Giáo án Tiếng Anh Lớp 9 - Tiết 13 đến 26 - Năm học 2019-2020 - Hoàng Mai Anh

n in GETTING STARTED again. Underline the reported speech..
Key:
Mai: ‘I’m too tired and don’t want to go out.’
Mai: ‘I want to be a designer.’
Mai’s parents: ‘Design graduates won’t fi nd 
jobs easily. We want you to get a medical 
degree.’
Act2. Rewrite the following sentences in reported speech.
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
2. Question words before to-infi nitives
Act3. Rewrite the sentences using question words + to-infi nitives.
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.
4.Reported questions with question words beforeto-infi nitives.( SGK).
Act4. Rewrite the following questions in reported speech, using question words before to-infi nitives.
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.
Act5. GAME 
 SOMETHING ABOUT OUR TEACHER
-Speaking
-Grammar
-Writing
-Grammar
-Writing
-Grammar
-Writing
-Writing
-Speaking
-Writing
Planning date: 25/9/2019
Teaching date:........................................
Period: 18 Unit 3 : TEEN STRESS AND PRESSURE
 Lesson 4 : Communication
I. Objectives
1. Knowledge
By the end of this lesson students can:
• use the lexical items related to changes in adolescence
•Discussing necessary life skills for teens
2. Skills: Listening,Speaking,Reading,Writing
3. Attitude: happiness,cooperation, obedience
4. Competences: capable seft-learning, problem solving, capable creation, capable communication, capable cooperation,physical capacity,capable beauty, T- WC, group work,pairwork, individualwork
II. Way of working:
T –WC, group work,pair work , individual work
III. Teaching aids: 
- Posters, pictures.
IV. Procedure
1.Management:
2.New lesson
Teacher’s activities
Students’ activities
Content
Competences
Warm up: 
 Write ‘Life skills’ on the board and ask Ss what they think it means. Ask them to give some examples of life skills.Ss work in groups. Let them discuss and then give the answers 
1. Ss work in pairs to complete this task. Go around and off er help if needed.
2.Have Ss discuss the questions in pairs. Then, as a whole class, go through each skill and elicit from them the answers to the questions
3. Ss work in small groups to make their own list for Vietnamese teens. Write this list on a poster, or on the board.
4.Ss then work individually: each student goes through the list and evaluates how good he/she is with each skill. Then Ss work in pairs to share their results.
Consolidation:Which life skills do teenagers need ?
Homework
1. Learn the lesson 
2. Prepare the next lesson
3.Write all the exercises in notebooks
-SS give some examples of life skills. 
-SS copy the extra voc and repeat
-Ss work in pairs to complete this task.
-Ss discuss the questions in pairs
-Ss work in small groups to make their own list for Vietnamese teens. Write this list on a poster, or on the board.
-Ss then work individually:
-SS do the homework at home
Extra vocabulary
Cognitive, emotions, concentrate, self-discipline resolve conflict, risk taking
Act1: Read about the necessary life skills for teenagers in the United States. Match the skills to their category.
Key:
 1. C 2. B 3. D 4. A 5. E
Act2. Discuss: 
 Do we teenagers in Viet Nam need all or 
some of these skills? Why/Why not?
Act3. In groups, work out a similar list of skills that Vietnamese teens should have today. .. 
Act4:. 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?
-Writing
-Reading
Pron...
-Reading
-Writing and speaking
-Speaking
-Speaking
AndWriting
-Writing
Planning date: 27/9/2019
Teaching date:........................................
Period: 19 Unit 3 : TEEN STRESS AND PRESSURE	 
 Lesson 5:Skills 1
I. Objectives
1. Knowledge
By the end of this lesson students can:
• use the lexical items related to changes in adolescence
• Reading for general and specifi c information about a helpline service for teens in Viet Nam
• Talking about teen stress and pressure and how to cope with them
2. Skills: Listening,Speaking,Reading,Writing
3. Attitude: happiness,cooperation, obedience
4. Competences: capable seft-learning, problem solving, capable creation, capable communication, capable cooperation,physical capacity,capable beauty, T- WC, group work,pairwork, individualwork
II. Way of working:
T –WC, group work,pair work , individual work
III. Teaching aids: 
- Posters, pictures. tape & radio .
