Giáo án Tiếng Anh 9 Global Success Unit 3 Skills 1

Form

Pronunciation

Meaning

Vietnamese equivalent

1. celebrity (n)

/səˈleb.rə.ti/

someone who is famous, especially in the entertainment business

người nổi tiếng

2. anxiety (n)

/æŋˈzaɪ.ə.ti/

an uncomfortable feeling of nervousness or worry about something that is happening or might happen in the future

sự lo lắng

3. effort (n)

/ˈef.ət/

physical or mental activity

needed to achieve something

sự cố gắng

4. additional (adj)

/əˈdɪʃ.ən.əl/

extra

thêm, bổ sung

5. appropriately (adv)

/əˈprəʊ. pri.ət.li/

in a way that is suitable, acceptable or correct for the particular circumstances

một cách phù hợp hợp

6. fattening (a)

/ˈfæt.ən.ɪŋ/

fattening food contains a lot of fat, sugar, etc. that would quickly make you fatter if you ate a lot of it

gây béo

Anticipated difficulties

Solutions

1. Students may lack knowledge about some lexical items.

Provide students with the meaning and
pronunciation of words.

2. Students may have underdeveloped reading, speaking and co-operating skills.

- Let students read the text again (if needed).

- Create a comfortable and encouraging environment for students to speak.

- Encourage students to work in pairs, in groups so that they can help each other.

- Provide feedback and help if necessary.

3. Some students will excessively talk in the class.

- Define expectation in explicit detail.

- Have excessively talkative students practise

- Continue to define expectations in small chunks (before every activity).

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

BRAINSTORM

- T asks Ss to take out a piece of paper and a pen.

- T instructs Ss to draw a circle and divide it into four equal parts, like a pizza.

- T asks Ss to label each section of the circle with a different category, such as "work/ school”, “family/ friends”, “hobbies/ interests", and "self-care."

- T asks Ss to brainstorm activities that fit into each category and write them in the corresponding section of the circle.

- T asks Ss to share their circles with a partner and answer the following questions:

+ Do you have a well-balanced life?

+ Can you make any adjustments to achieve a more well-balanced life?

- T calls on some Ss to share their ideas.

- Ss follow the teacher's instruction and brainstorm.

- Ss share ideas with a partner and then check their ideas as a whole class.

Answer key:

Ss’ answers

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Work in pairs. Discuss the following question. (2 mins)

- T asks Ss to work in pairs discussing how a well-balanced life is important to a pupil.

- T asks some Ss to say their answers in front of the class.

- Ss answer the question in pairs.

- Some Ss give the answer.

Answer key:

Students’ answers

Task 2: Read the text and match each highlighted word with its meaning. (5 mins)

- T asks Ss to work individually to read the passage and find the highlighted words.

- T has Ss read aloud the highlighted words. Correct their pronunciation if needed.

- T has Ss match the highlighted words with their meaning in the box. Remind them to use the context to help them.

- T checks the answers as a class.

- Ss work individually to complete the task.

Answer key:

1. c

2. a

3. d

4. b

Vocabulary teaching (5 mins)

- T introduces the vocabulary by:

+ giving pictures

+ giving explanation/definition

- Ss use the given hints to find out the words.

- Ss write the new words in their notebooks.

New words:

1. celebrity (n)

2. anxiety (n)

3. effort (n)

4. additional (adj)

5. appropriately (adv)

6. fattening (adj)

Task 3: Read the text again and answer the following questions. (7 mins)

- T has Ss read the text in detail to answer the questions.

- T asks Ss how to do this kind of exercise. Explain the strategies if necessary (e.g. reading the questions, underlining the keywords in the questions, locating the keywords in the text, and then reading that part and answering the questions).

- T tells Ss to underline parts of the passage that help them with the answers. Set a strict time limit to ensure Ss read the text quickly for information.

- T tells Ss to compare their answers in pairs before giving the answers to T. Ask them to give evidence when giving the answers.

Transition from Reading to Speaking

– Draw a large circle on the board, dividing it into sections like a pie chart. Label each section with a

different aspect of a student’s life, such as Academics, Hobbies, Social Life, Health, Family, and Rest.

– Allow Ss 4 – 5 minutes to brainstorm activities or responsibilities that fall under each category.

Encourage them to think about what they currently do in these areas.

- Ss apply scanning techniques to do the task independently.

- Ss pair up to check their answers and then check with the class.

Answer key:

1. Because he wanted to avoid stress and anxiety.

2. He planned his schedule, made a weekly work list and gave priority to his work, which helped him concentrate his efforts on his most important tasks.

3. Because they would offer him additional support.

4. Because they helped him keep away from stress and anxiety, and gave his brain a rest and improved his mood.

5. He ate a lot of fruit and vegetables. He ate little fattening foods and avoided junk foods like chips, cookies, pizza, etc.