WEEK:20
Period: 55
Preparing date:
Teaching date:
Unit 7: RECIPES AND EATING HABITS
Lesson 1 - GETTING STARTED: My favourite salad
I./. OBJECTIVE: By the end of the lesson, students can:
- use the lexical items related to making a prawn salad
- listen and read Nick's mum and Mi's conversation for specific information about
how to make a spawn salad
- Learn some more famous dishes of some countries in the world
1. Knowledge: - Vocabulary: lexical items related to making a prawn salad
- Grammar: Giving instruction
2. Skills: Practicing skills
3. Attitude: - Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
4. Competences:
- Co-operation
- Self- study
- Using some vocabularies and structures to talk about their favourite dishes and
recipes for dishes
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher and Students' activities
Content
1.Warm up: Brainstorming
Find out famous dishes of some countries in the
* Find out famous dishes of some world
countries in the world
Countries
Dishes
- Teacher elicits and write the name Viet Nam
of some countries on the board
Thailand
? Discuss and find out some famous Japan
or tradition dishes of these
The USA
countries
Mexico
- Have some students write the
The UK
dishes on the right corner of the
Italy
board
India
2.Getting-started:
I. New words
New words
- prawn
(n):
tôm panda
Teacher use the things in the - celery
(n):
cần tây
Teacher and Students' activities
picture on page 6-7 to teach new
words
- Follow the seven steps of teaching
vocabulary
Listen and read
? Cover the text and look at the
picture on page 6-7
? Who can you see in the picture?
? Where are they?
? What is there on the table?
- mayonnaise
- versatile
Content
(n):
sốt ma-i-on-ne
(adj) đa dụng
II. Listen and read
* Suggested answers:
- Mi, Nick and his mom.
- In the kitchen.
- prawn, celery, lemon. salt, pepper, mayonnaise,
knife, tablespoon.......
? What do you think they are - They are talking about how to make a salad.
talking about?
- Play the recording and have
students follow along.
? Compare your answer with the
information in the dialogue.
1.a. Find the words (1a P8)
1.a. Find the words (1a P8)
? Work individually to find the 1. starter
2. versatile
words with the given meanings in 3. drain
4. peel
the dialogue.
5. chop
6. combine
? Quickly write the answer on the
board.
1.b. Word webs (1b P8)
1.b. Word webs (1b P8)
? Work in pairs and complete the * Ingredients: prawn, celery, lemon. salt, pepper,
word webs.
mayonnaise, spring onion
- Call one pair to write their * Preparing and cooking: wash, boil, combine,
answers on the board.
chop, peel, drain, mix, add
? Add more if needed.
1.c. Answer the questions (1c P8)
1.c. Answer the questions (1c P8)
? Run through the questions.
1. Nick's mum.
- Make sure students understand 2. Because it's simple and delicious.
them.
3. In the summer time.
? First, answer the questions 4. They are versatile, and you can use lots of
without reading the dialogue again. ingredients in a salad.
? Exchange your answer with your 5. Nick's mum boils and drains the prawns, and
partner.
mixes the ingredients. Mi washes the spring onions,
? Read the dialogue again and chop the celery, peels the onions, and mix the
check.
ingredients.
6. Because he finds it difficult to wait for one hour.
3.Doing:
III. Practice
1. Matching (2 P8)
1. Matching (2 P8)
? Refer back to the warmer
A. Cobb salad
B. sushi
? Look at the pictures and match C. steak pie
D. fajitas
the dishes with the pictures.
E. lasagne
F. mango sticky
Teacher and Students' activities
? Pair compare
- Play the audio for students to
check and repeat the answers.
2. Discussion (3a P8)
? Work in pairs to discuss what
country in the box is associated
with each dish in 2.
- Check and confirm the correct
answers.
3. Fill in each blank with the
name of a dish. (3b P8)
? Complete the sentences with the
name of the dishes in 2.
