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 abo
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UNIT 7UNIT 7UNIT 7
Getting started
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CommunicationSkills 1
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Looking back & projectGetting started
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Review 3 (Language)Review 3 (skills)
Getting started
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CommunicationFeedback on test 3Skills 1
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Skills 2Looking back & projectGetting started
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UNIT 12UNIT 12
Test 45’
Getting started
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UNIT 12UNIT 12UNIT 12
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Review 4 (Language)
2 nd term exam
Feedback on 2nd term exam
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
Trang 3activities, play as a character, teaching methods with game, teaching methods byvisual, teaching methods by practising, discussion group, technical present….
* Find out famous dishes
of some countries in the
world
- Teacher elicits and write
the name of some countries
on the board
? Discuss and find out some
famous or tradition dishes
of these countries
- Have some students write
the dishes on the right
corner of the board
Find out famous dishes of some countries in the world
Countries Dishes
Viet NamThailandJapanThe USAMexicoThe UKItalyIndia
2.Getting-started:
New words
Teacher use the things in
the picture on page 6-7 to
teach new words
- Follow the seven steps of
- versatile (adj) đa dụng
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 do you think they
are talking about?
- Play the recording and
II Listen and read
Trang 4Teacher and Students'
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
? Work in pairs and
complete the word webs
- Call one pair to write their
answers on the board
? Add more if needed
? First, answer the questions
without reading the
dialogue again
? Exchange your answer
with your partner
? Read the dialogue again
and check
1.c Answer the questions (1c P8)
1 Nick's mum
2 Because it's simple and delicious
3 In the summer time
4 They are versatile, and you can use lots of ingredients in a salad
5 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
6 Because he finds it difficult to wait for one hour
3.Doing:
1 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
III Practice
1 Matching (2 P8)
A Cobb salad B sushi
C steak pie D fajitas
E lasagne F mango stickyrice
G beef noodle soup H curry
Trang 52 Discussion (3a P8)
? Work in pairs to discuss
what country in the box is
associated with each dish in
G Viet Nam H India
3 Fill in each blank with
the name of a dish (3b P8)
? Complete the sentences
with the name of the dishes
3 cheese, butter, ice cream
4 strawberry, lychee, cherry, promegranate
5 broccoli, spinach, lettuce, celery, kohlrabi
-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
Trang 61.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
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 byvisual, teaching methods by practising, discussion group, technical present…
IV./.PROCEDURE:
Teacher and Students'
1.Warmer: Word webs
- Elicits the topic from students
? Work in two teams
? Brainstorm all the words
related to the topic: dishes and
preparing/ cooking
- Encourage them to call out as
many words as possible
Word webs
* Suggested answer:
Dishes: Cobb salad, sushi, steak pie,
fajitas, lasagne, mango sticky rice, beef noodle soup, curry
Preparing and cooking:wash, boil,
combine, chop, peel, drain, mix, add
2.Vocabulary:
- Teacher use the pictures in 1 on
page 9 to teach vocabulary
Trang 7E whisk F dip
G sprinkle H spread
2 Complete the sentences (2 P9)
? Work in pairs
? Use the correct form of the
verbs in 1 to complete the
sentences
2 Complete the sentences (2 P9)
1 chop, Slice 2 grates, sprinkles
? Read the definition and match a
cooking verb in A with its
4.a Questions (4a P9)
? Look at the picture and answer
the two questions
? Pair compare
- Elicit their answers
? Have you ever eaten or made a
pizza?
? If so, do you like the dish?
? Describe the process of making
one briefly
4.a Questions (4a P9)
- tomato sauce, onion, cheese, apple, bacon, pizza base -> pizza
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
4b Complete the instruction (4b P10)
* Tone in statement used as questions
- A statement can be used as a question to
Trang 8Teacher and Students'
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
? 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
1 Listen and draw or (5 P10)
2 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
? Recall some cooking verbs
? How is a statement question
pronounced?
