Giáo án tiếng Anh lớp 9 Tuần 7 sách mới

T’s & Ss’ Activities

CONTENT

Write ‘Life skills’ on the board and ask Ss what they think it means. Ask them to give some examples of life skills. Explain the words in the Extra vocabulary box. Use a dictionary or translate the words since they are all abstract concepts.

1. Ss work in pairs to complete this task. Go around and offer help if needed. Otherwise, T may turn this into a group competition. Prepare red paper strips with the five skill categories, and blue paper strips with the skill examples. In small groups Ss will match the red strips to the blue strips. The first group to have the correct answers is the winner.

2 . Give Ss plenty of time to look closer at each skill to discuss the questions in pairs. Then, as a whole class, go through each skill and elicit from them the answers to the questions. Write on the board two lists: one

containing the skills Ss think are necessary for Vietnamese teenagers, and one containing those that they think are not. As an alternative, Ss work in small groups. After their discussion, each group should cross out the life skills which they think are not suitable for Vietnamese teens. As a whole class, compare the results from different groups. Remember each group will need to explain their decisions.

3 Ss work in small groups to make their own list for Vietnamese teens. They can base it on the text and add

their own information. Now the class needs to combine all the group lists to make a big list for the whole class. Write this list on a poster, or on the board.

4 Ask Ss to copy down the ‘big list’ they have created in 3 in their notebooks. 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.

If time allows, each pair reports the results to the class. Based on the results, the class will be able to identify three skills that most Ss in the class think they are now good at, and three skills that most of them think they need to improve on.

Warm up:

knowledge about teen stress and pressure

Exercise 1

Key:

1. C 2. B 3. D 4. A 5. E

T’s & Ss’ Activities

CONTENT

READING

1 a Ask Ss the question and explain that a child helpline is a telecommunication support service for children and young people. It is free of charge. When you contact a helpline, often via telephone, you will get answered and someone from the helpline may even come directly to you to help.

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 For this task, allow Ss to have another close reading (or as many times as they wish). Ss work individually first, 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. Then provide feedback as a class. For each answer, ask Ss to refer back to the text to find the relevant information.

SPEAKING

4 Tell Ss they are going to listen to two students calling a child helpline. Ask Ss to look at the note form to get oriented about what they are going to hear. Remind Ss that these are notes so they only need to write key words or phrases and not full sentences.

After Ss have completed the task individually, give feedback as a class. Then Ss work in pairs to role-play the

callers. Ask them to use the notes for the role-play, and remind them to put some emotional expression in their voice for the role-play.

knowledge about TEEN STRESS AND PRESSURE

2. 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 suffering from violence, tracking, 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.

3.

Key:

1. T 2. T 3. F

4. F 5. F 6. T

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 her to be a doctor

Question: doesn’t know what to say to her parents

Caller 2

Caller: boy, named Long, 13 years old, from Ho Chi Minh City

Feeling now: worried

Problem: online friend asked for 5 million dong; said if he refused to give it, his life would be difficult

Question: wonders whether to tell somebody about this

T’s & Ss’ Activities

CONTENT

LISTENING

1 a+b Ask Ss if they know what an ‘advice columnist’ does. Introduce the word. If possible, bring in to the class some examples of the advice column page in local magazines for teens (or you can look them up on the Internet).

Tell Ss they are now going to listen to an interview with Miss Sweetie, the advice columnist of 4Teen magazine. Ask Ss to look at the questions in Exercise

1b first. Ss then 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.

Listening

2 For this task, play the recording as many times as needed. Ss work individually first, 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. The options that are in the ‘no’ category are because the language is too strong or direct.

WRITING

Work through the Study skill box together with Ss. For each expression, make an example. Ask Ss to add in other expressions for giving advice that they have learnt, or know.

4 Ss need to look at 2, A CLOSER LOOK 1. Then they work individually to complete this task. Remember this is a writing exercise so Ss need to write down their advice notes in full sentences. Remind them to use the

expressions in the Writing Study skill box ‘Giving advice’. Ss then swap their writing for peer correction.

If time allows, let Ss work in pairs when they have finished the writing. Student A will read out the notes randomly for Student B to guess which advice note is for which student in the exercise.

Key:

1. likes 2. no longer in 3. not easy 4. takes time

5. need

2. Key:

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.

Key (suggested):

Key: 1. No 2. Yes 3. No 4. No

5. Yes

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.

E . It might help to consider breaking this

big task into smaller tasks and then tackle

them one by one.

F. It might be a good idea to talk about this

to someone. Have you thought about

turning to your teacher for help?