Giáo án Tiếng Anh 9 - Week 20 - Năm học 2023-2024
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Preparing date: 14 /01/2024 UNIT 7: RECIPES AND EATING HABITS Teaching date: /01/2024 Lesson 1: GETTING STARTED Week 20 – Period 48 I. OBJECTIVES: 1. Knowledge: By the end of the lesson : - Listen and read Nick's mum and Mi's conversation for specific information about how to make a spawn salad. - Ss will be able to learn some more famous dishes of some countries in the world a. Vocabulary: prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions, wash, boil, combine, add, mix, chop, drain, peel b. Grammar: review c. Skills: listening and reading, reading and answering the questions, matching words with pictures, discussing, sentences completion, spoken interaction, playing games. 2. Competence: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence. 3. Quality : Ss will be more responsible for cooking for themselves and for their family. II. TEACHING AIDS 1. Teacher: Textbooks, computer, projector, plan. 2. Students: Textbooks. III. PROCEDURE 1. Checking: During the lesson 2. New lesson: Teacher’s and students’ activities The main contents 1. Warm up- 3’ a. Aim: Help Ss pay their attention to the lesson and to lead in the new lesson. b, Contents: Ss answer some questions about food and drink. c, Output: SS can know some names food and drink. d, Process: *Chatting. T asks Ss some questions - What did you eat yesterday? Ss answer the questions - What is your favourite food/ drink/ fruit? - Can you tell me some food and drink you know? T introduces the lesson 2. Presentation- 8’ a. 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. b, Contents: Ss listen and read c, Output: 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. d, Process: 1. Listen and read T explains some vocabulary words about the * The ingredients of prawn salad ingredients of prawn salad and some verbs to prawns, salt, pepper, lemon juice, mayonnaise, celery, prepare to cook the prawn salad. spring onions Ss copy and repeat * Preparing and cooking: wash, boil, combine, add, mix, chop, drain, peel 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 3. Practice- 20’ a. Aim: Help Ss interact a conversation about ways of preparing and making a prawn salad. b, Contents: Ss do the following tasks: + Answer the questions. + Write the name of each dish in the box under each picture. + In pairs, discuss which country from the box is associated with each dish in2 . c, Output: SS can know ways of preparing and making a prawn salad. d, Process: c. Answer the questions. T asks Ss to answer the questions in pairs Key: 1. Nick’s mum. without reading the dialogue again. 2. Because it’s simple and delicious. Ss answer the questions in pairs 3. In the summertime. T calls some pairs read the answers 4. They are versatile, and you can use lots of different And corrects and remarks ingredients in a salad. 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 the ingredients. 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 - Have Ss look at the pictures. Tell Ss that in B. sushi the box are some dishes from different C. steak pie countries in the world. D. fajitas - Ask Ss to write these dishes under the E. lasagna pictures, and then compare their answers in F. mango sticky rice pairs. Play the audio for Ss to check and G. beef noodle soup repeat the answers. H. curry 3 a. In pairs, discuss which country from the box is associated with each dish in2. Key: A. The USA - Have Ss work in pairs to discuss what B. Japan country in the box is associated with each C. The UK dish in 2. Check and confirm the correct D. Mexico answers. E. Italy F. Thailand G. Viet Nam H. India b. Fill each blank with the name of a dish in 2. Key: 1. Lasagne 2. curry 3. steak pie - Tell Ss to complete the sentences with the 4. Fajitas names of the dishes in 2. The complete 5. sushi sentences will give Ss information about these dishes. Call on two Ss to write their answers on the board. 4. Application- 11’ a. Aim: Ss can present how to cook prawn salad b, Contents: Ss present how to cook prawn salad. c, Output: SS can present how to cook prawn salad well. d, Process: Eg: T guides Ss to talk about cooking prawn Hi every one! I am going to talk about cooking prawn salad. salad. Ss talk how to cook how to prawn salad In order to cook prawn salad, we need the ingredients: T corrects and remarks 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. Consolidation -1’ - Remind the main ideas of lesson 4. Homework. – 1’ - Learn the vocabulary by heart - Talk how to cook how to prawn salad - Prepare: A closer look 1. IV. Giving experience ............................................................................................................................................................ ............................................................................................................................................................ ............................................................................................................................................................ Preparing date: 14 /01/2024 UNIT 7: RECIPES AND EATING HABITS Teaching date: /01/2024 Lesson 2: A CLOSER LOOK 1 Week 20 – Period 49 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. d. Skills: Writing words under pictures, sentences completion, matching verbs with definition, completing instructions, listening and repeating, completing the conversation. 