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WEEK:20 Period: 55 Preparing date: 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 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 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 starter versatile words with the given meanings in drain peel the dialogue chop 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 Nick's mum - Make sure students understand Because it's simple and delicious them In the summer time ? First, answer the questions They are versatile, and you can use lots of without reading the dialogue again ingredients in a salad ? Exchange your answer with your 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 Because he finds it difficult to wait for one hour 3.Doing: III Practice Matching (2 P8) 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 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 rice G beef noodle soup H curry 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 look Prepare: Unit 7: A closer look -0@0 -WEEK:20 Period: 56 I./ OBJECTIVE: : Preparing date: Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 2: A closer look 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 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 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 on page - whisk (v): đánh (trứng) 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 Matching (1 P9) 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 Complete the sentences (2 P9) Complete the sentences (2 P9) ? Work in pairs chop, Slice grates, ? Use the correct form of the verbs in sprinkles to complete the sentences Marinate whisk Dip spread Matching (3 P9) Matching (3 P9) ? Run through all the cooking verbs 1.g 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, 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 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 Listen and draw or (5 Content h e d c a b 4.a Questions (4a P9) - tomato sauce, onion, cheese, apple, bacon, pizza base -> pizza 4b Complete the instruction (4b P10) Chop Grate Spread Sprinkle Spread 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 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 Complete the mini-dialogues (6 Complete the mini-dialogues (6 P10) P10) * Suggested answers: ? Work in pairs to complete the minidialogues with suitable statement questions You don't like paster?/ Don't like paster? - Call on some pairs to write their answers on the board 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 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 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: 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 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 5.h b,d 3.f,g 4.c 7.e,f b Read the instructions to make a salad Fill each blank with a word/phrase in the box 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 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 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 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 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) She can learn to become a good Activity : cook if she tries hard, (ability) if he Have Ss read the two given sentences and answer the questions Elicit their answers and likes eating spicy food, he may/might add chilly, (possibility) confirm the correct ones If you don't want to get burnt, you must follow these safety Ask them to give the standard form of 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 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 instructions (necessity) 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 sentence in A with the second half in B Key: c e d a b f 6 What will you say in these situations? Use suitable modal verbs with conditional sentences type 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: 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 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 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 Content Look at the pictures Answer 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 2.Communication 1: Activity 2: the questions puree: garnish shallot cube tender pumpkin leaves fibre pinch stick bột nhuyễn Trình bày củ hẹ hình lập phương mềm bí ngơ chất xơ Nhúm tay Bó, - 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 2a Now listen to the first part of a talk where Mi is presenting how to prepare the ingredients Check your answers 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 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: Audio script (part n Pumpkin soup is my family's favourite soup We usually have it for a kilo/one kilo two two breakfast with some slices of bread It's quick two sticks tablespoons and simple to cook two tablespoons a pinch peel chop 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 peel 11 leaves 10 slice 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 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 3a+b Key: to comment on the orders on the board If there are any unclear points, play the recording 1.b e f c a d a second time c Key: - a good source of fibre, minerals, and vitamins, especially C Without playing the recording again, ask Ss about the benefits of the soup If Ss are not sure vitamin A about any points play the recording again Have - improve your eyesight and one student talk about the benefits protect yourself from certain Audio script (part 2): Here are the steps to 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 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 4a Work in groups Choose a 4.Further practice:Activity 4: dish you like Discuss its ingredients, how to prepare it a Have Ss work in groups to discuss a dish and the steps to cook it Write 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 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 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 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: • 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 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 Where the Thai people 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 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 biến hương vị sashimi vị cay cải ngựa Nhật Bản gạo dấm gừng ngâm xếp tính quan trọng kẹp giấy Activity 3: staple Have Ss read the passage again to answer the questions Ss can underline parts of the text that help them with the answers Ask Ss to compare their answers before Key: givingA B.2 C.1 the answers ton Ask them to give evidence when giving the answers 3.Speaking This part helps Ss understand more about the eating habits of Vietnamese people 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 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 Answer the questions Key: They like raw food and not use 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 