Giáo án Tiếng Anh Lớp 9 - Bài 7 đến 12

Week : Period 
UNIT 7: RECIPES AND EATING HABITS
Lesson 1: GETTING STARTED
I. OBJECTIVES:
 1. Knowledge:
	a. Vocabulary: prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions, wash, boil, combine, add, mix, chop, drain, peel
	b. Grammar: review
2. Skills: listening and reading, reading and answering the questions, matching words with pictures, discussing, sentences completion, spoken interaction, playing games.
	3. Attitude: Ss will be more responsible for cooking for themselves and for their family.
	4. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
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
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
T asks Ss some questions
Ss answer the questions
T introduces the lesson
*Chatting.
- What did you eat yesterday?
- What is your favourite food/ drink/ fruit?
- Can you tell me some food and drink you know?
2. Presentation
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.
T explains some vocabulary words about the ingredients of prawn salad and some verbs to prepare to cook the prawn salad.
Ss copy and repeat
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
1. Listen and read
* The ingredients of prawn salad
prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions
* Preparing and cooking: 
wash, boil, combine, add, mix, chop, drain, peel
3. Practice
Aim: Help Ss interact a conversation about ways of preparing and making a prawn salad.
T asks Ss to answer the questions in pairs without reading the dialogue again.
Ss answer the questions in pairs
T calls some pairs read the answers
And corrects and remarks
- Have Ss look at the pictures. Tell Ss that in the box are some dishes from different countries in the world.
- Ask Ss to write these dishes under the pictures, and then compare their answers in pairs. Play the audio for Ss to check and repeat the answers.
- 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.
- 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.
c. Answer the questions.
Key: 1. Nick’s mum.
2. Because it’s simple and delicious.
3. In the summertime.
4. They are versatile, and you can use lots of different 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 
B. sushi 
C. steak pie 
D. fajitas 
E. lasagne 
F. mango sticky rice 
G. beef noodle soup 
H. curry
3 a. In pairs, discuss which country from the box is associated with each dish in2.
Key: 
A. The USA 
B. Japan 
C. The UK 
D. Mexico 
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 
4. Fajitas 
5. sushi
4. Further practice
Aim: Ss can present how to cook how to prawn salad
T guides Ss to talk about cooking prawn salad.
Ss talk how to cook how to prawn salad
T corrects and remarks
Eg: 
Hi every one! I am going to talk about cooking prawn salad.
In order to cook prawn salad, we need the ingredients: 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. Guides for homework 
	- Learn the vocabulary by heart
 	- Talk how to cook how to prawn salad
- Prepare: A closer look 1.
- Find Verbs for preparing and cooking foods
- Find: kind of meat, foods which you have to peel, foods which are made from milk, fruits which are red, vegetables which are green
Week: Period 
UNIT 7: RECIPES AND EATING HABITS
Lesson 2: A CLOSER LOOK 1
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.
2. Skills: Writing words under pictures, sentences completion, matching verbs with definition, completing instructions, listening and repeating, completing the conversation.
	3. Attitude: Ss will be more responsible for cooking for themselves and for their family.
	4. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
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
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
+ Groupwork:
- Divide the class into 5 groups
- Write kind of meat, foods which you have to peel, foods which are made from milk, fruits which are red, vegetables which are green
- Time: 3 minutes
- The group which write more right words is the winner.
Find: 
- Kind of meat: 
- Foods which you have to peel: 
- Foods which are made from milk:
- Fruits which are red: 
- Vegetables which are green:
2. Presentation
Aim: Ss can know how to read some food preparation verbs and know its meaning.
T uses images in computer to explain some vocabulary words by writing verbs under the pictures (Ex1)
Ss copy and repeat
I. Vocabulary
1. Write a food preparation verb from the box under each picture.
Key:
A. chop 
B. slice 
C. grate
D. marinate
E. whisk 
F. dip
G. sprinkle 
H. spread
3. Practice
Aim: Help Ss use the verbs correctly to talk about food preparation.
