Giáo án tiếng anh 9 kì 2 soạn theo cv 5512

d, Organization: T asks Ss to work individually to use words in part 1 to complete the sentences and then compare their answers with a classmate.. + Ss work in pairs to read the situatio

Week 19 – Period 55

Preparing date:… /…./2021

Teaching date:…/… /2021

UNIT 7: RECIPES AND EATING HABITS

Lesson 1: GETTING STARTED

I OBJECTIVES:

1 Knowledge: By the end of the lesson :

- Listen and read Nick's mum and Mi's conversation for specific

information about how to make a spawn salad

- Ss will be able to learn some more famous dishes of some

countries in the world

a Vocabulary: prawns, salt, pepper, lemon juice, mayonnaise,

celery, spring onions, wash, boil, combine, add, mix, chop, drain,

peel

b Grammar: review

c Skills: listening and reading, reading and answering the

questions, matching words with pictures, discussing, sentences

completion, spoken interaction, playing games

2 Competence development: Groupwork, independent

working, pairwork, linguistic competence, cooperative learning and

communicative competence

3 Behavior : Ss will be more responsible for cooking for

themselves and for their family

II TEACHING AIDS

1 Teacher: Textbooks, computer, projector, plan.

2 Students: Textbooks.

III PROCEDURE

1 Checking: During the lesson

2 New lesson:

Teacher’s and students’

b, Contents: Ss answer some questions about food and drink.

c, Outcome: SS can know some names food and drink.

d, Organization:

T asks Ss some questions

Ss answer the questions

T introduces the lesson

*Chatting.

- What did you eat yesterday?

- What is your favourite food/ drink/ fruit?

- Can you tell me some food and drinkyou know?

2 Presentation- 8’

a Aim: Ss can know how to read some vocabulary words and its meaning

about the ingredients of prawn salad and some verbs to prepare to cook the prawn salad

b, Contents: Ss listen and read

c, Outcome: SS can know how to read some vocabulary words and its

meaning about the ingredients of prawn salad and some verbs to prepare

to cook the prawn salad

d, Organization:

T explains some vocabulary words

about the ingredients of prawn

salad and some verbs to prepare

1 Listen and read

* The ingredients of prawn salad

prawns, salt, pepper, lemon juice,

to cook the prawn salad.

Ss copy and repeat

T lets Ss listen to the tape

Ss listen to the tape

T asks Ss to read the conversation

in pairs

Ss read the conversation in pairs

mayonnaise, celery, spring onions

* Preparing and cooking:

wash, boil, combine, add, mix, chop, drain, peel

3 Practice- 20’

a Aim: Help Ss interact a conversation about ways of preparing and

making a prawn salad

b, Contents: Ss do the following tasks:

+ Answer the questions.

+ Write the name of each dish in the box under each picture.

+ In pairs, discuss which country from the box is associated with each dish

in2…

c, Outcome: SS can know ways of preparing and making a prawn salad.

d, Organization:

T asks Ss to answer the questions

in pairs without reading the

dialogue again

Ss answer the questions in pairs

T calls some pairs read the

answers

And corrects and remarks

c Answer the questions.

Key: 1 Nick’s mum.

2 Because it’s simple and delicious

ingredients Mi washes the spring onions, chops the celery and spring onions, and mixes the ingredients

- Have Ss look at the pictures Tell

Ss that in the box are some dishes

from different countries in the

world

- Ask Ss to write these dishes

under the pictures, and then

compare their answers in pairs

Play the audio for Ss to check and

repeat the answers

- Have Ss work in pairs to discuss

what country in the box is

associated with each dish in 2

Check and confirm the correct

F mango sticky rice

G beef noodle soup

H curry

3 a In pairs, discuss which country from the box is associated with each dish in2.

- Tell Ss to complete the sentences

with the names of the dishes in 2

The complete sentences will give

Ss information about these dishes

Call on two Ss to write their

answers on the board

a Aim: Ss can present how to cook prawn salad

b, Contents: Ss present how to cook prawn salad.

c, Outcome: SS can present how to cook prawn salad well.

