two callers from 4, SKILLS 1 and 
Who are the callers? give them some advice. 
Why are they calling the helpline? How do 
they feel? 
Now Ss discuss this task in pairs to work out 
the advice they would give to the two callers. 
Encourage Ss to use the phrases they have 
learnt for giving advice. Call on five pairs to report the advice to the class. The class then 
vote for their favourite piece of advice. 
 4. Project- 14’ 
a.Aim: Help Ss design the set up of a teen support group 
b. Contents : Present an ideas for a skill. 
c. Output: Ss can present their ideas for a teen support group in your school. 
d. Process: 
T asks Ss to work in small groups to design Teen support group 
the set up of a teen support group. Work in groups. Prepare some ideas for 
First, Ss choose an idea for the support group a teen support group in your school: 
and find out more about that idea. For ● study skills group 
example, one group chooses the idea ‘study ● life skills group 
skills group’. ● social skills group 
Ask them to think about: ● emotion control skills group 
• Which study skills do you think are ● career planning group 
necessary in your class/school? How can you 
find out more about this information? 
• How can the students improve these skills? 
(for this information you can ask your 
teacher, or use books, magazines, or the 
Internet) 
• What can a support group do to help them 
do that? 
- Then Ss decide how to set up their support Choose one idea and think about how to 
group. Ask them to consider: set up the support group, focussing on 
• What is the name of the support group? the following questions: 
• What are the support activities it provides? ● What is the name of the support group? 
• How does the support reach students? ● How is the group organised? 
•How is the group organised? Who will do ● How does it help teens? 
what? How can the teacher and the school 
help the operations of the group? 
- The class can then vote for the project that 
they think is most interesting, useful, and 
feasible. If possible, T may even help them Present your group’s ideas to the rest of 
realise some of these projects in their own the class. Get their feedback. 
class or school. 
* Homework- 1’ 
 - Complete the project. 
 - Prepare next lesson: Review 1. 
IV. Giving experience 
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 ............................................................................................................................................... Preparing date: 20/10/2023 
Teaching date: ../10/2023 
Week 8 REVIEW 1: LANGUAGE 
Period 23 
I.Objectives: 
1. Knowledge: By the end of the lesson, students will be able to: 
- Revise the language Ss have learnt and the skills they have practised in units 1-2-3. 
- Practice making everyday English. 
- Help Ss to recall the language and encourage them to contribute as much as possible. 
 a. Vocabulary: Review the vocabulary they have learnt since Unit 1. 
 b. Grammar: Phrasal verbs, reported speech, question word + to infi. 
 c. Skills: speaking, reading; listening, writing 
2. Competence: 
- Linguistic competence, cooperative learning and communicative competence. 
3. Quality: Ss try their best to remember and use the structures. 
II. Teaching aids: 
1. Teacher : Lesson plan, poster, textbook , teacher’s book. 
2. Students: Workbook, notebook, look up vocabulary 
III. Procedures: 
 1. Checking: 
 - During the lesson. 
 2. New lesson:think 
Life 
 Teacher’s and students’ activities The main contents 
 1. Warm up (2’) 
a, Aims: To attract Ss’s attention to the lesson and to lead in the new lesson. 
b, Contents: sing a song 
c, Output: Ss can attention to the lesson and to lead in the new lesson. 
d, Process: 
- T lets sing a song 
- Ss listen and sing a song 
 2. Pronunciation (7’) 
a, Aims: Help Ss review how to stress on the verb be and content words in sentences 
b, Contents: 
+ Listen and practise saying the sentences. Pay attention to the underlined words. 
+ Look at the underlined words in the sentences and mark them as W (weak) or S 
(strong). Then listen to check and practise. 
c, Output: Ss can review the rules of stress on the verb be and content words in sentences 
and do pronunciation exercise correctly. 
d, Process: 
- T asks Ss what kinds of words are 1. Listen and practise saying the underlined. Elicit the rule from Ss (they are sentences. Pay attention to the 
content words and are stressed because underlined words. 
they contain all the important information 
being conveyed). 
Ss listen and repeat out loud trying to stress 
the same words. 
- Call on some Ss to read out the sentences 
again. 
- Correct their pronunciation as a class. 