? Write the answer on the board
4. Food quiz (4 P8)
? Work in groups to do the quiz
Content
rice
G. beef noodle soup
H. curry
2. Discussion (3a P8)
A. The USA
C. The UK
E. Italy
G. Viet Nam
B. Japan
D. The UK
F. Thailand
H. India
3. Fill in each blank with the name of a dish. (3b
P8)
1. lasagne
2. curry
3. steak pie
4. Fajitas
5. sushi
4. Food quiz (4 P8)
Suggested answers
1. beef
2. prawn, potato
3. cheese, butter, ice cream
4. strawberry, lychee, cherry, promegranate
5. broccoli, spinach, lettuce, celery, kohlrabi
4.Further practice:
? Recall some dishes
5.Production;
? Learn by heart new words
? Do exercises B1-3 P4-5 Learn by heart new words
(workbook)
Do exercises B1-3 P4-5 (workbook)
Prepare: Unit 7: A closer look 1
Prepare: Unit 7: A closer look 1
---------------------0@0-------------------WEEK:20
Period: 56
I./. OBJECTIVE: :
Preparing date:
Teaching date:
Unit 7: RECIPES AND EATING HABITS
Lesson 2: A closer look 1
By the end of the lesson, students can:
- learn some more words related cooking verbs
- remember the instructions on how to make a pizza
- Identify the tone in statements used as questions and say these sentences correctly.
1.Knowledge: - Vocabulary: words related to cooking verbs and making a pizza
- Grammar: Imperative
2. Skills: Practicing skills
3. Attitude: - Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
4. Competences:
- Co-operation
- Self- study
- Using some vocabularies and structures to talk about their favourite dishes and
recipes for dishes
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher and Students' activities
Content
1.Warmer: Word webs
Word webs
- Elicits the topic from students
* Suggested answer:
? Work in two teams
Dishes: Cobb salad, sushi, steak pie,
? Brainstorm all the words related to fajitas, lasagne, mango sticky rice, beef
the topic: dishes and preparing/ noodle soup,
curry
cooking
Preparing and cooking:wash, boil,
- Encourage them to call out as many combine, chop, peel, drain, mix, add
words as possible.
2.Vocabulary:
I. New words
- Teacher use the pictures in 1 on page - whisk
(v): đánh (trứng)
9 to teach vocabulary (situation, - grate
(v): nạo
realia)
- spinkle
(v): rắc
- Follow the seven steps of teaching
- manirate (v) ướp
vocabulary
(v): phết
- spread
(v): om
- simmer
(n): mì ống, mì sợi
- paster
(n): bột (nhão) làm bánh
- batter
II. Vocabulary
1. Matching (1 P9)
1. Matching (1 P9)
? Match the verbs in the box with the A. chop
B. slice
pictures.
C. grate
D. marinate
E. whisk
F. dip
G. sprinkle
H. spread
2. Complete the sentences (2 P9)
2. Complete the sentences (2 P9)
? Work in pairs.
1. chop, Slice
2. grates,
? Use the correct form of the verbs in sprinkles
1 to complete the sentences.
3. Marinate
4. whisk
5. Dip
6. spread
3. Matching (3 P9)
3. Matching (3 P9)
? Run through all the cooking verbs.
1.g
2. f
Teacher and Students' activities
? Read the definition and match a
cooking verb in A with its definition
in B.
? Work individually
4.a. Questions (4a P9)
? Look at the picture and answer the
two questions.
? Pair compare
- Elicit their answers
? Have you ever eaten or made a
pizza?
? If so, do you like the dish?
? Describe the process of making one
briefly.
4b. Complete the instruction (4b
P10)
? Look at the pictures and complete
the instructions individually.
? Then compare the answer with a
partner.
- Check the answer as a class.
? Can you make a pizza after reading
the instructions.
3. Pronunciation
* Tone in statement used as
questions
? What is a statement?
- a telling sentence that ends with a
full stop.
? What is a statement question?
- used to check information has the
order of a statement but ends with a
question mark.
- Play the part of the conversation in
GETTING STARTED which includes
a statement question.
? Listen and pay attention to the
intonation of the sentences, give
comment.
? Read the REMEMBER box.
- Make sure students understand the
information
1. Listen and draw
or
(5
Content
3. h
5. e
7. d
4. c
6. a
8. b
4.a. Questions (4a P9)
- tomato sauce, onion, cheese, apple,
bacon, pizza base -> pizza
4b. Complete the instruction (4b P10)
1. Chop
2. Grate
3. Spread
4. Sprinkle
5. Spread
6. Bake
III. Pronunciation
* Tone in statement used as questions
- A statement can be used as a question to
check that the information we have is
correct.
- When we pronounce a statement
question, our voice goes up at the end.
1. Listen and draw
or
(5 P10)
Teacher and Students' activities
Content
P10)
? Listen to the conversations and draw
correct symbol for the intonation of
each sentence.
