Giáo án Tiếng Anh 9 (Global Success) - Unit 7: Recipes and eating habits - Năm học 2022-2023 - Trường THCS Nguyễn Chuyên Mỹ

Nội dung tài liệu: Giáo án Tiếng Anh 9 (Global Success) - Unit 7: Recipes and eating habits - Năm học 2022-2023 - Trường THCS Nguyễn Chuyên Mỹ

1. LESSON PLAN ENGLISH 9 Preparing date: Teaching date: 27/1/2022 9A: 10/ 1/2023 9B: 10/ 1/2023 9C: 10/ 1/2023 9D: 10/ 1/2023 Period 55 UNIT 7: RECIPES AND EATING HABITS Lesson 1: Getting started: My favorite salad (P.6 - 7) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: Have an overview of the topic “Eating habits in Viet Nam.”; Use the lexical items related to the topic “Eating habits in Viet Nam” to talk about good table manners. - Vocabulary: Words: The lexical items related to the topic “Recipes and eating habits”. 1. prawn (n): mĩn tơmcelery (n): cần tâydrain (v): làm ráo nướcIngredient (n): Serve (v):Veratile (adj): Starter (n): - Language: Conditional sentences type 1 with modal verbs. 2. Skills: Listening, speaking, reading and writing. 3. Attitude: - Ss have a positive attitude towards what they have learnt; understand and actively respond to relevant matters or situations. - Try to learn good table manners and taste different cuisines and respect the differences and diversities, so that they can strengthen the love for Vietnamese traditional cuisines and be aware of preserving and promoting Viet Nam’s identity. 4. Competencies: Form and/or improve such competencies as: collaboration, teamwork, communication, presentation, problem-solving, assessment, etc. II. PREPARATIONS: Teacher: Projector, textbook, pictures, lesson plan. Students: Textbooks, notebooks III. ANTICIPATED PROBLEMS AND SOLUTIONS: - Students may not be familiar with many difficult recipes and eating habits. * Solutions: T only introduces the active words in class. For the passive ones, T lets Ss study at home. IV. PROCEDURE: Teacher’s activities Contents WARM UP (IW/ 3’)(The whole class) UNIT 7: - Ask Ss to open their books and look at the Lesson 1: Getting started: picture and the phrase under GETTING My favorite salad 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/ LISTENING AND READING I. Vocabulary: 1. Vocabulary: (IW/5’) 2. prawn (n): mĩn tơm - Teacher use different techniques to teach 3. celery (n): cần tây vocabulary (situation, realia) 4. drain (v): làm ráo nước - Follow the seven steps of teaching vocabulary 5. Ingredient (n): - Ss Write down 6. Serve (v): TASK 1a: (IW/3’) 7. Veratile (adj): - Have Ss work independently to find the words 8. Starter (n): with the given meanings in the dialogue. - Ss Share their answers with a partner. II. LISTENING AND READING - Allow Ss to share their answers before asking Ex1.a: Find a word that means: them to discuss as a class. 1. starter 2. versatile 1
2. LESSON PLAN ENGLISH 9 - Ask Ss to read out the lines in the dialogue that 3. drain 4. peel contain the words. 5. chop 6. combine - Ss On pair quickly writes the correct answers on the board. - Other pairs add some more words - Have Ss look at the Watch out! box and quickly read the information. Ask Ss to make some examples with the expressions. Ex1b: find the word related to the topic of TASK 1b:(PW/5’) food in the conversation Ask Ss to work in pairs and complete the word - Ingredient:salt, pepper, prawns, lemon juice, webs. spring onions, celery, mayonnaise. - Call on one pair to write their answers on the - Preparing and cooking: wash, boil, combine, board. chop, peel, drain, mix, add. - Ask other pairs add more words if needed. TASK1. c: Answer the questions: (IW/PW/7’) Ex1. C: Answer the questions: - Have Ss read the questions to make sure they 1. Nick’s mum. understand them. Ask them firstly to answer the 2. Because it’s simple and delicious. questions without reading the dialogue again. 3. In the summertime. (PW) 4. They are versatile, and you can use lots of - Have Ss exchange their answers with a different ingredients in a salad. classmate. 5. Nick’s mum boils and drains the prawns. - Ask Ss to check their answers by reading the Nick washes the celery, peels the prawns, and dialogue again. mixes the ingredients. Mi washes the spring - Ask for Ss’ answers. onions, chops the celery and spring onions, and mixes the ingredients. 6. Because he is finding it difficult to wait for one hour. PRACTICE Ex2. Listen and name of each dish in the box Helping Students practice some dishes from under the picture. different countries in the world. A. Cobb salad TASK 2: (IW/ PW/7’) B. sushi - Have Ss look at the pictures. Tell Ss that in the C. steak pie box are some dishes from different countries in D. fajitas the world. E. lasagna - Ss write these dishes under the pictures, and then F. mango sticky rice compare their answers in pairs. G. beef noodle soup - Play the audio for Ss to check and repeat the H. curry answers. - SS compare their answers in pairs then listen Ex3. Discuss which country is associated and check. with each dish. TASK 3: (IW/ PW/10’) A. The USA B. Japan a/ Have Ss work in pairs to discuss what country C. The UK D. Mexico in the box is associated with each dish in E. Italy - Ss write the answers. F. Thailand - Check and confirm the correct answers. G. Viet Nam - 5 Ss write the answer on the board. H. India b/ Tell Ss to complete the sentences with the b. Fill in the blank with the name of a dish in names of the dishes in2. The complete sentences 2. will give Ss information about these dishes. 1. Lasagna - Call on two Ss to write their answers on the 2. curry board. 3. steak pie - Have Ss close their books. Point at each of Ss’ 4. Fajitas answers on the board and quickly Ss have to call 5. sushi 2
