Kế hoạch bài dạy Tiếng Anh 9 - Tuần 20, Bài 7: Recipes and eating habits - Năm học 2022-2023 - Thái Phi Hùng (Global Success)

Son Linh primary and secondary school 2022- 2023 Period 55: Planning date: 27/01/2023 UNIT 7: RECIPES AND EATING HABITS Lesson 1: Getting started : My favourite salad A. OBJECTIVES: By the end of the lesson, students will be able : I. Knowledge: -know about the topic of the unit using lexical items related to dishes, and ways of preparing and cooking food. - Get to know the content of the conversation. II.Competence: - Develop the students’ self-learning, problem solving, cooperation capability and communicative competence to talk about dishes, and ways of preparing and cooking food. III. Attributes: industriousness, responsibility and honesty, hardworking, co- operative *Skills: read, write, listen, speak. B. TEACHING AIDS: Textbook/ projector / loudspeaker C. PROCEDURES: I. Warm up: What are your favourite dishes? T elicits answers from students and quickly writes them on the board. - T writes the unit tittle on the board: RECIPES AND EATING HABITS Ask Ss to explain the meaning of these words. After Ss give their answers, T explains briefly: - recipe (n): A set of instructions that tells you how to cook something and the ingredients ( items of food, herbs, spices ) you need for it. - eating habits (plural N ): the way a person or group eats, considered im terms of what types of food are eaten, in what quantities, and when. Now let’s begin our lesson today. II. Listen and read 1. Open your book, look at the the pictures and the phrase under Getting started. T asks them some questions: - Who can you see in the pictures? - What is there on the table? - Where are the people? - What do you think the people in the picture are talking about? Have Ss answer as a class. T plays the recording and have Ss follow along. After that, Ss can compare their answers with the information in the dialogue and add some more details to their answers. 2. Vocabulary: pawn salad (n) : sa lat tôm celery (n) : cần tây versatile (adj) : đa tài, khéo léo, đa dụng drain (v) : vắt starving (adj) : đói lasagne (n) : món mì nướng Lesson plan 9 Thai Phi Hung Son Linh primary and secondary school 2022- 2023 curry (n): món cà ri fajitas (n): món ăn của người Mexico gồm thịt nướng dùng chung với bánh ngô. steak pie (n): bánh thịt nướng 3. EXa. 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 ta ask Ss to read out the lines in the dialogue that contain the words. Quickly write the correct answers on the board. Key: 1. starter 2. versatile 3. drain 4. peel 5. chop 6. combine 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. 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. Ingredients: salt, pepper, prawns, lemon juice, mayonnaise, celery, spring onion. Preparing and cooking: wash, boil, combine, chop, drain, mix, add, peel. c. Have Ss read the questions and 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. Key: 1. Nick’s mum 1. Because it’s simple and delicious 2. In the summertime 3. Thay are versatile, and you can use lots of different ingredients in a salad. 4. Nick’s mum boils and drains the prawn. Nick washes the celery, nad mixes the ingredients. Mi washes the spring onions, chops the celery and onions, and mixes the ingredients. 5. Because he is finding it difficult to wait for one hour. EX2.Have Ss look at the pictures. Tell Ss that in the box are some dishes from different countries in the world. Ask Ss to match these dishes with the pictures, and then compare their answers in pairs. Play the audio for Ss to check and repeat the answers. A. Cobb salad B. Sushi C. steak pie D. fajitas E. lasagne F. mango sticky rice G. beef noodle soup H. curry 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. A. The USA B. Japan C. The UK D. Mexico E. Italy F. Thailand G. VN H. India b. 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. Lesson plan 9 Thai Phi Hung Son Linh primary and secondary school 2022- 2023 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. 1. Lasagne 2. curry 3. steak pie 4. Fajitas 5. sushi EX4. Ask Ss to work in groups to do the quiz. The group which has the answers the fastest in invited to read out their answers. Elicit feedback from other groups and ask them to add some other answers. III. Homework: - Learn by heart vocabulary - Do exercises 1,2,3 part B - Prepare: A closer look 1. Lesson plan 9 Thai Phi Hung Son Linh primary and secondary school 2022- 2023 Period 56: Planning date: 27/01/2023 UNIT 7: RECIPES AND EATING HABITS Lesson 2: A Closer look 1 A. OBJECTIVES: By the end of the lesson, students will be able to: I.Knowledge: -know some more vocabulary about the topic, practise asking statement questions with the correct intonation. II.Competence - Develop the students’ self-learning, problem solving, cooperation capability and communicative competence to asking statement questions with the correct intonation III. Attributes: industriousness, responsibility and honesty, hardworking, co- operative * Skills: listen, speak. B. TEACHING AIDS: Textbook/ projector / loudspeaker C. PROCEDURES: I. Warm up: Brainstorming Ingredients Preparing and cooking Students come to the board and complete. Now today you are going to learn some similar verbs. These will help you use language correctly when talking about recipes. II. Vocabulary: Have students work individually to do this exercise and then compare their answer with a classmate. Elicit the answer from Ss and quickly write them on the board. Do not confirm the correct answers at this stage. Have Ss explain the meaning of each verb in E or Vietnamese. Correct Ss’explanations when needed. - whisk: đánh trứng, kem - slice : thái lát - grate : nạo - dip : nhúng - chop: chặt, cắt - spread: phết - sprinkle: rắc - marinate: ướp Now have Ss look at their answers on the board and say if these are correct. Lesson plan 9 Thai Phi Hung Son Linh primary and secondary school 2022- 2023 Key: A. chop B. slice C. grate D. marinate E. whisk F. dip G. sprinkle H. spread 3. 