- Play the recording as many times as
necessary.
? Practice the conversations with a
partner.
2. Complete the mini-dialogues (6 2. Complete the mini-dialogues (6 P10)
P10)
* Suggested answers:
? Work in pairs to complete the minidialogues with suitable statement
questions.
1. You don't like paster?/ Don't like
- Call on some pairs to write their paster?
answers on the board.
- Give comment when needed.
2. Add some salt?
? Practice the dialogues using the
correct intonation.
4.Further practice:
? Recall some cooking verbs.
? How is a statement question
pronounced?
5.Production:
? Learn by heart new words
Learn by heart new words
? Do exercises A1,2 P3 (workbook)
Do exercises A1,2 P3 (workbook)
? Prepare: Unit 7: A closer look 2
Prepare: Unit 7: A closer look 2
---------------------0@0-------------------WEEK:20
Preparing date:
Period: 57
Teaching date:
Unit 7: RECIPES AND EATING HABITS
Lesson 3: A closer look 2
I./. OBJECTIVE: - Grammar: Quatifiers, Modal verbs in conditional sentences type 1
- Vocabulary: words related to dishes
1.Knowledge: conditional sentences type 1 with modal verbs
2. Skills: Practicing skills
3. Attitude: - Ss are interested in using Quatifiers, Modal verbs in conditional sentences
type 1
- Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
4. Competences:
- Co-operation
- Self- study
- Using some vocabularies and structures to talk about their favourite dishes and
recipes for dishes
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher’s and students’ activities
1.Warmer: Check the old lesson
Content
2.Grammar 1: Quantifiers:
Ask students what a quantifier is, briefly
explain to them that quantifier is a word or
phrase that expresses the amount. Tell students
that they had already learnt and know quite a
few quantifiers. Elicit examples from students.
T may organize a short warm-up activity with
this content. Students work in pairs to write
down all quantifiers that they know in two
minutes. The winner in the pair with has the
most answers.
Activity 1:
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.
1 Fill each blank with o, an, some,
or any.
Key:
1.a
2. a
3.
some
4. some/any
5. a
6.
some
7. an
8. any
9. Some
2 Match the food quantifiers with
the nouns. Some quantifiers can
go with more than one noun.
Key:
1.a, g 2. a
5.h 6. b,d
3.f,g 4.c
7.e,f 8. b
3 Read the instructions to make
a salad. Fill each blank with a
word/phrase in the box.
Activity 2 :
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.
3.Grammar 2:
Activity 3 : 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.
Key:
1.200grams
2. an
3. tablespoons 4. teaspoon
5. teaspoon
6. some
b Work in pairs. Think about a
simple salad Write the
instructions on how to make it
using the quantifiers and cooking
verbs you have learnt. Share the
instructions with the whole class.
Vote for the best salad.
4. Modal verbs in conditional
sentences type 1
b Ask Ss to work in pairs, and think about a
simple salad they know. Together Ss write the
instructions to J 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.
4 Read these sentences from the
conversation in GETTING
STARTED. Pay attention to the
underlined part and answer the
questions.
In conditional sentences type 1, we
use a simple present tense in the Ifclause and will + bare infinitive in
the main clause. This is the standard
form.
Instead of will, we can use other
modal verbs such as can, must, may;
might or should in the main clause to
express ability, permission, advice,
possibilities, necessity, etc.
Example:
If you cut your finger, it will bleed.
(standard form)
If you finish your dinner, you can
watch TV. (permission)
Activity 4 :
She can learn to become a good cook
Have Ss read the two given sentences and
if she tries hard, (ability) if he likes
answer the questions. Elicit their answers and
eating spicy food, he may/might add
confirm the correct ones.
chilly, (possibility)
Ask them to give the standard form of If you don't want to get burnt, you
must follow these safety instructions.
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:
4.Further practice:
Activity 5
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
6 Have Ss work in pairs to read the situations
and write appropriate //-sentences. Call on
some Ss to write their sentences on the board.
Give necessary correction.
If time allows, organise a quick game. Ss work
ỉn 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.
(necessity)
If you feel unwell, you shouldn't eat
fast food. (advice)
Key: I
1. ability 2. Advice
If + S + V (present simple),
s + can/must/may/might/should
+ V (infinitive).
5 Match the first half of the
sentence in A with the second
half in B.