3. LESSON PLAN ENGLISH 9 out the country where the dish comes from. WRAPPING UP Ex4. Food quiz: Helping Students sum up whole knowledge from 1. beef the game. 2. prawn, potato TASK 4: (IW/ GW/4’) 3. cheese, butter, ice cream - Ask Ss to work in groups of 6 to do the quiz. 4. strawberry, lychee, cherry, pomegranate The group which has the answers the fastest is 5. broccoli, spinach, lettuce, celery, kohlrabi invited to read out their answers. Elicit feedback from other groups 1. beef and ask them to add some other answers. 2. prawn, potato - If there is some time left, have Ss work in their 3. cheese, butter, ice cream groups and write down a similar quiz. Set a time 4. strawberry, lychee, cherry, pomegranate limit of about five minutes. When time is up, ask 5. broccoli, spinach, lettuce, celery, kohlrabi 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 TASK until all the groups have read out all of their questions or when time is up. HOMEASSIGNMENT (1’) - Practice reading the dialogue. - T elicits the homework. - Copy the exercise into notebooks. FEED BACK: .................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ............................................................................................................................................................. 3
4. LESSON PLAN ENGLISH 9 Preparing date: Teaching date: 27/1/2022 9A: 12/ 1/2023 9B: 12/ 1/2023 9C: 12/ 1/2023 9D: 12/ 1/2023 Period 56 UNIT 7: RECIPES AND EATING HABITS Lesson 2: A Close look 1 (P.9- 10) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: use the lexical items related to dishes and ways of preparing and cooking food; ask statement questions with the correct intonation. - Vocabulary: Words: The lexical items related to the topic “Recipes and eating habits”. (chop ; slice ; grate ; marinate ; whisk ; dip ; sprinkle ; spread) - Grammar: Conditional sentences type 1 with modal verbs. 2. Skills: Listening, speaking, reading and writing. 3. Attitude: - - Ss have a positive attitude towards what they have learnt; understand and actively respond to relevant matters or situations. - Try to learn good table manners, taste different cuisines, and respect the differences and diversities, so that they can strengthen the love for Vietnamese traditional cuisines and be aware of preserving and promoting Viet Nam’s identity. 4. Competencies: Form and/or improve such competencies as: collaboration, teamwork, communication, presentation, problem-solving, assessment, etc. II. PREPARATIONS: Teacher: Projector, textbook, pictures, lesson plan. Students: Textbooks, notebooks III. ANTICIPATED PROBLEMS AND SOLUTIONS: - Students may have difficulty in distinguishing the stressed words in sentences. * Solutions: Teacher should download pronunciation power stress-and-intonation to help Ss pronounce correctly. IV. PROCEDURE: Teacher’s activities Contents WARM UP (5’) The whole class A. The USA A. Cobb salad Match the dish to the country. B. Japan B. sushi T: Look at the table, match the countries in C. The UK C. steak pie column A to the right dishes in column B. D. Mexico D. fajitas E. Italy E. lasagna F. Thailand F. mango sticky rice G. Viet Nam G. beef noodle soup H. India H. curry UNIT 7: RECIPES AND EATING HABITS Lesson 2: A Close look 1 (P.9- 10) VOCABULARY Ex1. Write a food preparation verb from the TASK 1: (IW/ PW/7’) box under the picture: - Have Ss work individually to do this exercise A. chop B. slice and then compare their answers with a C. grate D. marinate classmate. E. whisk F. dip - Elicit the answers from Ss and quickly write G. sprinkle H. spread them on the board. - Have Ss explain the meaning of each verb in English or Vietnamese. - Correct Ss’ explanations when needed. - whisk: beat eggs, cream, etc., with a special tool to add air and make the food light (đánh 4
5. LESSON PLAN ENGLISH 9 trứng, kem ) - slice: cut something into thin - at 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 - favour or make it tender (ướp) - Now have Ss look at their answers on the board and say if these are correct. - Listen and write the meaning of the words if necessary Ex2: Complete the sentences with the correct TASK 2:(PW/IW/7’) form of the verbs: T: The purpose of this exercise is to help you use 1. chop; slice the verbs correctly to talk about food 2. grates; sprinkles preparation. 3. marinate - Ask Ss to work in pairs to do the exercise. 4. whisk - Check the answers as a class. If time allows, 5. dip have Ss make sentences. 6. spread TASK 3:(IW/PW/7’) Ex3. Match each cooking verb with its - Have Ss do this exercise individually and then definition. compare their answers with a partner. 1. g 2. f 3. h 4. c - Ss do this exercise individually and then 5. e 6. a 7. d 8. b compare their answers with a partner. - Check and confirm the correct answers. - Have Ss give the Vietnamese translation of the words if needed. TASK 4:(WHOLE CLASS/7’) Ex4.a: What dish are these ingredients used a/ Ask Ss to answer the two questions. for? - Elicit their answers. tomato sauce, onion, cheese, apple, bacon, pizza - Ask them if they have ever eaten or made a base → pizza pizza. T: Do you they like the dish?. Have you made a pizza yourselves? Can you describe the process of making one briefly? b/ Have Ss complete the instructions b. Complete the instructions with the verbs in 1 individually and then compare their answers and 3. with a partner. 1. Chop 2. Grate - Check the answers as a class. 3. Spread 4. Sprinkle T: Who has not made a pizza before? 5. Spread 6. Bake Can you make a pizza themselves after reading the instructions? PRONUNCIATION (10’) Ex5. Listen and draw. 5
