Giáo án Tiếng Anh 9 Unit 3: Teen stress and pressure mới, chuẩn nhất

Lesson 1 - GETTING STARTED

I. OBJECTIVES : By the end of the lesson, Ss will be able to use some lexical items related to “TEEN STRESS AND PRESSURE”

II . TEACHER AND STUDENTS’ PREPARATION :

1.Language content

Vocabulary : words related to adjectives of emotion and feelings , changes in adolescence

Grammar : question words before to -inf

2.Techniques : group work , pair work, communicative approach

3.teaching aids : Cassette, posters, pictures

III. PROCEDURES :

T’s & Ss’ Activities	CONTENT
*Warm –up Introduce the students in the picture: Phuc, Nick, and Veronica. Explain that Mai was supposed to be there but she couldn't come in the end . Ask the class to describe what is happening in the picture: e Where are Phuc, Nick, and Veronica? " What are they going to do? " What are they talking about? " Why do you think Mai couldn't come?	1. Getting started: chatting 2. Listen and read Vocabulary worried/tense/stressed; relaxed/confident confident/relaxed/calm calm delighted/confident depressed/frustrated
*Activity 1 a.Tell Ss they can uncover the text. Play the recording again. Have Ss work individually, then in pairs, to find the words/phrases. Remind Ss they need to find the words in the text with opposite meanings.	Exercise 1 a : Find the opposite of these words in the conversation. Key: 1.to stay up late 2.to disappoint someone 3.to be stressed (out) 4.to take a break 5.good grades 6.to be fully booked
b.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.	Exercise b: Key: 1.C 2.B 3.C 4.A 5.B 6.A
c. Ask Ss what they think Veronica's statement means. Then explain if necessary. For a more able class, ask them if they have ever felt like Veronica, and what happened.	Exercise c: Answer key: Veronica wishes her parents could put themselves in her situation to better understand her.
* Exercise 2: Ss work in pairs to complete this task. Remind them to pay attention to the content words in each sentence, which may help them to choose the most suitable word. Tell Ss in most cases more than one option may be suitable. After they have finished, go through each item as a whole class. 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 sad and has lost hope.)	Exercise 2: 1. worried/tense/stressed; relaxed/ confident 2. calm 3. depressed/frustrated 4. confident/relaxed/calm 5. delighted/confident 6. frustrated/worried
Exercise 3: Before Ss start doing this exercise, explain the meaning of 'give advice', 'encourage', 'empathise', and 'assure'. give advice: encourage: empathise: assure: to give suggestions and ideas to help somebody make a decision to give someone support and confidence to do something to be able to understand how someone else feels to tell someone that something is going to be all right, so that they do not worry Ss work individually first, then in pairs. Then give corrective feedback to the whole class. Ask Ss to give examples of the situations in which these sentences are said.	Exercise 3: Key: 1. encourage someone 2. give advice to someone 3. empathise with someone 4. assure someone 5. empathise with someone 6. encourage someone

IV- CON SOLIDATION & HOMEWORK:

1.Consolidation :

Encourage Ss to select appropriate statements in 3 to respond to what you have told them. Then ask them to work in pairs. If time allows, call on some pairs to report their stories to the class.

I feel worried because my cat is sick.

I feel disappointed because it has been raining all day long.

I feel delighted because my son is Star of the at his primary school.

2.Homework :

Do exercise in exercise book. Prepare A CLOSER LOOK 1

Lesson 2 - A CLOSER LOOK 1

I. OBJECTIVES : By the end of the lesson, Ss will be able to use the lexical items related to changes in adolescence

II . TEACHER AND STUDENTS’ PREPARATION :

1.Language content

Vocabulary : independence , informed , shape and height , embarrassed ,delighted self-aware , reasoning skills

Grammar :

2.Techniques : group work , pair work, communicative approach

3.teaching aids : Cassette, posters, pictures

III. PROCEDURES:

T’s & Ss’ Activities	CONTENT
Vocabulary 1 .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. Ss then work in pairs to compare their answers before T gives corrective feedback to the whole class.	VOCABULARY: Exercise 1: Key: 1. shape and height 2. reasoning skills 3. Embarrassed 4. independence 5. self-aware 6. informed
2 Explain the phrases in the box first. Elicit from Ss some examples for each item, for example, ‘Can you think of an example of school pressures and frustrations?’ Share some of your personal experience from your teenage years where relevant.	Exercise 2: Key: A. 5 B. 2 C. 6 D. 3 E. 1 F. 4
Exercise 3: Ss work in pairs to discuss which solution can be used for which situation. Then elicit the answers from the whole class. Ask Ss to explain their decisions.	Exercise 3: Key (suggested): A. 1; 3; 4 B. 4 C. 1 D. 4 E. 2; 1 F. 4
Exercise 4 : Refer back to what you have told the class in 2. Now tell Ss the ways you used to deal with these (diﬃ cult/stressful) situations. Ask Ss to work in pairs to complete the task. If time allows, ask each pair to join at least another pair to make a group discussion.	Pronunciation:
Pronunciation Stress on the verb be in sentences Play the recording again or say the fi rst 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. 5 . Play the recording as many times as needed so that Ss are familiar with the stressed be in the statements. Note that only the words in italics should be stressed, the other forms of be are unstressed. With the whole class, refer to the REMEMBER! box to elicit the reasons why the verb be is stressed in each item. Ss then practise saying the sentences in pairs. 6 Tell Ss that these sentences contain both stressed and unstressed verb forms of be. Ss work individually first to underline those that should be stressed. Then play the recording for Ss to check. Give corrective feedback as a class, then Ss 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 favorite 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.