Giáo án Tiếng Anh lớp 9 mới Học kì 2 chuẩn nhất

-Ask Ss to open their books and look at the picture and the phrase under GETTING 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?

- 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.

1. starter

2. versatile

3. drain

4. peel

5. chop

6. combine

2. Because it’s simple and delicious.

3. In the summertime.

4. They are versatile, and you can use lots of different ingredients in a salad.

5. Nick’s mum boils and drains the prawns. Nick washes the celery, peels the prawns, and mixes the ingredients. Mi 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.

- Have Ss look at the pictures. Tell Ss that in the box are some dishes from different countries in the world.

- Ask Ss to write these dishes under 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

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. Viet Nam

H. India

- 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

- Ask Ss to work in groups to do the quiz. The group which has the answers the fastest is invited to read out their answers. Elicit feedback from other groups and ask them to add some other answers.

- If there is some time left, have Ss work in their groups and write down a similar quiz. Set a time limit of about five minutes. When time is up, ask 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 activity until all the groups have read out all of their questions or when time is up.

1. beef

2. prawn, potato

3. cheese, butter, ice cream

4. strawberry, lychee, cherry, pomegranate

5. broccoli, spinach, lettuce, celery, kohlrabi

Have Ss work individually to do this exercise and then compare their answers with a classmate.

Elicit the answers 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 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 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.

A. chop

B. slice

C. grate

D. marinate

E. whisk

F. dip

G. sprinkle

H. spread

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.

1. chop; Slice

2. grates; sprinkles

3. Marinate

4. whisk

5. Dip

6. spread

Have Ss do this exercise individually and then compare their answers with a partner. Check and con-firm the correct answers. Have Ss give the Vietnamese translation of the words if needed.

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 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.

1. Chop

2. Grate

3. Spread

4. Sprinkle

5. Spread

6. Bake

Ask Ss to read through the three conversations. Play the recording for Ss to draw appropriate arrows to indicate the intonation of each sentence. 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.

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 mini-dialogues and act them out in front of the class with the correct intonation.

Ask other Ss to comment. If time allows, let Ss write their own mini-dialogues with statement questions.

1. You don’t like pasta?/Don’t like pasta?

2. Add some salt?

Let ss 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 ss thay are going to listen to Nick and Chau talking about Nick’s plans for his summer holiday.

Play the recording and have ss follow along.

Ss 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 ss the meaning and the use of the three expressions in the Watch out box. ASk ss to locate them in the conversation.

1. made up your mind

2.narrowed it down

3. a package tour

4.explore

5.not my cup of tea

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

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

1. F

2.T

3.T

4.F

5.F

Help them find the information in the conversation.

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

Check their answers.

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.

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

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

1.hoilday

2.resort

3.tour

4.trip

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

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

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

1. seaside resort

2.souvenir

3.destination

4.in advance

5. delayed

6.luggage

7.accommodation

8.price

Ss do the exercise individually, then check their answers.

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

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

1. Da Nang City

2. The Great Wall of China

3. Jeju island

4. ss’ answers

5. ss’ answers

6. ss’ answers

Ss work individually, then compare their answers with a partner’s.

Ask some ss to write their answers on the board.

Check their answers as a class. Have them make sentences with the words if necessary.

Adjectives

Ex 1) Match each word / phrase with a definition.

1.tour

2.resort

3.travel

4.tour guide

5.trip

6.expedition

Ss work in pairs. Call on some ss to write the answers on the board.Correct as a class.

T may ask some ss to answer some questions about the passage:

-What piece of writing is it? ( introduction of a tourist attraction? itinerary? advertisement?)

-What is EcoTours? ( A travel Agency / company?)

-What is special about EcoTours? ( It gives some money to protect the environment)

1.travel

2.book

3.visit

4.environment

5.guides

6.holiday

7.reasonable

8.pleased

Ask them to give some more.

Help ss study the Grammar box and the Look out box.

Tell them to look up the spelling of words in the dictionary if they are not sure.

A compound noun is a noun that is made of two or more words. Compound nouns can be formed using the following combinations.

Noun + noun : toothpaste

Noun + verb : rainfall

Noun + particle : passer-by

Verb + Particle : check out

Verb-ing + noun : drving licence

Adjective + noun : greenhouse

Particle + noun : underground

Particle + verb : output

Note : A particle is a preposition or an adverb

Look out

A compound nnoun can be written as a single word ( motorbike), a word with a hyphen ( passer-by) , or two words ( driving licence)

Ss work individually. Tell them to look at the words given and think which of them can go with which one in each definition. When they finish, check their answers and write the words on the board.

Ask ss to take notice of the spelling : whether the words are written as one word or as two separate words, or with a hyphen.

1. jet lag

2.drawback

3.stopover

4.peak season

5.check-in

6.bus stop

Read the two questions to ss with the right tone ( several times if necessary) and let them give the rules. Explain the Look Out Box to them.

Tones in asking for information.

Finding out questions ( ‘ open’ questions) usually end with a falling tone:

What part of Australia have you been to?

Making sure questions ( ‘ check’ questions) usually end with a falling -raising tone:

Have you just come back from South Africa?

Play the recording once for ss to listen, then play it again sentence by sentence for them to repeat.

Have ss repeat the questions as many times as necessary. Correct their pronunciation and intonation. After that have ss mark the questions with a falling or falling-rising tone. Check as a class.

1.Where would you like to go sightseeing?

2. What do you think of the newly discovered cave?

3. Have you been sightseeing all day?

4. Is Egypt a famous tourist attraction?

Ss work in pairs to read the conversation, and mark the questions with falling or falling-rising arrows. Call on some pairs to read aloud to the class. Do not correct their mistakes yet. Play the recording . Ss listen and check.

-What’s the matter, Janet?

- I’m looking for my passport. It seems to be lost.

- Have you already searched your purse?

-Not yet. Oh, where are my glasses?

-They may be in your plastic bag. Where is it?

-Oh, no. It’s not here. Have I dropped it on the plane?

-Oh my God.

-What should I do now?

-Let’s report it to the customs office.