Giáo án Tiếng Anh 9 (Global Success) - Unit 3: Teen stress and pressure - Năm học 2023-2024 - Trường THCS Nguyễn Chuyên Mỹ

Nội dung tài liệu: Giáo án Tiếng Anh 9 (Global Success) - Unit 3: Teen stress and pressure - Năm học 2023-2024 - Trường THCS Nguyễn Chuyên Mỹ

1. Preparing date: Teaching date: 28/9/2023 9A: 10/10/2023 9B:11/10/2023 9C: 11/10/2023 9D:11/10/2023 Period 16 UNIT 3: TEEN STRESS AND PRESSURE Lesson 1: GETTING STARTED (P. 26- 27) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: use the lexical items related to changes in adolescence. - Vocabulary: The lexical items related to the topic “Teen stress and pressure”. - Grammar: Complex sentences the uses of some common phrasal verbs 2. Skills: Listening, speaking, reading and writing. 3. Attitude: - Ss have a positive attitude towards what they have learnt; understand and actively respond to relevant matters or situations. - Ss know how to cope with stress and pressure in their studying and life. 4. Competencies: - Form and/or improve such competencies as collaboration, teamwork, communication, presentation, problem solving, assessment, etc. II. PREPARATIONS: Teacher: Projector, textbook, pictures, lesson plan. Students: Textbooks, notebooks III. ANTICIPATED PROBLEMS AND SOLUTIONS: Students may not be familiar with specific information about the features of cities. Teacher should prepare the lesson carefully and give the Ss clear instructions. IV. PROCEDURE: Teacher’s activities Contents I. WARM UP (IW/5’) Chatting: Warming up the class and leading in the new How do these people feel? lesson - worried - T prepares some pictures of teenagers with - happy different facial expressions: worried, happy, - scared scared, relaxed, etc. - relaxed - T asks Ss to describe the pictures and asks UNIT 3: TEEN STRESS AND PRESSURE them to guess why these teenagers are feeling Lesson 1: GETTING STARTED (P. 26- 27) this way. - Teacher leads in the topic of the lesson. The whole class: Ss look at the pictures and describe them II. BEFORE LISTEN AND READ 1. Set the scene (IW/3’) - T shows the picture as printed in the book p26 and introduces Ss in the picture: Phuc, Nick, and Amelie. - T Asks the class to describe what is happening in the picture by answering some questions: + 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? Suggested answers: + They are in the tennis court. + They are going to play tennis. + They are talking about Mai. 38
2. +Because she is tired and stressed. I. Vocabulary: 2. Vocabulary (IW/5’) - Frustrated /frʌˈstreɪt/ (adj) : bực bội - Teacher use different techniques to teach - Left out /left aʊt/ (adj) : cảm thấy bị bỏ rơi, bị vocabulary (situation, realia) cơ lập - Follow the seven steps of teaching vocabulary - Tense /tens/ (adj) : căng thẳng * Checking vocab: jumbled words - Despress (adj):tuyệt vọng - Assure (v): cam đoan, đảm bảo III. WHILE LISTEN AND READ TASK 1: Listen to the conversation between II. LISTEN AND READ the reporter and these two students to find more information about this (IW, PW/ 15’) - Look at the picture and listen to the teacher. - T plays the recording 2 times: - 1st time: Ss listen. - 2nd time: Ss work in groups to practice the conversation. - T calls some Ss to practice the conversation again and complete Exercise 1a,b&c. - Ss: Listen and do the task individually, and then in pairs. a) Find the opposite of the following words in 1. a the conversation 1. to stay up late - T tells Ss they can uncover the text. 2.to disappoint someone - Ss work individually, then in pairs, to find the 3.to be stressed (out) words/phrases. 4.to take a break - T reminds Ss they need to find the words in the 5.good grades text with opposite meanings. 6.to be fully booked b) Choose the best answer 1. b - T: Have ss read the conversation the do the 1.C 2.B 3.C task 4.A 5.B 6.A - Ss: work individually, then in pairs, to compare their answers with each other. - T corrects the task as a class and encourage Ss to explain why the chosen option is the correct answer. c) T asks Ss what they think Amelie's statement 1c. Amelie wishes her parents could put means. Then explains if necessary. For a more themselves in her situation to better understand able class, T asks them if they have ever felt like her. Amelie, and what happened. TASK 2: Fill the gaps with the words in the 2. Fill the gaps with the words in the box. In box. In some cases more than one word may some cases more than one word may be be suitable P27 (PW/5’) suitable - Have Ss work in pairs to complete this task. Answer key: - T reminds them to pay attention to the content 1. worried/tense/stressed; relaxed/ confident words in each sentence, which may help them to 2. calm choose the most suitable word. 3. depressed/frustrated - T tells Ss in most cases more than one option 4. confident/relaxed/calm may be suitable. After they have finished, T goes 5. delighted/confident through each item as a whole class. 6. frustrated/worried - T may explain 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 39
