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tác giả
Giáo án tiếng anh lớp 9 theo công văn 5512 HỌC KÌ 2 NĂM 2023 - 2024 được soạn dưới dạng file word gồm 184 trang. Các bạn xem và tải về ở dưới.
WEEK 19
Pre: 28 / 1 / 2023
I. OBJECTIVES:
1. Knowledge: - By the end of the theme SS can use some vocabularies and structures to talk about their favourite dishes and recipes for dishes
2. Competences: To develop self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.
3. Qualities:
To educate ss mercifulness, patriotism, studiousness, honesty and responsibility.
II. TEACHING AIDS:
- Students: Materials: book, board..
- Teacher: Equipment : laptop, projector.
III. TEACHING PROCEDURES:
1.Class organization:
2. Checking: - Talk about one of the wonders you like best
3. New lesson:
* Chatting:
*Aims: To help ss to relate to the topic of unit 7.
* Organization:
1.Transfering the task:
- Ask Ss to work in group to do the task.
2. Doing the task:
- In groups of three, ask what their favorite dishes are
3. Reporting the result and discussing:
- SS present
4. Giving the remarks to their doing the task:
- T corrects and gives the remarks
4. Homework:
- Learn new words by heart. Read the conversation again.
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Pre: 28/ 1/ 2023
I. OBJECTIVES:
1. Knowledge: After the lesson students will be able to:
- use the lexical items related to dishes and ways of preparing and cooking food
- ask statement questions with the correct intonation
2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.
3. Qualities:
To educate ss about mercifulness, studiousness, honesty and responsibility.
II. TEACHING AIDS:
- Students: Materials: book, board..
- Teacher: Equipment : laptop, projector.
III. TEACHING PROCEDURES:
1. Class organization:
2. Checking:
S1: goes to the board to write new words
- S2: answers some questions.
3. New lesson:
Brainstorming
*Aims:To encourage Ss in their new lesson by playing a game
* Organization:
1.Transfering the task:
- Ask Ss to do the task.
2. Doing the task:
- Ss work individually
3. Reporting the result and discussing:
- SS answer the questions.
4. Giving the remarks to their doing the task:
- T gives the remarks
THẦY CÔ TẢI NHÉ!
WEEK 19
Pre: 28 / 1 / 2023
PERIOD 55: UNIT 7. RECIPES AND EATING HABITS
LESSON 1: GETTING STARTED
LESSON 1: GETTING STARTED
I. OBJECTIVES:
1. Knowledge: - By the end of the theme SS can use some vocabularies and structures to talk about their favourite dishes and recipes for dishes
2. Competences: To develop self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.
3. Qualities:
To educate ss mercifulness, patriotism, studiousness, honesty and responsibility.
II. TEACHING AIDS:
- Students: Materials: book, board..
- Teacher: Equipment : laptop, projector.
III. TEACHING PROCEDURES:
1.Class organization:
| Class | Date of teaching | attendance | absence |
| 9A | |||
| 9B | |||
| 9C |
3. New lesson:
A. Activity 1: Determining the task:
* Chatting:
*Aims: To help ss to relate to the topic of unit 7.
* Organization:
1.Transfering the task:
- Ask Ss to work in group to do the task.
