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 Period:16 Date of preparing : September 19 th ,2016 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 IV TEACHING PROCEDURES: Greetings and roll call Checking up: The new lesson Teacher’s and students’ activities 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 you think Mai couldn't come? Contents 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 New words : Disappoint(v): thất vọng Medical degree(n): Y(tốt nghiệp trường y) tense(adj): căng thẳng a Find the opposite of these words in the conversation to stay up late to be stressed out good grades to disappoint someone to take a break to be fully booked b Ss work individually to choose the correct b Read the conversation again and choose the answer, then compare their answers with a best answer partner and then discuss as a class C 2.B C A B A T gives any corrections and encourages them toexplain why the chosen option is the correct answer c What you think Veronica means when she c Ask Ss what they think Veronica's says: " sometimes I wish my parents could put statement means themselves in my shoes"? Explain if necessary For a able class, aks them if they have ever Veronica wishes her parents couls put themselves felt like Veronica, and what happened in her situation to better understand her 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 Fill the gaps with the words in the box In some cases more than one word may be suitable worried/ tense/ stressed, relaxed/ confident calm depressed/ frustrated confident/ relaxed/ calm dilighted/ confident frustrated/ worried 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.) Remember Draw Ss' attention to the Remember! Box and Many adjectives of emotions and feelings are ask them to add more adjectives of emotion formed from the -ed form of verbs, excited, relaxed, and feelings formed from the -ed form of frustrated,etc verbs Can you find more examples Match the statements with the function Give advice: to give suggestions and ideas to help 3.Ss the task by themselves After that somebody make a decision they swap their answers with their partner Encourage: to give someone support and confidence Ss give the answers as class to something T checks and corrects Empathise: to be able to understand how someone Let Ss repeat the word/ phrases in chorus else feels Assure: to tell someone that something is going to be all right, so that they not worry Key: encourage Give advice Empathise assure Empathise encourage 4/ PRODUCTION: 4./ HOW DO YOU FEEL TODAY? Tell your friend how they feel today and what has 4.Ss work in pairs to ask and tell their friend happened that made you feel that way Your friend how they feel today and what has happened responds to you using one option from the box in that made they feel that way Ex: T can make up scenerios I feel worried because my car is sick T calls some Ss to talk before the class I feel disappointed because it has been raining all T gives correction day long I feel dilighted because my son is Star of the Week at his primary school 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 Period:17 ****************************************** Date of preparing : September 18 th ,2016 Date of teaching : September 20th ,2016 UNIT 3: TEEN STRESS AND PRESSURE A CLOSER LOOK 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: Greetings and roll call Checking up:Questions: Checking students’ vocabulary The new lesson Teacher’s and students’ activities Contents *Warm up: Question: T asks Ss something to check their old lesson Why is Mai not playing badminton with Phuc, Nick in the last period and Veronica? T leads into the new lesson How does Mai feel now? What her parents want her to be? Vocabulary Ss work individually to complete this Vocabulary exercise Complete the paragraph with the words in the Tell Ss pay attention to the content words box surrounding the gaps, and identify the part of shape and height Reasoning skills speech of the missing words embarrassed Independence Ss then work in pairs to compare their answer self-aware informed before T elicits the answers from the class 2./ Match the source of stress and pressure on the Explain the phrases in the box first Elicit expression from Ss some examples for each item Ss share some of your personal experience from your teenage years where relevant 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 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 Hi Phuc! Where's Mai? Isn't she sentence in the GETTING STARTED coming? 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 unstressed A.5 B.2 C.6 D.3 E.1 F Which of the following can be done in the above situation? Discuss with your partner A: 1,3,4 B C D E: 2,1 F: 4./ Have you ever been in any of these situations? If so, what did you 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 Where are you? You aren't at the bus stop I am at the bus stop, but I can't see you Do you think Jack is good at Japanese? 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 He is But he's a bit shy to speak it Isn't badminton her favorite sport? Yes, he is Who's he?