Giáo án tiếng anh 9 sách thí điểm soạn cv 5512 (kì 2) Kế hoạch bài dạy tiếng anh 9 sách thí điểm soạn cv 5512 (kì 2) Kế hoạch bài học tiếng anh 9 sách thí điểm soạn cv 5512 (kì 2)
THE SECOND TERM Date of preparing :13/01/2022 Date of teaching : 18/01/2022 Week 19 Period 55 UNIT 7: RECIPES AND EATING HABITS Lesson 1: GETTING STARTED I OBJECTIVES: Knowledge: a Vocabulary: prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions, wash, boil, combine, add, mix, chop, drain, peel b Grammar: review Skills: listening and reading, reading and answering the questions, matching words with pictures, discussing, sentences completion, spoken interaction, playing games Attitude: Ss will be more responsible for cooking for themselves and for their family Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer, projector, plan Students: Textbooks III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents Warm up Aim: To attract Ss’ attention to the lesson and to lead in the new lesson *Chatting T asks Ss some questions - What did you eat yesterday? Ss answer the questions - What is your favourite food/ drink/ fruit? T introduces the lesson - Can you tell me some food and drink you know? 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 Listen and read 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 * 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 Ss listen to the tape T asks Ss to read the conversation in pairs Ss read the conversation in pairs Practice Aim: Help Ss interact a conversation about ways of preparing and making a prawn salad c Answer the questions 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 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 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 Because he is finding it difficult to wait for one hour Write the name of each dish in the box under each picture Key: - 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 A Cobb salad B sushi C steak pie D fajitas E lasagne F mango sticky rice G beef noodle soup H curry a In pairs, discuss which country from the box is associated with each dish in2 Key: - Have Ss work in pairs to discuss what country in the box is associated with each dish in Check and confirm the correct answers - Tell Ss to complete the sentences with the names of the dishes in The complete sentences will give Ss information about these dishes Call on two Ss to write their answers on the board A The USA B Japan C The UK D Mexico E Italy G Viet Nam H India F Thailand b Fill each blank with the name of a dish in Key: Lasagne curry Fajitas steak pie sushi Further practice Aim: Ss can present how to cook how to prawn salad Eg: T guides Ss to talk about cooking prawn salad Hi every one! I am going to talk about cooking prawn salad Ss talk how to cook how to prawn salad In order to cook prawn salad, we need the ingredients: prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions T corrects and remarks 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 fridge for an hour - serve them Guides for homework - Learn the vocabulary by heart - Talk how to cook how to prawn salad - Prepare: A closer look - 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 _ Date of preparing :13/01/2022 Date of teaching : 19/01/2022 Week 19 Period 56 UNIT 7: RECIPES AND EATING HABITS Lesson 2: A CLOSER LOOK I OBJECTIVES: Knowledge: a Vocabulary: chop, slice, grate, marinate, whisk, dip, sprinkle, spread b Grammar: Review c Pronunciation: Tones in statements used as questions Skills: Writing words under pictures, sentences completion, matching verbs with definition, completing instructions, listening and repeating, completing the conversation Attitude: Ss will be more responsible for cooking for themselves and for their family Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer, projector, plan Students: Textbooks III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents Warm up Aim: To attract Ss’ attention to the lesson and to lead in the new lesson + Groupwork: Find: - Divide the class into groups - Kind of meat: - Write kind of meat, foods which you - Foods which you have to peel: have to peel, foods which are made - Foods which are made from milk: from milk, fruits which are red, - Fruits which are red: vegetables which are green - Vegetables which are green: - Time: minutes - The group which write more right words is the winner 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) I Vocabulary Ss copy and repeat Key: A chop E whisk Write a food preparation verb from the box under each picture B slice F dip C grate D marinate G sprinkle H spread Practice Aim: Help Ss use the verbs correctly to talk about food preparation T asks Ss to work individually to use words in part to complete the sentences and then compare their answers with a classmate Ss work individually and then compare their answers with a classmate Complete the sentences with the correct form of the verbs in1 Key: chop; Slice Marinate grates; sprinkles whisk Dip spread T has Ss explain the meaning of each Match each cooking verb in A with its verb in English or Vietnamese definition in B Correct Ss’explanations when needed Key: - Have Ss this exercise individually and then compare their g f h c e a d B a Look at the pictures and answer: answers with a partner Check and confirm the correct answers 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? T asks Ss to look at the pictures and answer some questions S: → pizza Ss look at the pictures and answer S: Yes (no) T: Have you ever eaten or made a pizza? 