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Period:… / Week: …
Date: … / … / ……
A. Objective: By the end of the lesson, students will be able to use the lexical
items related to dishes and structures to talk about their favourite dishes and recipes
for dishes.
B. Language Content:
- Vocabulary: starter, versatile, drain, peel, chop, combine.
- Grammar: Modal verbs in conditional sentences type 1, quantifiers (review).
- Pronunciation: Tones in statements used as questions
C. Teaching aids:
- Textbook , teacher‟s book , chalks, pictures and posters.
D. Procedure:
I. Warm up: Kim‟s game
-T devides class into 2 big teams (team A & team B).
-T hangs the pictures and says how to play the game.
-Ss look at the pictures, listen how to play the game and take part in the game.
-T controls the game, remarks which team win.
-Ss listen and check which team win.
-T and Ss congratulate the winers.
II. Check up:
Key: Foods.
7 6 5
Numbers Sentences
1 Lucky Number Key:
2 1 1. Nick‟s mum.
3 2 2. Because it‟s simple and delicious.
4 3 3. In the summertime.
5 Lucky Number 4. They are versatile, and you can use lots
6 4 of different ingrefients in a salad.
7 5 5. Nick‟s mum boils and drains the
8 6 prawns. Nick washes the celery, peels the
prawns, and mixes the ingredients. Mi
-Ss copy down the correct answers. 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
-T asks Ss to look at the pictures and
tells Ss that in the box are some dishes
from different countries in the word. 2.Write the name of each dish in the box
under each picture.
-Ss write these dishes under the Key:
pictures, and then compare their
answers in pairs.
IV. Homework:
- Learn all the new words by heart.
- Prepare: A Closer Look 1.
V. Evaluation:
A. Objective: By the end of the lesson, students will be able to use the lexical
items related to dishes and ways of preparing and cooking food.
B. Language Content:
- Vocabulary: chop, slice, grate, marinate, whisk, dip, sprinkle, spread.
- Grammar: Modal verbs in conditional sentences type 1, quantifiers (review).
- Pronunciation: Tones in statements used as questions
C. Teaching aids:
- Textbook , teacher‟s book , chalks, pictures and posters.
D. Procedure:
I. Warm up: Kim‟s game
-T devides class into 2 big teams (team A & team B).
-T hangs the pictures and says how to play the game.
-Ss look at the pictures, listen how to play the game and take part in the game.
-T controls the game, remarks which team win.
-Ss listen and check which team win.
-T and Ss congratulate the winers.
II. Check up:
Key: Dishes.
E. whisk
spread: put a layer of a
substance evenly onto the
surface of something (phết)
H. spread
-T asks Ss to work individually and then 3. Match each cooking verb in A with its
compare their answers with a partner. definition in B.
IV. Homework:
- Learn Vocabulary by heart.
- Listen again.
- Prepare “A closer look 2”.
V. Evaluation:
A. Objective: By the end of the lesson, students will be able to use some
quantifiers correctly and use conditional sentences type 1 with modal verbs.
B. Language Content:
- Vocabulary: The items related to dishes and ways of preparing and cooking food.
- Grammar: Modal verbs in conditional sentences type 1, quantifiers (review).
- Pronunciation:
C. Teaching aids:
- Textbook , teacher‟s book , chalks, pictures and posters.
D. Procedure:
I. Warm up:
Listen to music: If You're Happy and You Know it Clap Your Hands Song
-T gives Ss listen to music.
-Ss listen to music and sing song together.
2. a
-Ss do the exercise individually and then 3. f, g
compare their answers with a partner. 4. c
5. h
-T remind them that some quantifiers can
go with more than one noun. 6. b, d
-T calls some Ss to give the answers. 7. e,f
-T checks the answers as a class. 8. b
-T Check as a class.
-T listen to tape and practice the dialogue → If you want to study abroad, you should
in group. learn to cook.
-Ss work in groups and take part in the
10
8
6
4
2 1 2 3 82
160
4
8 4
Numbers Sentences 7 6 5
1 Lucky Number
2 1
3 2
4 3 Key:
5 Lucky Number 1. If you want to have good health, you must
6 4 reduce the amount of salt in your food.
7 5 2. If my brother is hungry, he can eat three
8 Lucky Number bowls of rice.
3. You can take a cooking class if it is at the
-Ss copy down the correct answers. weekend.