(no stress) Sorry- We're late Actually, you aren't We haven't started yet Is she happy at the new school? Yes, she is She likes it a lot 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 Look at the following sentences and underline T play the recording, Ss listen and check their the verb forms of be which should be stresses answers Then listen to the recording to check and T call Ss to check their answer before the practise class, then asks them to practise saying the am Is Isn't No stress sentences aren't is Production - provide further practice by dividing the class into groups Have groups sing alternate lines HOMEWORK: Homework: T : give homework and guide ss how to -Learn all the new words and grammar by heart prepare the new lesson -Do the exercises in workbook: A1,2; B4/16,17 Ss : copy down -Prepare : A closer look (Unit 3) * Self -evaluation : **************************** 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 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: Greetings and roll call Checking up: - Checking students’ vocabulary in the last lesson 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 toinfinitive to question expresswords a situation that it where, is We can use who, what, difficult or be uncertain Givea them examples how can used before to-infinitive to express a situation that it is difficult or uncertain Asks Ss to look at the LOOK OUT! Box Recalling: * Reported speech: review 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 My parents told me they would visit me that week Our teacher asked us what we were most worried about Phuong told me she was so delighted because she had just received a surprise bithday present from her sister Tomsaid Kate could keep calm even when she had lots of pressure She told her mother she had got a very high score in her last test The doctor asked him if he slept at least eight hours a day * Question words before to-infinitives Highlight the verbs: ask, wonder, (not) be sure, have no idea, (not) know, (not) decide, Look out! (not) tell which are often used before the question word Vto-inf 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 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 3.Rewrite the sentences using question word + toinfinitives I don't know what to wear Could you tell me where to sign my name? I have no idea when to leave for the bus We're not sure where to hang the painting T asks Ss to rewrite the sentences before He wondwered how to tell this news to his parents receiving correction from T They can't decide who to go first Reported questions with question words before toinfinitives T draws Ss'attention the LOOK OUT! Box to Question words before to-infinitives can be used to get more information about questions words report questions about something that should be before to-infinitives and how to report Yes/ done No questions Ex: 'What should I do?' Ss copy down She wondered what to LOOK OUT! To report Yes/ No questions we use whether before toinfinitive 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 4- Asks Ss to read the sentences and complete the sentences 4./ Rewrite the following qestions in reported 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 Homework: T : give homework and guide ss how to prepare the new lesson Ss : copy down 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 They wondered/ couldn't tell how to use that support service he has no idea who to turn to for help Mai asked her mother when to turn off the oven Phong and Minh couldn't decide where to park their bikes He was not sure whether to call her then They wondered what to to make Linh feel happier 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: - Finish the report - Review the Present continuous tense - Do the exercises– workbook - Prepare : Communication * Self -evaluation : ******************************************** Week :07 Period:19 Date of preparing : September 21st ,2016 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: Greetings and roll call Checking up:change the sentences into the reported speech 'Have you seen her recently? Asked Thanh 'Tell Emma I miss her very much' She told me 'When should I start the computer?' Nguyen asked his teacher " They can't decide what they should in this situation." The new lesson Teacher’s and students’ activities Contents 1/WARM UP: T divide the class into two teams, ask them to list all the the teenagers' skills Teenager Ss work in groups Which group having skills 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 concepts Drill pronunciation 1:– T asks Ss to all the teenagers' skills in text book Ss work in pairs to complete the task T goes around and offer help if necessary *Brainstorming Social skills working group skills LIFE SKILLS FOR TEENS * Extra Vocabulary: -cognitive(a) - emotions(n) - concentrate(v) - self-descipline(n) - resolve conflict(Ph v) - risk taking(n) Read about the necessary life skills for teenager in the United States Match the skills to their category 1.C B D 4.A 