3. sad and has lost hope.) AFTER LISTEN AND READ TASK 3 (page27) TASK 3: Match the statements with the 3. Fill the gaps with the words in the box function P.27 (IW,PW/5’) Answer key: - Before Ss start doing this exercise, T explains 1. encourage someone the meaning of 'give advice', 'encourage', 2. give advice to someone 'empathise', and 'assure'. 3. empathise with someone + give advice: to give suggestions and ideas to 4. assure someone help somebody make a decision 5. empathise with someone + encourage: to give someone support and 6. encourage someone 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 - Have Ss work individually first, then in pairs. - Then T gives corrective feedback to the whole class. - Asks Ss to give examples of the situations in which these sentences are said IV. WRAPPING UP 4. How do you feel today? TASK 4: How do you feel today? P.27 Work in pairs. (PW/5’) Example: - As an example, T tells the class how T feels - I feel worried because my cat is sick. today and what has happened that made T feels - I feel disappointed because it has been raining that way. all day long. T: Tell your friend how you feel today and what - I feel delighted because my son is Star of the has happened that made you feel that way. Your Week at his primary school friend responds to you, using one statement from the box in 3. - T encourages Ss to select appropriate statements in exercise 3 to respond to what T has told them, Then T asks them to work in pairs. - T calls on some pairs to report their stories to the class. HOME ASSIGNMENT (IW/2’) - Revise vocabulary - T elicits Ss to do their homework. - Do ex in the work book Feedback: ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... 40
4. Preparing date: Teaching date: 28/9/2023 9A: 14/10/2023 9B:11/10/2023 9C: 13/10/2023 9D: 13/10/2023 Period 17 UNIT 3: TEEN STRESS AND PRESSURE Lesson 2: A CLOSER LOOK 1 (P. 28 - 29) I. OBJECTIVES: By the end of the lesson, the students will be able to: 1. Knowledge: use the lexical items related to changes in adolescence; identify in which situations to stress the verb be in sentences and say these sentences correctly - Vocabulary: The lexical items related to the topic “Teen stress and pressure”. - Grammar: Complex sentences the uses of some common phrasal verbs 2. Skills: Listening, speaking, reading and writing. 3. Attitude: - Ss have a positive attitude towards what they have learnt; understand and actively respond to relevant matters or situations. - Ss know how to cope with stress and pressure in their studying and life. 4. Competencies: - Form and/or improve such competencies as collaboration, teamwork, communication, presentation, problem solving, assessment, etc. II. PREPARATIONS: Teacher: Projector, textbook, pictures, lesson plan. Students: Textbooks, notebooks III. ANTICIPATED PROBLEMS AND SOLUTIONS: Students may not know much about the solutions of their stress and pressure. * Proposed solutions: Teacher should prepare the lesson carefully and give the Ss clear instructions. IV. PROCEDURE: Teacher’s activities Contents I. WARM UP (IW/5’) Brainstorming Warming up the class and leading in the new lesson The teenage - T divides the class into two teams and asks them feelings to write the words about the teenage feelings in 1 minute. The team having more correct words is the winner. - One by one of each team goes to the board and UNIT 3: TEEN STRESS AND PRESSURE writes as many words as possible. Lesson 2: A CLOSER LOOK 1 (P. 28 - T and Ss check. - 29) - T encourages Ss and gives the winner a present. I. VOCABULARY I .Vocabulary: Helping Ss extend the vocabulary relating to - adolescence (n) : giai đoạn vị thành niên the topic - adulthood / ˈỉdʌlthʊd / (n ) : giai đoạn * Pre - teach vocab: (IW/5’) trưởng thành - T uses different techniques to elicit new words - informed decision / ɪnˈfɔːmd dɪˈsɪʒn /(n) : from Ss quyết định cĩ cân nhắc - Follow the seven steps of teaching vocab. * Check vocab: ROR Ss practice reading the vocab individually, chorally. - Write them down. TASK 1:Complete the paragraph with the words in the box. There is one word that you 1. Complete the paragraph with the words don’t need. (IW/5’) in the box. There is one word that you don’t - Have Ss work individually to complete this need P.28 exercise. Answer key 41
5. - T tells Ss to pay attention to the content words 1. shape and height surrounding the gaps, and identify the part of 2. reasoning skills speech of the missing words. 3. embarrassed - Have Ss then work in pairs to compare their 4. independence answers before T gives corrective feedback to the 5. self-aware whole class. 6. informed - Compare the answers with a partner. TASK 2: Make the source of stress and pressure to the expression (PW/5’) 2. Make the source of stress and pressure to - T helps Ss explain the phrases in the box first, the expression P.28 elicits from Ss some examples for each item, for Answer key: example, ‘Can you think of an example of school A. 5 pressures and frustrations?’ B. 2 - T may share some personal experience from the C. 6 teenage years where relevant. D. 3 - Ss do the task in pairs. E. 1 - Share in the answers in pairs F. 4 TASK 3: Which of the following can be done in the above situations? Discuss with your 3. Which of the following can be done in the partner (PW/5’) above situations? Discuss with your partner - Have Ss work in pairs to discuss which solution Suggested answer: can be used for which situation. A. 1; 3; 4 B. 4 - T elicits the answers from the whole class and C. 1 D. 4 asks Ss to explain their decisions. E. 2; 1 F. 4 - Do the task in pairs TASK 4 (page 28) II. PRONUNCIATION Helping Ss identify in which situations to stress Stress on the verb be in sentences the verb be in sentences and say these sentences correctly (IW/5’) * Remember: - T plays the recording again or says the first sentence in the conversation in GETTING STARTED - Listen to the tape. - T draws Ss’ attention to the stressed ‘Isn’t’ and asks them to practise saying the question. - T asks Ss to explain the REMEMBER! box. - T emphasises that normally the verb be is unstressed, except for the situations mentioned in the box. TASK 5 (page 29) TASK 4: TASK 5 (page 29). Listen to the 5. Listen to the recording and practice recording and practice saying the sentences. saying the sentences. Pay attention to the Pay attention to the way the verb be is way the verb be is pronounced pronounced (IW/5’) - T plays 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, T refers 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. 42
6. - Listen to the tape and practice saying the TASK 6 (page 29) sentences. 6. Listen and repeat TASK 5: TASK 6 (page 29) Listen and repeat 1. - You aren’t worried about the exam? Good (IW/3’) for you! - T tells Ss that these sentences contain both - I am worried! But I try not to show it. stressed and unstressed verb forms of ‘be’. 2. - Do you think Jack is good at Japanese? - Have Ss work individually first to underline - He is. But he’s a bit shy to speak it. those that should be stressed. Then play the 3. - Isn’t badminton her favorite sport? recording for Ss to check. - Yes, it is. - T gives corrective feedback as a class, then Ss 4. - Who’s he? (no stress) practise saying the sentences. 5. - Sorry – we’re late! - Ss work individually first to underline those that - Actually, you aren’t. We haven’t started should be stressed. yet. - Listen and check. 6. - Is she happy at the new school? - Yes, she is. She likes it a lot. III. WRAPPING UP TASK 6: Interview (PW/5’) - T asks Ss have they ever been in any of these situation in exercise 2. Then Ss tell the ways they used to deal with these (difficult/ stressful) situations. - T asks 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. - Ss work in pairs to complete the task. IV. HOME ASSIGNMENT (IW/2’) HOMEWORK ( 1M): - T elicits Ss to do their homework. - Write sentences with new word - Write down. - Complete Exercises in Workbook. V. Feedback: ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... 43
7. Preparing date: Teaching date: 28/9/2023 9A: 15/10/2023 9B: 13/10/2023 9C: 14/10/2023 9D: 14/10/2023 Period 18 UNIT 3: TEEN STRESS AND PRESSURE Lesson 3: A CLOSER LOOK 2 (P. 29 - 30) I. OBJECTIVES: By the end of the lesson, the students will be able to: 1. Knowledge: use reported speech with confidence; use question words before to-infinitive. - Vocabulary: The lexical items related to the topic “Teen stress and pressure”. - Grammar: Complex sentences the uses of some common phrasal verbs 2. Skills: Listening, speaking, reading and writing. 3. Attitude: - Ss have a positive attitude towards what they have learnt; understand and actively respond to relevant matters or situations. - Ss know how to cope with stress and pressure I their studying and life. 4. Competencies: - Form and/or improve such competencies as collaboration, teamwork, communication, presentation, problem solving, assessment, etc. II. PREPARATIONS: Teacher: Projector, textbook, pictures, lesson plan. Students: Textbooks, notebooks III. ANTICIPATED PROBLEMS AND SOLUTIONS: - Students may have mistaken when they rewrite the sentences using question words + to-infinitives. * Proposed solutions: Teacher should prepare the lesson carefully and give the Ss clear instructions. IV. PROCEDURE: Teacher’s activities Contents I. WARM UP TASK 1 ( page 29) TASK 1: Read the conversation in getting Answer key: started. Underline the reported speech then Mai: ‘I’m too tired and don’t want to go rewrite in direct (IW,PW/5’) out.’ - T reminds Ss of what the conversation in Mai: ‘I want to be a designer.’ GETTING STARTED is about. Mai’s parents: ‘Design graduates won’t find - Have Ss then work in pairs to complete the task. jobs easily. We want you to get a medical - T divides the class into side A and side B. Side degree.’ A will say some sentences in direct speech for UNIT 3: side B to change into indirect speech. Then side B TEEN STRESS AND PRESSURE says some sentences in indirect speech for side A Lesson 3: A CLOSER LOOK 2 (P. 29 - 30) to change into direct speech. II. NEW LESSON I. REPORTED SPEECH: 1. REPORTED SPEECH (IW/5’) Follow 3 rules: - T asks ss some questions to remind them how to - Change in verb turn sentencec in to reported speech. - Change in adv - Change in adv TASK 2: Rewrite the following sentences in 1. Rewrite the following sentences in reported speech. (IW,PW/7’) reported speech. - T may give Ss a quick review of reported speech Answer key: (e.g. verb tense, pronouns, time expressions, etc.) 1. My parents told me they would visit me - Have Ss work individually to complete this that week. exercise. Then they compare their answers in 2. Our teacher asked us what we were most pairs. worried about. - T gives corrective feedback as a whole class 3. Phuong told me she was so delighted - Ss work individually to complete this exercise. because she had just received a surprise - Compare their answers in pairs birthday present from her sister. 4. Tom said Kate could keep calm even 44
