Anh 9 PTNL chương trình mới kì 2

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, discu

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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

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 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

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picture on page 6-7 to teach new

words

- Follow the seven steps of teaching

vocabulary

- mayonnaise (n): sốt ma-i-on-ne

- 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 have

students follow along.

? Compare your answer with the

information in the dialogue.

II Listen and read

- They are talking about how to make a salad.

1.a Find the words (1a P8)

? Work individually to find the

words with the given meanings in

- Call one pair to write their

answers on the board.

? Add more if needed.

1.c Answer the questions (1c P8)

? Run through the questions.

- Make sure students understand

them.

? First, answer the questions

without reading the dialogue again.

? Exchange your answer with your

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.

III Practice

1 Matching (2 P8)

A Cobb salad B sushi

C steak pie D fajitas

E lasagne F mango sticky

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? Pair compare

- Play the audio for students to

check and repeat the answers.

rice

G beef noodle soup H curry

2 Discussion (3a P8)

? Work in pairs to discuss what

country in the box is associated

with each dish in 2.

- Check and confirm the correct

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 in 2.

? Write the answer on the board

4 Food quiz (4 P8)

? Work in groups to do the quiz

3 Fill in each blank with the name of a dish (3b P8)

3 cheese, butter, ice cream

4 strawberry, lychee, cherry, promegranate

5 broccoli, spinach, lettuce, celery, kohlrabi

Prepare: Unit 7: A closer look 1

Learn by heart new words

Do exercises B1-3 P4-5 (workbook)

-0@0 -WEEK:20 Preparing date:

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

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IV./.PROCEDURE:

1.Warmer: Word webs

- Elicits the topic from students

? Work in two teams

? Brainstorm all the words related to

the topic: dishes and preparing/

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 (situation,

? 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

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? Read the definition and match a

cooking verb in A with its definition

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

? 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

III Pronunciation

* Tone in statement used as questions

- A statement can be used as a question to

check that the information we have iscorrect

- When we pronounce a statementquestion, our voice goes up at the end

1 Listen and draw or (5 1 Listen and draw or (5 P10)

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P10)

? Listen to the conversations and draw

correct symbol for the intonation of

? Work in pairs to complete the

mini-dialogues with suitable statement

questions

- Call on some pairs to write their

answers on the board

- Give comment when needed

? Practice the dialogues using the

correct intonation

2 Complete the mini-dialogues (6 P10)

* Suggested answers:

1 You don't like paster?/ Don't like paster?

2 Add some salt?

4.Further practice:

? Recall some cooking verbs

? How is a statement question

pronounced?

5.Production:

? 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)

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

3 Attitude: - Ss are interested in using Quatifiers, Modal verbs in conditional sentences type 1 - Positive about recipes and eating habits

4 Competences:

- Co-operation

- Self- study

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- Using some vocabularies and structures to talk about their favourite dishes andrecipes for dishes

II./.PREPARATION:

Ask students what a quantifier is, briefly

explain to them that quantifier is a word or

phrase that expresses the amount Tell

students that they had already learnt and

know quite a few quantifiers Elicit examples

from students

T may organize a short warm-up activity

with this content Students work in pairs to

write down all quantifiers that they know in

two minutes The winner in the pair with has

the most answers

Activity 1:

1 Ask Ss about the use of the four quantifiers

Make any necessary comments Have Ss do

this exercise individually and then compare

their answers in pairs

Tell Ss that when talking about recipes people

usually use food quantifiers and that the Look

out! box contains the most common ones

Have Ss read the information in the Look

out! box Explain any unclear points If time

allows, ask Ss to give examples with the

quantifiers Ss may also add some more food

quantifiers they know to the list

1 Fill each blank with o, an, some,

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Activity 2 :

2 Have Ss do the exercise individually and

then compare their answers with a partner

Remind them that some quantifiers can go

with more than one noun Check the answers

as a class

3.Grammar 2:

Activity 3 : 3 a Have Ss work in pairs to read

the instructions to make a chicken salad and

to fill each blank with a word/ phrase from

the box Check as a class

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

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 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 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

