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Period 55 UNIT 7: RECIPES AND EATING HABITS Lesson 1: GETTING STARTED I OBJECTIVES: 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: a Vocabulary: lexical items related to making a prawn salad b Grammar: Giving instruction Competences: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for cooking for themselves and for their family II TEACHING AIDS Materials: Textbooks, plan Equipment: computer, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Warm up The main contents Aim: To attract Ss’ attention to the lesson and to lead in the new lesson Content: the following tasks and practise skills Organization Expected outcome T asks Ss some questions *Chatting Ss answer the questions - What did you eat yesterday? - What is your favourite food/ drink/ fruit? - Can you tell me some food and drink T introduces the lesson you know? Presentation Aim: Ss can know how to read some vocabulary words and its meaning about the ingredients of prawn salad and some verbs to prepare to cook the prawn salad Content: the following tasks and practise skills Organization Expected outcome T explains some vocabulary words Listen and read about the ingredients of prawn salad * The ingredients of prawn salad and some verbs to prepare to cook the prawns, salt, pepper, lemon juice, prawn salad mayonnaise, celery, spring onions Ss copy and repeat * Preparing and cooking: T lets Ss listen to the tape wash, boil, combine, add, mix, chop, Ss listen to the tape drain, peel T asks Ss to read the conversation in pairs Ss read the conversation in pairs Practice Aim: Help Ss interact a conversation about ways of preparing and making a prawn salad Content: the following tasks and practise skills Organization Expected outcome T asks Ss to answer the questions in c Answer the questions pairs without reading the dialogue Key: Nick’s mum again Because it’s simple and delicious Ss answer the questions in pairs In the summertime T calls some pairs read the answers They are versatile, and you can use And corrects and remarks lots of different ingredients in a salad Nick’s mum boils and drains the prawns Nick washes the celery, peels the prawns, and mixes the ingredients Mi washes the spring onions, chops the celery and spring onions, and mixes the ingredients Because he is finding it difficult to wait for one hour - Have Ss look at the pictures Tell Ss Write the name of each dish in the that in the box are some dishes from box under each picture different countries in the world Key: - Ask Ss to write these dishes under A Cobb salad the pictures, and then compare their B sushi answers in pairs Play the audio for Ss C steak pie to check and repeat the answers D fajitas E lasagne F mango sticky rice G beef noodle soup H curry - Have Ss work in pairs to discuss a In pairs, discuss which country what country in the box is associated from the box is associated with each with each dish in Check and con- dish in2 firm the correct answers Key: A The USA B Japan C The UK D Mexico E Italy F Thailand G Viet Nam H India - Tell Ss to complete the sentences b Fill each blank with the name of a with the names of the dishes in The dish in complete sentences will give Ss Key: information about these dishes Call Lasagne on two Ss to write their answers on curry the board steak pie Fajitas sushi Further practice Aim: Ss can present how to cook how to prawn salad Content: the following tasks and practise skills Organization Expected outcome T guides Ss to talk about cooking Eg: prawn salad Hi every one! I am going to talk about Ss talk how to cook how to prawn cooking prawn salad salad In order to cook prawn salad, we need T corrects and remarks the ingredients: prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions Now, I will teach you how to cook - wash the selery and spring onions - boil the prawn until they are pink - drain and peel them - chop the celery and spring onions - combine the prawn and celery in the bowl - Add two tablespoons of mayonnaise, half a pepper and some lemon juice - Mix all the ingredients well - Add the spring onion on top - cover the bowl and leave it in the fidge for an hour - serve them Guides for homework - Learn the vocabulary by heart - Talk how to cook how to prawn salad - Prepare: A closer look - Find Verbs for preparing and cooking foods - Find: kind of meat, foods which you have to peel, foods which are made from milk, fruits which are red, vegetables which are green Period 56 UNIT 7: RECIPES AND EATING HABITS Lesson 2: A CLOSER LOOK I OBJECTIVES: 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 Knowledge: a Vocabulary: words related to cooking verbs and making a pizza b Grammar: Imperative c Pronunciation: Tones in statements used as questions Competences: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for cooking for themselves and for their family II TEACHING AIDS Materials: Textbooks, plan Equipments: computer, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Warm up The main contents Aim: To attract Ss’ attention to the lesson and to lead in the new lesson Content: the following tasks and practise skills Organization Expected outcome + Groupwork: Find: - Divide the class into groups - Kind of meat: - Write kind of meat, foods which you - Foods which you have to peel: have to peel, foods which are made - Foods which are made from milk: from milk, fruits which are red, - Fruits which are red: vegetables which are green - Vegetables which are green: - Time: minutes - The group which write more right words is the winner Presentation Aim: Ss can know how to read some food preparation verbs and know its meaning Content: the following tasks and practise skills Organization Expected outcome T uses images in computer to explain I Vocabulary some vocabulary words by writing Write a food preparation verb from verbs under the pictures (Ex1) the box under each picture Ss copy and repeat Key: A chop B slice C grate D marinate E whisk F dip G sprinkle H