8. 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. 2. QUESTION WORDS BEFORE TO- INF QUESTION WORDS BEFORE TO- (IW/6’) INFINITIVES - T tells Ss that the question words who, what, who/ what/ where/ when/ how + to - where, when, and how can be used before “to - infinitive infinitive” to express a situation that it is difficult ￿ to express a situation that it is difficult or or uncertain. uncertain. - T and Ss give examples. Example: - T explains the Look out! Box We don’t know who we should contact. - T highlights the verbs ask, wonder, (not) be sure, -> We don’t know who to contact. have no idea, (not) know, (not) decide, (not) tell - Note: Don’t use why before a to- infinitive. which are often used before the question word + Use ask, wonder, (not) be sure, have no idea, to- infinitive. (not) know, (not) decide, (not) tell before the - Listen and focus on question words. question word + to- infinitive 3. Rewrite the sentences using question TASK 3: Rewrite the sentences using question words + to- infinitive words + to- infinitive P.30 (IW/7’) Answer key : - T may do the first sentence with the class as an 1. I don’t know what to wear. example. 2. Could you tell me where to sign my name? - Have Ss then work individually to rewrite the 3. I have no idea when to leave for the bus. sentences before receiving correction from T. 4. We’re not sure where to hang the painting. -Have Ss go to the board and write the sentences. 5. He wondered how to tell this news to his - Ss work individually to rewrite the sentences parents. before receiving correction from T 6. They can’t decide who to go first. 4. Rewrite the following questions TASK 4: Rewrite the following questions P40 Answer key: (PW/7’) 1. They wondered/couldn’t tell how to use - Let Ss work in pairs to complete this exercise. that support service. - T reminds Ss they can choose from the verbs 2. He had no idea who to turn to for help. ask, wonder, (not) be sure, have no idea, (not) 3. Mai asked her mother when to turn off the know, (not) decide, (not) tell to report these oven. questions. 4. Phong and Minh couldn’t decide where to - Ss work in pairs to complete this exercise park their bikes. 5. He was not sure whether to call her then. 6. They wondered what to do to make Linh feel happier III. WRAPPING UP 5. Game: SOMETHING ABOUT OUR TASK 5: Game: SOMETHING ABOUT OUR TEACHER TEACHER (GW/7’) - First, T asks the whole class to agree on five questions they would like to ask about T, writes them on the board. Prepares 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 T doesn’t forget them. - Then T divides the class into two groups and tells Ss that one group will stay inside the 45
9. 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. - Ss work in 2 groups HOME ASSIGNMENT (IW/2’) - Complete Exercises in Workbook. - T elicits Ss to do their homework. V. Feedback: ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... 46
10. Preparing date: Teaching date: 28/9/2023 9A: 18/10/2023 9B:17/10/2023 9C: 18/10/2023 9D: 18/10/2023 Period 19 UNIT 3: TEEN STRESS AND PRESSURE Lesson 4: COMMUNICATION (P. 31) I. OBJECTIVES: By the end of the lesson, the students will be able to: 1. Knowledge: talk about teen stress and pressure. - Vocabulary: The lexical items related to the topic “Teen stress and pressure”. - Grammar: Complex sentences the uses of some common phrasal verbs 2. Skills: Listening, speaking, reading and writing. 3. Attitude: - Ss have a positive attitude towards what they have learnt; understand and actively respond to relevant matters or situations. - Ss know how to cope with stress and pressure I their studying and life. 4. Competencies: - Form and/or improve such competencies as collaboration, teamwork, communication, presentation, problem solving, assessment, etc. II. PREPARATIONS: Teacher: Projector, textbook, pictures, lesson plan. Students: Textbooks, notebooks III. ANTICIPATED PROBLEMS AND SOLUTIONS: - Students may have difficulty in expressing their ideas. * Proposed solutions: Teacher should prepare the lesson carefully and give the Ss clear instructions. IV. PROCEDURE: Teacher’s activities Contents I. WARM UP (GW/5’) Network Warming up the class and leading in the new lesson Life - T writes ‘Life skills’ on the board and asks Ss what they think it means. skills - T divides the class into two teams and asks them to write some examples of life skills on the board in 1 minute. The team having more correct Suggested ideas: words is the winner. - problem solving - One by one of each team goes to the board and - creative thinking writes as many examples as possible. - Decision making, etc. - T and Ss check. - T encourages Ss and gives the winner a presen t.- Ss work in two teams, write some examples of life skills on the board in 1 minute. - One by one of each team goes to the board and writes as many examples as possible. II. NEW LESSON I. Vocabulary: I. VOCABULARY (IW/7’) - cognitive / ˈkɒɡnətɪv/ (adj): liên quan đến Helping Ss extend the vocabulary relating to the nhận thức, tư duy topic - self- discipline / self ˈdɪsəplɪn / (adj): tự rèn - T uses different techniques to elicit new words luyện from Ss - concentrate / ˈkɒnsntreɪt / (adj): tập trung - Follow the seven steps of teaching vocab. - resolve conflict / rɪˈzɒlv ˈkɒnflɪkt / (v): giải - Ss practice reading the vocabulary chorally, quyết xung đột individually - risk taking / ˈrɪsk teɪkɪŋ / (n): liều lĩnh * Check vocab: ROR 47