5.E T calls some Ss to check before the class Give any corrections 2:- T asks Ss to look closer at each skill to discuss the questions in pairs Then, as a whole class go through each skill and elicit from them the answer to the questions T write on the board two list: one containing the skills Ss think are necessary for Vietnamese teens The others containing those that they think are not 3:– T asks Ss to make a list for Vietnamese teens Ss work in small groups, they can base it on the text and add their own information T calls a students from each group to write their list, then combine all the lists to make a big list for the whole class Give Ss the time to write the list on their notebook 4/ POST-READING T asks Ss to read the big list in again and evaluates how goo he/she is with each skill Ss first work individually, then share their ideas with their partners Ss think and speak out before the class Discuss: Do we teenagers in Viet Nam needed all for some pf these skills? Why/ Why not? Work out a similar list of skills that Vietnamese teens should have today Add or remove categories and skills as you wish and remember to support yor decisions with examples and explanations Present your list along with other groups and make a common list for the whole class Look at the list of life skills for teens that your class has developed Which skills you already have? Which skills you need to develop? Share what you think with a partner - Learn vocabulary by heart - Prepare : skills HOMEWORK: T : give homework and guide ss how to prepare the new lesson Ss : copy down * Self -evaluation : ************************ Week :07 Date of preparing : Sep 24 th ,2016 Date of teaching : Sep 26 th ,2016 Period:20 UNIT 3: (CONT.) SKILLS I OBJECTIVES -By the end of the lesson , students 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 Skills: Reading, Speaking, Listening, Writing Educational aims: Educate Students how to cope with the stress and pressure II LANGUAGE CONTENTS: - Vocabulary : counsel(v), abandon(v), suffer from, trafficking(n), sexual abuse(n), operation(n), - Grammar : the present simple tense Language: Asking for advice III TECHNIQUES AND TEACHING AIDS * Techniques: Asking- answering , Eliciting , pair / group work, discussion *Teaching aids: pictures, cassette + tape , colored chalk, sub-boards IV TEACHING PROCEDURES : Greetings and roll call Checking up: The new lesson Teacher’s and students’ activities 1/WARM UP- PRE-READING Discussion T asks Ss the questions and explain that a child helpline is a telecommunication support sevice for children andyoung people It is free charge When you contact a helpline, often via telephone, you will get answered and someone from the helpline may even come directly to you to help Ss discuss in the groups, then give their ideas T writes Ss’ answers on the board without any corrections T asks Ss to read through the text quickly to get its main ideas Ask them to answer the question " what is the article about" using the text title, photos and key words T elicits some new words from Ss Drill pronunciation 2/ WHILE-READING Contents Discussion 1./Do you know what a child helpline is? Reading: b Now read this article * New words: Counsel(n): Khuyên răn, bảo abandon(v): bỏ rơi suffer from(Phv): chịu đựng trafficking(n): Sự buôn bán bất hợp pháp T asks Ss to read the passage to check their answers above Ss read the passage, then T calls some Ss to give any corrections T gives feedback 2:- Asks Ss to read the passage again to answer the questions Ss work in pairs T calls some pair to checks in front of the class 3:- T asks Ss to read the passage again and complete the sentences by using the words from the text Ss work independently, then share their answers with their partners T calls some Ss to give their answers before the class 3/ POST-READING: speaking T draws Ss' attention to the STUDY SKILL box Study skill: Asking for advice T with Ss find an example for each expression What you think I should do(about) .? What should I do? What would you in this situation? Could you give me some advice(about) ? If you were me, what would you do? I wonder whether to or Do you know who to speak to about this? 4:- T tells Ss they are going to listen to two students calling a child helpline Ask Ss to look at the notes form to get oriented about what they are going to hear.Remind Ss that these are notes so they only need to write key words or phrases and not full sexual abuse(n):Lạm dụng/ quấy rối tình dục operation(n): Sự hợp tác peer communicator(n): Phát viên tuổi 2./Answer the questions It's a free service for counselling and protecting children and young adults in Viet Nam They were callers in the 11-14 year old and 15-16 year old groups The calls were mostly questions about family relationships and physical and mental health Because they were cases of missing or abandoned children, or children who were suffering from violence, trafficking, or sexual abuse The helpline promotes child participation in its operations by involving children as peer communicatore and decision makers It aims