spread Practice Aim: Help Ss use the verbs correctly to talk about food preparation Content: the following tasks and practise skills Organization Expected outcome T asks Ss to work individually to use Complete the sentences with the words in part to complete the correct form of the verbs in sentences and then compare their Key: answers with a classmate chop; Slice grates; sprinkles Ss work individually and then Marinate compare their answers with a whisk classmate Dip spread T has Ss explain the meaning of each verb in English or Vietnamese Correct Ss’explanations when needed - Have Ss this exercise Match each cooking verb in A with individually and then compare their its answers with a partner Check and definition in B confirm the correct answers Key: g f h c e a d B T asks Ss to look at the pictures and a Look at the pictures and answer: answer some questions T: What can you see in the pictures? Ss look at the pictures and answer S: tomato sauce, onion, cheese, apple, bacon, pizza base T: Do you know what dish these ingredients are used for? S: → pizza T: Have you ever eaten or made a pizza? S: Yes (no) T: Can you describe the process of making about pizza? S: … T asks Ss to complete the instructions b Complete the instructions below below with the verbs in part and with the verbs in1 and3 One verb is part used twice Ss complete the instructions Key: T corrects and remarks Chop Grate Spread Sprinkle Spread Bake II Pronunciation - Now have Ss read the information in Listen to the conversations Draw ↷ the REMEMBER! box Answer any or ⤻ at the end of each line Practise questions from Ss, and ensure that Ss the conversations with a partner understand the information Key: A: What we need to make a pizza? - Ask Ss to read through the three B: A pizza base, some cheese, some conversations Play the recording for bacon, an onion, and an apple ↷ Ss to draw appropriate arrows to A: An apple ⤻? indicate the intonation of each B: Yes, an apple ↷ sentence Have Ss compare their A: What’s for dinner ↷? answers in pairs B: We’re eating out tonight ↷ - Call on some pairs to read the A: We’re eating out ⤻? conversations out loud B: Right ↷ - Correct any mistakes 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 ↷ Work in pairs Complete the minidialogues with suitable statement questions Suggested answer: You don’t like pasta?/Don’t like pasta? Add some salt? Further practice Aim: Ss can practise the mini-dialogues using the correct intonation Content: the following tasks and practise skills Organization Expected outcome - Ask Ss to work in pairs to complete Practise the mini-dialogues using the the mini-dialogues with suitable correct intonation statement questions Call on some pairs to write their answers on the board Give comments when needed - Have Ss practise the mini-dialogues and act them out in front of the class with the correct intonation - Ask other Ss to comment Aim: Help Ss read the passage and exercise Content: the following tasks and practise skills Organization Expected outcome - Have Ss work individually to skimread the text to match the headings a Read the text and match the with the correct paragraphs headings with the correct They can compare their answers with paragraphs a partner Check answers as a class Key: C A D B - Ask Ss to read the text again carefully to decide whether the b Read the text again and decide statements are true (T) or false (F) whether the statements are true (T) - Tell them that they can underline the or false (F) sentences that have clues for their Key: T F F F T answers Have Ss compare their answers with a partner Check the answers as a class Ask Ss to explain the reasons why an answer is false Speaking Aim: Help Ss choose a job and give the reasons for the choice Content: the following tasks and practise skills Organization Expected outcome - This is an open speaking exercise Allow Ss time to get some ideas from Group word and presentation Unit 10 to 12, or to come up with Choose a dream job you would like some ideas of their own Ss can work to Say why you dream of doing in groups Have some Ss/groups come the job to the front to present their own choice and their reasons for the choice Listening Aim: Help Ss listen to a conversation and exercises Content: the following tasks and practise skills Organization Expected outcome - Firstly, ask Ss to read the questions a Listen to the interview and carefully Then play the recording Ss answer the questions listen and answer the questions Key: - Ask some Ss to give their answers a hotel receptionist Write Ss’ answers on the board two weeks - Have Ss read the sentences carefully b Listen again and complete the and try to complete them without sentences listening to the recording again Key: - Do not confirm any answers at this sociable stage Tell Ss that they are going to dealing with listen a second time to check the telephone manner answers for the questions Play the experience recording Ask some Ss to give night shifts answers Let Ss listen a third time if necessary to check their answers Confirm the correct answers as a class Writing Aim: Help Ss know how to express their opinion Content: the following tasks and practise skills Organization Expected outcome - Have Ss work in pairs to discuss the question Ask the pairs to brainstorm an outline of the main reasons why Over time, the popularity of they think their chosen job will be the different jobs may change In your most popular Have pairs the opinion, what job will be the most writing together T may read aloud popular in the next 10 years? one piece of writing and ask other Ss Write a paragraph of about 120 to comment T may also collect some words to express your opinion of the Ss’ paragraphs to correct at Remember to discuss why you think home so Sample writing: I think one of the most popular jobs in the future can be astronaut, the ‘ driver’ of expensive spacecrafts The first reason is many people are dreaming of flying into the space and are willing to pay for such ