Giáo án Tiếng Anh Lớp 9 - Năm học 2019-2020 - Trần Tiểu Ngọc

s.
V. Procedures:. 1. Greetings and roll call.
2. Checking up: ask and answer about the food you like
3. The new lesson: LESSON 1: GETTING STARTED : My favourite salad
Teacher’s and students’ activities
Contents 
Warm-up: 
 Word circle!
Ss work in whole class to ask and answer about the food you know
T: Call out one issue you’ve known. 
 S1: rice 
 S2: bread
 S3: meat
 T: Do you know what ingredients on the table? Can you tell what food is going to be cooked?
 Lead-in
T: introduce a new lesson to Ss.
*Vocabulary:
-Cobb salad : Món xà lách thập cẩm
-Fajitas: Món bánh (trứng) cuộn thịt rau
-Lasagna: Món bánh kẹp thịt, large flat pieces of pasta 
-curry : cà ry
-steak pie : Bánh kẹp thịt bò 
-sushi : 	
-Spring onion: A type of small onion with a long 
green stem and leaves. Spring onions are often 
eaten raw in salads.
-Versatile: he's a versatile actor who has played a
 wide variety of parts.
 Lead-in
T. introduces a new lesson to Ss.
T: Great. Today I am going to help you know more information about recipes and eating habits.
 Searching
Have Ss work independently to find the words with the given meanings in the dialogue. Quickly write the correct answers on the board.
 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
Comprehension 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.
 Naming
Have Ss look at the pictures. Tell Ss that in the box are some dishes from different countries in the world. Ask Ss to match these dishes with the pictures, and then compare their answers in pairs. Play the audio for Ss to check and repeat the answers.
 Discussion
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.
Gap-fill
Tell Ss to complete the sentences with the names of the dishes in 2. 
The complete sentences will give Ss
information about these dishes. 
Call on two Ss to write their answers on the board.
A game
Ask Ss 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.
1a. Can you find a word that means:
1. a light dish served as the first part of a meal 
= starter
2. have lots of uses = versatile
3. pour the water away = drain
4. take off the outer layer of food = peel
5. cut food into pieces with a knife = chop 
6. mix = combine 
1b. Find all the words related to the topic of food 
in the conversation. Put them in the word webs.
1c. Answer the questions.
1. Who knows the recipe for this salad?
 - Nick's mum.
2. Why does Nick's mum like this salad?
 - Because it's simple and delicious.
3. When are salads popular in England?
 - In the summertime.
4. What does Mi like about salads?
 - They are versatile, and you can use lots of 
different ingredients in a salad.
5. What does each person do to prepare the salad?
- 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. How do we know that Nick wants to eat the 
salad?
- Because he is finding it difficult to wait for one
 hour.
2. Write the name of each dish in the box
 under each picture.
 A. Cobb salad B. sushi C. steak pie D. fajitas
 E. lasagne F. mango sticky rice 
G. beef noodle soup H. curry
3a. In pairs, discuss which country from the box is associated with each dish in 2
Key: 1. Lasagne 2. curry 3. steak pie 
4. Fajitas 5. sushi
4. FOOD QUIZ
 Name ...
 1. ONE kind of meat - . beef
 2. TWO foods which you have to peel - . strawberry, lychee /lai..e/quả vải, cherry, pomegranate
 3. THREE foods which are made from milk - prawn, potato 
 4. FOUR fruits which are red - broccoli,
 spinach, lettuce, celery, kohlrabi
 5. FIVE vegetables which are green - cheese, butter, ice cream
-Question for the good students: How to Cobb salad? .
-Question for the bad students: How to make noodle soup?
* Homework: 
- Learn the vocab. and the structures by heart.
- Do exercises (B1,B2,) p4 in workbook 
- Prepare for the new lesson: U7 (cont.) A closer look 1. (vocabulary-yellow boxes-page 8-9)
Date of preparing 06/ 01 / 2010
Date of teaching: 09/ 01/ 2010 
Period 56 
 UNIT 7 RECIPES AND EATING HABITS	
 LESSON 2 A CLOSER LOOK 1
I. Objectives: By the end of the lesson, students will be able to:
At the completion of this lesson, Ss will be able to use the lexical items related to dishes, and ways of preparing and cooking food and ask statement questions with the correct intonation.