Note: All the underlined words are stressed 2. Look at the underlined words in the 
 sentences and mark them as W (weak) or 
- T asks Ss to work in pairs f irst to mark S (strong). Then listen to check and 
the underlined words as W (weak) or S practice. 
(strong). 1. A: Is (W) Minh happy about winning the 
- Then T plays the recording for Ss to scholarship? 
check. B: Yes, he is (S). But his parents are (W) 
- Play the recording again and Ss repeat. happier. 
Pause and correct their pronunciation. 2. A: I can’t (S) understand it! Aren’t (S) 
 you my son? 
 B: I’m terribly sorry, dad. But it isn’t (S) 
 entirely my fault. 
 3. A: Pho Hien is (W) a very old town in 
 North Viet Nam. 
 B: Is it (S)? Where is it (W) located? 
 4. A:It’s (W) raining. Are they (W)wearing 
 raincoats? 
 B: She (S) is, but he (S) isn’t 
 3.Vocabulary (8’) 
a, Aims: Help Ss review words/phrases and some adjectives of feelings 
b, Contents: 
+ Match the verbs in column A with the words/phrases in column B. 
+ Fill each gap with a word from the box. 
c, Output: Ss can review the vocabularies they have learnt in unit 1,2,3 and do 
vocabulary exercises correctly. 
d, Process: 
- T asks Ss to do the task individually and 3. Match the verbs in column A with the 
then share their answers with a partner. words/phrases in column B. 
- Check Ss’ answers. Key: 
 - reduce pollution 
 - pull down an old building 
 - empathise with someone 
 - make a handicraft 
- Let Ss read the passage, then do this 4. Fill each gap with a word from the 
exercise individually. T may ask some Ss box. to write their answers on the board. Key: 
- T corrects as a class. 1. giant 
 2. tallest 
 3. attractions 
 4. Symbol 
 5. fascinating 
 6. excited 
 7. aff ordable 
 8. interest 
 4.Grammar (20’) 
a, Aims: Help Ss review some phrasal verb, reported speech, and question words to 
infinitives. 
b, Contents: 
+ Complete each sentence with the correct form of a phrasal verb from the list. 
+ Rewrite the following questions in reported speech, using question words before to-
infiitives. 
c, Output: Ss can review phrasal verb, reported speech, and question words to infinitives 
and do grammar exercises correctly. 
d, Process: 
 5. Complete each sentence with the 
- T asks Ss to work individually and then correct form of a phrasal verb from the 
compare their answers with a partner. Call list. 
on some Ss to write their answers on the Key: 
board. Other Ss comment. T corrects as a 1. set up 
class. 2. deal with 
 3. turned down 
 4. look up 
 5. give up 
 6. put up with 
 7. got over 
 8. keep up with 
 6. Rewrite the following questions in 
 reported speech, using question words 
- T asks Ss to do the task individually. Tell before to-infiitives. 
them to write the reported sentences in their Suggested answers: 
notebooks. 1. Trang wondered what to wear to the 
- Call on some Ss to read their sentences. fancy dress party. 
- T checks. 2. She couldn’t decide whether to helpChau 
 with the money her mum had given to her. 
 3. Nick wondered where to get those 
 traditional handicrafts. 
 4. Phuc had no idea who to turn to for help 
 with his homework. 
 5. Hoa was not sure when to break the sad 
 news to him 
 5.Application (5’) 
a, Aims: Help Ss discuss in pairs and choose the suitable words/phrases to complete the 
talks 
b, Contents: Choose the suitable words/phrases to complete the mini-talks. 
c, Output: Ss can talk about real situations using everyday English 
d, Process: 
 7. Choose the suitable words/phrases to 
- Ask Ss to discuss in pairs and choose the complete the mini-talks. 
suitable words/phrases to complete the Key: 
talks. After checking their answers, have 1. As far as I know 
some pairs act out the mini-talks. 2. what to do 
 3. Cool 
 4. No worries 
 5. If I were in your shoes 
* Homework – 2’ 
 - Do the exercises in workbook. 
 - Review all knowledge in unit 1, 2, 3. 
 - Prepare: The forty-five minute test. 
IV. Giving experience 
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