11. TASK 1: Read about the necessary life skills II. Practice: for teenagers in the United States. Match the 1. Read about the necessary life skills for skills to their category (GW/7’) teenagers in the United States. Match the - Turn this task into a group competition. T skills to their category P.31 prepares red paper strips with the five skill categories, and blue paper strips with the skill Answer key: examples. In small groups Ss will match the red 1. C 2. B 3. D 4. A 5. E strips to the blue strips. The first group to have the correct answers is the winner. - Ss do the task in groups of 6. Ss match the red strips to the blue ones. TASK 2: Discuss (PW/8’) TASK 2 - Ss work in pairs 2. Discuss: - Compare the results from different pairs Do we teenagers in Viet Nam need all of - T gives Ss plenty of time to look closer at each some of these skill? Why/ Why not? skill to discuss the questions in pairs. Then, as a Expected answer: whole class, T goes through each skill and elicits from them the answers to the questions. I think teenagers in Viet Nam also need all of - T writes on the board two lists: one containing the above skills because these skills help the skills Ss think are necessary for Vietnamese them to be more independent and to control teenagers, and one containing those that they their feelings better. 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. TASK 3: In groups, work out a similar list of skills that Vietnamese teens (GW/8’) TASK 3 In groups, work out a similar list - Have Ss work in small groups to make their of skills that Vietnamese teens( page 31) own list for Vietnamese teens. They can base it Vietnamese teens’ skills: on the text and add their own information. Now a. Cooperate with others and resolve the class needs to combine all the group lists to conflicts, communication skills. make a big list for the whole class. d. recognize and control your feelings and - Ss do the task in groups of 6. In each groups, cope with negative emotions. write this list on a poster, or on the board. c. develop healthy habits, know what to do in - Ss stick their poster on the board. emergencies and understand the boundaries - Other groups give feedback. of risk taking. b. able to cook, do laundry, clean the house and other chores and manage a small budget. III. WRAPPING UP TASK 4 TASK 4: Look at the list of life skills for teens Which skills do you already have? that your class has developed. (IW,IW/8’) Which skills do you need to develop? - T asks Ss to copy down the ‘big list’ they have Expected answer: created in 3 in their notebooks. I already have social skills and housekeeping - Have Ss then work individually: each student skills. I can cooperate pretty well with other goes through the list and evaluates how good people; therefore, I usually do well in he/she is with each skill. teamwork. I can also do almost all the - Then Ss work in pairs to share their results. housework and manage a small budget. My - Ss work in individually, and then Ss work in parents give me an allowance per week and I pairs to share their results. will plan on how to spend this amount of - Each pair reports the results to the class. money most effectively. 48
12. I need to develop self-care skills and emotion control skills. I think that these two skills are very important for me to become an independent individual. IV. HOME ASSIGNMENT (IW/2’) - Write sentences with new words T elicits Ss to do homework - Finish exercises in the workbook V. Feedback: ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... 49
13. Preparing date: Teaching date: 28/9/2023 9A: 21/10/2023 9B:18/10/2023 9C: 20/10/2023 9D: 20/10/2023 Period 20 UNIT 3: TEEN STRESS AND PRESSURE Lesson 5: SKILLS 1 (P. 32) I. OBJECTIVES: By the end of the lesson, the students will be able to: 1. Knowledge: 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. - Vocabulary: The lexical items related to the topic “Teen stress and pressure”. - Grammar: Complex sentences the uses of some common phrasal verbs 2. Skills: Listening, speaking, reading and writing. 3. Attitude: - Ss have a positive attitude towards what they have learnt; understand and actively respond to relevant matters or situations. - Ss know how to cope with stress and pressure in their studying and life. 4. Competencies: - Form and/or improve such competencies as collaboration, teamwork, communication, presentation, problem solving, assessment, etc. II. PREPARATIONS: Teacher: Projector, textbook, pictures, lesson plan. Students: Textbooks, notebooks III. ANTICIPATED PROBLEMS AND SOLUTIONS: - Students may have difficulty in expressing their ideas. * Proposed solutions: Teacher should prepare the lesson carefully and give the Ss clear instructions. IV. PROCEDURE: Teacher’s activities Contents I. WARM UP (IW/5’) Chatting: Warming up the class and leading in the new - Do you know what a child helpline is? lesson - Have you ever contact a helpline? What did - T asks Ss some questions. you say? T: A child helpline is a telecommunication support service for children and young people. It is free of charge. When you contact a helpline, often via telephone, you will get answered and someone UNIT 3: TEEN STRESS AND from the helpline may even come directly to you to PRESSURE help. Lesson 5: SKILLS 1 (P. 32) - T leads in the new lesson - Ss listen and answer the questions. II. BEFORE READING I. READING Helping Ss read for general and specific 1. Vocabulary: information about a helpline service for teens in 1. Counsel/ ˈkaʊnsl/ (n): sự hỏi ý kiến, lời Viet Nam khuyên 1. TASK 1: Set the scene (PW/3’) - T asks Ss to read through the text quickly to get 2. Helpline / ˈhelplaɪn / (n): đường dây nĩng its main ideas. trợ giúp - T asks them to answer the question “What is the 3. Nationwide/neɪʃnˈwaɪd/(adj): tồn quốc article about?” using the text title, photos, and key words. 