Giáo án tiếng Anh lớp 9 Tuần 21 sách mới

Unit 7: RECIPES AND EATING HABITS

Lesson 3 - A CLOSER LOOK 2

Teacher’s and students’ activities

Content

Activity 1:

- 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.

- Tell Ss that when talking about recipes people usually use 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 the quantifiers. Ss may also add some more food quantifiers they know to the list.

Activity 2:

- 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.

Activity 3:

a/ 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.

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:

- Have Ss read the two given sentences and answer 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).

Activity 5:

- Have Ss do the exercise individually and then compare their answers in pairs. Ask some Ss to read out loud the complete sentences.

Activity 6:

- Have Ss work in pairs to read the situations and write 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 five minutes, have a representative from one group stand up and read out one situation. This student points at a random student in another group to give a conditional sentence type 1 with a modal verb. If the 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.

1. a

2. a

3. some

4. some/any

5. a

6. some

7. an

8. any

9. some

1. a, g 2. a

3. f, g 4. c

5. h 6. b, d

7. e, f 8. b

1. 200 grams 2. an

3. tablespoons 4. teaspoon

5. teaspoon 6. some

1. ability

2. advice

1. c 2. e

3. a 4. b

5. f 6. d

1. If you want to have good health, you must reduce the amount of salt in your food.
2. If my brother is hungry, he can eat three bowls of rice.

3. You can take a cooking class if it is at the weekend.

4. If I eat this undercooked pork, I may have a stomachache.

5. You should whisk the eggs for 10 minutes if you want a lighter cake.

Unit 7: RECIPES AND EATING HABITS

Lesson 4 - COMMUNICATION

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 answers now.

Activity 2:

a/ Play the first part of the recording for Ss to check their answers. Confirm the correct ones.

b/ Play the recording again for Ss to do the exercise. Have them compare their answers in pairs. Call on two Ss to write their answers on the board. Ask other Ss to correct these answers if needed. Play the recording one more time for Ss to check their answers.

Activity 3:

- Have Ss read the steps to cook the soup and try to rearrange the steps. Ask some Ss to write their order on the board. 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 second time.

- Without playing the recording again, ask Ss about the benefits of the soup. If Ss are not sure about any points, play the recording again. Have one student talk about the benefits.

Activity 4:

a/ Have Ss work in groups to discuss a dish they 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.

1. pumpkin, celery, shallots, butter, salt, cream

1. a kilo/one kilo 2. two

3. two sticks 4. two tablespoons

5. two tablespoons 6. a pinch

7. peel 8. chop

9. peel 10. slice

11. leaves

1. b

2. e

3. f

4. c

5. a

6. d

- a good source of fibre, minerals, and vitamins, especially vitamin A
- improve your eyesight and protect yourself from certain cancers

Unit 7: RECIPES AND EATING HABITS

Lesson 5 - SKILLS 1

Teacher’s and students’ activities

Content

Activity 1:

Have Ss work in pairs to discuss the questions. Elicit their answers. Because it is an open activity, accept different answers.

Activity 2:

Ask Ss to read the headings quickly. Make sure they understand the meaning of each heading.
Now Ss read the paragraphs and match them with the headings. Ask them to compare their answers
with a classmate. Elicit their answers.

Activity 3:

Have Ss read the article again to answer the questions. Ss can underline parts of the text that help them with the answers. Ask Ss to compare their answers before giving the answers to T. Ask them to give evidence when giving the answers.

Speaking

This part helps Ss understand more about the eating habits of Vietnamese people.

Activity 4:

- Have Ss work in groups to discuss the eating habits of Vietnamese people. Ss use the questions provided as cues. Move around the class to provide help. Ask the groups to organise their ideas to 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.

Picture A: different types of sushi

Picture B: miso soup

Picture C: a bowl of rice

Picture D: sliced cucumber/pickled cucumber

A. 3

B. 2

C. 1

1. They like raw food and do not use sauces with a strong flavour.
2. They cut fresh fish.
3. Both can be served with soy sauce.
4. There are four (rice, miso soup, main dish(es), pickles).
5. Rice is the staple food and is very nutritious.
6. Because the dishes are presented in different bowls and plates, and are arranged carefully according to a traditional pattern.