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Week 19

Period 55

Planning:

Teaching:

UNIT 7: RECIPES AND EATING HABITS

Lesson 2: A closer look 1

I OBJECTIVES

1 Knowledges: By the end of the lesson, the Ss will be able to:

- 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

2 Competences:

- Co-operation: work in pairs, groups

- Self- study: work individually

- Creativeness: talk about RECIPES AND EATING HABITS

- Using language to do exercises

3 Quality: Ss are interested in doing exercises.

II TEACHNG AIDS.

T : Textbook, lesson plan, English room

Ss : Learn the old lesson, prepare Unit 7: A closer look 1.

III PROCEDURE

1 Warm up (5’)

* Organization (1’) 9A: 9B: 9C:

a Goal: Review the vocabulary related to dishes, preparing and cooking.

b Content: Ss write the words related to dishes, preparing and cooking.

c Expected results: Ss can remember the words related to the topic.

d Performance:

- 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 Presentation (5’)

a Goal: Provide Ss necessary vocabulary related to the topic

b Content: Ss learn vocabulary.

c Expected results: Ss can read and remember the vocabulary related to the topic.

d Performance:

- Teacher use the pictures in 1 on page

9 to teach vocabulary (situation, realia)

- Follow the seven steps of teaching

3 Practice (20’)

a Goal: Revise the vocabulary.

b Content:

- Write a food preparation verb from the box under each picture

- Complete the sentenceswith the correct form of the verbs

- Match each cooking verb with its definition

c Expected results: Ss can understand using and meaning of the vocabulary.

d Performance:

Ex 1: Write a food preparation verb from

the box under each picture.

? Match the verbs in the box with the

pictures

Ex 2 Complete the sentenceswith the

correct form of the verbs in 1.

? Work in pairs

? Use the correct form of the verbs in 1 to

complete the sentences

Ex 3: Match each cooking verb in A

with its definition in B.

? Run through all the cooking verbs

? Read the definition and match a

cooking verb in A with its definition in B

? Work individually

Ex 4.a What can you see in the

pictures? Do you know what dish these

ingredients are used for?

? Look at the picture and answer the two

questions:

+ What can you see in the pictures?

+ Do you know what dish these

ingredients are used for?

? 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 instructions below

with the verbs in 1 and 3 One verb is

- Check the answer as a class

Ex 1: Write a food preparation verb from the box under each picture.

- tomato sauce, onion, cheese, apple, bacon, pizza base -> pizza

4b Complete the instructions below with the verbs in 1 and 3 One verb is used twice.

? Can you make a pizza after reading the

instructions

6 Bake

4 Production (13’)

a Goal: Ss can understand tones in statements used as questions.

b Content: Listen to and practice the conversations

Complete the mini-dialogue with suitable statement questions

c Expected results: Ss can practice tones in statements used as questions correctly.

? 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

Ex 5: Listen to the conversation Listen

and draw or at the end of

each line.Practice the conversation with

a partner.

? Listen to the conversations and draw

correct symbol for the intonation of each

* 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

Ex 5: Listen to the conversation Listen and draw or at the end of each line Practice the conversation with a partner.

1 A: What do we need to make a pizza?

B: A pizza base, some cheese, some bacon, an onion, and an apple ↷

A: An apple ⤻?B: Yes, an apple ↷

2 A: What’s for dinner ↷?

B: We’re eating out tonight ↷

A: We’re eating out ⤻?B: Right ↷

3 A: I can’t eat this dish ↷

B: Why not ↷?

A: I’m allergic to prawns ↷

Ex 6: Work in pairs Complete the

mini-dialogue with suitable statement

questions

? 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

B: Allergic to prawns ⤻?A: Yes, my skin turns red when I eat them ↷

Ex 6: Work in pairs Complete the mini-dialogue with suitable statement questions.

- Learn by heart new words

- Complete all the exercises in the notebook

- Prepare Unit 7: A closer look 2

Period 56 Teaching:

UNIT 7: RECIPES AND EATING HABITS

Lesson 3: A closer look 2

- Co-operation: work in pairs, groups

- Self- study: work individually

- Using language to talk about dishes

3 Quality: Ss are interested in using Quatifiers, Modal verbs in conditional

sentences type 1

II TEACHNG AIDS.

T : Textbook, lesson plan, English room

Ss : Learn the old lesson, prepare Unit 7: A closer look 2.

III PROCEDURE

1 Warm up (5’)

* Organization (1’) 9A: 9B: 9C:

a Goal: Help Ss to remember quantifiers.

b Content: Ss go to the board and write all the quantifiers they know.

c Expected results: Ss can write the quantifiers

d Performance:

- Ask Ss to go to the board and write down all quantifiers they know in two minutes

- T calls some Ss comment and correct

2 Presentation (10’)

a Goal: Ss can memorize quantifiers and knowledge form and usage of modal verbs

in conditional sentences type 1

b Content : Ss learn grammar

c Expected result: Ss can remember quantifiers and understand modal verbs in

conditional sentences type 1

d Performance:

1 Quantifiers: review

- Ask Ss what a quantifier is If needed,

briefly explain to them that a quantifier is

a word or phrase that expresses quantity

or amount Tell Ss that they have already

learnt, and know, quite a few quantifiers

Elicit examples from Ss

- T may organise a short warm up activity

with this content Ss word in pairs to

write down all quantifiers they know in

two minutes The winter is the pair which

has the most answers

2 Modal verbs in conditional sentences

* Grammar

1 Quantifiers: review

2 Modal verbs in conditional sentences

type 1.

- 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:

type 1.

1 ability

2 advice

If + S +V (present simple), S + can/must/may/might/could + V(infinitive)

3 Practice (23’)

3.1 Quantifiers.

a Goal: Ss can do exercises about the quantifiers.

b Content: Fill each blank with a, an, some, any./ with a word/phrase in the box.

Match the food quantifiers with the nouns

c Expected result: Ss can do exercises about the quantifiers exactly.

d Performance:

Ex 1: Fill each blank with a, an, some,

any.

- Ask Ss about the use of four quantifiers

Make any necessary Have Ss do this

exercise individually and then compare

their answers in pairs

- Tell Ss that when talking about recipes

people usually use food quantifies 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 qualifiers they

know to the list

Ex 2: Match the food quantifiers with

the nouns.

- Have Ss do the exercise individually

and then compare their answers with a

partner Remind them that some

quantifiers can go with more than noun

Check the answers as a class

Ex 3.a Read the instructions to make a

chicken salad Fill each blank with a

word/phrase in the box.

- Have Ss work in pairs to read the

Ex 1: Fill each blank with a, an, some, any.

1 200grams 2 an

3 tablespoons 4 teaspoon

instructions to make a chicken salad and

to fill each blank with a word/phrase

from the box Check as a class

3.b Write the instructions on how to make it

using the quantifiers and cooking verbs you

have learnt.