II. Skills: Listening, speaking, reading, writing.
- Educational aim: Ss should know more about some verbs that used in talking about cooking.
III. Teaching aids: 
- CD, pictures, sub- boards.
IV. Procedures:
1. Greetings and roll call.
2. Checking up: Ask and answer about the dialogue
3. The new lesson: LESSON 2: A CLOSER LOOK 1
Teacher and students’ activities
 Contents 
I. Warm-up
 Chatting!
Ss work in whole class.
 Lead-in
T. introduces a new lesson to Ss. 
 Matching
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. Do not confirm the correct answers at his stage. Have Ss explain the meaning of each verb in English or Vietnamese. Correct Ss' explanations
when needed.
 Gap-fill
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.
 Matching
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.
 Asking and answering
Ask Ss to answer the two questions. 
Elicit their answers. Ask them if they have ever eaten or made a pizza. 
Gap-fill
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 reading the instructions.
 Explanation
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).
 Listen and draw
Ask Ss to read through the three conversations. Play the recording for Ss to draw appropriate arrows to indicate the intonation of each sentence. 
a. Ask Ss to work in pairs to complete the mini-dialogues with suitable statement questions. 
b. Have Ss practise the dialogues and act them out in front of the class with the correct intonation. 
 T: Do you love cooking? 
S1: Yes, I do. ( expected )
T: Do you know how to cook any dish?
S1: Sure. 
T: Great. Besides these, what shall we learn about? You’ll know more in this lesson.
I. Vocabulary
1. Write a food preparation verb from the box under each picture.
 A. chop B. slice C. grate
 D. marinate E. whisk F. dip
 G. sprinkle H. spread
2. Complete the sentences with the correct form of the verbs in 1.
 Key: 
1. chop; Slice 2. grates; sprinkles 
 3. Marinate 4. whisk 
5. Dip 6. spread
3. Match each cooking verb in A with its definition in B.
Key: 
1. stir-fry + g. cook thin strips of vegetables or meat quickly by stirring them in very hot oil
2. deep-fry + f. fry food in oil that covers it completely
3. roast + h. cook meat, or vegetables without liquid in an oven or over a fire
4. grill + c. cook food under or over a very strong heat
5. bake + e. cook cakes or bread in an oven 
6. steam + a. place food over boiling water so that it cooks in the steam
7. stew + d. cook something slowly in liquid in a closed dish
8. simmer + b. cook something by keeping it almost at boiling point
4a. What can you see in the pictures? Do you know what dish these ingredients are used for? 
b. Complete the instructions below with the verbs in 1and 3.One verb is used twice.
1. Chop.the onion, bacon and an apple.
2. Grate.the cheese.
3. Spread. the tomato sauce on the pizza base.
4. Sprinkle the cheese on the pizza base.
5. Spread. the chopped onion, bacon and apple on top.
6.  Bake ... the pizza in the oven for about 10 minutes.
 Do you think you can make a pizza yourself?
II. Pronunciation
 Tones in statements used as questions
6a. Work in pairs. Complete the mini-dialogues with suitable statement questions.
b. Practise the dialogues using the correct intonation.
.-Question for the good students: What do you need to make Ckicken salad?
Question for the bad students: What do you need to cook rice?
Homework: 
-Learn the vocab by heart and practise using them.
-Do the exercises A,1,2-WOKBOOK p 3 in your notebooks.
- Prepare Unit 7: A closer look 2.(vocabulary-page10-11, write yellow box into notebooks)
Date of preparing 06/ 01 / 2010
Date of teaching: 10/ 01/ 2010 
Period 57 
 UNIT 7 RECIPES AND EATING HABITS	
 LESSON 3 A CLOSER LOOK 2
 I. Objectives: By the end of the lesson, students will be able to:
At the completion of this lesson, Ss will be able to use some quantifiers correctly and write and use conditional sentences type 1 with modal verbs- Skills: Listening, speaking, reading, writing.
