Giáo án Tiếng Anh 9 Global Success Unit 3 Getting Started
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I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Healthy living for teens;
- Gain vocabulary to talk about how to have a well-balanced life as a secondary student.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and team work.
3. Personal qualities
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 3, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Form |
Pronunciation |
Meaning |
Vietnamese equivalent |
1. maintain (v) |
/meɪnˈteɪn/ |
make something continue at the same level, standard, etc. |
duy trì |
2. advice (n) |
/ədˈvaɪs/ |
an opinion or a suggestion about what somebody should do in a particular situation |
lời khuyên |
3. bring about (ph. v) |
/brɪŋ əˈbaʊt/ |
make something happen |
đem lại, gây ra |
4. balance (v) |
/ˈbæləns/ |
give equal importance to two things or parts of something which are very different |
cân bằng |
5. manage (v) |
/ˈmænɪdʒ/ |
control or be in charge of a business, a team, an organization, land, etc. |
quản lý |
6. priority (n) |
/praɪˈɔːrət/ |
something that is very important and must be dealt with before other things |
sự ưu tiên |
Assumption
Anticipated difficulties |
Solutions |
Students may lack experience of group/ teamwork. |
- Encourage students to work in groups so that they can help each other. - Give short, clear instructions and help if necessary. |
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
– To create an active atmosphere in the class before the lesson;
– To review the previous units;
– To lead into the new unit.
b. Content:
- I.N.I.T.I.A.L GAME
c. Expected outcomes:
- Having a chance to speak English and focus on the topic of the lesson.
d. Organisation:
TEACHER’S ACTIVITIES |
STUDENTS’ ACTIVITIES |
CONTENTS |
Game: I.N.I.T.I.A.L GAME - T divides the class into 2 teams. - T shows 10 different pictures. - Ss are shown different pictures, and they need to take the first letter from each picture to form the mystery word. - Which team finds the mystery word first will become the winner. - T leads to the new unit. Write the unit title Advice from School Counselloron the board. Ask Ss to guess what they are going to learn about in this unit. |
- Ss work in 2 teams and follow the teacher's instruction to play the game. - Ss answer the questions individually. |
Mystery word: COUNSELLOR 1. CONGESTION 2. OVERCROWDED 3. UNDERGROUND 4. NOISE 5. SKY TRAIN 6. ELECTRICIAN 7. LEFTOVERS 8. LAKE 9. OLD 10. RUSH HOUR Questions: 1. Does your secondary school have a school counsellor? 2. What does a school counsellor do in a secondary school? Suggested answers: e.g. listen to students; provide emotional support; help students cope with stress; offer guidance and advice; assist with academic planning; help students develop problem-solving skills; provide resources for students in need; support mental health and well-being; promote healthy relationships, etc.) |
e. Assessment:
- Teacher checks students’ answers and gives feedback.
2. ACTIVITY 1: PRESENTATION (5 mins)
a. Objectives:
– To set the context for the introductory dialogue;
– To introduce the topic of the unit.
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Know more new words;
- Understand the conversation; topic of the lesson, …
d. Organisation:
TEACHER’S ACTIVITIES |
STUDENTS’ ACTIVITIES |
CONTENTS |
Vocabulary pre-teaching - T introduces the vocabulary. - T explains the meaning of the new vocabulary by pictures. - T reveals that these six words will appear in the reading text and asks students to open their textbooks to discover further. |
- Students guess the meaning of words. |
New words: 1. maintain (v) 2. advice (n) 3. bring about (ph.v) 4. balance (v) 5. manage (v) 6. priority (n) |
e. Assessment:
- Teacher checks students’ pronunciation and gives feedback.
3. ACTIVITY 2: PRACTICE (30 mins)
a. Objectives:
- To help students read for specific information about advice from a school counsellor;
- To help students learn words and phrases related to healthy living for teens;
- To help students use the words in context.
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again and tick T (True) or F (False).
- Task 3: Match the words with their definitions.
- Task 4: Complete the sentences with the words in the box.
c. Expected outcomes:
- Students understand the conversation and topic of the lesson and can complete the tasks successfully.
d. Organisation:
TEACHER’S ACTIVITIES |
STUDENTS’ ACTIVITIES |
CONTENTS |
Task 1: Listen and read. (7 mins) | ||
- T asks Ss to look at the pictures in the book and answer the questions. - T plays the recording twice. Ss listen and read along. - T checks Ss’ prediction. - T calls 4 Ss to read the conversation aloud in pairs. |
- Students answer the questions in pairs. - Students listen to the recording. - Students read the conversation aloud. |
Questions: - Who are in the conversation? - What are they talking about? Suggested answers: - They are a school counsellor, Nick, Mai, Phong, and their classmates. - They are talking about how to maintain good physical and mental health. (The dialogue on page 28) |
Task 2: Read the conversation again and tick T (True) or F (False). (7 mins) | ||
- T asks Ss to work in pairs to read the conversation again. - T asks Ss to underline the keywords in the statements and find answers. - T has pairs work together for one minute to compare answers. - T has Ss read out the statements and say if the statements are true or false. - T makes sure they pronounce the words correctly. - T checks the answers as a class and gives feedback. |
- Students work independently to underline the keywords in the statements and find answers. - Students work in pairs to compare answers. - Students give the answers and check them as a class. |
Answer key: 1. T 2. F 3. F 4. T 5. T |
Task 3: Match the words with their definitions. (7 mins) |
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