ANH 9 THÍ ĐIỂM KÌ II 2017

Teaching plan of New English School year: 2016 - 2017 Date of plan: 27/12/2016 WEEK 19 - Period 57: UNIT RECIPES AND EATING HABITS Lesson - GETTING STARTED A Objectives: Knowledge: By the end of this Unit, students will be able to: • Use some vocabularies and structures to talk about their favourite dishes and recipes for dishes Skills: Listening, speaking, reading, writing Attitude: - Ss are interested in new topic about eating habits Competences: - Co-operation - Self- study - Using language to exercises B Preparations: Teacher: Text book, laptop, projector Students: Text book, notebook,… C Procedures: I Organization: - Class 9C: Total: … Absentee: …………………… (Date of teaching: ……………) II Warm up and eliciting questions - Ask Ss to open their books and look at the picture and the phrase under GETTING STARTED Ask them some questions:  Ss answer questions as a class  Who can you see in the picture?  What is there on the table?  Where are the people?  What you think the people in the picture are talking about? - Have Ss answer the questions as a class, play the recording and have Ss follow along After that, Ss can compare their answers with the information in the dialogue and add some more details to their answers Teacher’s and students’ activities Content III New lesson I - Listen and read Vocabulary 1- Vocabulary T plays the recording again and has Ss ingredients Thành phần follow along prawn tôm T may ask Ss to find out some new words celery cần tây as they listen to the recording spring onion hành Then T helps Ss to practice some new mayonnaise loại xốt sánh mượt mai-o-ne words boil luộc drain để peel lột vỏ chop chặt 10 starving đói Kho : cook with sauce; Nướng : grill Quay : roast ; Rán, chiên : fry Xào, áp chảo : Saute ; Hầm, ninh : stew Practice Hấp : steam Task 1a : Material presentation Practice: - Have Ss work independently to find the words a Can you find a word that means: with the given meanings in the dialogue Allow Key: Ss to share their answers before asking them to starter versatile drain discuss as a class Remember to ask Ss to read peel chop combine out the lines in the dialogue that contain the words Quickly write the correct answers on the board Watch out! Have Ss look at the Watch out! box and quickly Look out! Teacher: Ms Nguyen Thi Lan Huong Chu Van An Secondary School Teaching plan of New English School year: 2016 - 2017 read the information If time allows, ask Ss to I can't wait to try it make some examples with the expressions Task 1b : Ask Ss to work in pairs and complete the word b Find all the words related to the topic of food webs Call on one pair to write their answers on in the conversation Put them in the word web the board Ingredients: salt, pepper, prawn, mayonnaise, lemon juice, celery, spring onions Preparing and cooking: wash, boil, combine, add, Task 1c : mix, drain, peel, chop Have Ss read the questions to make sure c Answer the questions they understand them Ask them firstly to answer the questions without reading the dialogue again Have Ss exchange their answers Nick's mum 2. Because it's simple and delicious with a classmate Now ask them to check their 3. In the summertime answers by reading the dialogue again Ask for 4. They are versatile, and you can use Ss'answers Then correct the answers lots of different ingredients in a salad T uses the desk-covering technique Nick's mum boils and drains the prawns + Six groups of students work in minutes Nick washes the celery, peels the prawns, Each member writes his/her answer on his/her and mixes the ingredients Mi washes the spring onions, chops the celery and spring square and the group’s answer in the middle of onions, and mixes the ingredients their sheet Because he is finding it difficult to wait + T collects two sheets to stick on the board for one hour for checking The left ones are exchanged among the groups + T remarks and corrects + S follow and copy down Use the words and phrases in the box to label Task : Have Ss look at the pictures Tell Ss that in the each picture A Cobb xà lách box are some dishes from different countries in A Cobb salad B sushi the world Ask Ss to match these dishes with the B sushi C bánh bít tết pictures, and then compare their answers in C steak pie D fajitas pairs Play the audio for Ss to check and repeat D fajitas E lasagne D mì ống Ý the answers F mango sticky rice F Xơi xồi Thái G beef noodle soup G phở bò H curry H cà ri Task 3: a Have Ss work