Giáo án tiếng anh 9 kì 2 soạn chuẩn cv 5512 mới nhất

Giáo án tiếng anh 9 kì 2 soạn chuẩn cv 5512 mới nhất Giáo án tiếng anh 9 kì 2 soạn chuẩn cv 5512 mới nhất

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Period 55: UNIT 7: RECIPES AND EATING HABITS

LESSON 1: GETTING STARTED SUBJECT: ENGLISH 9

I OBJECTIVES:

1 Knowledge:

- By the end of the theme SS can use some vocabularies and structures to talk

about their favourite dishes and recipes for dishes

2 Competences:

To develop self- studying skill, communicating and co-opererating skills,

problem- solving and creating skills

3 Qualities:

To educate ss mercifulness, patriotism, studiousness, honesty and responsibility

II TEACHING AIDS:

- Students: Materials: book, board

- Teacher: Equipment : laptop, projector

II TEACHING PROCEDURES:

*Aims: To help ss to relate to the topic of unit 7.

*Content: Ask Ss what their favorite dishes are

* Output: Ss can relate to the topic of unit 7

* Process:

1.Transfering the task:

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- Ask Ss to work in group to do the task.

2 Doing the task:

In groups of three, ask what their favorite dishes are

3 Reporting the result and discussing:

- SS present

4 Feedback:

- T corrects and gives the remarks

B Activity 2: Form the new knowledge:

I Teaching vocabulary

*Aims: Ss know how to read new words, identify their meanings and use them to make

sentences and know what they are going to listen and read

*Contents: Vocabularyabout recipe and eating habits.

* Output: Almost all the students can do this task well

* Process:

1 Transfering the task:

- Elicit some new words from the

pictures and situations , realias …

T: reads new words

- T: writes new words on the board

- SS: listen and repeat in individual first

then the whole class

- Call 3- 4 SS to read the words again

- Checks vocab : slap the board.

cần tâyhành lá xốt luộc

để ráolột vỏchặtđói Kho : to cook with sauce Nướng : to grill

Quay : to roast Rán, chiên : to fry Xào, áp chảo : to saute

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- T corrects and gives the remarks.

Ask Ss to open their books and look at

the picture and the phrase under

GETTING STARTED Ask them some

questions:

Who can you see in the picture?

What is there on the table?

Where are the people?

What do you think the people in the

picture are talking about?

Hầm, ninh : to stew Hấp : to steam

C Activity 3: Practice

*Aims:SS get the content of the conversation between Nick and Mi and then complete

the exercises

*Contents: read the conversation

* Output: Almost all SS can complete the task(s).

* Process:

Ex1:

- Explain the requirement of the task to

SS

- SS listen to the conversation

- Ss work in pairs to complete the tasks

- T calls two Ss to write on the board

- Other SS give their answers orally

4 Feedback:

Ex1 Listen and read.

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a.Can you find a word that means:

Have Ss work independently to find the

words with the given meanings in the

dialogue Allow Ss to share

their answers before asking them to

discuss as a class Remember to ask Ss

to read out the lines in the

dialogue that contain the words Quickly

write the correct answers on the board

- Have Ss look at the Watch out! box

and quickly read the information If time

allows, ask Ss to make some

examples with the expressions

b Find all the words related to the

topic of food in the conversation Put

them in the word webs.

Ask Ss to work in pairs and complete

the word webs Call on one pair to write

their answers on the board Other pairs

add more words if needed

c Answer the questions.

Have Ss read the questions to make sure

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understand them Ask them firstly to

answer

the questions without reading the

dialogue again Have Ss exchange their

answers with a classmate Now ask them

to check their answers by reading the

dialogue again Ask for Ss’ answers

Ex2

SS

- Ss look at the pictures Tell Ss that in

the box are some dishes from different

countries in the world

- Ask Ss to write these dishes under the

pictures

- Ss listen to the text

- Ss work in pairs to complete the task

Ex3

a

Have Ss work in pairs to discuss what

country in the box is associated with

each dish in 2 Check and confirm the

c Answer the questions.