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: Chop Grate Sprinkle T asks Ss to complete the instructions below with the verbs in part and part Ss complete the instructions T corrects and remarks Spread Spread Bake II Pronunciation5 Listen to the conversations Draw ↷ or ⤻ at the end of each line Practise the conversations with a partner Key: A: What 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 ↷ - Now have Ss read the information in A: What’s for dinner ↷? the REMEMBER! box Answer any B: We’re eating out tonight ↷ questions from Ss, and ensure that Ss A: We’re eating out ⤻? understand the information B: Right ↷ - Ask Ss to read through the three conversations Play the recording for A: I can’t eat this dish ↷ Ss to draw appropriate arrows to B: Why not ↷? A: I’m allergic to prawns ↷ indicate the intonation of each sentence Have Ss compare their answers in pairs B: Allergic to prawns ⤻? A: Yes, my skin turns red when I eat them ↷ - Call on some pairs to read the conversations out loud Work in pairs Complete the mini-dialogues with suitable statement questions - Correct any mistakes Suggested answer: You don’t like pasta?/Don’t like pasta? Add some salt? 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 Guides for homework - Write their own mini-dialogues with statement questions - Practice vocabulary and pronunciation again - Prepare: A closer look - Review: Modal verbs in conditional sentences type - Review: Quantifiers: a, an, some, any _ Date of preparing :13/01/2022 Date of teaching : 21/01/2022 Week 19 Period 57 UNIT 7: RECIPES AND EATING HABITS Lesson 3: A CLOSER LOOK I OBJECTIVES: Knowledge: a Vocabulary: Review b Grammar: Conditional sentences type 1with modal verbs Skills: Sentences completion, matching words, completing the paragraph, matching two half sentences, answering, spoken interaction Attitude: Ss will be more responsible for cooking for themselves and for their family Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer, projector, plan Students: Textbooks III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents 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 all quantifiers they know in two *Quantifiers: review minutes The winner is the pair which has the most answers Presentation Aim: Help Ss review the quantifiers and Help Ss use modal verbs in conditional sentences type -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 -Ss retell the use and the form of conditional sentences type and give example I Quantifiers: a, an, some, any II Modal verbs in conditional sentences type If + S + V (present simple), S + can/must/may/might/should + V (infinitive) Practice Aim: Ss can exercises about the quantifiers and Help Ss use modal verbs in conditional sentences type - Have Ss this exercise individually Fill each blank with a, an, some, or any and then compare their answers in pairs Key: - Tell Ss that when talking about recipes a a some some/any people usually use food quantifiers and a some an any some 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 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 Match the food quantifiers with the nouns Some quantifiers can go with more than one noun Key: a, g a f, g c h b, d e, f b a Read the instructions to make a chicken salad Fill each blank with a word/phrase in the box 10 a Vocabulary: Vocabulary about jobs and careers b Grammar: review Skills: answering the questions, listening and completing, Listening and decide if the following statements are true (T) or false (F), discussing, supporting your opinion Attitude: Ss will be more responsible for and be more aware of studying hard to have a good job in the future Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer, projector, plan Students: Textbooks III PROCEDURE Checking: During the lesson 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 say what jobs their parents *Chatting Ask them if they are aware of any difficulties which their parents face when doing those jobs Presentation Aim: Help Ss listen for general and specific information about choosing future jobs and reasons for these choices - Ask Ss to work in pairs to answer Work in pairs and answer the questions below the questions Ask a pair to share their What job you want to in the future? ideas with the class What qualities you think you need to that job? - Tell Ss that they are going to listen Phong is talking to Mrs Warner, Nick’s mother, about future jobs he and his friends want to Listen to the conversation and fill in the blanks 166 to a conversation between Phong and Mrs Warner, Nick’s mother, about jobs that he and his friends want to in the future Ask them to read the information in carefully - Tell them to listen carefully to find out the words/phrases from the recording needed to fill in the blanks - T can play the recording twice if necessary Have two Ss write their answers on the board Confirm the correct answers - Have Ss work individually to underline the key words in the statements and predict the answers that include the information Ss need for their answers Confirm the correct answers with no more than THREE words Key: mountains of work work overtime Rewarding sociable applied skills good with his Listen again and decide if the following statements are true (T) or false (F) Key: T T T F F T Practice Aim: Help Ss write about the qualities one needs to be able to a certain job -Ask them to refer back to2 and3 as examples for useful language and ideas Ask some pairs to present their ideas to the whole class Remind Ss that they should give examples and reasons to support their main points - Have Ss work individually to get their ideas down on paper and check the accuracy of what they have written Give them ten minutes to write and edit their work Swap