Giáo án Tiếng Anh Lớp 9 theo CV5512 - Chương trình học kì 2

Date of preparation
Date of teaching
Class
 Absentees
9A
9B
Period 55
UNIT 7: RECIPES AND EATING HABITS
Lesson 1: GETTING STARTED
I. OBJECTIVES:
 1. Knowledge:
	a. Vocabulary: prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions, wash, boil, combine, add, mix, chop, drain, peel
	b. Grammar: review
2. Skills: listening and reading, reading and answering the questions, matching words with pictures, discussing, sentences completion, spoken interaction, playing games.
	3. Attitude: Ss will be more responsible for cooking for themselves and for their family.
	4. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
II. TEACHING AIDS
	1. Teacher: Textbooks, computer, projector, plan.
	2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
 2. 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.
T asks Ss some questions
Ss answer the questions
T introduces the lesson
*Chatting.
- What did you eat yesterday?
- What is your favourite food/ drink/ fruit?
- Can you tell me some food and drink you know?
2. 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.
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
Ss listen to the tape.
T asks Ss to read the conversation in pairs
Ss read the conversation in pairs
1. Listen and read
* 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
3. Practice
Aim: Help Ss interact a conversation about ways of preparing and making a prawn salad.
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
- 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.
- Have Ss work in pairs to discuss what country in the box is associated with each dish in 2. Check and confirm the correct answers.
- Tell Ss to complete the sentences with the names of the dishes in 2. The complete sentences will give Ss information about these dishes. Call on two Ss to write their answers on the board.
c. Answer the questions.
Key: 1. Nick’s mum.
2. Because it’s simple and delicious.
3. In the summertime.
4. They are versatile, and you can use lots of different ingredients in a salad.
5. 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.
6. Because he is finding it difficult to wait for one hour
2. Write the name of each dish in the box under each picture.
Key: 
A. Cobb salad 
B. sushi 
C. steak pie 
D. fajitas 
E. lasagne 
F. mango sticky rice 
G. beef noodle soup 
H. curry
3 a. In pairs, discuss which country from the box is associated with each dish in2.
Key: 
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 2.
Key: 
1. Lasagne 
2. curry 
3. steak pie 
4. Fajitas 
5. sushi
4. Further practice
Aim: Ss can present how to cook how to prawn salad
T guides Ss to talk about cooking prawn salad.
Ss talk how to cook how to prawn salad
T corrects and remarks
Eg: 
Hi every one! I am going to talk about cooking prawn salad.
In order to cook prawn salad, we need the ingredients: prawns, salt, pepper, 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
3. Guides for homework 
	- Learn the vocabulary by heart
 	- Talk how to cook how to prawn salad
- Prepare: A closer look 1.
- 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
Date of teaching
Class
 Absentees
30.12.2019
9A
9B
Period 56
UNIT 7: RECIPES AND EATING HABITS
Lesson 2: A CLOSER LOOK 1
I. OBJECTIVES:
 1. Knowledge:
	a. Vocabulary: chop, slice, grate, marinate, whisk, dip, sprinkle, spread
	b. Grammar: Review
	c. Pronunciation: Tones in statements used as questions.
2. Skills: Writing words under pictures, sentences completion, matching verbs with definition, completing instructions, listening and repeating, completing the conversation.
	3. Attitude: Ss will be more responsible for cooking for themselves and for their family.
	4. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
II. TEACHING AIDS
	1. Teacher: Textbooks, computer, projector, plan.
	2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
 2. 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.
+ Groupwork:
- Divide the class into 5 groups
- Write kind of meat, foods which you have to peel, foods which are made from milk, fruits which are red, vegetables which are green
- Time: 3 minutes
- The group which write more right words is the winner.
Find: 
- Kind of meat: 
- Foods which you have to peel: 
- Foods which are made from milk:
- Fruits which are red: 
- Vegetables which are green:
2. 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)
Ss copy and repeat
I. Vocabulary
1. Write a food preparation verb from the box under each picture.
Key:
A. chop 
B. slice 
C. grate
D. marinate
E. whisk 
F. dip
G. sprinkle 
H. spread
3. Practice
Aim: Help Ss use the verbs correctly to talk about food preparation.
T asks Ss to work individually to use words in part 1 to complete the sentences and then compare their answers with a classmate.
Ss work individually and then compare their answers with a classmate. 
T has Ss explain the meaning of each verb in English or Vietnamese. Correct Ss’explanations when needed.
- Have Ss do this exercise 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 1 and part 3
Ss complete the instructions
T corrects and remarks
- Now have Ss read the information in the REMEMBER! box. Answer any questions from Ss, and ensure that Ss understand the information.
- 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. 
- Call on some pairs to read the conversations out loud. 
- Correct any mistakes.
2. Complete the sentences with the correct form of the verbs in1.
Key:
1. chop; Slice 
2. grates; sprinkles 
3. Marinate 
4. whisk 
5. Dip 
6. spread
3. Match each cooking verb in A with its
definition in B.