- Ask Ss to work in pairs, and think about

a simple salad thay know Together Ss

write the instructions to 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 stick their instructions on the

board A board of five Ss act as

examiners This board reads the

instructions and gives each goup a mark

5 teaspoon 6 some

3.b Write the instructions on how to make it using the quantifiers and cooking verbs you have learnt.

3.2 Modal verbs in conditional sentences type 1.

a Goal: Help Ss understand modal verbs in conditional sentences type 1.

b Content: Match the first half of the sentence with the second half.

Rewrite the sentences in these situations using suitable modal verbs in conditional sentences type 1

c Expected result: Ss can do exercises about modal verbs in conditional sentences

type 1exactly

d Performance:

Ex 5: Match the first half of the

sentence in A with the second half in B.

- Have Ss do the exercise individually

and then compare their answers in pairs

- Ask some Ss to read out loud the

complete sentences

Ex 6: What will you say in these

situations? Use suitable modal verbs in

conditional sentences type 1

- Have Ss work in pairs to read the

situations and write appropriate

if-sentences

- Call on some Ss to write the their

sentences on the board Give necessary

* 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

c Expected result: Ss can make sentences about the quantifiers and modal verbs in

conditional sentences type 1exactly

d Performance:

- Asks Ss to make sentences with the quantifiers and conditional sentences type 1

- Call 3 Ss to go to the board their sentences

- Call other Ss to comment

- T corrects

* Homework (2’)

- Learn by heart all the structures

- Complete all the exercises in the notebook

- Prepare: Unit 7 Communication

Week 19

Period 57

Planning:

Teaching:

UNIT 7: RECIPES AND EATING HABITS

Lesson 4: Communication

I OBJECTIVES

1 Knowledge: By the end of the lesson, the Ss will be able to:

- Discuss the recipe for a dish

- Grammar: Quatifiers, Modal verbs in conditional sentences type 1

- Vocabulary: words related to dishes

2 Competences:

- Co-operation: work in pairs, groups

- Self- study: work individually

- Using language to talk about recipes and eating habits

3 Quality: Ss are interested in recipes and eating habits.

II TEACHNG AIDS.

T : Textbook, lesson plan, English

Ss : Learn the old lesson, prepare Unit 7: Communication.

III PROCEDURE

1 Warm up: ( 5’)

- Organization (1’) 9A: 9B: 9C:

a Goal: To attract Ss’ attention to the lesson and to lead in the new lesson.

b Content: Ss answer the questions.

c Expected result: Ss can understand and answer the questions about themselves.

d Performance:

- Ask Ss to answer some questions:

+ What do you often do at home?

+ Do you help your mother cook for family?

+ Can you cook well?

+ Can you tell me some dishes you know?

- Ss answer

2 Presentation (10’)

a Goal: Help Ss understand the meanings of the words in the Extra Vocabulary and

guess the name/ the ingredients of the dish in the picture

b Content : Ss learn vocabulary and answer the questions

c Expected result: Ss can remember vocabularies and guess the name/ the ingredients

of the dish in the picture exactly

d Performance:

- Ss guess the meaning of the words

- Listen to the teacher’s explaination

Ex 1: Look at the picture Answer the questions.

the questions:

1 Can you guess the name of the dish in

the picture?

2 What do you think the ingredients are

for the dish?

- Quickly elicit their answers and write

them on the board Do not confirm the

correct answers now

- Play the first part of the recording for Ss

to check their answers

Confirm the correct ones

Ex 2.a: Listen to the first part of a talk

… Check your answer.

1 Pumkin soup

2 pumpkin, celery, shallots, butter, salt,cream

3 Practice (20’)

a Goal: Help Ss know how to cook the pumpkin soup

b Content: Listen to a talk where Mi is presenting how to prepare the ingredients and

fill each blank with a word/ phrase; rearrange them into the correct order; then talk about the health benefits of the dish

c Expected result: Ss can know some ingredients, preparation, steps and benefits of

the pumpkin soup

d Performance:

Ex 2.b: Listen to the first part of the

talk again Fill each blank with a

- Play the recording one more time for Ss

to check their answers

Ex 3: Read the steps to make the dish

Rearrange them into the correct order.

- Have Ss read the steps to cook the soup

and try to rearrange the steps

- Ask some Ss to write their order on the

- If there are any unclear points, play the

recording a second time

- Without playing the recording again,

Ex 2.b: Listen to the first part of the talk again Fill each blank with a word/ phrase.

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

- a good source of fibre, minerals, and vitamins, especially vitamin A

- improve your eyesight and protect yourself from certain cancers

4 Production (8’)

a Goal: Help Ss know how to cook a dish they like.

b Content: Discuss its ingredients, how to prepare and the steps to cook it

c Expected result: Ss can know some ingredients, preparation, steps and benefits of a dish they like d Performance: Teacher’s and students’activities Content Ex 4 Work in groups Choose a dish you like Discuss its ingredients, how to prepare it and the steps to cook it Write your ideas on a large sheet of paper. - Have Ss work in groups to discuss a dish they like - Ask 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 - 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 - When the time is up, ask the groups to stick their papers on the wall - Each group reports their best post to the class, saying which changes have been the most beneficial for the country - Vote for the best posts Ex 4 Work in groups Choose a dish you like Discuss its ingredients, how to prepare it and the steps to cook it Write your ideas on a large sheet of paper * How to cook a dish you like Name of the dish: ………

Ingredients: ………

Preparation: ……… …

Steps: ………

Benefits of the dish: …………

* Homework (2’)

- Learn by heart all the vocabulary

- Write how to cook a dish you like in the notebook

- Prepare: Unit 7 Skills 1

Week Planning:

Period Teaching:

UNIT 7: RECIPES AND EATING HABITS

LESSON 5: SKILLS 1

I OBJECTIVES

1 Knowledges: By the end of the lesson, Ss will be able to:

- Read for general and specific information about the the eating habit of Japanese people

- Talk about the eating habit of Vietnamese people

- The ability to solve the problem and create: talking about Vietnamese eating habits

- Using language to talk about recipes and eating habits

3 Qualities:

- Study hard, self-study spirit, enthusiastically participate in activities in theclassroom

- Be interested in recipes and eating habits

II TEACHNG AIDS.

T : Textbook, lesson plan, English room

Ss : Learn the old lesson, prepare Unit 7: Skills 1

III PROCEDURE

1 Warm up

- Organization (1’) 9A: 9B: 9C:

a Goal: Ss identify the food in each picture.

b Content: Ss answer the questions.

c Expected result: Ss can tell the names of the food in each picture.

d Performance:

Teacher’s and students’activities Content

- Have Ss work in pairs to discuss the

questions

- Guide and elicit their answers (because

it is an open activity, accept different

answers.)