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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:

Activity 5

5 Have Ss do the exercise individually and

then compare their answers in pairs Ask

some Ss to read out loud the complete

sentences

Activity 6

6 Have Ss work in pairs to read the situations

and write appropriate //-sentences Call on

some Ss to write their sentences on the board

Give necessary correction

If time allows, organise a quick game Ss work

n groups and write down two situations

ỉ

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

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 herself when she's away from home Give her some advice

—> If you want to study abroad, youshould learn to cook

5 You should whisk the eggs for

10 minutes if you want a lightercake

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5.Production:

Copy the email onto exercise notebook

-Prepare communication

-0@0 -Kiểm tra ngày tháng năm ……….

………

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

4 Competences:

- Co-operation

- Self- study

- Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes

IV./.PROCEDURE:

1.Warmer:

Tell students in this lesson they will have the

opportunity to learn how to cook one type of Look at the pictures Answer

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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

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 Play the first part of the recording for Ss to

check their answers Confirm the correct ones

b Play the recording again for Ss to do the

exercise Have them compare their answers in

pairs Call on two Ss to write their answers on

the board Ask other Ss to correct these

answers if needed Play the recording one more

time for Ss to check their answers

Audio script (part 1 n Pumpkin soup is my

family's favourite soup We usually have it for

breakfast with some slices of bread It's quick

and simple to cook

the questions.

puree:

garnishshallotcube tenderpumpkinleavesfibrepinch stick

b t nhuy nộ ễTrình bày

c hủ ẹhình l p ậ

phương

m mề

bí ngôlá

ch t xấ ơ

Nhúm tay

Bó, cây

2a Now listen to the first part of

a talk where Mi is presenting how to prepare the ingredients Check your answers.

Key: 1 pumpkin, celery, shallots,

butter, salt, cream

2b Listen to the first part of the talk again Fill each blank with

a word/phrase.

Key:

1 a kilo/one kilo 2 two

3 two sticks 4 twotablespoons

5 two tablespoons 6 a pinch

7 peel 8 chop

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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:

3 a+b Have Ss read the steps to cook the soup

and try to rearrange the steps Ask some Ss to

write their order on the board Play the

recording for Ss to check their answers Ask Ss

to comment on the orders on the board If

there are any unclear points, play the recording

a second time

C Without playing the recording again, ask Ss

about the benefits of the soup If Ss are not sure

about any points play the recording again Have

one student talk about the benefits

Audio script (part 2): Here are the steps to

make the soup:

Heat the butter in a deep pan, add the shallots

and 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:

a Have Ss work in groups to discuss a dish

they like Ss take notes of the ingredients, how

9 peel 10 slice

11 leaves

3a Read the steps to make the dish Rearrange them into the correct order.

3a+b Key:

1.b 2 e 3 f 4 c 5 a 6 d

c Key: - a good source of fibre,

minerals, and vitamins, especiallyvitamin A

- improve your eyesight andprotect yourself from certaincancers

4a Work in groups Choose a dish you like Discuss its ingredients, how to prepare it and the steps to cook it Write

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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 1

• 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

4 Competences:

- Co-operation

- Self- study

- Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes

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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

Activity 3:

3 Have Ss read the passage again to answer the questions

Ss can underline parts of the text that help them with the

answers Ask Ss to compare their answers before giving

the answers ton Ask them to give evidence when giving

I- READING Work in pairs Answer the questions.

1 Where do the Thai people live?

2 What is their population?

2 Now read an article about Japanese eating habits Match the headings (1-3) with the paragraphs (A-C).

raw food flavour sashimi spicy Japanese horseradish vinegared rice pickled ginger.

arrangement significant feature staple

th c ph m thô ự ẩ

bi n ế

h ươ ng v ị sashimi

tr ng ọ

k p gi y ẹ ấ Key: A 3 B.2 C.1

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the answers.

3.

