Giao an PTNL mau 2019

By the end of the lesson, students can: - learn some more words related cooking verbs - remember the instructions on how to make a pizza - Identify the tone in statements used as questio[r]

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WEEK:20 Preparing date:

Period: 55 Teaching date:

Unit 7: RECIPES AND EATING HABITS

Lesson 1 - GETTING STARTED: My favourite salad

I./ OBJECTIVE: By the end of the lesson, students can:

- use the lexical items related to making a prawn salad

- listen and read Nick's mum and Mi's conversation for specific information about how to make a spawn salad

- Learn some more famous dishes of some countries in the world

1 Knowledge: - Vocabulary: lexical items related to making a prawn salad

- Grammar: Giving instruction

2 Skills: Practicing skills

3 Attitude: - Positive about recipes and eating habits

- Students know how to learn English in right way

- Ss are interested in doing exercises

4 Competences:

- Co-operation

- Self- study

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

II./.PREPARATION:

1.Teacher: book, planning, picture, laptop, projector

2.Students: books, notebooks

III./ TEACHING METHODS: Communicative approach, group Ss and T’s

activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…

IV./.PROCEDURE:

1.Warm up: Brainstorming

* Find out famous dishes of some

countries in the world

- Teacher elicits and write the name

of some countries on the board

? Discuss and find out some famous

or tradition dishes of these

countries

- Have some students write the

dishes on the right corner of the

board

Find out famous dishes of some countries in the world

Viet Nam Thailand Japan The USA Mexico The UK Italy India

2.Getting-started:

New words

Teacher use the things in the

I New words

- prawn (n): tôm panda

- celery (n): cần tây

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Teacher and Students' activities Content

picture on page 6-7 to teach new

words

- Follow the seven steps of teaching

vocabulary

- mayonnaise (n): sốt ma-i-on-ne

- versatile (adj) đa dụng

Listen and read

? Cover the text and look at the

picture on page 6-7

? Who can you see in the picture?

? Where are they?

? What is there on the table?

? What do you think they are

talking about?

- Play the recording and have

students follow along.

? Compare your answer with the

information in the dialogue.

II Listen and read

* Suggested answers:

- Mi, Nick and his mom.

- In the kitchen.

- prawn, celery, lemon salt, pepper, mayonnaise, knife, tablespoon

- They are talking about how to make a salad.

1.a Find the words (1a P8)

? Work individually to find the

words with the given meanings in

the dialogue.

? Quickly write the answer on the

board.

1.a Find the words (1a P8)

1 starter 2 versatile

3 drain 4 peel

5 chop 6 combine

1.b Word webs (1b P8)

? Work in pairs and complete the

word webs.

- Call one pair to write their

answers on the board.

? Add more if needed.

1.b Word webs (1b P8)

* Ingredients: prawn, celery, lemon salt, pepper, mayonnaise, spring onion

* Preparing and cooking: wash, boil, combine, chop, peel, drain, mix, add

1.c Answer the questions (1c P8)

? Run through the questions.

- Make sure students understand

them.

? First, answer the questions

without reading the dialogue again.

? Exchange your answer with your

partner.

? Read the dialogue again and

check.

1.c Answer the questions (1c P8)

1 Nick's mum.

2 Because it's simple and delicious.

3 In the summer time.

4 They are versatile, and you can use lots of ingredients in a salad.

5 Nick's mum boils and drains the prawns, and mixes the ingredients Mi washes the spring onions, chop the celery, peels the onions, and mix the ingredients.

6 Because he finds it difficult to wait for one hour.

3.Doing:

1 Matching (2 P8)

? Refer back to the warmer

? Look at the pictures and match

the dishes with the pictures.

III Practice

A Cobb salad B sushi

C steak pie D fajitas

E lasagne F mango sticky

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? Pair compare

- Play the audio for students to

check and repeat the answers.

rice

G beef noodle soup H curry

2 Discussion (3a P8)

? Work in pairs to discuss what

country in the box is associated

with each dish in 2.

- Check and confirm the correct

answers.

2 Discussion (3a P8)

A The USA B Japan

C The UK D The UK

E Italy F Thailand

G Viet Nam H India

3 Fill in each blank with the

name of a dish (3b P8)

? Complete the sentences with the

name of the dishes in 2.