6. LESSON PLAN ENGLISH 9 Tones and statements used a question. 1. A . TASK 5: B. .. and an apple - Ask Ss to read through the three conversations. A. An apple? - Play the recording for Ss to draw appropriate B: Yes, an apple. arrows to indicate the intonation of each 2. A: What’s for dinner? sentence. B: . tonight. - Have Ss compare their answers in pairs. A: .. eating out? - Call on some pairs to read the conversations B: Right. out loud. 3. A: .. this dish. - Correct any mistakes. B: Why not? (For a more able class, have Ss work in pairs A: to prawns. and draw the arrows first. Then play the B: .. to prawns? recording for them to check their answers.) A: . Eat them. TASK 6:(PW) a/ Ask Ss to work in pairs to complete the mini Ex6.a. Complete the dialogues. dialogues with suitable statement questions. Suggested answer: - Call on some pairs to write their answers on 1. You don’t like pasta? the board. /Don’t like pasta? - Give comments when needed. 2. Add some salt? b/ Have Ss practice the mini-dialogues and act b. Practice the dialogue. them out in front of the class with the correct intonation.(PW) - Ask other Ss to comment. If time allows, let Ss write their own mini-dialogues with statement questions. HOMEASSINGMENT ( 2’) - Write sentences with new words - T elicits the homework. - Copy the exercise into notebooks. FEED BACK: .................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ............................................................................................................................................................. 6
7. LESSON PLAN ENGLISH 9 Preparing date: Teaching date: 27/1/2022 9A: 13/ 1/2023 9B: 13/ 1/2023 9C: 13/ 1/2023 9D: 14/ 1/2023 Period 57 UNIT 7: RECIPES AND EATING HABITS Lesson 3: A Close look 2 (P.11- 12) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: use some quantifiers correctly; write and use conditional sentences type 1 with modal verbs - Vocabulary: Words: The lexical items related to the topic “Recipes and eating habits”. They are related to dishes, and ways of preparing and cooking food ask statement questions with the correct intonation, use some quantifiers correctly. - Grammar: Conditional sentences type 1 with modal verbs. 2. Skills: Listening, speaking, reading and writing. 3. Attitude: - Ss have a positive attitude towards what they have learnt; understand and actively respond to relevant matters or situations. - Try to learn good table manners and taste different cuisines and respect the differences and diversities, so that they can strengthen the love for Vietnamese traditional cuisines and be aware of preserving and promoting Viet Nam’s identity. 4. Competencies: Form and/or improve such competencies as: collaboration, teamwork, communication, presentation, problem-solving, assessment, etc. II. PREPARATIONS: Teacher: Projector, textbook, pictures, lesson plan. Students: Textbooks, notebooks III. ANTICIPATED PROBLEMS AND SOLUTIONS: - Students may have difficulty in using quantifiers * Solutions: Teacher should prepare the lesson carefully and give the Ss clear instructions. IV. PROCEDURE: Teacher’s & Students’ activities Contents WARM UP (5’) - Helping Ss revise complex sentences as well as warming up the class and leading in the new lesson REVISION: Quantifiers: review Quantifiers - Ask Ss what a quantifier is. (a quantifier is a word or phrase that express quantity or amount). Tell Ss that they have already learnt, and know, quite a few quantifiers. - Elicit examples from Ss. UNIT 7: RECIPES AND EATING HABITS Lesson 3: A Close look 2 GRAMMAR Ex1. Fill each blank with: a, an, some, any. 1/ The use of the food quantifiers. Key: TASK 1 (PW/5’) 1. a 2. a 1. Ask Ss about the use of the four quantifiers. 3. some 4. some/any Make any necessary comments. 5. a 6. some. - Have Ss do this exercise individually and then 7. an 8. any compare their answers in pairs. 9. some - Ss do the exercise individually, then compare the answers with a partner. - Practice the dialogue again. T: When talking about recipes, people usually use food quantifiers and that the Lookout! Box contains 7
8. LESSON PLAN ENGLISH 9 the most common ones. Now, read the information in the Look out! Box. - Ask Ss to give examples with the quantifiers. Ex2. Match the food quantifiers with the - Have Ss add some more food quantifiers they nouns. know to the list. 1. a, g 2. a TASK 2 (IW;PW/5’) 3. f, g 4. c - Have Ss do the exercise individually and then 5. h 6. b, d compare their answers with a partner. 7. e, f 8. b - Remind them that some quantifiers can go with more than one noun. - Check the answers as a class. Ex3.a: Read the instructions to make a TASK 3: (IW;PW/10’) chicken salad. a/ Have Ss work in pairs to read the instructions to 1. 