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Giáo án tích hợp NLS Tiếng Anh 9 Unit 3: Getting Started KHBD tích hợp Năng lực số Tiếng Anh 9 Global Success

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Giáo án tích hợp năng lực số Tiếng Anh 9 Unit 3 Getting Started bám sát nội dung chương trình Bài: Healthy living for teens trong SGK hiện hành, tích hợp các hoạt động phát triển năng lực số, giúp các em học sinh lớp 9 sử dụng công cụ công nghệ để khám phá kiến thức, giải quyết vấn đề và nâng cao hiệu quả học tập. Giáo án tích hợp NLS Tiếng Anh 9 Unit 3 Getting Started sẽ là tài liệu hữu ích góp phần nâng cao chất lượng dạy và tạo hứng thú cho học sinh. Ngoài ra quý thầy cô tham khảo thêm: bài giảng điện tử Tiếng Anh 9, kế hoạch giáo dục Tiếng Anh 9.

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Giáo án tích hợp Năng lực số Tiếng Anh 9 Unit 3 Getting Started

Date of planning:..……..

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.

Digital Competence (4.3.TC2a; 2.5.TC2a): Digital Safety & Collaborative Communication.

· Digital Safety (4.3.TC2a): Students understand how to protect their mental and physical health by managing online screen time (avoiding gaming and social media addiction) using Digital Wellbeing resources.

· Communication & Collaboration (2.5.TC2a): Students participate in constructive online discussions via Google Classroom or Zalo to analyze real-life situations and propose solutions for a well-balanced lifestyle.

Digital evidence/assessment: students submit a screen-time note, one online discussion comment, one solution slide and a short reflection; teacher checks digital safety, relevance of advice, polite online language and teamwork.

3. Personal qualities:

- Develop communication skills and creativity;

- Actively participate in class activities.

- Develop self-study skills.

Objectives For students with disabilities

By the end of the lesson, students can:

- copy one model sentence: I should sleep well. or I should reduce stress.

- choose 1 simple piece of advice for a well-balanced life.

- answer 1-2 simple questions about health using short phrases.

- listen to the conversation and point to 2 ideas about physical health or mental health with teacher's help.

- recognize and say 4 words or phrases: healthy, stress, advice and counsellor, with teacher's help.

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.

For students with disabilities

Teacher:

- Uses pictures of teens, school counsellor and healthy habits.

- Asks only 1-2 simple questions and accepts pointing or short answers.

- Models the words healthy, stress and advice slowly.

Students:

- Look at the pictures and point to one healthy activity.

- Say or repeat 1-2 words about healthy living.

- Answer one simple question with teacher's help.

+ 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.)

.............................

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