Giáo án Tiếng Anh Lớp 9 - Tiết 55 đến 61

Nội dung text: Giáo án Tiếng Anh Lớp 9 - Tiết 55 đến 61

1. WEEK:20 Preparing date: Period: 55 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 countries The USA - Have some students write the dishes Mexico on the right corner of the board The UK Italy India 2.Getting-started: I. New words New words - prawn (n): tôm panda Teacher use the things in the picture - celery (n): cần tây on page 6-7 to teach new words - mayonnaise (n): sốt ma-i-on-ne
2. Teacher and Students' activities Content - Follow the seven steps of teaching - versatile (adj) đa dụng vocabulary Listen and read II. Listen and read ? Cover the text and look at the picture on page 6-7 * Suggested answers: ? Who can you see in the picture? - Mi, Nick and his mom. ? Where are they? - In the kitchen. ? What is there on the table? - prawn, celery, lemon. salt, pepper, mayonnaise, knife, tablespoon ? What do you think they are talking - They are talking about how to make a salad. 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 words 1. starter 2. versatile with the given meanings in the 3. drain 4. peel 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 answers * Preparing and cooking: wash, boil, combine, chop, on the board. 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 without 4. They are versatile, and you can use lots of reading the dialogue again. ingredients in a salad. ? Exchange your answer with your 5. Nick's mum boils and drains the prawns, and mixes partner. the ingredients. Mi washes the spring onions, chop the ? Read the dialogue again and check. celery, peels the onions, and mix the 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 the C. steak pie D. fajitas dishes with the pictures. E. lasagne F. mango sticky rice ? Pair compare G. beef noodle soup H. curry - Play the audio for students to check and repeat the answers.
3. Teacher and Students' activities Content 2. Discussion (3a P8) 2. Discussion (3a P8) ? Work in pairs to discuss what A. The USA B. Japan country in the box is associated with C. The UK D. The UK each dish in 2. E. Italy F. Thailand - Check and confirm the correct G. Viet Nam H. India answers. 3. Fill in each blank with the name 3. Fill in each blank with the name of a dish. (3b P8) of a dish. (3b P8) 1. lasagne 2. curry ? Complete the sentences with the 3. steak pie 4. Fajitas name of the dishes in 2. 5. sushi ? Write the answer on the board 4. Food quiz (4 P8) 4. Food quiz (4 P8) ? Work in groups to do the quiz 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 (workbook) Learn by heart new words Prepare: Unit 7: A closer look 1 Do exercises B1-3 P4-5 (workbook) Prepare: Unit 7: A closer look 1 0@0 WEEK:20 Preparing date: Period: 56 Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 2: A closer look 1 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. 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
4. - 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, realia) - grate (v): nạo - Follow the seven steps of teaching - spinkle (v): rắc vocabulary - manirate (v) ướp - spread (v): phết - simmer (v): om - paster (n): mì ống, mì sợi - batter (n): bột (nhão) làm bánh 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 1 sprinkles 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 ? Read the definition and match a 3. h 4. c cooking verb in A with its definition in 5. e 6. a B. 7. d 8. b
5. Teacher and Students' activities Content ? Work individually 4.a. Questions (4a P9) 4.a. Questions (4a P9) ? Look at the picture and answer the - tomato sauce, onion, cheese, apple, bacon, two questions. pizza base -> pizza ? 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) 4b. Complete the instruction (4b P10) ? Look at the pictures and complete the 1. Chop instructions individually. 2. Grate ? Then compare the answer with a 3. Spread partner. 4. Sprinkle - Check the answer as a class. 5. Spread ? Can you make a pizza after reading 6. Bake the instructions. 3. Pronunciation III. Pronunciation * Tone in statement used as questions * Tone in statement used as questions ? What is a statement? - a telling sentence that ends with a full stop. - A statement can be used as a question to ? What is a statement question? check that the information we have is - used to check information has the correct. 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. - When we pronounce a statement - Make sure students understand the question, our voice goes up at the end. information 1. Listen and draw or (5 1. Listen and draw or (5 P10) P10) ? Listen to the conversations and draw correct symbol for the intonation of each sentence. - Play the recording as many times as necessary.