6 Because he is finding it difficult to wait for one hour

Ex2 Write the name of each dish in the box under each picture.

G beef noodlesoup

H curry

A Cobb xàlách

B sushi

C bánh bíttết

D fajitas

D mì ống Ý

F Xôi xoàiThái

G phở bò

H cà ri

Lasagna, hoặc Lasagne, (phát âm là

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correct answers.

b

Tell Ss to complete the sentences with

the names of the dishes in2 The

complete sentences will give Ss

information about these dishes Call on

two Ss to write their answers on the

board

- If time allows, T may organise a short

activity to check Ss’ short-term memory

Have Ss close their books Point

at each of Ss’ answers on the board and

quickly Ss have to call out the country

where the dish comes from

[lazaɲɲa], số nhiều [lazaɲɲe

Ex3a In pairs, discuss which country from the box is associated with each dish in 2

A The USA B Japan

C The UK D Mexico

E Italy F Thailand

G Viet Nam H India

b Fill each blank with the name of a dish in 2.

*Aims:Help Sstalk about the name of some food

*Content:Make two big groups One group names a service The other group gives their vision of that service in the future Take turns to do this.

* Output: Almost all the students can complete the tasks

* Process:

- AskSs to work in groups to do the

quiz The group which has the answers

the fastest is invited to read out

their answers Elicit feedback from other

groups and ask them to add some other

answers

2 Doing the tasks

- Ss work in groups to do the quiz The

4 Food quiz

1 beef

2 prawn, potato

3 cheese, butter, ice cream

4 strawberry, lychee, cherry, pomegranate

5 broccoli, spinach, lettuce, celery, kohlrabi

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group which has the answers the fastest

is invited to read out their answers

Elicit feedback from other groups and

ask them to add some other answers

T moves around to provide help (if

necessary)

- Ss play the game

- When time is up, ask the first group to

read out a question in their quiz Ss from

other groups give the answers Other Ss

decide if their answers are correct

Continue the activity until all the groups

have read out all of their questions

4 Feedback:

- T gives the remarks

3 Homework:

- Learn new words by heart

- Read the conversation again

-Copy the exercise into notebooks

LESSON 2: A CLOSER LOOK 1 SUBJECT: ENGLISH 9

I OBJECTIVES:

1 Knowledge:

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After the lesson students will be able to:

- use the lexical items related to dishes and ways of preparing and cooking food

- ask statement questions with the correct intonation

2 Competences:

To develop ss’ ss’ self- studying skill, communicating and co-opererating skills,problem- solving and creating skills

3 Qualities:

To educate ss about mercifulness, studiousness, honesty and responsibility

1 Class organization:

* Checking:

S1: goes to the board to write new words

- S2: answers some questions

2 New lesson:

A Activity 1: Determining the task:

Brainstorming

*Aims:To encourage Ss in their new lesson by playing a game

*Contents: Ask Ss to call out the types for preparing and cooking foods they

remember in the previous lesson Tell them that in this lesson they are going tolearn some similar vebs

* Output: Ss use the language correctly when talking about recipes

* Process:

- Ask Ss to do the task

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- Ss work individually

- SS answer the questions

4 Feedback:

B Activity 2: Form the new knowledge

I Teaching Vocabulary

*Aims:Ss know how to read new words, identify their meanings and do some exercises

*Contents: new words

* Output:Students complete the exercises

* Process:

SS

- Teach some new words :

Call 3- 4 SS to read the words again

Checking: rub out and remember

4 Feedback:

I Vocabulary

- whisk: beat eggs, cream, etc., with a special

tool to add air and make the food light (đánh trứng,kem.,.)