- Give Ss two minutes to give the answer

- Call some Ss to answer Other Ss

comments and give the another answer (if

2 Pre-reading

a Goal: help Ss understand more about the eating habits of Japanese people.

b Content: Read an article about Japanese eating habits and matching the headings

with the paragraphs

c Expected result: Understand the eating habit of Japanese people and matching the

headings with the paragraphs exactly

d Performance:

Teacher’s and students’activities Content

- Ask Ss to read the headings quickly.

Make sure they understand the meaning

of each heading

- Ss read the paragraphs and match them

with the headings

- Ask Ss to answer (ask them to give

evidence when giving the answers.)

- Call some Ss to comment

- T corrects and give feedback

a Goal: help Ss understand more about the eating habits of Japanese people

b Content: Read an article again and answer the questions

c Expected result: Ss can answer the questions correctly.

d Performance:

Teacher’s and students’activities Content

- Have Ss read the passage again to

answer the questions

- Ss can underline parts of the test that

help them with the answers

- Ask Ss to compare their answers before

giving the answers to T asks them to

give evidence when giving the answers

- Work in pairs

1 They like raw food and do not usesauces 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 verymutritious

6 Because the dishes are presented indifferent bowl and plates, and arearranged carefully according to atraditional pattern

4 Post-reading (Speaking)

a Goal: help Ss understand more about the eating habits of Vietnamese people.

b Content: Discuss the eating habits of Vietnamese people.

c Expected result: Ss can understand and talk about the eating habit of Vietnamese

people

d Performance:

Teacher’s and students’activities Content

- 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

- Ask the groups as competions Have

one group of Ss 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

Suggested answers:

Vietnamese eating habits

Vietnamese food is varied anddistinctive It is considerably low fat andhing in carbohydrates TraditionalVietnamese cooking usually uses ferhingredients, little dairy and oil, andvarious herbs and vegetables Differentsauces such as fish sauce, shrimp paste,and soya sauce are quite popular invarious dihes: main dish (meat, fish, egg

or tofu), vegetable, soup and rice Rice isthe stape in Vietnam In many families,

- Give additional comments people eat around a tray of food with a

small bowl of fish sauce in the middle.Around this bowl are the dishes If peopleplace the food with on a table, a simialarrangement is followed Dished areserved communally Usually there is abig dish/bowl of each dish, and peopleuse chopsticks and spoons to get theirshare In general, Vietnamese food isconsidered healthy and is popular in othercountries

* Homework

- Complete exercise 3 in the notebook

- Talk about the eating habit of Vietnamese people again

- Prepare Unit 7: Skills 2

Week:20 Planning: /1/2021

Period:59 Teaching: /1/2021

UNIT 7: RECIPES AND EATING HABITS

- Practice and develop listening and writing skills.

3 Quality: Students are interested in healthy eating habits

II TEACHING AIDS.

T : Textbook, English room

Sts : Textbook, workbook, notebook, pen

III PROCEDURES.

1 Warm up (5’)

Organization: 9A: V 9B: V………

a.Goal: Warm up students and lead to the lesson.

b.Content: chatting with sts about what they usually have for breakfast.

c Expected result: Students tell what they usually have for breakfast.

d Performance:

- T asks:

? Did you have breakfast this morning?

? What do you often have for breakfast?

- T calls some sts answer

2 Presentation (5’)

a Goal: Set the scene the listening

b Content: Ask sts to look at 2 pictures about breakfasts and find out the differences

c Expected result: They can show the contrast between healthy eating and unhealthy

- Teacher shows two pictures and

have students work in pairs They

ask each other questions to find out

the differences between the two

pictures

- Elicit the answer from students

- Ask them to describe underlying

meaning of the pictures

I Listening

1 Work in pairs One of you looks at Picture

A, and other looks at Picture B on page 17 Ask each other questions to find out the differences between your pictures.

Suggested answers:

- Picture A: A boy is eating chocolate On the table there are junk foods such as crisps, a hamburger, soft drinks and sweets The boy looks fat

- Picture B: A girl is having rice On the table

we can see soup, fish, vegetables and watermelon The girl looks slim and fat.

- Meaning: They show the contrast between healthy eating and unhealthy eating.

3 Practice (15’)

a Goal: Practice listening for general and specific information about two students’

eating habits

b Content: Listening for general and specific information about two students’ eating

habits Then decide if the statements are T or F and complete the table with no more than three words

c Expected result: Students listen and do exercises 2 + 3 (p.15) well

d Performance:

Teacher's & Ss' activities Contents

2 4 Teen Radio is asking two

students about their eating habits

Listen to what they say and decide

if the statements are true or false.

- T introduces the listening, run

through the statements

- T asks sts to guess the statements T

or F?

- T plays the tape twice

- Sts listen and do the excercise

individually Then compare with a

partner Some sts report the result

- T corrects

3 Listen again and complete the

table Use no more than three

words for each blank.

- T plays the tape again, sts complete

the table by filling each blank with no

more than three words

- Have ss compare their answers with

a classmate before T gives the correct

answers

- Play the recording one last time to

confirm the answers for both 2 and 3

2 4 Teen Radio is asking two students about their eating habits Listen to what they say and decide if the statements are true or false.

Key:

1.T

2 F3.T

4 F5.T

6 F

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

Key:

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

4 Production (20’)

a Goal: Practice writing about one’s eating habits.

b Content: Ask and answer questions about a partner’s eating habits Then write

about it

c Expected result: Students can write about a partner’s eating habits

d Performance:

Teacher’s and students’activities Content

4 Work in pairs Ask and answer

questions about each other's eating

habits Take notes of your partner's

answers in the table.

- Have sts work in pairs to ask and

answer questions about each other's

eating habits

- Give sts a few minutes to read their

notes again to answer the questions

provided

- T moves around to give comments as

there may not be enough time for

checking with the whole class

5 Write about your partner eating

habits Include information about

his/her meals, your opinion about his/

her eating habits and possible

changes.

- Ask ss write about their partner's

eating habits When they have finished,

sts exchange their writing to spot any

mistakeswith the whole class T may

collect some Ss' work to mark at home

or T may ask them to rewrite the

excercise as their homework

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

Sample writing.

My friend, Trang, doesn't have healthy eating habits She sometimes skips breakfast When she has it, she usually buys a hamburger and a soft drink from a cafe 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 fuits.

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 defintely keep her fit.

