GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG Học kỳ II: 17 tuần x 03 tiết/tuần = 51 tiết Tiết Tuần Tên bài/ Unit Nội dung chi tiết PPCT Tuần 20 55 UNIT Getting started 56 UNIT A closer look 57 UNIT A closer look Tuần 21 58 UNIT Communication 59 UNIT Skills 60 UNIT Skills Tuần 22 61 UNIT Looking back & project 62 UNIT Getting started 63 UNIT A closer look Tuần 23 64 UNIT A closer look 65 UNIT Communication 66 UNIT Skills Tuần 24 67 UNIT Skills 68 UNIT Looking back & project 69 UNIT Getting started Tuần 25 70 UNIT A closer look 71 UNIT A closer look 72 UNIT Communication Tuần 26 73 UNIT Skills 74 UNIT Skills 75 UNIT Looking back & project Tuần 27 76 Review (Language) 77 Review (skills) 78 45-minute test Tuần 28 79 UNIT 10 Getting started 80 UNIT 10 A closer look 81 UNIT 10 A closer look Tuần 29 82 UNIT 10 Communication 83 Feedback on test 84 UNIT 10 Skills Tuần 30 85 UNIT 10 Skills 86 UNIT 10 Looking back & project 87 UNIT 11 Getting started Tuần 31 88 UNIT 11 A closer look 89 UNIT 11 A closer look 90 UNIT 11 Communication Tuần 32 91 UNIT 11 Skills 92 UNIT 11 Skills GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG Tuần 33 Tuần 34 Tuần 35 Tuần 36 93 94 95 96 97 98 99 100 101 102 103 104 105 UNIT 11 UNIT 12 UNIT 12 UNIT 12 UNIT 12 UNIT 12 UNIT 12 UNIT 12 Looking back & project Test 45’ Getting started A closer look A closer look Communication Feedback on test Skills Skills Looking back & project Review (Language) 2nd term exam Feedback on 2nd term exam WEEK:20 Preparing date: Period: 55 Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson - 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 Knowledge: - Vocabulary: lexical items related to making a prawn salad - Grammar: Giving instruction Skills: Practicing skills Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way - Ss are interested in doing exercises 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 GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG 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' Content activities 1.Warm up: Find out famous dishes of some countries in Brainstorming the world * Find out famous dishes Countries Dishes of some countries in the Viet Nam world Thailand - Teacher elicits and write Japan the name of some countries The USA on the board Mexico ? Discuss and find out some The UK famous or tradition dishes Italy of these countries India - Have some students write the dishes on the right corner of the board 2.Getting-started: I New words New words - prawn (n): tôm panda Teacher use the things in - celery (n): cần tây the picture on page 6-7 to - mayonnaise (n): sốt ma-i-on-ne teach new words - versatile (adj) đa dụng - 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? ? What you think they are talking about? - Play the recording and II Listen and read * Suggested answers: - Mi, Nick and his mom - In the kitchen - prawn, celery, lemon salt, pepper, mayonnaise, knife, tablespoon - They are talking about how to make a salad GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG Teacher and Students' activities have students follow along ? Compare your answer with the information in the dialogue 1.a Find the words (1a P8) ? Work individually to find the words with the given meanings in the dialogue ? Quickly write the answer on the board 1.b Word webs (1b P8) ? Work in pairs and complete the word webs - Call one pair to write their answers on the board ? Add more if needed 1.c Answer the questions (1c P8) ? Run through the questions - Make sure students understand them ? First, answer the questions without reading the dialogue again ? Exchange your answer with your partner ? Read the dialogue again and check 3.Doing: Matching (2 P8) ? Refer back to the warmer ? Look at the pictures and match the dishes with the pictures ? Pair compare - Play the audio for students to check and repeat the answers Content 1.a Find the words (1a P8) starter versatile drain peel chop combine 1.b Word webs (1b P8) * Ingredients: prawn, celery, lemon salt, pepper, mayonnaise, spring onion * Preparing and cooking: wash, boil, combine, chop, peel, drain, mix, add 1.c Answer the questions (1c P8) Nick's mum Because it's simple and delicious In the summer time They are versatile, and you can use lots of ingredients in a salad Nick's mum boils and drains the prawns, and mixes the ingredients Mi washes the spring onions, chop the celery, peels the onions, and mix the ingredients Because he finds it difficult to wait for one hour III Practice Matching (2 P8) A Cobb salad C steak pie E lasagne rice G beef noodle soup B sushi D fajitas F mango sticky H curry GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG Teacher and Students' activities Discussion (3a P8) ? Work in pairs to discuss what country in the box is associated with each dish in - Check and confirm the correct answers Fill in each blank with the name of a dish (3b P8) ? Complete the sentences with the name of the dishes in ? Write the answer on the board Food quiz (4 P8) ? Work in groups to the quiz Content Discussion (3a P8) A The USA C The UK E Italy G Viet Nam B Japan D The UK F Thailand H India Fill in each blank with the name of a dish (3b P8) lasagne curry steak pie Fajitas sushi Food quiz (4 P8) Suggested answers beef prawn, potato cheese, butter, ice cream strawberry, lychee, cherry, promegranate 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 Prepare: Unit 7: A closer look look -0@0 -WEEK:20 Preparing date: Period: 56 Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 2: A closer look I./ OBJECTIVE: : 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 GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG 1.Knowledge: - Vocabulary: words related to cooking verbs and making a pizza - Grammar: Imperative Skills: Practicing skills Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way - Ss are interested in doing exercises 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' Content activities 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 fajitas, lasagne, mango sticky rice, beef related to the topic: dishes and noodle soup, curry preparing/ cooking Preparing and cooking:wash, boil, - Encourage them to call out as combine, chop, peel, drain, mix, add many words as possible 2.Vocabulary: I New words - Teacher use the pictures in on - whisk (v): đánh (trứng) page to teach vocabulary - grate (v): nạo (situation, realia) - spinkle (v): rắc - Follow the seven steps of - manirate (v) ướp teaching vocabulary - spread (v): phết - simmer (v): om - paster (n): mì ống, mì sợi - batter (n): bột (nhão) làm bánh II Vocabulary Matching (1 P9) Matching (1 P9) ? Match the verbs in the box with A chop B slice the pictures C grate D marinate GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG Teacher and Students' activities Content E whisk F dip G sprinkle H spread Complete the sentences (2 P9) Complete the sentences (2 P9) ? Work in pairs chop, Slice grates, ? Use the correct form of the sprinkles verbs in to complete the Marinate whisk sentences Dip spread Matching (3 P9) Matching (3 P9) ? Run through all the cooking 1.g f verbs h c ? Read the definition and match a e a cooking verb in A with its d b definition in B ? Work individually 4.a Questions (4a P9) 4.a Questions (4a P9) ? Look at the picture and answer - tomato sauce, onion, cheese, apple, the two questions bacon, pizza base -> pizza ? Pair compare - Elicit their answers ? Have you ever eaten or made a pizza? ? If so, you like the dish? ? Describe the process of making one briefly 4b Complete the instruction 4b Complete the instruction (4b P10) (4b P10) Chop ? Look at the pictures and Grate complete the instructions Spread individually Sprinkle ? Then compare the answer with Spread a partner Bake - Check the answer as a class ? Can you make a pizza after reading the instructions Pronunciation III Pronunciation * Tone in statement used as * Tone in statement used as questions questions ? What is a statement? - a telling sentence that ends with - A statement can be used as a question to GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG Teacher and Students' activities 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 Listen and draw or (5 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 Complete the mini-dialogues (6 P10) ? Work in pairs to complete the mini-dialogues with suitable statement questions - Call on some pairs to write their answers on the board - Give comment when needed ? Practice the dialogues using the correct intonation 4.Further practice: ? Recall some cooking verbs ? How is a statement question pronounced? 5.Production: Content check that the information we have is correct - When we pronounce a statement question, our voice goes up at the end Listen and draw or (5 P10) Complete the mini-dialogues (6 P10) * Suggested answers: You don't like paster?/ Don't like paster? Add some salt? GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG Teacher and Students' Content activities ? Learn by heart new words Learn by heart new words ? Do exercises A1,2 P3 Do exercises A1,2 P3 (workbook) (workbook) Prepare: Unit 7: A closer look ? Prepare: Unit 7: A closer look -0@0 -WEEK:20 Preparing date: Period: 57 Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 3: A closer look I./ OBJECTIVE: - Grammar: Quatifiers, Modal verbs in conditional sentences type - Vocabulary: words related to dishes 1.Knowledge: conditional sentences type with modal verbs Skills: Practicing skills Attitude: - Ss are interested in using Quatifiers, Modal verbs in conditional sentences type - Positive about recipes and eating habits - Students know how to learn English in right way - Ss are interested in doing exercises 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 Content 1.Warmer: Check the old lesson 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 GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG 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: Ask Ss about the use of the four quantifiers Make any necessary comments Have Ss 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 Activity : Have Ss 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 : a Have Ss work in pairs to read Fill each blank with o, an, some, or any Key: 1.a a some some/any a some an any Some Match the food quantifiers with the nouns Some quantifiers can go with more than one noun Key: 1.a, g a 3.f,g 4.c 5.h b,d 7.e,f b Read the instructions to make a salad Fill each blank with a word/phrase in the box Key: 1.200grams an tablespoons teaspoon teaspoon 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 Modal verbs in conditional sentences type 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 GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG the instructions to make a chicken salad and to fill each blank with a word/ phrase from the box Check as a class 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: b Ask Ss to work in pairs, and think about a If you cut your finger, it will bleed simple salad they know Together Ss write the (standard form) instructions to J make it Call on some pairs to If you finish your dinner, you can read aloud their instructions Other Ss listen, watch TV (permission) make comments, and vote for the best salad She can learn to become a good cook T may also organise a competition Have Ss if she tries hard, (ability) if he likes work in groups to write the instructions to make eating spicy food, he may/might add a salad on a big piece of paper Once they have chilly, (possibility) finished, each