Giáo án Tiếng Anh Lớp 9 - Tuần 20 - Năm học 2020-2021

Week 20- Period 58
Preparing date: ../ ./2021
Teaching date: ../ ./2021
UNIT 7 : RECIPES & EATING HABITS
Lesson 4 : Communication
A. OBJECTIVES :
 1. Knowledge : By the end of the lesson, Ss will be able to:
- Listen and complete all the tasks about how to cook pumpkin soup.
- Practice listening and talking about the dish : pumpkin soup.
 - Grammar : Quantifiers (review), Modal verbs in conditional sentences type 1
 - Vocabulary : words related to recipes and eating habits.
 - Skills : Listening, speaking, reading, writing
 2.Competences : develop the Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
 3. Qualities : 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 .
D. 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. Content : Ss ask and answer T’s questions 
c. Expected result: Ss can answer simple questions, and give some food and drink they know.
d. Performance:
- T asks some questions
Ss answer the questions
T introduces the lesson
* Chatting.
- What do you often do at home?
- Do you help your mother cook for family?
- What dishes do you know?
- Can you tell me some dishes you know?
- ...
2. Presentation 14’
a.Aim: Help Ss know some ingredients and preparation for pumpkin soup
b. Content : Guess the name of the dish in the picture/ Listen and complete the ingredients and preparation for the pumpkin soup. 
c. Expected result: Ss can identify/listen the ingredientes pumpkin soup.
d. Performance:
T asks Ss to look at the picture and guess the name of the dish in the picture.
Ss guess the name of the dish in the picture.
T asks Ss to discuss to give the ingredients and preparations for the pumpkin soup.
Ss discuss.
T lets them listen and check.
T asks Ss to listen and complete the ingredients and preparation for the pumpkin soup.
Ss listen and complete
T corrects and remarks
T asks Ss to talk about the ingredients and preparations for the pumpkin soup: Pumpkin soup is my family’s favorite soup. 
The ingredients are: .
Before cooking, ..
Ss talk
T corrects and remarks
T gives extra vocabulary
Ss copy and read
1. Pumpkin soup
* Ingredients: 
- a kilo of pumpkin.
- two shallots.
- two sticks of celery
- two tablespoons of butter
- two tablespoons of fresh of cream
- a pinch of salt 
* Preparation
- peel the pumpkin 
- chop it into cubes
- peel the shallots 
- slice them
- Wash the celary and removes the leaves
2. Extra vocabulary
- cube (n)
- purée (v): make fruit or vegetables into a thick, smooth sauce, usually in a blender
- garnish (v): decorate a dish of food with a small amount of another food
- tender (adj): soft or easy to chew 
3. Practice 15’
a.Aim: Help Ss listen to a talk about how to prepare the ingredients
b. Content : Read the steps to make the dish. Rearrange them into the correct order.
c. Expected result: Ss can identify the steps to make the soup.
d. Performance:
T asks Ss to read the steps to cook the soup and try to rearrange the steps 
Ss rearrange how to make the soup
T lets them listen and corrects
Ss practise to read the steps to cook the soup
T lets them listen again and gives the benefits of this dish.
Ss answer 
3. The steps to make the soup:
- Heat the butter in a deep pan, add shallots and celery and stir fry for a few minutes.
- Add the pumpkin and stir fry for a few more minutes.
- Add 750 ml of water and a pinch of salt and cook until the pumpkin is tender. Cool for 10 minutes.
- Puree 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.
* The health benefits of this dish
Key: 
- a good source of  fibre, minerals, and vitamins, especially vitamin A
- improve your eyesight and protect yourself from certain cancers
4. Application 9’
a.Aim: Help Ss know how to prepare ingredients and the steps to cook a dish
b. Content : Discuss about their favourite dish: the ingredients, prepare and steps to cook it.
c. Expected result: Ss can talk how to cook their favourite dish.
d. Performance:
T guides Ss to talk about cooking a dish they like in group
Ss practise
T asks 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.
4. How to cook a dish you like. 
Name of the dish: ..
Ingredients: 
Preparation: .
Steps: ..
Benefits of the dish: ..
3. Guides for homework 1’
	T advices Ss cook for themselves and for family
- Learn new words/ workbook: C. Speaking 
- Prepare next lesson: Skills 1.
Read about Japanese eating habits and answer the questions
Discuss the eating habits of Vietnamese people: (feature, components, the dishes arranged .)