to create favourable conditions for children to develop physicaally and mentally 3./ Read the text again and decide if the following statements are true(T) or False(F) T T F F T * Speaking Listen to two students calling a child helpline and complete the notes Then use the notes to role-play the callers Caller 1: Caller: girl, from Hanoi, last year of high sentences Ss work individually, give feedback as a class Then Ss work in pairs to role-play the callers Ask them to use the notes for the role-play, and remind them to put some emotional expression in their voice for the role-play T may go around the class and give Ss any help T asks Some Ss to present to the rest of the class school Feeling now: a bit depressed and confused Problem: Wants to be a designer, but her parents want her to be a doctor Question: doesn't know what to say to her parents Caller 2: Caller: Boy, named Long, 13 years old, from Ho Chi Minh City Feeling now: worried Problem: online friend asked for million dong, sai if he refuse to give it, his life would be difficult Question: wonders whether to tell somebody about this Look at A CLOSER LOOK Imagine you are one of these students You want to call the Magic Number helpline to ask for help What you say? Your partner listens and takes notes 5:- Asks them to focus on exercise 2, A CLOSER LOOK ! T tells Ss the instructions to the task Remind Ss they should use the expressions in the Speaking study skill box 'Asking for advice" T give Ss a few minutes to choose who they want to be and to think about what they should say when they call the hotline Ss work in pairsto present their dialogue To revive reported speech, T may ask Ss who listens and takes notes to report what his/her partner has told him/her HOMEWORK -Learn the vocab by heart and practise using T : give homework and guide ss how to prepare the them new lesson -Do the exercises: Workbook Ss : copy down - Prepare Skill * Self -evaluation : ………………………………………………………………………………………………………… ****************************** Week :07 Date of preparing : Sep 26 th ,2016 Period:21 Date of teaching : Sep 28th ,2016 UNIT 3: (CONT.) SKILLS I OBJECTIVES -By the end of the lesson, students will be able to : - listen for general and specific information about the work of an advice columnist - write a short note to ask for advice and to give advice Skills: Reading, Speaking, Listening, Writing Educational aims: Educate students how to control their stress and pressure II LANGUAGE CONTENTS: - Vocabulary : columnist, - Grammar: The Present simple III TECHNIQUES AND TEACHING AIDS * Techniques : Asking- answering , Eliciting , pair / group work, discussion *Teaching aids: pictures, cassette + tape , projector, smart board IV TEACHING PROCEDURES: Greetings and roll call Checking up:Questions: The new lesson Teacher’s and students’ activities I/WARM UP: T asks ss to list all the names of all life skills for teens Ss work in groups Which group having more right words is winner LIFEthe SKILLS T leads into new FOR lesson Contents Networds: II/ PRE-LISTENING T asks Ss sowme questions Ss aswer T introduce the word' advice columnist' T bring in to the class some examples of the advice column page in local magazine for teens(or you can look them up the internet) Listening * Questions: - Have you read the consulting section on Teen magazines yet? - What subjects you usually see on it? 1.a Listen to an interview with Miss Blue Hair, the advice columnist of 4Teen magazine Social skills cognitive skills TEENS T tells Ss they are now going to listen to an interview with Miss Blue Hair, the advice columnist of 4teen magazine Ask Ss to look at the questions in Exercise 1b first Ss then work individually to complete the task T plays the recording once to check how much Ss understand it Ss listen and choose the best answer give their answers T plays the recording again, Ss listen and check b choose the best answer likes No longer in not easy Takes time need 2.Answer the questions: T plays the recording again as many times as needed Ss work individually first, then compare the answers with a partner T calls Ss to give their answers T provide corrective feedback as a class Ss work in pairs to answer the questions T calls some pair to answer, asks them to explain their decision afterwards The option that are in the 'No' category are because the language is tooadvice strong or direct Study skill; Giving If *WRITING I were you, I would/ wouldn't PREWRITING I don't think you should T asks Ss to study the Study skill box, asks them to Have you thought about (V-ing) .? example for each expression It give mightanhelp to consider addidea in other expressions for giving It Asks mightthem be a to good to advice that they have learnt, or know T asks Ss to look at 2, A CLOSER LOOK Ss work individually to complete this task, Ss need to write down theirthought adviceabout notes in full sentences Have you T remindasking them atofriend usenthe in the whoexpressions is confident about maths to help WRITING STUDY SKILL box"giving advice" you? writing for peer correctio Ss swap their 3.Which