Now, I will teach you how to cook

- wash the selery and spring onions

- boil the prawn until they are pink

- drain and peel them

- chop the celery and spring onions

- combine the prawn and celery in thebowl

- Add two tablespoons of mayonnaise,half a pepper and some lemon juice

- Mix all the ingredients well

- Add the spring onion on top

- cover the bowl and leave it in the fidge for an hour

- serve them

3 Guides for homework – 3’

- Learn the vocabulary by heart

- Talk how to cook how to prawn salad

- Prepare: A closer look 1

- Find Verbs for preparing and cooking foods

- Find: kind of meat, foods which you have to peel, foods which

are made from milk, fruits which are red, vegetables which are

d Skills: Writing words under pictures, sentences completion,

matching verbs with definition, completing instructions, listening

and repeating, completing the conversation

2 Competence development: Groupwork, independent

working, pairwork, linguistic competence, cooperative learning and

communicative competence

3 Behavior : Ss will be more responsible for cooking for

themselves and for their family

II TEACHING AIDS

1 Teacher: Textbooks, computer, projector, plan.

b, Contents: Ss work in group and write kind of meat, foods which you

have to peel, foods which are made from milk, fruits which are red,vegetables which are green

c, Outcome: SS can attract to the lesson.

d, Organization:

+ Groupwork:

- Divide the class into 5 groups

- Write kind of meat, foods which

Find:

- Kind of meat:

- Foods which you have to peel:

- Foods which are made from milk:

you have to peel, foods which are

made from milk, fruits which are

red, vegetables which are green

- Time: 3 minutes

- The group which write more right

words is the winner

- Fruits which are red:

- Vegetables which are green:

2 Presentation- 8’

a Aim: Help Ss can know how to read some food preparation verbs and

know its meaning

b, Contents: Ss learn some vocabularies.

c, Outcome: SS can know how to read some food preparation verbs and

know its meaning

d, Organization:

T uses images in computer to

explain some vocabulary words by

writing verbs under the pictures

b, Contents: Ss practice doing the following tasks and learn tones in

statements used as questions

+ Complete the sentences with the correct form of the verbs in1.

+ Match each cooking verb in A with its definition in B.

+ Complete the instructions below with the verbs in1 and3 One verb is

used twice

c, Outcome: SS can use the verbs correctly to talk about food

preparation

d, Organization:

T asks Ss to work individually to

use words in part 1 to complete the

sentences and then compare their

answers with a classmate

Ss work individually and then

compare their answers with a

classmate

T has Ss explain the meaning of

each verb in English or Vietnamese

Correct Ss’ explanations when

needed

- Have Ss do this exercise

individually and then compare their

answers with a partner Check and

confirm the correct answers

2 Complete the sentences with the correct form of the verbs in1.

T asks Ss to look at the pictures

and answer some questions

Ss look at the pictures and answer

T asks Ss to complete the

instructions below with the verbs in

part 1 and part 3

Ss complete the instructions

T corrects and remarks

- Now have Ss read the information

in the REMEMBER! box Answer any

questions from Ss, and ensure that

4 a Look at the pictures and answer:

T: What can you see in the pictures?S: tomato sauce, onion, cheese, apple, bacon, pizza base

T: Do you know what dish these ingredients are used for?

S: → pizzaT: Have you ever eaten or made a pizza?

S: Yes (no)T: Can you describe the process of making about pizza?

S: …

b Complete the instructions below with the verbs in1 and3 One verb is used twice.

Ss understand the information.

- Ask Ss to read through the three

conversations Play the recording

for Ss to draw appropriate arrows

to indicate the intonation of each

sentence Have Ss compare their

answers in pairs

- Call on some pairs to read the

conversations out loud

- Correct any mistakes

line Practise the conversations with a partner.

B: Yes, an apple ↷.

2 A: What’s for dinner ↷?

B: We’re eating out tonight ↷.

