Giáo án Tiếng Anh 9 - Week 21 - Năm học 2023-2024

 Preparing date: 19/01/2024 
Teaching date: ../01/2024 
Week 21- Period 51 
 UNIT 7 : RECIPES & EATING HABITS 
 Lesson 4 : Communication 
A. OBJECTIVES : 
 1. Knowledge : By the end of the lesson, Ss will be able to: 
- Listen and complete all the tasks about how to cook pumpkin soup. 
- Practice listening and talking about the dish : pumpkin soup. 
 - Grammar : Quantifiers (review), Modal verbs in conditional sentences type 1 
 - Vocabulary : words related to recipes and eating habits. 
 - Skills : Listening, speaking, reading, writing 
 2.Competences : develop the 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. 
B. TEACHING AIDS : 
1. Teacher: Textbooks, teaching plan, teacher’s book, . 
 2. Students: Text book, notebook . 
D. 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. Content : Ss ask and answer T’s questions 
 c. Output: Ss can answer simple questions, and give some food and drink they know. 
 d. Process: 
 - T asks some questions * Chatting. 
 Ss answer the questions - What do you often do at home? 
 - Do you help your mother cook for family? 
 - What dishes do you know? 
 - Can you tell me some dishes you know? 
 - ... 
 T introduces the lesson 
 2. Presentation 14’ 
 a.Aim: Help Ss know some ingredients and preparation for pumpkin soup 
 b. Content : Guess the name of the dish in the picture/ Listen and complete the 
 ingredients and preparation for the pumpkin soup. c. Output: Ss can identify/listen the ingredientes pumpkin soup. 
d. Process: 
T asks Ss to look at the picture and 
guess the name of the dish in the 1. Pumpkin soup 
picture. 
Ss guess the name of the dish in the 
picture. 
T asks Ss to discuss to give the * Ingredients: 
ingredients and preparations for the - a kilo of pumpkin. 
pumpkin soup. - two shallots. 
Ss discuss. - two sticks of celery 
T lets them listen and check. - two tablespoons of butter 
T asks Ss to listen and complete the - two tablespoons of fresh of cream 
ingredients and preparation for the - a pinch of salt 
pumpkin soup. 
Ss listen and complete 
T corrects and remarks 
 * Preparation 
T asks Ss to talk about the ingredients - peel the pumpkin 
and preparations for the pumpkin - chop it into cubes 
soup: Pumpkin soup is my family’s - peel the shallots 
favorite soup. - slice them 
The ingredients are: . - Wash the celary and removes the leaves 
Before cooking, .. 
Ss talk 
T corrects and remarks 2. Extra vocabulary 
 - cube (n) 
T gives extra vocabulary - purée (v): make fruit or vegetables into a 
Ss copy and read thick, smooth sauce, usually in a blender 
 - garnish (v): decorate a dish of food with a 
 small amount of another food 
 - tender (adj): soft or easy to chew 
3. Practice 15’ 
a.Aim: Help Ss listen to a talk about how to prepare the ingredients 
b. Content : Read the steps to make the dish. Rearrange them into the correct order. 
c. Output: Ss can identify the steps to make the soup. 
d. Process: 
 3. The steps to make the soup: 
T asks Ss to read the steps to cook the - Heat the butter in a deep pan, add shallots 
soup and try to rearrange the steps and celery and stir fry for a few minutes. 
 - Add the pumpkin and stir fry for a few more 
Ss rearrange how to make the soup minutes. 
 - Add 750 ml of water and a pinch of salt and T lets them listen and corrects cook until the pumpkin is tender. Cool for 10 
 minutes. 
 Ss practise to read the steps to cook - Puree the soup in a mixer until it is smooth. 
 the soup - Add the cream and simmer for 2 to 3 
 minutes. 
 - For the finishing touch, garnish it with some 
 celery leaves. 