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Week 20- Period 59
Preparing date: ../ ./2021
Teaching date: ../ ./2021
UNIT 7 : RECIPES & EATING HABITS
Lesson 5: SKILLS 1
A. OBJECTIVES :
 1. Knowledge : By the end of the lesson, Ss will be able to:
- Read the article with specific information about the eating habits of Japanese people .
- Talk about the eating habits of Vietnamese people.
 - Grammar : Conditional sentences type 1with modal verbs
 - Vocabulary : arrange, raw, component, well-balanced, longevity, lortion, horseradish, avocado, ginger.
 - Skills : answering the questions, matching the headings, Reading and answering, discussion, interviewing, spoken interaction, reporting
 2.Competences development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
 3. Qualities : 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. Content : Ss ask and answer T’s questions 
c. Expected result: Ss can answer simple questions, and give some dishes good for healthy.
d. Performance:
- Ask Ss some questions
*Chatting.
- How often do you cook meals?
- What kind of food do you often cook?
- Do you think your dishes are good for health?
- Can you tell me some healthy food and unhealthy food?
2. Presentation 10’
a.Aim: Help Ss understand some words related to Japanese eating habits.
b. Content : Learn some vocabularies and read an article about Japanese eating habits. Match the headings (1-3) with the paragraphs (A-C).
c. Expected result: Ss can identify the headings of paragraphs.
d. Performance:
T asks some questions related to the dishes in the pictures in the book. (Picture A: different types of sushi
Picture B: miso soup
Picture C: a bowl of rice
Picture D: sliced cucumber/pickled cucumber).
Ss answer the questions
T gives some vocabulary words
Ss copy and read
T asks Ss to read an article about Japanese eating habits
Ss read and match the headings (1-3) with the paragraphs (A-C).
T corrects and remarks
I. Reading
1. Vocabulary
arrange:
raw:
component:
well-balanced:
longevity:
lortion:
horseradish:
avocado:
ginger:
2. Now read an article about Japanese eating habits. Match the headings (1-3) with the paragraphs (A-C).
Key: A. 3 B. 2 C. 1
3. Practice 15’
a.Aim: Ss can read for general and specific information about the eating habits of Japanese people and answer the questions.
b. Content : Read the article again and answer the questions/ Discuss the eating habits of Vietnamese people.
c. Expected result: Ss can know and understand the eating habits of Japanese people and of Vietnamese people.
d. Performance:
- Have Ss read the article 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.
- 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.
3. Read the article again and 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, miso soup, main dish(es), 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.
II. Speaking
4. Discuss the eating habits of Vietnamese people. 
Eg:
1. have big dinner with at least 3 dishes and use many kinds of special sauces for each dish.
2. Rice is the typical components in a Vietnamese meal.
3. Rice is the staple.
4. ⇒
5. Vegetable and soup are two dishes that always appear in a typical Vietnamese meal; after a meal, we usually eat fruit for desserts.
6. Yes, because we eat a lot of vegetables and fruits.
4. Application 13’
a.Aim: Ss can talk about the eating habits of Vietnamese people.
b. Content : Present your group’s ideas about Vietnamese eating habits.
c. Expected result: Ss can talk about the eating habits of Vietnamese people.
d. Performance:
- Have one group of Ss 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.
* Present your group’s ideas about Vietnamese eating habits.
Eg:
Vietnamese food is varied and distinctive. 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. 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. Around this bowl are the dishes.
Usually there is a bowl of each dish, and people use chopsticks and spoons to get their share.
In general, Vietnamese food is considered healthy and is popular in other countries.
3. Guides for homework 2’
- Ask Ss: If you have chance to Japan, what dishes would you like to taste?
	T tells Ss to have good eating habits for the healthy
– Find out some famous dishes of VN and how to cook them. 
- Prepare next lesson: Skills 2
	Give opinion about eating habits.
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Week 20- Period 60
Preparing date: ../ ./2021
Teaching date: ../ ./2021
UNIT 7 : RECIPES & EATING HABITS
Lesson 6: SKILLS 2
A. OBJECTIVES :
 1. Knowledge : By the end of the lesson, Ss will be able to:
- Listen for detailed and specific information about teenagers’ eating habits.
- Write about the eating habits of a classmate.
 - Grammar : Review
 - Vocabulary : Vocabulary related to eating habits.
 - Skills : describe the picture, listening and decide true or false sentences, listening and completing the table, answering the questions, spoken interaction, writing the paragraph, reporting, presentation.
 2.Competences development: Groupwork, independent working, pair work, linguistic competence, cooperative learning and communicative competence.