- slice: cut something into thin flat pieces (thái

lát)

- grate: rub food (e.g cheese) against a grater

in order to cut it into very small pieces (nạo)

- dip: put something quickly into a drink,

sauce or batter and take it out again (nhúng)

- chop: cut something into pieces with a knife

(chặt, cắt)

- spread: put a layer of a substance evenly

onto the surface of something (phết)

- sprinkle: shake small pieces of something, or

drops of a liquid, on something (rắc)

- marinate: pour a mixture, usually containing

oil, wine or vinegar, and herbs and spices, over

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meat or fish before it is cooked to add flavour or make it tender (ướp)

4 Feedback:

Ex1:

- Have Ss work individually to do this

exercise and then compare their answers

with a classmate

Elicit the answers from Ss and quickly

write them on the board

Ex2:

The purpose of this exercise is to help Ss

Ex1 Write a food preparation verb from the box under each picture.

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use the verbs correctly to talk about food

preparation Ask Ss to work in pairs to do

the exercise Check the answers as a

class If time allows, have Ss make

sentences

Ex3

Have Ss do this exercise individually and

then compare their answers with a

partner Check and confirm the correct

answers Have Ss give the Vietnamese

translation of the words if needed

Ex4a

a Ask Ss to answer the two questions

Elicit their answers Ask them if they

have ever eaten or made a pizza If Ss

have eaten pizza, ask them if they like the

dish If they have made a pizza

themselves, ask them to describe the

process of making one briefly

b Have Ss complete the instructions

individually and then compare their

answers with a partner Check the

answers as a class Ask Ss who have not

made a pizza before if they can make a

pizza themselves after heading the

II Teaching pronunciation

*Aims:Help SS to learn and practice the Tones in statements used as questions

*Contents:.

* Output: Almost all the students can do this task

* Process

- Explain the requirement of the task

II Pronunciation:

Tones in statements used as questions

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- Explain to Ss the meaning of

‘statement’ (a telling sentence that ends

with a full stop) and ‘statement question’

(used to check information; has the order

of a statement but ends with a question

mark)

- Have Ss listen to the recording

Let them listen again and have them

repeat the sentences with a focus on the

tones

- SS read aloud

4 Feedback:

Ex5 Ask Ss to read through the three

conversations Play the recording for Ss

to draw appropriate arrows to indicate

the intonation of each sentence Have Ss

compare their answers in pairs Call on

some pairs to read the conversations out

loud Correct any mistakes

For a more able class, have Ss work in

pairs and draw the arrows first Then

play the recording for them to check

their answers

Ex5 Listen to the conversations Draw ↘ or

↗ at the end of each line Practise the conversations with a partner

D Activity 4: Application

Aims:Help SS to learn and practice the Tones in statements used as questions

*Contents: learn and practice the Tones in statements used as questions

* Output: Almost all the students can do this task

* Process

1.Transfering the learning task: Ex6 a Work in pairs Complete the

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mini-Ex6 a Ask Ss to work in pairs to

complete the mini-dialogues with suitable

statement questions Call on some pairs

to write their answers on the board Give

comments when needed

b Practise the dialogues using the

correct intonation.

Have Ss practise the dialogues and act

them out in front of the class with the

correct intonation Ask other Ss to

comment

If time allows, let Ss write their own

dialogues with statement questions

Work in pairs

3 Reporting the task result and discuss:

Calls on some sts to read loudly

4 Giving the remarks to their doing the

task:

- Correct and give marks

- Feedback

dialogues with suitable statement questions.

b Practise the dialogues using the correct intonation.

Suggested answer:

1 You don't like pasta?/Don't like pasta?

2 Add some salt?

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LESSON 3: A CLOSER LOOK 2 SUBJECT: ENGLISH 9

I OBJECTIVES:

1 Knowledge: After the lesson students will be able to:

- use some quantifiers correctly

- write and use conditional sentences type 1 with modal verbs

* Checking

S1: Does A1- workbook

S2:Write the words and make sentences

2 New lesson:

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* Play game: Network

*Aims: To lead in the new lesson

*Contents: giving examples with quantifiers.

* Output: - Most ss can complete the task(s).

* Process:

- Write down all quantifiers that they know in two minutes The winner in the pair

with has the most answers

- Students work in pairs

- SS present

4 Feedback:

I Teaching Grammar:

*Aims:Help SS to review quantifiers: a, an, some or any, use Conditional sentences type

1

*Contents: Review quantifiers: a, an, some or any, use Conditional sentences type 1.