- Educational aim: Ss should know more about 
II. Teaching aids: 
- CD, pictures, sub- boards.
III. Procedures:
1. Greetings and roll call.
2. Checking up: new words 
3. The new lesson: 
Teacher and students’ activities
 Contents 
 Slap the board
Ss work in groups
T gives feedback 
 Lead-in
T. introduces a new lesson to Ss.
Gap-fill
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. 
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. 
 Matching
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.
Gap-fill
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.
 Write-it-up
Ask Ss to work in pairs, and think about a simple salad they know. Together Ss write the instructions to
make it. 
 Explanation
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 of the examples on the board.
 Matching
Have Ss do the exercise individually and then compare their answers in pairs. Ask some Ss to read out loud the complete sentences.
. -Question for the good students: What will you say in these situations? Use suitable modal verbs with conditional (EX 6.a)
Write-it-up
Have Ss work in pairs to read the situations and write appropriate if-sentences. 
Call on some Ss to write their sentences on the board. 
Give necessary correction.
effect
 pollutant
death
slice
combine
chop
T: Today you will review some quantifiers correctly and study new grammar points.
Grammar
I. a, an, some, any
1/ Fill each blank with a, an, some, or any.
 Key: 
1. a 2. a 3. some 4. some/any 5. a
6. some 7. an 8. any
2/ 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.c 
5.h 6. b,d 7. e, f 8.b	
3a. Read the instructions to make a chicken salad. Fill each blank with a word/phrase in the box.
Key: 
1. 200 grams 2. an 3. tablespoons 
4. teaspoon 5. teaspoon 6. some
b/ Work in pairs. Think about a simple salad. Write the instructions on how to make it using the quantifiers and cooking verbs you have learnt. Share the instructions with the whole class. Vote for the best salad. 
 II. Modal verbs in conditional sentences type 1
4/ Read these sentences from the conversation in GETTING STARTED. Pay attention to the underlined part and answer the questions.
5. 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
6sentences type 1.
Key:
1. If you want to have good health, you must reduce the amount of salt in your food.
2. If my brother is hungry, he can eat three bowls of rice.
3. You can take a cooking class if it is at the weekend.
4. If I eat this undercooked pork, I may have a stomachache.
5. You should whisk the eggs for 10 minutes if you want a lighter cake.
- T: guide ss how to do exercises in workbook and what to prepare for the new lesson 
- Ss: write down in their notebook.
Homework: 
-Learn the vocab by heart and practise using them.
-Do the exercises B4,5 in WORKBOOK page 5
-Prepare Unit 7/ Lesson 4: Communication P. 11 (prepare vocabulary- collect pictures of pollution)
 Quảng Phuc, ngày 07 tháng 01 năm 2010
 Tổ trưởng chuyên môn
 Hoàng Thị Liên
Date of preparing 13/ 01 / 2010
Date of teaching: 15/ 01/ 2010 
Period 58 
 UNIT 7 RECIPES AND EATING HABITS	
 LESSON 4 COMMUNICATION
I. Objectives: By the end of the lesson, students will be able to:
- talk about a popular dish and know how to make it.
- Skills: Listening, speaking.
- Educational aim: Ss should know more about how to make a dish.	
II.Teaching aids: 
- CD, pictures, sub- boards.
III. Procedures:
1. Greetings and roll call.
2. Checking up: 
Example: A: If I were you, I would have breakfast. 
3. The new lesson: LESSON 4: COMMUNICATION 
T and Ss’ ACTIVITIES
CONTENTS
 Word web! 
Ss work in two groups. 
T. gives feedback. 
 Lead-in
T. introduces a new lesson to Ss.
T. elicits vocabulary.
 Mine
 Picture
 Explanation
 Situation/ Mime
 Visual
 Ss copy down the words. 
 Picture
 P.13
Chatting
Have Ss look at the picture and answer the questions. Quickly elicit their answers and write them on the board. 
 Listen and check
Play the first part of the recording for Ss to check their answers. Confirm the correct ones.
Gap-fill
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.
 Ordering
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.
 Answer the question
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.
