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Preparation day: / 1/ 2021

Period 55: UNIT 7: RECIPES AND EATING HABITS

LESSON 1: GETTING STARTED SUBJECT: ENGLISH 9 (Total: 7 lessons)

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:

- 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:

CONTENTS

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

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*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.

4 Feedback:

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

Nướng : to grill Quay : to roast Rán, chiên : to fry

Xào, áp chảo :

to saute 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:

a.Can you find a word that means:

Have Ss work independently to find the words with the

Ex1 Listen and read.

a Can you find a word that means:

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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 they

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 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

food in the conversation Put them in the word webs.

c Answer the questions.

5 Nick’s mum boils and drains the

prawns Nick washes the celery, peels the prawns, and mixes the ingredients Mi washes the spring onions, chops the celery and spring onions, and mixes theingredients

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.

F mango sticky rice

G beef noodle soup

H curry

Lasagna,

hoặc Lasagne, (phát

âm là [lazaɲɲa], số nhiều [lazaɲɲe

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- T calls two Ss to write on the board.

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

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

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 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

5 broccoli, spinach, lettuce, celery, kohlrabi

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4 Feedback:

- T gives the remarks

3 Homework:

- Learn new words by heart

- Read the conversation again

-Copy the exercise into notebooks

- Prepare: UNIT 7:A closer look 1/ Page 9- textbook.

Preparing day: 26/ 01/ 2021

LESSON 2: A CLOSER LOOK 1 SUBJECT: ENGLISH 9 (Total: 7 lessons)

I OBJECTIVES:

1 Knowledge:

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:

- Explain the requirement of the task to

SS

- Teach some new words :

- SS: listen and repeat in individual first

then the whole class

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

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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

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

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

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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

- 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

II Pronunciation:

Tones in statements used as questions

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 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

Ex6 a Work in pairs Complete the mini-dialogues with suitable statement questions.

b Practise the dialogues using the correct intonation.

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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

- Learn by heart the new words

- Prepare UNIT 7: A CLOSER LOOK 2- page 11,12 - textbook

Preparing day:

LESSON 3: A CLOSER LOOK 2 SUBJECT: ENGLISH 9 (Total: 7 lessons)

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

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S1: Does A1- workbook

S2:Write the words and make sentences

2

New lesson:

* 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:

* 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

Ss work individually

3 Reporting the result and

discussing:

4 Feedback:

I Quantifiers: review

II Modal verbs in conditional

sentences type 1 Điều kiện có thể xảy ra (open/likely/possible

condition)

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:

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- Ask Ss about the use of the four

quantifiers 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

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

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

Key:

1.a 2 a 3 some

4 some/any 5 a 6 some

7 an 8 any 9 Some

Ex2: Match the food quantifiers with the nouns Some quantifiers can go with more than one noun.

Key:

1.a, g 2 a 3.f,g 4.c5.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

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 modalverbs such as can, must, may; might orshould in the main clause to express ability, permission, advice,

possibilities, necessity, etc

Example:

If you cut your finger, it will bleed

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SS

Ss work individually, doing Ex 4,5,6

T moves around to provide help (if

necessary)

discussing:

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

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

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

Key

1 ability 2 Advice

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

*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

3 Reporting the task result and

Example:

Your friend, Mai, is not good at cooking, but she wants to study abroad You think learning to cook is a good idea because she can cook for herself when she's away from home Give her some advice

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

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4 Giving the remarks to their doing

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

3 You can take a cooking class if it

I OBJECTIVES:

1 Knowledge:

- talk about the eating habits of Vietnamese people

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

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- Ask Ss to do the task

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

- SS: listen and repeat in individual first

then the whole class

4 Feedback:

I New words :

- to puree: make fruit or vegetables

into a thick smooth sauce, usually in ablender

- 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

*Aims: Help Ssknow more food, ingredients

*Contents: doing exercises

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

* Process:

SS

II-Practice:

Ex1 Look at the pictures Answer the questions.

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- 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

to correct these answers if needed Play

the recording one more time for Ss to

check their answers

Ex3 a+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

puree:

garnishshallotcubetenderpumpkinleavesfibrepinch stick

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, cream

2b Listen to the first part of the talk again Fill each blank with a

word/phrase.

Key:

1 a kilo/one kilo 2 two

3 two sticks 4 two tablespoons

5 two tablespoons 6 a pinch

3a+b Key:

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

c Listen to the second part again What are the health benifits of this dish?

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*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

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:

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:

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 3 Homework - Redo all the exercises above and do exercises “ Communication” in the workbook - Prepare: UNIT 3: SKILLS 1 Page 14- textbook.

Preparing day: Period 59: UNIT 7: RECIPES AND EATING HABITS LESSON 5: SKILLS 1 SUBJECT: ENGLISH 9 (Total: 7 lessons) I OBJECTIVES: 1 Knowledge: After the lesson, students will be able to: - read for general and specific information about the eating habits of Japanese people - talk about the eating habits of Vietnamese people 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, patriotism, studiousness, honesty and responsibility II TEACHING AIDS: - Students: Materials: book, board

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- Teacher: Equipment : laptop, projector.

* 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

T AND SS’

ACTIVITIES

MAIN CONTENTS

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

*Content: reading new words.

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

- Ss: listen and repeat in

individual first then the

sashimi

vị cay cải ngựa Nhật Bản gạo dấm

gừng ngâm.

sắp xếp tính năng quan trọng

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3 Reporting the task

result and discuss:

- Call 3- 4 Ss to read

the words again

4 Giving the remarks

to their doing the task:

Checking: what and

where

- feature

- staple

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.

complete the task

3 Reporting the result

- Ask Ss to read the

headings quickly Make

sure they understand

the meaning of each

heading Now Ss read

I Read

Ex1:Work in pairs Answer the questions.

2 Where do the Thai people live?

3 What is their population?

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

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 very nutritious

6 Because the dishes are presented in different bowlsand plates, and are arranged carefully according to atraditional pattern

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the paragraphs and

match them with the

headings

to complete the task,

then compare their

complete the task

- Ss can underline parts

of the text that help

them with the answers

D Activity 4: Application: Speaking

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

*Contents: Discuss the eating habits of Vietnamese people

* Output:Most Ss can practice speaking skill.

1 Vietnamese people usually have big dinner with at

least 3 dishes and use many kinds of special sauces foreach dish

2 Rice is the typical components in a Vietnamese

meal

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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

additional comments

3 Rice is the staple.

5 Vegetable and soup are two dishes that always

appear in a typical Vietnamese meal; after a meal, weusually 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)

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

Preparing day:

LESSON 6: SKILLS 2 SUBJECT: ENGLISH 9 (Total: 7 lessons)

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

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3 Qualities:

To educate ss about studiousness, honesty and responsibility

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.

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

to SS

Have Ss do this activity in pairs

They ask each other questions to

find out the differences between the

B on page 17 Ask each other questions

to find out the differences between your pictures.

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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)

- T calls two Ss to write on the

board

Ex3:

to 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

Picture A:

A boy is eating chocolate Onthe table there are junk foodssuch as crisps, a hamburger, soft drinks, andsweets The boy looks fat

Picture B:

A girl is having rice On the table we can seesoup, fish, vegetables,

and watermelon The girl looks slim and fit

Meaning They show the contrast between 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:

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.

4 fried beef 5 vegetables

7 a banana 8 slices of bread

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:

to SS

- 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

discussing:

III Writing

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

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- T calls two Ss to give answers.

4 Feedback:

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

- 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 skipsbreakfast When she has it, I she usuallybuys a hamburger and a soft drink from acafé near our school For lunch, herfavourite is fried ! rice and deep-friedchicken The good thing is that she prefers

to have dinner at home However, shelikes eating a lot of rice and fatty pork fordinner She rarely eats vegetables, butloves 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 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.

Preparing day:

LESSON 7: LOOKING BACK & PROJECT.

SUBJECT: ENGLISH 9 (Total: 7 lessons)

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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

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 :

Play game: List the things related to cooking

*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.

