Tài liệu Giáo án tiếng anh lớp 8 giáo án học kì 1 vân ngô thị thùy

Võ Như Hưng Secondary school Lesson plan -grade 9 UNIT3 TEEN STRESS AND PRESSURE Date of pre: 5/10/18 Period 16 Getting Started Date of T : .. /10/18 Week 6 I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Use the lexical items related to changes in adolescence. - Practice listening and speaking with the lexical items related to the topic II. L. CONTENT a. Vocabulary: The lexical items related to the topic “Teen stress and pressure” b. Grammar: Use reported speech with confidence, question words before fo-infinitive Skill: Listening, reading, writing and speaking III. PREPARATION: 1. Teacher: - Materials: Ss’ books, text books - Method: group work, individual work 2. Ss: vocabulary IV. TIME: 45’ V. PROCEDURES: 1. Class order: Greeting, checking attendance, asking for date 2. Checking up: None 3. New lesson: Teacher’s activities Students’ activities Content 1.Warm up: Have Ss - Look at the picture look at the picture and and answer. answer the Qs: - Where are Phuc, Nick, and Amelie? - What are they going to do? - What are they talking about? - Why do you think Mai couldn't come? 2. Vocab T uses techniques - Listen, take notes New words: and copy down - tense (adj): căng thẳng - be stressed out (v): làm căng thẳng - disappoint (v): làm thất vọng - graduate (n/v): sự tốt nghiệp Checking vocab(Act 1) - medical degree (n): bằng cấp về y học Match the word that have -Do ás directed - doubt (v): do dự opposite meaning with a. Find the opposite of the ……. the word given 1. to stay up late a. to be releaxed 2. to be stressed (out) b.to work continuously 3. good grades c. go to bed early 4. to disappoint someone d. bad exam résult 5. to take a break e.to have no plan 6. to be fully booked f.to make s.o happy 1c,2a, 3d, 4f, 5b, 6e 3. Listen - Introduce the topic : Why was Mai tired and - Listen and follow didn’t want to go out? - T plays the tape -Listen then answer School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van 1 Võ Như Hưng Secondary 4.Read - Act2: Have Ss work individually, then in pairs, to compare their answers with each other. Correct the task as a class and encourage Ss to explain why the chosen option is the correct answer. 5. Language note -Act3: Ask Ss what they think Amelie's statement means. Then explain if necessary. school - - Individually, then in pairs, to find the correct answers. Then try to explain - Work in pairs to discuss to find the answer. Lesson plan -grade 9 Act2. B. Choose the best answer. 1. C 2. B 3. C 4. A 5. B 6. A Act3: c.What do you think Amelie means … Amelie wishes her parents could put themselves in her situation to better understand her. - Act4:Have Ss work in - Work in pairs to do Act4: 2. Fill the gaps with the words in …… pairs to complete this the task and compare T may explain the difference between task. Remind them to pay the answers with a 'depressed' and other words such as 'tense', attention to the content partner 'worried', or 'stressed'. (The word 'depressed' is words in each sentence, - Give the answers very strong and used only to describe someone which may help them to who is deeply sad and has lost hope.)Ss work choose the most suitable in pairs word. 1. worried/tense/stressed; relaxed/confident 2. - Draw Ss' attention to the - Look at the calm 3. depressed/frustrated REMEMBER! box and REMEMBER! box 4. confident/relaxed/calm ask them to add more and listen. 5. delighted/confident adjectives of emotions 6. frustrated/worried and feelings formed from the -ed form of verbs. - Act5(ss can do at Act5:3. Match the sentences with the home)Have Ss work - Work individually function individually first, then in first, then in pairs to Key: pairs. Then give give corrective 1. encourage someone corrective feedback to the feedback to the whole 2. give advice to someone whole class. Ask Ss to class. 3. empathise with someone give examples of the 4. assure someone situations in which these 5. empathise with someone sentences are said. 6. encourage someone 6. F. Practice: Act 6 As an example, tell the Act6:4. How do you feel to day? class how you feel today - Work individually Some scenarios such as: and what has happened first, then in pairs to - feel worried because my cat is sick. that made you feel that do the task. - feel disappointed because it has been raining way. Encourage Ss to all day long. select appropriate - feel delighted because my son is Star of the statements Week at his primary school. 