Giáo án tiếng Anh 9 kì 2 soạn chuẩn cv 5521

Ss answer the questions in pairs T calls some pairs read the answers And corrects and remarks - Have Ss look at the pictures.. T asks Ss to work individually to use words in part 1 to co

Date of preparation Date of

teaching

Class Absentees9A

9B

Period 55 UNIT 7: RECIPES AND EATING HABITS

Lesson 1: GETTING STARTED

2 Skills: listening and reading, reading and answering the questions,

matching words with pictures, discussing, sentences completion, spoken

interaction, playing games

3 Attitude: Ss will be more responsible for cooking for themselves and

for their family

4 Competence development: Groupwork, independent working,

pairwork, linguistic competence, cooperative learning and communicativecompetence

II TEACHING AIDS

1 Teacher: Textbooks, computer, projector, plan.

T asks Ss some questions

Ss answer the questions

T introduces the lesson

*Chatting.

- What did you eat yesterday?

- What is your favourite food/ drink/ fruit?

- Can you tell me some food and drink you know?

2 Presentation Aim: Ss can know how to read some vocabulary words and its meaning about

the ingredients of prawn salad and some verbs to prepare to cook the prawn salad

T explains some vocabulary words

about the ingredients of prawn salad

and some verbs to prepare to cook

the prawn salad

Ss copy and repeat

T lets Ss listen to the tape

Ss listen to the tape

T asks Ss to read the conversation in

pairs

Ss read the conversation in pairs

1 Listen and read

* The ingredients of prawn salad

prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions

* Preparing and cooking:

wash, boil, combine, add, mix, chop, drain, peel

3 Practice Aim: Help Ss interact a conversation about ways of preparing and making a

prawn salad

T asks Ss to answer the questions in

pairs without reading the dialogue

again

Ss answer the questions in pairs

T calls some pairs read the answers

And corrects and remarks

- Have Ss look at the pictures Tell

Ss that in the box are some dishes

c Answer the questions.

Key: 1 Nick’s mum.

2 Because it’s simple and delicious

Mi washes the spring onions, chops thecelery and spring onions, and mixes theingredients

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

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

Key:

A Cobb salad

from different countries in the world.

- Ask Ss to write these dishes under

the pictures, and then compare their

answers in pairs Play the audio for

Ss to check and repeat the answers

- Have Ss work in pairs to discuss

what country in the box is associated

with each dish in 2 Check and

con-firm the correct answers

- Tell Ss to complete the sentences

with the names of the dishes in 2

The complete sentences will give Ss

information about these dishes Call

on two Ss to write their answers on

F mango sticky rice

G beef noodle soup

H curry

3 a In pairs, discuss which country from the box is associated with each dish in2.

T guides Ss to talk about cooking

Now, I will teach you how to cook

- wash the selery and spring onions

- boil the prawn until they are pink

- drain and peel them

- chop the celery and spring onions

- combine the prawn and celery in the bowl

- Add two tablespoons of mayonnaise, half a pepper and some lemon juice

- Mix all the ingredients well

- Add the spring onion on top

- cover the bowl and leave it in the fidge for an hour

- serve them

3 Guides for homework

- Learn the vocabulary by heart

- Talk how to cook how to prawn salad

- Prepare: A closer look 1

- Find Verbs for preparing and cooking foods

- Find: kind of meat, foods which you have to peel, foods which are madefrom milk, fruits which are red, vegetables which are green

Date of preparation Date of

Lesson 2: A CLOSER LOOK 1

I OBJECTIVES:

1 Knowledge:

a Vocabulary: chop, slice, grate, marinate, whisk, dip, sprinkle, spread

b Grammar: Review

c Pronunciation: Tones in statements used as questions

2 Skills: Writing words under pictures, sentences completion, matching

verbs with definition, completing instructions, listening and repeating,

completing the conversation

3 Attitude: Ss will be more responsible for cooking for themselves and

for their family

4 Competence development: Groupwork, independent working,

pairwork, linguistic competence, cooperative learning and communicativecompetence

II TEACHING AIDS

1 Teacher: Textbooks, computer, projector, plan.

+ Groupwork:

- Divide the class into 5 groups

- Write kind of meat, foods which

you have to peel, foods which are

made from milk, fruits which are

red, vegetables which are green

- Time: 3 minutes

- The group which write more right

words is the winner

Find:

- Kind of meat:

- Foods which you have to peel:

- Foods which are made from milk:

- Fruits which are red:

- Vegetables which are green:

