Giáo án tiếng anh 9 kì 2 soạn chuẩn cv 5512 mới nhất

Giáo án tiếng anh 9 kì 2 soạn chuẩn cv 5512 mới nhất Giáo án tiếng anh 9 kì 2 soạn chuẩn cv 5512 mới nhất

Period 55: UNIT 7: RECIPES AND EATING HABITS LESSON 1: GETTING STARTED SUBJECT: ENGLISH I OBJECTIVES: Knowledge: - By the end of the theme SS can use some vocabularies and structures to talk about their favourite dishes and recipes for dishes Competences: To develop self- studying skill, communicating and co-opererating skills, problem- solving and creating skills Qualities: To educate ss mercifulness, patriotism, studiousness, honesty and responsibility II TEACHING AIDS: - Students: Materials: book, board - Teacher: Equipment : laptop, projector II TEACHING PROCEDURES: Class organization: * Checking: - Talk about one of the wonders you like best New lesson: A Activity 1: Determining the task: * Chatting: *Aims: To help ss to relate to the topic of unit *Content: Ask Ss what their favorite dishes are * Output: Ss can relate to the topic of unit * Process: 1.Transfering the task: - Ask Ss to work in group to the task Doing the task: In groups of three, ask what their favorite dishes are Reporting the result and discussing: - SS present Feedback: - T corrects and gives the remarks B Activity 2: Form the new knowledge: T AND SS’ ACTIVITIES MAIN CONTENTS I Teaching vocabulary *Aims: Ss know how to read new words, identify their meanings and use them to make sentences and know what they are going to listen and read *Contents: Vocabularyabout recipe and eating habits * Output: Almost all the students can this task well * Process: Transfering the task: I New words : - Elicit some new words from the pictures and situations , realias … Doing the task: T: reads new words - T: writes new words on the board - SS: listen and repeat in individual first then the whole class Reporting the result and discussing: - ingredients - prawn (n) - celery (n) - spring onion (n) - mayonnaise (n) - to boil - to drain - to peel - to chop - to starve thành phần tôm cần tây hành xốt luộc để lột vỏ chặt đói Kho : to cook with sauce Nướng : to grill Quay : to roast Rán, chiên : to fry Xào, áp chảo : to saute - Call 3- SS to read the words again - Checks vocab : slap the board Feedback: - T corrects and gives the remarks Hầm, ninh : to stew Hấp : to steam Ask Ss to open their books and look at the picture and the phrase under GETTING STARTED Ask them some questions: Who can you see in the picture? What is there on the table? Where are the people? What you think the people in the picture are talking about? C Activity 3: Practice *Aims:SS get the content of the conversation between Nick and Mi and then complete the exercises *Contents: read the conversation * Output: Almost all SS can complete the task(s) * Process: Ex1: Ex1 Listen and read Transfering the task: - Explain the requirement of the task to SS Doing the task: - SS listen to the conversation - Ss work in pairs to complete the tasks Reporting the result and discussing: - T calls two Ss to write on the board - Other SS give their answers orally Feedback: - T corrects and gives the remarks a.Can you find a word that means: a Can you find a word that means: Have Ss work independently to find the words with the given meanings in the dialogue Allow Ss to share their answers before asking them to discuss as a class Remember to ask Ss to read out the lines in the dialogue that contain the words Quickly write the correct answers on the board Key: starter versatile drain peel chop combine - Have Ss look at the Watch out! box and quickly read the information If time allows, ask Ss to make some examples with the expressions b Find all the words related to the topic of food in the conversation Put them in the 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 c Answer the questions Have Ss read the questions to make sure they b.Find all the words related to the topic of food in the conversation Put them in the word webs 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 c Answer the questions Key: Nick’s mum Because it’s simple and delicious In the summertime They are versatile, and you can use lots of different ingredients in a salad Ex2 Nick’s mum boils and drains the prawns - Explain the requirement of the task to Nick washes the celery, peels the prawns, and mixes the ingredients Mi washes the spring SS onions, chops the celery and spring onions, - Ss look at the pictures Tell Ss that in and mixes the ingredients the box are some dishes from different Because he is finding it difficult to wait for countries in the world one hour - Ask Ss to write these dishes under the Ex2 Write the name of each dish in the box pictures under each picture - Ss listen to the text A Cobb salad B sushi C steak pie D fajitas E lasagne F mango sticky rice G beef noodle soup H curry - Ss work in pairs to complete the task - T calls two Ss to write on the board - Other SS give their answers orally - T corrects and gives the remarks Ex3 a Have Ss work in pairs to discuss what country in the box is associated with each dish in Check and confirm the A Cobb xà lách B sushi C bánh bít tết D