Giáo án tiếng anh 9 kì 2 soạn theo cv 5512

Week 19 – Period 55 UNIT 7: RECIPES AND EATING HABITS Preparing date:… /…./2021 Lesson 1: GETTING STARTED Teaching date:…/… /2021 I OBJECTIVES: Knowledge: By the end of the lesson : - Listen and read Nick's mum and Mi's conversation for specific information about how to make a spawn salad - Ss will be able to learn some more famous dishes of some countries in the world a Vocabulary: prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions, wash, boil, combine, add, mix, chop, drain, peel b Grammar: review c Skills: listening and reading, reading and answering the questions, matching words with pictures, discussing, sentences completion, spoken interaction, playing games Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence Behavior : Ss will be more responsible for cooking for themselves and for their family 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- 3’ a Aim: Help Ss pay their attention to the lesson and to lead in the new lesson b, Contents: Ss answer some questions about food and drink c, Outcome: SS can know some names food and drink d, Organization: *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- 8’ a Aim: Ss can know how to read some vocabulary words and its meaning about the ingredients of prawn salad and some verbs to prepare to cook the prawn salad b, Contents: Ss listen and read c, Outcome: SS can know how to read some vocabulary words and its meaning about the ingredients of prawn salad and some verbs to prepare to cook the prawn salad d, Organization: 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 * 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 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- 20’ a Aim: Help Ss interact a conversation about ways of preparing and making a prawn salad b, Contents: Ss the following tasks: + Answer the questions + Write the name of each dish in the box under each picture + In pairs, discuss which country from the box is associated with each dish in2… c, Outcome: SS can know ways of preparing and making a prawn salad d, Organization: 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: A Cobb salad B sushi C steak pie - 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 D fajitas E lasagna 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: A The USA B Japan - Have Ss work in pairs to discuss what C The UK country in the box is associated with D Mexico each dish in Check and confirm the E Italy correct answers F Thailand G Viet Nam H India b Fill each blank with the name of a dish in Key: Lasagne curry - Tell Ss to complete the sentences with steak pie the names of the dishes in The Fajitas complete sentences will give Ss sushi information about these dishes Call on two Ss to write their answers on the board 4 Application- 11’ a Aim: Ss can present how to cook prawn salad b, Contents: Ss present how to cook prawn salad c, Outcome: SS can present how to cook prawn salad well d, Organization: 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 T corrects and remarks 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 – 3’ - 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 -/ Week 19 – Period 56 UNIT 7: RECIPES AND EATING HABITS Preparing date:… /…./2021 Lesson 2: A CLOSER LOOK Teaching date:…/… /2021 I OBJECTIVES: Knowledge: a Vocabulary: chop, slice, grate, marinate, whisk, dip, sprinkle, spread b Grammar: Review c Pronunciation: Tones in statements used as questions d Skills: Writing words under pictures, sentences completion, matching verbs with definition, completing instructions, listening and repeating, completing the conversation Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence Behavior : Ss will be more responsible for cooking for themselves and for their family 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- 7’ a Aim: Help Ss pay their attention to the lesson and to lead in the new lesson b, Contents: Ss work in group and write kind of meat, foods which you have to peel, foods which are made from milk, fruits which are red, vegetables which are green c, Outcome: SS can attract to the lesson d, Organization: Find: + Groupwork: - Kind of meat: - Divide the class into groups - Foods which you have to peel: - Write kind of meat, foods which you have - Foods which are made from milk: to peel, foods which are made from milk, - Fruits which are red: fruits which are red, vegetables which are - Vegetables which are green: green - Time: minutes - The group which write more right words is the winner Presentation- 8’ a Aim: Help Ss can know how to read some food preparation verbs and know its meaning b, Contents: Ss learn some vocabularies c, Outcome: SS can know how to read some food preparation verbs and know its meaning