T asks Ss to work individually to use words in part 1 to complete the sentences and then compare their answers with a classmate.
Ss work individually and then compare their answers with a classmate. 
T has Ss explain the meaning of each verb in English or Vietnamese. Correct Ss’explanations when needed.
- Have Ss do this exercise individually and then compare their answers with a partner. Check and confirm the correct answers.
T asks Ss to look at the pictures and answer some questions
Ss look at the pictures and answer.
T asks Ss to complete the instructions below with the verbs in part 1 and part 3
Ss complete the instructions
T corrects and remarks
- Now have Ss read the information in the REMEMBER! box. Answer any questions from Ss, and ensure that Ss understand the information.
- Ask Ss to read through the three conversations. Play the recording for Ss to draw appropriate arrows to indicate the intonation of each sentence. Have Ss compare their answers in pairs. 
- Call on some pairs to read the conversations out loud. 
- Correct any mistakes.
2. Complete the sentences with the correct form of the verbs in1.
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. g 2. f 3. h 4. c 5. e 6. a 7. d 8. B
4 a. Look at the pictures and answer:
T: What can you see in the pictures?
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: .
b. Complete the instructions below with the verbs in1 and3. One verb is used twice.
Key:
1. Chop 
2. Grate 
3. Spread 
4. Sprinkle 
5. Spread 
6. Bake
II. Pronunciation
5. Listen to the conversations. Draw ↷ or ⤻ at the end of each line. Practise the conversations with a partner.
Key:
1. A: What do we need to make a pizza?
B: A pizza base, some cheese, some bacon, an onion, and an apple ↷.
A: An apple ⤻?
B: Yes, an apple ↷.
2. A: What’s for dinner ↷?
B: We’re eating out tonight ↷.
A: We’re eating out ⤻?
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. Further practice
Aim: Ss can practise the mini-dialogues using the correct intonation
- Ask Ss to work in pairs to complete the mini-dialogues with suitable statement questions. Call 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.
Practise the mini-dialogues using the
correct intonation.
3. Guides for homework 
- Write their own mini-dialogues with statement questions.
- Practice vocabulary and pronunciation again.
- Prepare: A closer look 2
- Review: Modal verbs in conditional sentences type 1
- Review: Quantifiers: a, an, some, any
 Week: Period 
UNIT 7: RECIPES AND EATING HABITS
Lesson 3: A CLOSER LOOK 2
I. OBJECTIVES:
 1. Knowledge:
	a. Vocabulary: Review
	b. Grammar: Conditional sentences type 1with modal verbs
2. Skills: Sentences completion, matching words, completing the paragraph, matching two half sentences, answering, spoken interaction.
	3. Attitude: Ss will be more responsible for cooking for themselves and for their family.
	4. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
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
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
- Ask Ss to work in pairs to write down a ... f there is any difierence between their answers.
- Check the sentences as a class.
a4. Everyday English. 
- Have Ss read the phrases and sentences carefully. Check that Ss understand the meaning of the phrases before moving on. Then Ss do this exercise in pairs. Correct their answers and ask some pairs to act out
the short dialogues.
5. Put the verbs in brackets into the infinitive or -ing form.
Key:
1. eating 
2. to play 
3. to work/working 
4. to be 
5. doing 
6. to share 
7. floating 
8. checking
6. Rewrite the pairs of sentences as one sentence using a defining or non-defining relative clause.
Suggested answers:
1. My grandfather, who has been retired for ten years now, used to be an astronaut.
2. The spacecraft which/that took Yuri Gagarin into space is called Vostok 3KA.
3. She likes the career which/that her father pursued all his life.
4. He admires the teacher who initiated building the school library.
5. I work for a man whose farm covers thousands of acres.
6. Students will have to make their own learning decisions, which will be hard for many of them.
* Everyday English.
7. Choose the most suitable expression to
complete each of the short dialogues.
Key:
1. No worries 
2. I am not so sure about that 
3. That’s not entirely true
4. Cool 
5. Sounds interesting
3. Guides for homework
Retell the main contents of the lesson
- Review all knowledge you have learnt in English 9.