of the following expressions are more likely tobe used by Miss Blue Hair when she gives advice? WRITING 4./ Look at 2, A CLOSER LOOK ! and give one piece of advice to each student Ex: Perhaps you just need a little more practice III/ WHILE-LISTENING Suggested: 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 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 taclke 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 Ss work individually first to write a short note to Miss Blue Hair 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 be funny or silly T tells them to use 'Asking for advice" box for help Remind Ss to sign the note with a made-up name and not their real name T corrects as a class POST-WRITING T asks Ss to work in groups, take turn to report the note they received, and the advice that they offered T may ask Ss to discuss the problem and the advice Can they think of some other advice for the problem? a Write a short note to Miss Blue Hair to ask her for advice about a problem at school or with your friends Use the asking for advice' box on SKILLS 1, to help you Sign the letter with a made- up name, not you real name b As a whole class, put the notes in a pile and take a different note Write a short answer(2-3 sentences) to give advice about the problem Use the ' Giving advice' box above for help HOMEWORK: -Learn the vocab by heart and practise using T : give homework and guide ss how to prepare the them new lesson -Do the exercises in workbook Ss : copy down - Prepare Looking Back * Self -evaluation : ………………………………………………………………………………………………………… *************************** Week : Date of preparing : October 1st ,2016 Period: 22 Date of teaching : October th ,2016 UNIT 3:(cont.) LOOKING BACK + PROJECT I OBJECTIVES -By the end of the lesson , students will be able to : + review what they have learnt in the unit + self – assessment to see how far they have progressed and which areas need further practice Skills: Speaking , Writing, Reading, Listening Educational aims: Educate Ss how to control their emotion, know life skills II LANGUAGE CONTENTS: - Vocabulary: Review - Grammar: questions words before V-to-inf, Reported speech III TECHNIQUES AND TEACHING AIDS * Techniques: Asking- answering , Eliciting , pair / group work, discussion *Teaching aids: pictures, colored chalk, sub-boards IV TEACHING PROCEDURES: 1.Greetings and roll call Checking up The new lesson Teacher’s and students’ activities Contents 1/WARM UP: Chatting T asks Ss some questions, Ss answer What are the main causes to lead teens' stress and pressure? -> lead into the new lesson II Vocabulary: 1: Put yourself in these teens shoes Choose the T shows the sentences and given words, asks TWO best words to describe your feelings in the Ss to complete the sentences with the suitable following situations words/ phrases Ss work independently, then share their answer with their partner T calls some Ss to check 1.excited/ delighted frusted/ upset tense/ stressed worried/ tense disappointed/ frustrated emotional/ depressed 2: T asks Ss to remember the meanings of these verbs: congratulate, empathise, ecourage, assure and advise Ss the task by themselves, then compare the answers with the partner T checks Ss’ answer before the class 2: Use the following prompts to say something to the students in 1 congratulation!/ well done! You did a really great job You must have been really disappointed - If I were you, I would talk to my parents Stay calm./ everything will be all right./ It might be good idea to have a break when you feel too stressed I understand how you feel./ It might help to consider talking about this to someone./ Have you thought about calling a counselling service I understand how you feel / It might help to consider focusing on the good points of the presentation rather than only the weak points You must have been really emotional./ I understand how you feel T challenge Ss to complete this exercise Give at least two examples for each of these sets without looking back at COMMUNICATION of skills T can write similar skills or add new skills as they wish skills: Cognitive Emotion control skills: T calls Ss to as a whole control class feeling, know Concentrate on check doing ST, organise your timetable how to get over negative feelings Social skills: cooperation with others, communicate well Self- care skills: know how to act in emergencies, know when to stop taking risks Housekeeping skills: Cook for oneself and others, manage a small budget III GRAMMAR T asks Ss to rewrite the sentences in the reported speech Ss work individually Rewrite the following in reported speech She said she was really stressed out, and that she T call some Ss to write down the sentences on the board T + class check and corrects Ss' answers T asks Ss to rewrite the sentences by using indirect with question words + to-inf Ss work individually T calls some Ss to write their sentences on the board T gives Ss any correction IV COMMUNICATION 6.