fajitas D mì ống Ý F Xơi xồi Thái G phở bò H cà ri Lasagna, Lasagne, (phát âm correct answers [lazaɲɲa], số nhiều [lazaɲɲe b Ex3a In pairs, discuss which country from the box is associated with each dish in Tell Ss to complete the sentences with the names of the dishes in2 The complete sentences will give Ss information about these dishes Call on two Ss to write their answers on the board - If time allows, T may organise a short activity to check Ss’ short-term memory Have Ss close their books Point at each of Ss’ answers on the board and quickly Ss have to call out the country where the dish comes from 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 Lasagne curry steak pie Fajitas sushi D Activity 4: Application *Aims:Help Sstalk about the name of some food *Content:Make two big groups One group names a service The other group gives their vision of that service in the future Take turns to this * Output: Almost all the students can complete the tasks * Process: Transfering the task: Food quiz - AskSs to work in groups to 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 beef prawn, potato cheese, butter, ice cream Doing the tasks - Ss work in groups to the quiz The strawberry, lychee, cherry, pomegranate broccoli, spinach, lettuce, celery, kohlrabi 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 T moves around to provide help (if necessary) Reporting the result and discussing: - Ss play the game - When time is up, ask the first group to read out a question in their quiz Ss from other groups give the answers Other Ss decide if their answers are correct Continue the activity until all the groups have read out all of their questions Feedback: - T gives the remarks Homework: - Learn new words by heart - Read the conversation again -Copy the exercise into notebooks Period 56: UNIT 7: RECIPES AND EATING HABITS LESSON 2: A CLOSER LOOK SUBJECT: ENGLISH I OBJECTIVES: Knowledge: After the lesson students will be able to: - use the lexical items related to dishes and ways of preparing and cooking food - ask statement questions with the correct intonation Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills Qualities: To educate ss about mercifulness, studiousness, honesty and responsibility II TEACHING AIDS: - Students: Materials: book, board - Teacher: Equipment : laptop, projector II TEACHING PROCEDURES: Class organization: * Checking: S1: goes to the board to write new words - S2: answers some questions New lesson: A Activity 1: Determining the task: Brainstorming *Aims:To encourage Ss in their new lesson by playing a game *Contents: Ask Ss to call out the types for preparing and cooking foods they remember in the previous lesson Tell them that in this lesson they are going to learn some similar vebs * Output: Ss use the language correctly when talking about recipes * Process: 1.Transfering the task: - Ask Ss to the task Doing the task: - Ss work individually Reporting the result and discussing: - SS answer the questions Feedback: - T gives the remarks B Activity 2: Form the new knowledge T AND SS’ ACTIVITIES MAIN CONTENTS I Teaching Vocabulary *Aims:Ss know how to read new words, identify their meanings and some exercises *Contents: new words * Output:Students complete the exercises * Process: Transfering the task: I Vocabulary - Explain the requirement of the task to - whisk: beat eggs, cream, etc., with a specia SS tool to add air and make the food light (đánh trứng kem.,.) Doing the task: - slice: cut something into thin flat pieces (thái - Teach some new words : lát) - grate: rub food (e.g cheese) against a grater - T: writes new words on the board in order to cut it into very small pieces (nạo) - SS: listen and repeat in individual first - dip: put something quickly into a drink, then the whole class sauce or batter and take it out again (nhúng) Reporting the result and discussing: - chop: cut something into pieces with a knife (chặt, cắt) Call 3- SS to read the words again - spread: put a layer of a substance evenly Checking: rub out and remember onto the surface of something (phết) - sprinkle: shake small pieces of something, or Feedback: drops of a liquid, on something (rắc) - T corrects and gives the remarks - marinate: pour a mixture, usually containing oil, wine or vinegar, and herbs and spices, over meat or fish before it is cooked to add flavour or make it tender (ướp) C Activity 3: Practice *Aims: - Ss know how to exercises *Content: Do exercises *Output: Students complete the exercises *Process: Transfering the task: Ex1 Write a food preparation verb from the box - Explain the requirement of the task to under each picture A Chop: chặt, cắt SS B Slice: thái lát C grate : nạo Doing the task: D marinate: ướp - Ss work individually E whisk: đánh trứng F dip: nhúng - Use the verbs correctly to talk about G sprinkle: rắc food preparation H spread: phết Reporting the result and discussing: - T calls two Ss to write on the board - Other SS give their answers orally Feedback: - T corrects and gives the remarks Ex1: - Have Ss work individually to this exercise and then compare their answers with a classmate Elicit the answers