Key:
1. c 2. e
d
3.
a
4.
b
5.
f
6.
6 What will you say in these
situations? Use suitable modal
verbs with conditional sentences
type 1.
Example:
Your friend, Mai, is not good at
cooking, but she wants to study
abroad. You think learning to cook is
a good idea because she can cook for
herself when she's away from home.
Give her some advice.
—> If you want to study abroad, you
should learn to cook.
Suggested answers:
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.
5.Production:
Copy the email onto exercise notebook.
-Prepare communication
---------------------0@0-------------------Kiểm tra ngày
tháng
năm 2018
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:21
Period: 58
Preparing date:
Teaching date:
Unit 7: RECIPES AND EATING HABITS
Lesson 4: Communication
I./. OBJECTIVE:
By the end of this Unit, students can:
• talk about the eating habits of Vietnamese people
• listen for detailed and specific information about teenagers' eating habits
1.Knowledge:
- Vocabulary: words related to recipes and eating habits.
- Grammar: quantifiers (review); modal verbs in conditional type 1.
2. Skills: Practicing skills
3. Attitude: - Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
4. Competences:
- Co-operation
- Self- study
- Using some vocabularies and structures to talk about their favourite dishes and
recipes for dishes
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher’s and students’ activities
1.Warmer:
Tell students in this lesson they will have the
opportunity to learn how to cook one type of
soup.
Content
Look at the pictures. Answer
the questions.
Go through that extra vocabulary with students.
If students do not know any words in the Box.
Quickly teach it.
To teach the word shallot and cube teacher may
draw the pictures on the board . To teach other
words use simple words, use simple explanations
and examples to give definitions.
puree: make fruit or vegetables into a thick
smooth sauce, usually in a blender
garnish decorate of food with a small amount of
another fruit.
tender so easy to chew my grandmother can
only eat beef if it is tender so my mother has to
stew it from one hour
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.
2.Communication 1:
Activity 2:
puree:
garnish
shallot
cube
tender
pumpkin
leaves
fibre
pinch
stick
bột nhuyễễn
Trình bày
củ hẹ
hình lập
phương
mễềm
bí ngô
lá
chấất xơ
Nhúm tay
Bó, cấy
- 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.
2a Now listen to the first part of
2a Play the first part of the recording for Ss to a talk where Mi is presenting
check their answers. Confirm the correct ones.
how to prepare the ingredients.
Check your answers.
Key: 1. pumpkin, celery, shallots,
butter, salt, cream
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.
Audio script (part 1 n Pumpkin soup is my
family's favourite soup. We usually have it for
breakfast with some slices of bread. It's quick
and simple to cook.
The ingredients are: a kilo of pumpkin, two
2b Listen to the first part of the
talk again. Fill each blank with
a word/phrase.
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
shallots, two sticks of celery, two tablespoons of
butter, two tablespoons of fresh cream, and a
pinch of salt.
Before cooking, peel the pumpkin and chop it
into cubes. Peel the shallots and slice them. Next,
wash the celery and remove the leaves.
3.Communication 2:Activity 3:
3a Read the steps to make the
dish. Rearrange them into the
correct order.
3 a+b Have Ss read the steps to cook the soup
and try to rearrange the steps. Ask some Ss to
3a+b. Key:
write their order on the board. Play the
recording for Ss to check their answers. Ask Ss to 1.b 2. e 3. f 4. c 5. a 6. d
comment on the orders on the board. If there are
c. Key: - a good source of fibre,
any unclear points, play the recording a second
minerals, and vitamins, especially
time.
vitamin A.
C Without playing the recording again, ask Ss
about the benefits of the soup. If Ss are not sure - improve your eyesight and
about any points play the recording again. Have protect yourself from certain
cancers
one student talk about the benefits.
Audio script (part 2): Here are the steps to
make the soup:
Heat the butter in a deep pan, add the shallots
and celery and stir fry for a few minutes.
- Add the pumpkin and stir fry for a few more
minutes.
- Add 750ml of water and a pinch of salt and
cook until the pumpkin is tender. Cool for 10
minutes.
- Purée the soup in a mixer until it is smooth.
- Add the cream and simmer for 2 to 3 minutes.
- For the finishing touch, garnish it with some
celery leaves.