their writing with a partner for peer review, comments, and corrections Then ask Ss to write the second draft as homework Work in pairs Choose a job that you like Discuss which three qualities would be necessary for people doing that job You can use some of the ideas below Remember to give reasons Based on your discussion in 4, write a paragraph about the three most important qualities a person needs to be able to a job well Remember to give reasons and examples to support your opinion 167 Further practice Aim: Ss can talk about the three most important qualities a person needs to be able to a job well T asks Ss to talk about the three most important qualities a person needs to be able to a job well Ss talk about the three most important qualities a person needs to be able to a job well T observes and corrects Guides for homework Retell the main contents of the lesson - Revise the writing - Prepare next lesson: Looking back - Project 168 Date of preparing :20/4/2022 Date of teaching : 05/5/2022 Week 33 Period 99 UNIT 12: MY FUTURE CAREER Lesson 7: LOOKING BACK - PROJECT I OBJECTIVES: Knowledge: By the end of the lesson students will be able to: - Practice vocabulary and grammar points they have learnt in this unit 169 - Practice making communication, project a Vocabulary: Vocabulary about jobs and careers b Grammar: review Skills: Matching each job with its description, Matching fragments with fragments to make sentences, sentences completion, Correct the italicised phrases, interaction, asking and answering Attitude: Ss will be more responsible for and be more aware of studying hard to have a good job in the future Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence II TEACHING AIDS Teacher: Textbooks, computer, projector, plan Students: Textbooks III PROCEDURE Checking: During the lesson New lesson Teacher’s and students’ activities The main contents Warm up Aim: To warm up the class -T asks Ss some questions Chatting Ss answer the questions 2.Vocabulary Aim: Help Ss review some vocabularies they have learnt this lesson - Have Ss work independently Then they can check their answers with a partner before discussing the answers as a class However, tell Ss to keep a record of their original answers so that they can use that information in their selfassessment Match each job with its description Key: C D E F A B Match fragments 1-8 with fragments A-H to make sentences Key: H E F A 170 D G C B Fill each blank with one suitable word/phrase from the box Remember to change the form of the word/phrase where necessary Key: vocational dynamic empathetic academic subjects took into account professional burnt the midnight oil make a bundle 3.Grammar Aim: Help Ss review V -ing form or to -infinitive - Have Ss work independently Then they can check their answers with a partner before discussing the answers as a class Complete the sentences using the correct form (V -ing form or to -infinitive) of the verb in brackets Key: to lock working Treating to get to finish reading Correct the italicised phrases where necessary - Have Ss work independently - Check their answers with a partner before discussing the answers as a class working hard → to work hard promised to make → no change to be → being refused to attend → no change mind to burn → mind burning managed getting → managed to get admitted to study → no change offer working → offer to work prefer working → preferring to work 10 agreed to take → no change 4.Communication Aim: Help Ss practice making communication, project - Have Ss work in pairs to think of GAME: TRUE OR UNTRUE 171 two things that are true of the job they are assigned, and one thing that is not true about the job Give them seven minutes to work together When the pairs have finished preparing, ask them 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 Example: - We are farmers It’s a nine-to-five job We grow vegetables and we know a lot about cultivation - No you are farmers so you grow vegetables and you know a lot about cultivation But you don’t a nine-to-five job! - Finally ask Ss to complete the selfassessment Identify any difficulties and weak areas and provide further practice Guides for homework Do the project: My future career path - The aim of this project is to encourage Ss to think about possible career paths they may want to follow, and to some more research about the factors they have to consider if they are going to follow that pathway This is a topic that is of immediate importance to the Ss’ futures Divide Ss into groups of four or five and instruct them on what they have to Encourage them to think of a real path they might want to follow Tell them to: • give reasons for the choice •consider factors like qualifications, skills, hobbies, personalities, practical issues, and even the employment market • think about who can give them good advice, and why - Ask Ss to draw a picture of their career path Have them present their posters in the next lesson When all the groups have given their presentations, let the whole class vote for the best one - Prepare: Review 172 Date of preparing : 25/4/2022 Date of teaching : 06/5/2022 Week 34 Period 100 REVIEW Lesson : Language I.Objectives: - This lesson will help students revise the language they have studied and the skills they have practised since unit 10 -By the end of the lesson, Ss can review the language they have learnt include: pronunciation, vocabulary and grammar they have learnt from unit 10, 11, 12 by doing exercises II Preparation: - Text book - Board, chalk, - A cassette and an audio compact disk III Procedure: 1.Warmer Greetings 2.Revision 173 3.New lesson Teacher’s & SS’activities Content