 3. Qualities : 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’ 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. Content : Ss ask and answer T’s questions 
c. Expected result: Ss can think how is unhealthy eating and healthy eating.
d. Performance:
- T asks Ss to answer the question
- Ss discuss and give the answer
T introduces the lesson
* Chatting.
Do you think how is unhealthy eating and healthy eating?
2. Presentation 10’
a.Aim: Help Ss understand the contents of the listening 
b. Content : Describe and find out the differences between your pictures.
c. Expected result: Ss can guess something about unhealthy eating and healthy eating.
d. Performance:
- Have Ss do this activity in pairs. They ask each other questions to find out the differences between the two pictures. Elicit the answers from Ss. Ask them to describe the underlying meaning of the pictures.
I. Listening
1. Describe and find out the differences between your pictures. 
Suggested answers:
- Picture A: A boy is eating chocolate. On the table there are junk foods such as
crisps, a hamburger, soft drinks, and sweets. The boy looks fat.
- Picture B: A girl is having rice. On the table we can see soup, fish, vegetables,
and watermelon. The girl looks slim and fit.
- Meaning: They show the contrast between healthy eating and unhealthy eating
3. Practice 20’
a.Aim: Help Ss listen for detailed and specific information about teenagers’ eating habitts and write about the eating habits of a classmate
b. Content : Listen to what they say and decide if the statements are true (T) or false (F).
 -Listen to complete the table
 - Ask and answer questions about each other’s eating habits. 
 - Write about your partner’s eating habits.
c. Expected result: Ss can guess something about unhealthy eating and healthy eating.
d. Performance:
- Tell Ss that they are going to listen to two students talking about their eating habits. 
- Play the recording for them to do the exercise. 
- Call on one student to write the answers on the board. 
- Ask other Ss if they agree with them. 
- Play the recording a second time for Ss to check. Don’t confirm the correct answers now.
- Without listening to the recording again, Ss complete the table by  filling each blank with no more than three words. Have Ss compare their answers with a classmate before giving T the answers. Ask two Ss to write their answers on the board. 
- Play the recording one last time to confirm the answers for both 2 and 3.
- Ask Ss to work in pairs. They ask and answer questions about each other’s eating habits, and take notes of their partner’s answers in the table.
After that give Ss a few minutes to read their notes again to answer the questions provided.
T should move around to give comments as there may not be enough time for checking with the whole class.
- Ask Ss to write about their partner’s eating habits. When they have finished, Ss exchange their writing to spot any mistakes. Have Ss share the mistakes with the whole class. T may collect some Ss’ work to mark
at home, or T may ask them to rewrite the exercise as homework. In this case, remember to ask for Ss’ revised work in the next lesson.
2. Listen to what they say and decide if the statements are true (T) or false (F).
Key:
2 1. T 2. F 3. T 4. F 5. T 6. F
3. Listen again and complete the table. Use no more than three words for each blank.
1. biscuits 
2. hamburger 
3. crisps 
4. fried beef 
5. vegetables 
6. cereal 
7. a banana 
8. slices of bread 
9. boiled egg 
10. steamed  fish
II. Writing
4. Ask and answer questions about each other’s eating habits. Take notes of your partner’s answers in the table.
5 a. Write about your partner’s eating habits. Include information about his/her meals, your opinion about his/her eating habits and possible changes.
b. Exchange your work and give comments.
Sample writing:
My friend, Trang, does not have healthy eating habits. She sometimes skips breakfast. When she has it, she usually buys a hamburger and a soft drink from a café near our school. For lunch, her favourite is fried rice and deep-fried chicken. The good thing is that she prefers to have dinner at home. However, she likes eating a lot of rice and fatty pork for dinner. She rarely eats vegetables, but loves fruits. I think Trang should change her diet. First, if she wants to have more energy for the day, she should never skip breakfast. Second, she must reduce the amount of fast food she eats. Also, eating more vegetables would be good for her. She should also eat less rice for dinner. These changes will definitely keep her fit.
4. Application 9’
a.Aim: Help Ss talk about the eating habits of a classmate
b. Content : talk about the eating habits of a classmate
c. Expected result: Ss can improve their presentation before class.
d. Performance:
T guides Ss to talk about the eating habits of a classmate
Ss talk about the eating habits of a classmate
T corrects and remarks
3. Guides for homework 1’
- Revise the writing.
- Prepare next lesson: Looking back – Project.
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Vũ Thị Đua