UNIT 3 TEEN STRESS AND PRESSURE TIENG ANH THI DIEM LOP 9

GIÁO ÁN THÍ ĐIỂM CHƯƠNG TRÌNH TIẾNG ANH THÍ ĐIỂM LỚP 9 2 CỘT CHUẨN. ĐƯỢC SOẠN CHI TIẾT VỚI HÌNH ẢNH, CÁC DẠNG BÀI TẬP KIẾN THỨC NGỮ PHÁP CHI TIẾT, RÕ RÀNG. TRÌNH BÀY ĐẸP, CHUẨN CẤU TRÚC GIÁO AN. CHỈ VIỆC TẢI VỀ ĐI DẠY.

Week : 06 Date of preparing : September 19 th ,2016 Period:16 Date of teaching : September 21 st ,2016

UNIT 3: TEEN STRESS AND PRESSURE

GETTING STARTED

I OBJECTIVES -By the end of the lesson, students will be able to:

- use the lexical items related to changes in adolescene

- learn vocabularies about the teen stress and pressure

- use questions word before Vto-inf

Skills: Listening, Speaking, Writing, Reading

Educational aims: educate students know how to separate their time for their activities to reduce the

stress and pressure

II LANGUAGE CONTENTS:

- Vocab: stress, pressure, disappoint, depress, frustrated, tense

- Structure: S+ wish + S would/ could + Vinf.

- Question words + Vto inf

III TECHNIQUES AND TEACHING AIDS

* Techniques: Asking- answering , Eliciting , pair / group work

*Teaching aids: pictures, cassette + tape , colored chalk.

Teacher’s and students’ activities Contents

1/WARM UP:

T: divides the class into two teams, gives

them some aspects of the two cities( Hue vs

Ho Chi Minh), compare them

S: make comparison between two cities

Which groups making more right sentences is

winner

T elicits some different facial expressions of

teenagers: worried, happy, angry, scared,

relaxed, ect

Asks Ss to describe and guess why these

teenagers today are facing up to the problems

T write down the title on the board

2/ PRESENTATION

T shows the picture of teenager and introduse

it: Phuc, Nick, and Veroniaca Explain that

Mai was supposed to be there but she couldn't

come in the end

T asks 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?

Make comparison Hue vs Ho Chi Minh city (air, entertaiment, cost of living, traffic, weather, population, polution )

Unit 3: Teenager stress and pressure

A1: Listen and read

"

She has been a bit tense lately"

Ss answer- T write their answers on the board

T play the recording

Ss listen and read

T can ask Ss to track the dialogue with their

fingers as they listen to the recording Then

come back to the earlier Qs and have Ss

answer again

T may explain some new words

Drill pronunciation

3/ PRACTICE

a T tell Ss they can uncover the text Play

the recording again

Have Ss work individually, then in pair, to

find the words/ phrases

Remind Ss they need to find the words in the

text with opposite meanings

b Ss work individually to choose the correct

answer, then compare their answers with a

partner and then discuss as a class

T gives any corrections and encourages them

toexplain why the chosen option is the correct

answer

c Ask Ss what they think Veronica's

statement means

Explain if necessary

For a able class, aks them if they have ever

felt like Veronica, and what happened

2 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

Ss work in pair

T checks and correct Ss' answer

T explain the difference between " depressed

New words :

Disappoint(v): thất vọngMedical degree(n): bằng Y(tốt nghiệp trường y)tense(adj): căng thẳng

a Find the opposite of these words in the conversation

 Veronica wishes her parents couls put themselves

in her situation to better understand her

2 Fill the gaps with the words in the box In some

cases more than one word may be suitable

1 worried/ tense/ stressed, relaxed/ confident

and other words such as 'tense", worried,

stressed(the word depressed is very strong

and used only to describe someone who is

deeply sad and has lost hope.)

Draw Ss' attention to the Remember! Box and

ask them to add more adjectives of emotion

and feelings formed from the -ed form of

verbs

3.Ss do the task by themselves After that

they swap their answers with their partner

Ss give the answers as class

T checks and corrects

Let Ss repeat the word/ phrases in chorus

4/ PRODUCTION:

4.Ss work in pairs to ask and tell their friend

how they feel today and what has happened

that made they feel that way

T can make up scenerios

T calls some Ss to talk before the class

T gives correction

Remember

Many adjectives of emotions and feelings are formed from the -ed form of verbs, excited, relaxed, frustrated,etc.

Can you find more examples

3 Match the statements with the function

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

Key:

1 encourage 2 Give advice 3 Empathise

4 assure 3 Empathise 4 encourage

4./ HOW DO YOU FEEL TODAY?

Tell your friend how they feel today and what has happened that made you feel that way Your friend responds to you using one option from the box in 3.Ex:

I feel worried because my car is sick

I feel disappointed because it has been raining all day long

I feel dilighted because my son is Star of the Week

at his primary school

5 HOMEWORK:

T : give homework and guide ss how to

prepare the new lesson

Ss : copy down

Homework:

-Learn the vocab by heart( recommend Ss to have a vocab book in which to write the new words they learn everyday) and practise the expressions

-Do the exercises: - workbook

- Prepare “A closer look 1”.