200 grams 2. an make a chicken salad and to fill each blank with a 3. tablespoons 4. teaspoon word/phrase from the box. 5. teaspoon 6. some - Check as a class. b/ Ask Ss to work in pairs, and think about a simple Ex3.bWork in pairs. Think about a simple salad they know. Together Ss write the instructions salad Write the instructions on how to to make it. make it using the quantifiers and cooking - Call on some pairs to read aloud their instructions. verbs you have learnt. - Other Ss listen, make comments, and vote for the SUGGESTED: best salad. Cut the bread into medium pieces and bake for 8-10 minutes until they brown evenly. Lay the chicken breasts on the pan for 4 minutes then turn them and cook for another 4 minutes. While waiting for the chicken, crush the garlic and mix with the cheese, mayonnaise and white wine vinegar, stir in a few teaspoon water if you want. Chop the chicken into bite- size, add the mixture to chicken and toss. Sprinkle some cheese on top and serve right 2/ MODAL VERB IN CONDITIONAL away. SENTENCES TYPE 1 Modal verbs in conditional sentences type TASK 4:(IW/5’) 1. - Have Ss read the two given sentences and answer Form: the questions. Elicit their answers and confirm the If + S + V (present simple), S correct ones. + can/must/may/might/ - Ask them to give the standard form of conditional should + V (infinitive). sentences type 1. - Call on one student to write the Ex4. form on the board. 1. ability - Have Ss read the information and examples in the 2. advice grammar box. - Write the form of the examples on the board: TASK 5:(IW/5’) Ex5. Match the first half of the sentence in - Have Ss do the exercise individually and then A with the second half in B. compare their answers in pairs. 1. c 2. e - Ask some Ss to read out loud 3. a 4. b the complete sentences. 5. f 6. d WRAPPING UP Ex6. Write the conditional sentences type Helping Students write sentences that have the 1. If you want to have good health, you must same meaning as the first after speaking and reduce the amount of salt in your food. practicing the phrases. 2. If my brother is hungry, he can eat three 8
9. LESSON PLAN ENGLISH 9 TASK 6:(PW/8’) bowls of rice. - Have Ss work in pairs to read the situations and 3. You can take a cooking class if it is at the write appropriate if-sentences. weekend. - Call on some Ss to write their sentences on the 4. If I eat this undercooked pork, I may have a board. - Others give their comments. stomachache. 5. You should whisk the eggs for 10 minutes - Give necessary correction. if you want a lighter cake. HOMEASSIGNMENT ( 2’) - Write sentences with new words then learn - T elicits the homework. them by heart. - Copy the exercise into notebooks. FEED BACK: .................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ............................................................................................................................................................. 9
10. LESSON PLAN ENGLISH 9 Preparing date: Teaching date: 27/1/2022 9A: 17/ 1/2023 9B: 17/ 1/2023 9C: 17/ 1/2023 9D: 17/ 1/2023 Period 58 UNIT 7: RECIPES AND EATING HABITS Lesson 4: Communication (P.13- 14) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: discuss the recipe for a dish - Vocabulary: Words: The lexical items related to the topic “Recipes and eating habits”. 1. purée (v): xay nhuyễn (realia)2. cube (n): hình khối (picture)3. shallot (n): cây hẹ (realia) tender( adj): mềm (translation)5. garnish (v): bày biện mĩn ăn6. fiber (n): sợi (realia) - Grammar: Conditional sentences type 1 with modal verbs. 2. Skills: Listening, speaking, reading and writing. 3. Attitude: - Ss have a positive attitude towards what they have learnt; understand and actively respond to relevant matters or situations. - Try to learn good table manners and taste different cuisines and respect the differences and diversities, so that they can strengthen the love for Vietnamese traditional cuisines and be aware of preserving and promoting Viet Nam’s identity. 4. Competencies: Form and/or improve such competencies as: collaboration, teamwork, communication, presentation, problem-solving, assessment, etc. II. PREPARATIONS: Teacher: Projector, textbook, pictures, lesson plan. Students: Textbooks, notebooks III. ANTICIPATED PROBLEMS AND SOLUTIONS: - Students may have difficulty in using quantifiers * Solutions: Teacher should prepare the lesson carefully and give the Ss clear instructions. IV. PROCEDURE: Teacher’s & Students’ activities Contents WARM UP (IW/5’) UNIT 7: RECIPES AND EATING HABITS Helping Ss revise complex sentences as well as Lesson 4: Communication warming up the class and leading in the new lesson - Ask Ss what they would like to have for Ingredients breakfast? - Ask them to talk about Ingredients for Pho for Pho - The whole class One by one go to the board and write. VOCABULARY (IW/7’) I. Vocabulary - T introduces some vocabulary. 1. purée (v): xay nhuyễn (realia) - Have Ss practice reading the vocab ( individually, 2. cube (n): hình khối (picture) chorally) 3. shallot (n): cây hẹ (realia) - Listen, repeat and copy down. 4. tender( adj): mềm (translation) 5. garnish (v): bày biện mĩn ăn 6. fiber (n): sợi (realia) TASK 1: (IW/2’) Ex1. Look at the picture and answer the - Have Ss look at the picture and answer the questions: questions. 1. pumpkin, celery, shallots, butter, salt, - Quickly elicit their answers and write them on the cream board. Do not confirm the correct answers now. TASK 2: Ex2.a. Listen to the first part of the talk. a/ Play the first part of the recording for Ss to 10