Key: 
1. g 2. f 3. h 4. c 5. e 6. a 7. d 8. B
4 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:
1. Chop 
2. Grate 
3. Spread 
4. Sprinkle 
5. Spread 
6. Bake
II. Pronunciation
5. Listen to the conversations. Draw ↷ or ⤻ at the end of each line. Practise the conversations with a partner.
Key:
1. A: What do 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 ↷.
2. A: What’s for dinner ↷?
B: We’re eating out tonight ↷.
A: We’re eating out ⤻?
B: Right ↷.
3. 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 ↷.
6. Work in pairs. Complete the mini-dialogues with suitable statement questions.
Suggested answer:
1. You don’t like pasta?/Don’t like pasta?
2. Add some salt?
4. 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.
3. Guides for homework 
- Write their own mini-dialogues with statement questions.
- Practice vocabulary and pronunciation again.
- Prepare: A closer look 2
- Review: Modal verbs in conditional sentences type 1
- Review: Quantifi ...  8: tourism
(Ex 2,3,4,5,8 part B in unit 8)
Topic: English in the word
(Ex 1, 2,3part B in unit 9)
3. Grammar
Aim: Review: the relative clause, article, conditional sentences type 1,2
T asks Ss to give the usage of the relative clause
Ss do it.
T gives the comment.
T asks Ss to do exercise 8 part: Test yourself in exercise’s book individually, check their answers with a partner before giving the answers to 
 Ss go to the board and write their answers if time allows.
T corrects on the computer
T asks Ss to retell the use of the article
Ss retell the use of the article and give examples
 T asks Ss to do exercises 5/page 5 in exercise’s book individually, check their answers with a partner before giving the answers to 
Ss go to the board and write their answers if time allows.
T asks Ss to retell the form of the conditional sentences type 1 and type 2 and give examples
Ss retell the form of the conditional sentences type 1 and type 2 and give examples
T asks Ss to do exercise about conditional sentences
Ss do exercise
T corrects on the computer
I. Relative clauses
We use relative clauses to give extra information about something / someone or to identify which particular thing/ person we are talking about.
* Rules of using relative clauses
- Which (for things and animals)
- Who (for people)
- Whom (for people as the object of the relative clause)
- When (for time)
- Where (for places)
- Why (for reasons)
- Whose (for possession)
That (for people, things, animals and times)
Eg:
The book which I liked was the detective story.
Exercise 8/ part: Test yourself in exercise’s book
II. Articles: 
* A/An: Indefinite article
- used before countable singular nouns.
- used to mean: (any, every)
- used to talk about something that the listener or the reader doesn’t know about yet.
- used to describe what something or someone is.
- Whether we use “a”, “an” depends on the sound, not the spelling.
* The : definite article
- When the listener or reader knows what the speaker or writer is talking about
- When the speaker specifies what or who they are talking about
- with things that are the only ones around us or that are unique.
- when we refer to the word around us or things that we all know about.
* Zero article
- with plural or uncountable nouns when we are talking about things in general.
- with meals, months, days, and special times of the year.
- with most names of people and places (most countries, states, and cities)
- with geographical areas, lakes, mountains and islands.
(Exercise 5/page 5 in exercise’s book)
III. Conditional sentences
* Type 1:
If it rains tonight, I won’t go out.
* Type 2.
- If there weren’t so many words, it would be easier for us to master it!
Exercise: Using the given information, make conditional sentences with IF
1. They are poor, so they can’t help us.
→ If they ..............................
2. He doesn’t do his homework. He is always punished.
→ If he .........................................
3. He doesn’t have enough time. He can’t help me.
→ If he..............................
4. She doesn’t take any exercise, so she is overweight.
→ If she ..................................
5. He doesn’t have a bicycle, so he always goes to class late.
→ He wouldn’t ....................
6. I am bad at English, so I can’t do homework.
→ I could ............................
7. He doesn’t practise speaking French, so he doesn’t speak it fluently.
→ If he......................................
8. The meeting can be cancelled because it snows heavily.
→ If it.................................................
9. We don’t go because it will rain.
→ If it .............................................
10. John is fat because he eats so many chips.
→ If John..........................................
* Keys
1. If they weren’t poor, they could help us.
2. If he did his homework, he wouldn’t be punished.
3. If he had enough time, he could help me.
4. If she took some exercise, she wouldn’t be overweight.
5. He wouldn’t go to class late if he had a bicycle.
6. I could do homework if I weren’t bad/ were good at English.
7. If he practised speaking French, he would speak it fluently.
8. If it didn’t snow heavily, the meeting couldn’t be cancelled.
9. If it didn’t rain, we would go.
10. If John didn’t eat so many chips, he wouldn’t be fat.
3. Guides for homework
- Retell some vocabularies about eating habits, tourim, English in the world.
- Review the articles, conditional sentence 1,2, relative clause.