d, Organization: T uses images in computer to explain some vocabulary words by writing verbs under the pictures (Ex1) I Vocabulary Ss copy and repeat Key: A chop Write a food preparation verb from the box under each picture B slice C grate D marinate E whisk F dip G sprinkle H spread Practice- 18’ a Aim: Help Ss use the verbs correctly to talk about food preparation b, Contents: Ss practice doing the following tasks and learn tones in statements used as questions + Complete the sentences with the correct form of the verbs in1 + Match each cooking verb in A with its definition in B + Complete the instructions below with the verbs in1 and3 One verb is used twice c, Outcome: SS can use the verbs correctly to talk about food preparation d, Organization: T asks Ss to work individually to use words in part to complete the sentences and then compare their answers with a classmate Complete the sentences with the correct form of the verbs in1 Key: chop; Slice grates; sprinkles Ss work individually and then compare their answers with a classmate Marinate whisk T has Ss explain the meaning of each verb in English or Vietnamese Correct Ss’ explanations when needed Dip spread - Have Ss this exercise individually and then compare their answers with a partner Check and confirm the correct answers Match each cooking verb in A with its definition in B Key: g f h c e a d B T asks Ss to look at the pictures and answer a Look at the pictures and answer: some questions T: What can you see in the pictures? Ss look at the pictures and answer 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: … T asks Ss to complete the instructions below with the verbs in part and part b Complete the instructions below with the verbs in1 and3 One verb is used twice Ss complete the instructions Key: Chop T corrects and remarks Grate Spread Sprinkle Spread Bake II Pronunciation - Now have Ss read the information in the REMEMBER! box Answer any questions from Ss, and ensure that Ss understand the information 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? - Ask Ss to read through the three conversations Play the recording for Ss to draw appropriate arrows to indicate the intonation of each sentence Have Ss compare their answers in pairs B: A pizza base, some cheese, some bacon, an onion, and an apple ↷ - Call on some pairs to read the conversations out loud A: What’s for dinner ↷? - Correct any mistakes A: An apple ⤻? B: Yes, an apple ↷ B: We’re eating out tonight ↷ 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 don’t like pasta?/Don’t like pasta? Add some salt? Application- 11’ 10 a Vocabulary: Review the vocabulary they have learnt in units 10, 11, 12 b Grammar: infinitive or -ing form; relative clause c Skills: Reading the text and match the headings with the correct, reading and decide whether the statements are true (T) or false (F), talking, Listening to the interview and answer the questions, listening and completing the sentences, writing a paragraph Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence Behavior : Ss will be more responsible for and be more aware of studying hard to have a good job in the future 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 (3’) a, Aims: To warm up the class and introduce the lesson b, Contents: Ss answer the questions c, Outcome: Ss can answer the questions well d, Organization: T asks Ss some questions Chatting Ss answer the questions Reading (10’) a, Aims: Help Ss read the passage and exercise b, Contents: 238 + Ss work individually to read the text and match the headings with the correct paragraphs + Ss work individually to read the text again and decide whether the statements are true (T) or false (F) c, Outcome: Ss can understand the text and reading exercises well d, Organization: - 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 - Ask Ss to read the text again carefully to decide whether the statements are true (T) or false (F) - Tell them that they can underline the sentences that have 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 a Read the text and match the headings with the correct paragraphs Key: C A D B b Read the text again and decide whether the statements are true (T) or false (F) Key: T F F F T Speaking (5’) a, Aims: Help Ss choose a job and give the reasons for the choice b, Contents: Ss work in group to choose a dream job you would like to Say why you dream of doing the job c, Outcome: Ss can choose a job and give the reasons for the choice well d, Organization: - This is an open speaking exercise Allow Ss time to get some ideas from Choose a dream job you would like to Say why you dream of 239 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 doing the job Listening (10’) a, Aims: Help Ss listen to a conversation