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Giáo án Tiếng Anh thực hiện theo công văn 5512 của Bộ GDĐT Đây là bộ giáo án được thực hiện theo tinh thần của Công văn 5512BGDĐT 2020 về tổ chức thực hiện kế hoạch giáo dục trong trường học. Lần đầu tiên được tiến hành và thực hiện dạy học theo giáo án này, kính mời các thầy cô hãy tải về tham khảo bổ ích cho mình. Giáo án Tiếng Anh 9 Tiếng Anh 9 Giáo án Anh 2021
Date of preparation Date of teaching Clas s 9A 9B Absentees 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: Teachers 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? - Can you tell me some food and drink you know? T introduces the lesson 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 * The ingredients of prawn salad about the ingredients of prawn salad prawns, salt, pepper, lemon juice, and some verbs to prepare to cook the mayonnaise, celery, spring onions prawn salad * Preparing and cooking: Ss copy and repeat wash, boil, combine, add, mix, chop, drain, peel 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 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 Key: Nicks mum pairs without reading the dialogue Because its simple and delicious again In the summertime Ss answer the questions in pairs They are versatile, and you can use T calls some pairs read the answers lots of different ingredients in a salad And corrects and remarks Nicks 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 - Have Ss look at the pictures Tell Ss Key: that in the box are some dishes from A Cobb salad different countries in the world B sushi - Ask Ss to write these dishes under C steak pie the pictures, and then compare their D fajitas answers in pairs Play the audio for Ss E lasagne to check and repeat the answers F mango sticky rice G beef noodle soup H curry a In pairs, discuss which country from the box is associated with each - Have Ss work in pairs to discuss dish in2 what country in the box is associated Key: with each dish in Check and conA The USA firm the correct answers 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 - Tell Ss to complete the sentences Key: with the names of the dishes in The Lasagne complete sentences will give Ss curry information about these dishes Call steak pie on two Ss to write their answers on Fajitas the board sushi Further practice Aim: Ss can present how to cook how to prawn salad Eg: T guides Ss to talk about cooking Hi every one! I am going to talk about prawn salad cooking prawn salad Ss talk how to cook how to prawn In order to cook prawn salad, we need salad the ingredients: prawns, salt, pepper, T corrects and remarks 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 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 preparation 30.12.2019 Date of teaching Clas s 9A 9B Absentees 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 Find: + Groupwork: - Kind of meat: - Divide the class into groups - Foods which you have to peel: - Write kind of meat, foods which you - Foods which are made from milk: have to peel, foods which are made from milk, fruits which are red, vegetables which are green - Time: minutes - The group which write more right words is the winner - Fruits which are red: - Vegetables which are green: Presentation Aim: Ss can know how to read some food preparation verbs and know its meaning T uses images in computer to explain I Vocabulary some vocabulary words by writing Write a food preparation verb from verbs under the pictures (Ex1) the box under each picture Ss copy and repeat Key: A chop B slice C grate D marinate E whisk F dip 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 Complete the sentences with the words in part to complete the correct form of the verbs in1 sentences and then compare their Key: answers with a classmate chop; Slice grates; sprinkles Ss work individually and then Marinate compare their answers with a whisk classmate Dip spread T has Ss explain the meaning of each verb in English or Vietnamese Correct Ssexplanations when needed Match each cooking verb in A with its definition in B - Have Ss this exercise Key: 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 and part Ss complete the instructions T corrects and remarks g f h c e a d B 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: Chop Grate Spread Sprinkle Spread Bake II Pronunciation Listen to the conversations Draw ↷ or ⤻ at the end of each line Practise the conversations with a - Now have Ss read the information in partner the REMEMBER! box Answer any Key: questions from Ss, and ensure that Ss A: What we need to make a pizza? understand the information B: A pizza base, some cheese, some bacon, an onion, and an apple ↷ - Ask Ss to read through the three A: An apple ⤻? conversations Play the recording for B: Yes, an apple ↷ Ss to draw appropriate arrows to A: What’s for dinner ↷? indicate the intonation of each B: We’re eating out tonight ↷ sentence Have Ss compare their answers in pairs - Call on some pairs to read the conversations out loud - Correct any mistakes A: We’re eating out ⤻? B: Right ↷ 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 ↷ Work in pairs Complete the minidialogues with suitable statement questions Suggested answer: You dont like pasta?