4. Homework - Learn by heart vocabulary and practice the conversation. - Prepare: A closer look 1 School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van 2 Võ Như Hưng Secondary school Lesson plan -grade 9 UNIT3 TEEN STRESS AND PRESSURE Date of pre: 5/10/18 Period 17 A Closer Look 1 Date of T : … /10/18 Week 6 I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Use the lexical items related to changes in adolescence. - Identify in which situations to stress the verb be in sentences and say these sentences II. L. CONTENT a. Vocabulary: The lexical items related to the topic “Teen stress and pressure” b. Grammar: Use reported speech with confidence, question words before fo-infinitive Skill: Listening, reading, writing and speaking III. PREPARATION: 1. Teacher: - Materials: Ss’ books, text books - Method: group work, individual work 2. Ss: vocabulary IV. TIME: 45’ V. PROCEDURES: 1. Class order: Greeting, checking attendance, asking for date 2. Checking up: Ask Ss practice “Getting started” 3. New lesson: Teacher’s act Students’ act Content 1.Warm up - Two teams play the Warm up - Have Ss play – game. adjectives of emotions Word web and feelings - Give comment interested 2.Presentation a. Vocab -Teach some new words. b. Exercises - Let Ss work individually to complete this exercise. Tell Ss to pay attention to the content words surrounding the gaps, and identify the part of speech of the missing words. - Explain to Ss the phrases in the box first. Elicit from Ss some examples for each item. 3. Practice - Follow and copy down. - Work individually then in pairs to do the task. Some Ss may write the answers on the board. Check their answers. - Work in apairs and discuss to do the task. Check the answers with the class. School year: 2018- 2019 - Vocabulary - informed (adj): có cân nhắc - embarrassed (adj): xấu hổ - reasoning skills (n): các kĩ năng lập luận - self-aware (adj): tự nhận thức - adolescence (n): giai đoạn vị thành niên - guidance (n): lời hướng dẫn - overcome (v): vượt qua 1. Complete the paragraph with…... Key: 1. shape and height 2. reasoning skills 3. embarrassed 4. independence 5. self-aware 6. informed 2. Match the source of stress and pressure…... Key: A. 5 B. 2 C. 6 D. 3 E. 1 F. 4 Teacher: Ngo Thi Thuy Van 3 Võ Như Hưng Secondary school -Share some of personal experience from teenage years - Work in apairs to where relevant. do the task. Check - Now tell Ss the the answers with the ways we used to deal class. with these (difficult/stressful) situations. Ask Ss to work in pairs to complete the task. - Listen and do the 4.Pronuciation: task as requested - 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. Now explain the REMEMBER! box. Emphasise that normally the verb be is unstressed, except for the situations mentioned in the box. - Lesson plan -grade 9 3. Which of the following….. Discuss with… 4. Have you ever been in any of…… If time allows, ask each pair to join at least another pair to make a group discussion. PRONUNCIATION Stress on the verb be in sentences 5. Listen to the recording…….. 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 verb be is stressed in each item. Ss then practise saying the sentences in pairs. 6. Look at the following sentences…. 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 practise saying the sentences. 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. 4. Homework - Learn by heart all the new words. Practice saying sentences in 2 and 3 - Prepare: Closer Look 2 School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van 4 Võ Như Hưng Secondary school - Lesson plan -grade 9 UNIT3 TEEN STRESS AND PRESSURE Date of pre: 5/10/18 Period 18 A Closer Look 2 Date of T : .. /10/18 Week 6 I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Use the lexical items related to changes in adolescence. - Use reported speech with confidence, question words before fo-infinitive II. L. CONTENT a. Vocabulary: The lexical items related to the topic “Teen stress and pressure” b. Grammar: Reported speech with confidence, question words before fo-infinitive c. Skill: Listening, reading, writing and speaking III. PREPARATION: 1. Teacher: - Materials: Ss’ books, text books - Method: group work, individual work 2. Ss: vocabulary IV. PROCEDURES: 1. Class order: Greeting, checking attendance, asking for date 2. Checking up: Ask Ss to practice 2 and 3 in “A Closer Look 1” 3. New lesson: Teacher’s activities Students’ act Content 1. Warm up: - Whole class play Give 9 words about game. “WH-Questions” on the board and let Ss play game “Bingo” - Have Ss play a game 2. Presentation: Grammar: Reported 1. Read the conversation in Getting Started…. speech: review Key: - Ask Ss to work in - Work in pairs to Mai: “I'm too tired and don't want to go out.” pairs to complete the complete the task. Mai: “I want to be a designer.” task. If needed, give Mai's parents: “Design graduates won't find jobs easily. Ss a quick review of We want you to get a medical degree.” reported speech. 