giao an tieng anh lop 9 tuan 21 sach moi

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GIÁO ÁN TIẾNG ANH LỚP 9 TUẦN 21
NĂM HỌC 2019 - 2020
Period: 4

Week: 21
Unit 7: RECIPES AND EATING HABITS
Lesson 3 - A CLOSER LOOK 2

I. OBJECTIVES:

By the end of this Unit, students will be able to:

 use some quantifiers correctly
 write and use conditional sentences type 1 with modal verbs
II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:
Teacher’s and students’ activities

Content

Activity 1:
- Ask Ss about the use of the four quantifiers. Make 1. a
any necessary comments. Have Ss do this exercise 2. a
individually and then compare their answers in 3. some
pairs.

4. some/any

- Tell Ss that when talking about recipes people 5. a

usually use food quantifiers and that the Look out! 6. some
Box contains the most common ones.

7. an

- Have Ss read the information in the Look out! box. 8. any
Explain any unclear points. If time allows, ask Ss to 9. some
give examples with the quantifiers. Ss may also add
some more food quantifiers they know to the list.

1. a, g

2. a

Activity 2:

3. f, g

4. c

- Have Ss do the exercise individually and then 5. h

6. b, d

compare their answers with a partner. Remind them 7. e, f

8. b

that some quantifiers can go with more than one

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noun. Check the answers as a class.
Activity 3:

1. 200 grams

2. an

a/ Have Ss work in pairs to read the instructions to 3. tablespoons

4. teaspoon

make a chicken salad and to ll each blank with a 5. teaspoon

6. some

word/phrase from the box. Check as a class.
b/ 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.
- T may also organise a competition. Have Ss work
in groups to write the instructions to make a salad
on a big piece of paper. Once they have finished,
each group sticks their instructions on the board. A
board of five Ss act as examiners. This board reads
the instructions and gives each group a mark.

Activity 4:

1. ability

- Have Ss read the two given sentences and answer 2. advice
the questions. Elicit their answers and confirm the
correct ones.
- Ask them to give the standard form of conditional
sentences type 1. 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:
If

+

S

+

V

(present

simple),

S

+

can/must/may/might/should + V (infinitive).

1. c

2. e

Activity 5:

3. a

4. b

- Have Ss do the exercise individually and then

5. f

6. d


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compare their answers in pairs. Ask some Ss to read
out loud the complete sentences.
Activity 6:

1. If you want to have good health,

- Have Ss work in pairs to read the situations and you must reduce the amount of salt
write appropriate if-sentences. Call on some Ss to in

your

food.

write their sentences on the board. Give necessary 2. If my brother is hungry, he can
correction.

eat three bowls of rice.

If time allows, organise a quick game. Ss work in 3. You can take a cooking class if it
groups and write down two situations. After

five is at the weekend.

minutes, have a representative from one group stand 4. If I eat this undercooked pork, I
up and read out one situation. This student points at may have a stomachache.
a random student in another group to give a 5. You should whisk the eggs for 10
conditional sentence type 1 with a modal verb. If the minutes if you want a lighter cake.
sentence is correct, the group gets one point. The
groups take turns to read their situations. The
winner is the group with the most points. Make sure
the groups have equal opportunities to give the
answers.
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare COMMUNICATION

Period: 5

Week: 21
Unit 7: RECIPES AND EATING HABITS
Lesson 4 - COMMUNICATION

I. OBJECTIVES:


By the end of this Unit, students will be able to:

discuss the recipe for a dish

II . PREPARATION: sub -board, pictures, cassette


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III. PROCEDURES:
Teacher’s and students’ activities

Content

Activity 1:
- Have Ss look at the picture and answer the
questions. Quickly elicit their answers and write
them on the board. Do not confirm the correct 1. pumpkin, celery, shallots, butter,
answers now.

salt, cream

Activity 2:

a/ Play the

first part of the recording for Ss to 1. a kilo/one kilo

check their answers. Confirm the correct ones.

3. two sticks

2. two
4. two

b/ Play the recording again for Ss to do the exercise. tablespoons
Have them compare their answers in pairs. Call on 5. two tablespoons 6. a pinch
two Ss to write their answers on the board. Ask 7. peel

8. chop

other Ss to correct these answers if needed. Play the 9. peel

10. slice

recording one more time for Ss to check their 11. leaves
answers.
Activity 3:

1. b

- Have Ss read the steps to cook the soup and try to

2. e

rearrange the steps. Ask some Ss to write their order

3. f

on the board. Play the recording for Ss to check

4. c

their answers. Ask Ss to comment on the orders on

5. a

the board. If there are any unclear points, play the

6. d

recording a second time.

- a good source of fibre, minerals,

- Without playing the recording again, ask Ss about

and vitamins, especially vitamin A

the benefits of the soup. If Ss are not sure about any

- improve your eyesight and protect

points, play the recording again. Have one student

yourself from certain cancers

talk about the benefits.
Activity 4:
a/ Have Ss work in groups to discuss a dish they


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like. Ss take notes of the ingredients, how to prepare
the dish, and the steps to cook it on a big piece of
paper. Move around to provide any necessary help.
b/ Ask groups to stick their answers on the walls
around the class. Ask other Ss to move around to
each group and listen to the group’s presentation
about the dish. Have Ss vote for the best dish and
explain the reasons.
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare SKILLS 1
Period: 6

Week: 21
Unit 7: RECIPES AND EATING HABITS
Lesson 5 - SKILLS 1

I. OBJECTIVES:

By the end of this Unit, students will be able to:

 read for general and specific information about the eating habits of Japanese
people
 talk about the eating habits of Vietnamese people
II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:
Teacher’s and students’ activities

Content

Activity 1:
Have Ss work in pairs to discuss the questions. Picture A: different types of sushi
Elicit their answers. Because it is an open activity, Picture B: miso soup
accept different answers.

Picture C: a bowl of rice

Activity 2:

Picture D: sliced cucumber/pickled


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Ask Ss to read the headings quickly. Make sure they cucumber
understand

the

meaning

of

each

heading. A. 3

Now Ss read the paragraphs and match them with B. 2
the headings. Ask them to compare their answers C. 1
with a classmate. Elicit their answers.
Activity 3:
Have Ss read the article again to answer the 1. They like raw food and do not
questions. Ss can underline parts of the text that use sauces with a strong flavour.
help them with the answers. Ask Ss to compare their 2. They cut fresh fish.
answers before giving the answers to T. Ask them to 3. Both can be served with soy
give evidence when giving the answers.

sauce.

Speaking

4. There are four (rice, miso soup,

This part helps Ss understand more about the eating main dish(es), pickles).
habits of Vietnamese people.

5. Rice is the staple food and is very

Activity 4:

nutritious.

- Have Ss work in groups to discuss the eating 6. Because the dishes are presented
habits of Vietnamese people. Ss use the questions in different bowls and plates, and
provided as cues. Move around the class to provide are arranged carefully according to
help. Ask the groups to organise their ideas to a traditional pattern.
prepare for a short presentation.
Activity 5:
Have one group of Ss act as examiners and other
groups as competitors. The groups take turns to
present their ideas. If there is not much time left,
allow about two or three groups to present. Invite
comments from the examiners. Give additional
comments.
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks.


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-Prepare SKILLS 2
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