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.. Aim: Help Ss review the quantifiers and

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.

1 Warm up- 3’

a Aim: Help Ss pay their attention to the lesson and to lead in the new lesson.

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 drink you 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 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

1 Listen and read

* The ingredients of prawn salad

prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions

* Preparing and cooking:

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

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

3 In the summertime

4 They are versatile, and you can use lots

of different ingredients in a salad

5 Nick’s mum boils and drains the prawns.Nick washes the celery, peels the prawns, and mixes the ingredients Mi washes the spring onions, chops the celery and spring onions, and mixes the ingredients

6 Because he is finding it difficult to wait for one hour

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

Key:

A Cobb salad

B sushi

C steak pie

- 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 answers

- 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

D fajitas

E lasagna

F mango sticky rice

G beef noodle soup

4 Application- 11’

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.

d, Organization:

T guides Ss to talk about cooking

prawn salad

Ss talk how to cook how to prawn salad

T corrects and remarks

- 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 the bowl

- 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 green

c Pronunciation: Tones in statements used as questions.

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.

1 Warm up- 7’

a Aim: Help Ss pay their attention to the lesson and to lead in the new lesson.

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 you have

to peel, foods which are made from milk,

fruits which are red, vegetables which are

- Foods which you have to peel:

- Foods which are made from milk:

- 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 (Ex1)

Ss copy and repeat

a Aim: Help Ss use the verbs correctly to talk about food preparation.

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

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

- Have Ss do this exercise individually and

then compare their answers with a partner

Check and confirm the correct answers

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

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

Key:

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

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?

- Now have Ss read the information in the

REMEMBER! box Answer any questions

from Ss, and ensure that 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

II Pronunciation

5 Listen to the conversations Draw ↷ or

⤻ at the end of each line Practise the conversations with a partner.

2 A: What’s for dinner ↷?

B: We’re eating out tonight ↷.

A: We’re eating out ⤻?

mini-Suggested answer:

1 You don’t like pasta?/Don’t like pasta?

2 Add some salt?

a Aim: Help Ss can practise the mini-dialogues using the correct intonation.

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

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 sentences type 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 (infinitive)

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 quantifierscan 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 thequantifiers 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 know to

the list

- Have Ss do the exercise

individually and then compare their

answers with a partner Remind

them that some quantifiers can go

with more than one noun

- Check the answers as a class

- Have Ss work in pairs to read the

instructions to make a chicken salad

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

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 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

4 Read and underlined part and answer the questions.

- 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

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

d, Organization:

T asks Ss to make sentences with

the quantifiers and conditional

sentences type 1

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 sentences type 1.

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

pumpkin soup

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

1 Pumpkin soup

* Ingredients:

- a kilo of pumpkin.

- two shallots

- two sticks of celery

- two tablespoons of butter

- two tablespoons of fresh of cream

- a pinch of salt

* Preparation

- peel the pumpkin

- chop it into cubes

- peel the shallots

thick, smooth sauce, usually in a blender

- garnish (v): decorate a dish of food with asmall amount of another food

- tender (adj): soft or easy to chew

3 Practice 15’

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

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

3 The steps to make the soup:

- Heat the butter in a deep pan, add shallotsand celery and stir fry for a few minutes

- Add the pumpkin and stir fry for a fewmore minutes

- Add 750 ml of water and a pinch of saltand cook until the pumpkin is tender Coolfor 10 minutes

- Puree the soup in a mixer until it issmooth

- Add the cream and simmer for 2 to 3minutes

- For the finishing touch, garnish it withsome celery leaves

* The health benefits of this dish

yourself from certain cancers

4 Application 9’

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

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

4 How to cook a dish you like

Name of the dish: ………

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

I Reading

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

3 Read the article again and answer the questions.

Key:

1 They like raw food and do not use sauces with a strong flavour

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 Ask the

groups to organise their ideas to

prepare for a short presentation

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

2 Rice is the typical components in a Vietnamese meal

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 andfruits

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

In many families, people eat around a tray offood with a small bowl of ¬ fish sauce in themiddle Around this bowl are the dishes

Usually there is a bowl of each dish, andpeople use chopsticks and spoons to get theirshare

In general, Vietnamese food is consideredhealthy and 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

-/

Week 20- Period 60 UNIT 7 : RECIPES & EATING HABITS

Preparing date:… /…./2021

Teaching date:… /…./2021

Lesson 6: SKILLS 2

A OBJECTIVES :

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 the questions, spoken interaction, writing theparagraph, 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

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

we can see soup, fish, vegetables,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 answers now

- 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

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

Key:

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

3 Listen again and complete the table Use

no more than three words for each blank.

1 biscuits

2 hamburger

3 crisps

4 fried beef

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

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

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

b Exchange your work and give comments.

Sample writing:

My friend, Trang, does not have healthy eating habits She sometimes skips breakfast When she has it, she usually buys a

hamburger and a soft drink from a café nearour school For lunch, her favourite is fried rice and deep-fried chicken The good thing

is that she prefers to have dinner at home However, she likes eating a lot of rice and fatty pork for dinner She rarely eats vegetables,but loves fruits I think Trang should changeher 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 Sheshould 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

Teaching date:… /…./2021

A OBJECTIVES :

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….

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

+ 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

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

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

Key:

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

2 Write a verb for a cooking method under each picture The first letter has been provided.

Confirm the correct ones 1 hamburger

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

- Ask Ss to write the sentences

individually Have two Ss write the

sentences on the board Ask other Ss

to give comments Correct the

4 Circle the correct answer.

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

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 avisual 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

A OBJECTIVES :

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….

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

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.

especially those in or near

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 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

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?

…

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

questions and give their answers

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

5 not my cup of tea

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

- Check their answers open-minded.

2 It’s quite warm (warmer than in Britain)

3 Visit the Alps, and climb Mont Blanc, explore Paris, and go sightseeing in the historic city of Versailles

4 Eat frogs’ legs and snails

5 She says ‘ Lucky you’ when Nick says hecan make his own decisions

3 Practice- 15’

a.Aim: Help Ss use some vocabularies related to tourism

b Contents : Practice:

+ Which word goes with which list below?

+ Fill each blank with a word/phrase from the list

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:

- This activity is aimed at giving the

collocations of common words related

to the topic of travelling and tourism

Let Ss work in pairs first Check their

work, then let them read and remember

each collocation

- This exercise is a revision of words

and phrases from previous lessons

- Let Ss work individually to do the

task

- Check their answers If time allows,

call on some Ss to read the passage

with the correct answers

2 Collocation: Which word goes with which list below?

Key: 1 holiday 2 resort 3 tour 4 trip

3 Fill each blank with a word/phrase from the list.

Key: 1 seaside resort 2 souvenirs

3 destination 4 in advance

5 delayed 6 luggage

7 accommodation 8 price