2. Competence: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence. 3. Quality : Ss will be more responsible for cooking for themselves and for their family. II. TEACHING AIDS 1. Teacher: Textbooks, computer, projector, plan. 2. Students: Textbooks. III. PROCEDURE 1. Checking: During the lesson 2. New lesson: Teacher’s and students’ activities The main contents 1. Warm up- 7’ a. Aim: Help Ss pay their attention to the lesson and to lead in the new lesson. b, Contents: Ss work in group and write kind of meat, foods which you have to peel, foods which are made from milk, fruits which are red, vegetables which are green c, Output: SS can attract to the lesson. d, Process: Find: + Groupwork: - Kind of meat: - Divide the class into 5 groups - Foods which you have to peel: - Write kind of meat, foods which you have to - Foods which are made from milk: peel, foods which are made from milk, fruits - Fruits which are red: which are red, vegetables which are green - Vegetables which are green: - Time: 3 minutes - The group which write more right words is the winner. 2. Presentation- 8’ a. Aim: Help Ss can know how to read some food preparation verbs and know its meaning. b, Contents: Ss learn some vocabularies. c, Output: SS can know how to read some food preparation verbs and know its meaning. d, Process: T uses images in computer to explain some I. Vocabulary vocabulary words by writing verbs under the 1. Write a food preparation verb from the box pictures (Ex1) under each picture. Ss copy and repeat Key: A. chop B. slice C. grate D. marinate E. whisk F. dip G. sprinkle H. spread 3. Practice- 18’ a. Aim: Help Ss use the verbs correctly to talk about food preparation. b, Contents: Ss practice doing the following tasks and learn tones in statements used as questions. + Complete the sentences with the correct form of the verbs in1. + Match each cooking verb in A with its definition in B. + Complete the instructions below with the verbs in1 and3. One verb is used twice. c, Output: SS can use the verbs correctly to talk about food preparation. d, Process: T asks Ss to work individually to use words in 2. Complete the sentences with the correct part 1 to complete the sentences and then form of the verbs in1. compare their answers with a classmate. Key: 1. chop; Slice Ss work individually and then compare their 2. grates; sprinkles answers with a classmate. 3. Marinate 4. whisk T has Ss explain the meaning of each verb in 5. Dip English or Vietnamese. Correct Ss’ explanations 6. spread when needed. - Have Ss do this exercise individually and then 3. Match each cooking verb in A with its compare their answers with a partner. Check definition in B. and confirm the correct answers. Key: 1. g 2. f 3. h 4. c 5. e 6. a 7. d 8. B T asks Ss to look at the pictures and answer 4 a. Look at the pictures and answer: some questions T: What can you see in the pictures? Ss look at the pictures and answer. S: tomato sauce, onion, cheese, apple, bacon, pizza base T: Do you know what dish these ingredients are used for? S: → pizza T: Have you ever eaten or made a pizza? S: Yes (no) T: Can you describe the process of making about pizza? S: . T asks Ss to complete the instructions below b. Complete the instructions below with the with the verbs in part 1 and part 3 verbs in1 and3. One verb is used twice. Ss complete the instructions Key: T corrects and remarks 1. Chop 2. Grate 3. Spread 4. Sprinkle 5. Spread 6. Bake II. Pronunciation - Now have Ss read the information in the 5. Listen to the conversations. Draw or at REMEMBER! box. Answer any questions from the end of each line. Practise the conversations Ss, and ensure that Ss understand the with a partner. ↷ ⤻ information. Key: 1. A: What do we need to make a pizza? - Ask Ss to read through the three conversations. B: A pizza base, some cheese, some bacon, an Play the recording for Ss to draw appropriate onion, and an apple . arrows to indicate the intonation of each A: An apple ? sentence. Have Ss compare their answers in B: Yes, an apple . ↷ pairs. 2. A: What’s⤻ for dinner ? - Call on some pairs to read the conversations B: We’re eating out↷ tonight . out loud. A: We’re eating out ? ↷ - Correct any mistakes. 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 mini-dialogues with suitable statement questions. ↷ Suggested answer: 1. You don’t like pasta?/Don’t like pasta? 2. Add some salt? 4. Application- 11’ a. Aim: Help Ss can practise the mini-dialogues using the correct intonation. b, Contents: Ss work in pairs to complete the mini-dialogues with suitable statement questions. c, Output: SS can practise the mini-dialogues using the correct intonation. d, Process: - Ask Ss to work in pairs to complete the mini- Practise the mini-dialogues using the dialogues with suitable statement questions. Call correct intonation. 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. 3. Consolidation -1’ - Remind the main ideas of lesson 4. Homework. – 1’ - Write their own mini-dialogues with statement questions. - Practice vocabulary and pronunciation again. - Prepare: A closer look 2 IV. Giving experience ............................................................................................................................................................ ............................................................................................................................................................ ............................................................................................................................................................ ... Preparing date: 14 /01/2024 UNIT 7: RECIPES AND EATING HABITS Teaching date: /01/2024 Lesson 3: A CLOSER LOOK 2 Week 20 – Period 50 I. OBJECTIVES: 1. Knowledge: a. Vocabulary: Review b. Grammar: Conditional sentences type 1with modal verbs c. Skills: Sentences completion, matching words, completing the paragraph, matching two half sentences, answering, spoken interaction. 