in pairs to discuss what country Lasagna, Lasagne, số nhiều [lazaɲɲe]) in the box is associated with each dish in a In pairs, discuss which country from the box Check and confirm the correct answers is associated with each dish in Ss the task by themselves A The USA B Japan After that they swap their answers with a C The UK D Mexico partner E Italy F Thailand T corrects as a class G Viet Nam H India Then let them repeat the words/ phrases in chorus b Tell Ss to complete the sentences with the names of the dishes in The complete sentences b Fill each blank with the name of a dish will give Ss information about these dishes Call Lasagne curry steak pie on two Ss to write their answers on the board Fajitas sushi If time allows, T may organise a short activity to check Ss' short-term memory Have Ss close their books Point at each of Ss'answers on the board and quickly Ss have to call out the country where the dish comes from IV Production: Teacher: Ms Nguyen Thi Lan Huong Chu Van An Secondary School Teaching plan of New English School year: 2016 - 2017 Game: Ask Ss to work in groups to the quiz.The group which has the answers the fastest is invited to read out their answers Elicit feedback from other groups and ask them to add some other answers If there is some time left, have Ss work in their groups and write down a similar quiz Set a time limit of about five minutes When time is up, ask the first group to read out a question in their quiz Ss from other groups give the answer Other Ss decide if their answers are correct Continue the activity until all the groups have read out all of their questions or when time is up GAME: QUICK QUIZ FOOD QUIZ Name ONE kind of meat TWO foods which you have to peel THREE foods which are made from milk FOUR fruits which are red FIVE vegetables which are green Suggested answer: beef strawberry, lychee, cherry, pomegranate prawn, potato broccoli, spinach, lettuce, celery, kohlrabi cheese, butter, ice cream V Homework: -Practice reading the dialogue -Write new words then draw a picture next to the word -Prepare A CLOSER LOOK Reference: Món salad Cobb -món ăn salad vườn Mỹ- làm từ rau xanh xắt nhỏ rau trộn (rau diếp, cải xoong, xà lách), cà chua, thịt xơng khói giịn, ức gà luộc, nướng rang (nhưng không chiên), trứng luộc, bơ, hẹ, mát Roquefort, rượu vang đỏ giấm Một cách để nhớ thành phần sử dụng phương pháp nhớ EAT COBB: (Egg, Avocado, Tomato, Chicken, Onion, Bacon, Blue cheese) trứng, bơ, cà chua, gà, hành tây, Bacon, Blue cheese [2] -Sau thêm rau diếp Fajita ăn truyền thống đến từ đất nước Mexico, với hương vị đặc sắc khó tả Sự hịa quyện xốt Guacamole, blue cheese sauce, xốt Salsa nhân thịt độc đáo, bao bọc lớp vỏ bánh Tortillas mềm, xốp thơm lừng Lasagna, Lasagne, (phát âm [lazaɲɲa], số nhiều [lazaɲɲe]) loại mì ống phẳng, rộng (đơi có cạnh lượn sóng) Nó thường phục vụ dạng xếp lớp chồng lên xen kẽ với mát, nước sốt, thường thành phần khác thịt rau Như ăn chủ yếu Ý, Lasagna có nhiều biến thể Lasagne Verdi có nghĩa "màu xanh lasagne" mì ống Lasagna kết hợprau chân vịt nấu chín) [1] Mango Sticky Rice ăn tráng miệng u thích Thái Lan Cơng thức ăn đơn giản với nước cốt dừa, xơi, xồi WEEK 19 - Period 58: UNIT RECIPES AND EATING HABITS Lesson – A CLOSER LOOK Teacher: Ms Nguyen Thi Lan Huong Chu Van An Secondary School Teaching plan of New English School year: 2016 - 2017 A Objectives: - By the end of the lesson, students can ask statement questions with the correct intonation and they can use the lexical items related to dishes, and ways of preparing and cooking food Skills: develop students’ listening, speaking, reading and writing skills Attitude: Educate students to love cooking Competences: - Co-operation - Self- study - Using language to talk about recipes and eating habits B Preparations: Teacher: Text book, laptop, projector, speakers Students: Text book, notebook,… C Procedures: I Organization: - Class 9C: Total: … Absentee: …………………… (Date of teaching: ……………) Teacher’s activities Students’ activities II.Warm up (5'): Brainstorming - Divide the class into two teams - teams turn by turn go to board to write the - In minutes the team who is faster is the winner food they like to eat ( name/ ingredients/ how - Introduce the new lesson to prepare and cook: - Tell Ss that this lesson they are going to learn some + sample: similar verbs These will help them use the language Name: boiled egg correctly when they're talking about the recipe Ingredients: eggs How to prepare