feature of Vietnamese eating habits? What are the typical components in a Vietnamese meal? What is the staple of our country? How are the dishes arranged? Are there any other characteristics of our eating habits that you know? 6.Further practice: Reference for teachers (this note provides some general information; T can add more In general, Vietnamese people have healthy eating habits? specific details^! to match the context of Vietnamese food is varied and each area) Vietnamese eating habits 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 Sashimi ăn truyền thống lâu đời quite popular in various regions người Nhật với thành phần There is no concept of ‘courses’ in loại hải sản tươi sống 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 -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 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 between the two pictures Elicit the answers from Ss Ask them to describe the underlying meaning of the pictures.Audio script: Content I- LISTENING 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 Meanin They show the contrast between healthy eating g and unhealthy eating Tell Ss that they are going to listen to two students talking about their eating habits Before listening, Ss read through the 4Teen Radio is asking two statements to make sure they understand them students about their eating and to underline key words Play the recording for them to 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 correct answers now habits Listen to what they say and decide if the statements are true (T) or false (F) Key: 1.T F 3.T F 5.T F Listen again and complete the complete the table Use no more than three words for Without listening to the recording again, each blank Ss complete the table by filling each blank with no more than three words Have Ss compare their answers with a classmate before giving T the answers Ask two Ss to write their biscuits hamburger crisps answers on the board Play the recording one last time to confirm the answers for both and fried vegetables cereal beef a banana 3.WRITING slices of bread boiled egg 10 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 Work in pairs Ask and answer questions about each other's T should move around to give comments as eating habits Take notes of your there may not be enough time for checking partner's answers in the table with the whole class Do you think your partner has 4.Further practice: healthy eating habits? Why/Why 5a+b Ask Ss to write about their partner's not? eating habits When they have finished, Ss exchange their writing to spot any mistakes Is there anything he/she should Have Ss share the mistakes with the whole change if he/she wants to be class T may collect some Ss' work to mark at healthier? 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 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 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: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 2.Looking back: Vocabulary Activity 1: Content Have Ss this exercise individually and then compare their answers with a partner Call on Ss to read out loud their answers Activity 2: Match the words in A with their description or definition in B Ask Ssto complete the words individually Check Ss' answers as a class If time allows, call on one or two Ss to write their answers on the board d e g b 5.a 6.cH h f Use the correct form of the words in brackets to finish the sentences Activity Key: A steam B deep-fry D bake E roast G simmer H stew Ask Ss to this exercise individually Have some Ss read out their answers Confirm the correct ones Grammar Activity4 Have Ss this exercise individually Check the answers as a class T may ask Ss to explain their choice Activity5 Ask Ss to write the sentences individually Have two Ss write the sentences on the board Ask other Ss to give comments Correct the sentences if needed Communication C stir fry F grill Fill each blank with a word/phrase in the box There is one extra word Key: hamburger 2.sushi deep-fry steam stew Grammar Circle the correct answer Key: slice sticks anysome bag clove bunch Complete the sentences with your own ideas Use the modal verbs provided Sample answers: If you keep eating fast food, you might become overweight If you promise to finish your homework tonight, you can go to the cinema with your friend 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 If you join this cooking lesson, Activity you can cook many delicious dishes Have Ss rearrange the lines to make a complete COMMUNICATION conversation, first individually and then share their answers with a partner Ask some pairs to Rearrange the lines to make a read out loud the conversation complete conversation B H 3.Project:Have Ss work in groups of four or five They go to other classes and ask different Ss about their eating habits To reduce the workload, each student interviews three other Ss and records their answers in the table This should be done early in the unit E F J C 5.A 10 D PROJECT A survey on eating habits Work in groups Go to other classes and ask different students about their eating habits Write the students' answers in the table How often you eat fast food? How often you eat homemade food? How many meals you have per day? Group members meet together and organise the answers in the form of an answer to each question The following table can serve as an I G L Which meal is the most important to you? S1 S2 S3 S4 example This summarises the answers of 12 Ss (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 Which you prefer: eating at home or eating out? What is your favourite dish? Now work together again - Question 2: Analyse the answers you have got and organise them in the Have groups present their findings to the form of an answer to each class Finally, they conclude whether Ss at the question This could be done school have healthy eating habits using a visual organiser such as a chart 4.Further practice: Finished! Ask Ss to complete the self-assessment Identify any difficulties and weak areas and provide further practice if necessary I n general, the students at your school have healthy eating habits? Present your group’s finding to the class Finished!  use lexical items related to dishes and ways of preparing and cooking some food  ask statement questions with the correct intonation  use some correctly quantifiers  write and use conditional sentences type 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 ... 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... (v) ướp vocabulary (v): phết - spread (v): om - simmer (n): mì ống, mì sợi - paster (n): bột (nhão) làm bánh - batter II Vocabulary Matching (1 P9) Matching (1 P9) ? Match the verbs in the box... 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 …………………………………………………… ……………………………………………………
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