Kế hoạch bài dạy Tiếng Anh 9 - Tuần 7, Tiết 21 đến 24 - Năm học 2021-2022

Son Tien secondary School English 9 Period 21st Planning date: 24/10/2021 Period 21 1st MID-TERM TEST (45 munites) I. AIMS OF THE LESSON 1. Knowledge. - By the end of the 1st Mid-Term Test, students will be able to: - apply all their receptive knowledge and 2 skills (reading and writing) learnt from Unit 1 to Unit 3 to solve all the from easy to difficult tasks assessed by the teacher. + Vocabulary: Words following the “Local environment/ City life/ Teen stress and Pressure” topics. + Grammar: Phrasal verbs/ adveb clauses/ wh+to-infinitive/ reported speech/ comparison. + Skills:Reading, writing. + Pronunciation:vowel/ consonant. 2. Ability: - Students are able to actively show their test preparation and develop test - taking skills. (be well prepared, activate and integrate their 2 skills (reading and writing) in completing the provided tasks .) - Students can improve their problem solving skills. 3. Quality: - Students have positive attitude in taking the test assessed by the teacher. Understandi Realizing Practice (Using) ng Topic Tổng Low lever High lever KQ TL KQ TL KQ TL KQ TL Circle the 4 4 word whose underlined Phonic part is s pronounced 1,0 1,0 differently from the others. Choose the 2 2 2 2 2 2 12 Languag best answer; e focus, Find and vocab correct the 0,5 0,5 1 0,5 1 0,5 4,0 mistakes Readin Multiple 1 2 1 4 g choice 0.5 1,0 0,5 2,0 Rewrite the 3 2 1 6 Writin sentences; g complete the 1,5 1 0,5 3,0 sentences 2 7 5 4 4 3 1 26 Total 0,5 2,0 2,5 1,5 2,0 1,0 0,5 10,0 Planned by: Nguyen tuyet Mai 1 Son Tien secondary School English 9 - Students can strictly follow exam rules, show their honesty, self-esteem, partner’s assistance. II. TEACHING EQUIPMENT AND TEST MATERIALS. - Photocopied test sheets, tapescripts, speakers. III. PROCEDURES A. Matrix of the test B. CONTENT Number 1. I. Circle the word whose underlined part is pronounced differently from the others. 1. A.what B.where C. who D. which 2. A. weave B. write C. workshop D. worried 3. A. asked B.looked C. lived D. stopped 4. A. turn B. our C. urban D. surface II. Underline the best answer in brackets to complete the following sentences. 1. She didn’t go to school yesterday (as/ but/ although/ so that) she was tired. 2. I have to look (for/ after/ through/ over) my sisters when my parents go out. 3. He wants to know how (use/ to using/ to use/ used) this computer. 4. My house is (the most/ more/ the more/ much) expensive than yours. 5. She said that she (is doing/ was doing/ were doing/ did) her homework then. 6. (Although/ Because/ Because of/ Despite)the weather was bad, they still played volleyball. 7. My parents once took me to Bat Trang village. I could make my own (pottery/ lacquer/ painting/ sculpture) there. I really enjoyed it. 8. I’ve been studying very hard for my final exams but I always feel (tired/ calm/ worried/ frustrated). III. Each of the following sentences has one mistake (A, B, C or D). Identify and correct it. 1. I don’t know where buyingsome beef and vegetables. A B C D 2. She aked me whatwas I doingthen. A B C D 3. Turn on the lights when youand your familygo out. A B C D 4. She still finished her homework before going to bed because she was tired. A B C D IV. Read the text below and circle the answer (A, B, C or D) to complete it. Living (1)_________ a city has a number of drawbacks. Firstly, there (2) _________ many problems of traffic jams and traffic accidents. The increase in population and the increasing number of vehicles have caused many accidents to happen every day. Secondly, air pollution negatively affects people’s health, and it also (3)_________ a bad influence on the environment. More and more city dwellers suffer from coughing or breathing problems. Thirdly, the city is noisy, even at night. Noise (4) ___________ comes from the traffic and from construction sites. Buildings are always being knocked down and rebuilt. These factors contribute to making city life more difficult for its residents. 1. A. on B. in C. at D. about 2. A. is B. be C. are D. being 3. A. has B. does C. makes D. have 4. A. pollute B. polluting C. polluted D. pollution 2 Planned by: Nguyen tuyet Mai Son Tien secondary School English 9 V. Write the complete sentences with the words and phrases given. 1. We/ enjoy/ listen/ English songs/. 