6. Teacher and Students' activities Content ? 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 mini- dialogues with suitable statement questions. 1. You don't like paster?/ Don't like paster? - Call on some pairs to write their answers on the board. 2. Add some salt? - 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: ? 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
7. 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 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. 1 Fill each blank with o, an, some, Make any necessary comments. Have Ss do this or any. exercise individually and then compare their answers in pairs. Key: Tell Ss that when talking about recipes people usually use food quantifiers and that the Look 1.a 2. a 3. out! box contains the most common ones. some Have Ss read the information in the Look 4. some/any 5. a 6. some out! box. Explain any unclear points. If time 7. an 8. any allows, ask Ss to give examples with the 9. Some quantifiers. Ss may also add some more food 2 Match the food quantifiers with quantifiers they know to the list. the nouns. Some quantifiers can go with more than one noun. Key: 1.a, g 2. a 3.f,g 4.c 5.h 6. b,d 7.e,f 8. b 3 Read the instructions to make a salad. Fill each blank with a word/phrase in the box. Key: 1.200grams 2. an 3. tablespoons 4. teaspoon
8. Activity 2 : 5. teaspoon 6. some 2 Have Ss do the exercise individually and then compare their answers with a partner. b Work in pairs. Think about a Remind them that some quantifiers can go with simple salad Write the instructions more than one noun. Check the answers as a on how to make it using the class. quantifiers and cooking verbs you 3.Grammar 2: have learnt. Share the instructions Activity 3 : 3 a Have Ss work in pairs to read with the whole class. Vote for the the instructions to make a chicken salad and to best salad. fill each blank with a word/ phrase from the box. Check as a class. 4. Modal verbs in conditional sentences type 1 4 Read these sentences from the conversation in GETTING b Ask Ss to work in pairs, and think about a STARTED. Pay attention to the simple salad they know. Together Ss write the underlined part and answer the instructions to J make it Call on some pairs to questions. read aloud their instructions. Other Ss listen, make comments, and vote for the best salad. In conditional sentences type 1, we T may also organise a competition. Have Ss use a simple present tense in the If- clause and will + bare infinitive in the work in groups to write the instructions to make main clause. This is the standard a salad on a big piece of paper. Once they have form. finished, each group sticks their instructions on Instead of will, we can use other the board. A board of five Ss act as examiners. modal verbs such as can, must, may; This board reads the instructions and gives each might or should in the main clause to group a mark. 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) She can learn to become a good cook if she tries hard, (ability) if he likes Activity 4 : eating spicy food, he may/might add Have Ss read the two given sentences and chilly, (possibility) answer the questions. Elicit their answers and If you don't want to get burnt, you confirm the correct ones. must follow these safety instructions. (necessity) Ask them to give the standard form of If you feel unwell, you shouldn't eat fast food. (advice) conditional sentences type 1.T may call on one Key: I student to write the form on the board. Now have 1. ability 2. Advice Ss read the information and examples in the If + S + V (present simple), grammar box. Write the form of the examples on s + can/must/may/might/should + V the board: (infinitive).
9. 5 Match the first half of the 4.Further practice: sentence in A with the second half Activity 5 in B. 5 Have Ss do the exercise individually and then compare their answers in pairs. Ask some Ss to Key: read out loud the complete sentences. 1. c 2. e 3. a 4. b 5. f 6. d 6 What will you say in these Activity 6 situations? Use suitable modal 6 Have Ss work in pairs to read the situations verbs with conditional sentences and write appropriate //-sentences. Call on some type 1. Ss to write their sentences on the board. Give necessary correction. Example: If time allows, organise a quick game. Ss work ỉn groups and write down two situations. After Your friend, Mai, is not good at five minutes, have a representative from one cooking, but she wants to study group stand up and read out one situation. This abroad. You think learning to cook is student points at a random student in another a good idea because she can cook for group to give a conditional sentence type 1 with herself when she's away from home. a modal verb. If the sentence is correct, the group Give her some advice. gets one point. The groups take turns to read their situations. The winner is the group with the —> If you want to study abroad, you most points. Make sure the groups have equal should learn to cook. opportunities to give the answers. 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 .
