Giáo án Tiếng Anh 9 - Week 22 - Năm học 2023-2024

 Week 22.- Period 59 UNIT 7 : RECIPES & EATING HABITS 
 Preparing date: 4../ 2./2023 Lesson 7 : Looking back & project 
 Teaching date: 7../2./2023 
A. OBJECTIVES : 
 1. Knowledge : By the end of the lesson, Ss will be able to: 
- Use the lexical items related to the topic “ recipes & eating habits” 
- Practice making communication, project. 
- Review grammar points they have learnt. 
 + Grammar : Quatifiers (review), Modal verbs in conditional sentences type 1 
 + Vocabulary : words related to recipes and eating habits. 
 + Skills : Listening, writing, (mainly) speaking, reading (partly) 
 2. Competences : develop the competences of- self-study, communication, 
cooperation, using languages and problem solving in doing exercises. 
 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. Contents : Ss go to the board and write some verbs of preparing and cooking 
 c. Output: Ss can write some verbs of preparing and cooking and attact to the lesson. 
 d. Process: 
 Face to face : Verbs of preparing and - chop, marinate, slice, whisk, spread, grate, 
 cooking dip 
 - Calls 5 ss to the board to play the 
 game. 
 2. Presentation -15’ 
 a. Aim: Help Ss practice vocabularies related to eating habits 
 b. Contents : 
 + Match the words in A with their description or definition in B. 
 + Write a verb for a cooking method under each picture. The first letter has been 
 provided. 
 + Fill each blank with a word/phrase in the box. There is one extra word. 
 c. Output: Ss can memorize the learnt new words and the way of using. 
 d. Process: 
 - Have Ss do this exercise individually 1. Match the words in A with their and then compare their answers with a description or definition in B. 
partner. Key: 
- Call on Ss to read out loud their 1. d 2. e 3. g 4. b 5. a 6. c 7. h 8. f 
answers. 2. Write a verb for a cooking method under 
 each picture. The first letter has been 
- Ask Ss to complete the words provided. 
individually - Check Ss‟ answers as a Key: 
class. If time allows, call on one or two A. steam B. deep-fry C. stir-fry 
Ss D. bake 
to write their answers on the board. E. roast F. grill G. simmer 
 H. stew 
 3. Fill each blank with a word/phrase in the 
- Ask Ss to do this exercise box. There is one extra word. 
individually. Key: 
- Have some Ss read out their answers. 1. hamburger 
Confirm the correct ones. 2. sushi 
 3. deep-fry 
 4. steam 
 5. stew 
3. Practice- 15’ 
a. Aim: Help Ss review the conditional type 1 
b. Contents : Review grammar points they have learnt in unit 7. 
+ Circle the correct answer. 
+ Complete the sentences with your own ideas. Use the modal verbs provided. 
c. Output: Ss can memorize the the conditional type 1 and the way of using. 
d. Process: 
- Have Ss do this exercise individually. 4. Circle the correct answer. 
- Check the answers as a class. T may Key: 
ask Ss to explain their choice. 1. slice 
 2. sticks 
 3. any - some 
 4. bag 
 5. clove 
 6. bunch 
 5. Complete the sentences with your own 
 ideas. Use the modal verbs provided. 
- Ask Ss to write the sentences Suggested answers: 
individually. Have two Ss write the 1. If you keep eating fast food, you might 
sentences on the board. Ask other Ss to become overweight. 
give comments. Correct the sentences if 2. If you promise to finish your homework 
needed. tonight, you can go to the cinema with your 
 friend. 3. He should eat less sweets if he doesn‟t want 
 to have toothache. 
 4. She must eat less rice and bread if she 
 wants to lose weight. 
 5. If you join this cooking lesson, you can 
 cook many delicious dishes. 
 - Have Ss rearrange the lines to make a 6. Rearrange the lines to make a complete 
 complete conversation, first conversation. 
 individually and then share their Key: 
 answers with a partner. Ask some pairs 1. B 2. E 3. F 4. I 5. A 
 to read out loud the conversation. 6. H 7. J 8. C 9. G 10. D 
 - Ask Ss to complete the self-
 assessment. Identify any difficulties and 
 weak areas and provide further practice 
 if necessary 
 4. Application- 14’ 
 a.Aim: Help Ss practice making project. 
 b. Contents : Making a survey on eating habits 
 c. Output: Ss can make project. 
 d. Process: 
 - Have Ss work in groups of four or - A survey on eating habits 
 five. 1. Work in groups. Go to other classes and ask 
 - Guide them how to do and ask them to different students about their eating habits. 
 do at home. Write the students‟ answers in the table. 