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. Key: 1. chop; slice 2. grates; sprinkle 3. marinate 4. whisk 5. dip 6. spread 4. 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 if the word if needed. 1.g 2. f 3. h 4. c 5. e 6. a 7. d 8. b 5.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 a 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. Key: tomato sauce, onion, cheese, bacon, pizza base-> pizza 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 they can make a pizza themselves after reading the instructions. 1. chop 2. grate 3. spread 4. sprinkle 5. spread 6. bake III. Pronunciation: Tones in statements used as questions: Explain to Ss the meaning of “statement” ( a tellign 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). Play the part of the conversation in GETTING STARTED which includes a statement question. Ask Ss to pay attention to the intonation of the sentences. Ask them to give comments. Now have Ss read the information in the REMEMBER! box. Answer any questions from Ss and ensure that Ss understand the information. 6. Ask Ss to read through the three conversations. Play the recording for Ss to draw appropriate arrows to indicate the intonation of each sentnce. 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. Lesson plan 9 Thai Phi Hung Son Linh primary and secondary school 2022- 2023 7.a. 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. b. Have Ss practise the dialogues and act them out in front of the class with the correct intonation. Ask other to comment. If time allows, let Ss write their own dialogues with statement questions. IV. Homework: - Learn by heart Vocab - Do exercises Part A - Prepare: A closer look 2. Lesson plan 9 Thai Phi Hung Son Linh primary and secondary school 2022- 2023 Period 57: Planning date: 29/01/2023 Unit 7: RECIPES AND EATING HABITS Lesson 3: A Closer look 2 A. AIMS: By the end of the lesson, students will be able to : I.Knowledge: Use some quantifiers correctly and practise writing and using conditionals sentence type 1 with modal verbs II.Competence - Develop the students’ self-learning, problem solving, cooperation capability and communicative competence to practise writing and using conditionals sentence type 1 with modal verbs. III.Attributes: industriousness, responsibility and honesty, hardworking, co- operative B. TEACHING AIDS: Textbook/ projector . C. PROCEDURES: I. Warm up: Quantifiers: review: Ask Ss what a quantifier is. If needed, briefly explain to them that a quantifier is a word or phrase that expresses quantity or amount. Tell Ss that they have already learnt, and know, quite a few quantifiers. Elicits examples from Ss. T may organise a short warm up activity with this content. Ss work in pairs to write down all quantifiers they know in two minutes. The winner is the pair which has the most answers. II. Practice: EX2. Ask Ss about the use of the four quantifiers. Make any necessary comments. Have ss do this exercise individually and then compare their answers in pairs. 1.a 2.a 3.some 4.some/any 5.a 6.some 7. an 8.any 9. some Tell Ss that when asking about recipes people usually use the food quantifiers and that the Look out! box contains the most common ones. Have Ss read the information in the Look out! box . Explain any unclear points. If time allows, ask Ss to give examples with quantifiers, Ss may also add some more food quantifiers they know to the list. EX3. Have Ss do 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. 1. a,g 2. a 3. f,g 4. c 5. h 6. b,d 7. e,f 8.b EX4a. Have Ss work in pairs to read the instructions to make a chicken salad and to fill each blank with a word/ phrase from the box. Check as a class. 1. 200 grams 2. an 3. tablespoons 4. teaspoon 5. teaspoon 6. some Lesson plan 9 Thai Phi Hung Son Linh primary and secondary school 2022- 2023 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. III. Modal verbs in conditional sentences type 1: EX5. Have Ss read the two given sentences and answer the questions. Elicits answers and confirm the correct ones. Key: 1, ability 2. advice 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/ should/ might + V ( bare) EX6. Have Ss do the exercise individually and then compare their answers in pairs. Ask some Ss to read out loud the complete sentences. 7. Have Ss work in pairs to read the situations and write the appropriate If- sentences. Call on some Ss to write their sentences on the board. Give necessary correction. If time allows, organise a quick game. Ss work in groups and write down two situations. After 5 minutes, have a representative from one group stand up and read out the situation. This student points at a random student in another group to give a conditional sentence type one with a modal verb. If the sentence is correct, the group gets one point. The groups take turn to read the situations. The winner is the group with the most points. Make sure the groups have equal opportunities to give the answers. IV. Homework: - Make 5 sentences with the conditional sentences type 1 - Do exercises part B’ - Prepare: Communication Lesson plan 9 Thai Phi Hung