Giáo án Tiếng Anh 9 (Thí điểm) - Unit 3 - Năm học 2015-2016 - Đinh Thị Phương

Week 6
Period 16
UNIT 3: TEEN STRESS AND PRESSURE
Lesson 1: Getting started
Writing date: 20/ 9/ 2015
Teaching date: 29/9/ 2015
A. Objectives: 
	By the end of the lesson, ss will be able to:
	- use some adjectives of emotions and feelings
	- listen and read Phuc, Nick and Veronica's conversation for specific information about Mai's stress.
1. Language content
- Vocabulary: adjectives of emotions and feeling
- Grammar: Give advice, encourage, empathise or assure someone
2. Skills:
- Practicing skills.
 3.Attitudes:
- Ss are interested in doing exercises.
 4.Competences:
- Co-operation
- Self- study
- Using language to talk about emotions and feelings
B. Preparation
	- Materials: Ss’ books, text books, audio-visual aidsids 
	- Method: T- WC, group work, individual work
- Anticipated problems: Students may get difficulty in finding other ways for the expressions in 1d P17
C. Procedures:
Teacher’s activities
Students’activities
* Warm up - Chatting - 7' 
- T can prepare three magazine cut-outs or photos of teenagers with different facial expressions: worried, happy, angry, scared, relaxed, etc. 
? Describe the photos
? Guess why these teenagers are feeling this way.
I. New words - 5'
- Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: jumbled words
I. New words
- tense
(adj):
căng thẳng
- pressure
(n)
áp lực
- frustrated
(adj):
bực bội (vì không giải quyết được việc gì)
- depressed
(adj):
tuyệt vọng
- graduate
(n/v)
người tốt nghiệp, tốt nghiệp
- assure
(v)
cam đoan, đảm bảo
II. Listen and read - 15'
* Getting started
? Open the book on the GETTING STARTED page but with the text covered. 
? Where are Phuc, Nick and Veronica?
? What are they going to do?
- Explain that Mai was supposed to be there but she couldn’t some in the end. ? Why do you think Mai couldn’t come?
- Tell Ss they are going to listen to the conversation between Phuc, Nick, and Veronica. Play the recording and have Ss follow along.
II. Listen and read
* Suggested answers:
- They are at the play ground.
- They are going to play badminton.
- I think she is busy with her studies.
1.a. Find the opposite words (1a P27)
? Uncover the text. Play the recording again. 
? Work individually, then in pairs, to find the words/phrases. 
- Remind Ss they need to find the words in the text with opposite meanings. 
- Check and write the correct answers on the board.
1.a. Find the opposite words
1. to stay up late 
2. To be stressed (out) 
3. Good grades
4. to disappointed someone 
5. To take a break 
6. To be fully booked
1.b. Choose the best answer (1b P27)
? Work individually, then in pairs to do the task.
- Correct the task as a class and encourage Ss to explain why the chosen option is the correct answer.
1.b. Choose the best answer
1. C 2. B 3. C 4. A 5. B 6. A
1.c. What Veronica means
? What do you think Veronica’s statement means. 
? Have you ever felt like Veronica, and what happened?
1.c. What Veronica means
Veronica wishes her parents could put themselves in her situation to better understand her.
III. Practice - 15'
1. Gap fill (2 P27) 
? Ss work in pairs to complete this task. 
- Tell Ss in most cases more than one option may be suitable. 
? What is 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
? Study the REMEMBER!
? Add more adjectives of emotions and feelings formed from the -ed form of verbs.
III. Practice
2. Gap fill (2 P27) 
1. worried/tense/stressed; relaxed/confident 2. Calm
3. depressed/frustrated 4. Confident/relaxed/calm 
5. delighted/confident 6. Frustrated/worried
2. Matching (2P27)
 Before Ss start doing this exercise, explain the meaning of ‘give advice’, ‘encourage’, ‘empathise’ and ‘assure’.
? Work individually first, then in pairs. 
- Then give corrective feedback to the whole class. 
? Give examples of the situations in which these sentences are said.
2. Matching (2P27)
Give advice: to give suggestions and ideas to help somebody make a decision
Encourage: to give someone support and confident 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 no worry.
1. encourage 2. Give advice 
3. Empathise 4. assure 
5. Empathise 6. Encourage
3. How do you feel today? (4 P27)
- Teacher give some examples.