11. LESSON PLAN ENGLISH 9 check their answers. - Listen and check the answers Ex2.b. Listen and fill in the blank: - T confirms the correct ones. 1. a kilo/one kilo 2. two b/ Play the recording again for Ss to do the exercise. 3. two sticks 4. two tablespoons - Have them compare their answers in pairs. 5. two tablespoons 6. a pinch - Call on two Ss to write their answers on the board. 7. peel 8. chop - Ask other Ss to correct these answers if needed. 9. peel 10. slice - Play the recording one more time for Ss to check 11. leaves their answers. PRACTICE (DISCUSSION) (11’) Ex3.a. Read the steps to make the disk. Helping Students talk about a day out Rearrange them into the correct order. TASK 3: 1. b - Have Ss read the steps to cook the soup and try to 2. e rearrange the steps. 3. f - Do the task individually 4. c - Some Ss write the answers on board 5. a - Ask some Ss to write their order on the board. 6. d - Play the recording for Ss to check their answers. - Ask Ss to comment on the orders on the board. If there are any unclear points, play the recording a Ex3.c. Benefits of the dish: second time. - a good source of fiber, minerals, and - Without playing the recording again, ask Ss about vitamins, especially vitamin A the benefits of the soup. If Ss are not sure about any - improve your eyesight and protect yourself points, play the recording again. from certain cancers. - Have one student talk about the benefits. WRAPPING UP Ex4. Choose a disk you like. Discuss its Helping Students to sum up whole knowledge from ingredients, steps to cook and how to cook speaking. it. TASK 4: Name of the dish .. a/ Have Ss work in groups to discuss a dish they Ingredients ...... like. Preparation .. - Move around to provide any necessary help. Steps - Ss take notes of the ingredients, how to prepare Benefits of the dish . the dish, and the steps to cook it on a big piece of Expected answer: paper. Name of the dish: Chung Cake b/ Ask groups to stick their answers on the walls Ingredients:rice, green bean, fatty pork and around the class. black pepper, salt, sometimes green onion - Ask other Ss to move around to each group and STEP: Fold the leaves over a mould, wrap listen to the group’s presentation about the dish. the cake into a square shape, and tie it with - Each group present their work in front of the class. bamboo strings. - Have Ss vote for the best dish and explain the - Place cakes in a pot padded with dong leaf reasons. stalks, pour in enough water to submerge the cakes, and boil on high heat. As the water boils off, add enough to keep the cakes submerged. Boil continuously for 12 hours Benefits: Help us to remember about the traditional food HOMEASSIGNMENT ( 1’)- T elicits the - Make sentences with new words then learn homework. them by heart. FEED BACK: .................................................................................................................................... 11
12. LESSON PLAN ENGLISH 9 Preparing date: Teaching date: 27/1/2022 9A: / 1/2023 9B: / 1/2023 9C: / 1/2023 9D: / 1/2023 Period 59 UNIT 7: RECIPES AND EATING HABITS Lesson 5: Skills 1 (p.14- 15) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: read for general and specific information about the eating habits of Japanese people; talk about the eating habits of Vietnamese people. - Vocabulary: Words: The lexical items related to the topic “Recipes and eating habits”. They are related to dishes, and ways of preparing and cooking food ask statement questions with the correct intonation, use some quantifiers correctly.(component (n): longevity (n): staple (n): nutritious portion (n): horseradish: pickled (adj): - Grammar: Conditional sentences type 1 with modal verbs. 2. Skills: Listening, speaking, reading and writing. 3. Attitude: - Ss have a positive attitude towards what they have learnt; understand and actively respond to relevant matters or situations. - Try to learn good table manners and taste different cuisines and respect the differences and diversities, so that they can strengthen the love for Vietnamese traditional cuisines and be aware of preserving and promoting Viet Nam’s identity. 4. Competencies: Form and/or improve such competencies as: collaboration, teamwork, communication, presentation, problem-solving, assessment, etc. II. PREPARATIONS: Teacher: Projector, textbook, pictures, lesson plan. Students: Textbooks, notebooks III. ANTICIPATED PROBLEMS AND SOLUTIONS: - Students may have difficulty in using quantifiers * Solutions: Teacher should prepare the lesson carefully and give the Ss clear instructions. IV. PROCEDURE: Teacher’s & Students’ activities Board Contents WARM UP (5’) A: different types of sushi TASK 1: Ex1:Guessing the pictures B: miso soup - T shows the 4 pictures hidden and lets sts guess C: a bowl of rice what they are. D: sliced cucumber/ pickled cucumber - The whole class T: Have you ever tried the dishes in the pictures? If so, how did you find them? READING I. Reading: Leading sts to the new lesson by teaching 1. Vocabulary vocabulary (IW/8’) 1. component (n): /kəm'pounənt/ thành phần - Have sts look at the picture and answer the 2. longevity (n): / lɔn'dʤeviti/ tuổi thọ questions, quickly elicit their answers and write 3. staple (n): /'steipl/ lương thực chính them on the board. 4. nutritious (n): / nju:'triʃəs/ dinh dưỡng - Get feedback for the correct answers. 5. portion (n): / 'pɔ:ʃn/ khẩu phần 6. horseradish:/ ‘hɔːsrỉdɪʃ/ củ cải cay 7. pickled (adj): /'pikld/; ngâm giấm TASK 2 Read then match the headings with Ex2. Read the article about Japanese the paragraph. (IW. PW/8’) eating habits. Match the headings with the Help sts read the text and find out the question paragraph. by matching the headings with the paragraph Key: A3, B2,C1 12