* Homework

- Ask sts to complete the writing on their notebook

- Prepare Language focus at page16

Week

Teaching: /1/2021

UNIT 7 : RECIPES AND EATING HABITS

LESSON 7: LOOKING BACK AND PROJECT

A Objectives:

1.Knowledge By the end of the lesson, Ss will be able to revise the vocab , grammar

they've learnt in Unit 7 make the presentation about eating habit

Language content

- Quantifiers, conditional type 1

- Words related to recipes

2.Competences: form ability of creating, solving the problem,studying and

controling themselves, communicating, cooperating, using languages

3 Quality: Students revision the words and grammar in unit

a.Goal: Write a verb for a cooking method under each picture

b.Content: s can write a verb for a cooking method under each picture

c Expected result: s can tell the cooking method

d Performance

T gives s some pictures and ask them: How many pictures are there?

What can you see in the pictures?

Ss: about cooking method

T lets s see pictures of cooking method, guide ss to write a verb for cooking method under each picture The rirst letter has been provided Ss can writte vebs from it -Answer key: A steam B deep-fry C stir- fry

D bake F grill G simmer H stew

2 Presentation( 20’)

Activity 1/16:

a.Goal: know the cooking method and their description

b.Content: s can match the cooking method and their description.

c Expected result: s can understand the cooking method

d Performance

Teacher’s and Ss’ activities Contents

-T introduces some verbs in column A

with their description in column B and

- Whole class

1 Match the words in A with their

guide ss to match

- have ss work individually and then

compare their answers with a partner

- call on ss to read out loud the answer

- Give feedback and correct

description or definition in B.

- work individuallyKey

1d 2e 3g 4b 5a6c 7h 8f

Activity 3/ page 16

a.Goal: Choose the correct words and complete the passage

b.Content: s can Choose the correct words and complete the passage about the keep

fit

c Expected result: s can understand the passage and know how to keep fit.

d Performance

Teacher’s and Ss’ activities Contents

- Ask Ss to look at the pictures and the

words in the box

- Guide ss to choose the correct words in

the box to fill each blank There is one

extra word

- Ask ss do individually

- Move around the class and help Ss

- Call on some Ss to write answer on the

board

- Give feedback, correct some word

before the class if necessary

3 Fill each blank with a word/ phrase

in the box There is one extra words.

1 hamburger 2 sushi

3 deep-fry

4 steam 5 stew

Activity 4/ 16

a.Goal: understand and circle the correct answer

b.Content: s can understand and circle the correct answer

c Expected result: s can understand and choose the food quantifiers

d Performance

Teacher’s and Ss’ activities Contents

- ask ss to write individually

- have 2 ss write on the board

- ask other ss to give comment

- correct the sentences if necessary

4 Circle the correct answer.

1 slice 2 sticks 3 any-some

4 bag 5 clove 6.bunch

Activity 5/ 16

a.Goal: understand and write the conditional sentence type 1 with yours ideas, use the

modal verbs provided

b.Content: ss write the conditional sentence type 1 with yours ideas, use the modal

verbs provided

c Expected result: s can understand write the conditional sentence type 1 with yours

ideas, use the modal verbs provided

d Performance

Teacher’s and Ss’ activities Contents

- ask ss to write individually

Game: Chain game

one ss make a conditional sentence

the next use the main clause as the

if-clause in the new sentence, continue

until the T says :stop

- ss work in groups to ask ss in other

classes about their eating habits

- have groups present their findings to

the class

- they conclude whether the ss at the

school have healthy eating habits

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

- work individually and write

3 He should eat less sweets if he doesn'twant to have toothcahe

4 She must eat less rice and bread if she wants to loose weight

5 If you join this cooking lesson, you can cook many delicious dishes

3 Production/ Application: 15’

Activity 6/ 17 ( 6’)

a.Goal: Understand and rearrange the lines to make a complete conservation

b.Content: rearrange the lines to make a complete conservation

c Expected result: s can understand rearrange the lines to make a complete

conservation and read the dialogue

d Performance

Teacher’s and Ss’ activities Contents

- ask ss to arrange individually

- Call on some Ss to give answer on the

board

- Give feedback, correct some word

before the class if necessary

- Call on some ss to read the

conservation

Finished !- Ask Ss to complete the

self-assessment Indentify any difficulties

Answer key: 1B 2.E 3 F 4 I 5 A

6 H 7 J 8 C 9.G 10.D

and weak areas and provide further

practice

PROJECTOR (9’)

a.Goal: Ask and answer about eating habits

b.Content: Go to other classes and ask different student about eating habits.

c Expected result: s can ask different students student about eating habits and talk

about their eating habits

d Performance

Teacher’s and Ss’ activities Contents

A survey on eating habits

- ask ss to work in groups of four or

five

- They go to other classes and ask

different ss about eating habits

- Group members meet together and

organise the answer in the form of

answer to each question

- Call on some ss to read their survey

- Give feedback, correct some word

before the class if necessary

- the other ss give comments on the

other groups

1.How often

do you eat fast food?

2 How often

do you eat homemade food?

3 how many meals do you have per day?

* Homework 2’

- revise the unit

- Prepare unit 8 Getting started

A OBJECTIVES.

1 Knowledge: By the end of this Unit, students will be able to

 Get the general idea of some idioms in the text such as “be into”, “picture”….

 Distinguish some collocations about tourism

 Know some new vocabulary of the topic “tourism” in the text

+ Grammar: Idioms.

2 Competences:

+ Develop communicative competence, cooperation compentence and thinhking

compentence

+ Use the lexical items related to “Tourism”

+ Using language to talk about tourism

3 Quality: Make students be proud of the scenic beauty of Viet Nam

B TEACHNG AIDS.

T : Textbook, lesson plan, a projector, a laptop

Ss : Learn the old lesson, prepare Unit 8: Getting started

C Procedure

1 Warm up: ( 5’)

- Organization (1’) 9A: 9B: 9C:

a Goal: Introduce the lesson and the topic of the lesson.

b Content : Some places of interest

c Expected result: Ss can feel more interested in the theme “tourism’’

d Performance

- T aks sts to brainstorm and give some places of interest in Viet Nam and in the world that they have been to or they want to go to

-T completes the wordweb with the clues given by students

- Ss find the special attractions and give their answers

- T gets feedback

2 Presentation : (5’)

a Goal: Ss can understand the situation and the context of the conversation

b Content: Analyse the pictures and anticipate the content of the conversation

c Expected result:

+Ss can guess what the conversation is about

d Performance:

* Set the scene: Show pictures

(getting started) on the screen and ask

them some questions:

What are Nick and Chau talking

about?

What place/city may they be

mentioning?

Possible answers from ss:

- Nick and Chau may be talking about Paris and the Eiffle Tower

- Paris is a beautiful city in Europe

- Nick or Chau may go to Paris on theirholiday

Places of interest

What do you about this city/country?

-Ss answers T’s questions.