from Ss and quickly write them on the board Ex2: The purpose of this exercise is to help Ss 10 Ex2 Complete the sentences with the correct form of the verbs in Key: chop; Slice 2.grates; sprinkles Marinate whisk Dip spread is not true Then introduce yourselves to the class, repeating the three ‘facts’ you have thought of * Output: Ss can complete exercises * Process: 1.Transfering the task: Ex6: Game: TRUE OR UNTRUE - Explain the requirement of the task to Work in pairs Each pair is given a card ss with a job With your partner, think of two things that are true about your particular Doing the task: job and one thing that is not true Then - SS the ex in pairs to think of two introduce yourselves to the class, repeating things that are true of the job they are the three ‘facts’ you have thought of The assigned, and one thing that is not true class decides which ‘fact’ is not true about the job Reporting the result and discussing: - T asks SS to take turns to come to the front to introduce themselves and repeat the three ‘facts’ The class will together decide which ‘facts’ are true, and which is untrue Feedback: - T corrects and gives the remarks C Activity 3: Application: Project *Aims:Encourage Ss to think about possible career paths they may want to follow, and to some more researches about the factors they have to consider if they are going to follow that pathway *Contents: Draw a picture of your imagined career path Present it to your class * Output: Almost all ss can take part in and complete the task * Organization Transferring the tasks: IV Project: - Talk about real path they might want to Describe the picture follow Draw a picture of your imagined career 262 Doing the tasks: path Present it to your class Ss work in groups to think of a real path Explain: they might want to follow: giving - Why you think your career path is the reasons for the choice, way you have drawn it? considering factors like qualifications, - What are the factors you will consider as skills, hobbies, personalities, practical you go along the path? issues, and even the employment market - Who you think will help you along the Reporting the result and discussing: path? - the groups share their writings with the class Have Ss present their ideas in the next lesson Feedback: T and other Ss check and give comments, the whole class can vote for the best Homework: - Redo all the exercises above and exercises in the workbook - Prepare: REVIEW - P.82- Textbook 263 Period 103: REVIEW LESSON 1: LANGUAGE SUBJECT: ENGLISH I OBJECTIVES: Knowledge: After the lesson students will be able to: - Revise all the learnt words and structures from unit 10 to unit 12 They can make sentences using them - Pronounce the sounds they’ve learnt, use everyday English fluently - Use simple past, past perfect, future passive, defining and non-defining relative clauses to exercises - Do some exercises in the form/tense of the verbs pronunciation, vocab, grammar from unit 10 to unit 12 Competences: To develop ss’ self- studying skill, communicating and co-operating skills, problem- solving and creating skills Quality: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility II TEACHING AIDS: - Students: Materials: book, board - Teacher: Equipment : laptop, projector III TEACHING PROCEDURES: Class organization: 264 * Checking: (during the lesson) New lesson : A Determining the task (3 minutes) *Chatting: *Aims:to lead to the new lesson *Contents: things ss learned in units 10,11,12 * Output:Almost all the students can this task well * Process: 1.Transfering the learning task: - Explain the requirement of the task to SS Doing the task: - Ss work to complete the task Reporting the task result and discuss: - SS give their answers orally Giving the remarks to their doing the task: - T corrects and gives the remarks B Activity 2: T AND SS’ ACTIVITIES MAIN CONTENTS I Language *Aims:Ss review all the pronunciation, vocabulary, main grammar, vocabulary and everyday English they’ve learnt from Unit 10-12 *Contents: pronunciation, vocabulary, main grammar, vocabulary and everyday English from Unit 10-12 *Output:Ss can remember and understand the use of these structures *Process: 265 Ex1: I Language Review the rule of tones (high or rising tones to check information, to indicate items in a list, to disagree with someone or for emphasis and low or falling tones to indicate that a list is finished, to agree with someone, and with Wfi-questions) with Ss Before listening to the recording, have Ss draw arrows to illustrate the appropriate tones Play the recording Ss listen and check the answers Confirm their answers as a class Ss then listen again and repeat, in chorus and individually Pronunciation Ex1: Draw rising or falling arrows to illustrate the correct tones, then listen and practise saying the sentences Key: A What the astronauts while they are aboard the ISS? B They keep the station in good condition, and science experiments A Sounds hard! B Not at all! A They don't have ‘weekends’? B They A What they during their ‘weekends’? Ex2: - Explain the requirement of the task to SS Ss work in pairs to draw rising or falling arrows to illustrate the correct tones - some pairs practise saying the conversation in front of the class - T corrects and gives the remarks B They various things like watching movies, playing music, reading books, and talking to their family Ex2: Draw arrows to illustrate the feelings and opinions of A and B Then listen and repeat the conversation, paying attention to the tones Key: A: In the near future, we will mostly learn online B: Incredible! But we will still have actual classrooms, won't we? A: Sure But teachers will no longer be knowledge providers B: Really? 