2. Rewrite the following sentences in…... 3.Practice: -Work individually Key: - Let Ss work to complete this 1. My parents told me they would visit me that week. individually to exercise. Then 2. Our teacher asked us what we were most worried complete this compare their about. exercise. Then they answers in pairs. 3. Phuong told me she was so delighted because she had compare their answers just received a surprise birthday present from her sister. in pairs before T gives 4. Tom said Kate could keep calm even when she had corrective feedback as lots of pressure. a whole class. 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 fo-infinitives: Tell Ss that the question words who, what, where, when, and how can - Explain the Look -Listen and take be used before a to-infinitive to express a situation that out! box. notes. it is difficult or uncertain. 3. Rewrite the sentences using question ……. Key: School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van 5 Võ Như Hưng Secondary school - Do the first sentence Work with the class as an individually to example. Ask Ss to complete the task. work individually to Then compare rewrite the sentences their answers with before receiving a partner. correction from T. - Give feedback - Have Ss work in - Work in pairs to pairs to complete this do the task. exercise. - Remind 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. Lesson plan -grade 9 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. 4. Rewrite the following questions …... 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. 4.Production: Game: Something - Play the game About Our Teacher First, ask the whole class to agree on five questions they would like to ask about T. Write them on the board. Prepare two different versions of answers to these five questions. 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 T for the answers to the questions and the group will then have to report to the other group what they have heard from T. 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 School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van 6 Võ Như Hưng Secondary school 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. Homework - Learn by heart all the new words and structures - Prepare: Communication School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van Lesson plan -grade 9 7 Võ Như Hưng Secondary school - Lesson plan -grade 9 UNIT3 TEEN STRESS AND PRESSURE Date of pre: 5/10/18 Period 19 Communication Date of T : .. /10/18 Week 7 I. OBJECTIVES: 1. Formation of behavior: By the end of the lesson, Ss will be able to: - Read and get some information then talk about “Life skills for teens” II. L.CONTENT a. Vocabulary: The lexical items related to the topic “Teen stress and pressure” b. Grammar: Reported speech with confidence, question words before fo-infinitive c. Skill: Listening, reading, writing and speaking III. PREPARATION: 1. Teacher: - Materials: Ss’ books, text books - Method: group work, individual work 2. Ss: vocabulary IV. PROCEDURES: 1. Class order: Greeting, checking attendance, asking for date 2. Checking up: Ask Ss to practice 2, 3 and 4 in “A Closer Look 2” 3. New lesson: Teacher’s activities Students’ activities Content 1.Warm up: Talk about the meaning of “Life Skills” - Write 'Life skills' on the board and ask Ss - Individual talking what they think it means. Ask them to give some examples of life skills. 2. Prespeaking: a. Vocab - Listen to the Extra vocabulary: - Explain the words in explanation and copy - cognitive (adj): liên quan đến nhận thức the Extra vocabulary down. - emotion (n): cảm xúc box. Use a dictionary - concentrate (v): tập trung or translate the words - self-discipline (n): tự rèn luyện since they are all - resolve (v): giải quyết abstract concepts. - risk taking (n): liều lĩnh 1. Read about the necessary life skills for b.Act1 teenagers in the United States. ….. - Have Ss work in - Work in pairs to Key: pairs to complete this complete the task. 1. C 2. B 3. D 4. A 5. E task. Go around and offer help if needed. 