* Output: Almost all the students can review quantifiers: a, an, some or any, use

Conditional sentences type 1 and complete the exercises correctly

* Process:

- Asks sts to retell the grammar

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4 Feedback:

If + S + V (present simple),

S + can/must/may/might/should + V (infinitive)

C Activity 3: Practice Modal verbs in conditional sentences type 1 ( 15 minutes)

*Aims:Help SS use modal verbs in conditional sentences type 1 and quantifiers.

*Contents: Conditional sentences type 1, quantifiers.

* Output: Almost all SS can complete the exercises

* Process:

Ex1:

- Ask Ss about the use of the four

quanti-fiers Make any necessary comments

Have Ss do this exercise individually and

then compare their answers in pairs

- Tell Ss that when talking about recipes

people usually use food quantifiers and

that the Look out! Box contains the most

common ones

- Have Ss read the information in the

Look out! box Explain any unclear

points If time allows, ask Ss to give

examples with the quantifiers Ss may

also add some more food quantifiers they

know to the list

Ex2:

Have Ss do the exercise individually

and then compare their answers with a

Ex1: Fill each blank with o, an, some, or an

Key:

1.a, g 2 a 3.f,g 4.c 5.h 6 b,d 7.e,f 8 b

Ex3: a Read the instructions to make a salad Fill each blank with a word/phrase inthe box.

Key:

1.200grams 2 an

3 tablespoons 4 teaspoon

5 teaspoon 6 some

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partner Remind them that some

quantifiers can go with more than one

noun Check the answers as a class

Ex3: a 3 a Have Ss work in pairs to

read the instructions to make a chicken

salad and to fill each blank with a word/

phrase from the box Check as a class

b Ask Ss to work in pairs, and think

about a simple salad they know Together

Ss write the instructions to J make it Call

on some pairs to read aloud their

instructions Other Ss listen, make

comments, and vote for the best salad

T may also organise a competition Have

Ss work in groups to write the

instructions to make a salad on a big

piece of paper Once they have finished,

each group sticks their instructions on

the board A board of five Ss act as

examiners This board reads the

instructions and gives each group a

mark

Ex 4

SS

Ss work individually, doing Ex 4,5,6

necessary)

b Work in pairs Think about a simple salad Write the instructions on how to make it using the quantifiers and cooking verbs you have learnt Share the

instructions with the whole class Vote for the best salad.

Ex4: Read these sentences from the conversation in GETTING STARTED Pay attention to the underlined part and answer the questions.

In conditional sentences type 1, we use a simple present tense in the If-clause and will +bare infinitive in the main clause This is the standard form

Instead of will, we can use other modal verbs such as can, must, may; might or should in themain clause to express ability, permission, advice, possibilities, necessity, etc

If you don't want to get burnt, you must followthese safety instructions (necessity)

If you feel unwell, you shouldn't eat fast food (advice)

Key

1 ability 2 Advice

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4 Feedback:

Ex4:

Have Ss read the two given sentences

and answer the questions Elicit their

answers and confirm the correct ones

Ask them to give the standard form of

conditional sentences type 1.T may call

on one student to write the form on the

board Now have Ss read the information

and examples in the grammar box Write

the form ofthe examples on the board:

Ex5:

Have Ss do the exercise individually

and then compare their answers in pairs

Ask some Ss to read out loud the

complete sentences

Ex5: Match the first half of the sentence in

A with the second half in B.

Key:

1 c 2 e 3 a 4 b 5 f 6 d

D Activity 4: Application

*Aims: Help Ss use Conditional sentence type 1.

* Content:Conditional sentence type 1.

* Output: Ss can do exercises.

* Process:

Ex6:

1.Transfering the learning task:

- AskSs to work in pair to complete

the sentences, using suitable modal

verbs with conditional sentences type 1

Work in pairs to do

Ex6: What will you say in these situations? Use suitable modal verbs with conditional sentences type 1.

