Giáo án tiếng Anh lớp 9 Tuần 22 sách mới

Giáo án tiếng Anh lớp 9 chương trình mới Tuần 22

Giáo án Tuần 22 lớp 9 môn tiếng Anh dưới đây nằm trong tài liệu Giáo án môn lớp 9 môn Tiếng Anh theo tuần do sưu tầm và đăng tải. Nội dung giáo án được biên soạn một cách kỹ lưỡng giúp quý thầy cô soạn bài nhanh và hiệu quả hơn.

Period: 7 Week: 22


Lesson 6 – SKILLS 2

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

listen for detailed and specific information about teenagers’ eating habits

write about the eating habits of a classmate

II . PREPARATION: sub -board, pictures, cassette


Teacher’s and students’ activities


Activity 1:

- Have Ss do this activity in pairs. They ask each other questions to find out the differences between the two pictures. Elicit the answers from Ss. Ask them to describe the underlying meaning of the pictures.

Activity 2:

- Tell Ss that they are going to listen to two students talking about their eating habits. Before listening, Ss read through the statements to make sure they understand them and to underline key words. Play the recording for them to do the 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.

Activity 3:

- Without listening to the recording again, Ss complete the table by filling each blank with no more than three words. 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.


-Activity 4:

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 table.
After that give Ss a few minutes to read their notes again to answer the questions provided.
T should move around to give comments as there may not be enough time for checking with the whole class.

Activity 5:

Ask Ss to write about their partner’s eating habits. When they have finished, Ss exchange their writing to spot any mistakes. Have Ss share the mistakes with the whole class. T may collect some Ss’ work to mark at home, or T may ask them to rewrite the exercise as homework. In this case, remember to ask for Ss’ revised work in the next lesson.

- Picture A: A boy is eating chocolate. On the table there are junk foods such as crisps, a hamburger, soft drinks, and sweets. The boy looks fat.
- Picture B: A girl is having rice. On the table we can see soup, fish, vegetables, and watermelon. The girl looks slim and fit.
- Meaning: They show the contrast between healthy eating and unhealthy eating.

1. T 2. F

3. T 4. F

5. T 6. F

1. biscuits 2. hamburger

3. crisps 4. fried beef

5. vegetables 6. cereal

7. a banana 8. slices of bread

9. boiled egg 10. steamed fish

Sample writing:

My friend, Trang, does not have healthy eating 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.


-Write new words then learn them by heart.

-Copy the exercise into notebooks.


Period: 8 Week: 22



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

- use some vocabularies and structures to talk about their favourite dishes and recipes for dishes

II . PREPARATION: sub -board, pictures, cassette


Teacher’s and students’ activities


Activity 1:

Have Ss do this exercise individually and then compare their answers with a partner. Call on Ss to read out loud their answers.

Activity 2:

- Ask Ss to complete the words individually. Check Ss’ answers as a class. If time allows, call on one or two Ss to write their answers on the board.

Activity 3:

- Ask Ss to do this exercise individually. Have some Ss read out their answers. Confirm the correct ones.

Activity 4:

- Have Ss do this exercise individually. Check the answers as a class. T may ask Ss to explain their choice.

Activity 5:

- Ask Ss to write the sentences individually. Have two Ss write the sentences on the board. Ask other Ss to give comments. Correct the sentences if needed.

Activity 6:

- Have Ss rearrange the lines to make a complete conversation, first individually and then share their answers with a partner. Ask some pairs to read out loud the conversation.


Ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice if necessary.

Project: 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. To reduce the workload, each student interviews three other Ss and records their answers in the
table. This should be done early in the unit.

2. Group members meet together and organise the answers in the form of an answer to each question. The following table can serve as an example. This summarises 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: …

3. Have groups present their findings to the class. Finally, they conclude whether Ss at the school have
healthy eating habits.

1. d 2. e

3. g 4. b

5. a 6. c

7. h 8. f

A. steam B. deep-fry

C. stir-fry D. bake

E. roast F. grill

G. simmer H. stew

1. hamburger 2. sushi

3. deep-fry 4. steam

5. stew

1. slice 2. sticks

3. any - some 4. bag

5. clove 6. bunch

1. If you keep eating fast food, you might become overweight.

2. If you promise to finish your homework tonight, you can go to the cinema with your 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.

1. B 2. E

3. F 4. I

5. A 6. H

7. J 8. C

9. G 10. D


-Write new words then learn them by heart.

-Copy the exercise into notebooks.

-Prepare GETTING STARTED - Unit 8

Period: 9 Week: 22

Unit 8 : TOURISM

Lesson 1 - GETTING STARTED: Travel plans

I. OBJECTIVES: By the end of this Unit, students will be able to: use lexical items related to tourism

II . PREPARATION: sub -board, pictures, cassette


Teacher’s and students’ activities


Activity 1:

Let sts open their book to GETTING STARTED

Tell them to look at the picture and answer the questions:

-What are Nick and Chau talking about?

-What place/ city may they be mentioning?

-What do you know about thus city country?

Tell sts they are going to listen to Nick and Chau talking about Nick’s plans for his summer holiday.

Play the recording and have sts follow along.

a) Play the recording twice or more

Sts do the exercise individually.

Check and write the correct answers on the board.

T may call on an able st to write the answers on the board.

Explain to sts the meaning and the use of the three expressions in the Watch out box. Ask sts to locate them in the conversation.

b) Sts work in pairs.

Tell them to refer back to the conversation when necessary. Explain anything difficult.

T needs to explain to sts “ snails and frogs’ legs are specialities in France.

c) Sts work individually , then compare their answers with a partner.

Help them find the information in the conversation.

Call on some pairs ro read out the questions and give their answers.

Check their answers.

Activity 2:

This activity aims at giving the collocations of common words related to the topic of travelling and tourism.

Sts work in pairs first. Check their work,then let them read and remember each collocation.

Activity 3:

This exercise is a revision of words / phrases from previous lessons.

Let sts work individually to do the task. Check their answers.

If time allows , call on some sts to read the passage with the correct answers.

Activity 4:

Sts do the exercise individually, then check their answers.

T may encourage each st to make a similar quiz for their partner to do. T may pick up any interesting questions and give them to the whole class. Praise good ideas.

Sts work in groups for 4, 5, 6. Check and give comments.

1) Listen and read / p.18

Ex a) Find a word / phrase in the conversation that means:

1. made up your mind

2.narrowed it down

3. a package tour


5.not my cup of tea

Ex b)Tick (P) true (T) or false (F)

1. F





Ex c) Answer the following questions.

1.It means Nick’s parents are relaxed and open-minded.

2. It’s quite warm ( warmer than in Britain)

3.Visit the Alps , and climb Mont Blanc, explore Paris , and go sightseeing in the historic city of Versailles.

4. Eat frogs’ legs and snails.

5.She says “ lucky you” when Nick says he can make his own decisions.

Ex2) Collocation: Which word goes with which list below?




Ex3) Fill each blank with a word / phrase from the list.

1. seaside resort


3.destination advance

5. delayed




Ex4) Quiz.

1. Da Nang City

2. The Great Wall of China

3. Jeju island

4. sts’ answers

5. sts’ answers

6. sts’ answers


-Practice reading the dialogue.

-Write new words then learn them by heart.

-Copy the exercise into notebooks.

-Prepare A CLOSER LOOK 1

Trên đây là Giáo án tuần 22 môn tiếng Anh 9 mới.

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