? Select appropriate statement in 3 to respond to what I have told you? ? Work in pairs. Tell your partner how you feel today and your friend responds to you. 
- If time allows, call on some pairs to report their stories to the class.
3. How do you feel today? (4 P27)
I feel worried because my cat is sick.
I feel disappointed because it has been raining all day long
I feel delightful because my son is Star of the Week at his primary school.
IV. Consolidation - 3'
? Recall some adjectives of emotions and feelings.
V. Homework - 2'
? Learn by heart new words
? Do exercises B1, 2, 4, 4 P20-21 (workbook)
Prepare: Unit 3: A closer look 1
IV. Homework
- Learn by heart new words
- Do exercises B1, 2, 4, 4 P20-21 (workbook)
- Prepare: Unit 3: A closer look 1
Week 6
Period 17:
UNIT 3: TEEN STRESS AND PRESSURE
Lesson 1: A closer look 1
Writing date: 21/ 9/ 2015
Teaching date: 01/ 10/ 2015
A. Objectives:
 By the end of the lesson, ss will be able to:
Use the lexical related to changes in adolescence
Identify in which situations to stress the verb be in sentences and say these sentences correctly
1. Language content
- Grammar: 
- Vocabulary: words related to changes in adolescence
2. Skills:
- Practicing skills.
 3.Attitudes:
- Ss are interested in doing exercises.
 4.Competences:
- Co-operation
- Self- study
- Using language to do exercises
B. Preparation:
- Teacher: Textbook, workbook, teaching plan, CD.
- Students: Textbook, workbook.
C. Procedures:
Teacher’s activities
Students’activities
I- Warm up (5'): 
- Free talk
- Check up old lesson
T- Ss
II. Vocabulary (15')
1 . Tell 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 before T gives feedback to the whole class.
- Ss work individually to complete this exercise
Key:
1. shape and height 2. Reasoning skills 3. Embarrassed
4. Independence 5. Self-aware 6. Informed
2 Explain the phrases in the box first. Elicit 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.
3 Have Ss work in pairs to discuss which solution can be used for which situation. Then elicit the answers from the whole class. Ask Ss to explain their decisions.
4 Refer back to what you have told the class in 2. Now 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.
- Individual work
Key:
A. 5 B. 2 C. 6 D. 3 E. 1 F. 4
- Ss work in pairs to discuss which solution can be used for which situation
- Ss work in pairs to complete the task
III. Pronunciation (15'')
- Stress on the verb be 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 practice saying the question.
- Now explain the REMEMBER! box. Emphasise that normally the verb be is unstressed, except for the situations mentioned in the box.
5 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 are unstressed. With the whole class, refer to the REMEMBER!box to elicit the reasons why the verbs be is stresses in each item. Ss then practice saying the sentences in pairs.
6 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. Give corrective feedback as a class, then Ss practice saying the sentences.
REMEMBER!
Normally the verb be is unstressed in the middle or at the start of a sentence for a statement or question.
Example:
She was stressed.
Are you worried about something?
However, the verb be is stressed in negative questions and at the end of sentences.
Example:
Aren’t you coming?
Yes, I am.
Also, it is stressed for emphasis or contrast.
Example:
She isn’t coming?
She is coming, but she’ll be a little late.
- Ss listen, then practice saying the sentences in pairs.
- Ss work individually first to underline those that should be stressed. Then check
Key:
1. -You aren’t worried about the exam? Good for you!
 - I am worried! But I try not 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.
4. - Who’s he? (no stress)
5. - Sorry - we’re late!
 - Actually, you aren’t. We haven’t started yet.
6. - Is she happy at the new school?
 - Yes, she is. She likes it a lot.
IV. Consolidation (2')
- Retell the whole lesson
.V. Homework (2')
? Learn by heart all the new words.
? Do Ex in workbook
? Prepare: Unit 1: Closer Look 2
- Answer teacher's questions.
- Say out the words 
- Take note
Week 6
Period 18:
UNIT 3: TEEN STRESS AND PRESSURE
Lesson 3: A closer look 2
Writing date: 22/ 9/ 2015
Teaching date: 02/ 10/ 2015
A.Objectives:
 By the end of the lesson, students will be able to :
Use reported speech with confidence
Use question words before to -infinitive
1. Language content
- Grammar: reported speech, question words before to -infinitive
- Vocabulary 
2. Skills:
- Practising skills.