10. 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. - 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 Content 1.Warmer: Look at the pictures. Answer the Tell students in this lesson they will have the questions. opportunity to learn how to cook one type of soup. puree: bột nhuyễn Go through that extra vocabulary with students. If garnish Trình bày students do not know any words in the Box. shallot củ hẹ Quickly teach it. cube hình lập To teach the word shallot and cube teacher may tender phương draw the pictures on the board . To teach other words use simple words, use simple explanations pumpkin mềm and examples to give definitions. leaves bí ngô puree: make fruit or vegetables into a thick fibre lá smooth sauce, usually in a blender pinch chất xơ garnish decorate of food with a small amount of stick Nhúm tay
11. another fruit. Bó, cây 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: - 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 a 2a Play the first part of the recording for Ss to talk where Mi is presenting how check their answers. Confirm the correct ones. 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 2b Listen to the first part of the exercise. Have them compare their answers in talk again. Fill each blank with a pairs. Call on two Ss to write their answers on the word/phrase. board. Ask other Ss to correct these answers if needed. Play the recording one more time for Ss Key: to check their answers. 1. a kilo/one kilo 2. two 3. two sticks 4. two Audio script (part 1 n Pumpkin soup is my tablespoons family's favourite soup. We usually have it for 5. two tablespoons 6. a pinch breakfast with some slices of bread. It's quick and 7. peel 8. chop simple to cook. 9. peel 10. slice 11 . leaves 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: 3a Read the steps to make the dish. Rearrange them into the
12. 3 a+b Have Ss read the steps to cook the soup and correct order. try to rearrange the steps. Ask some Ss to write their order on the board. Play the recording for Ss 3a+b. Key: to check their answers. Ask Ss to comment on the orders on the board. If there are any unclear 1.b 2. e 3. f 4. points, play the recording a second time. c 5. a 6. d C Without playing the recording again, ask Ss c. Key: - a good source of fibre, about the benefits of the soup. If Ss are not sure minerals, and vitamins, especially about any points play the recording again. Have vitamin A. one student talk about the benefits. - improve your eyesight and protect Audio script (part 2): Here are the steps to yourself from certain cancers 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 certain cancers. 4.Further practice:Activity 4: 4a Work in groups. Choose a dish you like. Discuss its ingredients, a Have Ss work in groups to discuss a dish they how to prepare it and the steps to like. Ss take notes of the ingredients, how to cook it. Write your ideas on a prepare the dish, and the steps to cook it on a big large sheet of paper. piece of paper. Move around to provide any necessary help. Name of the dish: Ingredients: Preparation: Steps: Benefits of the dish: b Ask groups to stick their answers on the walls b. Organise a gallery walk. Move around the class. Ask other Ss to move around to around to each group and listen
13. each group and listen to the group's presentation to their presentation. Vote for the about the dish. Have Ss vote for the best dish and best dish. explain the reasons. 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 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, 1. Where do the Thai people accept different answers.
14. 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 Activity 2: cucumber Ask Ss to read the headings quickly. Make sure they understand the meaning of each heading. 2 Now read an article about Now Ss read the paragraphs and match them with Japanese eating habits. Match the the headings. Ask them to compare their answers headings (1-3) with the paragraphs with a classmate. Elicit their answers. (A-C). raw food thực phẩm thô flavour biến sashimi hương vị. spicy sashimi Japanese vị cay horseradish cải ngựa Nhật vinegared rice Bản pickled ginger. gạo dấm arrangement gừng ngâm. significant sắp xếp feature tính năng quan Activity 3: trọng 3 Have Ss read the passage again to answer the questions.staple kẹp giấy Ss can underline parts of the text that help them with the answers. Ask Ss to compare their answers before givingKey: A. 3 B.2 C.1 the answers ton Ask them to give evidence when giving the answers. 3 Answer the questions. 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 3.Speaking traditional pattern. This part helps Ss understand more about the SPEAKING eating habits of Vietnamese people.
