Date of planning Date of teaching WEEK Period UNIT 5 FOOD AND DRINK Lesson 6 SKILLS 2 Listening and Writing I OBJECTIVES By the end of this lesson, students will be able to gain the following things 1[.]
Date of planning:………… Date of teaching: ……… … Period .: UNIT 5: FOOD AND DRINK Lesson 6: SKILLS_2 Listening and Writing WEEK: I OBJECTIVES:By the end of this lesson, students will be able to gain the following things : Knowledge: - Develop their listening skill for specific information about food and drink - Write a paragraph about eating habits in their area + Vocabulary: -Use lexical items related to the favourite food and drink in everyday life - Pronounce the sounds /ɒ/ and /ɔ:/ correctly - Ask and answer about prices; + New words: meal, breakfast, lunch, dinner, fabulous , healthy + Grammar: - Use some, a lot of, and lots of to talk about quantity; Competence: - Develop communication skills and creativity - Be cooperative and supportive in pair work and teamwork - Actively join in class activities Qualities: - Promote pride in the values of Vietnamese culture - Develop love for family and traditional food and drink - Develop self-study skills II TEACHING AIDS: - Teacher: Grade text book, laptop, projector / TV/ pictures and cards - Students : Text books, studying equipment… - Computer connected to the Internet - Sach mem.vn III PROCEDURE: Notes: In each activity, each step will be represented as following: * Deliver the task * Implement the task * Discuss * Give comments or feedback WARM UP & INTRODUCTION ( 5’) Aim: To activate Ss’ knowledge of the topic of the listening text * Content: Having some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new lesson * Outcome: Having a chance to speak English and focus on the new lesson * Organisation : Teacher’s instructions… Teacher’s & Student’s activities Content + Greeting + Greeting + GAME + GAME Game: Our eating habits - Put Ss in small groups - Ss tell one another everything they ate and - T_ Ss; S_S - Play games drank yesterday - As a group they decide who has the healthiest diet - Show the winner - Ask Ss to open their book and introduce what they are going to study… - T leads in the lesson - Students (Ss) listen and answer the teacher’s or friend’s questions - Open their book and write the tittle of the lesson PRESENTATION/ NEW LESSON (10’) ACTIVITY 1: Pre-listening Aim: To help Ss understand and activate their knowledge of the topic * Content: Discussing the questions * Outcome: Ss discuss and brainstorm key words / phrases about food and drink * Organisation : Teacher’s instructions… Teacher’s & Student’s activities Work in groups Discuss the following questions *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .) + Follow the steps to teach vocabulary - Repeat in chorus and individually + Check vocabulary - Take note all the new words - Ask Ss to work in groups discussing questions about the eating habits of the people in their area - Then ask some Ss to say their answers in front of the class Content Work in groups Discuss the following questions * Vocabulary: meal /mɪəl/: bữa ăn breakfast /ˈbrekfəst/: bữa sáng lunch /lʌntʃ/: bữa trưa dinner /ˈdɪnər/: bữa tối fabulous /ˈfæbjələs/: tuyệt vời healthy /ˈhelθi/: khoẻ mạnh While-listening/ (10’-12’) ACTIVITY : Aims: - To help Ss understand what the monologue is about; - To help develop their skill of listening for specific information * Content: Listen and circle the food and drink they hear * Outcome: Ss Listen and circle the the food and drink correctly * Organisation : Teacher’s & Student’s activities Content Listen to Minh talking about the eating Listen to Minh talking about the eating habits in his area Circle the food and drink habits in his area Circle the food and you hear drink you hear - First, ask Ss to guess which food and drink will - Listen to the teacher’s instructions carefully appear in the monologue and learn how to it - Play the recording and ask Ss to tick the words or phrases they hear from the monologue Then ask two or three Ss to write their answers on the board - Play the recording again for Ss to check the * Key: eel soup, green tea answers If time is limited, T may only play the monologue once - T may pause at the sentences that include the words or phrases Ss need circle - Check and confirm the correct answers ACTIVITY : Aim: To help develop their skill of listening for specific information * Content: Listen again and Tick (✓) T/ F * Outcome: Ss listen and tick (✓) T/F correctly * Organisation : Teacher’s & Student’s activities Content Listen again and tick (✓) T (True) or F Listen again and tick (✓) T (True) or F (False) (False) - Have Ss look at the statements in this activity - Listen carefully to the instructions Ask them how to it Give them some - T_ Ss strategies to the exercise (E.g reading the * Ss learn how to the tasks sentences, underlining the key words, listening to the recording paying attention to the key words, deciding if each sentence is true or false.) * Key: - Play the recording twice for Ss to check their 1.F 2.T 3.F 4.T 5.T guesses and to exercise For strong classes, ask Ss to take notes of the information to explain why a sentence is false * Audio script - Tracks 36 + 37: - Have Ss share their answers in pairs Invite People in my area often have three meals some pairs to answer and confirm the correct a day: breakfast, lunch and dinner For ones breakfast, we usually have or eel soup -Play the recording again if needed, stopping at with bread Sometimes we have instant the place where Ss find it difficult to understand noodles or xoi (sticky rice) Lunch often - For strong classes, ask Ss to correct the false starts at 11:30 a.m Most of us have lunch at sentences home We often have rice, fish, meat, and *Post-listening: Retelling - Teacher invites some students to retell it briefly if possible - Teacher confirms the correct answers - Call on some Ss to talk freely vegetables Dinner is the main meal of the day It's also the time when family members gather at home, so it takes a bit longer than the other meals It often starts at around 7:30 p.m We usually have rice with a lot of fresh vegetables and seafood or meat We normally talk about everyday activities during the meal Then we have some fruit and green tea I think the food in my area is - Correct pronunciations, grammar, vocab, intonation - Lead to the writing part fabulous It's very healthy and delicious ACTIVITY 4: Writing Aim: To help Ss prepare ideas for their writing * Content: Make notes about the eating habits in their area * Outcome: Ss can make notes and get some ideas for the writing * Organisation : Teacher’s & Student’s activities Content Make notes about the eating habits in your Make notes about the eating habits in area your area - Ask Ss to make notes about the eating habits in - T_ Ss their area (What time they have for breakfast, - Ss work individually lunch and dinner? What food and drink they * Answer the questions have then?) - Remind them that they not have to write full + What time they have breakfast, lunch sentences and they can use abbreviations and dinner? Then, ask Ss to share their notes with their + What food and drink they have then? partners - T may read out the notes from some strong Ss to the whole class PRODUCTION/ APPLICATION (10’) ACTIVITY 5: Aim: To help Ss practise writing a paragraph about the eating habits in their area * Content: Write an informal letter of invitation * Outcome: Ss can write an an informal letter of invitation using the cues * Organisation : Write a paragraph of about 70 words about Write a paragraph of about 70 words about the eating habits in your area the eating habits in your area Use the information in to help you Use the information in to help you - T_ Ss - Set up the writing activity: T reminds Ss that - Ss work individually the first important thing is always to think about what they are going to write Ss can use the ideas - Write themselves they have prepared in - Ask Ss to brainstorm ideas and the language * Write a paragragh necessary for writing - T may ask Ss to refer back to the reading for useful language and ideas and write some useful expressions and language on the board - Ask Ss to write the first draft individually Then have them write their final version T may display all or some of Ss' writings on the wall / notice board - T and other Ss comment - Ss edit and revise their writing as homework If time is limited, T may ask Ss to write the final version at home Suggested writing: People in my area often have three meals a day breakfast, lunch and dinner For * Post writing breakfast, we usually have or eel soup - Ask one or two Ss to write a paragragh on the with bread Sometimes we have instant board Other Ss and T comment on the noodles or xoi (sticky rice) Most of them have lunch at home We often have rice, fish, paragragh meat, and vegetables Dinner is the main - T collects some to correct at home meal of the day in his area People in my - Ask Ss to revise the paragragh at home based neighbourhood often have rice, fresh on the comments given and submit them at the vegetables, and seafood or meat for dinner next lesson We normally talk about everyday activities * Teacher may ask students to share their writing during the meal Then we have some fruit and green tea I think the food in my area is with their partners Then, call on some students fabulous It's very healthy and delicious to show their writing in front of the class - Teacher checks ideas, grammar, vocabulary and gives comments WRAP-UP & HOME WORK (2’) - Teacher has Ss summarise what they have learnt in the lesson with the two skills - T can instruct them to draw a mind map to summarise the main points of the lesson * HOME WORK + Write a paragraph describing eating habits - Do more exercises in workbook - Prepare for the next lesson: Lesson 7: LOOKING BACK & PROJECT ============================= ... & HOME WORK (2? ??) - Teacher has Ss summarise what they have learnt in the lesson with the two skills - T can instruct them to draw a mind map to summarise the main points of the lesson * HOME... check their 1.F 2. T 3.F 4.T 5. T guesses and to exercise For strong classes, ask Ss to take notes of the information to explain why a sentence is false * Audio script - Tracks 36 + 37: - Have Ss... study… - T leads in the lesson - Students (Ss) listen and answer the teacher’s or friend’s questions - Open their book and write the tittle of the lesson PRESENTATION/ NEW LESSON (10’) ACTIVITY