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3 Reporting the task result and

her some advice

—> If you want to study abroad, you should learn to cook

5 You should whisk the eggs for 10 minutes

if you want a lighter cake

3 Homework:

- Learn by heart the form of conditional sentences types 1

- Do ex B4,5,6,7 page 5,6- workbook

- Prepare UNIT 7: COMMUNICATION - page 13- textbook.

LESSON 4: COMMUNICATION SUBJECT: ENGLISH 9

I OBJECTIVES:

1 Knowledge:

After the lesson students will be able to:

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- talk about the eating habits of Vietnamese people

- listen for detailed and specific information about teenagers' eating habits

- Ask Ss to do the task

- Ss work individually

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4 Feedback:

- T: leads in the lesson.

B Activity 2: Form the new knowledge

*Aims: Ss know the meaning of some new words.

*Contents: new words.

* Output: Almost all the students can the meaning of some new words.

* Process:

SS

- Teach some new words :

Call 3- 4 SS to read the words again

Checking: rub out and remember

4 Feedback:

I New words :

- to puree: make fruit or vegetables into a

thick smooth sauce, usually in a blender

- to garnish: decorate of food with a small

amount of another fruit

- tender (adj): so easy to chew my

grandmother can only eat beef if it is tender so

my mother has to stew it from one hour

C Activity 3: Practice

*Aims: Help Ssknow more food, ingredients

*Contents: doing exercises

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* Output: Almost all the students can complete the exercise.

* Process:

SS

- Ss work individually, doing Ex 1,2,3

necessary)

4 Feedback:

Ex1 - Have Ss look at the picture and

answer the questions Quickly elicit their

answers and write them on the board Do

not confirm the correct answers now

Ex2a - Have Ss look at the picture and

answer the questions Quickly elicit their

answers and write them on the board Do

not confirm the correct answers now

Play the first part of the recording for Ss

to check their answers Confirm the

correct ones

2b Play the recording again for Ss to do

the exercise Have them compare their

answers in pairs Call on two Ss to write

their answers on the board Ask other Ss

bột nhuyễnTrình bày

củ hẹhình lập phươngmềm

bí ngôláchất xơNhúm tay

Bó, cây

Ex2a Now listen to the first part of a talk where Mi is presenting how to prepare the ingredients Check your answers.

Key: 1 pumpkin, celery, shallots, butter, salt,

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to correct these answers if needed Play

the recording one more time for Ss to

check their answers

Ex3a+b Have Ss read the steps to cook

the soup and try to rearrange the steps

Ask some Ss to write their order on the

board Play the recording for Ss to check

their answers Ask Ss to comment on the

orders on the board If there are any

unclear points, play the recording a

second time

c Without playing the recording again,

ask Ss about the benefits of the soup If

Ss are not sure about any points play the

recording again Have one student talk

about the benefits

3 two sticks 4 two tablespoons

5 two tablespoons 6 a pinch

7 peel 8 chop

9 peel 10 slice

11 leaves

Ex3a: Read the steps to make the dish

Rearrange them into the correct order.

*Aims: Ss can talk about ingredients, how to prepare it and the steps to cook the food

*Contents: Discussdiscuss a dish they like

* Output: Almost all the students can do this task well

* Process:

- AskSs to work in groups to discuss a

dish they like Ss take notes of the

ingredients, how to prepare the dish, and

the steps to cook it on a big piece of

paper

- Ss work in groups to discuss a dish

they like Ss take notes of the

III Further practice:

Ex4a: Work in groups Choose a dish you like Discuss its ingredients, how to prepare it and the steps to cook it Write your ideas on a large sheet of paper.

Name of the dish:

Ingredients:

Preparation:

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ingredients, how to prepare the dish, and

the steps to cook it on a big piece of

paper

necessary)

- Whentimeisup, T asks some Ss to

report their writtings

4 Feedback:

Steps:

Benefits of the dish:

b Organise a gallery walk Move around to each group and listen to their presentation Vote for the best dish.