A: We’re eating out ⤻?

b, Contents: Ss work in pairs to complete the mini-dialogues with

suitable statement questions

c, Outcome: SS can practise the mini-dialogues using the correct

intonation

d, Organization:

- Ask Ss to work in pairs to

complete the mini-dialogues with

suitable statement questions Call

on some pairs to write their

answers on the board Give

comments when needed

- Have Ss practise the

mini-dialogues and act them out in front

of the class with the correct

intonation

- Ask other Ss to comment

Practise the mini-dialogues using thecorrect intonation

3 Guides for homework

- Write their own mini-dialogues with statement questions

- Practice vocabulary and pronunciation again

- Prepare: A closer look 2

- Review: Modal verbs in conditional sentences type 1

- Review: Quantifiers: a, an, some, any

Teaching date:…/… /2021

I OBJECTIVES:

1 Knowledge:

a Vocabulary: Review

b Grammar: Conditional sentences type 1with modal verbs

c Skills: Sentences completion, matching words, completing

the paragraph, matching two half sentences, answering, spoken

interaction

2 Competence development: Groupwork, independent

working, pairwork, linguistic competence, cooperative learning and

communicative competence

3 Behavior : Ss will be more responsible for cooking for

themselves and for their family

II TEACHING AIDS

1 Teacher: Textbooks, computer, projector, plan.

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

b, Contents: Ss work in pairs to write down all quantifiers they know in two

minutes

c, Outcome: SS can write all quantifiers they know and attract to the

lesson

d, Organization:

- Ask Ss to work in pairs to write

down all quantifiers they know

in two minutes The winner is

the pair which has the most

answers

*Quantifiers: review

2 Presentation- 10’

a Aim: Help Ss review the quantifiers and help Ss use modal verbs in

conditional sentences type 1

b, Contents:

+ Ss review the way to use quantifiers and the form of conditional sentencestype 1

c, Outcome: SS can remind the use of the quantifiers and modal verbs in

conditional sentences type 1 well

- Ask Ss to retell the use and

the form of conditional

sentences type 1

Ss retell the use and the form

of conditional sentences type 1

and give example

I Quantifiers: a, an, some, any

II Modal verbs in conditional sentences type 1

If + S + V (present simple), S + can/must/may/might/should + V (in-finitive)

3 Practice- 18’

a Aim: Ss can do exercises about the quantifiers and Help Ss use modal

verbs in conditional sentences type 1

b, Contents:

+ Ss work individually to fill each blank with a, an, some, or any.

+ Ss work individually to match the food quantifiers with the nouns Some quantifiers can go with more than one noun

+ Ss work in pair to Read the instructions to make a chicken salad Fill each blank with a word/phrase in the box Then write the instructions on how to make it using the quantifiers and cooking verbs you have learnt

+ Ss work individually to match the first half of the sentence in A with the second half in B

+ Ss work in pairs to read the situations and write appropriate if-sentences

c, Outcome: SS can use the quantifiers and modal verbs in conditional

sentences type 1 to do exercises well

d, Organization:

- 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

- Ask Ss to give examples with

the quantifiers Ss may also add

some more food quantifiers they

1 Fill each blank with a, an, some, or any

know to the list.

- Have Ss do the exercise

individually and then compare

their answers with a partner

Remind them that some

quanti-fiers can go with more than one

noun

- Check the answers as a class

- 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

- Ask Ss to work in pairs, and

think about a simple salad they

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

- 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 with modal verbs T may

2 Match the food quantifiers with the nouns Some quantifiers can go with more than one noun.

Key:

1 a, g 2 a 3 f, g 4 c 5 h 6 b, d 7 e, f 8 b

3 a Read the instructions to make a chicken salad Fill each blank with a word/phrase in the box.

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:

- Have Ss do the exercise

individually and then compare

their answers in pairs Ask some

Ss to read out loud the

complete sentences

- Have Ss work in pairs to read

the situations and write

appropriate if-sentences - Call

on some Ss to write their

sentences on the board

- Give necessary correction

4 Read and underlined part and answer the questions.

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.

