Giáo án tiếng anh lớp 8 cả năm khánh lê vân

THẦY CƠ XIN LH SO 0987556503 ĐỂ CĨ TRỌN BỘ GIÁO ÁN Học kỳ II: 17 tuần x 03 tiết/tuần = 51 tiết Tiết Tuần Tên bài/ Unit Nội dung chi tiết PPCT Tuần 20 55 UNIT Getting started 56 UNIT A closer look 57 UNIT A closer look Tuần 21 58 UNIT Communication 59 UNIT Skills 60 UNIT Skills Tuần 22 61 UNIT Looking back & project 62 UNIT Getting started 63 UNIT A closer look Tuần 23 64 UNIT A closer look 65 UNIT Communication 66 UNIT Skills Tuần 24 67 UNIT Skills 68 UNIT Looking back & project 69 UNIT Getting started Tuần 25 70 UNIT A closer look 71 UNIT A closer look 72 UNIT Communication Tuần 26 73 UNIT Skills 74 UNIT Skills 75 UNIT Looking back & project Tuần 27 76 Review (Language) 77 Review (skills) 78 45-minute test Tuần 28 79 UNIT 10 Getting started 80 UNIT 10 A closer look 81 UNIT 10 A closer look Tuần 29 82 UNIT 10 Communication 83 Feedback on test 84 UNIT 10 Skills Tuần 30 85 UNIT 10 Skills 86 UNIT 10 Looking back & project 87 UNIT 11 Getting started Tuần 31 88 UNIT 11 A closer look 89 UNIT 11 A closer look 90 UNIT 11 Communication Tuần 32 91 UNIT 11 Skills 92 UNIT 11 Skills 93 UNIT 11 Looking back & project Tuần 33 94 Test 45’ 95 UNIT 12 Getting started THẦY CÔ XIN LH SO 0987556503 ĐỂ CÓ TRỌN BỘ GIÁO ÁN Tuần 34 Tuần 35 Tuần 36 96 97 98 99 100 101 102 103 104 105 UNIT 12 UNIT 12 UNIT 12 UNIT 12 UNIT 12 UNIT 12 A closer look A closer look Communication Feedback on test Skills Skills Looking back & project Review (Language) 2nd term exam Feedback on 2nd term exam WEEK:20 Preparing date: Period: 55 Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson - 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 Knowledge: - Vocabulary: lexical items related to making a prawn salad - Grammar: Giving instruction Skills: Practicing skills Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way - Ss are interested in doing exercises 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: THẦY CƠ XIN LH SO 0987556503 ĐỂ CĨ TRỌN BỘ GIÁO ÁN Teacher and Students' activities 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 2.Getting-started: New words Teacher use the things in the picture on page 6-7 to teach new words - Follow the seven steps of teaching vocabulary 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 you think they are talking about? - Play the recording and have students follow along ? Compare your answer with the information in the dialogue 1.a Find the words (1a P8) ? Work individually to find the words with the given meanings in the dialogue Content Find out famous dishes of some countries in the world Countries Dishes Viet Nam Thailand Japan The USA Mexico The UK Italy India I New words - prawn - celery - mayonnaise - versatile (n): (n): (n): (adj) tôm panda cần tây sốt ma-i-on-ne đa dụng 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) starter versatile drain peel chop combine THẦY CƠ XIN LH SO 0987556503 ĐỂ CĨ TRỌN BỘ GIÁO ÁN Teacher and Students' activities ? Quickly write the answer on the board 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.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 3.Doing: Matching (2 P8) ? Refer back to the warmer ? Look at the pictures and match the dishes with the pictures ? Pair compare - Play the audio for students to check and repeat the answers Discussion (3a P8) ? Work in pairs to discuss what country in the box is associated with each dish in - Check and confirm the correct answers Fill in each blank with the name of a dish (3b P8) ? Complete the sentences with the name of the dishes Content 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) Nick's mum Because it's simple and delicious In the summer time They are versatile, and you can use lots of ingredients in a salad 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 Because he finds it difficult to wait for one hour III Practice Matching (2 P8) A Cobb salad C steak pie E lasagne rice G beef noodle soup Discussion (3a P8) A The USA C The UK E Italy G Viet Nam B sushi D fajitas F mango sticky H curry B Japan D The UK F Thailand H India Fill in each blank with the name of a dish (3b P8) lasagne curry steak pie Fajitas THẦY CÔ XIN LH SO 0987556503 ĐỂ CÓ TRỌN BỘ GIÁO ÁN Teacher and Students' activities in ? Write the