Giáo án Tiếng Anh Lớp 9 - Tuần 19 - Năm học 2020-2021

Week 19 – Period 55
Preparing date: . / ./2021
Teaching date: / ../2021 
UNIT 7: RECIPES AND EATING HABITS
Lesson 1: GETTING STARTED
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson :
- Listen and read Nick's mum and Mi's conversation for specific information about how to make a spawn salad. 	
- Ss will be able to learn some more famous dishes of some countries in the world
	a. Vocabulary: prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions, wash, boil, combine, add, mix, chop, drain, peel
	b. Grammar: review
c. Skills: listening and reading, reading and answering the questions, matching words with pictures, discussing, sentences completion, spoken interaction, playing games.
	2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
	3. Behavior : Ss will be more responsible for cooking for themselves and for their family.
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- 3’
a. Aim: Help Ss pay their attention to the lesson and to lead in the new lesson.
b, Contents: Ss answer some questions about food and drink.
c, Outcome: SS can know some names food and drink.
d, Organization:
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- 8’
a. 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.
b, Contents: Ss listen and read
c, Outcome: 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.
d, Organization:
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- 20’
a. Aim: Help Ss interact a conversation about ways of preparing and making a prawn salad.
b, Contents: Ss do the following tasks:
+ Answer the questions.
+ Write the name of each dish in the box under each picture.
+ In pairs, discuss which country from the box is associated with each dish in2 .
c, Outcome: SS can know ways of preparing and making a prawn salad.
d, Organization:
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. lasagna 
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. Application- 11’ 
a. Aim: Ss can present how to cook prawn salad
b, Contents: Ss present how to cook prawn salad.
c, Outcome: SS can present how to cook prawn salad well.
d, Organization:
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 – 3’
	- 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
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Week 19 – Period 56
Preparing date: . / ./2021
Teaching date: / ../2021 
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.
d. Skills: Writing words under pictures, sentences completion, matching verbs with definition, completing instructions, listening and repeating, completing the conversation.
	2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
	3. Behavior : Ss will be more responsible for cooking for themselves and for their family.
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- 7’ 
a. Aim: Help Ss pay their attention to the lesson and to lead in the new lesson.
b, Contents: Ss work in group and write kind of meat, foods which you have to peel, foods which are made from milk, fruits which are red, vegetables which are green
c, Outcome: SS can attract to the lesson.
d, Organization:
+ 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- 8’
a. Aim: Help Ss can know how to read some food preparation verbs and know its meaning.
b, Contents: Ss learn some vocabularies.
c, Outcome: SS can know how to read some food preparation verbs and know its meaning.
d, Organization:
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- 18’
a. Aim: Help Ss use the verbs correctly to talk about food preparation.
b, Contents: Ss practice doing the following tasks and learn tones in statements used as questions.
+ Complete the sentences with the correct form of the verbs in1.
+ Match each cooking verb in A with its definition in B.
+ Complete the instructions below with the verbs in1 and3. One verb is used twice.
c, Outcome: SS can use the verbs correctly to talk about food preparation.
d, Organization:
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. Application- 11’ 
a. Aim: Help Ss can practise the mini-dialogues using the correct intonation.
b, Contents: Ss work in pairs to complete the mini-dialogues with suitable statement questions.
c, Outcome: SS can practise the mini-dialogues using the correct intonation.
d, Organization: 
- 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
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Week 19 – Period 57
Preparing date: . / ./2021
Teaching date: / ../2021 
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
c. Skills: Sentences completion, matching words, completing the paragraph, matching two half sentences, answering, spoken interaction.
	2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
	3. Behavior : Ss will be more responsible for cooking for themselves and for their family
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- 5’
a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
b, Contents: Ss work in pairs to write down all quantifiers they know in two minutes. 
c, Outcome: SS can write all quantifiers they know and attract to the lesson.
d, Organization:
- Ask Ss to work in pairs to write down all quantifiers they know in two minutes. The winner is the pair which has the most answers.
*Quantifiers: review
2. Presentation- 10’
a. Aim: Help Ss review the quantifiers and help Ss use modal verbs in conditional sentences type 1.
b, Contents: 
+ Ss review the way to use quantifiers and the form of conditional sentences type 1.
c, Outcome: SS can remind the use of the quantifiers and modal verbs in conditional sentences type 1 well.
d, Organization:
T asks Ss to retell the way to use quantifiers
Ss retell the quantifiers and give examples
 - Ask Ss to retell the use and the form of conditional sentences type 1.
Ss retell the use and the form of conditional sentences type 1 and give example
I. Quantifiers: a, an, some, any
II. Modal verbs in conditional sentences type 1
If + S + V (present simple), S + can/must/may/might/should + V (infinitive).
3. Practice- 18’
a. Aim: Ss can do exercises about the quantifiers and Help Ss use modal verbs in conditional sentences type 1.
b, Contents: 
+ Ss work individually to fill each blank with a, an, some, or any.
+ Ss work individually to match the food quantifiers with the nouns. Some quantifiers can go with more than one noun.
+ Ss work in pair to Read the instructions to make a chicken salad. Fill each blank with a word/phrase in the box. Then write the instructions on how to make it using the quantifiers and cooking verbs you have learnt. 
+ Ss work individually to match the  first half of the sentence in A with the second half in B.
+ Ss work in pairs to read the situations and write appropriate if-sentences
c, Outcome: SS can use the quantifiers and modal verbs in conditional sentences type 1 to do exercises well.
d, Organization:
- 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. 
- Ask Ss to give examples with the quantifiers. Ss may also add some more food quantifiers they know to the list.
- 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.
- 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.
- Ask Ss to work in pairs, and think about a simple salad they know. Together Ss write the instructions to make it. Call on some pairs to read aloud their instructions. Other Ss listen, make comments, and vote
for the best salad.
- 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 with modal verbs. 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:
- Have Ss do the exercise individually and then compare their answers in pairs. Ask some Ss to read out loud the complete sentences.
- 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.
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 
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 a. 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. Write the instructions on how to make it using the quantifiers and cooking verbs you have learnt. 
4. Read and underlined part and answer the questions.
Key:
1. ability 
2. advice
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.
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.
4. Application- 11’
a. Aim: Ss can practise more about the quantifiers and conditional sentences type 1
b, Contents: Ss make sentences with the quantifiers and conditional sentences type 1
c, Outcome: SS can make many sentences with the quantifiers and conditional sentences type 1 well and correctly.
d, Organization:
T asks Ss to make sentences with 
the quantifiers and conditional sentences type 1
Ss make sentences with 
the quantifiers and conditional sentences type 1
T corrects
3. Guides for homework -1’
	- Make sentences about the quantifiers and conditional sentences type 1.
- Prepare: Communication.
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Date of checking ../ /2021
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