Giáo án Tiếng Anh Lớp 9 - Tiết 55 đến 61

ring date: 
Period: 57 	 Teaching date: 
Unit 7: RECIPES AND EATING HABITS
 	 Lesson 3: A closer look 2
I./. OBJECTIVE: - Grammar: Quatifiers, Modal verbs in conditional sentences type 1
- Vocabulary: words related to dishes
1.Knowledge: conditional sentences type 1 with modal verbs
2. Skills: Practicing skills
3. Attitude: - Ss are interested in using Quatifiers, Modal verbs in conditional sentences type 1	- Positive about recipes and eating habits
 - Students know how to learn English in right way.
 - Ss are interested in doing exercises.
4. Competences:
- Co-operation
- Self- study
- Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.
IV./.PROCEDURE:
Teacher’s and students’ activities
Content
1.Warmer: Check the old lesson 
2.Grammar 1: Quantifiers:
Ask students what a quantifier is, briefly explain to them that quantifier is a word or phrase that expresses the amount. Tell students that they had already learnt and know quite a few quantifiers. Elicit examples from students.
 T may organize a short warm-up activity with this content. Students work in pairs to write down all quantifiers that they know in two minutes. The winner in the pair with has the most answers.
Activity 1: 
1 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.
Activity 2 : 
2    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.
3.Grammar 2:
Activity 3 : 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.
Activity 4 : 
 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 of the examples on the board:
4.Further practice:
Activity 5
5 Have Ss do the exercise individually and then compare their answers in pairs. Ask some Ss to read out loud the complete sentences.
Activity 6
6 Have Ss work in pairs to read the situations and write appropriate //-sentences. Call on some Ss to write their sentences on the board. Give necessary correction.
If time allows, organise a quick game. Ss work ỉn groups and write down two situations. After five minutes, have a representative from one group stand up and read out one situation. This student points at a random student in another group to give a conditional sentence type 1 with a modal verb. If the sentence is correct, the group gets one point. The groups take turns to read their situations. The winner is the group with the most points. Make sure the groups have equal opportunities to give the answers.
1 Fill each blank with o, an, some, or any.
Key:
1.a    	2.  a    	3. some 
4. some/any 	5. a 	6. some 
7. an  	8. any  	9. Some
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
3  Read the instructions to make a salad. Fill each blank with a word/phrase in the box.
Key:
1.200grams     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.
4. 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.
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 modal verbs such as can, must, may; might or should in the main clause to express ability, permission, advice, possibilities, necessity, etc.
Example:
If you cut your finger, it will bleed. (standard form)
If you finish your dinner, you can watch TV. (permission)
She can learn to become a good cook if she tries hard, (ability) if he likes eating spicy food, he may/might add chilly, (possibility)
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:    I
1.    ability    2. Advice
 If + S + V (present simple), 
 s + can/must/may/might/should + V (infinitive).
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
6 What will you say in these situations? Use suitable modal verbs with conditional sentences type 1.
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.
Suggested answers:
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.
5.Production: 
Copy the email onto exercise notebook.
-Prepare communication
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Kiểm tra ngày tháng năm 2018
.
..
WEEK:21	 	 Preparing date: 
Period: 58 	 Teaching date: 
Unit 7: RECIPES AND EATING HABITS
 	 Lesson 4: Communication
I./. OBJECTIVE: By the end of this Unit, students can:
talk about the eating habits of Vietnamese people
listen for detailed and specific information about teenagers' eating habits
1.Knowledge: 	 - Vocabulary: words related to recipes and eating habits.
- Grammar: quantifiers (review); modal verbs in conditional type 1.
2. Skills: Practicing skills
3. Attitude: - Positive about recipes and eating habits
 - Students know how to learn English in right way.
 - Ss are interested in doing exercises.
4. Competences:
- Co-operation
- Self- study
- Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.
IV./.PROCEDURE:
Teacher’s and students’ activities 
 Content
1.Warmer:
Tell students in this lesson they will have the opportunity to learn how to cook one type of soup. 
Go through that extra vocabulary with students. If students do not know any words in the Box. Quickly teach it. 
To teach the word shallot and cube teacher may draw the pictures on the board . To teach other words use simple words, use simple explanations and examples to give definitions.
puree: make fruit or vegetables into a thick smooth sauce, usually in a blender 
garnish decorate of food with a small amount of another fruit.
tender so easy to chew my grandmother can only eat beef if it is tender so my mother has to stew it from one hour
Activity 1: - 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.
2.Communication 1:
Activity 2: 
- 1 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.
2a Play the first part of the recording for Ss to check their answers. Confirm the correct ones.
b 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.
Audio script (part 1 n Pumpkin soup is my family's favourite soup. We usually have it for breakfast with some slices of bread. It's quick and simple to cook.
The ingredients are: a kilo of pumpkin, two shallots, two sticks of celery, two tablespoons of butter, two tablespoons of fresh cream, and a pinch of salt.
Before cooking, peel the pumpkin and chop it into cubes. Peel the shallots and slice them. Next, wash the celery and remove the leaves.
3.Communication 2:Activity 3: 
3 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.
Audio script (part 2):    Here are the steps to make the soup:
Heat the butter in a deep pan, add the shallots and celery and stir fry for a few minutes.
-    Add the pumpkin and stir fry for a few more minutes.
-    Add 750ml of water and a pinch of salt and cook until the pumpkin is tender. Cool for 10 minutes.
-    Purée the soup in a mixer until it is smooth.
-    Add the cream and simmer for 2 to 3 minutes.
- For the finishing touch, garnish it with some celery leaves.
Pumpkin soup is very healthy. It's a good source of fibre, minerals, and vitamins, especially vitamin A. If you eat this soup regularly, you can improve your eyesight and protect yourself from certain cancers.