- T asks sts to guess what the

conversation is about

- Ss answers

- T plays the recordings and asks sts

to check their answer and give a

correct answer about the content of

the text

- T introduces the listening part:

Today, we are going to hear a

conversation between Chau and Nick

about their choices of holiday

Correct answers:

-Nick and Chau are talking about their choices of holiday

3 Practice 1: (10’)

a Goal: Ss are able to guess the meaning of new words and learn some more words

in the text with the help of teacher

b Content: New words in the text

c Expected result: Ss can get the general idea of the new words in the text and

understand the text

d Performance:

Find a word/phrase in the

conversation that means.

- Play the recording twice or more if

necessary

- T may call on some students to give

the answers

- Expain to Ss the meaning and use

the three expressions in the Watch

out!box Ask Ss to locate them in the

conversation, and give examples if

time allows

- Teacher gets feedback

- T introduces some more new words

4 Practice 2: (20’)

a Goal: Help Ss to practise the conversation and understand it

b Content : Ss practise the conversation in pairs and in front of the whole class.Ss

do some tasks to understand the conversation.

c Expected result: Ss can practise the conversation fluently.Ss understand the

conversation.

d Performance:

1a Practising the converssation

- T gives sts 3 mins to practise in pairs

- T calls some pairs to practise in front

of the class

- The conversation

- T corrects and give feedback.

1b/Tick True or False.

- Tell them to refer back to the

conversation when necessary

- Explain anything difficult T may need

to explain to Ss that although some

people don't like the thought of eating

snails and frogs' legs, they are

considered specialities in France (so

Chau is teasing Nick about eating them)

- Check Ss' answers

1c/ Answer the questions

? Run through the questions

? Ss read the conversation again to

answer the questions

- Ss exchange their answers with a

classmate

- Call on some Ss to write their answers

on the board Check their answers

2 Collocation: Which word goes with

which list below.

This activity is aimed at giving the

collocations of common words related to

the topic of travelling and tourism

3/ Fill each blank with a word/phrase

from the list.

- Ask Ss to fill each blank with a

word/phrase to revise them from

previous lesson

- Call on some Ss to write the answers

on the board and one St to read a loud

2 It's quite warm (Warmer than in Britain)

3 Visit a the Alps and Mont Blanc, explore Paris, and go sightseeing in versailles

4 Eat frogs' legs and smails

5 She says 'Lucky you" when Nick says he can make his own decisions

- Ss work in pairs first Check their work, thenlet them read and remember each collocation

- For 1,2,and 3: let Ss do them individually

and check their answers If time allows, or for

more able Ss, encourage each student to make

a similar quiz for their partner to do T may

pick up any interesting question and give

them to the whole class Praise goood ideas

- For 4,5, and 6: Let Ss work in groups When

they finish, ask some Ss to give their groups'

answers to the class Check and give

comments

*T asks Ss to do homework

- Find out some information about Jeju

Island and the Great Wall of China

- Do the exercise into notebooks

- Prepare: Unit 8: Lesson 1 A closer look 1

- Knowledge: By the end of the lesson, students will be able to identify tones in asking for

information with the and ask question for information with the correct intonation

- Skills: Listening, speaking, reading and writing skills.

- Attitude: Loving traveling, speaking English in right tones in daily life.

- Quality: Kindness, hardworking, honest, responsibility

B TEACHING AIDS:

Teacher: Text book, workbook, English room

Students: Textbook, workbook

C PROCEDURE

1 Activity 1: Warm up (5’)

Guessing words

Topic: Traveling and tourism.

a Goal: Students review vocabulary and check pronunciation and lead in the right tones

b Content of this activity:

- Teacher gives 7 boxes of tourist on board.

- Teacher asks Ss to guess the LETTER in each boxes.

c Product of activity:

- Students give Answer keys with the letters of tourist and T use it for introduce the lesson

T check SS’tone when they pronounce it and lead in.

d Performance:

- Teacher asks Ss to guess the LETTER in each boxes.

- SS do in the whole class and raise their hands for the answer.

- T and other SS congratulate and give points.

1 Match each word/phrase with a definition.

2 Fill each blank with a word from the list There are two more extra words.

3 Compound nouns

c Product of activity:

- SS understand the meaning of the vocabulary of tuorism and the compound nouns.

1 Match each word/phrase with a definition.

Key: 1 tour 2 resort 3 travel 4 tour guide 5 trip 6 expedition

2 Fill each blank with a word from the list There are two more extra words.

Key: 1 travel 2 book 3 visit 4 environment 5 guides

6 holiday 7 resonable 8 pleased

3 Compound nouns

Key: 1 tour 2 resort 3 travel 4 tour guide 5 trip 6 expedition

- Student can write all the vocabularies and their meaning and read them aloud

- tour (chuyến du lịch)

- resort (khu nghỉ dưỡng) nghỉ

- tour guide (hướng dẫn viên du lịch)

- trip (chuyến đi)

- expedition (chuyến thám hiểm)

- book (v): đặt chỗ

- pleased (adj): hài lòng với …

- reasonable (adj): hợp lý

- excursion (n): chuyến hải trình

- peak season: mùa cao điểm

d Organizing activity:

- Tell Ss that the words and phrases in this unit are connected with traveling and tourism, and that many of them are nouns and compound nouns.

- Ss work individually, then compare their answers with a partner's Ask some Ss to time

their answers on the board Check their answers as a class Have them make sentences with the words if necessary.

- Ss work in pairs to do the task Call on some Ss to write the answers on the board Correct

as a class Then T may ask Ss to answer some questions about the passage:

- First, give examples of the compound nouns Ss already know: blackboard, swimming pool, haircut, tablespoon, Ask them to give somr more.

- Then help Ss study the grammar box, and the Look out! box Tell them to look up the

spelling of words in the dictionary if they are not sure.

- Let Ss work individually Tell them to look at the words given and think which of them

can go with which one in each definition

- Play the recording once for Ss to listen, then play it gain sentence by sentence for them to

repeat Have Ss repeat the questions as many times as necessary Correct their pronunciation and intonation After that, have Ss mark the question with a falling or falling-rising tone Check as a class.

3 Activity 3: Practice (15’)

a Goal: Student can use the vocabulary above to complete the open passage

b Content of this activity:

- Exercise 4 TB Complete the sentences using the compound nouns below.

c Product of activity:

+ Student can complete the sentences using the compound nouns.

Key: 1 check out 2 swimming pool 3 mix-up 4 pile-up 5 touchdown 6 full

board

d Organizing activity:

- Let Ss work in pairs to complete the task Have them read the sentences carefully and insert the compound nouns appropriately Check their answers as a class Explain anything difficult.

- Ask Ss to read the full sentences aloud.

- Listen and correct mistakes.

4 Activity 4: Application (10’)

a Goal: Students can question for the information using the vocabulary with their meanings

and tone

b Content of this activity:

- Exercise 5 and base it for free talk

c Product of activity:

1 A: Where would you like to go sightseeing ↷?

B: I’d like to go to Australia most of all.