15. 4 Have Ss work in groups to discuss the eating 1. What is the most important habits of Vietnamese people. Ss use the questions feature of Vietnamese eating habits? provided as cues. Move around the class to 2. What are the typical components provide help. Ask the groups to organise their in a Vietnamese meal? ideas to prepare for a short presentation. 3. What is the staple of our 5 Have one group of students act as examiners country? and other groups as competitors. The groups take 4. How are the dishes arranged? 5. Are there any other turns to present their ideas. If there is not much characteristics of our eating habits time left, allow about two or three groups to that you know? 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 6. In general, do Vietnamese specific details^! to match the context of each people have healthy eating habits? area) Vietnamese 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 Sashimi là một món ăn truyền thống lâu đời của regions. There is no concept of người Nhật với thành phần chính là các loại hải ‘courses’ in a Vietnamese meal. sản tươi sống. 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
16. -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 Content 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. I- LISTENING 2.Listening 1 Work in pairs. One of you looks 1 Have Ss do this activity in pairs. They ask each at picture A, and the other looks at
17. other questions to find out the differences picture B on page 17. Ask each between the two pictures. Elicit the answers from other questions to find out the Ss. Ask them to describe the underlying meaning differences between your pictures. of the pictures.Audio script: 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 Picture the table we can see soup, fish, vegetables, B: and watermelon. The girl looks slim and fit. Meanin They show the contrast between healthy eating g and unhealthy eating. 2 Tell Ss that they are going to listen to 2 4Teen Radio is asking two two students talking about their eating habits. students about their eating habits. Before listening, Ss read through the statements to Listen to what they say and decide make sure they understand them and to underline if the statements are true (T) or key words. Play the recording for them to do the false (F). exercise. Call on one student to write the answers Key: on the board. Ask other Ss if they agree with 2 1.T 2. F 3.T 4. F 5.T 6. F them. Play the recording a second time for Ss to 3. Listen again and complete check. Don't confirm the correct answers now. the complete the table. Use no more than three words for each blank. 3 Without listening to the recording again, Ss 3 1. complete the table by filling each blank with no 2. hamburger 3. crisps more than three words. Have Ss compare their biscuits answers with a classmate before giving T the 4. fried 5. vegetables 6. cereal answers. Ask two Ss to write their answers on beef the board. Play the recording one last time to 8. slices of 9. boiled 7. a banana confirm the answers for both .2 and 3. bread egg 10. steamed fish WRITING
18. 3.WRITING 4 Work in pairs. Ask and answer questions about each other's eating 4 Ask Ss to work in pairs. They ask and answer habits. Take notes of your questions about each other's eating habits, and partner's answers in the table. take notes of their partner's answers in the table. Do you think your partner has After that give Ss a few minutes to read their healthy eating habits? Why/Why notes again to answer the questions provided. not? T should move around to give comments as there Is there anything he/she should may not be enough time for checking with the change if he/she wants to be whole class. healthier? 4.Further practice: 5a Write about your partner's 5a+b Ask Ss to write about their partner's eating eating habits. Include information habits. When they have finished, Ss exchange about his/her meals, your opinion their writing to spot any mistakes. Have Ss share about his/her eating habits and the mistakes with the whole class. T may collect possible changes. some Ss' work to mark at home, or T may ask them to rewrite the exercise as homework. In this Sample writing: My friend, Trang, case, remember to ask for Ss' revised work in the does not have healthy eating habits. next lesson. 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.