 T lets them listen again and gives the * The health benefits of this dish 
 benefits of this dish. Key: 
 Ss answer - a good source of fibre, minerals, and 
 vitamins, especially vitamin A 
 - improve your eyesight and protect yourself 
 from certain cancers 
 4. Application 9’ 
 a.Aim: Help Ss know how to prepare ingredients and the steps to cook a dish 
 b. Content : Discuss about their favourite dish: the ingredients, prepare and steps to 
 cook it. 
 c. Output: Ss can talk how to cook their favourite dish. 
 d. Process: 
 4. How to cook a dish you like. 
 T guides Ss to talk about cooking a 
 dish they like in group Name of the dish: .. 
 Ss practise Ingredients: 
 Preparation: . 
 Steps: .. 
 T asks groups to stick their answers on Benefits of the dish: .. 
 the walls around the class. Ask other 
 Ss to move around to each group and 
 listen to the group’s presentation about 
 the dish. Have Ss vote for the best dish 
 and explain the reasons. 
3. Consolidation -1’ 
- Remind the main ideas of lesson 
4. Homework. – 1’ 
 - Learn new words/ workbook: C. Speaking 
 - Prepare next lesson: Skills 1 
IV. Giving experience 
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 Preparing date: 19/01/2024 UNIT 7 : RECIPES & EATING HABITS 
 Teaching date: ../01/2024 Lesson 5: SKILLS 1 
 Week 21- Period 52 
A. OBJECTIVES : 
 1. Knowledge : By the end of the lesson, Ss will be able to: 
 - Read the article with specific information about the eating habits of Japanese 
 people . 
 - Talk about the eating habits of Vietnamese people. 
 - Grammar : Conditional sentences type 1with modal verbs 
 - Vocabulary : arrange, raw, component, well-balanced, longevity, lortion, 
horseradish, avocado, ginger. 
 - Skills : answering the questions, matching the headings, Reading and answering, 
discussion, interviewing, spoken interaction, reporting 
 2.Competences: 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. 
B. TEACHING AIDS : 
1. Teacher: Textbooks, teaching plan, teacher’s book, . 
 2. Students: Text book, notebook . 
C. 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. Content : Ss ask and answer T’s questions 
 c. Output: Ss can answer simple questions, and give some dishes good for healthy. 
 d. Process: 
 - Ask Ss some questions *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 10’ 
 a.Aim: Help Ss understand some words related to Japanese eating habits. 
 b. Content : Learn some vocabularies and read an article about Japanese eating habits. 
 Match the headings (1-3) with the paragraphs (A-C). 
 c. Output: Ss can identify the headings of paragraphs. d. Process: 
 I. Reading 
T asks some questions related to the 
dishes in the pictures in the book. 
(Picture A: different types of sushi 1. Vocabulary 
Picture B: miso soup arrange: 
Picture C: a bowl of rice raw: 
Picture D: sliced cucumber/pickled component: 
cucumber). well-balanced: 
Ss answer the questions longevity: 
 lortion: 
T gives some vocabulary words horseradish: 
Ss copy and read avocado: 
 ginger: 
 2. Now read an article about Japanese 
T asks Ss to read an article about eating habits. Match the headings (1-3) with 
Japanese eating habits the paragraphs (A-C). 
Ss read and match the headings (1-3) 
with the paragraphs (A-C). Key: A. 3 B. 2 C. 1 
T corrects and remarks 
3. Practice 15’ 
a.Aim: Ss can read for general and specific information about the eating habits of 
Japanese people and answer the questions. 
b. Content : Read the article again and answer the questions/ Discuss the eating habits 
of Vietnamese people. 
c. Output: Ss can know and understand the eating habits of Japanese people and of 
Vietnamese people. 
d. Process: 
 3. Read the article again and answer the 
- Have Ss read the article again to questions. 
answer the questions. Ss can Key: 
underline parts of the text that help 1. They like raw food and do not use sauces 
them with the answers. Ask Ss to with a strong flavour. 
compare their answers before giving 2. They cut fresh fish. 
the answers to T. Ask them to give 3. Both can be served with soy sauce. 
evidence when giving the answers. 4. There are four (rice, miso soup, main 
 dish(es), pickles). 