2 A: What do you think of the newly discovered cave ↷?

B: Oh, fantastic.

3 A: Have you been sightseeing all day ↷ ⤻?

B: Yeah We’ve been to the old pagoda, the orchid garden, and the open-air

market.

4 A: Is Egypt a famous tourist attraction ↷ ⤻?

B: Yes Millions of people go there every year.

d Organizing activity:

- Let Ss work in pairs to read the conversation, and mark the questions with or falling-rising arrows Call on some pairs to read aloud to the class Do not correct their mistakes yet Play the recording Ss listen and check.

If time allows, have them work in pairs and make a mini-talk in which there is a finding out question and a making sure question

- A making sure question can be a statement This statement question usually ends with a rising tone

- Teacher controls and corrects mistakes

A OBJECTIVES.

1 Knowledge: By the end of this Unit, students will be able to

 use a / an / the / and zero article

 use some common phrasal verbs correctly and appropriately

+ Grammar: Articles (other uses)

2 Competences:

+ Develop communicative competence, cooperation compentence and thinhking

compentence

+ Use the lexical items related to “Tourism”

+ Using language to talk about tourism

3 Quality: Make students be proud of the scenic beauty of Viet Nam

B TEACHNG AIDS.

T : Textbook, lesson plan, a projector, a laptop

Ss : Learn the old lesson, prepare Unit 8: A closer look 2

C Procedure

1 Warm up: ( 5’)

- Organization (1’) 8A: 8B: 8C:

a Goal: Review some uses of the articles Ss have already learned

b Content : Ss review the articles in English 8

c Expected result: Ss can give some examples related to “Tourism”.

d Performance

- T gives some information about Dominican Republic and asks Ss to refer back to the conversation in GETTING STARTED and find the special uses of THE

- Ss find the special uses of THE

- T gets feedback

2 Presentation : (10’)

a Goal: Ss can review articles and learn some more the uses of them

b Content: Articles other uses

c Expected result: Know how to use articles

d Performance:

- Ss have already learnt some uses of

the articles a, an Help Ss recall these

and have them give some examples

Their sentences should be related to

the topic of traveling and tourism In

this unit some more uses of a, an, and

the are introduced In addition, the

uses of zero article are added and

studied

- Explain carefully the uses of a, an,

the and REMEMBER box Give

more examples if need be

- Introduce the special use of the in

the look out! Box Refer back to the

conversation in GETTING

STARTED and ask Ss to find the

special use of the ( the Alps)

- Listen and take notes

Grammar: Articles other uses

1 The

2 A, An

3 Zero articles.

We use the with the name of a few countries

: The UK, The USA, The Netherlands, ThePhilippines

We also use the with islands groups,

mountain ranges, oceans and names ofrivers.: The Thames, The Pacific, TheAmazon, The Danube

3 Practice 1: (10’)

a Goal: Ss are able to do an exercise using a/an, the or zero article.

b Content: Using the articles suitably

c Expected result: Ss can complete the text with a/an, the or zero article

d Performance:

T may give ss the information about

the Dominican Republic

Ss work individually to complete the

task Then have them compare their

answers with a partner's

1 Complete the text with a/an, the or zero article.

a Goal: Help Ss to study the proper names in the list

b Content : Ss ask and answer the questions

c Expected result: Ss can chooses one item in 2a and says what they know about it

as a tourist attraction

d Performance:

2

a Ask and answer the questions.

Choose from the list

- T asks Ss to work in groups to do

the task, try to agree on which of

these names have before them

- T calls on some ss to write their

answers on the board Correct their

answer as a class

- T may ask ss to give explanations if

necessary

b Choose one item and say what

you know about it as a tourist

attraction

Ss work in groups

T tells ss that each of them chooses

one item in 2a and says what they

know about it

3.

a Write answers to the questions

Ss work individually Make sure they

understand fully that they have to

write down in their notebooks the

answer to the questions, using

articles in each answer

b Tell your answer to a partner

and ask him/her to guess which

answers are not true?

After finish 3a, let them form pairs

and swap their answers Each of

them has to read carefully and guess

which ones of their partner's answers

are true, and which are not

2a Ask and answer the questions Choose from the list

KEY:

1 the Forbidden city 2 The Thames

3 Lake Baikal 4 Ha Long Bay

5 Son Doong cave 6 the Statue of Liberty

b Choose one item and say what you know about it as a tourist attraction.

a Goal: Help Ss to practice more articles

b Content: Ss make full sentences from the words/ phrases

c Expected result: Ss can write the words/ phrases down and know which sentence is True or False

d Performance:

4 Complete the sentences

Ss work individually to make full sentences

from the words/ phrases and write them

down

- Tell Ss to pay attention to the use of

articles in their sentences

- Then they work in pairs to check each

other’s work, and discuss which of the

sentences are true, and which are false

* REFERENCE:

- Phu Xuan: a historic place in Hue, the

capital of the Nguyen Lords, the Tay Sown

Dynasty

- Giza: (of the Cairo metropolis in Egypt):

The site of the most famous Egyptian

pyramids, and a number of other pyramids

and and temples

- Kiev: the capital and largest city of Ukraine

*T asks Ss to do homework

- Find out some information about 2 or 3

countries among the 10 countries in the box

in 2 on page 25

- Do the exercise into notebooks

- Prepare: Unit 8: Lesson 4 Communication

4 Complete the sentences KEY:

1 The original name of Ha Noi was PhuXuan

2 The most famous Egyptian pyramids arefound at

Giza in Cairo

3 There is a city called Kiev in America

4 My Son, a set of ruins from the ancientCham Emprire, is a Unesco WorldHeritage

5 English is the first language in manycountries outside the UK

* Mark them as true (T) or false (F)

1 F 2 T

3 F 4 T 5 T

I OBJECTIVES

1 Knowledge: By the end of the lesson, the Ss will be able to discuss a place/

country you would like to visit on holiday

2 Competences:

- Co-operation: work in pairs, groups

- Self- study: work individually

- Using language to talk about tourism

3 Quality: Ss are interested in tourism and more responsible for protecting and

preserving places which they travel

II TEACHNG AIDS.

T: Textbook, lesson plan, English room

Ss: Learn the old lesson, prepare Unit 8: Communication.