4.Further practice:Activity 4: 
 a 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.
b 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.
Look at the pictures. Answer the questions.
puree:
garnish
shallot
cube 
tender
pumpkin
leaves
fibre
pinch   
stick 
bột nhuyễn
Trình bày
củ hẹ
hình lập phương
mềm
bí ngô
lá
chất xơ
Nhúm tay
Bó, cây
2a 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    
7. peel 8. chop    
9. peel     10. slice 
11 . leaves
3a Read the steps to make the dish. Rearrange them into the correct order.
3a+b. Key:
 1.b    2. e    3. f    4. c    5.    a    6.    d
c. Key: - a good source of fibre, minerals, and vitamins, especially vitamin A.
- improve your eyesight and protect yourself from certain cancers
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.
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.
5.Production:
- Write five sentences about your good friends. 
-Prepare SKILLS 1
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WEEK:21	 	 Preparing date: 
Period: 59 	 Teaching date: 
Unit 7: RECIPES AND EATING HABITS
 	 Lesson 5: Skills 1
I./. OBJECTIVE: By the end of this Unit, students can:
read for general and specific information about the eating habits of Japanese people
talk about the eating habits of Vietnamese people
1.Knowledge: Vocab: favourite dishes and recipes for dishes
2. Skills: Practicing skills
3. Attitude: - Positive about recipes and eating habits
 - Students know how to learn English in right way.
 - Ss are interested in doing exercises.
4. Competences:
- Co-operation
- Self- study
- Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.
IV./.PROCEDURE:
Teacher’s and students’ activities 
 Content
1.Warmer: Chatting
2.Reading:
Activity 1: 
Have Ss work in pairs to discuss the questions. Elicit their answers. Because it is an open activity, accept different answers.
Activity 2: 
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.
Activity 3: 
3 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 ton Ask them to give evidence when giving 
the answers.
3.Speaking
This part helps Ss understand more about the eating habits of Vietnamese people.
4    Have Ss work in groups to discuss the eating habits of Vietnamese people. Ss use the questions provided as cues. Move around the class to provide help. Ask the groups to organise their ideas to prepare for a short presentation.
5    Have one group of students act as examiners and other groups as competitors. 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 examiners. Give additional comments.
6.Further practice:
Reference for teachers (this note provides some general information; T can add more specific details^! to match the context of each area) Vietnamese eating habits
Sashimi là một món ăn truyền thống lâu đời của người Nhật với thành phần chính là các loại hải sản tươi sống.
I- READING
Work in pairs. Answer the questions.
Where do the Thai people live?
What is their population?
Suggested answers:    
Picture A: different types of sushi
Picture B:    miso soup
Picture C:    a bowl of rice
Picture D: sliced cucumber/pickled
 cucumber
2 Now read an article about Japanese eating habits. Match the headings (1-3) with the paragraphs (A-C).
raw food 
flavour
sashimi 
spicy 
Japanese horseradish 
vinegared rice 
pickled ginger.
arrangement 
significant feature
staple
thực phẩm thô biến
hương vị.
sashimi
vị cay
cải ngựa Nhật Bản
gạo dấm
gừng ngâm.
sắp xếp
tính năng quan trọng
kẹp giấy
Key:    A. 3    B.2    C.1
3 Answer the questions.
Key:   
1. They like raw food and do not use sauces with a strong flavour.
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 bowls and plates, and are arranged carefully according to a traditional pattern.
SPEAKING
1.    What is the most important feature of Vietnamese eating habits?
2.    What are the typical components in a Vietnamese meal?
3.    What is the staple of our country?
4.    How are the dishes arranged?
5. Are there any other characteristics of our eating habits that you know?
6. In general, do Vietnamese people have healthy eating habits?
1. Vietnamese food is varied and distinctive. It is considerably low fat and high in carbohydrates.
2. Traditional Vietnamese cooking usually uses fresh ingredients, little dairy and oil, and various herbs and vegetables. Different sauces such as fish sauce, shrimp paste, and soya sauce are quite popular in various regions. There is no concept of ‘courses’ in a Vietnamese meal. 
3. A meal consists of various dishes: main dish (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. 
4. Around this bowl are the dishes. If people place the food on a table, a similar arrangement is followed. Dishes are served communally. Usually there is a big dish/bowl of each dish, and people use chopsticks and spoons to get their share. 
5. No.
6. In general, Vietnamese food is considered healthy and is popular in other countries.
5.Production:
- Write four sentences about your school.(answer these questions above 
-Prepare SKILLS 2
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WEEK:21	 	 Preparing date: 
Period: 60 	 Teaching date: 
Unit 7: RECIPES AND EATING HABITS
 	 Lesson 6: Skills 2
I./. OBJECTIVE: By the end of this Unit, students can:
- listen for specific information about a traditional dish
- write the recipe for a traditional dish 
1.Knowledge: Vocab: favourite dishes and recipes for dishes
2. Skills: Practicing skills
3. Attitude: - Have good eating habits and lifestyle.
 - Positive about recipes and eating habits
 - Students know how to learn English in right way.
 - Ss are interested in doing exercises.
4. Competences:
- Co-operation
- Self- study
- Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes
- Listen about Teen's eating habits and write about eating habits of a classmate.
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.
IV./.PROCEDURE:
Teacher’s and students’ activities 
 Content
1.Warmer: Chatting
? What did you have for your breakfast today?
? What do you often eat?
- Have ss do the activitiy in pairs. They ask each other questions to find out the differences between the two pictures. 
- Elicit the answer from ss.
- Ask them to describe underlying meaning of the pictures.
2.Listening
1 Have