2 Presentation Aim: Ss can know how to read some food preparation verbs and know its

meaning

T uses images in computer to

explain some vocabulary words by

writing verbs under the pictures

F dip

G sprinkle

H spread

3 Practice Aim: Help Ss use the verbs correctly to talk about food preparation.

T asks Ss to work individually to use

words in part 1 to complete the

sentences and then compare their

answers with a classmate

Ss work individually and then

compare their answers with a

classmate

T has Ss explain the meaning of

each verb in English or Vietnamese

Correct Ss’explanations when

needed

- Have Ss do this exercise

individually and then compare their

answers with a partner Check and

confirm the correct answers

T asks Ss to look at the pictures and

answer some questions

Ss look at the pictures and answer

2 Complete the sentences with the correct form of the verbs in1.

4 a Look at the pictures and answer:

T: What can you see in the pictures?S: tomato sauce, onion, cheese, apple, bacon, pizza base

T: Do you know what dish these ingredients are used for?

S: → pizzaT: Have you ever eaten or made a pizza?

S: Yes (no)T: Can you describe the process of making about pizza?

S: …

b Complete the instructions below

T asks Ss to complete the

instructions below with the verbs in

part 1 and part 3

Ss complete the instructions

T corrects and remarks

- Now have Ss read the information

in the REMEMBER! box Answer

any questions from Ss, and ensure

that Ss understand the information

- 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

with the verbs in1 and3 One verb is used twice.

5 Listen to the conversations Draw

↷ or ⤻ at the end of each line Practise the conversations with a partner.

B: Yes, an apple ↷

2 A: What’s for dinner ↷?

B: We’re eating out tonight ↷.

A: We’re eating out ⤻ ? B: Right ↷.

3 A: I can’t eat this dish ↷.

B: Why not ↷?

A: I’m allergic to prawns ↷.

B: Allergic to prawns ⤻ ? A: Yes, my skin turns red when I eat

them ↷

6 Work in pairs Complete the dialogues with suitable statement questions.

mini-Suggested answer:

1 You don’t like pasta?/Don’t like

2 Add some salt?

4 Further practice Aim: Ss can practise the mini-dialogues using the correct intonation

- 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

- Have Ss practise the

mini-dialogues and act them out in front

of the class with the correct

intonation

- Ask other Ss to comment

Practise the mini-dialogues using thecorrect intonation

3 Guides for homework

- Write their own mini-dialogues with statement questions

- Practice vocabulary and pronunciation again

- Prepare: A closer look 2

- Review: Modal verbs in conditional sentences type 1

- Review: Quantifiers: a, an, some, any

Date of preparation Date of

Lesson 3: A CLOSER LOOK 2

I OBJECTIVES:

1 Knowledge:

a Vocabulary: Review

b Grammar: Conditional sentences type 1with modal verbs

2 Skills: Sentences completion, matching words, completing the

paragraph, matching two half sentences, answering, spoken interaction

3 Attitude: Ss will be more responsible for cooking for themselves and

for their family

4 Competence development: Groupwork, independent working,

pairwork, linguistic competence, cooperative learning and communicativecompetence

II TEACHING AIDS

1 Teacher: Textbooks, computer, projector, plan.

2 Students: Textbooks.

- Ask Ss to work in pairs to write

down all quantifiers they know in

two minutes The winner is the pair

which has the most answers

*Quantifiers: review

2 Presentation Aim: Help Ss review the quantifiers and Help Ss use modal verbs in

conditional sentences type 1

T asks Ss to retell the way to use

quantifiers

Ss retell the quantifiers and give

examples

- Ask Ss to retell the use and the

form of conditional sentences type

1

Ss retell the use and the form of

conditional sentences type 1 and

give example

I Quantifiers: a, an, some, any

II Modal verbs in conditional sentences type 1

If + S + V (present simple), S + can/must/may/might/should + V (in-finitive)

3 Practice Aim: Ss can do exercises about the quantifiers and Help Ss use modal verbs

in conditional sentences type 1

- 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

1 Fill each blank with a, an, some, or any

- Have Ss read the information in

the Look out! box Explain any

unclear points

- Ask Ss to give examples with the

quantifiers Ss may also add some

more food quantifiers they know to

the list

- Have Ss do the exercise

individually and then compare their

answers with a partner Remind

them that some quantifiers can go

with more than one noun

- Check the answers as a class

- 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

- Ask Ss to work in pairs, and think

about a simple salad they know

Together Ss write the instructions to

make it Call on some pairs to read

aloud their instructions Other Ss

listen, make comments, and vote

for the best salad

- 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

with modal verbs T may call on one

4 Read and underlined part and answer the questions.

Key:

1 ability

student to write the form on the

board Now have Ss read the

information and examples in the

grammar box Write the form of the

examples on the board:

- Have Ss do the exercise

individually and then compare their

answers in pairs Ask some Ss to

read out loud the complete

sentences

- Have Ss work in pairs to read the

situations and write appropriate

if-sentences - Call on some Ss to write

their sentences on the board

- Give necessary correction

2 advice

5 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

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

Suggested answers:

1 If you want to have good health, youmust reduce the amount of salt in your food

2 If my brother is hungry, he can eat three bowls of rice

3 You can take a cooking class if it is

type 1

T asks Ss to make sentences with

the quantifiers and conditional

sentences type 1

Ss make sentences with

the quantifiers and conditional

sentences type 1

T corrects

3 Guides for homework

- Make sentences about the quantifiers and conditional sentences type 1

- Prepare: Communication

Date of preparation Date of

Lesson 4: COMMUNICATION

I OBJECTIVES:

1 Knowledge:

a Vocabulary: - shallot, cube, purée , smooth sauce, tender

b Grammar: Conditional sentences type 1with modal verbs

2 Skills: Spoken interaction, listening and checking, rearranging, writing

the ideas, discussion, reporting

3 Attitude: Ss will be more responsible for cooking for themselves and

for their family

4 Competence development: Groupwork, independent working,

pairwork, linguistic competence, cooperative learning and communicativecompetence

II TEACHING AIDS

1 Teacher: Textbooks, computer, projector, plan.

- T asks some questions

Ss answer the questions

* Chatting.

- What do you often do at home?

- Do you help your mother cook for family?

- What dishes do you know?

- Can you tell me some dishes you know?

T introduces the lesson

-

2 Presentation Aim: Help Ss know some ingredients and preparation for pumpkin soup

T asks Ss to look at the picture and

guess the name of the dish in the

picture

Ss guess the name of the dish in the

picture

T asks Ss to discuss to give the

ingredients and preparations for the

pumpkin soup

Ss discuss

T lets them listen and check

T asks Ss to listen and complete the

ingredients and preparation for the

pumpkin soup

Ss listen and complete

T corrects and remarks

T asks Ss to talk about the ingredients

and preparations for the pumpkin

soup: Pumpkin soup is my family’s

- two sticks of celery

- two tablespoons of butter

- two tablespoons of fresh of cream

- a pinch of salt

* Preparation

- peel the pumpkin

- chop it into cubes

- peel the shallots

- slice them

- Wash the celary and removes the leaves

Ss talk

T corrects and remarks

T gives extra vocabulary

Ss copy and read

T asks Ss to read the steps to cook the

soup and try to rearrange the steps

Ss rearrange how to make the soup

T lets them listen and corrects

Ss practise to read the steps to cook

the soup

T lets them listen again and gives the

benefits of this dish

Ss answer

3 The steps to make the soup:

- Heat the butter in a deep pan, addshallots and celery and stir fry for afew minutes

- Add the pumpkin and stir fry for afew more minutes

- Add 750 ml of water and a pinch ofsalt and cook until the pumpkin istender Cool for 10 minutes

- Puree the soup in a mixer until it issmooth

- Add the cream and simmer for 2 to

Aim: Help Ss know how to prepare ingredients and the steps to cook a dish

T guides Ss to talk about cooking a

dish they like in group

Ss practise

T asks groups to stick their answers

on the walls around the class Ask

other Ss to move around to each

group and listen to the group’s

presentation about the dish Have Ss

vote for the best dish and explain the

reasons

4 How to cook a dish you like

Name of the dish: ………

Ingredients: ………

Preparation: ……….

Steps: ………

Benefits of the dish: …………

3 Guides for homework

T advices Ss cook for themselves and for family

- Learn new words/ workbook: C Speaking

- Prepare next lesson: Skills 1

Read about Japanese eating habits and answer the questions

Discuss the eating habits of Vietnamese people: (feature, components, thedishes arranged….)