I.Pronunciation A Pronunciation: -Review the rule of tones 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 * Activity - Have Ss work in pairs Ask them to practise saying the conversation Play the recording for Ss to check their answers Check the answers as a class Have some pairs practise saying the conversation in front of the class Activity Draw rising or falling arrows to illustrate the correct tones, then listen and practise saying the sentences Then listen and repeat Draw arrows to illustrate the feelings and opinions of A and B Then listen and repeat the conversation, paying attention to the tones - Make sure Ss understand the meanings B Vocabulary: of the verbs provided Then have them Activity 3: Change the form of the verbs complete the exercise individually Call on provided to complete the sentences some Ss to write their answers on the Key: board Confirm the correct answers facilitators development(s) II.Vocabulary 3.training launch experienced - Check if Ss remember the meaning of 6.attendance the phrases Ensure all the phrases are evaluators 8.participants understood before moving on Then have Activity 4: Complete each sentence them work in pairs to complete the with a phrase in the box sentences Check the answers as a class Key: work flexitime sense of direction make a bundle burn the midnight oil once in a blue moon 6.The sky’s the limit 7.sense of responsibility 174 mountains of work III Grammar: -This exercise revises the use of V + toinfinitive and V + V-ing form Have a brief revision session with Ss if necessary Then have Ss work individually Ss exchange their answers Finally, check the answers as a class -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 C Grammar: Activity 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 Activity 6: Choose the correct voice to complete the sentences Suggested answers: My grandfather, who has been retired for ten years now, used to be an astronaut 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 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 -Have Ss read the phrases and sentences carefully Check that Ss understand the D Everyday English meaning of the phrases before moving on Activity 7: Choose the most suitable Then Ss this exercise in pairs Correct their answers and ask some pairs to act out expression to complete each of the short dialogues the short dialogues Key: No worries 2.I am not so sure about that 3.That’s not entirely true 175 4.Cool 5.Sounds interesting 4.Consolidation -Teacher gets students to retell what they have learnt 5.Homework -Prepare for the next lesson: Review 4: Skills Date of preparing : 25/4/2022 Date of teaching : 06/5/2022 Week 34 Period 101 REVIEW Lesson : Skills I.Objectives: - This lesson will help students revise the language they have studied and the skills they have practised since unit 10 -By the end of the lesson, Ss can review the skills they have learnt include: listening, reading, speaking & writing they have learnt from unit 10, 11, 12 by doing exercises II Preparation: - Text book - Board, chalk, - A cassette and an audio compact disk III Procedure: 1.Warmer Greetings 2.Revision 176 3.New lesson Teacher’s & SS’activities Content A Reading - 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 Activity 1a Key: 1.C 2.A 3.D B - Ask Ss to work individually Have Ss Activity 1b: T/F compare their answers with a partner Key: 1.T 2.F 3.F F T Check the answers as a class Ask Ss to explain the reasons why an answer is false - 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 B Speaking: Ss/groups come to the front to present their own choice and their reasons for the Activity 2: Choose a dream job you would choice like to Say why you dream of doing the job - 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’ C Listening: answers on the board Activity 3a: Listen to the interview and answer the questions - Have Ss read the sentences carefully and Key: try to complete them without listening to the recording again Do not confirm any a hotel receptionist 2.two weeks answers at this stage Tell Ss that they are Activity 3b: Listen again and complete going to listen a second time to check the the sentences answers for the questions in 3aand b Play Key: sociable dealing with the recording Ask some Ss to give answers Let Ss listen a telephone manner 177 third time if necessary to check their 4.experience 5.night shifts answers Confirm the correct answers as a class - 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 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 D Writing: 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 178 *Consolidation -Teacher sumarise and review unit 10, 11, 12 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 the Test yourself -Prepare for the semester test Date of preparing : 25/4/2022 Date of teaching : 12/5/2022 Week 35 Period 104 THE SECOND TERM TEST I.Objectives: - This lesson will help students check the language and skills they have studied since unit to unit 12 by doing the final test II Preparation: - Questions III Procedure: 1.Warmer Greetings 2.Revision 3.New lesson 179 180 ... are green _ Date of preparing :13/01/2022 Date of teaching : 19/ 01/2022 Week 19 Period 56 UNIT 7: RECIPES AND EATING HABITS Lesson 2: A CLOSER LOOK I OBJECTIVES: Knowledge:... 28 Date of preparing :04/02/2022 Date of teaching : 09/ 02/2022 Week 21 Period 62 UNIT 8: TOURISM 29 Lesson 1: GETTING STARTED I OBJECTIVES: Knowledge: By the end of the lesson... _ 16 Date of preparing : 20/01/2022 Date of teaching : 26/01/2022 Week 20 Period 59 UNIT 7: RECIPES AND EATING HABITS Lesson 5: SKILLS I OBJECTIVES: Knowledge: a Vocabulary: arrange,