 2. Now work together again. Analyse the 
 answers you have got and organise 
 them in the form of an answer to each 
 question. This could be done using a 
 visual organiser such as a chart. 
 3. In general, do the students at your school 
 have healthy eating habits? Present 
 your group‟s findings to the class. 
3. Consolidation -1’ 
- Remind the main ideas of lesson 
4. Homework. – 1‟ 
- Complete the project. 
- Prepare next lesson: Unit 8 – Getting started. 
IV. Giving experience ................................................................................................................................................
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 Week - Period 60 UNIT 8 : TOURISM 
 Preparing date: 4../ 2./2023 Lesson 1 : Getting started – Travel plans 
 Teaching date: 9../ 2./2023 
A. OBJECTIVES : 
 1. Knowledge :By the end of the lesson, Ss will be able to: 
 - Use the lexical items related to tourism. 
 - Interact a conversation about tourism and travelling. 
 - Vocabulary: vocabulary related to tourism and travelling. 
 - Grammar: Review 
 - Skills: reading and deciding true or false, reading and answering the questions, list 
 2. Competences : develop the competences of- self-study, communication, 
cooperation, using languages and problem solving in doing exercises. 
 3. Quality: Ss will be more responsible for protecting and preserving place which they 
travel. 
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. Contents : Ss name some famous tourist attractions and famous foods in Viet Nam, 
 especially those in or near their region. 
 c. Output: Ss can attract to the lesson. 
 d. Process: 
 - T ask Ss to name some famous *Chatting. 
 tourist attractions in Viet Nam, 
 especially those in or near their region. 
 - Then ask Ss to name famous foods and 
 specialties of Viet Nam that foreign 
 tourists 
 enjoy most and write them on the board. 2. Presentation -15’ 
a.Aim: Help Ss know some vocabularies related to tourism and Interact a conversation 
about tourism and travelling. 
b. Contents : Listen and read a conversation about tourism and travelling. 
+ Find a word/phrase in the conversation that means 
+ Tick ( ) true (T) or false (F). 
+ Answer the following questions. 
c. Output: Ss can memorize the learnt vocabularies and develop their speaking, listening 
and reading willing to interact a conversation about tourism and travelling. 
d. Process: 
- Let Ss open their books to GETTING 1. Listen and read. 
STARTED. 
- Tell them to look at the picture and 
answer the questions What are Nick and Chau talking about? 
 What place/city may they be mentioning? 
 What do you know about this city/country? 
- Have Ss answer the questions as a 
class. Accept all possible answers and 
do not pause to correct mistakes. 
Then tell Ss that they are going to listen a. Find a word/phrase in the conversation 
to Nick and Chau talking about Nick‟s that means: 
plans for his summer holiday. Play the Key: 
recording and have Ss follow along. 1. made up your mind 
- Explain the words which Ss don‟t 2. narrowed it down 
understand. 3. a package tour 
- Play the recording twice or more if 4. explore 
necessary. Ss may read the conversation 5. not my cup of tea 
again, and then do the exercise 
individually. - Check and write the 
correct answers on the board. T may call 
on an able student to b. Tick ( ) true (T) or false (F). 
write the answers on the board. Key: 1. F 2. T 3. T 4. F 5. F 
- Explain to Ss the meaning and use of 
the three expressions in the Watch out! 
box. Ask Ss to locate them in the 
conversation, and give examples if time 
allows. 
- Ss work in pairs to complete the task. 
Tell them to refer back to the 
conversation when necessary. Explain c. Answer the following questions. 
anything difficult. T may need to explain Key: 
to Ss that although some people don‟t 1. It means Nick‟s parents are relaxed and 
like the thought of eating open-minded. snails and frogs‟ legs, they are 2. It‟s quite warm (warmer than in Britain). 
considered specialities in France (so 3. Visit the Alps, and climb Mont Blanc, 
Chau is teasing Nick about eating them). explore Paris, and go sightseeing in the 
- Check Ss‟ answers. historic city of Versailles. 
- Let Ss work individually to answer the 4. Eat frogs‟ legs and snails. 
questions, then compare their answers 5. She says „ Lucky you‟ when Nick says he 
with a partner. can make his own decisions. 
- Help them find the information in the 
conversation. 
- Call on some pairs to read out the 
questions and give their answers. 
- Check their answers. 
3. Practice- 15’ 
a.Aim: Help Ss use some vocabularies related to tourism 
b. Contents : Practice: 
+ Which word goes with which list below? 
