giao an tieng anh lop 9 tuan 8 sach moi

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GIÁO ÁN TIẾNG ANH LỚP 9 TUẦN 8
NĂM HỌC 2019 - 2020
Period: 22

Week: 8
UNIT 3 :

TEEN STRESS AND PRESSURE

PERIOD 7 :

LOOKING BACK & PROJECT

I. OBJECTIVES :By the end of the lesson, Ss will be able to review of what they
have learnt in Unit three ( Teen stress and pressure )
II . TEACHER AND STUDENTS’ PREPARATION :
1.Language content
Vocabulary : knowledge about Teen stress and pressure
Grammar :
2.Techniques : group work , pair work, communicative approach
3.teaching aids : posters, pictures
III. PROCEDURES:
T’s & Ss’ Activities

CONTENT
Vocabulary:

1 Ask Ss to complete the sentences by

Exercise 1 : Answer key:

using the support from the pictures, the

Key: 1. excited/delighted

options provided, and the meaning of the

2. frustrated/upset

sentences. They work individually first

3. tense/stressed

and then compare with a partner.

4. worried/tense
5. disappointed/frustrated
6. emotional/depressed

2. Ask Ss to remember the meanings of

Exercise 2:

these verbs: congratulate, empathise,

Key (suggested):

encourage, assure, and advise.

1. ‘Congratulations!’/ ‘Well done!

Then Ss need to look at the situations in 1

You did a really great job!’

to say appropriate sentences.

2. ‘You must have been really


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disappointed.’/ ‘If I were you, I
would talk to my parents.’
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.’
3 . Challenge Ss to complete this

Key (suggested):

exercise without looking back at

1. concentrate on doing something;

COMMUNICATION. They can write in

organize your timetable

similar skills, or add new skills as they

2. control feelings; know how to

wish.

get over negative feelings
3. cooperate with others;
communicate well
4. know how to act in emergencies;

know when to stop taking risks


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5. cook for oneself and others;
manage a small budget
4 Ss work individually then in pairs when

4.Key:

they compare their answers with each

1. She said she was really stressed

other.

out, and that she had had three
sleepless nights thinking about
her exam.
2. He said he couldn’t concentrate
because it was too noisy in there.
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

5 Ss work individually to complete this

5. Key:

task.

1. Today I’m going to tell you what
to do in 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 alarm.
4. You should know what number
to call to report the fire and ask for
help.

IV- CON SOLIDATION & HOMEWORK:


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1.Consolidation : discuss this task in pairs to work out the advice they would give
to the two callers. Encourage Ss to use the phrases they have learnt for giving
advice.
2.Homework :
Do exercise in exercise book.
Prepare Review 1
Period: 23

Week: 8
Review 1: UNIT 1 – 2 – 3
Lesson 1 - LANGUAGE

I. OBJECTIVES:
- This unit reviews the language and skills Ss have learnt in Units 1, 2, and 3.
- Help Ss to recall the language and encourage them to contribute as much as
possible.
II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:

Teacher’s and students’ activities

Content

Pronunciation
Activity 1:
Ask Ss what kinds of words are underlined. Elicit the rule
from Ss (they are content words and are stressed because
they contain all the important information being conveyed).
Play the recording for Ss to listen and read along silently,
then they can repeat out loud trying to stress the same
words. Call on some Ss to read out the sentences again.
Correct

their

pronunciation

as

Note: All the underlined words are stressed.

a

class.


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1. My town is nice and peaceful, but it isn’t very big.
2. Da Nang Museum of Cham Sculpture attracts a lot of
foreign visitors.
3. A: Were you wearing a helmet when you fell off your
bike?
B: No, I wasn’t.
4. Son: Can I go to a party tonight, mum?
Mother: OK, but please don’t make noise when you come
home.
5. A: My mum’s really a good friend of mine.
B: Is she? Mine is very strict towards me.
Activity 2:
Ss work in pairs first to mark the underlined words as W
(weak) or S (strong). Then T plays the recording for Ss to
check. Play the recording again and Ss repeat. Pause and
correct their pronunciation.
1. A: Is (W) Minh happy about winning the scholarship?

- reduce pollution

B: Yes, he is (S). But his parents are (W) happier.

- pull down an old building

2. A: I can’t (S) understand it! Aren’t (S) you my son?

- empathise with someone

B: I’m terribly sorry, dad. But it isn’t (S) entirely my - make a handicraft
fault.