266 A: They will be guides, or facilitators B: Superb! What about the students' roles? A: They'll be more responsible for their own learning, I think Ex3: Transfering the learning task: B: Amazing! And they will make their own decisions? A: Absolutely right - Explain the requirement of the task to SS: Make sure Ss understand the 2.Vocabulary meanings of the verbs provided Ex3: Change the form of the verbs provided to complete sentences Doing the task: - Ss work individually to complete the task Key: Reporting the result and discussing: development(s) - T calls two Ss to write on the board launch - Other SS give their answers orally experienced Giving the remarks to their doing the task: attendance - T corrects and gives the remarks facilitators training evaluators participants Ex4: Ex4: Complete each sentence with a phrase in the box - Explain the requirement of the task to SS Key: - Ss work individually to complete the task sense of direction work flexitime - T calls two Ss to write on the board make a bundle - Other SS give their answers orally burn the midnight oil - T corrects and gives the remarks once in a blue moon Check if Ss remember the meaning of The sky's the limit 267 the phrases Ensure all the phrases are sense of responsibility understood before moving on Then mountains of work have them work in pairs to complete the sentences Check the answers as a class Ex5: Grammar Transfering the learning task: Ex5: Put the verbs in brackets into the infinitive or -ing form - This exercise revises the use of V + to-infinitive and V + V-ing forms Have a brief revision session with Ss if necessary Doing the task: Then have Ss work individually Ss exchange their answers Key: eating to play to work/working to be doing to share floating checking Reporting the result and discussing: Finally, check the answers as a class Giving the remarks to their doing the task: - T corrects and gives the remarks Ex6: Have Ss write the sentences individually on a piece of paper Ask Ss to swap their answers with a partner Allow Ss time to discuss if there is any difference between their answers Check the sentences as a class Ex6: Rewrite the pairs of sentences as one sentence using a defining or non-defining relative clause Suggested answers: My grandfather, who has been retired for ten 268 years now, used to be an astronaut The spacecraft which/that took Yuri Gagarin into space is called Vostok 3KA She likes the career which/that her father pursued all his life He admires the teacher who initiated building the school library I work for a man whose farm covers thousands of acres Students will have to make their own learning decisions, which will be hard for many of them C Activity 3: Application: Everyday English *Aims: To help SS to practice using real situation *Content:practice using real situation * Output: Practice using real situation * Process: Transfering the learning task: Everyday English - Explain the requirement of the task Ex7: Choose the most suitable expression to Have Ss read the phrases and complete each of the short dialogues sentences carefully Key: Doing the task: No worries - Ss work individually to complete the task I am not so sure about that Reporting the result and discussing: Cool That’s not entirely true Sounds interesting - Other SS give their answers orally: some pairs to act out the short dialogues.4 Giving the remarks to 269 their doing the task: - T corrects and gives the remarks Homework: - Prepare REVIEW (2) – P.84 – Text book - Do the test yourself P.57-60 in workbook Period 104: REVIEW LESSON 2: SKILLS SUBJECT: ENGLISH I OBJECTIVES: 1.Knowledge: After the lesson students will be able to: 270 Revise the languages Ss have learnt and the skills they have practised since Unit 10 to unit 12 - Do some exercises about four skills + Speaking: Talk about a dream job you would like to + Writing: Write about the job will be the most popular in the next 10 years + Listening: Listen to the interview and some exercises + Reading: Read the passage and some exercises Competences: To develop ss’ self- studying skill, communicating and co-operating skills, problem- solving and creating skills SS know the importance of revision and need to study harder and exercises on reading, speaking, writing and listening Quality: To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility II TEACHING AIDS: - Students: Materials: book, board - Teacher: Equipment : laptop, projector III TEACHING PROCEDURES: Class organization: * Checking: Check Ss’old lesson New lesson : A Determining