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Tiếng Anh 9
Tiếng AnhLớp 9Phần 5. Unit 4: Remembering the past

Skills 1

Mục tiêu bài học

  • Read for evidence and give a supported short presentation.

Bài giảng

Read for evidence

Hoa visited a community kitchen in England during a school exchange. Mrs Miller was teaching teenagers to make a traditional apple crumble. She explained that keeping a dish alive meant cooking it with a new generation, not merely saving a photograph. Hoa measured flour while another pupil prepared apples. The group compared handwritten family recipes and noticed different amounts of sugar. Mrs Miller did not claim that one family recipe represented every English household. They wrote down the reasons for each step and invited younger pupils to a second workshop. Hoa planned to introduce a traditional Vietnamese dish in return. Sharing practical skills, she realised, could preserve a tradition while welcoming new learners.

First identify the central activity. Underline actions and reasons separately; an action tells what happened, a reason tells why. A negative detail can help you reject an attractive but inaccurate option.

Speak from notes

Give a one-minute talk about a traditional Vietnamese dish. State its name, an occasion, two ingredients or steps and one way to pass on the skill. Describe a family or local practice, not a rule for all Viet Nam.

Build the talk from short notes: introduction → specific details → reasoned conclusion. Check that each detail answers the task.

Original model: In my family, bánh chưng is part of Tết. We wrap glutinous rice, mung beans and pork in leaves. An experienced adult manages the hot cooking process. Younger family members can learn safe preparation steps and ask why each step matters. Different families may have different methods.

Khái niệm chính

Language focus
Past continuous: was/were + V-ing describes an action in progress at a past time. Past simple can interrupt it: While Grandma was cooking, I arrived. Wish + past simple expresses an unreal present wish: I wish I knew the recipe. With be, were is a standard form for all subjects in wishes.

Ví dụ

  1. Ví dụ 1

    Use the past continuous of cook: At eight last night, Grandma {{1}} dinner.

    Xem lời giải

    Use the past continuous of cook: At eight last night, Grandma was cooking dinner. At a past time,was + cooking shows an action in progress.

Từ vựng

  • heritage

    di sản

    Recipes are part of cultural heritage.

  • preserve

    gìn giữ

    Families preserve recipes by teaching children.

  • generation

    thế hệ

    Each generation adds its memories.

  • traditional

    truyền thống

    We cooked a traditional dish.

Ghi nhớ

Past continuous: was/were + V-ing describes an action in progress at a past time. Past simple can interrupt it: While Grandma was cooking, I arrived. Wish + past simple expresses an unreal present wish: I wish I knew the recipe. With be, were is a standard form for all subjects in wishes.

Dễ nhầm

  • Do not translate every word separately; preserve the meaning of whole phrases.
  • A fluent opinion still needs evidence when it makes a factual claim.

Bài tập

Đã đúng 0/5 câu

  1. Câu 1Mức 1Trắc nghiệm 1 đáp án

    Hoa visited a community kitchen in England during a school exchange. Mrs Miller was teaching teenagers to make a traditional apple crumble. She explained that keeping a dish alive meant cooking it with a new generation, not merely saving a photograph. Hoa measured flour while another pupil prepared apples. The group compared handwritten family recipes and noticed different amounts of sugar. Mrs Miller did not claim that one family recipe represented every English household. They wrote down the reasons for each step and invited younger pupils to a second workshop. Hoa planned to introduce a traditional Vietnamese dish in return. Sharing practical skills, she realised, could preserve a tradition while welcoming new learners.

    Which title best fits?

  2. Câu 2Mức 2Trả lời ngắn

    Hoa visited a community kitchen in England during a school exchange. Mrs Miller was teaching teenagers to make a traditional apple crumble. She explained that keeping a dish alive meant cooking it with a new generation, not merely saving a photograph. Hoa measured flour while another pupil prepared apples. The group compared handwritten family recipes and noticed different amounts of sugar. Mrs Miller did not claim that one family recipe represented every English household. They wrote down the reasons for each step and invited younger pupils to a second workshop. Hoa planned to introduce a traditional Vietnamese dish in return. Sharing practical skills, she realised, could preserve a tradition while welcoming new learners.

    Give only the first name of the central student.

  3. Câu 3Mức 1Trắc nghiệm 1 đáp án

    Hoa visited a community kitchen in England during a school exchange. Mrs Miller was teaching teenagers to make a traditional apple crumble. She explained that keeping a dish alive meant cooking it with a new generation, not merely saving a photograph. Hoa measured flour while another pupil prepared apples. The group compared handwritten family recipes and noticed different amounts of sugar. Mrs Miller did not claim that one family recipe represented every English household. They wrote down the reasons for each step and invited younger pupils to a second workshop. Hoa planned to introduce a traditional Vietnamese dish in return. Sharing practical skills, she realised, could preserve a tradition while welcoming new learners.