? Write the answer on the board

4 Food quiz (4 P8)

? Work in groups to do the quiz

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

1 lasagne 2 curry

3 steak pie 4 Fajitas

5 sushi

4 Food quiz (4 P8)

Suggested answers

1 beef

2 prawn, potato

3 cheese, butter, ice cream

4 strawberry, lychee, cherry, promegranate

5 broccoli, spinach, lettuce, celery, kohlrabi

4.Further practice:

? Recall some dishes

5.Production;

? Learn by heart new words

? Do exercises B1-3 P4-5

(workbook)

Prepare: Unit 7: A closer look 1

Learn by heart new words

Do exercises B1-3 P4-5 (workbook)

-0@0 -WEEK:20 Preparing date:

Lesson 2: A closer look 1

I./ OBJECTIVE: : By the end of the lesson, students can:

- learn some more words related cooking verbs

- remember the instructions on how to make a pizza

- Identify the tone in statements used as questions and say these sentences correctly.

1.Knowledge: - Vocabulary: words related to cooking verbs and making a pizza

- Grammar: Imperative

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4 Competences:

- Co-operation

- Self- study

IV./.PROCEDURE:

1.Warmer: Word webs

- Elicits the topic from students

? Work in two teams

? Brainstorm all the words related to

the topic: dishes and preparing/

cooking

- Encourage them to call out as many

words as possible

Word webs

* Suggested answer:

Dishes: Cobb salad, sushi, steak pie,

fajitas, lasagne, mango sticky rice, beef noodle soup, curry

Preparing and cooking:wash, boil,

combine, chop, peel, drain, mix, add

2.Vocabulary:

- Teacher use the pictures in 1 on page

9 to teach vocabulary (situation,

realia)

- Follow the seven steps of teaching

vocabulary

I

New words

- whisk (v): đánh (trứng)

- spinkle (v): rắc

- manirate (v) ướp

- spread (v): phết

- paster (n): mì ống, mì sợi

- batter (n): bột (nhão) làm bánh

? Match the verbs in the box with the

pictures

II

Vocabulary

A chop B slice

C grate D marinate

E whisk F dip

G sprinkle H spread

2 Complete the sentences (2 P9)

? Work in pairs

? Use the correct form of the verbs in

1 to complete the sentences

2 Complete the sentences (2 P9)

1 chop, Slice 2 grates, sprinkles

3 Marinate 4 whisk

5 Dip 6 spread

? Run through all the cooking verbs

1.g 2 f

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? Read the definition and match a

cooking verb in A with its definition

in B

? Work individually

3 h 4 c

5 e 6 a

7 d 8 b

4.a Questions (4a P9)

? Look at the picture and answer the

two questions

? Pair compare

- Elicit their answers

? Have you ever eaten or made a

pizza?

? If so, do you like the dish?

? Describe the process of making one

briefly

4.a Questions (4a P9)

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

4b Complete the instruction (4b

P10)

? Look at the pictures and complete

the instructions individually

? Then compare the answer with a

partner

- Check the answer as a class

? Can you make a pizza after reading

the instructions

4b Complete the instruction (4b P10)

1 Chop

2 Grate

3 Spread

4 Sprinkle

5 Spread

6 Bake

3 Pronunciation

* Tone in statement used as

questions

? What is a statement?

- a telling sentence that ends with a

full stop

? What is a statement question?

- used to check information has the

order of a statement but ends with a

question mark

- Play the part of the conversation in

GETTING STARTED which includes

a statement question

? Listen and pay attention to the

intonation of the sentences, give

comment

? Read the REMEMBER box

- Make sure students understand the

information

III Pronunciation

* Tone in statement used as questions

- A statement can be used as a question to

check that the information we have is correct

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

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

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P10)

? Listen to the conversations and draw

correct symbol for the intonation of

each sentence

- Play the recording as many times as

necessary

? Practice the conversations with a

partner

2 Complete the mini-dialogues (6

P10)

? Work in pairs to complete the

mini-dialogues with suitable statement

questions

- Call on some pairs to write their

answers on the board

- Give comment when needed

? Practice the dialogues using the

correct intonation

2 Complete the mini-dialogues (6 P10)

* Suggested answers:

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

2 Add some salt?

? Recall some cooking verbs

? How is a statement question

pronounced?

5.Production:

? Learn by heart new words

? Do exercises A1,2 P3 (workbook)

? Prepare: Unit 7: A closer look 2

Learn by heart new words

Do exercises A1,2 P3 (workbook)

-0@0 -WEEK:20 Preparing date:

Lesson 3: A closer look 2

I./ OBJECTIVE: - Grammar: Quatifiers, Modal verbs in conditional sentences type 1

- Vocabulary: words related to dishes

1.Knowledge: conditional sentences type 1 with modal verbs

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

4 Competences:

- Co-operation

- Self- study

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IV./.PROCEDURE:

1.

Warmer: Check the old lesson

2.Grammar 1: Quantifiers:

Ask students what a quantifier is, briefly

explain to them that quantifier is a word or

phrase that expresses the amount Tell

students that they had already learnt and

know quite a few quantifiers Elicit

examples from students

T may organize a short warm-up activity

with this content Students work in pairs

to write down all quantifiers that they

know in two minutes The winner in the

pair with has the most answers

Activity 1:

1 Ask Ss about the use of the four

quantifiers Make any necessary

comments Have Ss do this exercise

individually and then compare their

answers in pairs

Tell Ss that when talking about recipes

people usually use food quantifiers and

that the Look out! box contains the most

common ones

Have Ss read the information in the Look

out! box Explain any unclear points If

time allows, ask Ss to give examples with

the quantifiers Ss may also add some

more food quantifiers they know to the

list

1 Fill each blank with o, an, some,

or any.

Key:

some

9 Some

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

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Activity 2 :

2 Have Ss do the exercise individually

and then compare their answers with a

partner Remind them that some

quantifiers can go with more than one

noun Check the answers as a class

3.Grammar 2:

Activity 3 : 3 a Have Ss work in pairs to

read the instructions to make a chicken

salad and to fill each blank with a word/

phrase from the box Check as a class

b Ask Ss to work in pairs, and think about

a simple salad they know Together Ss

write the instructions to J make it Call on

some pairs to read aloud their

instructions Other Ss listen, make

comments, and vote for the best salad

T may also organise a competition Have Ss

work in groups to write the instructions to

make a salad on a big piece of paper Once

they have finished, each group sticks their

instructions on the board A board of five

Ss act as examiners This board reads the

instructions and gives each group a mark

Activity 4 :

3 Read the instructions to make

a salad Fill each blank with a word/phrase in the box.

Key:

1.200grams 2 an

3 tablespoons 4 teaspoon

5 teaspoon 6 some

b Work in pairs Think about a simple salad Write the

instructions on how to make it using the quantifiers and cooking verbs you have learnt Share the instructions with the whole class Vote for the best salad.

4 Modal verbs in conditional sentences type 1

4 Read these sentences from the conversation in GETTING

STARTED Pay attention to the underlined part and answer the questions.

In conditional sentences type 1, we use a simple present tense in the If-clause and will + bare infinitive in the main clause This is the

standard form

Instead of will, we can use other modal verbs such as can, must, may; might or should in the main clause

to express ability, permission, advice, possibilities, necessity, etc Example:

If you cut your finger, it will bleed (standard form)

If you finish your dinner, you can watch TV (permission)

She can learn to become a good cook if she tries hard, (ability) if he likes eating spicy food, he

may/might add chilly, (possibility)

If you don't want to get burnt, you must follow these safety

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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:

Activity 5

5 Have Ss do the exercise individually and

then compare their answers in pairs Ask

some Ss to read out loud the complete

sentences

Activity 6

6 Have Ss work in pairs to read the

situations and write appropriate

//-sentences Call on some Ss to write

their sentences on the board Give

necessary correction

If time allows, organise a quick game Ss

work n groups and write down twoỉ

situations After five minutes, have a

representative from one group stand up

and read out one situation This student

points at a random student in another

group to give a conditional sentence type 1

with a modal verb If the sentence is

correct, the group gets one point The

groups take turns to read their situations

The winner is the group with the most

points Make sure the groups have equal

opportunities to give the answers

instructions (necessity)

If you feel unwell, you shouldn't eat fast food (advice)

Key: I

1 ability 2 Advice

If + S + V (present simple),

s + can/must/may/might/should + V (infinitive).

5 Match the first half of the sentence in A with the second half in B.

Key:

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

6 What will you say in these situations? Use suitable modal verbs with conditional sentences type 1.

Example:

Your friend, Mai, is not good at cooking, but she wants to study abroad You think learning to cook

is a good idea because she can cook for herself when she's away from home Give her some advice

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

Suggested answers:

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

in your food

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

3 You can take a cooking class if it

is at the weekend

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

5 You should whisk the eggs for

10 minutes if you want a lighter cake

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5.Production:

Copy the email onto exercise notebook -Prepare communication

-0@0 -Kiểm tra ngày tháng năm 2018 ……….

………

WEEK:21 Preparing date:

I./ OBJECTIVE: By the end of this Unit, students can:

• talk about the eating habits of Vietnamese people

• listen for detailed and specific information about teenagers' eating habits

1.Knowledge: - Vocabulary: words related to recipes and eating habits

- Grammar: quantifiers (review); modal verbs in conditional type 1

4 Competences:

- Co-operation

- Self- study

IV./.PROCEDURE:

Teacher’s and students’ activities Content

1.Warmer:

Tell students in this lesson they will have

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

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