Date of preparation Date of

Lesson 5: SKILLS 1

I OBJECTIVES:

1 Knowledge:

a Vocabulary: arrange, raw, component, well-balanced, longevity,

lortion, horseradish, avocado, ginger

b Grammar: Conditional sentences type 1with modal verbs

2 Skills: answering the questions, matching the headings, Reading and

answering, discussion, interviewing, spoken interaction, reporting

3 Attitude: Ss will be more responsible for cooking for themselves and

for their family

4 Competence development: Groupwork, independent working,

pairwork, linguistic competence, cooperative learning and communicativecompetence

II TEACHING AIDS

1 Teacher: Textbooks, computer, projector, plan.

- Ask Ss some question *Chatting.

- How often do you cook meals?

- What kind of food do you often cook?

- Do you think your dishes are good for health?

- Can you tell me some healthy food and unhealthy food?

…

2 Presentation Aim: Help Ss understand some words related to Japanese eating habits.

T asks some questions related to the

dishes in the pictures in the book

(Picture A: different types of sushi

Picture B: miso soup

Picture C: a bowl of rice

Picture D: sliced cucumber/pickled

cucumber)

Ss answer the questions

T gives some vocabulary words

Ss copy and read

T asks Ss to read an article about

Japanese eating habits

Ss read and match the headings (1-3)

with the paragraphs (A-C)

T corrects and remarks

Key: A 3 B 2 C 1

3 Practice Aim: Ss can read for general and specific information about the eating

habits of Japanese people and answer the questions

- Have Ss read the article again to

answer the questions Ss can

underline parts of the text that help

them with the answers Ask Ss to

compare their answers before giving

the answers to T Ask them to give

evidence when giving the answers

- Have Ss work in groups to discuss

the eating habits of Vietnamese

people Ss use the questions provided

as cues Move around the class to

provide help Ask the groups to

organise their ideas to prepare for a

2 They cut fresh fish

3 Both can be served with soy sauce

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

5 Rice is the staple food and is very nutritious

6 Because the dishes are presented in different bowls and plates, and are arranged carefully according to a traditional pattern

2 Rice is the typical components in a

- Have one group of Ss 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

Eg:

Vietnamese food is varied anddistinctive Traditional Vietnamesecooking usually uses freshingredients, little dairy and oil, andvarious herbs and vegetables.Different sauces such as : fish sauce,shrimp paste, and soya sauce are quitepopular in various regions A mealconsists of various dishes: main dish(meat, fish, egg or tofu), vegetable,soup and rice Rice is the staple inViet Nam In many families, peopleeat around a tray of food with a smallbowl of ¬ fish sauce in the middle.Around this bowl are the dishes

Usually there is a bowl of each dish,and people use chopsticks and spoons

to get their share

In general, Vietnamese food isconsidered healthy and is popular inother countries

3 Guides for homework

- Ask Ss: If you have chance to Japan, what dishes would you like to taste?

T tells Ss to have good eating habits for the healthy

– Find out some famous dishes of VN and how to cook them

- Prepare next lesson: Skills 2

Give opinion about eating habits

Date of preparation Date of

teaching

Class Absentees9A

9B

Period 60 UNIT 7: RECIPES AND EATING HABITS

Lesson 6: SKILLS 2

I OBJECTIVES:

1 Knowledge: By the end of the lesson students will be able to:

- Listen for detailed and specific information about teenagers’ eating habits

- Write about the eating habits of a classmate

a Vocabulary: Vocabulary related to eating habits

b Grammar: Review

2 Skills: describe the picture, listening and decide true or false sentences,

listening and completing the table, answering the questions, spoken interaction, writing the paragraph, reporting, presentation

3 Attitude: Ss will be more responsible for cooking for themselves and

for their family

4 Competence development: Groupwork, independent working,

pairwork, linguistic competence, cooperative learning and communicativecompetence

II TEACHING AIDS

1 Teacher: Textbooks, computer, projector, plan.

2 Students: Textbooks.

III PROCEDURE

1 Checking: During the lesson

2 New lesson:

Teacher’ and students’ activities The main contents

1 Warm up Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.

- T asks Ss to answer the question

- Ss discuss and give the answer

T introduces the lesson

* Chatting.

Do you think how is unhealthy eating and healthy eating?