3. During speaking: 2. Discuss: Do we teenagers in Viet Nam need - Give Ss plenty of - Work in pairs. Then, all or some of these skills? Why/Why not? time to look closer at Ss work in small Write on the board two lists: one containing the each skill to discuss the groups. After their skills Ss think are necessary for Vietnamese questions in pairs. discussion, each group teenagers, and one containing those that they think Then, Ss work in small should cross out the are not. groups. After their life skills which they discussion, each group think are not suitable should cross out the for Vietnamese teens. School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van 8 Võ Như Hưng Secondary school life skills which they think are not suitable for Vietnamese teens. 4.Post speaking. - Work in small groups - Have Ss work in to make their own list small groups to make for Vietnamese teens. their own list for Vietnamese teens. - Copy down the 'big list' they have created in 3 in their notebooks. Lesson plan -grade 9 3. In groups, work out a similar list of skills that Vietnamese teens should have today…. Ss 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. 4 Look at the list of life skills for teens that your class has developed 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. - Ask Ss to copy down the 'big list' they have created in 3 in their notebooks. Ss then work individually: 4. Homework - Learn by heart all the new words - Practice writing and talking about “Life Skills for Teens”. - Prepare: Skills 1 UNIT3 TEEN STRESS AND PRESSURE Date of pre: 5/10/17 Period 20 Skills 1 Date of T : …. /10/17 Week 7 I. OBJECTIVES: 1. Formation of behavior: By the end of the lesson, Ss will be able to: - 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 II. L.CONTENT a. Vocabulary: The lexical items related to the topic “Teen stress and pressure” b. Grammar: Reported speech with confidence, question words before fo-infinitive c. Skill: Listening, reading, writing and speaking III. PREPARATION: 1. Teacher: - Materials: Ss’ books, text books - Method: group work, individual work 2. Ss: vocabulary IV. PROCEDURES: 1. Class order: Greeting, checking attendance, asking for date 2. Checking up: Ask Ss to practice 1 and 2 in “Communication” 3. New lesson: Teacher’s activities Students’ activities Content 1.Warm up: Chatting: - Answer the question 1a. Ask Ss the question and explain that a child helpline is a telecommunication support service for children and young people. 2.Pre Reading New words: a. Vocab - Listen, follow and - helpline (n): đường dây trợ giúp (nóng) - Teach some new copy down. - toll-free (n): miễn phí words. - counsel (v): khuyên bảo - abuse (n): sự lạm dụng School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van 9 Võ Như Hưng Secondary school -Check: R.O.R b.Predict question: Do you know what a child headline íi? 4. Wlile reading: - Ask Ss to read the text again to complete the task. Ss work in pairs to answer the questions. - - Guess - Work individually to do the task and then compare their answers with a partner. - Work individually first, then compare the answers with their partner. - Have Ss work individually first, then compare the answers with their partner. Then provide feedback as a class. For each answer, ask Ss to refer back to the text to find the relevant information.. 4.Post speaking a.Pre: - Do the task as teacher Draw Ss' attention to requests 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. - Tell Ss they are going to listen to two students -Do as dirrected calling a child helpline. After Ss have completed the task individually, give feedback as a class. Then Ss work in pairs to role-play the callers b. While - T plays the tape School year: 2018- 2019 Lesson plan -grade 9 - promote (v): thúc đẩy - involve (v): bao gồm - peer (n): bằng, ngang hàng (bầy đàn) - favourable (adj): thuận lợi - 2. Answer the questions. 1. It's a free service for counselling 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 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 favourable conditions for children to develop physically and mentally. 3. Read the text again…….. Key: 1.T 2. T 3. F 4. F 5. F 6. T Speaking 4. Listen to two students calling…... Key (suggested): Caller 1 girl, from Ha Noi, last year of high Caller: school Feeling a bit depressed and confused now: Teacher: Ngo Thi Thuy Van 10 Võ Như Hưng Secondary school Problem: c. Post - Look back at Exercise 2, A CLOSER LOOK 1. and do the task in pairs. - Tell Ss the instructions to do the task. Give Ss a few minutes to choose who they want to be and to -Listen and fill in the think about what they blank should say when they call the hotline. Ss work in pairs. Go -do the task in pairs. around and offer help if needed. Question : Caller 2 Caller: Feeling now: Problem : Lesson