Pumpkin soup is very healthy. It's a good source
of fibre, minerals, and vitamins, especially
vitamin A. If you eat this soup regularly, you can
improve your eyesight and protect yourself from 4a Work in groups. Choose a
certain cancers.
dish you like. Discuss its
4.Further practice:Activity 4:
ingredients, how to prepare it
and the steps to cook it. Write
a Have Ss work in groups to discuss a dish they
your ideas on a large sheet of
like. Ss take notes of the ingredients, how to
paper.
prepare the dish, and the steps to cook it on a
big piece of paper. Move around to provide any
Name of the dish: ...............................
Ingredients: ..........................................
Preparation:
.....................
..........
Steps:
..............................
Benefits of the dish: ...............................
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.
b. Organise a gallery walk.
Move around to each group and
listen to their presentation.
Vote for the best dish.
5.Production:
- Write five sentences about your good friends.
-Prepare SKILLS 1
---------------------0@0-------------------WEEK:21
Preparing date:
Period: 59
Teaching date:
Unit 7: RECIPES AND EATING HABITS
Lesson 5: Skills 1
I./. OBJECTIVE: By the end of this Unit, students can:
• read for general and specific information about the eating habits of
Japanese people
• talk about the eating habits of Vietnamese people
1.Knowledge: Vocab: favourite dishes and recipes for dishes
2. Skills: Practicing skills
3. Attitude: - Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
4. Competences:
- Co-operation
- Self- study
- Using some vocabularies and structures to talk about their favourite dishes and
recipes for dishes
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher’s and students’ activities
1.Warmer: Chatting
2.Reading:
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.
Content
I- READING
Work in pairs. Answer the
questions.
1. Where do the Thai people
live?
2. What is their population?
Suggested answers:
Picture A: different types of sushi
Picture B: miso soup
Picture C: a bowl of rice
Picture D: sliced cucumber/pickled
cucumber
2 Now read an article about
Japanese eating habits. Match
the headings (1-3) with the
paragraphs (A-C).
raw food
flavour
sashimi
spicy
Japanese
horseradish
vinegared rice
pickled ginger.
arrangement
significant
feature
thực phẩm thô
biễấn
hương vị.
sashimi
vị cay
cải ngựa Nhật
Bản
gạo dấấm
gừng ngấm.
sắấp xễấp
tính nắng quan
trọng
kẹp giấấy
staple
Activity 3:
3 Have Ss read the passage again to answer the questions.
Ss can underline parts of the text that help them with
the A. 3 B.2 C.1
Key:
answers. Ask Ss to compare their answers before giving
the answers ton Ask them to give evidence when giving
3 Answer the questions.
the answers.
3.Speaking
This part helps Ss understand more about the
eating habits of Vietnamese people.
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.
5 Have one group of students 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.
6.Further practice:
Reference for teachers (this note
provides some general information; T can
add more specific details^! to match the
context of each area) Vietnamese eating
habits
Sashimi là một món ắn truyễền thôấng lấu đời
của người Nhật với thành phấền chính là các
loại hải sản tươi sôấng.
Key:
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, soup, main
dish, 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.
SPEAKING
1. What is the most important
feature of Vietnamese eating
habits?
2. What are the typical
components in a Vietnamese meal?
3. What is the staple of our
country?
4. How are the dishes arranged?
5. Are there any other
characteristics of our eating habits
that you know?
6. In general, do Vietnamese
people have healthy eating habits?
1. Vietnamese food is varied and
distinctive. It is considerably low fat
and high in carbohydrates.
2. Traditional Vietnamese cooking
usually uses fresh ingredients, little
dairy and oil, and various herbs and
vegetables. Different sauces such as
fish sauce, shrimp paste, and soya
sauce are quite popular in various
regions. There is no concept of
‘courses’ in a Vietnamese meal.
3. A meal consists of various dishes:
main dish (meat, fish, egg or tofu),
vegetable, soup and rice. Rice is the
staple in Viet Nam. In many
families, people eat around a tray
of food with a small bowl of fish
sauce in the middle.
4. Around this bowl are the
dishes. If people place the food on a
table, a similar arrangement is
followed. Dishes are served
communally. Usually there is a big
dish/bowl of each dish, and people
use chopsticks and spoons to get
their share.
5. No.
6. In general, Vietnamese food is
considered healthy and is popular
in other countries.