-Ss copy down. 4. If I eat this undercooked pork, I may have a
stomachache.
IV. Homework:
- Learn Vocabulary by heart.
- Prepare “Communication”
V. Evaluation:
A. Objective: By the end of the lesson, students will be able to discuss the
recipe for a dish.
B. Language Content:
- Vocabulary: purée, shallot, garnish, cube, tender
- Grammar: Modal verbs in conditional sentences type 1, quantifiers (review).
- Pronunciation:
C. Teaching aids:
- Textbook , teacher‟s book , chalks, pictures and posters.
D. Procedure:
I. Warm up: kim’s game Pictures in page 13
1 2 3 1 3
4 5 6 5 6
-T devides class into 2 big teams (team A & team B).
-T hangs the pictures and says how to play the game.
-Ss look at the pictures, listen how to play the game and take part in the game.
-T controls the game, remarks which team win.
-Ss listen and check which team win.
-T and Ss congratulate the winers.
1. pumpkin 4. salt
2. shallots 5. fresh
cream
3. celery 6. butter
Key:
-T elicits their answers and write them 1. Can you guess the name of the dish
on the board. Does not confirm the in the picture?
correct answers now. pumpkin soup
-Ss copy down. 2. What do you think the ingredients
are for this dish?
simple, many nutrients, delicious,…
Key:
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
-T plays the recording for Ss to check b Listen to the second part of the talk
their answers. and check your answer.
-T Ask Ss to comment on the orders on
the board. If there are any unclear Key:
points, play the recording a second time. 1. b
-Ss copy down. 2. e
3. f
4. c
5. a
6. d
-Without playing the recording again c Listen to the second part again.
-T asks Ss about the benefi ts of the What are the health benefi ts of this
soup. dish?
dish.
-T elicits and gives the cues.
-T gives feedback
IV. Homework:
- Learn vocabulary by heart.
- Prepare Skills 1.
V. Evaluation:
A. Objective: By the end of the lesson, students will be able to read for general
and specific information about the eating habits of Japanese people and talk about
the eating habits of Vietnamese people.
B. Language Content:
- Vocabulary: The items related to dishes and ways of preparing and cooking food.
- Grammar: Modal verbs in conditional sentences type 1, quantifiers (review).
- Pronunciation:
C. Teaching aids:
- Textbook , teacher‟s book , chalks, pictures and posters.
D. Procedure:
I. Warm up: Crossword puzzle
1
2
3
4
5
6
-T asks Ss to read the headings quickly. 2 Now read an article about Japanese
Makes sure they understand the eating habits. Match the headings (1-3)
meaning of each heading. with the paragraphs (A-C).
-Now Ss read the paragraphs and match
them with the headings. Key:
-T asks them to compare their answers A. 3
with a classmate. B. 2
-T elicita their answers. C. 1
-Ss copy down.
-T devides the class into two groups 3 Read the article again and answer
and guides Ss play “LUCKY the questions.
NUMBERS” game to give the answer.
7 6 5
Key:
Numbers Sentences 1. They like raw food and do not use
1 Lucky Number sauces with a strong fl avour.
2 1 2. They cut fresh fi sh.
3 2 3. Both can be served with soy sauce.
4 3 4. There are four (rice, miso soup,
5 Lucky Number main dish(es), pickles).
6 4 5. Rice is the staple food and is very
7 5 nutritious.
8 6 6. Because the dishes are presented in
diff erent bowls and plates, and are
-Ss copy down the correct answers. arranged carefully according to a
-Ss copy down. traditional pattern.
II. Speaking
-T devides class in to 4 groups. 4 Work in groups. Discuss the eating
-T asks Ss to work in groups to discuss habits of Vietnamese people. You can
the eating habits of Vietnamese people. use the following questions as cues.
-Ss use the questions provided as cues.
-T moves around the class to provide
help.
-T asks the groups to organise their
ideas to prepare for a short presentation
-Ss copy down.
5 Imagine that you take part in an
international competition in which
competitors talk about the eating habits
IV. Homework:
- Learn vocabulary by heart.
- Read the texts again.
- Prepare Skills 2.