2 Presentation Aim: Help Ss understand the contents of the listening

- Have Ss do this activity in pairs

They ask each other questions to find

out the differences between the two

pictures Elicit the answers from Ss

Ask them to describe the underlying

meaning of the pictures

I Listening

1 Describe and find out the differences between your pictures

Suggested answers:

- Picture A: A boy is eating chocolate

On the table there are junk foods suchas

crisps, a hamburger, soft drinks, and sweets The boy looks fat

- Picture B: A girl is having rice On the table we can see soup, fish, vegetables,

and watermelon The girl looks slim and fit

- Meaning: They show the contrast between healthy eating and unhealthyeating

3 Practice Aim: Help Ss listen for detailed and specific information about teenagers’

eating habitts and write about the eating habits of a classmate

- Tell Ss that they are going to listen

2 Listen to what they say and decide if the statements are true (T)

to two students talking about their

eating habits

- Play the recording for them to do

the exercise

- Call on one student to write the

answers on the board

- Ask other Ss if they agree with

them

- Play the recording a second time for

Ss to check Don’t confirm the

correct answers now

- Without listening to the recording

again, Ss complete the table by

filling each blank with no more than

three words Have Ss compare their

answers with a classmate before

giving T the answers Ask two Ss to

write their answers on the board

- Play the recording one last time to

confirm the answers for both 2 and 3.

- Ask Ss to work in pairs They ask

and answer questions about each

other’s eating habits, and take notes

of their partner’s answers in the table

After that give Ss a few minutes to

read their notes again to answer the

T should move around to give

comments as there may not be

enough time for checking with the

whole class

- Ask Ss to write about their partner’s

eating habits When they have

finished, Ss exchange their writing to

spot any mistakes Have Ss share the

mistakes with the whole class T may

collect some Ss’ work to mark

at home, or T may ask them to

rewrite the exercise as homework In

this case, remember to ask for Ss’

revised work in the next lesson

5 a Write about your partner’s eating habits Include information about his/her meals, your opinion about his/her eating habits and possible changes.

b Exchange your work and give comments.

Sample writing:

My friend, Trang, does not have healthy eating habits She sometimes skips breakfast When she has it, she usually buys a hamburger and a soft drink from a café near our school For lunch, her favourite is fried rice and deep-fried chicken The good thing is that she prefers to have dinner at home However, she likes eating a lot of rice and fatty pork for dinner She rarely eats vegetables, but loves fruits I think Trang should change her diet First, if she wants tohave 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

4 Further practice Aim: Help Ss talk about the eating habits of a classmate

T guides Ss to talk about the eating

habits of a classmate

Ss talk about the eating habits of a

T corrects and remarks

3 Guides for homework

- Revise the writing

- Prepare next lesson: Looking back - Project

Date of preparation Date of

teaching

Class Absentees9A

9B

Period 61 UNIT 7: RECIPES AND EATING HABITS Lesson 7: LOOKING BACK - PROJECT

I OBJECTIVES:

1 Knowledge: By the end of the lesson students will be able to:

- Practice vocabulary and grammar points they have learnt in this unit

- Practice making communication, project

a Vocabulary: Vocabulary related to eating habits

b Grammar: Review

2 Skills: matching words with descriptions, completing the words,

completing the paragraph, sentences completion

3 Attitude: Ss will be more responsible for cooking for themselves and

for their family

4 Competence development: Groupwork, independent working,

pairwork, linguistic competence, cooperative learning and communicativecompetence

II TEACHING AIDS

1 Teacher: Textbooks, computer, projector, plan.

1.Vocabulary Aim: Help Ss practice vocabularies related to eating habits

- Have Ss do this exercise 1 Match the words in A with their

individually and then compare their

answers with a partner

- Call on Ss to read out loud their

answers

- Ask Ss to complete the words

individually - Check Ss’ answers as a

class If time allows, call on one or

two Ss

to write their answers on the board

- Ask Ss to do this exercise

individually

- Have some Ss read out their

answers Confirm the correct ones

- Have Ss do this exercise

individually

- Check the answers as a class T may

ask Ss to explain their choice

- Ask Ss to write the sentences

individually Have two Ss write the

sentences on the board Ask other Ss

to give comments Correct the

4 Circle the correct answer.

sentences if needed homework tonight, you can go to the

cinema with your friend

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, youcan cook many delicious dishes

3 Communication Aim: Help Ss practice making communication

- Have Ss rearrange the lines to make

a complete conversation, first

individually and then share their

answers with a partner Ask some

pairs to read out loud the

conversation

- Ask Ss to complete the

self-assessment Identify any difficulties

and weak areas and provide further

Have Ss work in groups of four or

-five

- Guide them how to do and ask them

to do at home

A survey on eating habits

1 Work in groups Go to other

classes and ask different students about their eating habits Write the students’ answers in the table

2 Now work together again Analyse

the answers you have got and organise

them in the form of an answer to eachquestion This could be done using avisual organiser such as a chart

3 In general, do the students at your

school have healthy eating habits? Present