Speaking

This part helps Ss understand more about the

eating habits of Vietnamese people

4 Have Ss work in groups to discuss the

eating habits of Vietnamese people Ss use the

questions provided as cues Move around the

class to provide help Ask the groups to

organise their ideas to prepare for a short

presentation

5 Have one group of students act as

examiners and other groups as competitors

The groups take turns to present their ideas If

there is not much time left, allow about two or

three groups to present Invite

comments from the examiners Give additional

comments

Reference for teachers (this note provides

some general information; T can add more

specific details^! to match the context of

each area) Vietnamese eating habits

Sashimi là m t món ăn truy n th ng lâu đ i ộ ề ố ờ

2 They cut fresh fish

3 Both can be served with soysauce

4 There are four (rice, soup,main dish, pickles)

5 Rice is the staple food and isvery nutritious

6 Because the dishes arepresented in different bowls andplates, and are arranged carefullyaccording to a traditional pattern

SPEAKING

1 What is the most importantfeature of Vietnamese eatinghabits?

2 What are the typical components in a Vietnamese meal?

3 What is the staple of our country?

4 How are the dishes arranged?

5 Are there any other characteristics of our eating habitsthat you know?

6 In general, do Vietnamese people have healthy eating habits?

1 Vietnamese food is varied anddistinctive It is considerably lowfat and high in carbohydrates

2 Traditional Vietnamese cookingusually uses fresh ingredients,little dairy and oil, and various

Different sauces such as fish sauce,

shrimp paste, and soya sauce arequite popular in various regions.There is no concept of ‘courses’ in

a Vietnamese meal

3 A meal consists of various

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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 isfollowed Dishes are served

communally Usually there is a big

dish/bowl of each dish, and peopleuse chopsticks and spoons to gettheir share

5 No

6 In general, Vietnamese food is

considered healthy and is popular

- listen for specific information about a traditional dish

- write the recipe for a traditional dish

3 Attitude: - Have good eating habits and lifestyle.

- Positive about recipes and eating habits

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IV./.PROCEDURE:

1.W armer: Chatting

? What did you have for your breakfast today?

? What do you often eat?

- Have ss do the activitiy in pairs They ask each

other questions to find out the differences

between the two pictures

- Elicit the answer from ss

- Ask them to describe underlying meaning of the

pictures

2.Listening

1 Have Ss do this activity in pairs They ask

each other questions to find out the differences

between the two pictures Elicit the answers

from Ss Ask them to describe the underlying

meaning of the pictures.Audio script:

2 Tell Ss that they are going to listen to

two students talking about their eating habits.

Before listening, Ss read through the

statements to make sure they understand them

I- LISTENING

1 Work in pairs One of you looks at picture A, and the other looks at picture B on page 17 Ask each other questions to find out the differences between your pictures.

PictureA:

A boy is eatingchocolate On

the table there are junkfoods

such as crisps, ahamburger, soft drinks,and sweets The boylooks fat

PictureB:

A girl is having rice Onthe table we can seesoup, fish, vegetables,and watermelon Thegirl looks slim and fit

Meaning

They show the contrastbetween healthy eatingand unhealthy eating

2 4Teen Radio is asking two students about their eating

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and to underline key words Play the recording

for them to do the exercise Call on one student

to write the answers on the board Ask other Ss

if they agree with them Play the recording a

second time for Ss to check Don't confirm the

correct answers now

3 Without listening to the recording again,

Ss complete the table by filling each blank with

no more than three words Have Ss compare

their answers with a classmate before giving T

the answers Ask two Ss to write their

answers on the board Play the recording one

last time to confirm the answers for both 2

and 3.

3.

WRITING

4 Ask Ss to work in pairs They ask and answer

questions about each other's eating habits, and

take notes of their partner's answers in the

table

After that give Ss a few minutes to read their

notes again to answer the questions provided

T should move around to give comments as

there may not be enough time for checking

with the whole class

5a+b Ask Ss to write about their partner's

eating habits When they have finished, Ss

exchange their writing to spot any mistakes

Have Ss share the mistakes with the whole

class T may collect some Ss' work to mark at

home, or T may ask them to rewrite the

habits Listen to what they say and decide if the statements are true (T) or false (F).