 5. Rice is the staple food and is very nutritious. 
 6. Because the dishes are presented in different 
 bowls and plates, and are arranged carefully 
 according to a traditional pattern. 
 II. Speaking 
 4. Discuss the eating habits of Vietnamese 
 people. - Have Ss work in groups to discuss Eg: 
 the eating habits of Vietnamese 1. have big dinner with at least 3 dishes and 
 people. Ss use the questions provided use many kinds of special sauces for each dish. 
 as cues. Move around the class to 2. Rice is the typical components in a 
 provide help. Ask the groups to Vietnamese meal. 
 organise their ideas to prepare for a 3. Rice is the staple. 
 short presentation. 4. 
 5. Vegetable and soup are two dishes that 
 always⇒ appear in a typical Vietnamese meal; 
 after a meal, we usually eat fruit for desserts. 
 6. Yes, because we eat a lot of vegetables and 
 fruits. 
 4. Application 13’ 
 a.Aim: Ss can talk about the eating habits of Vietnamese people. 
 b. Content : Present your group’s ideas about Vietnamese eating habits. 
 c. Output: Ss can talk about the eating habits of Vietnamese people. 
 d. Process: 
 * Present your group’s ideas about Vietnamese 
 eating habits. 
 - Have one group of Ss act as Eg: 
 examiners and other groups as Vietnamese food is varied and distinctive. 
 competitors. The groups take turns to Traditional Vietnamese cooking usually uses 
 present their ideas. If there is not fresh ingredients, little dairy and oil, and 
 much time left, allow about two or various herbs and vegetables. Different sauces 
 three groups to present. Invite such as : fish sauce, shrimp paste, and soya 
 comments sauce are quite popular in various regions. A 
 from the examiners. Give additional meal consists of various dishes: main dish 
 comments. (meat, fish, egg or tofu), vegetable, soup and 
 rice. Rice is the staple in Viet Nam. In many 
 families, people eat around a tray of food with 
 a small bowl of ¬ fish sauce in the middle. 
 Around this bowl are the dishes. 
 Usually there is a bowl of each dish, and 
 people use chopsticks and spoons to get their 
 share. 
 In general, Vietnamese food is considered 
 healthy and is popular in other countries. 
3. Consolidation -1’ 
- Remind the main ideas of lesson 
4. Homework. – 1’ 
 – Find out some famous dishes of VN and how to cook them. 
 - Prepare next lesson: Skills 2 
IV. Giving experience 
 Preparing date: 19/01/2024 UNIT 7 : RECIPES & EATING HABITS 
 Teaching date: ../01/2024 Lesson 6: SKILLS 2 
 Week 21- Period 53 
A. OBJECTIVES : 
 1. Knowledge : By the end of the lesson, Ss will be able to: 
 - Listen for detailed and specific information about teenagers’ eating habits. 
 - Write about the eating habits of a classmate. 
 - Grammar : Review 
 - Vocabulary : Vocabulary related to eating habits. 
 - 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.Competences: Groupwork, independent working, pair work, linguistic competence, 
cooperative learning and communicative competence. 
 3. Quality : Ss will be more responsible for cooking for themselves and for their 
family. 
B. TEACHING AIDS : 
1. Teacher: Textbooks, teaching plan, teacher’s book, . 
 2. Students: Text book, notebook . 
C. PROCEDURE : 
 1. Checking: During the lesson 
 2. New lesson: 
 Teacher’ 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. Content : Ss ask and answer T’s questions 
 c. Output: Ss can think how is unhealthy eating and healthy eating. 
 d. Process: 
 - T asks Ss to answer the question * Chatting. 
 Do you think how is unhealthy eating and 
 healthy eating? 