III PROCEDURE

1 Warm up: ( 5’)

- Organization (1’) 9A: 9B: 9C:

a Goal: To attract Ss’ attention to the lesson and to lead in the new lesson.

b Content: Talk about the famous landscapes/ places of Viet Nam that foreign

tourists would like to visit most

c Expected result: Ss know about the famous landscapes/ places of Viet Nam.

d Performance:

- Teacher asks Ss to brainstorm the

landscapes/ places of Viet Nam that

foreign tourists would like to visit most,

and ask them why

- Teacher gives them some cues if

a Goal: Help Ss to know some vocabularies

b Content: Ss learn vocabulary

c Expected result: Ss understand the meanings of the words in the Extra Vocabulary.

d Performance:

- Teacher writes the words and phrase

from the Extra vocabulary on the board

- Teacher asks more able Ss to explain

them, or give the Vietnamese equivalent

Otherwise, explain them yourself

- Ss find out the extra words and

underline them

- Ss guess the meaning from the context

- Ss listen to the teacher’s explaination

- Ss repeat, stress and copy

- not break the bank: an idiom used to say that sth won’t cost a lot of money, or more than you can afford:

We can go to Thailand for a holiday if you want – that won’t break the bank!

3 Practice (25’)

a Goal: Help Ss to discuss about famous places/ things in the world that many

people visit for a holiday

b Content: Discuss the visitors’ opinions in the text and complete the table about one

or two famous things that visitors can see or do in each country

c Expected result: Ss can know about famous places/ things around the world.

d Performance:

1 a Read the following information

about tourism in Viet Nam.

- Teacher asks Ss quickly read the

information about tourism in Viet Nam

- Then teacher tell them to look at the

pictures and read what these foreign

visitors say about their choice of Viet

Nam as a holiday destination

b Work in groups Discuss the

visitors’opinions above Do you agree?

Add two more reasons to the list.

- Teacher puts Ss in groups of five or six.

and discuss the visitor's opinions in 1a

- Ss may or may not agree with these

oponions

- Teacher asks for the class's agreement

by a show of hands for each tourist's

opinion

- If any Ss do not agree, ask them to

explain why

- Then teacher lets each of the Ss two

more reasons to the list T may give some

cues:

2 These are the top-ten most visited

1 a Read the following information about tourism in Viet Nam.

b Work in groups Discuss the visitors’opinions above Do you agree? Add two more reasons to the list.

2 These are the top-ten most visited countries according to the figures published by the United Nations World Tourism Organisation (UNWTO) Work in pairs Complete the table by writing one or two famous things that visitors can see or do in each country.

countries according to the figures

published by the United Nations World

Tourism Organisation (UNWTO).

Work in pairs Complete the table by

writing one or two famous things that

visitors can see or do in each country.

- Teacher has Ss read the facts about the

top-ten most visited countres

- Ss work in pairs and complete the table

by writing one or two famous things that

visitors can see or do in each country (but

the more the better)

- Teacher asks them write on a large

sheet of paper

- As Ss have already prepared for this, it

will not take much time, so give them

them a few minutes only

- After each pair finishes, they swap

pairs Continue until they have filled all

the ten countries

* Possible answer:

2 Visit the Statue of Liberty, visit theGrand Canyon, shop in New York, gosurfing in Hawaii

3 Tour Madrid, visit the legendary land

of Don Quixote, visit the Olympic Ring

in Barcelona

4 Climb the Great Wall, tour BeijingNational Stadium (Bird’s Nest), tour theForbidden City, visit the Stone Forest

5 Visit the Vatican City, visit famousmuseums, tour Florence, tour Venice

6 Enjoy Turkish cuisine in Istanbul, gosightseeing in the Bosphorus (the straitseparating two continents - Europe andAsia), visit Buyuk Ada (Big Island inPrince’s Islands)

7 Visit the ‘ Jewel of the Middle Ages’ Rothenburg ob der Tauber (= Rothenburgabove the Tauber), visit the famous ‘Cinderella Castle’ , go up the BerlinTower, take the Berlin Segway Tour

-8 Go sightseeing in London, visitStonehenge, visit Liverpool, home of TheBeatles

9 Tour Moscow (the Kremlin, RedSquare, Moscow Metro …), visit St.Petersburg: Hermitage Museum, cruise

on Neva River, experience the whitenights

10 Visit the UNESCO World HeritageSite of Antigua, have a boat tour on thewater in Rio Dulce, try the delicious localspeciality tapado (= seafood coconutsoup), climb some of the tallest Mayantemples

4 Production (8’)

a Goal: Help Ss to talk about a country/ place they would like to visit for a holiday

b Content: Discuss which country/ place you would like to visit for a holiday.

c Expected result: Ss can talk about a country/ place they would like to visit for a holiday

d Performance:

3 Work in groups Discuss which

country/place you would like to visit

for a holiday.

-Ss work in groups of five or six to talk

about their choice of holiday

3 Work in groups Discuss which country/place you would like to visit for a holiday.

- Teacher asks Ss to give the reasons

why, and say what they can do there

- Teacher encourages them to talk as

much as possible Walk around to

observe and give help if needed

* Homework (2’)

- Learn by heart all the vocabularies

- Look for names of famous caves in Viet Nam and in the world (better still, someinformation about them)

- Prepare: Unit 8 Skills 1.

Week : 22 Planning:

Period: 65 Teaching :

UNIT 8: TOURISM Lesson 5: Skills 1

I OBJECTIVES.

1 Knowledge: By the end of the lesson, students can read for geneal and specific

information about a tourism to Son Doong Cave and persuade others to join one’schoice of holiday

2 Competences:

- Form ability of creating, solving the problem, studying and controling themselves,

communicating, cooperating, using languages

- Practice and develop reading and speaking skills

II TEACHNG AIDS.

T: Textbook, English room

Ss: Textbooks, notebooks, prepare the lesson at home

III PROCEDURE

1 Warm up: (5’)

a Goal:Warm up students and lead to the lesson.

b Content: Have sts work in groups and name some famous caves in Viet nam and in

the world

c Expected result: Name some famous caves in Viet nam and in the world

d Performance:

1a Work in groups and name

some famous caves in Viet Nam and

1a Work in group and name some famous caves in Viet Nam and in the

in the world.

- T asks sts to work in groups and

name some famous caves in Viet Nam

and in the world in 3 minutes

- The leaders of the groups write

down the results on the board

- T corrects and give some more

caves.( T can prepare the pictures of

the caves)

world

Suggested answers:

Famous caves in Viet Nam:

- Phong Nha Cave

- En Cave (hang en)

- Thien Duong Cave

- Sung Sot Cave ( hang Sung Sot - HaLong Bay)

- Tam Coc - Bich Dong (Ninh Binh)

Famous caves in the world:

- Deer Cave (Borneo, Malaysia)

- Onondaga Cave (Misouri, USA)

- Gouffre Berger Cave (France)

- Reed Flute Cave (Guilin, China)

- Fingal's Cave (Scotland)

- Cave of Crystal (Mexico)

2 Pre – Reading (5’)

a Goal:help students prepare for reading to a text about Son Doong Cave

b Content: Answer the questions about Son Doong Cave

c Expected result: Sts may answer the questions about Son Doong Cave correctly.

d Performance:

1b Answer the questions with your

own ideas.