Key:

2 1.T 2 F 3.T 4 F 5.T 6 F

3 Listen again and complete the complete the table Use no more than three words for each blank.

3 1

biscuits 2 hamburger 3 crisps

4 fried beef 5 vegetables 6 cereal

7 a banana 8 slices of bread 9 boiled egg

10

steamed fish

WRITING

4 Work in pairs Ask and answer questions about each other's eating habits Take notes of your partner's answers in the table.

Do you think your partner has healthy eating habits? Why/Why not?

Is there anything he/she should change if he/she wants to be healthier?

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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

……….

………

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 remember and use what they have learnt during the unit to help them answerthe 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

IV./.PROCEDURE:

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:

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Have Ss do this exercise individually and then

compare their answers with a partner Call on

Ss to read out loud their answers

Activity 2:

2 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

Activity 3.

3 Ask Ss to do this exercise individually Have

some Ss read out their answers Confirm the

correct ones

Grammar

Activity4.

Have Ss do this exercise individually Check the

answers as a class T may ask Ss to explain

their choice

Activity5.

5 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

1 Match the words in A with their description or definition in B.

1 d 2 e 3 g 4 b 5.a 6.cH 7 h 8 f

2 Use the correct form of the words in brackets to finish the sentences.

Key:

A steam B deep-fry C stir fry

D bake E roast F grill

4 bag 5 clove 6 bunch

5 Complete the sentences with your own ideas Use the modal verbs provided.

3 He should eat less sweets if hedoesn't want to have toothache

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Activity 6

Have Ss rearrange the lines to make a complete

conversation, first individually and then share

their answers with a partner Ask some pairs to

read out loud the conversation

4 She must eat less rice andbread if she wants to lose weight

5 If you join this cooking lesson,you can cook many deliciousdishes

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

2 Group members meet together and organise

the answers in the form of an answer to each

question The following table can serve as an

PROJECT

A survey on eating habits

1 Work in groups Go to other classes and ask different students about their eating habits Write thestudents' answers in the table

1 How often do you eat fast food?

S1 S2 S3 S4

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?

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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

- Question 2:

3 Have groups present their findings to the

class Finally, they conclude whether Ss at the

school have healthy eating habits

Finished!

Ask Ss to complete the self-assessment

Identify any difficulties and weak areas

and provide further practice if necessary

5 Which do you prefer: eating at home or eating out?

6 What is your favourite dish?

2 Now work together again Analyse the answers you have got and organise them in the form of an answer to each question This could be done using a visual organiser such as

a chart.

3 I n general, do the students at your school have healthy eating habits?

Present your group’s finding

to the class

Finished!

 use lexical items related todishes and ways ofpreparing and cooking somefood

 ask statement questionswith the correct intonation

 use some quantifierscorrectly

 write and use conditionalsentences type 1 with modal

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 discuss the recipe for a dish

 read for general and specific

 information about the eatinghabits of Japanese people

 talk about the eating habits

of Vietnamese people

 listen for specific anddetailed information aboutteenagers' eating habits

5.Production:

- Practise exercises again

- You can paragraph about how to cook a traditional dish

- Prepare Unit8- GETTING STARTED

UNIT 8.TOURISM Lesson 1: Getting startedI./ OBJECTIVE: By the end of the lesson, students can:

- talk about choices of holiday

- read for general and specific information about a tourist attraction

1 Knowledge:

- Articles: other uses

- Words related to tourism

- talk about choices of holiday.

- read for general and specific information about a tourist attraction.

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Ss to compare the eating habits of old people and teenagers in Viet Nam (anydifferences? any changes?)

2.Getting –started:

Listen and read.( 18)

Let Ss open their books to

GETTING STARTED Tell them to look ats

the picture and answer the question:

What are Nick and Chau talking

Have Ss answer the question as a

class Axxeptall possible answers and do

not pause to corrept all possible

answers and donot pause to correct

mistakes

Then tell Ss that they are going to

listen to NIck and Chau talking about

Nick's plans for his summer holiday

Play the recording and have Ss follow

along

a Play the recording twice or

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