answer on the board Food quiz (4 P8) ? Work in groups to the quiz Content sushi Food quiz (4 P8) Suggested answers beef prawn, potato cheese, butter, ice cream strawberry, lychee, cherry, promegranate broccoli, spinach, lettuce, celery, kohlrabi 4.Further practice: ? Recall some dishes 5.Production; ? Learn by heart new words ? Do exercises B1-3 P4-5 Learn by heart new words (workbook) Do exercises B1-3 P4-5 (workbook) Prepare: Unit 7: A closer Prepare: Unit 7: A closer look look -0@0 -WEEK:20 Preparing date: Period: 56 Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 2: A closer look 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 Skills: Practicing skills Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way - Ss are interested in doing exercises 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 THẦY CƠ XIN LH SO 0987556503 ĐỂ CĨ TRỌN BỘ GIÁO ÁN 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: Teacher and Students' Content activities 1.Warmer: Word webs Word webs - Elicits the topic from students * Suggested answer: ? Work in two teams Dishes: Cobb salad, sushi, steak pie, ? Brainstorm all the words fajitas, lasagne, mango sticky rice, beef related to the topic: dishes and noodle soup, curry preparing/ cooking Preparing and cooking:wash, boil, - Encourage them to call out as combine, chop, peel, drain, mix, add many words as possible 2.Vocabulary: I New words - Teacher use the pictures in on - whisk (v): đánh (trứng) page to teach vocabulary - grate (v): nạo (situation, realia) - spinkle (v): rắc - Follow the seven steps of - manirate (v) ướp teaching vocabulary - spread (v): phết - simmer (v): om - paster (n): mì ống, mì sợi - batter (n): bột (nhão) làm bánh II Vocabulary Matching (1 P9) Matching (1 P9) ? Match the verbs in the box with A chop B slice the pictures C grate D marinate E whisk F dip G sprinkle H spread Complete the sentences (2 P9) Complete the sentences (2 P9) ? Work in pairs chop, Slice grates, ? Use the correct form of the sprinkles verbs in to complete the Marinate whisk sentences Dip spread Matching (3 P9) Matching (3 P9) ? Run through all the cooking 1.g f verbs h c ? Read the definition and match a e a cooking verb in A with its d b definition in B ? Work individually 4.a Questions (4a P9) 4.a Questions (4a P9) ? Look at the picture and answer - tomato sauce, onion, cheese, apple, the two questions bacon, pizza base -> pizza THẦY CƠ XIN LH SO 0987556503 ĐỂ CĨ TRỌN BỘ GIÁO ÁN Teacher and Students' activities ? Pair compare - Elicit their answers ? Have you ever eaten or made a pizza? ? If so, you like the dish? ? Describe the process of making one briefly 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 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 Listen and draw or (5 P10) ? Listen to the conversations and draw correct symbol for the intonation of each sentence Content 4b Complete the instruction (4b P10) Chop Grate Spread Sprinkle Spread Bake 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 Listen and draw or (5 P10) THẦY CÔ XIN LH SO 0987556503 ĐỂ CÓ TRỌN BỘ GIÁO ÁN Teacher and Students' Content activities - Play the recording as many times as necessary ? Practice the conversations with a partner Complete the mini-dialogues Complete the mini-dialogues (6 P10) (6 P10) * Suggested answers: ? Work in pairs to complete the mini-dialogues with suitable statement questions You don't like paster?/ Don't like paster? - Call on some pairs to write their answers on the board Add some salt? - Give comment when needed ? Practice the dialogues using the correct intonation 4.Further practice: ? Recall some cooking verbs ? How is a statement question pronounced? 5.Production: ? Learn by heart new words Learn by heart new words ? Do exercises A1,2 P3 Do exercises A1,2 P3 (workbook) (workbook) Prepare: Unit 7: A closer look ? Prepare: Unit 7: A closer look -0@0 -WEEK:20 Preparing date: Period: 57 Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 3: A closer look I./ OBJECTIVE: - Grammar: Quatifiers, Modal verbs in conditional sentences type - Vocabulary: words related to dishes 1.Knowledge: conditional sentences type with modal verbs Skills: Practicing skills Attitude: - Ss are interested in using Quatifiers, Modal verbs in conditional sentences type - Positive about recipes and eating habits - Students know how to learn English in right way - Ss are interested in doing exercises Competences: - Co-operation - Self- study THẦY CÔ XIN LH SO 0987556503 ĐỂ CÓ TRỌN BỘ GIÁO ÁN - 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: Teacher’s and students’ activities Content 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: Ask Ss about the use of the four quantifiers Make any necessary comments Have Ss 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 Fill each blank with o, an, some, or any Key: 1.a a some some/any a some an any Some Match the food quantifiers with the nouns Some quantifiers can go with more than one noun Key: 1.a, g a 3.f,g 4.c 5.h b,d 7.e,f b Read the instructions to make a salad Fill each blank with a word/phrase in the box Key: 1.200grams an tablespoons teaspoon teaspoon some b Work in pairs Think about a simple salad Write the instructions on how to make it using the THẦY CƠ XIN LH SO 0987556503 ĐỂ CĨ TRỌN BỘ GIÁO ÁN Activity : Have Ss 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 : 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 : Have Ss read the two given sentences and answer the questions Elicit their answers and quantifiers and cooking verbs you have learnt Share the instructions with the whole class Vote for the best salad Modal verbs in conditional sentences type 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 Ifclause 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 instructions (necessity) If you feel unwell, you shouldn't eat fast food (advice) Key: I ability Advice If + S + V (present simple), s + can/must/may/might/should + V (infinitive) Match the first half of the sentence in A with the second half in B Key: THẦY CƠ XIN LH SO 0987556503 ĐỂ CĨ TRỌN BỘ GIÁO ÁN confirm the correct ones c e a b f d Ask them to give the standard form of What will you say in these conditional sentences type 1.T may call on one situations? Use suitable modal student to write the form on the board Now have verbs with conditional sentences Ss read the information and examples in the type grammar box Write the form of the examples on Example: the board: Your friend, Mai, is not good at cooking, but she wants to study abroad You think learning to cook is 4.Further practice: a good idea because she can cook for Activity herself when she's away from home Have Ss the exercise individually and then Give her some advice compare their answers in pairs Ask some Ss to —> If you want to study abroad, you read out loud the complete sentences should learn to cook Suggested answers: If you want to have good health, you must reduce the amount of salt in Activity your food Have Ss work in pairs to read the situations If my brother is hungry, he can and write appropriate //-sentences Call on some eat three bowls of rice Ss to write their sentences on the board Give You can take a cooking class if it necessary correction is at the weekend If time allows, organise a quick game Ss work If I eat this undercooked pork, I ỉn groups and write down two situations After may have a stomachache five minutes, have a representative from one You should whisk the eggs for 10 group stand up and read out one situation This minutes if you want a lighter cake student points at a random student in another group to give a conditional sentence type 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 5.Production: Copy the email onto exercise notebook -Prepare communication -0@0 -Kiểm tra ngày tháng năm 2018 …………………………………………………… …………………………………………………… …………………………………………………… THẦY CƠ XIN LH SO 0987556503 ĐỂ CĨ TRỌN BỘ GIÁO ÁN WEEK:21 Preparing date: Period: 58 Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 4: Communication 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 Skills: Practicing skills Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way - Ss are interested in doing exercises 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: Teacher’s and students’ activities 1.Warmer: Tell students in this lesson they will have the opportunity to learn how to cook one type of soup Go through that extra vocabulary with students If students not know any words in the Box Quickly teach it To teach the word shallot and cube teacher may draw the pictures on the board To teach other words use simple words, use simple explanations and examples to give definitions puree: make fruit or vegetables into a thick smooth sauce, usually in a blender garnish decorate of food with a small amount of another fruit tender so easy to chew my grandmother can only Content Look at the pictures Answer the questions puree: bột nhuyễn garnish Trình bày shallot củ hẹ cube hình lập tender phương pumpkin mềm leaves bí ngơ fibre pinch chất xơ stick Nhúm tay Bó, THẦY CƠ XIN LH SO 0987556503 ĐỂ CĨ TRỌN BỘ GIÁO ÁN eat beef if it is tender so my mother has to stew it from one hour Activity 1: - Have Ss look at the picture and answer the questions Quickly elicit their answers and write them on the board Do not confirm the correct answers now 2.Communication 1: Activity 2: - Have Ss look at the picture and answer the questions Quickly elicit their answers and write them on the board Do not confirm the correct answers now 2a Play the first part of the recording for Ss to check their answers Confirm the correct ones b Play the recording again for Ss to the exercise Have them compare their answers in pairs Call on two Ss to write their answers on the board Ask other Ss to correct these answers if needed Play the recording one more time for Ss to check their answers Audio script (part n Pumpkin soup is my family's favourite soup We usually have it for breakfast with some slices of bread It's quick and simple to cook The ingredients are: a kilo of pumpkin, two shallots, two sticks of celery, two tablespoons of butter, two tablespoons of fresh cream, and a pinch of salt Before cooking, peel the pumpkin and chop it into cubes Peel the shallots and slice them Next, wash the celery and remove the leaves 3.Communication 2:Activity 3: a+b Have Ss read the steps to cook the soup and try to rearrange the steps Ask some Ss to write their order on the board Play the recording for Ss to check their answers Ask Ss to comment on the orders on the board If there are any unclear points, play the recording a second time C Without playing the recording again, ask Ss about the benefits of the soup If Ss are not sure about any points play the recording again Have one student talk about the benefits 2a Now listen to the first part of a talk where Mi is presenting how to prepare the ingredients Check your answers Key: pumpkin, celery, shallots, butter, salt, cream 2b Listen to the first part of the talk again Fill each blank with a word/phrase Key: a kilo/one kilo two two sticks two tablespoons two tablespoons a pinch peel chop peel 10 slice 11 leaves 3a Read the steps to make the dish Rearrange them into the correct order 3a+b Key: 1.b e f c a d c Key: - a good source of fibre, minerals, and vitamins, especially vitamin A - improve your eyesight and protect yourself from certain cancers THẦY CƠ XIN LH SO 0987556503 ĐỂ CĨ TRỌN BỘ GIÁO ÁN Audio script (part 2): Here are the steps to make the soup: Heat the butter in a deep pan, add the shallots and celery and stir fry for a few minutes - Add the pumpkin and stir fry for a few more minutes - Add 750ml of water and a pinch of salt and cook until the pumpkin is tender Cool for 10 minutes - Purée the soup in a mixer until it is smooth - Add the cream and simmer for to minutes - For the finishing touch, garnish it with some celery leaves Pumpkin soup is very healthy It's a good source of fibre, minerals, and vitamins, especially vitamin A If you eat this soup regularly, you can improve your eyesight and protect yourself from certain cancers 4.Further practice:Activity 4: a Have Ss work in groups to discuss a dish they like Ss take notes of the ingredients, how to prepare the dish, and the steps to cook it on a big piece of paper Move around to provide any necessary help 4a Work in groups Choose a dish you like Discuss its ingredients, how to prepare it and the steps to cook it Write your ideas on a large sheet of paper Name of the dish: Ingredients: Preparation: Steps: Benefits of the dish: b Organise a gallery walk Move around to each group and listen to their presentation Vote for the best dish b Ask groups to stick their answers on the walls around the class Ask other Ss to move around to each group and listen to the group's presentation about the dish Have Ss vote for the best dish and explain the reasons 5.Production: - Write five sentences about your good friends -Prepare SKILLS -0@0 -WEEK:21 Preparing date: Period: 59 Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 5: Skills I./ OBJECTIVE: By the end of this Unit, students can: THẦY CƠ XIN LH SO 0987556503 ĐỂ CĨ TRỌN BỘ GIÁO ÁN • read for general and specific information about the eating habits of Japanese people • talk about the eating habits of Vietnamese people 1.Knowledge: Vocab: favourite dishes and recipes for dishes Skills: Practicing skills Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way - Ss are interested in doing exercises 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: Teacher’s and students’ activities Content 1.Warmer: Chatting 2.Reading: I- READING Activity 1: Work in pairs Answer the Have Ss work in pairs to discuss the questions questions Elicit their answers Because it is an open activity, Where the Thai people accept different answers live? What is their population? Suggested answers: Picture A: different types of sushi Picture B: miso soup Picture C: a bowl of rice Picture D: sliced cucumber/pickled cucumber Activity 2: Now read an article about Ask Ss to read the headings quickly Make sure Japanese eating habits Match the they understand the meaning of each heading headings (1-3) with the Now Ss read the paragraphs and match them with paragraphs (A-C) the headings Ask them to compare their answers raw food with a classmate Elicit their answers flavour sashimi THẦY CÔ XIN LH SO 0987556503 ĐỂ CÓ TRỌN BỘ GIÁO ÁN spicy Japanese horseradish vinegared rice pickled ginger arrangement significant feature staple Key: A B.2 C.1 Activity 3: Answer the questions Have Ss read the passage again to answer the questions Key: Ss can underline parts of the text that help them with1.the They like raw food and not use answers Ask Ss to compare their answers before giving sauces with a strong flavour the answers ton Ask them to give evidence when giving They cut fresh fish the answers Both can be served with soy sauce There are four (rice, soup, main dish, pickles) Rice is the staple food and is very nutritious Because the dishes are presented in different bowls and plates, and are arranged carefully according to a traditional pattern SPEAKING What is the most important feature of Vietnamese eating habits? What are the typical components 3.Speaking in a Vietnamese meal? This part helps Ss understand more about the What is the staple of our eating habits of Vietnamese people country? Have Ss work in groups to discuss the eating habits of Vietnamese people Ss use the questions How are the dishes arranged? Are there any other provided as cues Move around the class to characteristics of our eating habits provide help Ask the groups to organise their that you know? ideas to prepare for a short presentation Have one group of students 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 In general, Vietnamese Give additional comments people have healthy eating habits? THẦY CÔ XIN LH SO 0987556503 ĐỂ CÓ TRỌN BỘ GIÁO ÁN 6.Further practice: Reference for teachers (this note provides some general information; T can add more specific details^! to match the context of each area) Vietnamese eating habits Sashimi ăn truyền thống lâu đời người Nhật với thành phần loại hải sản tươi sống Vietnamese food is varied and distinctive It is considerably low fat and high in carbohydrates Traditional Vietnamese cooking usually uses fresh ingredients, little dairy and oil, and various herbs and vegetables Different sauces such as fish sauce, shrimp paste, and soya sauce are quite popular in various regions There is no concept of ‘courses’ in a Vietnamese meal A meal consists of various dishes: main dish (meat, fish, egg or tofu), vegetable, soup and rice Rice is the staple in Viet Nam In many families, people eat around a tray of food with a small bowl of fish sauce in the middle Around this bowl are the dishes If people place the food on a table, a similar arrangement is followed Dishes are served communally Usually there is a big dish/bowl of each dish, and people use chopsticks and spoons to get their share No In general, Vietnamese food is considered healthy and is popular in other countries 5.Production: - Write four sentences about your school.