group sticks their instructions on If you don't want to get burnt, you the board A board of five Ss act as examiners must follow these safety instructions This board reads the instructions and gives each (necessity) group a mark If you feel unwell, you shouldn't eat fast food (advice) Key: I ability Advice If + S + V (present simple), s + can/must/may/might/should + V (infinitive) Match the first half of the Activity : sentence in A with the second half in Have Ss read the two given sentences and B answer the questions Elicit their answers and Key: confirm the correct ones c e a b f d Ask them to give the standard form of What will you say in these conditional sentences type 1.T may call on one situations? Use suitable modal student to write the form on the board Now have verbs with conditional sentences Ss read the information and examples in the type grammar box Write the form of the examples on Example: the board: Your friend, Mai, is not good at cooking, but she wants to study abroad You think learning to cook is 4.Further practice: a good idea because she can cook for GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG Activity 5 Have Ss the exercise individually and then compare their answers in pairs Ask some Ss to read out loud the complete sentences Activity 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 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 herself when she's away from home Give her some advice —> If you want to study abroad, you should learn to cook Suggested answers: If you want to have good health, you must reduce the amount of salt in your food If my brother is hungry, he can eat three bowls of rice You can take a cooking class if it is at the weekend If I eat this undercooked pork, I may have a stomachache 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 Preparing date: Period: 58 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 GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG - Grammar: quantifiers (review); modal verbs in conditional type Skills: Practicing skills Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way - Ss are interested in doing exercises 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 Go through that extra vocabulary with students If students 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 Content Look at the pictures Answer the questions puree: bột nhuyễn garnish Trình bày shallot củ hẹ cube hình lập tender phương pumpkin mềm leaves bí ngơ fibre pinch chất xơ stick Nhúm tay Bó, 2a Now listen to the first part of a talk where Mi is presenting how GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG 2.Communication 1: Activity 2: - 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 Play the first part of the recording for Ss to check their answers Confirm the correct ones b Play the recording again for Ss to 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 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 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: a+b Have Ss read the steps to cook the soup and try to rearrange the steps Ask some Ss to write their order on the board Play the recording for Ss to check their answers Ask Ss to comment on the orders on the board If there are any unclear points, play the recording a second time C Without playing the recording again, ask Ss about the benefits of the soup If Ss are not sure about any points play the recording again Have 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 to prepare the ingredients Check your answers Key: pumpkin, celery, shallots, butter, salt, cream 2b Listen to the first part of the talk again Fill each blank with a word/phrase Key: a kilo/one kilo two two sticks two tablespoons two tablespoons a pinch peel chop peel 10 slice 11 leaves 3a Read the steps to make the dish Rearrange them into the correct order 3a+b Key: 1.b e f c a d c Key: - a good source of fibre, minerals, and vitamins, especially vitamin A - improve your eyesight and protect yourself from certain cancers GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG 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 to 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 certain cancers 4.Further practice:Activity 4: a Have Ss work in groups to discuss a dish they like Ss take notes of the ingredients, how to prepare the dish, and the steps to cook it on a big piece of paper Move around to provide any necessary help 4a Work in groups Choose a dish you like Discuss its ingredients, how to prepare it and the steps to cook it Write your ideas on a large sheet of paper Name of the dish: Ingredients: Preparation: Steps: Benefits of the dish: b Organise a gallery walk Move around to each group and listen to their presentation Vote for the best dish 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 5.Production: - Write five sentences about your good friends -Prepare SKILLS -0@0 -WEEK:21 Preparing date: Period: 59 Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 5: Skills I./ OBJECTIVE: By the end of this Unit, students can: GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG • 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 Skills: Practicing skills Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way - Ss are interested in doing exercises 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 Content 1.Warmer: Chatting 2.Reading: I- READING Activity 1: Work in pairs Answer the Have Ss work in pairs to discuss the questions questions Elicit their answers Because it is an open activity, Where the Thai people accept different answers live? 