5.Production:
- Write four sentences about your school.(answer these questions above
-Prepare SKILLS 2
---------------------0@0-------------------WEEK:21
Preparing date:
Period: 60
Teaching date:
Unit 7: RECIPES AND EATING HABITS
Lesson 6: Skills 2
I./. OBJECTIVE: By the end of this Unit, students can:
- listen for specific information about a traditional dish
- write the recipe for a traditional dish
1.Knowledge: Vocab: favourite dishes and recipes for dishes
2. Skills: Practicing skills
3. Attitude: - Have good eating habits and lifestyle.
- Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
4. Competences:
- Co-operation
- Self- study
- Using some vocabularies and structures to talk about their favourite dishes and
recipes for dishes
- Listen about Teen's eating habits and write about eating habits of a classmate.
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher’s and students’ activities
1.Warmer: Chatting
? What did you have for your breakfast today?
? What do you often eat?
- Have ss do the activitiy in pairs. They ask each
other questions to find out the differences
between the two pictures.
- Elicit the answer from ss.
- Ask them to describe underlying meaning of the
pictures.
2.Listening
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.Audio script:
Content
I- LISTENING
1 Work in pairs. One of you
looks at picture A, and the other
looks at picture B on page 17.
Ask each other questions to find
out the differences between
your pictures.
A boy is eating chocolate.
On
the table there are junk
Picture foods
such
as
crisps,
a
A:
hamburger, soft drinks,
and sweets. The boy
looks fat.
A girl is having rice. On
Picture the table we can see
soup, fish, vegetables,
B:
and watermelon. The girl
looks slim and fit.
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
Meanin They show the contrast
between healthy eating
g
and unhealthy eating.
2 4Teen Radio is asking two
students about their eating
habits. Listen to what they say
and decide if the statements are
true (T) or false (F).
Key:
correct answers now.
2 1.T 2. F 3.T 4. F 5.T 6. F
3.
Listen again and complete
the complete the table. Use no
more than three words for
each blank.
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
3 1.
answers with a classmate before giving T the
biscuits
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.
4. fried
beef
7. a
banana
2. hamburger 3. crisps
5. vegetables 6. cereal
8. slices of
bread
9. boiled
egg
3.WRITING
10.
4 Ask Ss to work in pairs. They ask and answer steamed
questions about each other's eating habits, and fish
take notes of their partner's answers in the
table.
WRITING
After that give Ss a few minutes to read their
notes again to answer the questions provided.
4 Work in pairs. Ask and answer
questions about each other's
T should move around to give comments as
eating habits. Take notes of
there may not be enough time for checking with
your partner's answers in the
the whole class.
table.
4.Further practice:
5a+b 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.
Do you think your partner has
healthy eating habits? Why/Why
not?
Is there anything he/she should
change if he/she wants to be
healthier?
5a Write about your partner's
eating habits. Include
information about his/her
meals, your opinion about
his/her eating habits and
possible changes.
Sample writing:
My friend,
Trang, does not have healthy
eating habits. She sometimes skips
breakfast. When she has it, I 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.
b Exchange your work and give
comments.
5.Production:
- Practise writing a webpage for your school.
-Prepare LOOKING BACK
---------------------0@0-------------------Kiểm tra ngày
tháng
năm 2018
…………………………………………………….
……………………………………………………
WEEK:22
Period: 61
……………………………………………………..
Preparing date:
Teaching date:
Unit 7: RECIPES AND EATING HABITS
Lesson 7: Looking back and project
I./. OBJECTIVE: By the end of this Unit, students can:
remember and use what they have learnt during the unit to help them answer
the questions so Ss can see how far they have progressed, and which areas they
need further practice
complete LOOKING BACK without referring to the previous sections in the unit.
Ss should se what they remember from the unit to complete this section.
record their results for each exercise in the LOOKING BACK section in order to
complete the final Finished! Now you can... assessment and identify areas for
review.
1.Knowledge: Vocab: favourite dishes and recipes for dishes
2. Skills: Practicing skills
3. Attitude: - Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
4. Competences:
- Co-operation
- Self- study
- Using some vocabularies and structures to talk about their favourite dishes and
recipes for dishes
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher’s and students’ activities
1.Warmer:Encourage students not to refer
back to the unit. Ask them to keep a record of
their answers to each exercise so that they can
use that information to complete the selfassessment box at the end of t he unit.
Content
2.Looking back:
Vocabulary
Activity 1:
Have Ss do this exercise individually and then
compare their answers with a partner. Call on Ss 1 Match the words in A with
their description or definition in
to read out loud their answers.
B.
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