2. No one/ Nam/ class/ intelligent/ as/ him/. VI. Rewrite the second sentence with the same meaning as the first one. 1. Hoa said: “I will visit my grandparents this weekend.” -> Hoa said that 2. They started to study English eight years ago. -> They have 3. We stayed up late but we got up early this morning. -> Although 4. “Do you live in Son Binh village?” She asked me. ->She asked me Number 2. I. Circle the word whose underlined part is pronounced differently from the others. 1. A.this B.that C. though D. think 2. A. hour B. handicraft C. hang D. helpline 3. A. asked B.wanted C. liked D. stopped 4. A. treat B. weave C. leave D. thread II. Underline the best answer in brackets to complete the following sentences. 1. We didn’t watch TV last night (so/ because/ although/ so that) we went out with our friends. 2. I’ve been studying very hard for my final exams but I always feel (tired/ calm/ worried/ frustrated). 3. My parents once took me to Bat Trang village. I could make my own (pottery/ lacquer/ painting/ sculpture) there. I really enjoyed it. 4. He wants to know where (buy/ to buy/ to buying/ bought) some vegetables. 5. Tuan’s house is (the most/ more/ the more/ much) expensive than mine. 6. He said that he (will visit/ would visit/ can visit/ shall visit) his grandparents the next day. 7. (Although/ Because/ Because of/ Despite)we have enough money, we don’t want to buy a new car. 8. You should look (for/ up/ through/ over)the meaning of new words in the dictionary. III. Each of the following sentences has one mistake (A, B, C or D). Identify and correct it. 1. She still finished her homework before going to bed because she was tired. A B C D 2. I don’t know howusing this machine. A B C D 3. She akedmeif did I spokeEnglish. A B C D 4. Don’t forget turn on the TV when you don’t want to use it. A B C D IV. Read the text below and circle the answer (A, B, C or D) to complete it. Living (1)_________ a city has a number of drawbacks. Firstly, there (2) _________ many problems of traffic jams and traffic accidents. The increase in population and the increasing number of vehicles have caused many accidents to happen every day. Secondly, air pollution negatively affects people’s health, and it also (3)_________ a bad influence on the environment. More and more city dwellers suffer from coughing or breathing problems. Thirdly, the city is noisy, even at night. Noise (4) ___________ comes from the traffic and from construction sites. Buildings are always being knocked down and rebuilt. These factors contribute to making city life more difficult for its residents. 1. A. on B.about C.in D. at Planned by: Nguyen tuyet Mai 3 Son Tien secondary School English 9 2. A. is B.are C.be D. being 3. A. have B. does C. makes D. has 4. A.pollution B.polluted C.polluting D. pollute V. Write the complete sentences with the words and phrases given. 1. I/ love/ watch/ television/. 2. No one/ Hoa/ class/ beautiful/ as/ her/. VI. Rewrite the second sentence with the same meaning as the first one. 1. Tuan said: “I don’t have a bicycle.” -> Tuan said that 2. Shebegan playing the piano two years ago. ->She has 3. The weather was not fine, so they didn’t go to the beach with their friends yesterday. -> Because . 4. “Where do you live, Nam?” She asked Nam. ->She asked Nam .................................... C. HOMEWORK - Prepare for Unit 4. Getting started. Period 22 UNIT 3: TEEN STRESS AND PRESSURE Lesson 1:Getting started A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge: - Use lexical items related to changes in adolescence talk about their feelings and their friends' naturally. - Listen and read Phuc, Nick and Veronica's conversation for specific information about Mai's stress. 2. Skills: speaking, listening, reading. 3. Quality - Positive about teen stress and pressure. - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. Ability - Students can develop their communication skill, creativity, cooperation, self- studying and problem solving. - Using language to talk about emotions and feelings 5. Grammar points: B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. PROCEDURES I. Warm up: (Revision of the old lesson) 4 Planned by: Nguyen tuyet Mai Son Tien secondary School English 9 Before starting this unit, do a quick whole class activity on comparison learnt in Unit 2.For example, divide the board into two sides and write Hue and Ho Chi Minh City. Then write some words phrases such as 'air', 'entertainment', 'cost of living', 'traffic','weather', ect, in the middle and ask Ss to compare when we talk about the two cities. II. Pre-reading 1. Introduction and setting the scene: - T can prepare three magazine cut-outs or photos of teenagers with different facial expressions: worried, happy, angry, relaxed, etc. Ask the whole class to describe the photos and ask them to guess why these teenagers are feeling this way. - Write the unit title on the board ' Teen stress and pressure ' and start the lesson. - T gives out the picture and 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: •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? Accept all possible answers from Ss. Remember not to give correction at this step. Tell Ss they are going to listen to the conversation between Phuc, Nick, and Veronica. Play the recording and have Ss follow along. 