and exercises b, Contents: + Ss work individually to listen to the interview and answer the questions + Ss work individually to listen again and complete the sentences c, Outcome: Ss can listening exercises well d, Organization: - 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’ answers on the board - Have Ss read the sentences carefully and try to complete them without listening to the recording again - Do not confirm any answers at this stage Tell Ss that they are going to listen a second time to check the answers for the questions Play the recording Ask some Ss to give answers Let Ss listen a third time if necessary to check their answers Confirm the correct answers as a class 240 a Listen to the interview and answer the questions Key: a hotel receptionist two weeks b Listen again and complete the sentences Key: sociable dealing with telephone manner experience night shifts Writing (15’) a, Aims: Help Ss know how to express their opinion b, Contents: Ss work individually to write about the popularity of different jobs may change In your opinion, what job will be the most popular in the next 10 years? c, Outcome: Ss can know how to write a paragraph to express their opinion about the popularity of different jobs may change in the next 10 years d, Organization: - 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 241 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 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 Guides for homework-2’ Retell the main contents of the lesson - Review all knowledge you have learnt in English - Prepare: The second term test -/ Week 34 – Period 102 THE SECOND END-TERM TEST Date of planning: …./… /2021 Date of teaching: …/… /2021 A Objectives Knowledge: By the end of the lesson, ss will be able to finish the test on time Competence: SS can use language correctly Behavior: SS are serious to the test B Teaching aids: CD and stereo, paper tests 242 C Procedures ĐỀ THI DO PHÒNG GIÁO DỤC RA =======================================/ Date of checking…… /………/2021 …………………………………… …………………………………… …………………………………… Week 35 – Period 103 ORAL TEST Date of planning: …./… /2021 Date of teaching: …/… /2021 A Objectives Knowledge: By the end of the lesson, Ss will be able to finish their speaking test Competence: Ss can the speaking test well Behavior: SS are serious to the speaking test B Teaching aids Teacher: Textbooks, teaching plan, handouts… Students: Textbooks, notebooks… C Procedures Checking: During the lesson New lesson: 243 Teacher’s and Students’ activities Contents Oral test a, Aims: Check Ss’ speaking abilities b, Contents: Ss work individually to the oral tests c, Outcome: Ss can the oral tests well d, Organization: - Asks Ss to the oral tests - Ss the oral tests individually - T gives comments and marks ORAL TEST A PART 1: Talk about yourself (0.5pt, time: 1’ - 2’) I Full name? Name of class and school? (0.25pt) + I am + I am in class + I go to .school II Your hobbies (0.25pt) + I like / My favorite subject(s)/ activities is/ are + I don’t like B PART 2: Your topics (1pt, time: 2’ - 3’): 0.25pt/ each answer to each suggested question Choose a dish you like Talk about its ingredients and explain how to prepare and cook it A B What is the most important feature of Vietnamese eating habits? What is the most important feature of Japanese eating habits? How are the dishes arranged in Viet Nam? Why people say that the Japanese eat with their eyes? Is tourism important to Viet Nam? Why? A B 244 Name three things you like to on holidays Why? Name three things you dislike to on holidays Why? Talk about the negative effects of tourism on a region or country What are the reasons that make Viet Nam a tourist attraction for foreigners? For what purposes would you like to use English in the future? A B What you like about the English language? What don’t you like about the English language? Do you think it is a good idea to take part in an English speaking camp? Why or why not? How can you improve your English outside class? What are the qualities and skills that you think are necessary for an astronaut today? A B Who became the first human to walk on the moon? Where was he from? Who became the first human in space? Where was he from? Make a list of things that your team will bring to spend one month aboard the ISS What will you take with you to the ISS as a personal item? Why? Talk about the changing roles of women in society and its effects A Do you think it’s normal for women to ask men to marry them? Why or why not? How you think the roles of B Do you agree the husband will also get paid leave when his wife gives birth? Which change in the roles of schools 245 teenagers will change in the future? in the Just imagine! forum are you most interested