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LESSON 5: SKILLS 1 SUBJECT: ENGLISH 9

I OBJECTIVES:

1 Knowledge: After the lesson, students will be able to:

- read for general and specific information about the eating habits of Japanesepeople

* Checking: -

- Talk ingredients and how to cook a dish

2 New lesson:

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* Play game: *Brainstorm:

*Content: The name of popular dishes of different countries in the world.

Eg: Lasagne in Italy Sushi in Japan Beef noodle soup in Viet

Nam

*Output: Almost all the students can take part in and do this task well.

*Process:

Have Ss discuss the questions in groups or as a class Encourage them to give the

name of popular dishes of different countries in the world

- Ss do the task in groups of four

- SS present

4 Feedback:

- gives the remarks

*Aims: Ss know how to read new words, identify their meanings.

*Content: reading new words.

*Output: know new words and how to use them.

*Process:

1 Transfering the learning task:

* Pre- teach vocabulary: pictures/

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- T: writes new words on the board.

- Ss: listen and repeat in individual first

3 Reporting the task result and discuss:

- Call 3- 4 Ss to read the words again

4 Giving the remarks to their doing the

gừng ngâm.

sắp xếp tính năng quan trọng kẹp giấy

C Activity 3: Practice: Reading

*Aims:Help SS to get information about the eating habits of Japanese people and do

some exercises

*Contents: A text abouttwo famous astronauts’ space travel

* Output:Almost all the students can get the information and do the tasks well.

* Process:

Ex1:

SS

- Have Ss work in pairs to discuss the

questions Elicit their answers Because it

is an open activity, accept different

answers

- Ss work in pairs to complete the task

- SS give their answers orally

I Read

Ex1:Work in pairs Answer the questions.

1 Where do the Thai people live?

2 What is their population?

Ex2: Now read an article about Japanese eating habits Match the headings (1-3) with the paragraphs (A-C).

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- Ask Ss to read the headings quickly.

Make sure they understand the meaning

of each heading Now Ss read the

paragraphs and match them with the

headings

- Ss work individually to complete the

task, then compare their answers with a

classmate

- T calls SS to give their answers

- T corrects and gives the remark

Ex3:

SS

- Have Ss read the passage again to

answer the questions

- Ss work in individually to complete the

task

- Ss can underline parts of the text that

help them with the answers

- T calls 2 St to write on the board

2 They cut fresh fish

3 Both can be served with soy sauce

4 There are four (rice, soup, main dish,pickles)

5 Rice is the staple food and is verynutritious

6 Because the dishes are presented indifferent bowls and plates, and are arrangedcarefully according to a traditional pattern

D Activity 4: Application: Speaking

*Aims:Ss can practice speaking about eating habits of Vietnamese people

*Contents: Discuss the eating habits of Vietnamese people

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* Output:Most Ss can practice speaking skill.

* Process:

Ex4:

- AskSs to work in group to discuss the

eating habits of Vietnamese people Ss

can use the following questions as cues

- Ss to work in group to discuss the

eating habits of Vietnamese people Ss

can use the following questions as cues

- SS give their answers orally

4 Feedback:

Ex5:

Have one group of students act as

examiners and other groups as

competitors The groups take turns to

present their ideas If there is not much

time left, allow about two or three groups

to present Invite comments from the

examiners Give additional comments

II Speaking.

Ex4: Work in groups Discuss the eating habits of Vietnamese people You can use the following questions as cues.

1 Vietnamese people usually have big

dinner with at least 3 dishes and use many kinds of special sauces for each dish

2 Rice is the typical components in a

Vietnamese meal

3 Rice is the staple.

5 Vegetable and soup are two dishes that

always appear in a typical Vietnamese meal;after a meal, we usually eat fruit for desserts

6 Yes, because we eat a lot of vegetables

and fruits

Ex5: Imagine that you take part in a international competition in which competitors talk about the eating habits of their own country Present your group’s ideas about Vietmanese eating habits.

3 Homeork:

- Ask Ss to learn new words by heart

- Do exercise C and D1,2,3 (P 8,9- workbook)

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- Prepare: UNIT 6: Skills 2 Page 13- textbook.