Discussion
 Have 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. Move around to provide any necessary help.
 Monitoring
Ask groups to stick their answers on 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.
 chop boil
Preparing and cooking
 spread
T: Do you want to know more about how to make a dish?
Ss: Yes ( expected )
T: Great. You will get more knowledge about it in the lesson today. 
New words
- (to) púrée : xay nhuyễn 
- (to) gárnish : trang trí (món ăn)
- ténder (adj.) : mềm
- shallót (n) : hành khô
- cube (n) : miếng hình lập phương
 * Set the scene:
 Activity 1: Look at the picture. Answer the questions.
1. Can you guess the name of the dish in the picture?
2. What do you think the ingredients are for this dish?
 Activity 2a: Now listen to the first part of a talk where Mi is presenting how to prepare the ingredients. Check your answers.
2b. Listen to the first part of the talk again. Fill each blank with a word/phrase.
Activity 3a. Read the steps to make the dish. Rearrange them into the correct order.
a. Add the cream and simmer for 2 to 3 minutes.
b. Heat the butter in a deep pan, add the shallots and celery and stir fry for a few minutes.
c. Puree the soup in a mixer until it is smooth.
d. For the finishing touch, garnish it with some celery leaves.
e. Add the pumpkin and stir fry for a few more minutes.
f. Add 750ml of water and a pinch of salt and cook until the pumpkin is tender. Cool for 10 minutes.
3b. Listen to the second part of the talk and check your answer.
Key: 
3c. Listen to the second part again. What are the health benefits of this dish?
Activity 4a.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.
4b. Organise a gallery walk. Move around to each group and listen to their presentation. Vote for the best dish.
-Question for the good students: -What is the most important feature of Vieynamese eating habit?
- Question for the bad students:
Have you ever enjoy misu soup? Can you make and how to make this dish? 
- T: guide ss how to do exercises in workbook and what to prepare for the new lesson 
- Ss: write down in their notebook.
Homework: 
-Learn the vocab by heart 
-Do the exercises B6, C1,C2-WORKBOOK-p 5-6 in your notebooks.
-Prepare Unit 7/ Lesson 5: Skills1 P. 12 (vocabulary- collect pictures- draw a diagram into notebooks)
Date of preparing 13/ 01 / 2010
Date of teaching: 16/ 01/ 2010 
Period 59 
 UNIT 7 RECIPES AND EATING HABITS	
 LESSON 5 SKILLS 1
I. Objectives: By the end of the lesson, students will be able to:
- talk about read for general and specific information about the eating habits of Japanese people and talk about the eating habits of Vietnamese people
- Skills: Reading, speaking.
- Educational aim: Ss should know more water pollution
II. Teaching aids: 
- CD, pictures, sub- boards.
III. Procedures:
1. Greetings and roll call.
2. Checking up: ask your partner a short presentation about one dish.
3. The new lesson: LESSON 5: SKILLS 1 
T and Ss’ ACTIVITIES
CONTENTS
 Jumped words
Ss work in whole-class.
T. gives feedback.
 Lead-in
T. introduces a new lesson to Ss.
Asking and answering
 T - Ss
Have Ss work in pairs to discuss the questions. Elicit their answers. Because it is an open activity, accept
different answers.
 Matching
Ask Ss to read the headings quickly. 
Make sure they understand the meaning of each heading.
Now Ss read the paragraphs and match them with the headings. Ask them to compare their answers with a classmate. 
Elicit their answers.
Comprehension question
Have Ss read the passage again to answer the questions. 
Ss can underline parts of the text that help them with the answers. 
Ask Ss to compare their answers before giving the answers to T. 
Ask them to give
evidence when giving the answers.
Discussion
This part helps Ss understand more about the eating habits of Vietnamese people. Have Ss work in groups to discuss the eating habits of Vietnamese people. Ss use the questions provided as cues. 
Ask the groups to organise their ideas to prepare for a
short presentation.
 Report
Have one group of students act as examiners and other groups as competitors. The groups take turns to present their ideas. Give additional comments.
T. asks Ss to do at home.
 Put letters in the correct word
1. N