Giáo án Tiếng Anh Lớp 9 VNEN - Unit 3: Teen stress and pressure - Lesson 1: A closer look 1

Week 6 
Period 17: 
 UNIT 3: TEEN STRESS AND PRESSURE
 Lesson 1: A closer look 1
I/ OBJECTIVES
- By the end of the lesson, students can: Use the lexical related to changes in adolescence
- Identify in which situations to stress the verb be in sentences and say these sentences correctly
1. Knowledge: 
a. Grammar : 
b. Lexical items : words related to changes in adolescence
2. Skills: 
- Listening, Speaking, Reading,Writing and interactive skills
3. Attitude: 
- Cooperation, respect, having right and friendly attitudes with friends, teachers in the new school
4. Quality and competence: 
- Be confident and friendly with the new school environment
- Develope listening, speaking skills and cooperative interaction
II/ TEACHING AIDS (MATERIALS) 
1.Teacher’s preparation: 
- Lesson plan, Pictures, posters ,textbook,CD-MP3(Computer-Multi projector/cassette/ “sách mềm”) and other materials
2.Students’ preparation: 
- Textbook, notebook, school things.
III/ WORKING ARRANGEMENTS( WAYS OF WORKING )
- Pair work , individual work, group work, T-WC
IV/ TEACHING PROCEDURE :
1-Greeting`and checking students’ adtendence: Total: In: ......... Out: .......... .s
2-Checking the old lesson
3-New lesson:
Teacher’s activities
Student’s activities
I- Warm up (5'): 
- Free talk
. Check up old lesson
II.New lesson:
T- Ss
. Vocabulary (15')
1. Complete the paragraph with the words in the box... (P28)
- 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 feedback to the whole class.
- Ss work individually to complete this exercise
- Independence (n) tự lập ,sự độc lập
- Embarrassed (adj ) xấu hổ
- Informed (adj ) có nhiều tin tức ,thạo tin 
- Informed decision (n) quyết định có cân nhắc 
- Shape and height - hình dáng và chiều cao
- Delighted (adj) vui sướng 
- Self –aware (adj ) tự nhận thức ,ngộ ra
- Focus (v) tập trung
1.Key:
1. shape and height 2. Reasoning skills 3. Embarrassed
4. Independence 5. Self-aware 6. Informed
2. Match the source of stress and pressure... (P28)
- 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.
3.Which of the following can be done... (P28)
- Have 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.
4. Have you ever been in any of these... (P28)
- Refer back to what you have told the class in 2. Now tell Ss the ways you used to deal with these ( difficult/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.
- Individual work
2.Key:
A. 5 B. 2 C. 6 D. 3 E. 1 F. 4
- Ss work in pairs to discuss which solution can be used for which situation
- Ss work in pairs to complete the task
III. Pronunciation (15'')
- Stress on the verb be in sentences
Play the recording again or say the first sentence in the conversation in GETTING STARTED. Draw Ss’ attention to the stressed ‘Isn’t’ and ask them to practice 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. Listen to the recording and practise saying... (P29)
- 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 verbs be is stresses in each item. Ss then practice saying the sentences in pairs.
6. Look at the following sentenes... (P29)
- 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 practice saying the sentences.
REMEMBER!
Normally the verb be is unstressed in the middle or at the start of a sentence for a statement or question.
Example:
She was stressed.
Are you worried about something?
However, the verb be is stressed in negative questions and at the end of sentences.
Example:
6 -Aren’t you coming?
7 -Yes, I am.
Also, it is stressed for emphasis or contrast.
Example:
8 -She isn’t coming?
9 -She is coming, but she’ll be a little late.
- Ss listen, then practice saying the sentences in pairs.
- Ss work individually first to underline those that should be stressed. Then check
5.Key:
1. -You aren’t worried about the exam? Good for you!
 - I am worried! But I try not to show it.
2. - Do you think Jack is good at Japanese?
 - He is. But he’s a bit shy to speak it.
3. - Isn’t badminton her favourite sport?
 - Yes, it is.
4. - Who’s he? (no stress)
5. - Sorry - we’re late!
 - Actually, you aren’t. We haven’t started yet.
6. - Is she happy at the new school? - Yes, she is. She likes it a lot.
IV. Consolidation (2')
- Retell the whole lesson
V. Homework (2')
- Learn by heart all the new words.
- Do Ex in workbook
- Prepare: Unit 1: Closer Look 2
- Answer teacher's questions.
- Say out the words 
- Take note