    Which action is supported by the text?

  4. Câu 4Mức 2Đúng / Sai nhiều ý

    Hoa visited a community kitchen in England during a school exchange. Mrs Miller was teaching teenagers to make a traditional apple crumble. She explained that keeping a dish alive meant cooking it with a new generation, not merely saving a photograph. Hoa measured flour while another pupil prepared apples. The group compared handwritten family recipes and noticed different amounts of sugar. Mrs Miller did not claim that one family recipe represented every English household. They wrote down the reasons for each step and invited younger pupils to a second workshop. Hoa planned to introduce a traditional Vietnamese dish in return. Sharing practical skills, she realised, could preserve a tradition while welcoming new learners.

    Judge the statements.

    ÝĐúngSai
    a)The workshop took place in England.
    b)Mrs Miller treated her family recipe as a rule for every English household.
  5. Câu 5Mức 3Tự luận

    Hoa visited a community kitchen in England during a school exchange. Mrs Miller was teaching teenagers to make a traditional apple crumble. She explained that keeping a dish alive meant cooking it with a new generation, not merely saving a photograph. Hoa measured flour while another pupil prepared apples. The group compared handwritten family recipes and noticed different amounts of sugar. Mrs Miller did not claim that one family recipe represented every English household. They wrote down the reasons for each step and invited younger pupils to a second workshop. Hoa planned to introduce a traditional Vietnamese dish in return. Sharing practical skills, she realised, could preserve a tradition while welcoming new learners.

    Explain the purpose of the main action in one or two sentences.

    0 từ

    0/10 ảnh

    Có thể chụp nhiều trang. Ảnh được lưu cùng bài làm và giáo viên sẽ chấm trên ảnh.

    Vẽ bài làm

    Ảnh bài làm

    Cuộn chuột hoặc chụm hai ngón để phóng to · kéo để di chuyển · phím R để xoay

  6. Câu 6Mức 2Trắc nghiệm 1 đáp án

    Hoa visited a community kitchen in England during a school exchange. Mrs Miller was teaching teenagers to make a traditional apple crumble. She explained that keeping a dish alive meant cooking it with a new generation, not merely saving a photograph. Hoa measured flour while another pupil prepared apples. The group compared handwritten family recipes and noticed different amounts of sugar. Mrs Miller did not claim that one family recipe represented every English household. They wrote down the reasons for each step and invited younger pupils to a second workshop. Hoa planned to introduce a traditional Vietnamese dish in return. Sharing practical skills, she realised, could preserve a tradition while welcoming new learners.

    Who does “They” refer to in “They wrote down the reasons”?

  7. Câu 7Mức 3Tự luận

    Hoa visited a community kitchen in England during a school exchange. Mrs Miller was teaching teenagers to make a traditional apple crumble. She explained that keeping a dish alive meant cooking it with a new generation, not merely saving a photograph. Hoa measured flour while another pupil prepared apples. The group compared handwritten family recipes and noticed different amounts of sugar. Mrs Miller did not claim that one family recipe represented every English household. They wrote down the reasons for each step and invited younger pupils to a second workshop. Hoa planned to introduce a traditional Vietnamese dish in return. Sharing practical skills, she realised, could preserve a tradition while welcoming new learners.

    Give a one-minute oral summary. Include the participant, activity and purpose.

    0 từ

    0/10 ảnh

    Có thể chụp nhiều trang. Ảnh được lưu cùng bài làm và giáo viên sẽ chấm trên ảnh.

    Vẽ bài làm

    Ảnh bài làm

    Cuộn chuột hoặc chụm hai ngón để phóng to · kéo để di chuyển · phím R để xoay

  8. Câu 8Mức 3Tự luận

    Give a one-minute talk about a traditional Vietnamese dish. State its name, an occasion, two ingredients or steps and one way to pass on the skill. Describe a family or local practice, not a rule for all Viet Nam.

    0 từ

    0/10 ảnh

    Có thể chụp nhiều trang. Ảnh được lưu cùng bài làm và giáo viên sẽ chấm trên ảnh.

    Vẽ bài làm

    Ảnh bài làm

    Cuộn chuột hoặc chụm hai ngón để phóng to · kéo để di chuyển · phím R để xoay