13. LESSON PLAN ENGLISH 9 - Ask sts to read the headings quickly. Make sure they understand the meaning of each heading. - Have sts read the paragraphs and match them with the headings then compare the answers with a partner - Ask sts to compare the answers in pairs. - Elicit their answers. TASK 3: Answer the questions (IW/PW/ 7’) Ex3. Answer the questions: - Have sts read the passage again to answer the Key: questions. Ask them to underline the parts of the 1. They like raw food and do not use sauce text that help them with the answers. with a strong flavor. - Ask sts to compare in pairs. 2. They cut fresh fish. - Have sts come to the board to write the answers. 3. Both can be served with soy sauce. - Correct the mistakes if needed. SPEAKING (3’) Ex4. Discuss the eating habits of TASK 4: Discuss the eating habits of Vietnamese people. Vietnamese people (GW/7’) + The most important feather of Vietnamese - Have sts work in groups of 4 to discuss the eating: eating habits of Vietnamese people, using the + The typical components in Vietnamese questions as cues. meal: Helping Students make a brainstorm and + The staple of our country: express their opinions. + The dishes are arranged: - Ask the groups to organize their ideas to prepare + Other characteristics of our eating habits: for a short presentation. - Group work ( write the ideas on the posters) FURTHER PRACTICE (GW/8’) Ex5. Present your group’s ideas about Help sts feel comfortable to present the group’s Vietnamese eating habits. ideas about Vietnamese eating habits Vietnamese food is varied and distinctive. It is T: Imagine that you take part in an international considerably low fat and high in carbohydrates. competition in which competitors talk about the Traditional Vietnamese cooking usually uses fresh eating habits of your country. Present your ingredients, little dairy and oil, and various herbs and vegetables. Different sauces such as fish group’s ideas about Vietnamese eating habits. sauce, shrimp paste, and soya sauce are quite - Have one or more group(s) to come to the front popular in various regions. to present. There is no concept of ‘ course’ in a Vietnamese meal. A meal consists of various dishes ( meat, fish, egg or tofu), vegetable, soup and rice. Rice is the staple in Vietnam. In many families, people eat around a tray of food with a small bowl of fish sauce in the middle. Around this bowl are dishes. If people place the food on a table, a similar arrangement is followed. Dishes are served communally. Usually there is a big dish/ bowl of each dish, and people use chopsticks and spoons to get their share. In general, Vietnamese food is considered healthy and is popular in other countries. HOMEASIGNMENT ( 2’) - Write new words. - T elicits the homework. - Copy the exercise into notebooks. FEED BACK: .................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... 13
14. LESSON PLAN ENGLISH 9 Preparing date: Teaching date: 27/1/2022 9A: / 1/2023 9B: / 1/2023 9C: / 1/2023 9D: / 1/2023 Period 60 UNIT 7: RECIPES AND EATING HABITS Lesson 6: Skills 2 (P.15) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: listen for detailed and specific information about teenagers’ eating habits; write about the eating habits of a classmate. - Vocabulary: Words: The lexical items related to the topic “Recipes and eating habits”. They are related to dishes, and ways of preparing and cooking food ask statement questions with the correct intonation, use some quantifiers correctly.(- grill (v): - Nutritious (n): - creal (n)) - Grammar: Conditional sentences type 1 with modal verbs. 2. Skills: Listening, speaking, reading and writing. 3. Attitude: - Ss have a positive attitude towards what they have learnt; understand and actively respond to relevant matters or situations. - Try to learn good table manners and taste different cuisines and respect the differences and diversities, so that they can strengthen the love for Vietnamese traditional cuisines and be aware of preserving and promoting Viet Nam’s identity. 4. Competencies: Form and/or improve such competencies as: collaboration, teamwork, communication, presentation, problem-solving, assessment, etc. II. PREPARATIONS: Teacher: Projector, textbook, pictures, lesson plan. Students: Textbooks, notebooks III. ANTICIPATED PROBLEMS AND SOLUTIONS: - Students may have difficulty in organizing the ideas to write about the eating habits of a classmate. * Solutions: Teacher should prepare the lesson carefully and give the Ss clear instructions. IV. PROCEDURE: Teacher’s & Students’ activities Contents WARM - UP ( PW/5’) - T divides the class into two teams. - T tell the rule of the game - T show 8 pictures about many kinds of food all over the world at a time - At the last picture was showed, Ss have 30 seconds to go to the board and write down the answers. UNIT 7: - T check the answers. RECIPES AND EATING HABITS - Let Ss open their books and start Lesson 6: Skills 2 (P.15) the lesson. LISTENING I. Listening: - Leading sts to the new lesson by giving 1. Vocabulary: some vocabulary and finding out the - grill (v): nướng differences between the two pictures. (IW/3’) - Nutritious (n): dinh dưỡng, bổ dưỡng - Teacher use different techniques to teach - creal (n): ngũ cốc vocabulary: - Follow the seven steps of teaching vocab. - Ss practice reading the words, and then write down * Checking vocab: What and where TASK 1: Describe the pictures (PW/5’) 2. Describe the pictures: 14