– T directs Ss to the two callers in 4, SKILLS Use the notes they produced for that exercise, ask Ss to recall the details of the two calls: Who are the callers? Why are they calling the helpline?How they feel? Ss discuss this task in pairs to work out the advice they would give to the two callers Encourages Ss to use the phrases they have learnt for giving advice T call on five pairs to report the advice to the class The class vote for their favoutite piece of advice Finished! - Ss complete the self- assessment Identify any difficulties and weak areas - T can provide further practice if the time had had three sleepless nights thinking about her exam He said he couldn't concentrate because It was too noisy in there She said she had been very upset at first but she was fine afterwards he said he didn't think taking risks too often was good idea She said he would take a cooking class before he went to college he said he rally wished he could make informed decision Rewrite the underlined phrases in the folowing text, using questions + to-infinitive Tday I'm going to tell you what to in case of fire Be sure you know where to find the nearest exit or stairway You should know to cativate the fire alarm You should know who to call You should also know how to reach them COMMUNICATION Look at the notes of the two callesrs from 4, SKILLS and give them some advice allows Finished! V PROJECT Ss work in groups to set up of a teen support group First, Ss choose an idea for the support group and find out more about that idea Then decide how to set up their support group Ask them to consider T asks Ss to present their products and asks Ss to vote for the best design PROJECT TEEN SUPPORT GROUP VI HOMEWORK: - Tell ss to the task at home and guide ss how to prepare the new lessons - Review the grammar point and vocabularies in unit - Do exercises in the workbook - Prepare for : Test Yourself * Self -evaluation : [...]... 26 th ,2016 Period:20 UNIT 3: (CONT.) SKILLS 1 I OBJECTIVES -By the end of the lesson , students 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 Skills: Reading, Speaking, Listening, Writing Educational aims: Educate Students how to cope with the stress and pressure II LANGUAGE... big list in 3 again and evaluates how goo he/she is with each skill Ss first work individually, then share their ideas with their partners Ss think and speak out before the class 2 Discuss: Do we teenagers in Viet Nam needed all for some pf these skills? Why/ Why not? 3 Work out a similar list of skills that Vietnamese teens should have today Add or remove categories and skills as you wish and remember... tác peer communicator(n): Phát thanh viên cùng tuổi 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 15-16 year old groups 3 The calls were mostly questions about family relationships and physical and mental health 4 Because they were cases of missing or abandoned children, or children who... TECHNIQUES AND TEACHING AIDS * Techniques: Asking- answering , Eliciting , pair / group work, discussion *Teaching aids: pictures, colored chalk, sub-boards IV TEACHING PROCEDURES: 1.Greetings and roll call 2 Checking up 3 The new lesson Teacher’s and students’ activities Contents 1/WARM UP: Chatting T asks Ss some questions, Ss answer What are the main causes to lead teens' stress and pressure? ->... 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 T challenge Ss to complete this exercise 3 Give... in its operations by involving children as peer communicatore and decision makers 6 It aims to create favourable conditions for children to develop physicaally and mentally 3. / Read the text again and decide if the following statements are true(T) or False(F) 1 T 2 T 3 F 5 F 6 T * Speaking 4 Listen to two students calling a child helpline and complete the notes Then use the notes to role-play the callers... of teaching : Sep 28th ,2016 UNIT 3: (CONT.) SKILLS 2 I OBJECTIVES -By the end of the lesson, students will be able to : - listen for general and specific information about the work of an advice columnist - write a short note to ask for advice and to give advice Skills: Reading, Speaking, Listening, Writing Educational aims: Educate students how to control their stress and pressure II LANGUAGE CONTENTS:... 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 taclke 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... pairs Then, as a whole class go through each skill and elicit from them the answer to the questions T write on the board two list: one containing the skills Ss think are necessary for Vietnamese teens The others containing those that they think are not 3: – T asks Ss to make a list for Vietnamese teens Ss work in small groups, they can base it on the text and add their own information T calls a students... decisions with examples and explanations Present your list along with other groups and make a common list for the whole class 4 Look at the list of life skills for teens that your class has developed Which skills do you already have? Which skills do you need to develop? Share what you think with a partner - Learn vocabulary by heart - Prepare : skills 1 5 HOMEWORK: T : give homework and guide ss how to