plan -grade 9 wants to be a designer; but her parents want her to be a doctor doesn't know what to say to her parents boy, named Long, 13 years old, from Ho Chi Minh City worried 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. Homework - Learn by heart all the new words - Practice talking about their own ethnic group. - Prepare: Skills 2 UNIT3 TEEN STRESS AND PRESSURE Date of pre: 5/10/18 Period 21 Skills 2 Date of T : …. /10/18 Week 7 I. OBJECTIVES: 1. Formation of behavior: By the end of the lesson, Ss 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 II. L.CONTENT: a. Vocabulary: The lexical items related to the topic “Teen stress and pressure” b. Grammar: Reported speech with confidence, question words before fo-infinitive 3. Skill: Listening and writing III. PREPARATION: 1. Teacher: - Materials: Ss’ books, text books - Method: group work, individual work 2. Ss: vocabulary IV. PROCEDURES: 1. Class order: Greeting, checking attendance, asking for date 2. Checking up: Ask Ss to practice 1b and 2 in “Skills 1” 3. New lesson: Teacher’s activities Students’ activities Content 1.Warm up: - Discuss and answer 1a. Ask Ss if they the questions. know what an “advice columnist” does. . Introduce the word 2.PreListening New words: a. Vocab - Listen, follow and - columnist (n): người phụ trách chuyên mục - Teach some new copy down. - empathise (v): thấu cảm, đồng cảm words. - sensitive (adj): nhạy cảm -Check: R.O.R b. Predict -Ask ss if they know School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van 11 Võ Như Hưng Secondary school Lesson plan -grade 9 what an “advice -discuss( give s.o columnist” does some advice) - Tell Ss they are now going to listen to an - Work individually interview with Miss then compare answers Sweetie, the advice with their partner. columnist of 4Teen magazine. Ask Ss to look at the questions in Exercise 1b first. Ss then work individually to complete the task. ‘ - Play the recording once to check how - Work individually 1b. Choose the best answers. much Ss understand then compare answers Key: it. Then play the with their partner. 1. likes 2. no longer in recording again when 3. not easy 4. takes time 5. need providing the key. 3. While listening: Act2 -For this task, play the - Work in pairs to do Ăct2. Answer the questions. recording as many the task. 1. She feels like she is living her teenage years times as needed. Ss again, and she loves helping readers by giving them work individually advice. first, then compare the 2. She said it's most important that we put ourselves answers with a in other people's shoes. partner. Then provide 3. Because language should be used sensitively so corrective feedback as that the person can get over the negative feelings. a class. - Activity 3 Act3. Which of the following expressions….. Ss work in pairs for Key: this task. Ask them to -Work in pairs 1. No 2. Yes 3. No 4. No 5. Yes explain their decision Writing afterwards.The options that are in the ‘no’ category are because the language is too strong or direct. 4. Post listening a. Pre - Remind Ss to use the -Answer expressions in the Writing Study skill box 'Giving advice': What do you say to give s.o an advice? Ex: +If I were you, I would(not)… +I don’t think you should…. + It might be a good idea… - Have Ss need to look 4. Look at 2, A CLOSER LOOK 1.... School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van 12 Võ Như Hưng Secondary school at 2, A CLOSER - look at 2, A LOOK 1. Then they CLOSER LOOK 1. work individually to Then they work complete this task. individually to complete this task. b. While - Have Ss work individually first to write a short note to Miss Sweetie to ask her for advice about a problem at school or with their friends. - Work in small groups. - Lesson plan -grade 9 Suggested answers: 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? 5a. write a short note to Miss Sweetie to ask her for advice about a problem at school or with their friends……. Hi Mrs Sweetie, I'm a final year students and I'm so confuse about choosing the university. There are a lot of option for me with different range of entrance requirement points. At this time I do not know what I like and which school is suitable for me. I really need your help. Please provide me some advice as soon as posible. Thanh you a lot! c. Post - Tell Ss when all -show on the board group members have finished writing the advice note, they will take turns to report the note they received, and the advice that they offered. Minh 5b. As a whole class, put the notes in a…. Hi Minh, I know your feeling when choosing a university. First, I suggest that you sit alone and spend an amount of time to think what you actually like. If you can’t identify your hobbies and dreams clearly, I recommend you do a “psychological multiple choice questions” exam in our website. After understanding what field you will choose, find the list of universities that have it. Depend on your finance and your points, you can reach the final decision. 