- Prepare: The second term test.
 Week: Period:
REVIEW 4
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson students will be able to:
- Revise the skills they have practised in units 10, 11, 12.
- Practice 4 skills.
a. Vocabulary: Review the vocabulary they have learnt in units 10, 11, 12
	b. Grammar: infinitive or -ing form; relative clause.
	2. Skills: Reading the text and match the headings with the correct, reading and decide whether the statements are true (T) or false (F), talking, Listening to the interview and answer the questions, listening and completing the sentences, writing a paragraph.
	3. Attitude: Ss will be more responsible for and be more aware of studying hard to have a good job in the future
	4. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
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
Warm up
Aim: To warm up the class
T asks Ss some questions
Ss answer the questions
Chatting
Reading
Aim: Help Ss read the passage and do exercise
- Have Ss work individually to skim-read the text to match the headings with the correct paragraphs.
They can compare their answers with a partner. Check answers as a class.
- Ask Ss to read the text again carefully to decide whether the statements are true (T) or false (F).
- Tell them that they can underline the sentences that have clues for their answers. Have Ss compare their answers with a partner. Check the answers as a class. Ask Ss to explain the reasons why an answer
is false.
1 a. Read the text and match the headings with the correct paragraphs.
Key: 1. C 2. A 3. D 4. B
b. Read the text again and decide whether the statements are true (T) or false (F).
Key: 1. T 2. F 3. F 4. F 5. T
Speaking
Aim: Help Ss choose a job and give the reasons for the choice
- This is an open speaking exercise. Allow Ss time to get some ideas from Unit 10 to 12, or to come up with some ideas of their own. Ss can work in groups. Have some Ss/groups come to the front to present their own choice and their reasons for the choice.
2. Choose a dream job you would like to do. Say why you dream of doing the job.
Listening
Aim: Help Ss listen to a conversation and do exercises
- Firstly, ask Ss to read the questions carefully. Then play the recording. Ss listen and answer the questions.
- Ask some Ss to give their answers. Write Ss’ answers on the board.
- Have Ss read the sentences carefully and try to complete them without listening to the recording again.
- Do not confirm any answers at this stage. Tell Ss that they are going to listen a second time to check the answers for the questions. Play the recording. Ask some Ss to give answers. Let Ss listen a
third time if necessary to check their answers. Confirm the correct answers as a class.
3 a. Listen to the interview and answer the questions.
Key:
1. a hotel receptionist 
2. two weeks
b. Listen again and complete the sentences.
Key:
1. sociable 
2. dealing with 
3. telephone manner 
4. experience 
5. night shifts
Writing
Aim: Help Ss know how to express their opinion
- Have Ss work in pairs to discuss the question. Ask the pairs to brainstorm an outline of the main reasons why they think their chosen job will be the most popular. Have pairs do the writing together. T may read aloud one piece of writing and ask other Ss to comment. T may also collect some of the Ss’ paragraphs to correct at home.
4 Over time, the popularity of different jobs may change. In your opinion, what job will be the most popular in the next 10 years?
Write a paragraph of about 120 words to express your opinion. Remember to discuss why you think so.
Sample writing:
I think one of the most popular jobs in the future can be astronaut, the ‘ driver’ of expensive spacecrafts. The first reason is many people are dreaming of flying into the space and are willing to pay for such ‘ trips’ if the costs are not as high as they are now. In fact, this kind of space travel has attracted many world’s travel agencies to exploit, so hopefully it will be much cheaper to follow such journeys. This also means the demand for spacecraft drivers will be increasing. Secondly, astronauts will certainly be able to make a bundle and the opportunities for this job will be much higher. Moreover, those astronauts will also have many chances to travel between planets, and enjoy the spectacular views from outside the Earth. In short, because of the increasing demand for space travelling, the opportunities to earn money, and the
interesting nature of the job, this job will likely be a favourite job for many people in very near future.
3. Guides for homework
Retell the main contents of the lesson
- Review all knowledge you have learnt in English 9.