and cook: a sauce, water, eggs, a cook,… III.The new leson whisk (v): đánh trứng A.Vocabulary (20') slice (v): thái lát * Teaching vocabulary grate (v): nạo - Teacher use different techniques to teach vocabulary dip (v): nhúng (situation, realia) chop (v): chặt, cắt - Follow the seven steps of teaching vocabulary spread (v): phết * Checking vocab: Slap the board sprinkle (v) rắc marinate (v) ướp simmer (v) om stew (v) hầm - Repeat in chorus and individually - Copy all the words Write a food preparation verb from the box under -Complete the exercise individually each picture Key: - Have Ss look at the pictures in the book Make sure A Chop that they understand what to B Slice -Ss complete the exercise individually and then C grate compare their anwers with a partner D marinate -Call some Ss to give the answers E whisk - Write them on the board Confirm the correct F dip answers G sprinkle H spread Completet the sentences with the correct form of Ss work individually to the task the verbs in Some Ss may write the answers on the - The purpose of this exercise is to help Ss use the board verbs correctly to talk about food preparation Key: - Ask Ss to work in pairs to the exercise Check the chop; Slice whisk answers as a class If time allows, have Ss make grates; sprinkles Dip sentences Marinate spread Check their answers Match each cooking verb in A with its definition in Teacher: Ms Nguyen Thi Lan Huong Chu Van An Secondary School Teaching plan of New English School year: 2016 - 2017 B - Have Ss this exercise individually and then - Do the exercise individually compare their answers with a partner Key : - Check and confirm the correct answers g e - Have Ss give the Vietnamese translation of the words f a if needed h d c b 4.a/ What can you see in the pictures? Do you know what dish these ingredients are used for? - Ask Ss to answer the two questions Elicit their - Answer T’s questions answers Ask them if they have ever eaten or made a Key: pizza If Ss have eaten pizza, ask them if they like the tomato sauce, onion, cheese, apple, bacon, dish If they have made a pizza themselves, ask them pizza base —> pizza to describe the process of making one briefly b/ Complete the instructions below with the verbs in and One verb is used twice - Ss complete the instructions individually and - Have Ss complete the instructions individually and then compare their answers with a partner then compare their answers with a partner Check the Key: answers as a class Ask Ss who have not made a pizza Chop Grate Spread before if they can make a pizza themselves after Sprinkle Spread Bake heading the instructions B Pronunciation (15'') Tones in statements used as questions Explain to Ss the meaning of ‘statement’ (a telling - Listen to the teacher sentence that ends with a full stop) and ‘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 - Ss pay attention to the intonation of the STARTED which includes a statement question Ask sentences, then give comments Ss to pay attention to the intonation of the sentences Ask them to give comments Now have Ss read the information in the - Ss read the information in the REMEMBER! REMEMBER! box Answer any questions from Ss, box and ensure that Ss understand the information Listen to the conversations Draw or at the Some pairs listen and then practice reading the end of each line Practise the conversations with a conversations out loud partner A: What we need to make a pizza? - Play the recording for Ss to draw appropriate arrows B: A pizza base, some cheese, some bacon, to indicate the intonation of each sentence Have Ss an onion, and an apple compare their answers in pairs Correct any mistakes A: An apple? B: Yes, an apple A: What's for dinner? B: We're eating out tonight A: We're eating out? B: Right Work in pairs Complete the mini-dialogues with suitable statement questions a Ask Ss to work in pairs to complete the minidialogues with suitable statement questions Call on Teacher: Ms Nguyen Thi Lan Huong A: I can't eat this dish B: Why not? A: I'm allergic to prawns B: Allergic to prawns? A: Yes, my skin turns red when I eat them - Practice in pairs A: Let's have pasta tonight B: I don't like pasta Chu Van An Secondary School Teaching plan of New English School year: 2016 - 2017 some pairs to write their answers on the board Give comments when needed b Have Ss practise the dialogues and act them out in front of the class with the correct intonation Ask other Ss to comment If time allows, let Ss write their own dialogues with statement questions Suggested answer: You don't like pasta?