19. 5.Production: - Practise writing a webpage for your school. -Prepare LOOKING BACK 0@0 Kiểm tra ngày tháng năm 2018 . WEEK:22 Preparing date: Period: 61 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:
20. Teacher’s and students’ activities Content 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 self-assessment box at the end of t he unit. 2.Looking back: Vocabulary Activity 1: Have Ss do this exercise individually and then 1 Match the words in A with their compare their answers with a partner. Call on Ss description or definition in B. to read out loud their answers. 1. d 2. e 3. g 4. b 5.a 6.cH 7. h 8. f Activity 2: 2 Use the correct form of the words in brackets to finish the 2 Ask Ssto complete the words individually. sentences. Check Ss' answers as a class. If time allows, call on one or two Ss to write their answers on the Key: board. A. steam B. deep-fry C stir fry D. bake E. roast F. grill G. simmer H. stew Activity 3. 3 Fill each blank with a word/phrase in the box. There is 3 Ask Ss to do this exercise individually. Have one extra word. some Ss read out their answers. Confirm the correct ones. Key: 1. hamburger 2.sushi 3. deep-fry 4. steam 5. stew Grammar Grammar Activity4. 4 Circle the correct answer. Have Ss do this exercise individually. Check the Key: answers as a class. T may ask Ss to explain their choice 1. slice 2. sticks 3. any- some 4. bag 5. clove 6. bunch Activity5. 5 Complete the sentences with 5 Ask Ss to write the sentences individually. Have your own ideas. Use the modal two Ss write the sentences on the board. Ask other Ss to give comments. Correct the sentences if verbs provided. needed.
21. Sample answers: 1. If you keep eating fast food, you might become overweight. 2. If you promise to finish your homework tonight, you can go to the cinema with your friend. 3. He should eat less sweets if he doesn't want to have toothache. 4. She must eat less rice and bread if she wants to lose weight. Communication 5. If you join this cooking lesson, you can cook many delicious dishes. COMMUNICATION Activity 6. 6 Rearrange the lines to make a complete conversation. Have Ss rearrange the lines to make a complete conversation, first individually and then share 1. B 2. E 3. F 4. I 5.A their answers with a partner. Ask some pairs to 6. H 7. J 8. C 9. G 10. D read out loud the conversation. 3.Project:Have Ss work in groups of four or five. PROJECT They go to other classes and ask different Ss about their eating habits. To reduce the workload, A survey on eating habits each student interviews three other Ss and records their answers in the table. This should be done 1 Work in groups. Go to other early in the unit. classes and ask different students about their eating habits. Write the students' answers in the table. 1. How often do S1 S2 S3 S4 you eat fast food? 2. How often do you eat homemade food? 3. How many meals do you have per day? L 4. Which meal is the most important to you? 5. Which do you prefer: eating at home or eating out? 6. What is your favourite dish?
22. 2 Now work together again. Analyse the answers you have got 2. Group members meet together and organise the and organise them in the form of answers in the form of an answer to each an answer to each question. This question. The following table can serve as an could be done using a visual example. This summarises the answers of 12 Ss organiser such as a chart. (Ss work in groups of 4). Their findings might look like this: - Question 1: Of 12 students answered, only three usually eat fast food. Four of them sometimes eat fast food, and five never have this kind of food. 3 I n general, do the students at your school have healthy - Question 2: eating habits? Present your group’s finding to the class 3 Have groups present their findings to the class. Finally, they conclude whether Ss at the school have healthy eating habits. Finished! 4.Further practice:  use lexical items related to dishes and ways of preparing Finished! and cooking some food Ask Ss to complete the self-assessment.  ask statement questions with Identify any difficulties and weak areas and the correct intonation provide further practice if necessary  use some quantifiers correctly  write and use conditional sentences type 1 with modal verbs  discuss the recipe for a dish  read for general and specific  information about the eating habits of Japanese people  talk about the eating habits of Vietnamese people  listen for specific and detailed information about teenagers' eating habits 5.Production: - Practise exercises again - You can paragraph about how to cook a traditional dish. - Prepare Unit8- GETTING STARTED