(answer these questions above -Prepare SKILLS -0@0 -WEEK:21 Preparing date: Period: 60 Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 6: Skills I./ OBJECTIVE: By the end of this Unit, students can: - listen for specific information about a traditional dish - write the recipe for a traditional dish 1.Knowledge: Vocab: favourite dishes and recipes for dishes Skills: Practicing skills Attitude: - Have good eating habits and lifestyle THẦY CƠ XIN LH SO 0987556503 ĐỂ CĨ TRỌN BỘ GIÁO ÁN - Positive about recipes and eating habits - Students know how to learn English in right way - Ss are interested in doing exercises Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes - Listen about Teen's eating habits and write about eating habits of a classmate 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: Teacher’s and students’ activities Content 1.Warmer: Chatting ? What did you have for your breakfast today? ? What you often eat? - Have ss the activitiy in pairs They ask each other questions to find out the differences between the two pictures - Elicit the answer from ss - Ask them to describe underlying meaning of the pictures 2.Listening Have Ss 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.Audio script: Tell Ss that they are going to listen to I- LISTENING Work in pairs One of you looks at picture A, and the other looks at picture B on page 17 Ask each other questions to find out the differences between your pictures A boy is eating chocolate On the table there are junk Picture foods A: such as crisps, a hamburger, soft drinks, and sweets The boy looks fat THẦY CÔ XIN LH SO 0987556503 ĐỂ CÓ TRỌN BỘ GIÁO ÁN two students talking about their eating habits Before listening, Ss read through the statements to make sure they understand them and to underline key words Play the recording for them to 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 confirm the answers for both and 3.WRITING 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 4.Further practice: 5a+b 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 A girl is having rice On the table we can see soup, Picture fish, vegetables, B: and watermelon The girl looks slim and fit They show the contrast Meanin between healthy eating g and unhealthy eating 4Teen Radio is asking two students about their eating habits Listen to what they say and decide if the statements are true (T) or false (F) Key: 1.T F 3.T F 5.T F Listen again and complete the complete the table Use no more than three words for each blank biscuits fried beef a banana hamburger crisps vegetables cereal slices of bread boiled egg 10 steamed fish WRITING Work in pairs Ask and answer questions about each other's eating habits Take notes of your partner's answers in the table Do you think your partner has healthy eating habits? Why/Why not? Is there anything he/she should change if he/she wants to be healthier? THẦY CÔ XIN LH SO 0987556503 ĐỂ CÓ TRỌN BỘ GIÁO ÁN 5a Write about your partner's eating habits Include information about his/her meals, your opinion about his/her eating habits and possible changes Sample writing: My friend, Trang, does not have healthy eating habits She sometimes skips breakfast When she has it, I she usually buys a hamburger and a soft drink from a café near our school For lunch, her favourite is fried ! rice and deepfried 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 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 b Exchange your work and give comments 5.Production: - Practise writing a webpage for your school  ... -Kiểm tra ngày tháng năm 20 18 …………………………………………………… …………………………………………………… …………………………………………………… THẦY CÔ XIN LH SO 0 987 556503 ĐỂ CÓ TRỌN BỘ GIÁO ÁN WEEK:21 Preparing date: Period: 58 Teaching date:... a dish (3b P8) lasagne curry steak pie Fajitas THẦY CÔ XIN LH SO 0 987 556503 ĐỂ CÓ TRỌN BỘ GIÁO ÁN Teacher and Students'' activities in ? Write the answer on the board Food quiz (4 P8) ? Work in... P8) starter versatile drain peel chop combine THẦY CÔ XIN LH SO 0 987 556503 ĐỂ CÓ TRỌN BỘ GIÁO ÁN Teacher and Students'' activities ? Quickly write the answer on the board 1.b Word webs (1b P8)