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activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….. IV./.PROCEDURE:?[r]

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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 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:

Teacher and Students' activities Content 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

Countries Dishes

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

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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 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 versatile drain peel chop 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) Nick's mum

2 Because it's simple and delicious 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

1 Matching (2 P8)

A Cobb salad B sushi C steak pie D fajitas

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Teacher and Students' activities Content ? 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

- 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

? Write the answer on the board 4 Food quiz (4 P8)

? Work in groups to the quiz

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

1 lasagne curry steak pie Fajitas sushi

4 Food quiz (4 P8) Suggested answers beef

2 prawn, potato

3 cheese, butter, ice cream

4 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 (workbook)

Prepare: Unit 7: A closer look

Learn by heart new words

Do exercises B1-3 P4-5 (workbook) Prepare: Unit 7: A closer look

-0@0 -WEEK:20 Preparing date: Period: 56 Teaching date:

Unit 7: RECIPES AND EATING HABITS 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 2 Skills: Practicing skills

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Teacher and Students' activities Content 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 on page to teach vocabulary (situation, realia)

- Follow the seven steps of teaching vocabulary

I

New words

- whisk (v): đánh (trứng) - grate (v): nạo

- spinkle (v): rắc - manirate (v) ướp - spread (v): phết - simmer (v): om

- paster (n): mì ống, mì sợi

- batter (n): bột (nhão) làm bánh 1 Matching (1 P9)

? Match the verbs in the box with the pictures

II

Vocabulary

1 Matching (1 P9)

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 to complete the sentences

2 Complete the sentences (2 P9)

1 chop, Slice grates, sprinkles

3 Marinate whisk Dip spread 3 Matching (3 P9)

? Run through all the cooking verbs

3 Matching (3 P9)

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Teacher and Students' activities Content

? Read the definition and match a cooking verb in A with its definition in B

? Work individually

3 h c e a

7 d 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, 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) Chop

2 Grate Spread Sprinkle Spread 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

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Teacher and Students' activities Content

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?

4.Further practice:

? 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

Learn by heart new words

Do exercises A1,2 P3 (workbook) Prepare: Unit 7: A closer look

Unit 7: RECIPES AND EATING HABITS Lesson 3: A closer look 2

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

- Vocabulary: words related to dishes

1.Knowledge: conditional sentences type with modal verbs 2 Skills: Practicing skills

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

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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:

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

1 Fill each blank with o, an, some, or any.

Key:

1.a a

some

4 some/any a

some

7 an any

9 Some

2 Match the food quantifiers with the nouns Some quantifiers can go with more than one noun. Key:

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Activity :

2 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 confirm the correct ones

Ask them to give the standard form of

3 Read the instructions to make a salad Fill each blank with a word/phrase in the box.

Key:

1.200grams an

3 tablespoons teaspoon teaspoon 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

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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:

4.Further practice: Activity 5

5 Have Ss 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 two situations ỉ

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 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 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 e a b f 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

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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: 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

2 Skills: Practicing skills

Teacher’s and students’ activities Content

1.Warmer:

Tell students in this lesson they will have the

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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 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 1 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 questions. puree:

garnish shallot cube tender pumpkin leaves fibre pinch stick

b t nhuy nộ ễ Trình bày c hủ ẹ hình l p ậ phương m mề bí ngơ

ch t xấ Nhúm tay Bó,

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:

1 a kilo/one kilo two

3 two sticks two tablespoons

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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:

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

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

9 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

4a Work in groups Choose a dish you like Discuss its

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to prepare the dish, and the steps to cook it on a big piece of paper Move around to provide any necessary help

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

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.

5.Production:

- Write five sentences about your good friends -Prepare SKILLS 1

Unit 7: RECIPES AND EATING HABITS Lesson 5: Skills 1

• 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 2 Skills: Practicing skills

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2.Students: books, notebooks

Teacher’s and students’ activities Content 1.W armer: Chatting

2.Reading: Activity 1:

Have Ss work in pairs to discuss the questions Elicit their answers Because it is an open activity, accept different answers

Activity 2:

Ask Ss to read the headings quickly Make sure they understand the meaning of each heading Now Ss read the paragraphs and match them with the headings Ask them to compare their answers with a classmate Elicit their answers

Activity 3:

3 Have Ss read the passage 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 giving the answers ton Ask them to give evidence when giving

I- READING

Work in pairs Answer the questions.

1 Where the Thai people live?

2 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

2 Now read an article about Japanese eating habits Match the headings (1-3) with the paragraphs (A-C).

raw food flavour sashimi spicy Japanese horseradish vinegared rice pickled ginger. arrangement significant feature staple

th c ph m thôự ẩ bi nế

hương v ị sashimi v cayị

c i ng a Nh t ả ự ậ B nả

g o d mạ ấ g ng ngâm.ừ s p x pắ ế

tính quan tr ngọ

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the answers

3.

Speaking

This part helps Ss understand more about the eating habits of Vietnamese people

4 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

5 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 Give additional comments

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 m t ăn truy n th ng lâu đ i ộ ề ố c a ngủ ười Nh t v i thành ph n chínhậ ầ lo i h i s n tạ ả ả ươ ối s ng

3 Answer the questions. Key:

1 They like raw food and not use sauces with a strong flavour They cut fresh fish

3 Both can be served with soy sauce

4 There are four (rice, soup, main dish, 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 SPEAKING

1 What is the most important feature of Vietnamese eating habits?

2 What are the typical components in a Vietnamese meal?

3 What is the staple of our country?

4 How are the dishes arranged? Are there any other

characteristics of our eating habits that you know?

6 In general, Vietnamese people have healthy eating habits? 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

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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

4 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

5 No

6 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 2

Unit 7: RECIPES AND EATING HABITS Lesson 6: Skills 2

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 2 Skills: Practicing skills

3 Attitude: - Have good eating habits and lifestyle

- Positive about recipes and eating habits

- Listen about Teen's eating habits and write about eating habits of a classmate

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Teacher’s and students’ activities Content 1.W armer: 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

1 Have Ss dothis 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:

2 Tell Ss that they are going to listen to two students talking about their eating habits Before listening, Ss read through the statements to make sure they understand them

I- LISTENING

1 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.

Picture A:

A boy is eating chocolate On

the table there are junk foods

such as crisps, a hamburger, soft drinks, and sweets The boy looks fat

Picture B:

A girl is having rice On the table we can see soup, fish, vegetables, and watermelon The girl looks slim and fit Meanin

g

They show the contrast between healthy eating and unhealthy eating

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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

3 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.

3.

WRITING

4 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

5a+b Ask Ssto 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

and decide if the statements are true (T) or false (F).

Key:

2 1.T 2 F 3.T 4 F 5.T F 3. Listen again and complete

the complete the table Use no more than three words for each blank.

3 1

biscuits hamburger crisps

4 fried

beef vegetables cereal

7 a

banana slices of bread boiled egg

10 steamed fish

WRITING

4 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?

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exercise as homework In this case, remember

to ask for Ss' revised work in the next lesson 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 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 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 -Prepare LOOKING BACK

-0@0 -Kiểm tra ngày tháng năm 2018

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WEEK:22 Preparing date: Period: 61 Teaching date:

Unit 7: RECIPES AND EATING HABITS Lesson 7: Looking back and project

 remember and use what they have learnt during the unit to help them answer the questions so Ss can see how far they have progressed, and which areas they need further practice

 complete LOOKING BACK without referring to the previous sections in the unit Ss should se what they remember from the unit to complete this section  record their results for each exercise in the LOOKING BACK section in order to

complete the final Finished! Now you can. assessment and identify areas for review

1.Knowledge: Vocab: favourite dishes and recipes for dishes 2 Skills: Practicing skills

Teacher’s and students’ activities Content 1.Warmer: Encourage students not to refer

back to the unit Ask them to keep a record of their answers to each exercise so that they can use that information to complete the self-assessment box at the end of t he unit

2.Looking back:

Vocabulary Activity 1:

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compare their answers with a partner Call on Ss to read out loud their answers

Activity 2:

2 Ask Ssto 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

Activity 3.

3 Ask Ss to this exercise individually Have some Ss read out their answers Confirm the correct ones

Grammar Activity4.

Have Ss this exercise individually Check the answers as a class T may ask Ss to explain their choice

Activity5.

5 Ask Ss to write the sentences individually Have two Ss write the sentences on the board Ask other Ss to give comments Correct the sentences if needed

Communication

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

1 d e g b 5.a 6.cH h f

2 Use the correct form of the words in brackets to finish the sentences.

Key:

A steam B deep-fry C stir fry D bake E roast F grill G simmer H stew

3 Fill each blank with a

word/phrase in the box There is one extra word.

Key:

1 hamburger 2.sushi

3 deep-fry steam stew Grammar

4 Circle the correct answer. Key:

1 slice sticks any-some

bag clove bunch 5 Complete the sentences with your own ideas Use the modal verbs provided.

Sample answers:

1 If you keep eating fast food, you might become overweight If you promise to finish your homework tonight, you can go to the cinema with your friend

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Activity

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

you can cook many delicious dishes

COMMUNICATION

6 Rearrange the lines to make a complete conversation.

1 B E F I 5.A H J C G 10 D

3.Project:Have Ss work in groups of four or five They go to other classes and ask different Ss about their eating habits To reduce the workload, each student interviews three other Ss and records their answers in the table This should be done early in the unit

2 Group members meet together and organise the answers in the form of an answer to each question The following table can serve as an example This summarises the answers of 12 Ss (Ss work in groups of 4)

PROJECT

A survey on eating habits Work in groups Go to other classes and ask different students about their eating habits Write the students' answers in the table

1 How often you eat fast food?

S1 S2 S3 S4

2 How often you eat

homemade food?

3 How many meals you have per day? L Which meal is the most important to you?

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Their findings might look like this:

- Question 1: Of 12 students answered, only three usually eat fast food Four of them sometimes eat fast food, and five never have this kind of food

- Question 2:

3 Have groups present their findings to the class Finally, they conclude whether Ss at the school have healthy eating habits

4.Further practice: Finished!

Ask Ss to complete the self-assessment Identify any difficulties and weak areas and provide further practice if necessary

out?

6 What is your favourite dish?

2 Now work together again Analyse the answers you have got and organise them in the form of an answer to each question This could be done using a visual organiser such as a chart.

3 I n general, the

students at your school have healthy eating habits?

Present your group’s finding to the class

Finished!

 use lexical items related to dishes and ways of preparing and cooking some food

 ask statement questions with the correct intonation  use some quantifiers

correctly

 write and use conditional sentences type with modal verbs

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 read for general and specific  information about the eating

habits of Japanese people  talk about the eating habits

of Vietnamese people

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

5.Production:

- Practise exercises again

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