IV. Procedure
1.Management:
2.New lesson
Teacher’s activities
Students’ activities
Content
Competences
Warm up
 Ss recall some life skills 
1a. Ask Ss the question and explain that a child helpline is a telecommunication support service for children and young people. 
b.Ask 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.
2. Now ask Ss to read the text again to complete the task. Ss work in pairs to answer the questions.
3.Ss work individually fi rst, then compare the answers with their partner. Ask them to discuss and explain each person’s own 
decision if their answers are not the same.
4. HaveSs completed the task individually, give feedback as a class. Then Ss work in pairs to role-play the callers
5.Ss work in pairs. T goes around and off er help if needed. When Ss have finished, call on some pairs to present their dialogue.
Consolidation:Recall the main content of the lesson .
. Home work
1. Learn the lesson 
2. Prepare the next lesson
3.Write all the exercises in notebooks
Ss recall some life skills
-SS answer the question
-SS answer the question
Ss read the text again to complete the task. Ss work in pairs to answer the questions.
-Ss work individually fi rst, then compare the answers with their partner.
Ss completed the task individually, give feedback as a class. Then Ss work in pairs to role-play the callers
-Ss work in pairs
-SS do the homework at home
I. Reading 
Atc1. 
a . Do you know what a child helpline is? 
b. Now read the article.
Atc2. Answer the questions.
Key:
 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 15-18 year old groups.
 3. The calls were mostly questions about family relationships, friendships, and physical and mental health.
 4.Because they were cases of missing or abandoned children, or children who were suff ering from violence, traffi cking, or sexual abuse.
 5. The helpline promotes child participation in its operations by involving children as peer communicators and decision makers.
 6. It aims to create favourable conditions for children to develop physically and mentally.
Atc3. Read the text again and decide if the following statements are true (T) or false (F).
Key: 1. T 2. T 3. F 4. F 5. F 6. T
II. Speaking 
Atc4. Listen to two students calling a child helpline and complete the notes. Then use the notes to role-play the callers.
Key (suggested):
Caller 1
 Caller: girl, from Ha Noi, last year of high school
 Feeling now: a bit depressed and confused
 Problem: wants to be a designer; but her parents want heto be a doctor
 Question: doesn’t know what to say to her parents
Atc5. Look at 2, A CLOSER LOOK 1. Imagine you are one of these students. You want to call the Magic Number helpline to ask for help.
-Speaking
-Reading and speaking
-Writing and speaking
-Writing and speaking
-Reading and speaking
-Listening and speaking
-Speaking
-Self studied
********************************************************************
Planning date: 28/9/2019
Teaching date:........................................
Period: 20 Unit 3 : TEEN STRESS AND PRESSURE
 Lesson 6: Skills 2
I. Objectives: 
1. Knowledge
• Use the lexical items related to changes in adolescence
• Listening for general and specifi c information about the work of an advice columnist
• Writing a short note to ask for advice and to give advice. 
2. Skills: 4 skills
3. Attitude: happiness,cooperation, obedience
4. Competences: capable seft-learning, problem solving, capable creation, capable communication, capable cooperation,physical capacity,capable beauty, T- WC, group work,pairwork, individualwork
II. Way of working:
T –WC, group work,pair work , individual work
III. Preparation:
 Pictures , posters, color chalk, tape & radio ...
IV. Procedure
 1.Management:
2.New lesson
Teacher and students' activities
Content
Competences
Warm up
Ss work in groups and talk about teen stress and pressure and how to cope with them 
Listening
1a,b. Ask Ss to look at the questions in Exercise 1b first, Then Ss work individually to complete the task. Play the recording once to check how much Ss understand it. Then play the recording again when providing the key.)
2.Ss work individually fi rst, then compare the answers with a partner. Then provide corrective feedback as a class.