- Prepare: The second term test.
 Week: Period:
 REVIEW 
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, students can:
 Review the language they have studied and the skills they have practiced 
a. Vocabulary: Review
	b. Grammar: The past simple tense, Relative clause, Verb + to-infinitive/Verb + V-ing. 
	2. Skills: writing, speaking, interacting to each other, asking and answering the questions.
	3. Attitude: Students will be more responsible for and more aware of studying harder.
	4. Competence development:  independent working, linguistic competence, cooperative learning and communicative competence.
II. TEACHING AIDS
	1. Teacher: Textbooks, computer accessed to the Internet, projector
2. Students: Textbooks
III. PROCEDURE
	1. Checking: During the lesson
 2. New lesson:
Teacher’s and students’ activities
The main contents
1. Warm up
Aim: To warm up the class
- Ask students to name some kinds of robots.
- What can robots do in the future?
Home robots
doctor robots, 
teaching robots, 
space robots, 
worker robots.
2. Grammar
Aim: Help Ss review structures they have learnt
T asks Ss to retell the structure: the past simple tense
Ss retell the structure: The past simple tense and give examples
T corrects and remarks
T asks Ss to retell the relative clause
Ss retell and give examples and do exercise:
T corrects and remarks
T asks Ss to retell the structure: Verb + to-infinitive/Verb + V-ing.
Ss retell the structure: Verb + to-infinitive/Verb + V-ing.
T corrects and remarks
1. Past simple tense
.
Form: S + had + PP
Usage: The Past perfect is used to describe an action before a stated time in the past or an action that happened before another action in the past.
2. Relative clause
(Where, when, who, which, that)
Ex: Combine each pair of sentence to make a complete sentence using a relative pronoun.
Eg: A spacecraft is a vehicle. It is used for travel into space.
→ A spacecraft is a vehicle which is used for travel into space.
1. The International Space Station is a large spacecraft. It was launched in 1988.
→ _________________________
2. An astronomer is a scientist. An astronomer studies the sun, the moon and other planets.
→ ________________________
3. A telescope is a piece of equipment. Astronomers use it to observe stars.
→ ____________
4. The place has a microgravity environment. Astronauts live and conduct research here.
→ ______________
5. Space tourism is becoming more and more popular. It is space travel for recreational purposes.
→ ___________________________
Key:
1. The International Space Station is a large spacecraft which was launched in 1988.
2. An astronomer is a scientist who studies the sun, the moon and other planets.
3. A telescope is a piece of equipment which astronomers use to observe stars.
4. The place where astronauts live and conduct research has a microgravity environment.
5. Space tourism which is space travel for recreational purposes is becoming more and more popular.
3. Verb + to-infinitive/Verb + V-ing.
There are 4 types:
Verb + to-infinitive, Verb + V-ing, Verb + to-infinitive/V-ing with no change in meaning in each column, and a column for Verb + to-infinitive/V-ing with change
in meaning.
3. Writing
Aim: Help Ss review some writing topics 
T retells some writing topics and guides how to write
Ss copy 
Topic 1: 
Writing a short paragraph using advertising language.
Topic 2:
Writing about the roles of teenagers in the future.
Topic 3: writing about the qualities one needs to be to do a certain job.
4. Speaking
Aim: Help Ss review some sentences to prepare for the oral test
T asks Ss to prepare: Introduce about yourself.
Ss Introduce about yourself.
T remarks
T gives some questions for each unit
Ss listen and remember.
T gives some topics for students to talk and guides how to talk
Ss copy
Topic:
1. talking about life on a space station
2. describing the changing roles of schools
3. talking about choosing future jobs and reasons for the choices.
4. talking about the eating habits of Vietnamese people
3. Guides for homework 	
- The past simple tense, Relative clause, Verb + to-infinitive/Verb + V-ing. 
 - Prepare for the next lesson: Review for the second term test.
 Week: Period:
The second term test
	(Thi theo đề thi của sở giáo dục và đào tạo Tuyên Quang)