+ Fill each blank with a word/phrase from the list. 
c. Output: Ss can memorize the learnt vocabularies and develop their speaking, listening 
and reading willing to interact a conversation about tourism and travelling. 
d. Process: 
 2. Collocation: Which word goes with 
- This activity is aimed at giving the which list below? 
collocations of common words related to Key: 1. holiday 2. resort 3. tour 4. trip 
the topic of travelling and tourism. Let 
Ss work in pairs first. Check their work, 
then let them read and remember each 
collocation. 3. Fill each blank with a word/phrase 
- This exercise is a revision of words and from the list. 
phrases from previous lessons. Key: 1. seaside resort 2. souvenirs 
- Let Ss work individually to do the task. 3. destination 4. in advance 
- Check their answers. If time allows, 5. delayed 6. luggage 
call on some Ss to read the passage with 7. accommodation 8. price 
the correct answers. 
4. Application - 9’ 
a.Aim: Help Ss know some interesting place 
b. Contents : Do the quiz: Give the names of the following. Choose one and talk about it 
with a partner. 
c. Output: Ss can know more interesting place. 
d. Process: 
 * QUIZ 
- For 1, 2, and 3: let Ss do them Give the names of the following. Choose 
individually and check their answers. one and talk about it with a partner. 
Praise good ideas. Key: - For 4, 5, and 6: let Ss work in groups. 1. Da Nang City 
 When they finish, ask some Ss to give 2. The Great Wall of China 
 their groups‟ answers to the. Check and 3. Jeju Island 
 give comments. 
3. Consolidation -1’ 
- Remind the main ideas of lesson 
4. Homework. – 1‟ 
 - Prepare: A closer look 1. 
 - Find words with travelling and tourism. 
IV. Giving experience 
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Week .- Period 61 UNIT 8 : TOURISM 
Preparing date: 4../ 2./2023 Lesson 2 : A closer look 1 
Teaching date: 11../2 ./2023 
A. OBJECTIVES : 
 1. Knowledge : By the end of the lesson, Ss will be able to: 
 - Use the 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. 
 a. Vocabulary: vocabulary related to tourism and travelling. 
 b. Grammar: compound nouns 
 c. Pronunciation: Tones in asking for information. 
 2. Competences : develop the competences of- self-study, communication, 
cooperation, using languages and problem solving in doing exercises. 
 3. Quality : The love learning English, love traveling and country willing to participate 
in social activities, cooperating with people around .. 
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- 7’ 
a.Aim: To attract Ss‟ attention to the lesson and to lead in the new lesson. 
b. Contents : make a network about the words and phrases in this unit are connected 
with travelling and tourism. 
c. Output: Ss can have more attract to the lesson. 
d. Process: 
 *Network. 
- Tell Ss that the words and phrases in 
this unit are connected with travelling trip accommodation 
and tourism, and that many of them are 
nouns and compound nouns. travelling and 
- Many of these words are already tourism 
familiar: trip, accommodation, jet lag 
Tell Ss to recall other words and 
collocations. Encourage them to call 
out as many words/phrases as possible. 
2. Presentation- 15’ 
a.Aim: Help Ss know some tourism vocabularies and how to use compound nouns 
b. Contents : Learn the vocabulary. 
+ Tourism vocabulary 
+ Compound nouns 
c. Output: understand using and meaning of the vocabularies 
d. Process: 
 I. Vocabulary 
 1.1. Tourism vocabulary 
T explains some tourism vocabularies - Trip (n): short journey to a place 
Ss listen , remember and practice - Tour (n): a journey, usually for pleasure to 
 visit different places. 
 - Expedition (n): an organized journey to a 
 place that is not easy to reach. 
 - Excursion (n): short journey usually made 
 for pleasure often by a group of people. 
 - Resort (n): a place where a lot of people go 
 on holiday. 
 - Book (v): to arrange to have a seat, 
 room, . at particular time in the future. 
 - Travel (v): the activity of moving from one 
 place to another. 
 - Guide(n) : A person whose job is showing a 
 place or a particular route or visitors 
 - Reasonable (adj): not too expensive. 
 1.2. Compound nouns 
 A compound noun is a noun that is made of 
 two or more words. 
 Compound nouns can be formed using the 
 following combinations: 
T gives examples of the compound Noun + Noun toothpaste 
nouns and explains: blackboard, Noun + Verb footprints 
swimming pool, haircut, tablespoon Noun + particle Passer-by 
 Verb + particle Checkout 
T asks Ss to give some more. V-ing + Noun Driving 
 licence 
 Adjective + Noun Greenhouse 
 Particle + Noun underground 
 Particle + Verb outbreak 
 Ex: Complete the table 
 (jet lag, drawback, swimming pool, pile –
 up, stopover, peak season, touchdown, 
 mix-up, check-in, full board) 
T asks Ss to complete the table Compond noun – Formation 
Ss complete the table 
T corrects Noun + Noun jet lag, 
 peak season 
 Noun + Verb 
 Noun + particle pile –up, 
 Verb + particle Drawback, 
 stopover , 
 Touchdown, 
 mix-up, 
 check-in 
 V-ing + Noun swimming 
 pool 
 Adjective + Noun full board 
 Particle + Noun 
 Particle + Verb 
3. Practice- 17’ 
a.Aim: Help Ss use the lexical items related to tourism and use common compound 
nouns correctly and Help Ss Identify tones in asking for information and ask questions 
for information with the correct intonation b. Contents : Practice 
+ Fill each blank with a word from the list. There are two extra words. 