4. Abandoned / əˈbỉndənd / (adj): bị bỏ rơi, 2. Vocabulary (IW/5’) ruồng bỏ - Ss underline the new words and try to guess the meaning of them. - T uses different techniques to elicit new words from Ss 50
14. - Follow the seven steps of teaching vocab. - Ss work individually - Ss practice reading the vocabulary. * Check vocab: ROR III. WHILE READING TASK 2 TASK 2: Answer the question (PW/7’) 2. Answer the question. - T asks Ss to read the text again to complete the Answer key: task. 1. It’s a free service for counselling and - Have Ss work in pairs to answer the questions. protecting children and young adults in Viet - T checks and gives feedback Nam. 2. They were callers in the 11-14 year old - Read the text again. and 15-18 year old groups. - Ss work in pairs to answer the questions. 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, tracking, 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. TASK 3: Read the text again and decide if the TASK 3 (Ex 2 page 32) following statements are true or false (IW, 3. Read the text again and decide if the PW/5’) following statements are true (T) or false - Have Ss work individually first, then compare (F) the answers with their partner. Answer key : - T asks them to discuss and explain each person’s 1. T 2. T 3. F own decision if their answers are not the same. 4. F 5. F 6. T Then provide feedback as a class. For each answer, T asks Ss to refer back to the text to find the relevant information. - Ss work individually first, then compare the answers with their partner. - T draws Ss’ attention to the Study skill box. T asks Ss to find an example for each expression - T may ask Ss to add in other expressions for asking for advice that they have learnt or know. IV. AFFTER READING: Speaking II. SPEAKING 1. Asking for advice:(IW/5’) 1. Asking for advice: - T works through the Study skill box together - What do you think I should do....? with Ss. For each expression, T asks Ss to make - What should I do? an example. - What would you do in this situation? - T may Ss Ss to add in other expressions for - If you were me, what would you do? etc. asking for advice that they have learnt, or know. - Ss make sentences with expressions. TASK 4: Listen to two students calling a child TASK 4 helpline and complete the notes. Then use the 2. Listen to two students calling a child notes to role- play the callers. (IW,PW/7’) helpline and complete the notes. Then use T: Now you are going to listen to two students the notes to role- play the callers. calling a child helpline. Look at the note form to Caller 1 get oriented about what they are going to hear. Caller: girl, from Ha Noi, last year of high 51
15. - T reminds Ss that these are notes so they only school need to write key words or phrases and not full Feeling now: a bit depressed and confused sentences. Problem: wants to be a designer; but her - After Ss have completed the task individually, T parents want her to be a doctor gives feedback as a class. Question: doesn’t know what to say to her - Ss work in pairs to role-play the callers. parents - Use the notes for the role-play, put some Caller 2 emotional expression in their voice for the role- Caller: boy, named Long, 13 years old, from play. Ho Chi Minh City Feeling now: worried Problem: online friend asked for 5 million dong; said if he refused to give it, his life would be difficult Question: wonders whether to tell somebody about this IV. WRAPPING UP TASK 5 TASK 5: Call the Magic Number helpline to 5. Look at 2, A CLOSER 1. Imagine you ask for help. (PW,7’) are one of these students. You want to call - T tells Ss the instruction to do the task. T the Magic Number helpline to ask for help. reminds Ss they should use the expressions in the What do you say? Your partner listens and Speaking Study box ‘Asking for advice’ takes notes. - T gives Ss a few minutes to choose who they want to be and to think about what they should say when you call the hotline. Ss work in pairs to do the task. - T goes around and offer help if needed. - When Ss have finished, T calls on some pairs to present their dialogue. T gives feedback. - Ss need to look back at exercise 2, A CLOSER LOOK 1. - Ss work in pairs. HOMEWORK ( 1’) - Write sentences with new word T elicits Ss to do their homework. - Do Exercise in Workbook. V. Feedback: ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... 52