LESSON 6: SKILLS 2 SUBJECT: ENGLISH 9

I OBJECTIVES:

1 Knowledge: After the lesson, Students will be able to:

- listen for specific information about a traditional dish

- write the recipe for a traditional dish

2 Competences:

- To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills

3 Qualities:

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To educate ss about studiousness, honesty and responsibility.

* Ckecking:

- Talk about the eating habits of their own country

2 New lesson:

A Activity 1: Determining the task

Brainstorming: Healthy food and unhealthy food

*Content: Talk about Healthy food and unhealthy food

*Output: Almost all the students can take part in and do this task well.

4 Feedback:

- T: leads in the lesson.

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I Listening

*Aims:SS will be able to complete the exercises by listening to the tape.

*Contents: listening tasks about eating habits.

* Output: Most ss can complete the exercises.

* Process:

Ex1

SS

Have Ss do this activity in pairs They

ask each other questions to find out the

differences between the two pictures

- T calls Ss to give their answers

A boy is eating chocolate

Onthe table there are junkfoods

such as crisps, ahamburger, soft drinks,and sweets The boylooks fat

Picture B:

A girl is having rice Onthe table we can see soup,fish, vegetables,

and watermelon The girllooks slim and fit

Meaning

They show the contrastbetween healthy eatingand unhealthy eating

Ex2: 4Teen Radio is asking two students about their eating habits Listen to what they say and decide if the statements are true (T)

or false (F).

Key:

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- Before listening, Ss read through the

statements to make sure they understand

them and to underline key words

- Ss complete the task

(listen to two students talking about their

eating habits)

Ex3:

SS

- Ss complete the table by filling each

blank with no more than three words

- Ss listen to the recording again Have Ss

compare their answers with a classmate

2 1.T 2 F 3.T 4 F 5.T 6 F

Ex3: Listen again and complete the complete the table Use no more than three words for each blank.

1 biscuits 2 hamburger 3 crisps

4 fried beef 5 vegetables 6 cereal

7 a banana8 slices of

bread

9 boiled egg

10

steamed fish

C Activity 3: Practice: Writing

*Aims: SS can write about each other's eating habits.

*Contents: writing about each other's eating habits.

* Output: Almost all the students can write about each other's eating habits

* Process:

Ex4:

SS

III Writing

Ex4: Work in pairs Ask and answer questions about each other's eating habits

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- Ask Ss to work in pairs to ask and

answer questions about each other’s

eating habits, and take notes of their

partner’s answers in the table

- T calls two Ss to give answers

4 Feedback:

Take notes of your partner's answers in the table.

Do you think your partner has healthy eating habits? Why/Why not?

Is there anything he/she should change if he/she wants to be healthier?

D Activity 4: Apllication

* Aims: Help Ss write a sport / game they like.

*Content: Write a sport /game they like.

* Output: do the tasks well.

* Process:

Ex5a:

Then Ss write about their partner's eating

habits Include information about his/her

meals, their opinion about his/her eating

habits and possible changes

- Write individually

- When time is up, T asks some Ss to

read their writing to the whole class

4 Feedback:

Ex5a: Write about your partner's eating habits Include information about his/her meals, your opinion about his/her eating habits and possible changes.

Sample writing:

My friend, Trang, does not have healthyeating habits She sometimes skips breakfast.When she has it, I she usually buys ahamburger and a soft drink from a café nearour school For lunch, her favourite is fried !rice and deep-fried chicken The good thing isthat she prefers to have dinner at home.However, she likes eating a lot of rice andfatty pork for dinner She rarely eatsvegetables, but loves fruits

I think Trang should change her diet First, if

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she wants to have more energy for the day, she should never skip breakfast Second, she must reduce the amount of fast food she eats Also, eating more vegetables would be good for her She should also eat less rice for dinner These changes will definitely keep her fit.

b, Exchange your work and give comments.

3 Homework:

- Do exercises: E1,2 – page 10 - workbook

- Complete the writing on the notebook

- Prepare: UNIT 7:Looking back & project - Page 16-17- textbook.

LESSON 7: LOOKING BACK & PROJECT.