- set up a home business

3. A: Pho Hien is (W) a very old town in North Viet Nam.

- feel worried and frustrated

B: Is it (S)? Where is it (W) located?
4. A:It’s (W) raining. Are they (W) wearing raincoats?

- have high expectations
- provide employment

B: She (S) is, but he (S) isn’t.
1. giant

2. tallest

Vocabulary

3. attractions 4. symbol

Activity 3:

5. fascinating 6. excited


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Ss do the task individually and then share their answers 7. affordable 8. interest
with a partner. Check Ss’ answers.
1. set up
Activity 4:

2. deal with

3. turned down 4. look up

Let Ss read the passage, then do this exercise individually. 5. give up

6. put up with

T may ask some Ss to write their answers on the board. T 7. got over

8. keep up

corrects as a class.

with

Grammar

1. Trang wondered what to

Activity 5:

wear to the fancy dress party.

Ss work individually and then compare their answers with a 2. She couldn’t decide
partner. Call on some Ss to write their answers on the whether to help Chau with the
board. Other Ss comment. T corrects as a class.

money her mum had given to
her.

Activity 6:

3. Nick wondered where to

Ss do the task individually. Tell them to write the reported get those traditional
sentences in their notebooks. Call on some Ss to read their handicrafts.
sentences. T checks.

4. Phuc had no idea who to
turn to for help with his
homework.
5. Hoa was not sure when to
break the sad news to him.
1. As far as I know

Everyday English

2. what to do

Activity 7:

3. Cool

Ask Ss to discuss in pairs and choose the suitable 4. No worries
words/phrases to complete the talks. After checking their 5. If I were in your shoes
answers, have some pairs act out the mini-talks.


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IV- HOMEWORK:
-Practice reading the dialogue.
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare Review 1 (Skills)

Period: 24

Week: 8
Review 1: UNIT 1 – 2 – 3
Lesson 2 - SKILLS

I. OBJECTIVES:
- This unit reviews the language and skills Ss have learnt in Units 1, 2, and 3.
- Help Ss to recall the language and encourage them to contribute as much as

possible.
II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:
Teacher’s and students’ activities

Content

Reading

a

Activity 1:

- found out: got information - face

Have Ss read the letters silently. T clarifies anything up to: deal with
they do not understand. Choose Ss to read the letters - go on with: continue - keep away
aloud

sentence

by

sentence.

Correct

their from: avoid

pronunciation. Then Ss do the exercise in pairs. T b

corrects as a class.

1. F
2. T

Speaking

3. T

Activity 2:

4. T


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Ss work individually first. Have them read all three 5. F
situations and think of the one that interests them
the most. Then they talk in groups. Give them a few
minutes

to

prepare

what

they

want

to

say.

Encourage
them to use the language they have learnt. Go
around and give assistance if need be.
Listening
Activity 3:
a/ Play the recording once. Ss listen and write their
answers.

1. In a (little) town.

Play the recording again for Ss to check. Explain 2. In a city.
any difficult words if necessary.
b/ Play the recording again once or twice, or as 1. a stranger
required. Ss write down the words/phrases as they 2. at night
hear them. T checks.

3. downtown
4. entertainment
Audio script:
Michelle:

Hi,

Mike!

How’s

it

going?
Mike: Hi. I’m good, thanks. Are you
still living in the same place?
Michelle: Yes, I’m still in that
‘sleepy’ little town. But you know, I
enjoy living there. It’s quiet, and
everyone is friendly. I don’t really
like the city. I feel like a stranger
Writing

here.

And

it

seems

kind

of


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Activity 4:

dangerous, especially at night.

Before Ss write, brainstorm Ss’ ideas about a craft Mike: Well, I live here in the city,
village (or a place of interest they have been to if as

you

know.

We

live

in

an

they haven’t been to a craft village). Tell them to apartment downtown. The city is
look at the cues given; note, they will need big, and it doesn’t feel as safe as a
modifying

slightly small town like yours. But I think

for a place of interest. Encourage them to use the the people here are pretty friendly.
words/phrases they have learnt in the units. Give Ss My neighbourhood is like a small
time to do the writing task. Then have them swap town with its own stores, cafés, and
their work with a partner to check before handing it restaurants …and we can enjoy all
in. Collect their papers to check at home.

kinds of entertainment: cinemas,
museums …
Michelle: OK, so then on weekends
I should come into the city for all
that.
Mike: OK. Sure!

IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare First 45-minute Test
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