15. LESSON PLAN ENGLISH 9 T: One of you looks at picture A, and the other - Picture A: A boy is eating chocolate. On the looks at the one on page P.17. Ask each other table there are junk foods such as crisps, a questions to find out the differences between hamburger, soft drinks, and sweets. The boy them. looks fat. - Have Ss do this TASK in pairs. - Picture B: A girl is having rice. On the table - Have them ask each other questions to find we can see soup, fish, vegetables, and out the differences between the two pictures. watermelon. The girl looks slim and fit. - Elicit the answers from Ss. - Meaning: They show the contrast between - Ask them to describe the underlying meaning healthy eating and unhealthy eating. of the pictures. TASK 2:Listen to the conversation (IW/7’) Ex2. Listen to the conversation and decide - T: You are going to listen to two students whether if the statements are T of F. talking about their eating habits. Before 1. T 2. F listening, please read through the statements 3. T 4. F and underline key words. 5. T 6. F - Play the recording for Ss to do the exercise. - Ss listen to the recording and do exercise. - Call on one student to write the answers on the board. - Ask other Ss if they agree with them. - Play the recording a second time for Ss to check. (Don’t confirm the correct answers now.) Ex3. Listen and complete the table. TASK 3:complete the table (IW/5’) 1. biscuits 2. hamburger T: Without listening to the recording again, 3. crisps 4. fried beef please complete the table by filling each blank 5. vegetables 6. cereal with no more than three words. You’ll work 7. a banana 8. slices of bread individually. 9. boiled egg 10. steamed fish - Have Ss compare their answers with a classmate before giving the answers. - Ask two Ss to write their answers on the board. - Play the recording one last time to confirm the answers for both 2 and 3. WRITING II. WRITING Ask and answer questions about each Ex4. Ask and answer questions about each other’s eating habits, and take notes. other’s eating habits, and take notes of their TASK 4:Ask and answer questions (PW/4’) partner’s answers in the table. - Ask Ss to work in pairs. They ask and answer questions about each other’s eating habits, and take notes of their partner’s answers in the Name Breakfast Lunch Dinner table. - After that give Ss a few minutes to read their notes again to answer the questions provided. - T moves around to give comments as there may not be enough time for checking with the whole class. TASK 5:write about their partner’s eating habits. (IW/10’) - Ask Ss to write about their partner’s eating habits. - When they have finished, Ss exchange their writing to spot any mistakes. 15
16. LESSON PLAN ENGLISH 9 - Have Ss share the mistakes with the whole class. FURTHER PRACTICE IW/5’) Sample writing: - T collects some Ss’ work to correct, or T may My friend, Trang, does not have healthy eating ask them to rewrite the exercise as homework. habits. She sometimes skips breakfast. When she has it, she usually buys a hamburger and a soft drink from a café near our school. For lunch, her favourite is fried rice and deep-fried chicken. The good thing is that she prefers to have dinner at home. However, she likes eating a lot of rice and fatty pork for dinner. She rarely eats vegetables, but loves fruits. I think Trang should change her diet. First, if she wants to have more energy for the day, she should never skip breakfast. Second, she must reduce the amount of fast food she eats. Also, eating more vegetables would be good for her. She should also eat less rice for dinner. These changes will definitely keep her fit. HOMEASSIGNMENT( 1’) - Write make sentence with each new words . - T elicits the homework. - Copy the exercise into notebooks. - Prepare LOOKING BACK Audio script: Nicolas: I don’t have a proper breakfast. I never have time because I always get up late. Normally, my mum buys a packet of biscuits and I have some on the school bus. At lunchtime, I’m always hungry, so I have a hamburger, a packet of crisps, and a cola. I can easily get them at the school canteen. For dinner, I like fried beef, noodles, and eggs. I don’t really eat vegetables because they aren’t tasty. My mum says my eating habits are unhealthy. I’m thinking about changing them. If I continue eating like this, I may become overweight. Maya: My brother doesn’t have healthy eating habits, but I do. For breakfast, I usually have a bowl of cereal, a glass of milk, and a banana. It’s important to start a new day with a good breakfast, so I tend to have nutritious things. I don’t buy lunch at school; instead, I prepare my lunch box with two slices of bread, a boiled egg, and salad. Sometimes, my mum makes sushi for my lunch. In the evening, my mum and I cook dinner. My favourite is steamed fish. Lean grilled chicken is also a dish I like for dinner. FEED BACK: .................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ....................................................................................................................................................................... ............................................................................................................................................................. 16