2. Competence: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence. 3. Quality : Ss will be more responsible for cooking for themselves and for their family II. TEACHING AIDS 1. Teacher: Textbooks, computer, projector, plan. 2. Students: Textbooks. III. PROCEDURE 1. Checking: During the lesson 2. New lesson: Teacher’s and students’ activities The main contents 1. Warm up- 5’ a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson. b, Contents: Ss work in pairs to write down all quantifiers they know in two minutes. c, Output: SS can write all quantifiers they know and attract to the lesson. d, Process: - Ask Ss to work in pairs to write down *Quantifiers: review all quantifiers they know in two minutes. The winner is the pair which has the most answers. 2. Presentation- 10’ a. Aim: Help Ss review the quantifiers and help Ss use modal verbs in conditional sentences type 1. b, Contents: + Ss review the way to use quantifiers and the form of conditional sentences type 1. c, Output: SS can remind the use of the quantifiers and modal verbs in conditional sentences type 1 well. d, Process: T asks Ss to retell the way to use I. Quantifiers: a, an, some, any quantifiers Ss retell the quantifiers and give examples - Ask Ss to retell the use and the form II. Modal verbs in conditional sentences type 1 of conditional sentences type 1. If + S + V (present simple), S + Ss retell the use and the form of can/must/may/might/should + V (infinitive). conditional sentences type 1 and give example 3. Practice- 18’ a. Aim: Ss can do exercises about the quantifiers and Help Ss use modal verbs in conditional sentences type 1. b, Contents: + Ss work individually to fill each blank with a, an, some, or any. + Ss work individually to match the food quantifiers with the nouns. Some quantifiers can go with more than one noun. + Ss work in pair to Read the instructions to make a chicken salad. Fill each blank with a word/phrase in the box. Then write the instructions on how to make it using the quantifiers and cooking verbs you have learnt. + Ss work individually to match the first half of the sentence in A with the second half in B. + Ss work in pairs to read the situations and write appropriate if-sentences c, Output: SS can use the quantifiers and modal verbs in conditional sentences type 1 to do exercises well. d, Process: - Have Ss do this exercise individually 1. Fill each blank with a, an, some, or any and then compare their answers in pairs. Key: - Tell Ss that when talking about recipes 1. a people usually use food quantifiers and 2. a that the Look out! box contains the most 3. some common ones. 4. some/any - Have Ss read the information in the 5. a Look out! box. Explain any unclear 6. some points. 7. an - Ask Ss to give examples with the 8. any quantifiers. Ss may also add some more 9. some 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 quanti- fiers 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 2. Match the food quantifiers with the nouns. Some to fill each blank with a word/phrase quantifiers can go with more than one noun. from the box. Key: - Check as a class. 1. a, g 2. a 3. f, g 4. c 5. h 6. b, d 7. e, f 8. b - Ask Ss to work in pairs, and think 3 a. Read the instructions to make a chicken salad. Fill about a simple salad they know. each blank with a word/phrase in the box. Together Ss write the instructions to Key: make it. Call on some pairs to read aloud 1. 200 grams their instructions. Other Ss listen, make 2. an comments, and vote 3. tablespoons for the best salad. 4. teaspoon 5. teaspoon 6. some b. Write the instructions on how to make it using the - Have Ss read the two given sentences quantifiers and cooking verbs you have learnt. and answer the questions. Elicit their answers and confirm the correct ones. 4. Read and underlined part and answer the questions. - Ask them to give the standard form of Key: conditional sentences type 1 with modal 1. ability verbs. T may call on one student to write 2. advice 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: 5. Match the first half of the sentence in A with the second half in B. - Have Ss do the exercise individually Key: 1. c 2. e 3. a 4. b 5. f 6. d and then compare their answers in pairs. Ask some Ss to read out loud the 6. What will you say in these situations? Use suitable complete sentences. modal verbs with conditional sentences type 1. Suggested answers: 1. If you want to have good health, you must reduce the - Have Ss work in pairs to read the amount of salt in your food. situations and write appropriate if- 2. If my brother is hungry, he can eat three bowls of rice. sentences - Call on some Ss to write 3. You can take a cooking class if it is at the weekend. their sentences on the board. 4. If I eat this undercooked pork, I may have a - Give necessary correction. stomachache. 5. You should whisk the eggs for 10 minutes if you want a lighter cake. 4. Application- 11’ a. Aim: Ss can practise more about the quantifiers and conditional sentences type 1 b, Contents: Ss make sentences with the quantifiers and conditional sentences type 1 c, Output: SS can make many sentences with the quantifiers and conditional sentences type 1 well and correctly. d, Process: 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. Consolidation -1’ - Remind the main ideas of lesson 4. Homework. – 1’ - Make sentences about the quantifiers and conditional sentences type 1. - Prepare: Communication. IV. Giving experience ............................................................................................................................................................ ............................................................................................................................................................ ............................................................................................................................................................ ...
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