3.Attitudes:
 Ss are interested in using reported speech, question words before to -infinitive
4. Competences:
- Co-oporation: work in pairs, groups, teams
- Self- study: work individually.
- Using language to report what others say
B.Preparation:
- Teacher: Textbook, workbook , teaching plan
- Students : Textbooks, workbooks, notebooks.
C. Procedure:
Teacher’s activities
Students’ activities
I. Warm up (5'): 
Introduction
Ss have already learned reported speech in English 8. Tell s that this is a review section. T may help Ss recall these forms and have them give examples. Their sentences should stick to the topic of this unit.
- Ss retell the form of reported speech 
II. Grammar (15')
Reported speech: review
1 Remind Ss of what the conversation in GETTING STARTED is about. Ss then work in pairs to complete the task. If needed, 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.
2 . Have Ss work individually to complete this exercise Then they compare their answers in pairs before T gives corrective feedback as a whole class.
III. Question words before to-infinitive(10’)
- 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-infintive.
3 Have Ss do the first sentence with the class as an example. Ss then work individually to rewrite the sentences before receiving correction from T.
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.
4 Have Ss work in pairs to complete this exercise. Remind them they can choose from the verbs ask, wonder, (not) be sure, (not) know, (not) decide, (not) tell to report these questions
5 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 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 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.
- Ss work in pairs to complete the task
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.’
- Ss work individually to complete this exercise
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 slept at least eight hours a day.
Look out!
The question word why cannot be used before a to-infinitive.
We often use the verbs ask, wonder, (not) be sure, have no idea, (not) know, (not) decide, (not) tell before the question word + to-infinitive.
Example: I have no idea where to get this information.
- Ss do the first sentence with the class as an example. Ss then 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.
- Ss can work in pairs to complete this exercise
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 call her then.
5. He was not sure whether to call her then.
6. They wondered what to do make Linh feel happier.
- T- Ss
Work in groups
IV. Consolidation (2')
? Retell reported speech, question words before to -infinitive
.V. Homework (2')
? Learn by heart all the structures
? Do exercises in Work book
? Prepare: Unit 1: Communication
- Answer teacher's questions.
- Take note
Week 7
Period 19:
UNIT 3: TEEN STRESS AND PRESSURE
Lesson 4: Communication
Writing date: 26/ 9/ 2015
Teaching date: 06/ 10/ 2015
A/Objectives: 
By the end of the lesson, Ss will be able to Talk about teen stress and pressure and how to cope with them
1. Language content
	- Vocabulary: vocabulary related to teen stress and pressure.
- Grammar: Use reported speech with confidence
 Use question words before to -infinitive
2. Skills:
- Practising skills.
3.Attitudes:
 Ss are interested in talking about teen stress and pressure
4. Competences:
- Co-operation
- Self- study
- Using language to talk about teen stress and pressure.
B/ Preparation:
- Materials: text books, posters, computer, projector
- Method: T- WC, group work, individual work
C/ Procedures:
Teacher’s activities
Students’ activities
I. Warm up: 3m and check the old lesson in 5m
II. New lesson: ( minutes)
- Write ‘Life skills’ on the board and ask Ss what they think it means. Ask them to give some examples of life skills.
- Explain the words in the Extra vocabulary box. Use a dictionary or translate the words since they are all abstract concepts.
1. Extra vocabulary: (5m)
- Cognitive /ˈkɒɡnətɪv/ (adj): connected with mental processes of understanding thuộc, hoặc liên quan tới nhận 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
- Resolve conflict: Giải quyết xung đột
- Risk taking: Chấp nhận rủi ro
2. Exercise 1: (10m)
- Ask Ss to work 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 the 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.
3. Exercise 2: (7m)
- 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.
4. Exercise 3: (8m)
- 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 list for the whole class. Write this list on a poster, or on the board.
5. Exercise 4: (10m)
- Ask Ss to copy down the ‘big list’ they have created in 3 in their notebooks. Ss then 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 results.
- 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.
III. Homework (2minutes)
1. Review this lesson
2. Do exercises . (Workbook)
3. Prepare lesson Skills 2
- Listen to the teacher’s explain
- Copy
- Work in pairs to complete the task.
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 
- Work individually to 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.
- Work in small groups.
“Do we teenagers in Viet Nam need all or some of these skills? Why or why not?”
- Work in small groups.
- Work individually: each student goes through the list and evaluates how good he/she is with each skill. Then Ss work in pairs to