Let Ss work in pairs and answer the

questions with their own ideas It is

important that Ss not be allowed to

read the passage yet T doesn't need to

check their answers and correct

mistakes at this stage in the lesson

1b Answer the questions with your own ideas.

1 Where is the Son Doong Cave located?

(It is in Quang Binh province.)

2 When was it discovered?

(It was discovered in 1991.)

3 How long is the cave?

2 Read the passage again and

answer the questions, or choose the

correct answers

- T may have Ss read the passage in

chorus first, paying special attention

to new words Explain and clarify

2 Read the passage again and answer the questions, or choose the correct answers

1 What happened in May in 2015?

(The American Broadcasting Company(ABC) aired a live programme (featuring

anything difficult

- Then allow Ss time to read the

passage individual silently choose the

correct answer

- Call on some individuals to report

the answers aloud to the class

T corrects the answers

the magnificence of Son Doong) on "GoodMorning America"

2 How was the Son Doong Cave formed?

(By river water eroding away the limestoneunderneath the mountain.)

3 When can tourists explore the cave?

They can explore the cave from February

to August

4 C 5.D

3 Which would you like to do most

on holiday? Tick three things in the

list.

- Have Ss study the list of holiday

ideas T may ask Ss what they think

about these ways of spending one's

holiday and whether they have done

any of them Then let them choose

three things from the list

4 Work in groups Talk about one

of choices, trying to persuade your

group join you

- Put Ss in groups of five or six Tell

them to refer to the tree things they

have ticked in 3

- Let them choose one and prepare to

talk about it

- Tell them to study the example

carefully as model

- Give them some time before each

group member shares his/her choice

of holiday

- While Ss are talking, T goes around

to give assistance if necessary

- When Ss have finished, T may have

3 Which would you like to do most on holiday? Tick three things in the list.

1 explore Son Doong Cave (v)

2 climb the Great Wall of China

3 visit the Pyramids of Egypt

4 go on a wildlife safari to Kenya (v)

5 relax on a beach

6 go camping in Cuc Phuong nationalPark

7 go on an expedition to Mount Everest

8 take an adventure tour to the Arctic

9 take a sightseeing tour around NewYork

10 take a Trans-Viet cycling tour (v)

4 Work in groups Talk about one of choices, trying to persuade your group join you

I think a trip to explore Son Doong Cavewith some friends must be amazing I’mreally into the natural beauty andpreservation for them We can enjoy theunique landscape there and understandwhy even an American programmefeaturing its magnificence Therefore, wefeel proud of our country’s nature

one or two of them present to the

class The class can give coments

- Praise them for their efforts

*Homework:

- Translate the text into vietnamese

- Prepare Unit 8: Skills 2

Week : Planning: Period: 66 Teaching :

UNIT 8: TOURISM Lesson 6: Skills 2

I OBJECTIVES.

1 Knowledge: By the end of the lesson, ss can:

- Listening for general and specific information about benefit of tourism

- Write a paragraph about the negative affects of tourism on an area/ country

2 Competences:

- Co-operation, self- study

- Using language to write a paragraph about the negative affects of tourism on an area/ country

3 Quality: Students are interested in tourism in Viet Nam.

II TEACHNG AIDS.

T : Textbook, lesson plan, computer, projector

Ss : Textbook, workbook, notebook, pen

III PROCEDURE

1 Warm up: (5’)

Organization: 9A: V 9B: V………

a Goal: Warm up students and lead to the lesson.

b Content : chatting with sts about the importance of tourism to Viet Nam.

c Expected result: Students tell about the importance of tourism to Viet Nam.

d Performance:

Discussion

-Teacher transfers the task

- Students work in pairs

- Students think about the importance

of tourism to Viet Nam

- Teacher elicits as many ideas from

The importance of tourism to Viet Nam

them as possible

->Today we are going to listen, and

write about tourism to Viet Nam.

2 Pre – Listening (8’)

a Goal: Can predict the information about the lecture.

b Content: Listen to the lecture and tick true(T) or false (F).

c Expected result: Students tick true (T) or false (F).

d Performance:

1 True or false (2 P27)

- Teacher transfers the learning task

- Ask students to run through all the

- Students listen carefully and tick T/F

as you hear answers in the lecture

- Ss to give comment

-Teacher give the remarks to their

doing the task

a Goal: Can listen and choose the correct answer.

b Content : Listen and choose the correct answer A, B or C.

c Expected result: Students listen and know the negative effects of tourism in Viet

Nam

d Performance:

Choose the correct answer (3 P27)

- Teacher transfers the learning task

- Ask students to run through all the

statements in 3 P27 individually

- Teacher plays the recording again

- Students do the task

- Teacher guide ss to pay special to

the last sentence of the lecture Then

choose the correct answers as

required

- Teacher corrects as class

Choose the correct answer (3 P27)

Answer : C

4 Writing (20’)

a Goal: Can talk about the negative effects of tourism on a region or country

b Content : Talk and write about the negative effects of tourism on a region or country

c Expected result: Write about the negative effects of tourism in Viet Nam

d Performance:

1 Talk about the negative effects

of tourism (4 P27)

- Teacher transfers the learning task.

- Students do the task

- Students work in groups and

discuss the negative effects of

tourism on their locality (if

possible), or on our country

- Students study the prompts given,

and give some more if possible

- Students to give comments

- Teachers give the remarks to their

doing the task

2 Write about one negative effect

of tourism

- Teacher transfers the learning task.

- Students do the task

-Students choose one negative

effect that you have discussed in 4

and write a paragraph of about 100

-120 words about it

- Students swap their writing and

check each other's work

- Teachers may collect some Ss'

writing papers

- Teachers give the remarks to their

doing the task to the class

1 Talk about the negative effects of tourism (4 P27)

Example:

- Natural environment is damaged

- Natural beauty is spoiled

- Traditional ways of life are effected

- Social problems may arise

2 Write about one negative effect of tourism

Sample writing:

One of the drawbacks of tourism is thedamage to the environment of an area Inthe first place, tourists use a lot of localresources as water, food, energy ect., andthis puts pressure on the environment.Secondly, three is the problem ofpollution Many cities and towns becomeovercrowded with tourist, with tourists,with all their vehicles caution traffic jams

as well as air noise pollution Another badeffect of tourism is the destruction of thewildlife in some places The habitat ofwild plant and animals is lots because ofthe building of tourist resorts, and byvisitors' activities In short, thedevelopment of tourism has bad effects onthe environment

*Homework (2’)

- Do exercises D3, E1 P18-19 (workbook)

- Prepare for your writing for the project (3 P29)

- Prepare: Unit 8: Looking back