3.Ss work in pairs for this task. Ask them to explain their decision afterwards.
4. Ss need to look at 2, A CLOSER LOOK 1. Then they work individually to complete this task. Ss then swap their writing for peer correction.
5a . Ss work individually fi rst to write a short note to Miss Sweetie to ask her for advice about a problem at school or with their friends.
5b. SSwork in groups . Tell Ss when all group members have finished writing the advice note, they will take turns to report the note they received, and the advice that they off ered
Home work
1. Learn the lesson.
2. Prepare the next lesson
Listening
Atc1. a Listen to an interview with Miss Sweetie,the advice columnist of 4Teen magazine.
b. Choose the best answer.
Key: 1. likes 2. no longer 3. not easy 
 4. takes time 5. Need
Atc2. Answer the questions.
Key:
 1. She feels like she is living her teenage years again, and she loves helping readers by giving them advice.
 2. She said it’s most important that we put ourselves in other people’s shoes.
 3. Because language should be used sensitively so that the person can get over the negative feelings.
Atc3. Which of the following expressions are more likely to be used by Miss Sweetie when she gives advice?
Key: 1. No 2. Yes 3. No 
4. No 5. Yes
Writing 
Atc4. Look at 2, A CLOSER LOOK 1 and give one piece of advice to each student. 
Suggested answers:
 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 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.
Act 5. a Write a short note to Miss Sweetie to ask her for advice about a problem at school 
or with your friends. 
b. As a whole class, put the notes in a pile and take a diff erent note. Write a short answer 
(2-3 sentences) to give advice about the problem. Use the ‘Giving advice’ box above 
for help.
-SS do the homework at home
-listening and writing
-Speaking
-Speaking
-Writing
-Writing
-Self studied
*************************************************************
Planning date: 1/10/2019
Teaching date:........................................
Period: 21 Unit 3 : TEEN STRESS AND PRESSURE
 Looking back and project
I. Objectives: : 
1. Knowledge
-By the end of the lesson, Ss will be able to: 
- Knowledge: Revise the knowledge they’ve learnt about the topic.
- Skills: Practice reading, speaking & writing skills 
2. Skills: 4 skills
3. Attitude: happiness,cooperation, obedience
4. Competences: capable seft-learning, problem solving, capable creation, capable communication, capable cooperation,physical capacity,capable beauty, T- WC, group work,pairwork, individualwork
II. Way of working:
T –WC, group work,pair work , individual work
III. Preparation:Pictures , posters, color chalk.
IV. Procedure
 1.Management:
2.New lesson: 	
Teacher’s and students’ activities
Content
Competences
Warm up.
Ss talk about life skills 
 1. Ask Ss to complete the sentences by using the support from the pictures, the options provided, and the meaning of the sentences. They work individually first and then compare with a partner.
2.Ask Ss to remember the meanings of these verbs: congratulate, empathise, encourage, assure, and advise. 
Then Ss need to look at the situations in 1 to say appropriate sentences.
3.Challenge Ss to complete this exercise without looking back at COMMUNICATION. They can write in similar skills, or add new skills as they wish. 
 4. Ss work individually then in pairs when they compare their answers with each other.
 5, Ss work individually to complete this task.
Project
Present your group’s ideas to the rest of the class. Get their feedback
HOMEWORK:
Learn the lesson..
Do exercise in exercise book.
Prepare Review 1
-Ss talk about life skills 
Act 1: Put yourself in these teens’ shoes. Choose the TWO best words to describe your feelings in the following situations.
1. excited/delighted 
2. frustrated/upset 
3. tense/stressed
4. worried/tense 
5. disappointed/frustrated 
6. emotional/depressed
Act2 . Use the following prompts to say something to the students in 1.
1. ‘Congratulations!’/ ‘Well done! You did a really great job!’
 2.‘You must have been really disappointed.’/ ‘If I were you, I would talk ..
 3. ‘Stay calm. Everything will be all right.’/ ‘It might be a ’
 4. ‘I understand how you feel.’/ ‘It might help to consider talking about this to someone.’/ ’
 5. ‘I understand how you feel.’/ ..
 6. ‘You must have been really emotional.’/ ‘I understand how you feel.’
 Act3. Give at least two examples for each of these sets of skills. 
1. concentrate on doing something; organize your timetable
 2. control feelings; know how to get over negative feelings
 3. cooperate with others; communicate well
4. know how to act in emergencies; know when to stop taking risks
 5. cook for oneself and others; manage a small budget
Act4. Rewrite the following in reported speech.
1. She said she was really stressed 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
Act 5. Rewrite the underlined phrases in the following text, using question words + to-infi nitives. 
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.
Project
-SS do the homework and prepare at home
-Speaking
-Speaking
-Speaking and writing
-Writing
-Writing
-Writing
-Speaking and group work
-Self studied
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Planning date: 2/10/2019
Teaching date:.........................................
Period: 22	 	 Review 1 ( Units 1-2-3)
 Lesson 1: (Language)
I. Objectives.
1. Knowledge
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.
2. Skills: 4 skills
3. Attitude: happiness,cooperation, obedience
4. Competences: capable seft-learning, problem solving, capable creation, capable communication, capable cooperation,physical capacity,capable beauty, T- WC, group work,pairwork, individualwork
II. Way of working:
T –WC, group work,pair work , individual work
III. Preparation:Pictures , posters, color chalk.
IV. Procedure
 1.Management:
2.New lesson: 	
Teacher’s activities
Students’ activities
Content
Competences
Warm up:work in group to write down phrase verbs as much as possible 
Pronunciation
Act1: 
Ask Ss what kinds of words are underlined. Elicit the rule from Ss .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 a class.
Act 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.
Vocabulary
Act3: 
Ss do the task individually and then share their answers with a partner. Check Ss’ answers.
Act 4: 
Let Ss read the passage, then do this exercise individually. T may ask some Ss to write their answers on the board. T corrects as a class.
Grammar
Act5: 
Ss work individually and then compare their answers with a partner. Call on some Ss to write their answers on the board. Other Ss comment. T corrects as a class.
Act6: 
Ss do the task individually. Tell them to write the reported sentences in their notebooks. Call on some Ss to read their sentences. T checks.
Everyday English
Act 7: 
Ask Ss to discuss in pairs and choose the suitable words/phrases to complete the talks. After checking their answers, have some pairs act out the mini-talks.
SSwork in group to write down phrase verbs as much aspossible 
Ss listen and read along silently,
Ss work in pairs first to mark the underlined words as W (weak) or S (strong).
Ss do the task individually and then share their answers with a partner
Ss read the passage, then do this exercise individually
Ss work individually and then compare their answers with a partner
Ss to discuss in pairs and choose the suitable words/phrases to complete the talks.
Pronunciation
Act 1: Listen and practise saying the sentences. Pay attention to the underlined words.
Note: All the underlined words are stressed
Act 2: Look at the underlined words in the sentences and mark them as W (weak) or S (strong). Then listen to check and practise.
1. A: Is (W) Minh happy about winning ..?
 B: Yes, he is (S). But his parents are (W) happier.
2. A: I can’t (S) understand it! Aren’t (S) you my son?
 B: I’m terribly sorry, dad. But it isn’t (S) entirely my fault.
3. A: Pho Hien is (W) a very old town in.
 B: Is it (S)? Where is it (W) located?
4. A:It’s (W) raining. Are they (W) wearing raincoats?
 B: She (S) is, but he (S) isn’t.
Vocabulary
Act3: Match the verbs in column A with the words/phrases in column B
- reduce pollution
- pull down an old building
- empathise with someone
- make a handicraft
- set up a home business
- feel worried and frustrated
- have high expectations
- provide employment
Act 4: Fill each gap with a word from the box.
1. giant 2. tallest 3. attractions 
 4. symbol 5. fascinating 6. excited 
7. affordable 8. interest
Grammar
Act5: 
1. set up 2. deal with 3. turned down
 4. look up 5. give up 6. put up with 
7. got over 8. keep