2. Listen and read: Dialogue: + Play the recording. Ss listen and read in chorus. + Sspractise acting out the dialogue. III. While-reading Activity 1a. Find the OPPOSITE of the following words in the text - Ask the Ss to work individually, then in pairs, to find the words/phrases. Remind Ss they need to find the words in the text with opposite meanings. Key: 1. to stay up late 2. to be stressed (out) 3. good grades 4. to disappoint someone 5. to take a break 6. to be fully booked If time allows, encourage Ss to make sentences using these words and phrases. Activity1b. Choose the best answer (Optional) - Ss work individually first, then compare the answers with their partners. Feedback: Correct the task as a class and encourage Ss to explain why the chosen option is the correct answer. Key: 1.C 2.B 3.C 4.A 5.B 6.A Activity1c. Veronica's statement “Sometimes I wish my parents could put themselves in my shoes” means: - 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. Key: Veronica wishes her parents could put themselves in her situation to better understand her. Planned by: Nguyen tuyet Mai 5 Son Tien secondary School English 9 Activity 2. Fill the gaps with the words in the box. In some cases more than one word may be suitable. tense frustrated delighted confident relaxed worried depressed calm stressed - 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.) Key: 1.worried/tense/stressed; relaxed/ confident 2.calm 3.depressed/frustrated4.confident/relaxed/calm 5.delighted/confident 6. frustrated/worried - Draw Ss' attention to the REMEMBER! box and ask them to add more adjectives of emotions and feelings formed from the -edform of verbs. REMEMBER! Many adjectives of emotions and feelings are formed from the –ed form of verbs: excited, relaxed, frustrated, etc Activity3. Match the statements with the functions. give advice to someone; empathise with someone; encourage someone; assure someone (Optional) 1.‘Go on! I know you can do it!’ 2.‘If I were you, I would ( get some sleep).’ 3.‘ You must have been really disappointed.’ 4.‘ Stay calm. Everything will be alright; 5.‘I understand how you feel.” 6..‘Well done! You did a really great job!’- Before Ss start doing this exercise, T explains the meaning of 'advice', 'encourage', 'empathise', and 'assure'. Give advice: to give suggestions and ideas to help somebody make a decision Encourage: to give someone support and 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; -Ss work individually first, then in pairs. Feedback: Ss give the correct answers. - Ask Ss to give examples of the situations in which these sentences are said. Key: 1.encourage 2.give advice 3.empathis 4. assure 5.empathise 6.encourage IV. Post-reading Activity4. How do you feel today? - As an example, tell the class how you feel today and what has happened that made you feel that way. You can make up scenarios such as: 6 Planned by: Nguyen tuyet Mai Son Tien secondary School English 9 I feel worried because may cat is sick I feel disappointed because it has been raining all day long. I feel delighted because my son is Star of the Week at his primary school. - 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. V. Homework: - Learn by heart the new words. - Practicereading the conversation. - Talk about your feeling today and what has happened that made you feel that way Planned by: Nguyen tuyet Mai 7 Son Tien secondary School English 9 Period 23 UNIT 3: TEEN STRESS AND PRESSURE Lesson 2: A CLOSER LOOK 1 A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge: - Use the lexical related to changes in adolescence - Identify in which situations to stress the verb be in sentences and say these sentences correctly 2. Skills: Practicing skills 3. Quality - Positive about teen stress and pressure. - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. Ability - Students can develop their practicing skill, creativity, cooperation, self- studying and problem solving. - Using language to talk about emotions and feelings 5. Grammar points: B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. PROCEDURES