+ Complete the sentences using the compound nouns below. 
+ Pronunciation: Tones in asking for information 
c. Output: Ss can identify lexical items related to tourism and use common compound 
nouns correctly. Ss can use tones in asking for information 
d. Process: 
 Ex 2. Fill each blank with a word from the 
T explains and asks Ss to work list. There are two extra words. 
individually, then compare their Key: 
answers with a partner‟s. Ask some Ss 1. travel 
to write their answers on the board. 2. book 
Check their answers as a class. Have 3. visit 
them make sentences with the words if 4. environment 
necessary. 5. guides 
 6. holiday 
 7. reasonable 
 8. pleased 
 Ex4. Complete the sentences using the 
 compound nouns below. 
 Key: 
 1. checkout 
- Let Ss work in pairs to complete the 2. swimming pool 
task. Have them read the sentences 3. mix-up 
carefully and insert the compound 4. pile-up 
nouns appropriately. Check their 5. touchdown 
answers as a class. Explain anything 6. full board 
difficult. 
 II. Pronunciation 
 Tones in asking for information 
T explains: Tones in asking for Finding out question: ↷ (falling tones) 
information Making sure question: ↷ ⤻ (falling -rising 
Ss listen and remember tone 
 5. Listen and repeat the following mini-
 talks, paying attention to the tone in the 
 questions. 
- Play the recording once for Ss to Key 
listen, then play it again sentence by 1. A: Where would you like to go sentence for them to repeat. sightseeing ↷? 
- Have Ss repeat the questions as many 2. A: What do you think of the newly 
times as necessary. discovered cave ↷? 
- Correct their pronunciation and 3. A: Have you been sightseeing all 
intonation. After that, have Ss mark the 
 day ↷ ⤻? 
questions with a falling or falling-rising 
tone. 4. A: Is Egypt a famous tourist 
- Check as a class. attraction ↷ ⤻? 
 6. Mark the questions with falling or 
 falling rising arrows, and practise the 
 conversation with a partner. Then listen to 
 check your pronunciation. 
 Key: 
- Let Ss work in pairs to read the Martin: What‟s the matter, Janet ↷? 
conversation, and mark the questions Janet: I‟m looking for my passport. It seems 
with falling or falling-rising arrows. to be lost. 
- Call on some pairs to read aloud to Martin: Have you already searched your 
the class. Do not correct their mistakes purse↷ ⤻? 
yet. Janet: Not yet. Oh, where are my glasses ↷? 
- Play the recording. Ss listen and Martin: They may be in your plastic bag. 
check. 
 Where is it ↷? 
 Janet: Oh, no, it‟s not here. Have I dropped it 
 on the plane ↷ ⤻? 
 Martin: Oh my God. 
 Janet: What should I do now ↷? 
4. Application 5’ 
a.Aim: Help Ss to memorize the learnt vocabularies and talk in real situation 
b. Contents : Fill in the blank 
c. Output: Ss can memorize the learnt words and the way of using. 
d. Process: 
 - Fill in the blank: 
T has a five- minute test touchdown mix-up jet lag 
Ss do it peak season Checkout pile –up 
T hangs on their paper book 
 1. You can‟t go through the without 
 paying. 
 2. To travel to Ha Long Bay in , you 
 should .. hotel room in advance. 
 3. My mom is a fraid of travelling by air 
 plane because of the .. during the flight. 
 4. is a road accident involving 
 several vehicles crashing into each other. 
 5. ..is a situation that is full of 
 confusion, especially because somebody has 
 made a mistake. 
 6. The pilot alerts the passengers to fasten 
 their belt because he will be forced to have an 
 immediate in a few minutes. 
 * Keys 
 1. Checkout 
 2. peak season book 
 3. jet lag 
 4. pile –up 
 5. mix-up 
 6. touchdown 
3. Consolidation -1’ 
- Remind the main ideas of lesson 
4. Homework. – 1‟ 
 - Practice vocabulary and pronunciation again. 
 - Prepare: A closer look 2 
IV. Giving experience 
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