16. Preparing date: Teaching date: 28/9/2023 9A: 22/10/2023 9B:20/10/2023 9C: 21/10/2023 9D: 21/10/2023 Period 21 UNIT 3: TEEN STRESS AND PRESSURE Lesson 6: SKILLS 2 (P. 33) I. OBJECTIVES: By the end of the lesson, the students will be able to: 1. Knowledge: 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. - Vocabulary: The lexical items related to the topic “Teen stress and pressure”. - Grammar: Complex sentences the uses of some common phrasal verbs 2. Skills: Listening, speaking, reading and writing. 3. Attitude: - Ss have a positive attitude towards what they have learnt; understand and actively respond to relevant matters or situations. - Ss know how to cope with stress and pressure I their studying and life. 4. Competencies: - Form and/or improve such competencies as collaboration, teamwork, communication, presentation, problem solving, assessment, etc. II. PREPARATIONS: Teacher: Projector, textbook, pictures, lesson plan. Students: Textbooks, notebooks III. ANTICIPATED PROBLEMS AND SOLUTIONS: - Students may have difficulty in listening. * Proposed solutions: Teacher should prepare the lesson carefully and give the Ss clear instructions. IV. PROCEDURE: Teacher’s activities Contents I. WARM UP (IW/5’) CHATTING Warming up the class and leading in the new lesson - T asks Ss if they know what an ‘advice columnist’ UNIT 3: does. T introduces the word. TEEN STRESS AND PRESSURE - T may bring in to the class some examples of the Lesson 6: SKILLS 2 (P. 33) advice column page in local magazines for teens. - T leads in the new lesson II. BEFORE LISTENING I. LISTENING Helping Ss listen for general and specific 1. Choose the best answer information about the work of an advice columnist Answer key: TASK 1 Choose the best answer (IW/5’) 1. likes T: Now you are going to listen to an interview with 2. no longer in Miss Sweetie, the advice columnist of 4Teen 3. not easy magazine. 4. takes time - T runs through the questions in Exercise 1b first. 5. need - T plays the recording once to check how much Ss understand it. Then T plays the recording again when providing the key. - Ss Listen to the tape then work individually to complete the task. - Listen and check. III. WHILE LISTENING 2. Answer the questions TASK 2:Answer the questions (IW,PW/7’) Answer key: - For this task, T plays the recording as many times 1. She feels like she is living her teenage as needed. years again, and she loves helping readers - Then T provides corrective feedback as a class. by giving them advice. 53
17. - Ss work individually first, then compare the 2.She said it’s most important that we put answers with a partner. ourselves in other people’s shoes. 3. Because language should be used sensitively so that the person can get over the negative feelings. TASK 3:Which of the following expressions are 3. Which of the following expressions are more likely to be used by Miss Sweetie when she more likely to be used by Miss Sweetie gives advice? (PW/5’) when she gives advice? - Have Ss work in pairs for this task. Answer key : - T asks them to explain their decision afterwards. 1. No 2. Yes The options that are in the ‘no’ category are 3. No 4. No because the language is too strong or direct. 5. Yes - Ss work in pairs IV. AFTER LISTEN: Writing II. Writng 1. Giving advice:(IW/5’) 1. Giving advice: Helping Ss write a short note to ask for advice and - If I were you, I would/ wouldn’t............ to give advice - I (don’t) think you should...... - T works through the Study skill box together with - It might be a good idea to.... Ss. For each expression, T asks Ss to make an - Have you thought about.....? example. - It might help to consider..... - T may Ss Ss to add in other expressions for giving advice that they have learnt, or know. - Ss make sentences with expressions. TASK 4: Look at 2, A CLOSER LOOK 1 and 4. Look at 2, A CLOSER LOOK 1 and give one piece of advice to each student (IW/5’) give one piece of advice to each student - T reminds them to use the expressions in the Suggested answer: Writing Study skill box ‘Giving advice’. B. I know how you feel, but I don’t think - Let Ss then swap their writing for peer correction. you should worry about this change. It’s - If time allows, T lets Ss work in pairs when they normal,and it shows that you’re growing up. have finished the writing. Student A will read out C. If I were you, I wouldn’t have too high the notes randomly for Student B to guess which expectations. I would do my best in the advice note is for which student in the exercise. exam, but I don’t think it’s a good idea to - Use the ‘Asking for advice’ box on Skill 1, page feel so stressed. 32 to write. Sign the letter with a made- up name, D. Have you thought about telling this to not your real name. your parents? They might think of a good - Ss look at 2, A CLOSER LOOK 1. Then work solution to help you. individually to complete this task. E . It might help to consider breaking this - Write down their advice notes in full sentences. big task into smaller tasks and then tackle - Swap their 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? TASK 5: Write a short note to Miss Sweetie 5a. Write a short note to Miss Sweetie to (IW/5’) ask her for advice about a problem at a. Have Ss work individually first to write a short school or with your friends. note to Miss Sweetie to ask her for advice about a problem at school or with their friends. - T tells Ss that they can make up a situation and it can - T reminds Ss to sign the note with a made- up name and not their real name. - Ss share their writing in front of the class. be funny or silly. - TWC check 54