in? Why? What is your dream job you would like to in the future? Why? A B What jobs you think are the most popular now? What jobs you think will be the most popular in the next 10 years? What are the three most important qualities a person needs to be able to a job well? What you think is the most important quality a person needs to be able to a job well? Why? C PART 3: Extra questions related to the topics (0.5pt, time: 1’ - 2’) -Week 35 – Period 104 UNIT 12: MY FUTURE CAREER Date of planning: …./… /2021 Lesson 7: LOOKING BACK - PROJECT Date of teaching: …/… /2021 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 - Practice making communication, project a Vocabulary: Vocabulary about jobs and careers b Grammar: review c Skills: Matching each job with its description, Matching fragments with fragments to make sentences, sentences completion, Correct the italicized phrases, interaction, asking and answering Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence 246 Behavior: Ss will be more responsible for and be more aware of studying hard to have a good job in the future 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-3’ a, Aims: To warm up the class and introduce the lesson b, Contents: Ss answer some questions c, Outcome: Ss can answer some questions well d, Organization: Chatting T asks Ss some questions Ss answer the questions Vocabulary (10’) a, Aims: Help Ss review some vocabularies they have learnt this lesson and exercise b, Contents: + Ss work individually to match each job with its description + Ss work individually to match fragments 1-8 with fragments A-H to make sentences + Fill each blank with one suitable word/phrase from the box Remember to change the form of the word/phrase where necessary 247 c, Outcome: Ss can review some vocabularies and vocabulary exercises well d, Organization: - 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 self-assessment 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 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 Grammar (15’) a, Aims: Help Ss review V -ing form or to -infinitive and exercises b, Contents: + Ss work individually to complete the sentences using the correct form (V -ing form or to -infinitive) of the verb in brackets 248 + Ss work individually to correct the italicised phrases where necessary c, Outcome: Ss can review V -ing form or to -infinitive and grammar exercises correctly d, Organization: - 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 - Have Ss work independently Correct the italicised phrases where necessary - Check their answers with a partner working hard → to work hard before discussing the answers as a class 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 Communication (8’) a, Aims: Help Ss practice making communication, project b, Contents: Ss work in pair to play a game c, Outcome: Ss can practice making communication, project correctly 249 d, Organization: - Have Ss work in pairs to think of 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 - Finally ask Ss to complete the selfassessment Identify any difficulties and weak areas and provide further practice GAME: TRUE OR 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-tofive job! Guides for homework- 7’ 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 - 250 Week 35 – Period 105 Date of planning: …./… /2021 THE SECOND END-TERM WRITTEN TEST CORRECTION Date of teaching: …/… /2021 A Objectives Knowledge: By the end of the lesson, ss will be able to realize what they have done, what they haven’t done Competence: They can self-evaluate their studying and have good plans to improve it Behavior: Students are hard-working and attentive They will try their best to get better results B Teaching aids Teacher: Textbooks, teaching plan, paper tests, loud speaker Students: Textbooks, notebooks, paper tests C Procedures Checking: During the lesson New lesson:  Review  Result: Class 3,5 - % – 6,5 % 6,5 - % - 10 % 9A 9B Grade  Keys and points: are provided by Thanh Mien Division of Education and Training =======================================/ Date of checking…… /………/2021 251 …………………………………… …………………………………… …………………………………… 252 ... checking… /… /20 21 ……………………………… ……………………………… ……………………………… ……………………………… 49 Week 22 - Period 64 UNIT : TOURISM Preparing date:… / …. /20 21 Lesson : A closer look Teaching date:… /…. /20 21 A OBJECTIVES... arranged….) -/ 21 Week 20 - Period 59 UNIT : RECIPES & EATING HABITS Preparing date:… /…. /20 21 Lesson 5: SKILLS Teaching date:… /…. /20 21 A OBJECTIVES : Knowledge : By the... checking……./… / 20 21 ……………………………… ……………………………… ……………………………… Week 21 - Period 61 Preparing date:… /…. /20 21 UNIT : RECIPES & EATING HABITS Lesson : Looking back & project 31 Teaching date:… /…. /20 21 A OBJECTIVES