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 Activity 2: Now read an article about Ask Ss to read the headings quickly Make sure Japanese eating habits Match the they understand the meaning of each heading headings (1-3) with the Now Ss read the paragraphs and match them with paragraphs (A-C) the headings Ask them to compare their answers raw food thực phẩm thô GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG with a classmate Elicit their answers flavour sashimi spicy Japanese horseradish vinegared rice pickled ginger arrangement significant feature staple biến hương vị sashimi vị cay cải ngựa Nhật Bản gạo dấm gừng ngâm xếp tính quan trọng kẹp giấy Activity 3: Key: A B.2 C.1 Have Ss read the passage again to answer the questions Ss can underline parts of the text that help them with3the Answer the questions answers Ask Ss to compare their answers before giving Key: the answers ton Ask them to give evidence when giving They like raw food and not use the answers sauces with a strong flavour They cut fresh fish Both can be served with soy sauce There are four (rice, soup, main dish, pickles) Rice is the staple food and is very nutritious Because the dishes are presented in different bowls and plates, and are arranged carefully according to a traditional pattern SPEAKING What is the most important 3.Speaking feature of Vietnamese eating habits? This part helps Ss understand more about the What are the typical components eating habits of Vietnamese people in a Vietnamese meal? Have Ss work in groups to discuss the eating habits of Vietnamese people Ss use the questions What is the staple of our country? provided as cues Move around the class to How are the dishes arranged? provide help Ask the groups to organise their Are there any other ideas to prepare for a short presentation characteristics of our eating habits Have one group of students act as examiners and other groups as competitors The groups take that you know? GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG 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 ăn truyền thống lâu đời người Nhật với thành phần loại hải sản tươi sống In general, Vietnamese people have healthy eating habits? Vietnamese food is varied and distinctive It is considerably low fat and high in carbohydrates 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 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 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 No 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 -0@0 GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG WEEK:21 Preparing date: Period: 60 Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 6: Skills 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 Skills: Practicing skills 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 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 Content 1.Warmer: Chatting ? What did you have for your breakfast today? ? What you often eat? - Have ss 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 Have Ss this activity in pairs They ask each other questions to find out the differences I- LISTENING Work in pairs One of you looks at picture A, and the other looks at picture B on page 17 Ask each GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG between the two pictures Elicit the answers from Ss Ask them to describe the underlying meaning of the pictures.Audio script: other questions to find out the differences between your pictures A boy is eating chocolate On the table there are junk Picture foods A: such as crisps, a hamburger, soft drinks, and sweets The boy looks fat A girl is having rice On Tell Ss that they are going to listen to the table we can see soup, Picture two students talking about their eating habits fish, vegetables, B: Before listening, Ss read through the statements to and watermelon The girl make sure they understand them and to underline looks slim and fit key words Play the recording for them to the They show the contrast exercise Call on one student to write the answers Meanin between healthy eating on the board Ask other Ss if they agree with g and unhealthy eating them Play the recording a second time for Ss to 4Teen Radio is asking two check Don't confirm the correct answers now students about their eating habits Listen to what they say and decide Without listening to the recording again, Ss if the statements are true (T) or complete the table by filling each blank with no false (F) more than three words Have Ss compare their Key: answers with a classmate before giving T the 1.T F 3.T F 5.T F answers Ask two Ss to write their answers on Listen again and complete the board Play the recording one last time to the complete the table Use confirm the answers for both and no more than three words for each blank 3.WRITING 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 biscuits fried beef a banana 10 steamed fish hamburger crisps vegetables cereal slices of bread boiled egg GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG whole class 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 5.Production: WRITING Work in pairs Ask and answer questions about each other's eating habits Take notes of your partner's answers in the table 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 deepfried 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 GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0987556503 TRUNG - Practise writing a webpage for your school  ...GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0 987 556503 TRUNG Tuần 33 Tuần 34 Tuần 35 Tuần 36 93 94 95 96 97 98 99 100 101 102 103 104... planning, picture, laptop, projector GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0 987 556503 TRUNG 2.Students: books, notebooks III./ TEACHING METHODS:... are talking about how to make a salad GIAO AN TIENG ANH CHUAN TRON BO PCNL HOC SINH NAM HOC 18- 19 THAY CO NAO CO NHU CAU XIN LH 0 987 556503 TRUNG Teacher and Students' activities have students