18. V. WAPPING UP TASK 5 TASK 5: (GW/6’) b. As a whole class, put the notes in a pile b. This task can be done as either a whole class and take a different note. Write a short TASK or a group TASK. answer (2-3 sentences) to give advice - T tells Ss when all group members have finished about the problem. Use the ‘Giving writing the advice note, they will take turns to advice’ box above for help. Whole class report the note they received, and the advice that they offered - If time allow, T asks the group to discuss the problem and the advice HOME ASSIGNMENT( IW/2’) - Revise the writing T elicits Ss to do their homework. - Do Exercise in Workbook. Feedback: ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... 55
19. Preparing date: Teaching date: 28/9/2023 9A: 25/10/2023 9B:24/10/2023 9C: 25/10/2023 9D: 25/10/2023 Period 22 UNIT 3: TEEN STRESS AND PRESSURE Lesson 7: LOOKING BACK + PROJECT (P. 34 - 35) I. OBJECTIVES: By the end of the lesson, the students will be able to: 1. Knowledge: review of what they have learnt in Unit three (Teen stress and pressure) - Vocabulary: The lexical items related to the topic “Teen stress and pressure”. - Grammar: Complex sentences the uses of some common phrasal verbs 2. Skills: Listening, speaking, reading and writing. 3. Attitude: - Ss have a positive attitude towards what they have learnt; understand and actively respond to relevant matters or situations. - Ss know how to cope with stress and pressure I their studying and life. 4. Competencies: - Form and/or improve such competencies as collaboration, teamwork, communication, presentation, problem solving, assessment, etc. II. PREPARATIONS: Teacher: Projector, textbook, pictures, lesson plan. Students: Textbooks, notebooks III. ANTICIPATED PROBLEMS AND SOLUTIONS: - Students may have difficulty in listening. * Proposed solutions: Teacher should prepare the lesson carefully and give the Ss clear instructions. IV. PROCEDURE: Teacher’s activities Contents I. WARM UP (IW/5’) REVISION Warming up the class and leading in the new lesson Teen stress and - Before doing the exercise, I would like you to pressure have a look back all the lessons you have already studied in this unit. - Have Ss work individually UNIT 3: draw a mind map into their notebook. TEEN STRESS AND PRESSURE Lesson 7: LOOKING BACK + PROJECT (P. 34 - 35) II. PRATICE TASK 1 Providing the Ss with an opportunity to apply 1. Put yourself in these teen’s shoes. their pedagogical knowledge and skills in practice Choose the two best words to describe your TASK 1: (IW,PW/5’) feelings in the following situations. Choose the two best words to describe your Answer key: feelings in the following situations. 1. excited/delighted - T asks Ss to complete the sentences by using the 2. frustrated/upset support from the pictures, the options provided, 3. tense/stressed and the meaning of the sentences. 4. worried/tense - Ss work individually first and then compare with 5. disappointed/frustrated a partner 6. emotional/depressed TASK 2: (IW/5’) TASK 2 Use the following prompts to say something to 2. Use the following prompts to say students in 1. something to students in 1. - T asks Ss to remember the meanings of these Suggested answer: verbs: congratulate, empathise, encourage, assure, 1. ‘Congratulations!’/ ‘Well done! You did a and advise. really great job!’ Then Ss need to look at the situations in exercise 1 2. ‘You must have been really 56
20. to say appropriate sentences. disappointed.’/ ‘If I were you, I would talk to - Individual work my parents.’ - Read aloud 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.’ TASK 3: (PW/6’) TASK 3 Give at least two examples for each of these sets 3. Give at least two examples for each of of skills these sets of skills. - T challenges Ss to complete this exercise * Suggested answer: without looking back at COMMUNICATION. 1. concentrate on doing something; organize They can write in similar skills, or add new skills your timetable as they wish. 2. control feelings; know how to get over - TWC check negative feelings - Do the task in pairs, without looking back at 3. cooperate with others; communicate well communication. 4. know how to act in emergencies; know when to stop taking risks 5. cook for oneself and others; manage a small budget TASK 4: (IW,PW/6’) TASK 4 Rewrite the following in reported speech 4. Rewrite the following in reported speech - Have Ss work individually then in pairs when Answer key: they compare their answers with each other. 1. She said she was really stressed out, and - T gives corrective feedback as a whole class. that she had had three sleepless nights - Ss work individually then in pairs when they thinking about her exam. compare their answers with each other. 2. He said he couldn’t concentrate because it - Some may go to the board and write the was too noisy in there. sentences. 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 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 TASK 5: (IW/6’) TASK 5: Rewrite the underlined phrases in the following 5. Rewrite the underlined phrases in the text, using question words + to- infinitive following text, using question words + to- - Have Ss work individually to complete this task infinitive - T checks, gives feedback and good marks Answer key: - Ss go to the board and write the sentences. 1. Today I’m going to tell you what to do in - Others give feedback 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 57