V. Evaluation:
Period:… / Week: …
Date: … / … / ……
A. Objective: By the end of the lesson, students will be able to listen for detailed
and specific information about teenagers‟ eating habits and write about theeating
habits of a classmate.
B. Language Content:
- Vocabulary: The items related to dishes and ways of preparing and cooking food.
- Grammar: Modal verbs in conditional sentences type 1, quantifiers (review).
- Pronunciation:
C. Teaching aids:
- Textbook , teacher‟s book , chalks, pictures and posters.
D. Procedure:
I. Warm up: Listen to music “Head, Shoulders, Knees & Toes”
-T gives Ss listen to music.
-Ss listen to music and sing song together.
-T tells Ss that they are going to listen to 2. 4Teen Radio is asking two students
two students talking about their eating about their eating habits. Listen to
habits. what they say and decide if the
-Before listening, Ss read through the statements are true (T) or false (F).
statements to make sure they understand
them and to underline key words. 1. T
-T plays the recording for them to do the 2. F
exercise. 3. T
-T calls on one student to write the 4. F
answers on the board. 5. T
-Asks other Ss if they agree with them. - 6. F
-T plays the recording a second time for
Ss to check. Does‟t confirm the correct
answers now.
-Ss copy down.
-Without listening to the recording 3 Listen again and complete the table.
again. Use no more than three words for
each blank.
-Ss completes the table by filling each
blank with no more than three words. Key:
1. biscuits
-Has Ss compare their answers with a 2. hamburger
classmate before giving T the answers. 3. crisps
4. fried beef
-T asks two Ss to write their answers on 5. vegetables
the board. 6. cereal
7. a banana
-T plays the recording one last time to 8. slices of bread
confi rm the answers for both 2 and 3. 9. boiled egg
10. steamed fish
-Ss copy down.
-T asks Ss to work in pairs. They ask Writing
and answer questions about each other‟s 4 Work in pairs. Ask and answer
eating habits, and take notes of their questions about each other’s eating
partner‟s answers in the table. habits. Take notes of your partner’s
-After that give Ss a few minutes to read answers in the table.
their notes again to answer the questions
provided. Name Breakfast Lunch Dinner
-T should move around to give
IV. Homework:
- Do exercise Writing (E1,2 Workbook, page 9).
- Prepare Looking back and Project.
V. Evaluation
Period:… / Week: …
Date: … / … / ……
A. Objective: By the end of the lesson, students will be able to listen for detailed
and specific information about teenagers‟ eating habits and write about theeating
habits of a classmate.
B. Language Content:
- Vocabulary: The items related to dishes and ways of preparing and cooking food.
- Grammar: Modal verbs in conditional sentences type 1, quantifiers (review).
- Pronunciation:
C. Teaching aids:
- Textbook , teacher‟s book , chalks, pictures and posters.
D. Procedure:
I. Warm up: Listen to music “Five Little Ducks Went Out One Day”
-T gives Ss listen to music.
-Ss listen to music and sing song together.
A. steam B. deep-fry
C. stir-fry D. bake
E. roast F. grill
G. simmer H. stew
Key:
1. hamburger
2. sushi
3. deep-fry
4. steam
5. stew
Grammar
Vo Thi Thanh Thuy Page 34
Nguyen Nghiem Junior High School English 9 Lesson Plans
Communication
6 Rearrange the lines to make a
complete conversation.
-T asks Ss to rearrange the lines to make
a complete conversation
Key:
-T asks some pairs to read out loud the 1. B
conversation. 2. E
-Ss copy down. 3. F
4. I
Finished! 5. A
-Ask Ss to complete the self-assessment. 6. H
-Identify any difficulties and weak areas 7. J
and provide further practice if necessary. 8. C
9. G
10. D
PROJECT
A survey on eating habits
-Has Ss work in groups of four or five. 1 Work in groups. Go to other classes and
They go to other classes and ask ask diff erent students about their eating
different Ss about their eating habits. habits. Write the students‟ answers in the
table.
-To reduce the workload, each student
interviews three other Ss and records
their answers in the table.
-T asks Group members to meet together 2 Now work together again. Analyse the
and organise the answers in the form of answers you have got and organise them in
an answer to each question. the form of an answer to each question.
This could be done using a visual organiser
-The following table can serve as an such as a chart.
example. This summarises the answers
of 12 Ss (Ss work in groups of 4).