/Dont 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 preparation 31.12.2019 Date of teaching Clas s 9A 9B Absentees 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 *Quantifiers: review down all quantifiers they know in two 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 I Quantifiers: a, an, some, any 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 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 Fill each blank with a, an, some, or individually and then compare their any answers in pairs Key: - Tell Ss that when talking about a recipes people usually use food a quantifiers and that the Look out! box some contains the most common ones some/any - Have Ss read the information in the a Look out! box Explain any unclear some points an - Ask Ss to give examples with the any quantifiers Ss may also add some 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 - Have Ss work in pairs to read the nouns Some quantifiers can go with instructions to make a chicken salad more than one noun and to fill each blank with a Key: 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 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 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 ifsentences - Call on some Ss to write their sentences on the board - Give necessary correction 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 Key: 200 grams an tablespoons teaspoon teaspoon some b Write the instructions on how to make it using the quantifiers and cooking verbs you have learnt Read and underlined part and answer the questions Key: ability advice Match the first half of the sentence in A with the second half in B Key: c e a b f d What will you say in these situations? Use suitable modal verbs with conditional sentences type Suggested answers: If you want to have good health, you must reduce the amount of salt in your food If my brother is hungry, he can eat three bowls of rice You can take a cooking class if it is at the weekend If I eat this undercooked pork, I may have a stomachache You should whisk the eggs for 10 minutes if you want a lighter cake Further practice Aim: Ss can practise more about the quantifiers and conditional sentences type T asks Ss to make sentences with the quantifiers and conditional sentences type Ss make sentences with the quantifiers and conditional sentences type T corrects Guides for homework - Make sentences about the quantifiers and conditional sentences type - Prepare: Communication Date of preparation 3.1.2020 Date of teaching Clas s 9A 9B Absentees Period 58 UNIT 7: RECIPES AND EATING HABITS Lesson 4: COMMUNICATION I OBJECTIVES: Knowledge: a Vocabulary: - shallot, cube, purée , smooth sauce, tender b Grammar: Conditional sentences type 1with modal verbs Skills: Spoken interaction, listening and checking, rearranging, writing the ideas, discussion, reporting 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 - T asks some questions * Chatting Ss answer the questions - What you often at home? - Do you help your mother cook for family? - What dishes you know? - Can you tell me some dishes you know? - T introduces the lesson Presentation Aim: Help Ss know some ingredients and preparation for pumpkin soup 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 familys favorite soup The ingredients are: Before cooking, 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 Ss talk T corrects and remarks T gives extra vocabulary Ss copy and read 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 Practice Aim: Help Ss listen to a talk about how to prepare the ingredients The steps to make the soup: T asks Ss to read the steps to cook the - Heat the butter in a deep pan, add soup and try to rearrange the steps shallots and celery and stir fry for a few minutes Ss rearrange how to make the soup - Add the pumpkin and stir fry for a few more minutes T lets them listen and corrects - Add 750 ml of water and a pinch of salt and cook until the pumpkin is Ss practise to read the steps to cook the tender Cool for 10 minutes soup - Puree the soup in a mixer until it is smooth - Add the cream and simmer for to 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 Further Practice Aim: Help Ss know how to prepare ingredients and the steps to cook a dish