17. LESSON PLAN ENGLISH 9 Preparing date: Teaching date: 27/1/2022 9A: / 1/2023 9B: / 1/2023 9C: / 1/2023 9D: / 1/2023 Period 61 UNIT 7: RECIPES AND EATING HABITS Lesson 7: Looking back + Project (P.16- 17) I. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: use some vocabularies and structures to talk about their favorite dishes and recipes for dishes. - Vocabulary: Words: The lexical items related to the topic “Recipes and eating habits”. They are related to dishes, and ways of preparing and cooking food ask statement questions with the correct intonation, use some quantifiers correctly. - Grammar: Conditional sentences type 1 with modal verbs. 2. Skills: Listening, speaking, reading and writing. 3. Attitude: - Ss have a positive attitude towards what they have learnt; understand and actively respond to relevant matters or situations. - Try to learn good table manners and taste different cuisines and respect the differences and diversities, so that they can strengthen the love for Vietnamese traditional cuisines and be aware of preserving and promoting Viet Nam’s identity. 4. Competencies: Form and/or improve such competencies as: collaboration, teamwork, communication, presentation, problem-solving, assessment, etc. II. PREPARATIONS: Teacher: Projector, textbook, pictures, lesson plan. Students: Textbooks, notebooks III. ANTICIPATED PROBLEMS AND SOLUTIONS: - Students are not confident to present and promote their activities before the class. * Solutions: Teacher should prepare the lesson carefully and give the Ss clear instructions and encourage students to be calm to take part in the project part. IV. PROCEDURE: Teacher’s & Students’ activities Contents WARM UP (IW/5’) I. Vocabulary: Helping Ss revise some words about recipes and Ex1. Match the words in A with their eating habits, quantifiers as well as warming up definitions the class and leading in the new lesson. 1. d 2. e TASK 1: Match the words 3. g 4. b - Have Ss do this exercise individually and then 5. a 6. c compare their answers with a partner. 7. h 8. f - Call on Ss to read out loud their answers. VOCABULARY (10’) Ex2. Write a verb for a cooking method Leading sts to the new lesson by using the under each picture: words in the warm - up part. A. steam B. deep-fry TASK 2: C. stir-fry D. bake - Ask Ss to complete the words individually. E. roast F. grill Check Ss’ answers as a class. G. simmer H. stew - Ss compare the answers with a partner. Read out loud their answers. Ex3. Fill in each blank with a word/ a - Call on one or two Ss to write their answers on phrase. the board. 1. hamburger 2. sushi TASK 3: 3. deep-fry 4. steam - Have Ss work individually. 5. stew 17
18. LESSON PLAN ENGLISH 9 - Have Ss compare the answers with a partner. - Call on some ss to read out loud their answers. - Confirm the correct answers. Review Grammar (12’) II. Grammar: Help sts review Grammar: Quantifiers and Ex4. Circle the correct answers: Modal verbs in Conditional sentences. 1. slice 2. sticks TASK 4: Circle the correct answers 3. any - some 4. bag - Have sts work individually. 5. clove 6. bunch - Have sts compare the answers with a partner. - Confirm the correct answers. TASK 5: Complete the sentences Ex5. Complete the sentences. - Ask sts to write the sentences individually. 1. If you keep eating fast food, you might - Call on 2 sts to write the sentences on the become overweight. board. 2. If you promise to finish your homework - Ask other sts to give comments. tonight, you can go to the cinema with your - Correct the sentences if needed. friend. 3. He should eat less sweets if he doesn’t want to have toothache. 4. She must eat less rice and bread if she wants to lose weight. 5. If you join this cooking lesson, you can cook many delicious dishes. Communication (5’) Ex6. Rearrange the lines to make a Help Ss make a complete conversation about complete conversation. eating habits 1. B 2. E TASK 6: 3. F 4. I - Have Ss rearrange the lines to make a complete 5. A 6. H conversation, first individually and then share 7. J 8. C their answers with a partner. 9. G 10. D - Ask some pairs to read out loud the conversation. - Finished! - Ask Ss to complete the self-assessment. - Identify any difficulties and weak areas and provide further practice if necessary. Project (12’) A survey on eating habits A survey on eating habits 1. Have Ss work in groups of four or five. They go to other classes and ask different Ss about their eating habits. (Each student interviews three other Ss and records their answers in the table). 2. Group members meet together and organize the answers in the form of an answer to each question. The following table can serve as an example. This summarizes the answers of 12 Ss. (Ss work in groups of 4). Their findings might look like this: - Question 1: Of 12 students answered, only three usually eat fast food. Four of them sometimes eat fast food, and five never have this kind of food. - Question 2: 18
19. LESSON PLAN ENGLISH 9 3. Have groups present their findings to the class. Finally, they conclude whether Ss at the school have healthy eating habits. HOMEASSIGNMENT (1’) - Do ex in MLH work book. - T elicits the homework. - Copy the exercise into notebooks. FEED BACK: .................................................................................................................................... ........................................................................................................................................................................... ........................................................................................................................................................................... ........................................................................................................................................................................... ................................................................................................................................................. 19