* Self -evaluation :

******************************************

Week :06 Date of preparing : September 18 th , 2016

Period:17 Date of teaching : September 20th ,2016

UNIT 3: TEEN STRESS AND PRESSURE

A CLOSER LOOK 1

I OBJECTIVES -By the end of the lesson , students will be able to :

- use vocabulary and how to epress their emotion and feeling as well as to reduce the stress and

pressure

- identify in which situation to stress the verb "be" in sentences and say these sentences correctly

Skills: Listening, speaking, reading, writing

Educational aims: educate students know how to separate their time for their activities to reduce the

stress and pressure

II LANGUAGE CONTENTS:

- Vocab: embarrassed, shape and height, reasoning skills, self- aware, overcome

- Pronunciation: stress on the verb be in sentences

III TECHNIQUES AND TEACHING AIDS

* Techniques: Asking- answering , Eliciting , pair / group work

*Teaching aids: pictures, cassette + tape , colored chalk.

IV TEACHING PROCEDURES:

1 Greetings and roll call

2 Checking up:Questions: Checking students’ vocabulary

3 The new lesson

Teacher’s and students’ activities Contents

*Warm up:

T asks Ss something to check their old lesson

in the last period

T leads into the new lesson

Vocabulary

1 Ss work individually to complete this

exercise

Tell Ss 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 answer

before T elicits the answers from the class

Question:

Why is Mai not playing badminton with Phuc, Nick and Veronica?

How does Mai feel now?

What do her parents want her to be?

2 Explain the phrases in the box first Elicit

from Ss some examples for each item

Ss share some of your personal experience

from your teenage years where relevant

3 Ss work in pairs to discuss which solution

can be used for which situation

Then elicit the answer from the whole class

T asks Ss to explain their direction

4.T refers back to what Ss have told the class

in 2

Now tell Ss the ways you used to deal with

these difficult situation

Asks Ss to work in pairs to complete the task

T call some pairs to make a group discussion

Check the answers with the class

*Pronunciation

T plays the recording again or say the first

sentence in the GETTING STARTED

Draw Ss's attention to the stressed "isn't" and

ask them to practise saying the question

T explain the REMEMBEr box

Emphasise that normally the verb be is

stresses, except for the situations mentioned in

the box

4.- play the recording as many times as

needed

Notice Ss that only the words in italics should

be stressed, the other forms of be are

4./ Have you ever been in any of these situations?

If so, what did you do to deal with them?

Pronunciation: Stress on the verb "be" in sentences

Listen again to what Veronica said in GETTING STARTED Notice the way she pronounced the verb Be in the sentence

Remember!

Normally the verb be is unstressed in the middle or

at the atart of a sentence of a statement or question EX: She was stessed.

Are you worried about something?

However, the verb be is stressed in negative questions and at the end of sentences.

Ex: Aren't you coming?

Yes, I am.

Also, it is stressed for emphasis or contrast.

Ex: She isn't coming?

She is coming, but she'll be a little late.

5.Listen and practise saying the sentences Pay attention to the way the verb be is pronounced.

1 Where are you? You aren't at the bus stop

I am at the bus stop, but I can't see you.

Hi Phuc! Where's Mai? Isn't she coming?

With the whole class, refer to the

REMEMBER! Box to elicit the reasons why

the verb be is stressed in each item

Ss practise saying the sentences in pairs

6-Play the recording as many times as

necessary let students practise reading the

word pairs first Then ask them to underline

the words are stressed

T play the recording, Ss listen and check their

answers

T call Ss to check their answer before the

class, then asks them to practise saying the

sentences

Production

- provide further practice by dividing the

class into 2 groups Have groups sing

alternate lines.

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 favorite sport?

Yes, he 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

6 Look at the following sentences and underline the verb forms of be which should be stresses Then listen to the recording to check and practise.

1 am 2 Is 3 Isn't 4 No stress

5 aren't 6 is

5 HOMEWORK :

T : give homework and guide ss how to

prepare the new lesson

Ss : copy down

Homework:

-Learn all the new words and grammar by heart.-Do the exercises in workbook: A1,2; B4/16,17.-Prepare : A closer look 2 (Unit 3)

* Self -evaluation :

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Week :06 Date of preparing : September 18 th , 2016

Period:18 Date of teaching : September 20 th , 2016

UNIT 3: TEEN STRESS AND PRESSURE

A CLOSER LOOK 2

I OBJECTIVES -By the end of the lesson , students will be able to :

-use reported speech with confidence

- use question words before to-infinitive

Skills: Listening, reading, writing, speaking

Educational aims: educate students know how to separate their time for their activities to reduce the

stress and pressure

II LANGUAGE CONTENTS :

- Vocab: review

- Grammar: Question words before infinitive

Review: Reported speech

III TECHNIQUES AND TEACHING AIDS

* Techniques: Asking- answering , Eliciting , pair / group work

*Teaching aids: pictures, colored chalk, flip- chart.