Suggested answers:

1 If you want to have good health, you must reduce the amount of salt in your food

2 If my brother is hungry, he can eat three bowls of rice

3 You can take a cooking class if it is at the weekend

4 If I eat this undercooked pork, I may have a stomachache

5 You should whisk the eggs for 10 minutes if you want a lighter cake

4 Application- 11’

a Aim: Ss can practise more about the quantifiers and conditional

sentences type 1

b, Contents: Ss make sentences with the quantifiers and conditional

sentences type 1

c, Outcome: SS can make many sentences with the quantifiers and

conditional sentences type 1 well and correctly

Ss make sentences with

the quantifiers and conditional

sentences type 1

T corrects

3 Guides for homework -1’

- Make sentences about the quantifiers and conditional

Teaching date:… /…./2021

A OBJECTIVES :

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

- Listen and complete all the tasks about how to cook pumpkin soup

- Practice listening and talking about the dish : pumpkin soup.

- Grammar : Quantifiers (review), Modal verbs in conditional

sentences type 1

- Vocabulary : words related to recipes and eating habits.

- Skills : Listening, speaking, reading, writing

2.Competences : develop the Groupwork, independent

working, pairwork, linguistic competence, cooperative learning and communicative competence

3 Qualities : Ss will be more responsible for cooking for

themselves and for their family

B TEACHING AIDS :

1 Teacher: Textbooks, teaching plan, teacher’s book,….

2 Students: Text book, notebook….

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

b Content : Ss ask and answer T’s questions

c Expected result: Ss can answer simple questions, and give some food and drink they

know

d Performance:

- T asks some questions

Ss answer the questions

T introduces the lesson

* Chatting.

- What do you often do at home?

- Do you help your mother cook for family?

- What dishes do you know?

- Can you tell me some dishes you know?

-

2 Presentation 14’

a.Aim: Help Ss know some ingredients and preparation for pumpkin soup

b Content : Guess the name of the dish in the picture/ Listen and complete the ingredients and preparation for the pumpkin soup

c Expected result: Ss can identify/listen the ingredientes pumpkin soup.

d Performance:

T asks Ss to look at the picture and guess

the name of the dish in the picture

Ss guess the name of the dish in the

picture

T asks Ss to discuss to give the

ingredients and preparations for the

pumpkin soup

Ss discuss

T lets them listen and check

T asks Ss to listen and complete the

ingredients and preparation for the

- two sticks of celery

- two tablespoons of butter

- two tablespoons of fresh of cream

Ss listen and complete

T corrects and remarks

T asks Ss to talk about the ingredients

and preparations for the pumpkin soup:

Pumpkin soup is my family’s favorite

soup

The ingredients are:……

Before cooking,…

Ss talk

T corrects and remarks

T gives extra vocabulary

Ss copy and read

- a pinch of salt

* Preparation

- peel the pumpkin

- chop it into cubes

- peel the shallots

a.Aim: Help Ss listen to a talk about how to prepare the ingredients

b Content : Read the steps to make the dish Rearrange them into the correct order.

c Expected result: Ss can identify the steps to make the soup.

d Performance:

T asks Ss to read the steps to cook the

soup and try to rearrange the steps

3 The steps to make the soup:

- Heat the butter in a deep pan, add shallots and

Ss rearrange how to make the soup

T lets them listen and corrects

Ss practise to read the steps to cook the

soup

T lets them listen again and gives the

benefits of this dish

Ss answer

celery and stir fry for a few minutes

- Add the pumpkin and stir fry for a few moreminutes

- Add 750 ml of water and a pinch of salt andcook until the pumpkin is tender Cool for 10minutes

- Puree 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 somecelery leaves

* The health benefits of this dish

a.Aim: Help Ss know how to prepare ingredients and the steps to cook a dish

b Content : Discuss about their favourite dish: the ingredients, prepare and steps to cook

it

c Expected result: Ss can talk how to cook their favourite dish.

d Performance:

T guides Ss to talk about cooking a dish

they like in group

Ss practise

4 How to cook a dish you like

Name of the dish: ………

T asks 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

Ingredients: ………

Preparation: ………

Steps: ………

Benefits of the dish: …………

3 Guides for homework 1’

T advices Ss cook for themselves and for family

- Learn new words/ workbook: C Speaking

- Prepare next lesson: Skills 1

Read about Japanese eating habits and answer the questions

Discuss the eating habits of Vietnamese people: (feature, components, the dishes arranged….)