I. Warm up: Networks “Adjectives of emotions and feelings” - Ss write as many words as they can. - Ss work in teams, T keeps a score between 2 teams. II. Vocabulary Activity 1. Complete the paragraph with the words in the box. -Ss work individually to complete this exercise. - Ask 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. Feedback: T gives corrective feedback to the whole class. Key: 1.shape and height 2.reasoning skills 3.embarrassed 4. independence 5. self-aware 6.informed Activity 2. Match the source of stress and pressure to the expressions. -T explains the phrases in the box first and elicits 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. Feedback: Key: A. 5 B. 2 C. 6 D. 3 E. 1 F. 4 8 Planned by: Nguyen tuyet Mai Son Tien secondary School English 9 Activity 3. Which of the following can be done in the above situations? Discuss with your partner. 1 3 4 Take a 2 Focus on Talk to break, then Break a your someone you feel large task strong about this ready to into points and / or start again. smaller ask them - Ask the Ss to work in pairstasks to discuss which solution can be used forfor help.which situation. Elicit answers from the whole class. Ask Ss to explain their decisions. Key (suggested): A. 1;3;4 B.4 C. 1 D.4 E. 2;1 F.4 Activity4. Have you ever been in any of these situations? If so, what did you do to deal with them? - Refer back to what you have told the class in 2. - 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. III. Pronunciation: Stress on the verbs 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 practise saying the question. REMEMBER! - Explain the REMEMBER! box. T emphasises that normally the verb be is unstressed, except for the situations mentioned in the box. Activity 5. Listen to the recording and practice saying the sentences. Pay attention to the way the verb be is pronounce. - 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 the 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. Activity 6. Look at the following sentences and underline the verb form of be which should bestressed. Then l to check and practice. - 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. Key: 1. -You aren't worried about the exam? Good for you! - I amworried! But I try 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. Audio script: (stress the italic words) Ss listen and do the task. T checks IV. Homework: Write what you do to deal with the situations in 2. Planned by: Nguyen tuyet Mai 9 Son Tien secondary School English 9 Period 24 UNIT 3: TEEN STRESS AND PRESSURE Lesson 3:A CLOSER LOOK 2 A. OBJECTIVE: By the end of the lesson, students will be able to: 1. Knowledge: - Use reported speech with confidence - Use question words before to –infinitive correctly and appropriately. 2. Skills: Practicing skills 3. Quality - Positive about teen stress and pressure. - Students know how to learn English in right way. - Ss are interested in doing exercises. 4. Ability - Students can develop their communication skill, creativity, cooperation, self- studying and problem solving. - Using language to talk about emotions and feelings 5. Grammar points: reported speech, question words before to-infinitive B. TEACHING AIDS 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks C. PROCEDURES I. Warm up:Matching:(Revision of the reported speech) Direct speech Reported speech Present simple Past simple Present perfect Past simple/ Past perfect You /I he / she Tomorrow the day before / the previous day Yesterday the following day / the next day - Give Ss a quick review of reported speech (e.g verb tense, pronouns, time expressions, etc.). Divide the class into side A and side B. Side A will say some sentences in direct speech for side B to change into indirect speech. Then side B says some sentences in indirect speech for side A to change into direct speech. II.Presentation: 1. Reported speech: review Activity 1. 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. - Remind Ss of what the conversation in GETTING STARTED is about. - Ask Ss to work in pairs to complete the task. Feedback: Ss give the correct answers Key:Mai: 'I'm too tired and don't want to go out.' Mai: 'I want to be a designer.' 10 Planned by: Nguyen tuyet Mai Son Tien secondary School English 9 Mai's parents: 'Design graduates won't find jobs easily. We want you to get a medical degree’ 2. Question words before to-infinitives - Tell Ss that the question words who, what, where, when, and how can be used before a to-infinitive to express a situation that it is difficult or uncertain. Give examples. - Explain the Look out! Box. - Highlight the verbs ask, wonder, (not) be sure, have no idea, (not) know, (not) decide, (not) tell which are often used before the question word + to-infinitive. 3. Reported questions with question words before to - infinitive. Question words before to-infinitives can be used to report questions about something that should be done. - Example: What should I do?” she said She wondered what to go. Look out! To report Yes/No questions we use whether before to-infinitive. Remember if cannot be used in this case. Example: ‘Should I tell my parents what I really think?” she wondered. =>She wondered whether to tell her parents what she really thought. III. Practice Activity 2. Rewrite the following sentences in reported speech 1.’We will visit you this week,’ my parents told me. 2. Our teacher asked us, ‘ what are you most worried about?’ 3. ‘I’m so delighted. I’ve just received a surprise birthday present from my sister.’ Phuong told me 4. ‘Kate can keep calm even when she has lots of pressure’ Tom said 5. ‘I got a very high score in my last test, Mum’ she said. 6. ‘Do you sleep at least eight hours a day?’ the doctor asked him. - Ask Ss to work individually to complete this exercise. Then they compare their answers in pairs. - T gives corrective feedback as a whole class. Key:1. My parents told me they would visit me that week. 2. Our teacher asked us what we were most worried about. 3. Phuong told me she was so delighted because she had just received a surprise birthday present from her sister. 4. Tom said Kate could keep calm even 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. Activity 3. Rewrite the sentences using question words + to- infinitive 1. I don't know what I should to wear! 2. Could you tell me where I should sign my name? 3. I have no idea when we should leave for the bus. Planned by: Nguyen tuyet Mai 11 Son Tien secondary School English 9 4. We're not sure where we should hang the painting. 5. He wondered how he could tell this news to his parents. 6. They can't decide who should go first. - T models the first sentence with the class as an example. - Ask the Ss to work individually to rewrite the sentences before receiving correction from T. Key: 1. I don't know what to wear. 2. Could you tell me where to sign my name? 3. I have no idea when to leave for the bus. 4. We're not sure where to hang the painting. 5. He wondered how to tell this news to his parents. 6. They can't decide who to go first. Activity 4. Rewrite the following question in reported speech, using question words before to- infinitives 1. ‘How should we use that support service? they wondered. 2. ‘Who should I turn to for help?’ he asked. 3. ‘ Mum, when should I turn off the oven?’ Mai asked her mother 4. ‘Where should we park our bikes? asked Phong and Minh 5. ‘Should we call her now?’ he asked. 6. ‘What should we do to make Linh feel happier?’ they wondered - Ask the Ss to work in pairs to complete this exercise. Remind them they can choose from the verb ask, wonder, (not) be sure, have no idea, (not) know, (not) tell to report these questions. Feedback: Ss read aloud their answers Key:1. They wondered/couldn't tell how to use that support service. 2. He had no idea who to turn to for help. 3. Mai asked her mother when to turn off the oven. 4. Phong and Minh couldn't decide where to park their bikes. 5. He was not sure whether to call her then. 6. They wondered what to do to make Linh feel happier. IV. Production Activity 5. GAME: Something about our teachers - First, ask the whole class to agree on five questions they would like to ask about you. Write them on the board. Prepare 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 you do not forget them. - Then divide the class into two groups. Tell Ss that one group will stay inside the classroom and the other outside. Each group will listen to you for the answers to the question and the group will then have to report to the other group what they have heard from you. 12 Planned by: Nguyen tuyet Mai Son Tien secondary School English 9 - When the two groups have been separated and cannot hear each other, go to each group and tell them one version of the answers. Ask them to remember what you say. - Finally, ask the two groups to gather again inside the classroom. Now ask them to answer the five questions written on the board according to the information they have received by reporting what you have told them. V. Homework: - Learn grammar in yellow box. Do Ex 3,4 P. 30 - Prepare for new lesson Planned by: Nguyen tuyet Mai 13