How to cook a dish you like T lets them listen again and gives the benefits of this dish Ss answer T guides Ss to talk about cooking a dish they like in group Ss practise Name of the dish: Ingredients: Preparation: Steps: Benefits of the dish: 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 groups presentation about the dish Have Ss vote for the best dish and explain the reasons Guides for homework T advices Ss cook for themselves and for family - Learn new words/ workbook: C Speaking - Prepare next lesson: Skills Read about Japanese eating habits and answer the questions Discuss the eating habits of Vietnamese people: (feature, components, the dishes arranged.) Date of preparation Date of teaching Clas Absentees s 9A 4.1.2020 9B Period 59 UNIT 7: RECIPES AND EATING HABITS Lesson 5: SKILLS I OBJECTIVES: Knowledge: a Vocabulary: arrange, raw, component, well-balanced, longevity, lortion, horseradish, avocado, ginger b Grammar: Conditional sentences type 1with modal verbs Skills: answering the questions, matching the headings, Reading and answering, discussion, interviewing, spoken interaction, reporting 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: Teachers and students The main contents activities Warm up Aim: To attract Ss attention to the lesson and to lead in the new lesson - Ask Ss some question *Chatting - How often you cook meals? - What kind of food you often cook? - Do you think your dishes are good for health? - Can you tell me some healthy food and unhealthy food? … Presentation Aim: Help Ss understand some words related to Japanese eating habits I Reading 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 Vocabulary arrange: T gives some vocabulary words raw: Ss copy and read component: well-balanced: longevity: lortion: horseradish: avocado: ginger: Now read an article about T asks Ss to read an article about Japanese eating habits Match the Japanese eating habits headings (1-3) with the paragraphs Ss read and match the headings (1-3) (A-C) with the paragraphs (A-C) T corrects and remarks Key: A B C Practice Aim: Ss can read for general and specific information about the eating habits of Japanese people and answer the questions Read the article again and answer - Have Ss read the article again to the questions answer the questions Ss can underline Key: parts of the text that help them with They like raw food and not use the answers Ask Ss to compare their sauces with a strong flavour answers before giving the answers to They cut fresh fish T Ask them to give evidence when Both can be served with soy sauce giving the answers There are four (rice, miso soup, main dish(es), pickles) Rice is the staple food and is very nutritious Because the dishes are presented in different bowls and plates, and are arranged carefully according to a traditional pattern II Speaking Discuss the eating habits of - Have Ss work in groups to discuss Vietnamese people the eating habits of Vietnamese people Ss use the questions provided Eg: have big dinner with at least as cues Move around the class to dishes and use many kinds of special provide help Ask the groups to sauces for each dish organise their ideas to prepare for a Rice is the typical components in a short presentation Vietnamese meal Rice is the staple ⇒ Vegetable and soup are two dishes that always appear in a typical Vietnamese meal; after a meal, we usually eat fruit for desserts Yes, because we eat a lot of vegetables and fruits Further practice Aim: Ss can talk about the eating habits of Vietnamese people * Present your groups ideas about Vietnamese eating - Have one group of Ss act as habits examiners and other groups as Eg: competitors The groups take turns to Vietnamese food is varied and present their ideas If there is not much distinctive Traditional Vietnamese time left, allow about two or three cooking usually uses fresh ingredients, groups to present Invite comments little dairy and oil, and various herbs from the examiners Give additional and vegetables Different sauces such comments 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 Guides for homework - 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 Give opinion about eating habits NẾU CÁC BẠN CẦN BỘ GIÁO ÁN ĐẦY ĐỦ CẢ NĂM THEO CÔNG VĂN 5512/BGDĐT NGÀY 18/12/2020 INBOX ZALO O937-351-107 ... review the quantifiers and Help Ss use modal verbs in conditional sentences type T asks Ss to retell the way to use I Quantifiers: a, an, some, any quantifiers Ss retell the quantifiers and give... 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... REMEMBER! box Answer any Key: questions from Ss, and ensure that Ss A: What we need to make a pizza? understand the information B: A pizza base, some cheese, some bacon, an onion, and an apple ↷