the task (3 minutes) * Play game: Listing words *Aims:To lead to the new lesson *Contents: words related to jobs * Output:Almost all the students can this task well 271 * Process: 1.Transfering the learning task: - Explain the requirement of the task to SS Doing the task: - Ss work to complete the task Reporting the task result and discuss: - SS give their answers orally Giving the remarks to their doing the task: - T corrects and gives the remarks B Activity 2: Practice T AND SS’ ACTIVITIES MAIN CONTENTS I Skills *Aims:Ss review all the skills they’ve learnt from Unit 10-12 *Contents: the skills from Unit 10-12 + Speaking: Talk about a dream job you would like to + Writing: Write about the job will be the most popular in the next 10 years + Listening: Listen to the interview and some exercises + Reading: Read the passage and some exercises *Output:Ss can understand and all these exercises *Process: Ex 1: a Reading Transfering the learning task: a Read the text and match the headings with - Explain the requirement of the task to the correct paragraphs SS Key: Have Ss work individually to skim- C A read the text to match the headings D B with the correct paragraphs 272 Doing the task: - Ss work individually to complete the task Reporting the result and discussing: - T calls two Ss to write on the board - Other SS give their answers orally Giving the remarks to their doing the task: Check answers as a class b Read the text again and decide whether the statements are true (T) or false (F) b Ask Ss to read the text again carefully to decide whether the statements are Key: true (T) or false (F) Tell them that they 1.T F F can underline the sentences that have F T 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 Ex2: Speaking This is an open speaking exercise Ex2; Choose a dream job you would like to Allow Ss time to get some ideas from Say why you dream of doing the job 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 Ex3: a Firstly, ask Ss to read the questions Listening 273 carefully Then play the recording Ss Ex3: a Listen to the interview and answer the listen and answer the questions Ask questions some Ss to give their answers Write Key: Ss' answers on the board a hotel receptionist b two weeks Transfering the learning task: - Explain the requirement of the task to SS Doing the task: b Listen again and complete the sentences - Ss work individually to complete the task Key: Reporting the result and discussing: dealing with - T calls two Ss to write on the board experience - Other SS give their answers orally night shifts sociable telephone manner Giving the remarks to their doing the task: - T corrects and gives the remarks C Activity 3: Application: Writing *Aims: To help SS develop their writing skill by writing a paragraph of about 120 words to express your opinion *Content: complete the task well *Output:Complete the task well * Process: Ex 4: 4.Writing Transfering the learning task: Ex4: Over time, the popularity of different jobs - Explain the requirement of the task to may change In your opinion, what job will be the most popular in the next 10 years? SS Have Ss work in pairs to discuss the Write a paragraph of about 120 words to 274 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 the writing together express your opinion Remember to discuss why you think so Sample writing: I think one of the most popupar jobs in the future can be astronaut, the ‘driver’ of Doing the task: expensive spacecrafts The first reason is many - Ss work in pairs to complete the task people are dreaming of flying into the space and are willing to pay for such ‘trips’ if the costs are Reporting the result and not as high as they are now In fact, this kind of discussing: space travel has attracted many world's travel - T calls one St to write on the board agencies to exploit, so hopefully it will be much - T may read aloud one piece of writing cheaper to follow such journeys This also and ask other Ss to comment means the demand for spacecraft drivers will be increasing Secondly, astronauts will certainly Giving the remarks to their doing be able to make a bundle and the opportunities the task: for this job will be much higher Moreover, - T corrects and gives the remarks those astronauts will also have many chances to (T may also collect some of the Ss' travel between planets, and enjoy the paragraphs to correct at home) 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 Homework: - Do exercises in workbook, prepare Final- term test 275 276 ... Vietmanese eating habits Homeork: - Ask Ss to learn new words by heart - Do exercise C and D1 ,2, 3 (P 8 ,9- workbook) 29 - Prepare: UNIT 6: Skills Page 13- textbook Period 60: UNIT 7: RECIPES AND EATING... Getting started into Vietnamese - Prepare: UNIT 8:A closer look 1/ Page 21 -22 - textbook 47 Period 63: UNIT 8: TOURISM Lesson 2: A CLOSER LOOK SUBJECT: ENGLISH I OBJECTIVES: Knowledge: - use lexical... quickly write them on the board Ex2: The purpose of this exercise is to help Ss 10 Ex2 Complete the sentences with the correct form of the verbs in Key: chop; Slice 2. grates; sprinkles Marinate whisk