4. Homework - Learn by heart all the new words - Practice saying the “advice” in activity 4 - Prepare: Looking back+ Project School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van 13 Võ Như Hưng Secondary school - Lesson plan -grade 9 UNIT3 TEEN STRESS AND PRESSURE Date of pre: 5/10/18 Period 22 Looking Back and Project Date of T : … /10/18 Week8 I. OBJECTIVES: By the end of the lesson, Ss will be able to review and do exercises about the vocabulary and the grammar notes they have learnt during this unit. II. L. CONTENT a. Vocabulary: The lexical items related to the topic “Teen stress and pressure” b. Grammar: Reported speech with confidence, question words before fo-infinitive c. Skill: Listening and writing III. PREPARATION: 1. Teacher: - Materials: Ss’ books, text books - Method: group work, individual work 2. Ss: vocabulary IV. PROCEDURES: 1. Class order: Greeting, checking attendance, asking for date 2. Checking up: Ask Ss to practice activity 4 in “Skills 2” 3. New lesson: Teacher’s activities Students’ activities Content 1.Warm up: - Work individually 1. Put yourself in these teen’s shoes…... - Ask Ss to complete the first and then Key: 1. excited/delighted sentences by using the compare. 2. frustrated/upset with a partner. support from the 3. tense/stressed 4. worried/tense pictures, the options 5. disappointed/frustrated provided, and the 6. emotional/depressed meaning of the sentences. 2. Review - Ask Ss to remember - Complete the task 2. Use the following prompts to say…. the meanings of these individually or in Key: (suggested verbs: congratulate, pairs. Then compare 1. 'Congratulations!'/ 'Well done! You did a really empathise, encourage, with others. great job!' School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van 14 Võ Như Hưng Secondary school assure, and advise. Then Ss need to look at the situations in 1 to say appropriate sentences. 3. Practice: - Challenge Ss to complete this exercise without looking back at COMMUNICATION They can write in similar skills, or add new skills as they wish. - - Complete this task individually and share the answers with a partner. Lesson plan -grade 9 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… Key: (suggested) 1. concentrate on doing something; 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 - Have Ss work stop taking risks individually then in - Complete this task 5. cook for oneself and others; manage a small pairs when they individually and share budget compare their answers the answers with a 4. Rewrite the following in……. with each other. partner. Key: 1. She said she was really stressed out, and that she had had three sleepless nights 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 first but she was fine then. 4. He said he didn't think taking risks too often - Have Ss work was a good idea. individually to complete - Complete the 5. She said he would take a cooking class before this task. exercise individually he went to college. or in pairs. 6. He said he really wished he could make informed decisions. 5. Rewrite the underlined phrases…… Key: 1. Today I'm going to tell you what to do in case of fire. 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 Speaking the fire and ask for help. Communication 6. Work in pairs. Look at the notes…. - Direct Ss to the to Some questions: callers in 4, SKILLS 1. - Discuss this task in Who are the callers? Using the notes they pairs to work out the Why are they calling the helpline? School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van 15 Võ Như Hưng Secondary produced for that exercise, ask Ss to recall the details of the two calls. - Call on five pairs to report the advice to the class. The class then vote for their favourite piece of advice. school advice they would give to the two callers. lay the game by asking and answering Lesson plan -grade 9 How do they feel? Finished! Ask Ss to complete the Finished! self-assessment box. Identify any difficulties and weak areas and provide further practice. 4. Homework: - Learn by heart new words. - Do project at home - Prepare for the next period “Review 1 - Language” School year: 2018- 2019 - Teacher: Ngo Thi Thuy Van 16