/Don't like pasta? Add some salt? IV Consolidation (3') - Sum up the lesson A: You don't like pasta? B: No It makes me fat A: What should I next? B: Add some salt to the salad A: Add some salt? I thought you didn't like salty food B: But it's so tasteless - Answer teacher's questions - Say out the words V Homework (2') - Learn by heart all the new words - Guide ss how to Ex part A 1, (workbook) - Listen and take notes the assignments WEEK 19 - Period 59: UNIT RECIPES AND EATING HABITS Lesson – A CLOSER LOOK A Objectives: - By the end of this Unit, students can use some quantifiers correctly and write and use conditional sentences type with modal verbs Skills: develop students’ listening, speaking, reading and writing skills Attitude: Educate students to love cooking Competences: - Co-operation/ Self- study/ Using language to talk about recipes and eating habits B Preparations: Teacher: Text book, laptop, projector, speakers Students: Text book, notebook,… C Procedures: I Organization: - Class 9C: Total: … Absentee: …………………… (Date of teaching: ……………) Teacher’s activities Students’ activities II Warm up - 7' Ask students what a quantifier is, briefly explain to - Work into two teams to write down all them that quantifier is a word or phrase that expresses quantifiers that they know in two minutes the amount Tell students that they had already learnt - The winner in the team with has the most and know quite a few quantifiers Elicit examples answers from students T may organize a short warm-up activity with this content III New lesson: Grammar- 15' A/ Quantifiers Review Ss this exercise individually and then Fill each blank with a, an, some, or any compare their answers in pairs - Ask Ss about the use of the four quantifiers Make Key: any necessary comments 1.a a some - Tell Ss that when talking about recipes people some/any a some usually use food quantifiers and that the Look out! box an any some contains the most common ones Ss may also add some more food quantifiers - Have Ss read the information in the Look out! box they know to the list Explain any unclear points If time allows, ask Ss to give examples with the quantifiers Match the food quantifiers with the nouns Some Ss the exercise individually and then quantifiers can go with more than one noun compare their answers with a partner - Have Ss the exercise individually and then Key: Teacher: Ms Nguyen Thi Lan Huong Chu Van An Secondary School Teaching plan of New English School year: 2016 - 2017 compare their answers with a partner Remind them that some quantifiers can go with more than one noun Check the answers as a class Read the instructions to make a salad Fill each blank with a word/phrase in the box 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 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 - 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 B/ Modal verbs in conditional sentences type 1 Read these sentences from the conversation in GETTING STARTED Pay attention to the underlined part and answer the questions.(Ex4 P12) - 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 - Have Ss read the information and examples in the grammar box Write the form of the examples on the board: Example: - 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) Match the first half of the sentence in A with the second half in B Have Ss the exercise individually and then compare their answers in pairs Ask some Ss to read out loud the complete sentences Further practice - 5' (Ex6 P12) 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 in groups and write down two 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 Teacher: Ms Nguyen Thi Lan Huong 1.a, g 5.h a b,d 3.f,g 7.e,f 4.c b - 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 Key: 1.200grams an tablespoons teaspoon teaspoon Some - Ss work in pairs or groups, and think about a simple salad they know Together Ss write the instructions to make it - Some pairs/groups read aloud their instructions Other Ss listen, make comments, and vote for the best salad - Ss give the standard form and examples: + In conditional sentences type 1, we use a simple present tense in the If-clause and will + bare infinitive in the main clause Example: If you cut your finger, it will bleed - Ss give the form with modal verbs and examples: + 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 +> If + S + V (present simple), S + can/must/may/might/should + V (infinitive) - Do this exercise individually and then compare the answers with a classmate Key: c e a b f d What will you say in these situations? Use suitable modal verbs with conditional sentences type 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 Chu Van An Secondary School Teaching plan of New English School year: 2016 - 2017 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 —> If you want to study abroad, you should learn to cook Suggested answers: If you want to have good health, you must reduce the amount of salt in your food If my brother is hungry, he can eat three bowls of rice You can take a cooking class if it is at the weekend If I eat this undercooked pork, I may have a stomachache You should whisk the eggs for 10 minutes if you want a lighter cake IV Consolidation (3') ? When talking about food and recipes, what we use quantifiers for? Answer the teacher’s questions ? What we use modal verbs in conditional sentences type for? V Homework (2') ? Do Ex B4,5 (WB) - Listen and take notes the assignments ? Prepare: Unit 7: Communication January 3rd, 2017 Deputy Head’s Approval -Date of plan: 1/1/2017 WEEK 20 - Period 60: UNIT RECIPES AND EATING HABITS Lesson – COMMUNICATION A Objectives: - By the end of this Unit, students can talk about the eating habits of Vietnamese people and listen for detailed and specific information about teenagers' eating habits Skills: develop students’ listening, speaking, reading and writing skills Attitude: Educate students to love cooking Competences: - Co-operation/ Self- study/ Using language to talk about recipes and eating habits B Preparations: Teacher: Text book, laptop, projector, speakers Students: Text book, notebook,… C Procedures: I Organization: - Class 9C: Total: … Absentee: …………………… (Date of teaching: ……………) Teacher’s activities Students’ activities II Warm up - 5': Chatting - Have Ss look at the picture and answer the questions Quickly elicit their answers and write them on - Answer the questions the board Do not confirm the correct answers now - Introduce the new lesson: Tell students in this lesson they will have the opportunity to learn how to cook one type of soup III The new lesson * Teaching vocabulary - Go through that extra vocabulary with students If Practice vocabulary: students not know any words in the Box Quickly puree: bột nhuyễn teach it garnish Trình bày Teacher: Ms Nguyen Thi Lan Huong Chu Van An Secondary School Teaching plan of New English School year: 2016 - 2017 - To teach the word shallot and cube teacher may draw shallot củ hẹ the pictures on the board To teach other words use cube hình lập phương simple words, use simple explanations and examples tender mềm to give definitions pumpkin bí ngơ puree: make fruit or vegetables into a thick smooth leaves sauce, usually in a blender fibre chất xơ garnish: decorate of food with a small amount of pinch Nhúm tay another fruit stick Bó, Tender: soft or easy to chew (my grandmother can only eat beef if it is tender so my mother has to stew it from one hour.) * Checking vocab: Slap the board a/ Now listen to the first part of a talk where Mi is presenting how to prepare the ingredients Check - Work individually to listen to the first part of your answers the recording to check their answer: - Play the first part of the recording for Ss to check Key: pumpkin, celery, shallots, butter, salt, their answers Confirm the correct ones cream 2b Listen to the first part of the talk again Fill each - Pairs blank with a word/phrase Key: - Play the recording again for Ss to the exercise a kilo/one kilo two Have them compare their answers in pairs Call on two two sticks two tablespoons Ss to write their answers on the board Ask other Ss to two tablespoons a pinch correct these answers if needed Play the recording peel chop one more time for Ss to check their answers peel 10 slice 11 leaves Read the steps to make the dish Rearrange them into the correct order - Read and order a+b/ Have Ss read the steps to cook the soup and try to - Listen to the tape and check the answers rearrange the steps Ask some Ss to write their order Key: on the board Play the recording for Ss to check their 1.b e f c a d 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 Key: - a good source of fibre, minerals, and the benefits of the soup If Ss are not sure about any vitamins, especially vitamin A points play the recording again Have