SS

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

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- 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

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

Key:

1 hamburger 2.sushi

3 deep-fry 4 steam 5 stew

II Grammar

*Aims: To help SS to practice grammar by completing exercises

*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:

Ex6.

- Explain the requirement of the task ss

Have Ss rearrange the lines to make a

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- 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

- 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 ofJapanese people

- talk about the eating habits of Vietnamese people

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

C Activity 3: Application: Project

*Aims: To help SS to make their own traffic signs and explain and to display

them

*Content: Have Ss make their own traffic signs and explain and to display them

* Output: Almost all the students can make their own traffic signs and explain

and to display them

* Process:

Ex1:

1 Transfer of learning tasks:

Ask Ss towork in groups of four or five

They go to other classes and ask

different Ss about their eating habits To

reduce the workload, each student

interviews three other Ss and records

their answers in the table

2 Perform learning tasks:

Ss work in groups of four or five They

go to other classes and ask different Ss

about their eating habits To reduce the

workload, each student interviews three

other Ss and records their answers in the

table

necessary)

3 Report the results and

discuss: Whentimeisup, T asks some

representations to report their results of

A survey on eating habits

Ex1: Work in groups Go to other classes and ask different students about their eating habits Write the students' answers in the table.

1 How often do you eat fast food?

2 How often do you eat homemade food?

3 How many meals do you have perday?

L 4 Which meal is the mostimportant to you?

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the learning task to the class,

4 Assess results of the learning task:

T and other Ss give the comments

results of other Ss' learning task

Ex2: Group members meet together and

organise the answers in the form of an

answer to each question The following

table can serve as an example This

summarises the answers of 12 Ss (Ss

work in groups of 4)

Their findings might look like this:

- Question 1: Of 12 students answered,

only three usually eat fast food Four of

them sometimes eat fast food, and five

never have this kind of food

- Question 2:

Ex3: Have groups present their

findings to the class Finally, they

conclude whether Ss at the school have

healthy eating habits

5 Which do you prefer: eating athome or eating out?

6 What is your favourite dish?

Ex2: Now work together again Analyse the answers you have got and organise them in the form of an answer to each question This could

be done using a visual organiser such as a chart.

Ex3: In general, do the students at your school have healthy eating habits? Present your group’s finding

to the class

3 Homework:

- Redo all the exercises above and do exercises in the workbook

- Prepare: Unit 8: Getting started Page 18-19- textbook.

Preparing day:

Period 62: UNIT 8: TOURISM LESSON 1: GETTING STARTED SUBJECT: ENGLISH 9 (Total: 7 lessons)

I OBJECTIVES:

1 Knowledge:

By the end of this Unit, students will be able to:

-use the lexical items related to tourism

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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2

New lesson:

A Activity 1:Determining the task

*Play a game: Before staring the new lesson, let Ss review the privious unit by

making a comparison

*Content: Eating habits”

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

* Process:

Divide the board into two columns with a heading in the middle: “Eating

habits” and some key words: staple foods, famous dishes, special foods at

festivals, On the top of the column write Western and on the other write

Vietnamese Ask Ss to use the key words t o compare these two Alternatively, ask Ss to compare the eating habits of old people and teenagers in Viet

Nam( any differences? any changes?)

Then ask Ss to name famous foods and specialities of Viet Nam that foreign tourists enjoy most and write them on the board

- SS do the task

- SS present

4 Feedback:

B Activity 2: Forming the new knowlege

T AND SS’ ACTIVITIES MAIN CONTENTS

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

*Content: vocvab

*Output:Almost all the students know new words and what they are going to listen *Process:

to SS

- SS: listen and repeat in individual

first then the whole class

discussing:

I New words :

- to make up one’s mind: quyết định

- to be in to st: thích

- to picture st/sb: tưởng tượng

- package tour: chuyến du lịch chọn gói

- to tan: làm rám nắng

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4 Feedback:

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

complete the exercises; the collocations of common words related to the topic of travelling and tourism

*Content: conversation between Nick and Chau; collocations of common words

related to the topic of travelling and tourism

*Output: Almost all the students can understand the conversation and complete

the exercises

*Process:

Ex 1:

to SS

- Ss work individually to complete the

task

discussing:

4 Feedback:

to SS

- Ss work pairs to complete the task

Sts work individually, then compare

their answers with a partner

Help them find the information in the

conversation

Call on some pairs ro read out the

questions and give their answers

Check their answers

Ex2.

to SS

Ex3

II-Practice:

1 Listen and read

-What are Nick and Chau talking about?

-What place/ city may they be mentioning?

-What do you know about thus city country?

Ex a) Find a word / phrase in the conversation that means:

1 made up your mind2.narrowed it down

3 a package tour4.explore

5.not my cup of tea

Ex b)Tick (✓) true (T) or false (F)

1 F2.T3.T4.F5.F

Ex c) Answer the following questions.

1.It means Nick’s parents are relaxed and open-minded

2 It’s quite warm ( warmer than in Britain)

3.Visit the Alps , and climb Mont Blanc, explore Paris , and go sightseeing in the historic city of Versailles

4 Eat frogs’legs and snails

5.She says “ lucky you” when Nick says he can make his own decisions

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This exercise is a revision of words /

phrases from previous lessons

Let Ss work individually to do the

task Check their answers

If time allows , call on some Ss to read

the passage with the correct answers

Ex2 Collocation: Which word goes with which list below?

1.hoilday2.resort3.tour4.trip

Ex3 Fill each blank with a word / phrase from the list.

1 seaside resort 2.souvenir3.destination 4.in advance

5 delayed 6.luggage7.accommodation 8.price

*Aims:SS will be able toreview the name of some famous places they have

known

*Content: famous places

*Process:

AskSs towork in groups of four to

give the names of the following And

choose one to talk it with their partner

Ss work in groups of four to give the

names of the following.And choose

one to talk it with their partner

necessary)

discussing:

Whentimeisup, T asks some

representations to report their results

of the learning task to the class,

4 Feedback:

T and other Ss give the comments

results of other Ss' learning task

III Further practice:

- Learn new words by heart

- Read the conversation again

- Translate the conversation in Getting started into Vietnamese.

- Prepare: UNIT 8:A closer look 1/ Page 21-22- textbook.

Preparing day:

Period 63: UNIT 8: TOURISM Lesson 2: A CLOSER LOOK 1 SUBJECT: ENGLISH 9

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(Total: 7 lessons)

I OBJECTIVES:

1 Knowledge:

- use lexical items related to tourism

- identify tones in asking for information and ask questions for information with the correct intonation

- use common compound nouns correctly

2 Competences:

3 Qualities:

* Checking:

- S1: goes to the board to write new words

- S2: reads the conversation and translate the conversation

2 New lesson:

Ask some questions

*Content: questions related to the new lesson

*Process:

- Ss answer T’Qs

- SS give their answers orally

4 Feedback:

Teaching grammar

*Aims:SS will be able touse common compound nouns correctly

*Content: common compound nouns

*Process:

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Look out

- T introduces compound nouns

A compound noun can be written as a

single word ( motorbike), a word with

a hyphen ( passer-by) , or two words

( driving license) then asks sts to give

Note : A particle is a preposition or an adverb

*Aims: Ss practice doing exercises.

*Content: Practice doing exercises.

* Output: Almost all the students can practice doing exercises.

Ex 1:

SS

discussing:

T may ask some Ss to answer some

questions about the passage:

-What piece of writing is it?

( introduction of a tourist attraction?

itinerary? advertisement?)

-What is EcoTours? ( A travel Agency /

company?)

-What is special about EcoTours? ( It

gives some money to protect the

6.expedition

Ex2: Fill each blank with a word from the list There are two extra words

1.travel2.book3.visit4.environment5.guides

6.holiday7.reasonable8.pleased

Ex3: Use the words below to complete the compound nouns that match the definitions.

1 jet lag2.drawback

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Give examples of the compound nouns

Ss already know: blackboard,

swimming pool, haircut, tablespoon

Help sts study the Grammar box and

the Look out box

Tell them to look up the spelling of

words in the dictionary if they are not

sure

Ex3: Ss work individually Tell them to

look at the words given and think

which of them can go with which one

in each definition.When they finish,

check their answers and write the

words on the board

Ask sts to take notice of the spelling :

whether the words are written as one

word or as two separate words, or with

a hyphen

Ex4:

SS

Have them read the sentences carefully

and insert the compound nouns

appropriately

3.stopover4.peak season5.check-in6.bus stop

Ex4: Complete the sentences using the compound nouns below.