5.Production:
Trang 9? Learn by heart new words
? Do exercises A1,2 P3
(workbook)
? Prepare: Unit 7: A closer look
2
Learn by heart new words
Do exercises A1,2 P3 (workbook)
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
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 byvisual, teaching methods by practising, discussion group, technical present…
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
Trang 10already learnt and know quite a few quantifiers
Elicit examples from students
T may organize a short warm-up activity with
this content Students work in pairs to write
down all quantifiers that they know in two
minutes The winner in the pair with has the
most answers
Activity 1:
1 Ask Ss about the use of the four quantifiers
Make any necessary comments Have Ss do this
exercise individually and then compare their
answers in pairs
Tell Ss that when talking about recipes people
usually use food quantifiers and that the Look
out! box contains the most common ones
Have Ss read the information in the Look
out! box Explain any unclear points If time
allows, ask Ss to give examples with the
quantifiers Ss may also add some more food
quantifiers they know to the list
Activity 2 :
2 Have Ss do the exercise individually and
then compare their answers with a partner
Remind them that some quantifiers can go with
more than one noun Check the answers as a
class
3.Grammar 2:
Activity 3 : 3 a Have Ss work in pairs to read
1 Fill each blank with o, an, some,
or any.
Key:
1.a 2 a 3 some
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.
4 Modal verbs in conditional sentences type 1
4 Read these sentences from the conversation in GETTING STARTED Pay attention to the underlined part and answer the questions.
In conditional sentences type 1, we use a simple present tense in the If-clause and will + bare infinitive in the
Trang 11Check as a class.
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
Activity 4 :
Have Ss read the two given sentences and
answer the questions Elicit their answers and
confirm the correct ones
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:
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
She can learn to become a good cook
if she tries hard, (ability) if he likes eating spicy food, he may/might add chilly, (possibility)
If you don't want to get burnt, you must follow these safety instructions (necessity)
If you feel unwell, you shouldn't eat fast food (advice)
Key: I
1 ability 2 Advice
If + S + V (present simple),
s + can/must/may/might/should + V (infinitive).
5 Match the first half of the sentence in A with the second half
in B.
Key:
1 c 2 e 3 a 4 b 5 f 6 d
6 What will you say in these situations? Use suitable modal verbs with conditional sentences type 1.
Example:
Your friend, Mai, is not good at cooking, but she wants to study abroad You think learning to cook is
a good idea because she can cook for
Trang 12Activity 5
5 Have Ss do the exercise individually and then
compare their answers in pairs Ask some Ss to
read out loud the complete sentences
Activity 6
6 Have Ss work in pairs to read the situations
and write appropriate //-sentences Call on some
Ss to write their sentences on the board Give
necessary correction
If time allows, organise a quick game Ss work
ỉn groups and write down two situations After
five minutes, have a representative from one
group stand up and read out one situation This
student points at a random student in another
group to give a conditional sentence type 1 with
a modal verb If the sentence is correct, the
group gets one point The groups take turns to
read their situations The winner is the group
with the most points Make sure the groups have
equal opportunities to give the answers
herself when she's away from home Give her some advice
—> If you want to study abroad, you should learn to cook
Suggested answers:
1 If you want to have good health, you must reduce the amount of salt in your food
2 If my brother is hungry, he can eat three bowls of rice
3 You can take a cooking class if it
is at the weekend
4 If I eat this undercooked pork, I may have a stomachache
5 You should whisk the eggs for 10 minutes if you want a lighter cake
5.Production:
Copy the email onto exercise notebook -Prepare communication
-0@0 -Kiểm tra ngày tháng năm 2018 ……….
………
………
WEEK:21 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
Trang 133 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:
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 do not know any words in the Box
Quickly teach it
To teach the word shallot and cube teacher may
draw the pictures on the board To teach other
words use simple words, use simple explanations
and examples to give definitions
puree: make fruit or vegetables into a thick
smooth sauce, usually in a blender
garnish decorate of food with a small amount of
another fruit
tender so easy to chew my grandmother can only
eat beef if it is tender so my mother has to stew it
from one hour
Activity 1: - Have Ss look at the picture and
answer the questions Quickly elicit their answers
and write them on the board Do not confirm the
correct answers now
Look at the pictures Answer the questions.
puree:
garnishshallotcube tenderpumpkinleavesfibrepinch stick
bột nhuyễnTrình bày
củ hẹhình lập phươngmềm
bí ngôláchất xơNhúm tay
Bó, cây
2a Now listen to the first part of a talk where Mi is presenting how