IV TEACHING PROCEDURES:

1 Greetings and roll call

2 Checking up:

- Checking students’ vocabulary in the last lesson

3 The new lesson.

Teacher and students’activities Content

*Warm up:

T asks Ss to recall the statements what

they’ve learnt in getting started

Ss work in pairsto complete the task

T devide the class into side A and side B(side

A will say the sentences in direct speech,

side B will change them into indirect speech)

2:- Ss work in individually to complete this

exercise Then compare their answers in

pairs before

T gives any corrections as a class

T tells Ss that the question words : who,

what, where, how can be used before a

to-infinitive to express a situation that it is

difficult or uncertain Give them examples

Recalling:

* Reported speech: review

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.

Mai: "I'm too tired and I don't want to go out"

Mai: 'I want to be a designer"

Mai's parents: 'Designvgraduates won't find jobs easily We want you to get a medical degree."

2./ Rewrite the following sentences in reported speech.

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 bithday present from her sister

4 Tomsaid 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

* Question words before to-infinitives

We can use question words who, what, where,

how can be used before a to-infinitive to

express a situation that it is difficult or

uncertain

Asks Ss to look at 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 + Vto-inf

3:- T does the first sentence with the class as

an example

Ss work independently, then share their

answer with their partner

T calls some Ss to check before the class

T asks Ss to rewrite the sentences before

receiving correction from T

T draws Ss'attention the LOOK OUT! Box to

get more information about questions words

before to-infinitives and how to report Yes/

No questions

Ss copy down

4- Asks Ss to read the sentences and

3.Rewrite the sentences using question word + infinitives

to-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 wondwered how to tell this news to his parents

6 They can't decide who to go first

Reported questions with question words before infinitives

to-Question words before to-infinitives can be used to report questions about something that should be done.

Ex: 'What should I do?'

 She wondered what to do

Look out!

The question word why can not be used before a to-infinitive

Look out!

The question word why can not 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 which are often used before the question word + Vto-inf

Ex: I have no idea where to get this information

LOOK OUT!

To report Yes/ No questions we use whether before

to-infinitive Remember If can not be used in this case.

Ex: 'Should I tell my parents what I really think?'

-She wondered whether to tell her parents what she really

thought.

LOOK OUT!

To report Yes/ No questions we use whether before

to-infinitive Remember If can not be used in this case.

Ex: 'Should I tell my parents what I really think?'

-She wondered whether to tell her parents what she really

thought.

complete the sentences.

T reminds them they can choose from the

verbs ask, wonder, (not) be sure, have no

idea, (not) know,(not) decide, (not) tell.to

report these questions

Ss work independently, then share their

answers with their partners

T calls some Ss to give answers

T asks Ss to agree on five questions they

would like to ask about you

Write them on the board Prepare two

versions of answers to these five questions

T divide the class into two team, tells Ss that

a group will stay inside the classroom and

the other outside Each group will listen to T

for the answer to the questions and the group

will then have to report to the other group

what they have heard from T

Finaaly, ask the two groups to gather again

inside the classroom

Asks them to answer the five questions

written on the board according to the

information they have received by reporting

what T has told them

4./ Rewrite the following qestions in reported speech, using questions before to-infinitives

Tip: You may use the following verbs: ask, wonder, (not) be sure, have no idea, (not) know,(not) decide, (not) tell.

1 They wondered/ couldn't tell how to use that support service

2 he has 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

5 GAME: SOMETHING ABOUT OUR TEACHER Ex: Do you have a pet?

If so, What is it?

What's its name?

 Our teacher said she had a dog called "tobe" at home.

No, Our teacher said she had a cat called "tobe"

at home.

Homework :

T : give homework and guide ss how to

prepare the new lesson

Ss : copy down

Homework:

- Finish the report

- Review the Present continuous tense

- Do the exercises– workbook

- Prepare : Communication

* Self -evaluation :

********************************************

Week :07 Date of preparing : September 21st ,2016

Period:19 Date of teaching : Sep 23rd , 2016

UNIT 3: (cont.) COMMUNICATION

I OBJECTIVES -By the end of the lesson, students will be able to :

Know more about the necessary life skills for teenagers

Study more new words about the teenagers' problems

II LANGUAGE CONTENTS:

- Vocab: about teenagers' skills, cognitive, emotion, concentrate, self-discipline, resolve conflict,

risk taking

- Grammar: The Present simple tense.

III TECHNIQUES AND TEACHING AIDS

* Techniques: Asking- answering , Eliciting , pair / group work, games

*Teaching aids: pictures, , colored chalk, cards

IV TEACHING PROCEDURES:

1 Greetings and roll call

2 Checking up:change the sentences into the reported speech

1 'Have you seen her recently? Asked Thanh

2 'Tell Emma I miss her very much' She told me

3 'When should I start the computer?' Nguyen asked his teacher

4 " They can't decide what they should do in this situation."

3 The new lesson

1/WARM UP:

T divide the class into two teams, ask them to

list all the the teenagers' skills

Ss work in groups

Which group having more right words is

winner

T leads into the new lesson write 'Life skills' on

the board and asks Ss what they think it means

2/ PRACTICE

T elicits some extra vocabularies from Ss by

explaination, or translation for all abstract

working group skills LIFE SKILLS FOR TEENS