Guide the way to do part reading and listening.
- Prepare for the 45 test
Date of preparation
Date of teaching
Class
 Absentees
9A
9B
Period 78
UNIT 10: SPACE TO TRAVEL
Lesson 1: GETTING STARTED
I. OBJECTIVES:
1. Knowledge: By the end of this lesson, students will be able to:
- Use some vocabularies and structures to talk about space travel
- Interact a conversation about English language.
a. Vocabulary: vocabulary related to astronomy and space travel
	b. Grammar: Past simple and past perfect(riview)
2. Skills: listening and reading, matching the words with the definitions, answering the questions, matching the pictures with each description, playing game, creating a Binggo.
	3. Attitude: Ss will be more responsible for and be more aware of discovering and developing space to travel.
	4. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
II. TEACHING AIDS
	1. Teacher: Textbooks, computer, projector, plan.
	2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
 2. New lesson:
Teacher’s and students’ activities
Content
Warm up
Aim: To warm up the class and lead in new lesson
- T asks Ss to tell the planets in the solar system. 
- T asks: +Do you want to travel to one of the planets? 
+ Can you tell some popular films about space? 
(Martian, Apollo 13, Gravity)
- T leads in the topic of the unit.
- Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune
Presentation
Aim: Ss know some vocabulary related to astronomy and space travel
-Where are Phuc and Nick? May be, In Phuc’s room.
What are they talking? About the space
What can you see in the room? 
What do you think Phuc is interested in? Why do you think so? 
their answers Ss answer as a class 
T plays the recording -> Ss follow along 
Ss compare their answers with the information in the dialogue
* New words 
- astronaut (n) ['æstrənɔ:t] : phi hành gia (pic)
- astronomy	 (n) [əs'trɔnəmi]: thiên văn học (trans)
- spacewalk	 (n)['speiswɔ:k]: chuyến đi bộ trong không gian (trans)
- satellite 	(n) ['sætəlait] : vệ tinh (pic)
- rocket (n)	['rɔkit]: tên lửa (pic)
- meteorite 	(n)['mi:tjərait] : thiên thạch (explanation)
- habitable (adj)[hæbitəbl]: có đủ điều kiện cho sự sống (explanation)
- mission (n)['mi∫n]: chuyến đi, nhiệm vụ (trans)
- microgravity(n) [maikrəugrævəti]:	tình trạng không trọng lượng
- parabolic flight (n) [pærə’ɔnik flait]: chuyến bay tạo môi trường không trọng lượng
3. Practice
Aim: Ss can understand the dialogue and do exercises
Activity 1: 
a/ Now tell Ss to look at the text of the conversation. Play the recording and have Ss follow along. Have Ss then work in pairs to do the matching exercise.
b/ Have Ss continue to work in pairs and answer the questions. Give feedback as a class. Ask Ss to say where in the conversation they found the answers to the questions.
c/ Have Ss discuss the questions: ‘Who is keener on space travel – Phuc or Nick? Why do you think so?’
Ask Ss to give as much information in the text to support their answers as possible.
Activity 2: 
 Have Ss work individually for this exercise. Ask them to pay attention to the photos and the key words/ content words in the sentences. Have Ss then compare their answers with a partner.
a/ Draw lines to match the words with the definitions.
Key: 
1. d 
2. e 
3. f 
4. c 
5. b 
6. a
b/ Answer the questions
Key:
1. Phuc was crazy about space.
2. He had learnt about the universe and had collected lots of books about space.
3. To show that there are more things in the list but that it’s not necessary to list everything.
4. He wasn’t very impressed because he thought the meteorite was like an ordinary piece of rock.
5. By scuba diving in a flight suit and by taking a parabolic flight to experience microgravity.
6. He compares it to a ride on a rollercoaster.
c/ Who is keener on space travel – Phuc or Nick? Why? 
Key:
Phuc seems keener on space travel than Nick. He was crazy about space when he was young. Phuc knows more about space and astronauts. He says he’d love to experience microgravity, whereas Nick thinks microgravity sounds scary.
Activity 2: Find the words in the box to match the picture in each description
Key: 
1. satellite 
2. telescope 
3. universe 
4. meteorite 
5. rocket 
6. spacecraft
4. Further practice
Aim: Ss can play game
-Write the eight Voc words on small pieces of paper, shuffle the paper, and keep them face down. Then one person turns over the pieces of paper one by one, and call out either the actual words or the definitions. 
-Players find the words in their grid as they are called, and mark them off. When a player has marked three box down	, cross or diagonally ( counting the “ free space), he or she calls out “Bingo” and win the round.
Activity 3: 
Game: SPACE BINGO
3. Guides for homework
Question for the good students: How are Astronauts trained? Do you want to become an Astronaut?
Question for the bad students: Have you ever seen a spaceship?
- Practice reading the dialogue.
- Write new words then learn them by heart.
- Copy the exercise into notebooks. 
- Prepare A CLOSER LOOK 1
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