2. Doing the task:
- In groups of three, ask what their favorite dishes are
3. Reporting the result and discussing:
- SS present
4. Giving the remarks to their doing the task:
- T corrects and gives the remarks
B. Activity 2: Form the new knowledge:
T AND SS’ ACTIVITIES | MAIN CONTENTS | ||
I. Teaching vocabulary *Aims: Ss know how to read new words, identify their meanings and use them to make sentences and know what they are going to listen and read.* Organization: | |||
| 1. Transfering the task: - Elicit some new words from the pictures and situations , realias ….. 2. Doing the task: T: reads new words. - T: writes new words on the board. - SS: listen and repeat in individual first then the whole class. 3. Reporting the result and discussing: - Call 3- 4 SS to read the words again. - Checks vocab : slap the board. 4. Giving the remarks to their doing the task: - T corrects and gives the remarks. Ask Ss to open their books and look at the picture and the phrase under GETTING STARTED. Ask them some questions: Who can you see in the picture? What is there on the table? Where are the people? What do you think the people in the picture are talking about? | I. New words :
Nướng : to grill Quay : to roast Rán, chiên : to fry Xào, áp chảo : to saute Hầm, ninh : to stew Hấp : to steam | ||
C. Activity 3: Practice *Aims: SS get the content of the conversation between Nick and Mi and then complete the exercises* Organization: | |||
| Ex1: 1. Transfering the task: - Explain the requirement of the task to SS 2. Doing the task: - SS listen to the conversation - Ss work in pairs to complete the tasks. 3. Reporting the result and discussing: - T calls two Ss to write on the board. - Other SS give their answers orally. 4. Giving the remarks to their doing the task: - T corrects and gives the remarks. a.Can you find a word that means: Have Ss work independently to find the words with the given meanings in the dialogue. Allow Ss to share their answers before asking them to discuss as a class. Remember to ask Ss to read out the lines in the dialogue that contain the words. Quickly write the correct answers on the board. - Have Ss look at the Watch out! box and quickly read the information. If time allows, ask Ss to make some examples with the expressions. b. Find all the words related to the topic of food in the conversation. Put them in the word webs. Ask Ss to work in pairs and complete the word webs. Call on one pair to write their answers on the board. Other pairs add more words if needed. c . Answer the questions. Have Ss read the questions to make sure they understand them. Ask them firstly to answer the questions without reading the dialogue again. Have Ss exchange their answers with a classmate. Now ask them to check their answers by reading the dialogue again. Ask for Ss’ answers Ex2: - Explain the requirement of the task to SS - 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 - Ss listen to the text - Ss work in pairs to complete the task. - T calls two Ss to write on the board. - Other SS give their answers orally. - T corrects and gives the remarks. Ex3: a .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. b. Tell Ss to complete the sentences with the names of the dishes in2. The complete sentences will give Ss information about these dishes. Call on two Ss to write their answers on the board. - If time allows, T may organise a short activity to check Ss’ short-term memory. Have Ss close their books. Point at each of Ss’ answers on the board and quickly Ss have to call out the country where the dish comes from. | Ex1. Listen and read. a. Can you find a word that means: Key: 1. starter 2. versatile 3. drain 4. peel 5. chop 6. combine b.Find all the words related to the topic of food in the conversation. Put them in the word webs. 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. Ex2. Write the name of each dish in the box under each picture.
Ex3a .In pairs, discuss which country from the box is associated with each dish in 2 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: 1. Lasagne 2. curry 3. steak pie 4. Fajitas 5. sushi | ||
D. Activity 4: Application *Aims:Help Sstalk about the name of some food* Organization: | |||
| 1. Transfering the task: - AskSs to work in groups to do the quiz. The group which has the answers the fastest is invited to read out their answers. Elicit feedback from other groups and ask them to add some other answers. 2. Doing the tasks - Ss work in groups to do the quiz. The group which has the answers the fastest is invited to read out their answers. Elicit feedback from other groups and ask them to add some other answers. T moves around to provide help (if necessary) 3. Reporting the result and discussing: - Ss play the game - When time is up, ask the first group to read out a question in their quiz. Ss from other groups give the answers. Other Ss decide if their answers are correct. Continue the activity until all the groups have read out all of their questions 4. Giving the remarks to their doing the task: - T gives the remarks. | 4. Food quiz 1. beef 2. prawn, potato 3. cheese, butter, ice cream 4. strawberry, lychee, cherry, pomegranate 5. broccoli, spinach, lettuce, celery, kohlrabi |
- Learn new words by heart. Read the conversation again.
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Pre: 28/ 1/ 2023
PERIOD 56: UNIT 7. RECIPES AND EATING HABITS
LESSON 2: A CLOSER LOOK 1
LESSON 2: A CLOSER LOOK 1
I. OBJECTIVES:
1. Knowledge: After the lesson students will be able to:
- use the lexical items related to dishes and ways of preparing and cooking food
- ask statement questions with the correct intonation
2. Competences: To develop ss’ ss’ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.
3. Qualities:
To educate ss about mercifulness, studiousness, honesty and responsibility.
II. TEACHING AIDS:
- Students: Materials: book, board..
- Teacher: Equipment : laptop, projector.
III. TEACHING PROCEDURES:
1. Class organization:
| Class | Date of teaching | attendance | absence |
| 9A | |||
| 9B | |||
| 9C |
S1: goes to the board to write new words
- S2: answers some questions.
3. New lesson:
A. Activity 1: Determining the task:
Brainstorming
*Aims:To encourage Ss in their new lesson by playing a game
* Organization:
1.Transfering the task:
- Ask Ss to do the task.