 - Ss discuss and give the answer 
 T introduces the lesson 
 2. Presentation 10’ 
 a.Aim: Help Ss understand the contents of the listening 
 b. Content : Describe and find out the differences between your pictures. 
 c. Output: Ss can guess something about unhealthy eating and healthy eating. 
 d. Process: 
 - Have Ss do this activity in pairs. I. Listening 
 They ask each other questions to find 1. Describe and find out the differences 
 out the differences between the two between your pictures. 
 pictures. Elicit the answers from Ss. Ask them to describe the underlying 
meaning of the pictures. Suggested answers: 
 - Picture A: A boy is eating chocolate. On the 
 table there are junk foods such as 
 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 20’ 
a.Aim: Help Ss listen for detailed and specific information about teenagers’ eating 
habitts and write about the eating habits of a classmate 
b. Content : Listen to what they say and decide if the statements are true (T) or false 
(F). 
 -Listen to complete the table 
 - Ask and answer questions about each other’s eating habits. 
 - Write about your partner’s eating habits. 
c. Output: Ss can guess something about unhealthy eating and healthy eating. 
d. Process: 
 2. Listen to what they say and decide if the 
- Tell Ss that they are going to listen statements are true (T) or false (F). 
to two students talking about their 
eating habits. 
- Play the recording for them to do Key: 
the exercise. 2 1. T 2. F 3. T 4. F 5. T 6. F 
- 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. 3. Listen again and complete the table. Use 
- Without listening to the recording no more than three words for each blank. 
again, Ss complete the table by 1. biscuits 
filling each blank with no more than 2. hamburger 
three words. Have Ss compare their 3. crisps 
answers with a classmate before 4. fried beef 
giving T the answers. Ask two Ss to 5. vegetables 
write their answers on the board. 6. cereal 
- Play the recording one last time to 7. a banana 
confirm the answers for both 2 and 3. 8. slices of bread 
 9. boiled egg 
 10. steamed fish II. Writing 
 4. Ask and answer questions about each 
 other’s eating habits. Take notes of your 
 partner’s answers in the table. 
 - Ask Ss to work in pairs. They ask 5 a. Write about your partner’s eating 
 and answer questions about each habits. Include information about his/her 
 other’s eating habits, and take notes meals, your opinion about his/her eating 
 of their partner’s answers in the table. habits and possible changes. 
 After that give Ss a few minutes to b. Exchange your work and give comments. 
 read their notes again to answer the Sample writing: 
 questions provided. My friend, Trang, does not have healthy 
 T should move around to give eating habits. She sometimes skips breakfast. 
 comments as there may not be When she has it, she usually buys a 
 enough time for checking with the hamburger and a soft drink from a café near 
 whole class. our school. For lunch, her favourite is fried 
 rice and deep-fried chicken. The good thing 
 - Ask Ss to write about their partner’s is that she prefers to have dinner at home. 
 eating habits. When they have However, she likes eating a lot of rice and 
 finished, Ss exchange their writing to fatty pork for dinner. She rarely eats vegetables, 
 spot any mistakes. Have Ss share the but loves fruits. I think Trang should change 
 mistakes with the whole class. T may her diet. First, if she wants to have more 
 collect some Ss’ work to mark energy for the day, she should never skip 
 at home, or T may ask them to breakfast. Second, she must reduce the 
 rewrite the exercise as homework. In amount of fast food she eats. Also, eating 
 this case, remember to ask for Ss’ more vegetables would be good for her. She 
 revised work in the next lesson. should also eat less rice for dinner. These 
 changes will definitely keep her fit. 
 4. Application 9’ 
 a.Aim: Help Ss talk about the eating habits of a classmate 
 b. Content : talk about the eating habits of a classmate 
 c. Output: Ss can improve their presentation before class. 
 d. Process: 
 T guides Ss to talk about the eating 
 habits of a classmate 
 Ss talk about the eating habits of a 
 classmate 
 T corrects and remarks 
3. Consolidation -1’ 
- Remind the main ideas of lesson 
4. Homework. – 1’ 
- Revise the writing. 
- Prepare next lesson: Looking back – Project IV. Giving experience 
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