Title Unit 3 - Lesson 1 - Getting started.docx ✅

Date of planning:..…/ 9 /24 Date of teaching: ……… WEEK: .. Period ..: UNIT 3 : HEALTHY LIVING FOR TEENS Lesson 1: GETTING STARTED Advice from a School Counsellor I. OBJECTIVES: By the end of this lesson, Ss will be able to gain the following items: 1. Knowledge: + To introduce the topic “ Healthy Living for Teens” - Gain vocabulary to talk about how to have a well-balanced life as a secondary student. - To practice listening and reading skills . + Integrated skills: Listening, speaking, reading, writing. * Vocabulary: - Use words related to students’ life and school work. - Pronounce correctly the sounds /h/ and /r/ in words and sentences. * New words: physical health , mental health, healthy diet, advice, reduce stress,Well- balanced life, balance, manage, give priority , counsellor… + Ask for repetition and respond; * Grammar: - Use modal verbs in the first conditional sentences. Conditional sentences (Review) 2. Competence: - Students will be able to practice listening , speaking, reading and writing skills . - Develop communication skills and cultural awareness. - Be cooperative and supportive in pair work and teamwork. 3. Personal qualities: - Develop communication skills and creativity; - Actively participate in class activities. - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 9 text book ;Projector / TV..... - Students : Text books, workbook… - Computer connected to the Internet. - Hoclieu.vn III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’- 5’) * Objectives: - To create an active atmosphere in the class before the lesson; - To lead into the new lesson. * Content: Game. + To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Expected outcomes: Students can answer some questions of the teacher about some cities. Having a chance to speak English.
* Organization : Teacher’s instructions … + Review the previous unit before Ss open their books. + Organise a short vocabulary game to revise the words Ss learnt in Unit 2. For example,T provides some words with scrambled letters related to city life and calls on some Ss to unscramble the letters to form correct words. + Lead Into the new unit. Write the unit title Healthy Living for Teens on the board. Ask Ss to guess what they are going to learn about in this unit. Then brainstorm words and phrases related to what school counsellors do in secondary schools (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.). For strong classes, encourage Ss to talk about what their school counsellor does to help them. Teacher’s & activities Content + Greeting + GAME: 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 Counsellor on the board. Ask Ss to guess what they are going to learn about in this unit. + Greeting . T_Ss. + Students (Ss) listen and learn how to do the tasks. 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.)
ACTIVITY 1. PRESENTATION/ NEW LESSON ( 12’- 15’) * Objectives: - To set the context for the introductory conversation; - To introduce the topic of the unit. * Content: Learn some new words . Read the conversation and find out new words. Focus on topic of the lesson, grammar points… * Expected outcomes: Knowing more new words. Understanding the conversation; topic of the lesson, grammar points. Students know the topic of the unit and be ready for the conversation. * Organisation : Teacher’s instructions. Teacher’s & Student’s activities Content 1. Listen and read :/ Page 28 * Teach vocabulary: + Teacher uses different techniques to teach vocab (situation, realia, translation.) + Teacher introduces the vocabulary by: - providing the pictures ; eliciting the definition of the words + Teacher do the “Rub out and Remember” checking technique. ++ Set the context: have Ss look at the conversation and answer some questions, e.g. Who are in the conversation? What are they talking about? - Encourage Ss to give answers, but do not confirm whether their answers are right. - Ask them to talk a bit about what a secondary student should do to maintain good physical and mental health. + Play the recording twice for Ss to listen and read along. Then invite some pairs of Ss to read the conversation aloud. - Refer to the questions previously asked. Confirm the correct answer: They are a school counsellor, Nick, Mai, and Phong. They are talking about how to maintain good physical and mental health - 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. - T_Ss *Vocabulary: 1. maintain (v) /meɪnˈteɪn/ duy trì 2. advice (n) /ədˈvaɪs/ lời khuyên 3. bring about (ph. v) /brɪŋ əˈbaʊt/ đem lại, gây ra 4. balance (v) /ˈbæləns/ cân bằng 5. manage (v) /ˈmænɪdʒ/ quản lý 6. priority (n) /praɪˈɔːrət/ sự ưu tiên + Take notes 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)
ACTIVITY 2. PRACTICE ( 15’) * Objectives: + + To help Ss understand the conversation. + To help Ss understand some vocabulary items in the conversation; + To help Ss practise using the vocabulary they have learnt in 3 in a specific context. * Content: - 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. * Expected outcomes: Students understand the conversation and topic of the lesson and can complete the tasks successfully. * Organisation : Teacher’s & Student’s activities Content TASK 2: Read the conversation again and tick T (True) or F (False). + Have Ss read the conversation in detail to choose either True or False. Ask them how to do this kind of exercise. Explain the strategies, if necessary (e.g. reading the statements, underlining the keywords in the statements, locating the keywords in the conversation, and then reading that part and deciding if each statement is true or false). - Tell them to underline parts of the conversation that help them with the answers. Set a strict time limit to ensure Ss read the text quickly for information. - Tell them to compare their answers in pairs before giving the answers to T. Ask them to give evidence when they answer. Confirm the correct answers. - T_Ss * Answer key: 1. T 2. F 3. F 4. T 5. T TASK 3: Match the words with their definitions. + First, have Ss quickly match the words in the left column with their meanings in the right column individually. - Then, ask them to share their answers with one or more partners. T can ask for translation of some of the words in the box to check Ss' understanding. - Confirm the correct answers. With a stronger class, ask Ss to make some example sentences with the words they have learnt. - If there is enough time, T can ask some Ss to write their sentences on the board. Comment on Ss' sentences. - T_ Ss * Answer key: 1. b 2. d 3. e 4. c 5. a