SUBJECT: ENGLISH 9

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I OBJECTIVES:

1 Knowledge

After the lesson, students will be able to:

- remember and use what they have learnt during the unit 7 to help them answerthe questions so Ss can see how far they have progressed, and which areas theyneed further practice

- complete LOOKING BACK without referring to the previous sections in the unit.

Ss should see what they remember from the unit to complete this section

- record their results for each exercise in the LOOKING BACK section in order to complete the final Finished! Now you can assessment and identify areas for

review

2 Competences:

- To develop self- studying skill, communicating and co-opererating skills,

problem- solving and creating skills

- To drill reading, writing and speakingskills

3 Qualities:

To educate ss mercifulness, patriotism, studiousness, honesty and responsibility

* Checking:

- S1: Does E1-1,2,3,4- workbook page 10

-S2: Does E1—5,6,7,8 workbook page 10

2 New lesson :

A Activity 1: Determining the task

Play game: List the things related to cooking

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*Aims:To help SS remember the words

*Contents: words related to space trip

*Output: Most ss can recall the learned words

* Process:

- Ask SS to work in groups of four to do the task

- SS do the task in groups of four: write the words on a A3 size sheet

- SS write the words on BB

4 Feedback:

- T together with ss quickly corrects and gives the remarks on each and find outthe best group in the game

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*Aims: Help Ss revive vocabulary by using exercises.

*Contents: Do somevocabulary exercises related to the topic

* Output: Most ss in can complete the tasks.

* Process:

Ex1

- Explain the requirement of the task to SS

- SS: do this exercise individually

Call on Ss to read out loud their answers

4 Feedback:

Ex3: - Ask Ss to do this exercise

individually

Have some Ss read out their answers

Confirm the correct ones

Ex1 Match the words in A with their description or definition in B.

1 d 2 e 3 g 4 b 5.a 6.cH 7 h 8 f

Ex3: Fill each blank with a word/phrase in the box There is one extra word.

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*Content: Quantifiers, Modal verb …

* Output: Ss can complete exercises.

* Process:

Ex4:

- Explain the requirement of the task ss

- SS do the ex individually

- SS write their answers on BB

- Others read out loud their answers

4 Feedback:

Ex5: - Ask Ss to write the sentences

individually Have two Ss write the

sentences on the board Ask other Ss to

give comments Correct the sentences if

needed

Ex4:Circle the correct answer.

Key:

slice 2 sticks 3 any-some

4 bag 5 clove 6 bunch

Ex5: Complete the sentences with your own ideas Use the modal verbs provided.

3 He should eat less sweets if he doesn't want to have toothache

4 She must eat less rice and bread if she wants to lose weight

5 If you join this cooking lesson, you can cook many delicious dishes

III Communication

*Aims:To help SS to practice speaking

*Contents:rearrange the lines to make a complete conversation

*Output: Ss can complete exercises

*Process:

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- Explain the requirement of the task ss

Have Ss rearrange the lines to make a

complete conversation

- SS work individually and then share

their answers with a partner

- Ask some pairs to read out loud the

conversation

4 Feedback:

Finished!

Ask Ss to complete the self-assessment

Identify any difficulties and weak areas

and provide further practice if necessary

Finish! Now I can…

- Ask students to complete the

self-assessment

- Identify any difficulties and weak are

and provide further practice if need be

? Sum up the main content of the lesson

conversation.

1 B 2 E 3 F 4 I 5.A

6 H 7 J 8 C 9 G 10 D

Finished! I can

- use lexical items related to dishes and ways

of preparing and cooking some food

- ask statement questions with the correct intonation

- use some quantifiers correctly

- write and use conditional sentences type 1 with modal verbs

- discuss the recipe for a dish

- read for general and specificinformation about the eating habits of Japanese people

- listen for specific and detailed information about teenagers' eating habits

C Activity 3: Application: Project

Tiêu đề	Recipes And Eating Habits
Chuyên ngành	English 9
Thể loại	Lesson Plan

Định dạng
Số trang	276
Dung lượng	1,2 MB