1.checkout2.swimming pool3.mix-up

4 pile -up5.touchdown6.full board

II Teaching pronunciation

*Aims:SS will be able to identify tones in asking for information and ask

questions for information with the correct intonation

*Content: asking for information and ask questions for information with the

correct intonation

*Output:Almost all the students can identify tones in asking for information and

ask questions for information with the correct intonation

*Process:

Ex5:

SS

II Pronunciation:

Tones in asking for information.

Finding out questions ( ‘ open’

questions) usually end with a falling tone:

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- Ss work individually to complete the

task

discussing:

4 Feedback:

What part of Australia have you been to?

Making sure questions ( ‘ check’

questions) usually end with a falling -raising tone:

Have you just come back from South Africa?

Ex5: Listen and repeat the following mini-talks, paying attention to the tone in the questions.

1.Where would you like to go sightseeing?

2 What do you think of the newly discovered cave?

3 Have you been sightseeing all day?

4 Is Egypt a famous tourist attraction

*Aims:

Help SS to identify tones in asking for information and ask questions for

information with the correct intonation

* Content: identify tones in asking for information and ask questions for

* Output: identify tones in asking for information and ask questions for

* Process:

Ex6:

SS

AskSs tolisten and repeat the following

mini-talks, paying attention to the tone

in the questions

And then work in pairs to mark the

questions with falling or falling-rising

arrows, to practise the conversation

with a partner

discussing:

Whentimeisup, T asks some pairs to

practise the conversation to the class

4 Feedback:

Ex6: Mark the questions with falling

or falling-rising arrows, and practise the conversation with a partner Then listen to check your pronunciation.

-What’s the matter, Janet?

- I’m looking for my passport It seems

-Oh, no It’s not here Have I dropped it

on the plane?

-Oh my God

-What should I do now?

-Let’s report it to the customs office

D Activity 4: Application(5 minutes)

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- Retell the main content of the lesson

4 Homework(2 minutes)

- Do exercises A1, A2, B1,2 page 11-12- workbook

- Prepare UNIT 8: A CLOSER LOOK 2- page 22-23 - textbook

I OBJECTIVES:

1 Knowledge:

-use the lexical items related to tourism

- use a / an / the / and zero article

2 Competences:

3 Qualities:

6A1

* Checking:

- S1: does B1- page 12- workbook

- S2: does B2 - page 12- workbook

2 New lesson:

A Activity 1:Determining the task

*Content: uses of the articles a,an and the

*Process:

Ss have already learnt some uses of the articles a,an and the in English 8 SS will

be able torecall these and have them give some examples Their sentences

should be related to topic of travellingand tourism

- Ss work individually to complete the task

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- SS give their answers orally.

4 Feedback:

=>In this unit some more uses of a, an and the are introduced In addition, the uses of zero article are added and studied

I Teaching grammar

*Aims:- SS will be able toknow the usesof a / an / the / and zero article.

*Content: a / an / the / and zero article

*Process:

SS

Explain carefully th uses of a,an, the

and zero article in the REMEMBER

box Give more examples if need be

Introduce the special use of the in

the Looksout box Refer back to the

conversation in Getting started and ask

them to find the special use of the.

- Ss review the uses of the articles

Look out

We use the with the name of a few

countries : The UK, The USA, The Netherlands, The Philippines

We also use the with islands groups,

mountain ranges, oceans and names of rivers.: The Thames, The Pacific, The Amazon, The Danube

*Aims:- SS will be able to practice the uses of a / an / the / and zero article by

doing exercises

*Content: doing exercises on a / an / the / and zero article

*Process:

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UNIT 10: SPACE TRAVEL LESSON 3: A CLOSER LOOK 2

UNIT 10: SPACE TRAVEL LESSON 4: COMMUNICATION