2. Doing the task:
- Ss work individually
3. Reporting the result and discussing:
- SS answer the questions.
4. Giving the remarks to their doing the task:
- T gives the remarks
B. Activity 2: Form the new knowledge
T AND SS’ ACTIVITIES | MAIN CONTENTS | ||||
I. Teaching Vocabulary *Aims:Ss know how to read new words, identify their meanings and do some exercises* Organization: | |||||
| 1. Transfering the task: - Explain the requirement of the task to SS 2. Doing the task: - Teach some new words : - T: writes new words on the board. - SS: listen and repeat in individual first then the whole class. 3. Reporting the result and discussing: Call 3- 4 SS to read the words again. Checking: rub out and remember. 4. Giving the remarks to their doing the task: - T corrects and gives the remarks. | I. Vocabulary - whisk: beat eggs, cream, etc., with a special tool to add air and make the food light (đánh trứng, kem.,.) - slice: cut something into thin flat pieces (thái lát) - grate: rub food (e.g. cheese) against a grater in order to cut it into very small pieces (nạo) - dip: put something quickly into a drink, sauce or batter and take it out again (nhúng) - chop: cut something into pieces with a knife (chặt, cắt) - spread: put a layer of a substance evenly onto the surface of something (phết) - sprinkle: shake small pieces of something, or drops of a liquid, on something (rắc) - marinate: pour a mixture, usually containing oil, wine or vinegar, and herbs and spices, over meat or fish before it is cooked to add flavour or make it tender (ướp) | ||||
C. Activity 3: Practice *Aims: - Ss know how to do exercises.* Organization: | |||||
| 1. Transfering the task: - Explain the requirement of the task to SS 2. Doing the task: - Ss work individually - Use the verbs correctly to talk about food preparation. 3. Reporting the result and discussing: - T calls two Ss to write on the board. - Other SS give their answers orally. 4. Giving the remarks to their doing the task: - T corrects and gives the remarks Ex1: - Have Ss work individually to do this exercise and then compare their answers with a classmate. Elicit the answers from Ss and quickly write them on the board Ex2: The purpose of this exercise is to help Ss use the verbs correctly to talk about food preparation. Ask Ss to work in pairs to do the exercise. Check the answers as a class. If time allows, have Ss make sentences. Ex3. Have Ss do this exercise individually and then compare their answers with a partner. Check and confirm the correct answers. Have Ss give the Vietnamese translation of the words if needed. Ex4a. a. Ask Ss to answer the two questions. Elicit their answers. Ask them if they have ever eaten or made a pizza. If Ss have eaten pizza, ask them if they like the dish. If they have made a pizza themselves, ask them to describe the process of making one briefly. b. Have Ss complete the instructions individually and then compare their answers with a partner. Check the answers as a class. Ask Ss who have not made a pizza before if they can make a pizza themselves after heading the instructions. | Ex1. Write a food preparation verb from the box under each picture. Chop: chặt, cắt Slice: thái lát grate : nạo marinate: ướp whisk: đánh trứng dip: nhúng sprinkle: rắc spread: phết Ex2. Complete the sentences with the correct form of the verbs in 1. Key:
Key:
Key: tomato sauce, onion, cheese, apple, bacon, pizza base —> pizza b. Complete the instructions below with the verbs in 1 and 3. One verb is used twice. Key: 1. Chop 2. Grate 3. Spread 4. Sprinkle 5. Spread 6. Bake | ||||
II. Teaching pronunciation *Aims:Help SS to learn and practice the Tones in statements used as questions* Organization: | |||||
| 1. Transfering the task: - Explain the requirement of the task. - Explain to Ss the meaning of ‘statement’ (a telling sentence that ends with a full stop) and ‘statement question’ (used to check information; has the order of a statement but ends with a question mark). - Have Ss listen to the recording 2. Doing the task: Let them listen again and have them repeat the sentences with a focus on the tones 3. Reporting the result and discussing: - SS read aloud. 4. Giving the remarks to their doing the task: - T corrects and gives the remarks Ex5. 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. For a more able class, have Ss work in pairs and draw the arrows first. Then play the recording for them to check their answers. | II. Pronunciation: Tones in statements used as questions Ex5. Listen to the conversations. Draw ↘ or ↗ at the end of each line. Practise the conversations with a partner |
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