Giáo án tiếng anh 9 kì 2 soạn chuẩn cv 5521

Đây là giáo án (kế hoạch bài học) môn tiếng Anh lớp 9 kì 2. Giáo án soạn theo 4 bước mới nhất của cv 5512.Từng bước được soạn chi tiết cụ thể: Hoạt động khởi động, hoạt động hình thành kiến thức, hoạt động luyện tập, hoạt động vận dụng.... Đề kiểm tra giữa kì có ma trận theo yêu cầu mới nhất của Bộ giáo dục cho năm học 2020 2021.

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Date of

preparation

Date of teaching

Class

Absentees

9A9B

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

*Chatting.

- What did you eat yesterday?

- What is your favourite food/ drink/ fruit?

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T introduces the lesson

- 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

c Answer the questions.

Key: 1 Nick’s mum.

2 Because it’s simple and delicious

Mi washes the spring onions, chops the celery and spring onions, and mixes the ingredients

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

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- Have 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, 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 confirm 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 the board

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

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.

Eg:

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T guides Ss to talk about cooking

prawn salad

Ss talk how to cook how to prawn

salad

T corrects and remarks

Hi every one! I am going to talk aboutcooking prawn salad

In order to cook prawn salad, we needthe ingredients: prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions

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 made from milk, fruits which are red, vegetables which are green

Date of

preparation

Date of teaching

Class

Absentees

9B

Lesson 2: A CLOSER LOOK 1

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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

+ 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

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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

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

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

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T asks Ss to look at the pictures and

answer some questions

Ss look at the pictures and answer

T asks Ss to complete the

instructions below with the verbs in

part 1 and part 3

Ss complete the instructions

- 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

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?

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 ↷?

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conversations out loud

- Correct any mistakes

B: We’re eating out tonight ↷.

A: We’re eating out ⤻?

- 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

- Write their own mini-dialogues with statement questions

- Practice vocabulary and pronunciation again

- Prepare: A closer look 2

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- Review: Modal verbs in conditional sentences type 1

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

Date of

preparation

Date of teaching

Class

Absentees

9B

Period 57

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UNIT 7: RECIPES AND EATING HABITS

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

- 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

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- 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

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

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

- 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

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

1 Fill each blank with a, an, some,

Key:

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

f 8 b

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- 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 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

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

3 a Read the instructions to make a chicken salad Fill each blank with

a word/phrase in the box.

4 Read and underlined part and answer the questions.

Suggested answers:

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

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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

- Make sentences about the quantifiers and conditional sentences type 1

- Prepare: Communication

Date of

preparation

Date of teaching

Class

Absentees

9B

Lesson 4: COMMUNICATION

I OBJECTIVES:

1 Knowledge:

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

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

writing the ideas, discussion, reporting

- T asks some 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?

-

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

1 Pumpkin soup

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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 asks Ss to talk about the

ingredients and preparations for the

pumpkin soup: Pumpkin soup is my

family’s favorite soup

The ingredients are:……

Before cooking,…

Ss talk

T gives extra vocabulary

Ss copy and read

* Ingredients:

- a kilo of pumpkin.

- two shallots

- 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

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3 Practice Aim: Help Ss listen to a talk about how to prepare the ingredients

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

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

4 How to cook a dish you like

Name of the dish: ……… Ingredients: ………

Preparation: ……….

Steps: ………

Benefits of the dish: …………

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group and listen to the group’s

presentation about the dish Have Ss

vote for the best dish and explain

the reasons

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, the dishes arranged….)

Date of

preparation

Date of teaching

Class

Absentees

9B

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

answering, discussion, interviewing, spoken interaction, reporting

2 Students: Textbooks.

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- 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)

T gives some vocabulary words

Ss copy and read

T asks Ss to read an article about

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Japanese eating habits

Ss read and match the headings

(1-3) with the paragraphs (A-C)

headings (1-3) with the paragraphs (A-C).

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 short presentation

3 Read the article again and answer the questions.

Key:

1 They like raw food and do not use sauces with a strong flavour

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 arearranged carefully according to a traditional pattern

2 Rice is the typical components in

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Vietnamese meal; after a meal, we usually eat fruit for desserts.

6 Yes, because we eat a lot of vegetables and fruits

4 Further practice Aim: Ss can talk about the eating habits of Vietnamese people.

- 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 arequite popular in various regions Ameal consists of various dishes: maindish (meat, fish, egg or tofu),vegetable, soup and rice Rice is thestaple in Viet Nam In manyfamilies, people eat around a tray offood with a small bowl of ¬ fishsauce in the middle Around thisbowl are the dishes

Usually there is a bowl of each dish,and people use chopsticks andspoons to get their share

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

- 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

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– 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

Absentees

9A9B

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

2 Students: Textbooks.

III PROCEDURE

1 Checking: During the lesson

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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

* 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

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

unhealthy eating

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

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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

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After that give Ss a few minutes to

read their notes again to answer the

questions provided

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 sometimesskips breakfast When she has it, she usually buys a hamburger and asoft 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 to have more energy for the day, she should never skip breakfast Second, she must reducethe 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

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habits of a classmate

Ss talk about the eating habits of a

classmate

- Revise the writing

- Prepare next lesson: Looking back - Project

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Date of

preparation

Date of teaching

Class

Absentees

9A9B

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

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

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

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

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

Key:

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

2 Write a verb for a cooking method under each picture The first letter has been provided.

individually

- Check the answers as a class T

may ask Ss to explain their choice

4 Circle the correct answer.

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- Ask Ss to write the sentences

individually Have two Ss write the

sentences on the board Ask other Ss

to give comments Correct the

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

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

5 If you join this cooking lesson, you can 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

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