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

- Read the article with specific information about the eating habits of Japanese people

- Talk about the eating habits of Vietnamese people

- Grammar : Conditional sentences type 1with modal verbs

- Vocabulary : arrange, raw, component, well-balanced,

longevity, lortion, horseradish, avocado, ginger

- Skills : answering the questions, matching the headings,

Reading and answering, discussion, interviewing, spoken

interaction, reporting

2.Competences development: Groupwork, independent

working, pairwork, linguistic competence, cooperative learning and

communicative competence

3 Qualities : Ss will be more responsible for cooking for

themselves and for their family

B TEACHING AIDS :

1 Teacher: Textbooks, teaching plan, teacher’s book,….

2 Students: Text book, notebook….

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

b Content : Ss ask and answer T’s questions

c Expected result: Ss can answer simple questions, and give some dishes good for healthy.

d Performance:

- Ask Ss some questions *Chatting.

- How often do you cook meals?

- What kind of food do you often cook?

- Do you think your dishes are good for health?

- Can you tell me some healthy food and unhealthy food?

…

2 Presentation 10’

a.Aim: Help Ss understand some words related to Japanese eating habits.

b Content : Learn some vocabularies and read an article about Japanese eating habits

Match the headings (1-3) with the paragraphs (A-C)

c Expected result: Ss can identify the headings of paragraphs.

d Performance:

T asks some questions related to the

dishes in the pictures in the book

(Picture A: different types of sushi

Picture B: miso soup

Picture C: a bowl of rice

Picture D: sliced cucumber/pickled

cucumber)

Ss answer the questions

T gives some vocabulary words

Ss copy and read

T asks Ss to read an article about

Japanese eating habits

Ss read and match the headings (1-3)

with the paragraphs (A-C)

T corrects and remarks Key: A 3 B 2 C 1

3 Practice 15’

a.Aim: Ss can read for general and specific information about the eating habits of

Japanese people and answer the questions

b Content : Read the article again and answer the questions/ Discuss the eating habits of

Vietnamese people

c Expected result: Ss can know and understand the eating habits of Japanese people and of

Vietnamese people

d Performance:

- Have Ss read the article 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 to T

Ask them to give evidence when giving

the answers

- 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

3 Read the article again and answer the questions.

Key:

1 They like raw food and do not use sauces with

a strong flavour

2 They cut fresh fish

3 Both can be served with soy sauce

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

5 Rice is the staple food and is very nutritious

6 Because the dishes are presented in different bowls and plates, and are arranged carefully according to a traditional pattern

Ask the groups to organise their ideas

to prepare for a short presentation

3 Rice is the staple

4 ⇒

5 Vegetable and soup are two dishes that always appear in a typical Vietnamese meal; after a meal,

we usually eat fruit for desserts

6 Yes, because we eat a lot of vegetables and fruits

4 Application 13’

a.Aim: Ss can talk about the eating habits of Vietnamese people.

b Content : Present your group’s ideas about Vietnamese eating habits.

c Expected result: Ss can talk about the eating habits of Vietnamese people.

d Performance:

- 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 Give additional

of food with a small bowl of ¬ fish sauce in themiddle Around this bowl are the dishes

Usually there is a bowl of each dish, and peopleuse chopsticks and spoons to get their share

In general, Vietnamese food is considered healthyand is popular in other countries

3 Guides for homework 2’

- Ask Ss: If you have chance to Japan, what dishes would you like to taste?

T tells Ss to have good eating habits for the healthy

– Find out some famous dishes of VN and how to cook them

- Prepare next lesson: Skills 2

Give opinion about eating habits

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

- Listen for detailed and specific information about teenagers’ eating habits

- Write about the eating habits of a classmate

- Grammar : Review

- Vocabulary : Vocabulary related to eating habits.

- Skills : describe the picture, listening and decide true or false

sentences, listening and completing the table, answering thequestions, spoken interaction, writing the paragraph, reporting,presentation

2.Competences development: Groupwork, independent

working, pair work, linguistic competence, cooperative learning and communicative competence

3 Qualities : Ss will be more responsible for cooking for

themselves and for their family

B TEACHING AIDS :

1 Teacher: Textbooks, teaching plan, teacher’s book,….

2 Students: Text book, notebook….

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

b Content : Ss ask and answer T’s questions

c Expected result: Ss can think how is unhealthy eating and healthy eating.

d Performance:

- T asks Ss to answer the question

- Ss discuss and give the answer

T introduces the lesson

* Chatting.

Do you think how is unhealthy eating and healthy eating?

2 Presentation 10’

a.Aim: Help Ss understand the contents of the listening

b Content : Describe and find out the differences between your pictures.

c Expected result: Ss can guess something about unhealthy eating and healthy eating.

d Performance:

- 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

I Listening

1 Describe and find out the differences between your pictures

and watermelon The girl looks slim and fit.

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

3 Practice 20’

a.Aim: Help Ss listen for detailed and specific information about teenagers’ eating habitts

and write about the eating habits of a classmate

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

-Listen to complete the table

- Ask and answer questions about each other’s eating habits

- Write about your partner’s eating habits

c Expected result: Ss can guess something about unhealthy eating and healthy eating.

d Performance:

- Tell Ss that they are going to listen to

two students talking about their eating

habits

- 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

- 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.

- 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

- 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

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

5 a Write about your partner’s eating habits Include information about his/her meals, your opinion about his/her eating habits and

at home, or T may ask them to rewrite

the exercise as homework In this case,

remember to ask for Ss’ revised work

in the next lesson

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

4 Application 9’

a.Aim: Help Ss talk about the eating habits of a classmate

b Content : talk about the eating habits of a classmate

c Expected result: Ss can improve their presentation before class.

T corrects and remarks

3 Guides for homework 1’

- Revise the writing

- Prepare next lesson: Looking back – Project

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

- Use the lexical items related to the topic “ recipes & eating habits”

- Practice making communication, project

- Review grammar points they have learnt

+ Grammar : Quatifiers (review), Modal verbs in

conditional sentences type 1

+ Vocabulary : words related to recipes and eating habits + Skills : Listening, writing, (mainly) speaking, reading

(partly)

2.Competences : develop the competences of- self-study,

communication, cooperation, using languages and problem solving

in doing exercises

3 Behavior : Ss will be more responsible for cooking for themselves and for

their family

B TEACHING AIDS :

1 Teacher: Textbooks, teaching plan, teacher’s book,….

2 Students: Text book, notebook….

C PROCEDURE :

1 Checking: During the lesson

2 New lesson:

Teacher’s and students’ activities The main contents

1 Warm up- 5’

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

b Contents : Ss go to the board and write some verbs of preparing and cooking

c Outcome: Ss can write some verbs of preparing and cooking and attact to the

lesson

d Organization:

Face to face : Verbs of

preparing and cooking

- Calls 5 ss to the board to play

+ Match the words in A with their description or definition in B

+ Write a verb for a cooking method under each picture The first letter has been provided.+ Fill each blank with a word/phrase in the box There is one extra word

c Outcome: Ss can memorize the learnt new words and the way of using.

d Organization:

- Have Ss do this exercise individually

and then compare their answers with a

partner

- Call on Ss to read out loud their

answers

- Ask Ss to complete the words

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

individually - Check Ss’ answers as a

class If time allows, call on one or two

Ss

to write their answers on the board

- Ask Ss to do this exercise individually

- Have some Ss read out their answers

Confirm the correct ones

a.Aim: Help Ss review the conditional type 1

b Contents : Review grammar points they have learnt in unit 7.

+ Circle the correct answer

+ Complete the sentences with your own ideas Use the modal verbs provided

c Outcome: Ss can memorize the the conditional type 1 and the way of using.

d Organization:

- Have Ss do this exercise individually

- Check the answers as a class T may

ask Ss to explain their choice

4 Circle the correct answer.

- 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

3 He should eat less sweets if he doesn’t want

a.Aim: Help Ss practice making communication

b Contents : Rearrange the lines to make a complete conversation.

c Outcome: Ss can make communication

d Organization:

- 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

- Ask Ss to complete the self-assessment

Identify any difficulties and weak areas

and provide further practice if necessary

6 Rearrange the lines to make a complete conversation.

Key:

1 B 2 E 3 F 4 I 5 A

6 H 7 J 8 C 9 G 10 D

4 Project- 14’

a.Aim: Help Ss practice making project.

b Contents : Making a survey on eating habits

c Outcome: Ss can make project.

d Organization:

- Have Ss work in groups of four or five

- Guide them how to do and ask them to

do at home

A survey on eating habits

1 Work in groups Go to other classes and ask

different students about their eating habits Write the students’ answers in the table

2 Now work together again Analyse the

answers you have got and organisethem in the form of an answer to each question.This could be done using a

visual organiser such as a chart

3 In general, do the students at your school

have healthy eating habits? Presentyour group’s findings to the class

3 Guides for homework – 1’

- Complete the project

- Prepare next lesson: Unit 8 – Getting started

-/

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

- Use the lexical items related to tourism

- Interact a conversation about tourism and travelling

- Vocabulary: vocabulary related to tourism and travelling

- Grammar: Review

- Skills: reading and deciding true or false, reading and answering the questions, list

2 Competences : develop the competences of- self-study,

communication, cooperation, using languages and problem solving

in doing exercises

3 Behavior: Ss will be more responsible for protecting and preserving place

which they travel

B TEACHING AIDS :

1 Teacher: Textbooks, teaching plan, teacher’s book,….

2 Students: Text book, notebook….

b Contents : Ss name some famous tourist attractions and famous foods in

Viet Nam, especially those in or near their region

c Outcome: Ss can attract to the lesson.

d Organization:

- T ask Ss to name some famous

tourist attractions in Viet Nam,

especially those in or near their

region

- Then ask Ss to name famous foods and

specialties of Viet Nam that foreign

tourists

enjoy most and write them on the board

*Chatting.

2 Presentation -15’

a.Aim: Help Ss know some vocabularies related to tourism and Interact a conversation

about tourism and travelling

b Contents : Listen and read a conversation about tourism and travelling.

+ Find a word/phrase in the conversation that means

+ Tick (√ ) true (T) or false (F)

+ Answer the following questions.

c Outcome: Ss can memorize the learnt vocabularies and develop their speaking, listening

and reading willing to interact a conversation about tourism and travelling

d Organization:

- Let Ss open their books to GETTING

STARTED

- Tell them to look at the picture and

answer the questions

- Have Ss answer the questions as a class

Accept all possible answers and do not

1 Listen and read.

What are Nick and Chau talking about?

What place/city may they be mentioning? What do you know about this city/country?

…

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

- Explain the words which Ss don’t

understand

- Play the recording twice or more if

necessary Ss may read the conversation

again, and then do the exercise

individually - Check and write the correct

answers on the board T may call on an

able student to

write the answers on the board

- Explain to Ss the meaning and use of the

three expressions in the Watch out! box

Ask Ss to locate them in the conversation,

and give examples if time allows

- Ss work in pairs to complete the task

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

- Let Ss work individually to answer the

questions, then compare their answers

with a partner

- Help them find the information in the

conversation

- Call on some pairs to read out the

a Find a word/phrase in the conversation that means:

5 not my cup of tea

b Tick ( ) true (T) or false (F).

Key: 1 F 2 T 3 T 4 F 5 F