one student talk - improve your eyesight and protect yourself about the benefits from certain cancers Work in groups Choose a dish you like Discuss -Work in groups of ss in five minutes to its ingredients, how to prepare it and the steps to finish the task: cook it Write your ideas on a large sheet of paper 4a a Have Ss work in groups to discuss a dish they like Name of the dish: Ss take notes of the ingredients, how to prepare the Ingredients: dish, and the steps to cook it on a big piece of paper Preparation: Move around to provide any necessary help Steps: b Ask groups to stick their answers on the walls Benefits of the dish: around the class Ask other Ss to move around to each b Organise a gallery walk Move around to group and listen to the group's presentation about the each group and listen to their presentation dish Have Ss vote for the best dish and explain the Vote for the best dish reasons IV Consolidation (3') - Summary the lesson Answer V Homework (2') - Learn new words by heart - Listen and take notes the assignments - Do Ex B5,6 P WEEK 20 - Period 61: UNIT RECIPES AND EATING HABITS Lesson – SKILLS A Objectives: Teacher: Ms Nguyen Thi Lan Huong Chu Van An Secondary School Teaching plan of New English School year: 2016 - 2017 - By the end of this Unit, students can read for general and specific information about the eating habits of Japanese people and then talk about the eating habits of Vietnamese people Skills: develop students’ listening, speaking, reading and writing skills Attitude: Educate students to love cooking Competences: - Co-operation/ Self- study/ Using language to talk about recipes and eating habits B Preparations: Teacher: Text book, laptop, projector, speakers Students: Text book, notebook,… C Procedures: I Organization: - Class 9C: Total: … Absentee: …………………… (Date of teaching: ……………) Teacher’s activities Students’ activities II Warm up - 5': Picture cues - Have Ss work in pairs to discuss the questions Elicit Work in pairs Answer the questions their answers Because it is an open activity, accept Suggested answers: different answers Picture A: different types of sushi Questions: Picture B: miso soup What can you see in each picture? Picture C: a bowl of rice Have you ever tried the dishes in the pictures? Picture D: sliced cucumber/pickled cucumber If so, how did you find them? III The new lesson Practice vocabulary: * Teaching vocabulary raw food thực phẩm thô, - Teacher use different techniques to teach vocabulary chưa qua chế biến (situation, realia) flavour hương vị - Follow the seven steps of teaching vocabulary sashimi sashimi * Checking vocab: Slap the board spicy vị cay Japanese horseradish cải ngựa Nhật Bản vinegared rice gạo dấm pickled ginger gừng ngâm arrangement xếp significant feature tính quan trọng staple kẹp giấy * Reading: Now read an article about Japanese eating habits - Ss read the paragraphs and match them with Match the headings (1-3) with the paragraphs (A-C) the headings Then compare their answers with - Ask Ss to read the headings quickly Make sure they a classmate understand the meaning of each heading Key: A B.2 C.1 - Elicit their answers Answer the questions - Read and answer the qustions in pairs Ss can - Have Ss read the passage again to answer the underline parts of the text that help them with questions the answers, then compare their answers before Ask them to give evidence when giving the answers giving the answers Key: They like raw food and not use sauces with a strong flavour They cut fresh fish 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 - Ss use the questions provided as cues This part helps Ss understand more about the eating Vietnamese food is varied and distinctive It habits of Vietnamese people is considerably low fat and high in Have Ss work in groups to discuss the eating habits carbohydrates Teacher: Ms Nguyen Thi Lan Huong 10 Chu Van An Secondary School ... nghĩa "màu xanh lasagne" mì ống Lasagna kết hợprau chân vịt nấu chín) [1] Mango Sticky Rice ăn tráng miệng yêu thích Thái Lan Cơng thức ăn đơn giản với nước cốt dừa, xơi, xồi WEEK 19 - Period... assignments - Write again about your eating habits - Do Exs in WB January 9th, 2017 Deputy Head’s Approval Date of plan: 12/1 /2017 WEEK 21 - Period 63: UNIT RECIPES AND EATING HABITS Lesson – LOOKING... take notes the assignments January 23rd, 2017 Deputy Head’s Approval - Date of plan: 20/1 /2017 WEEK 23 - Period 69: UNIT TOURISM Lesson – SKILLS A Objectives: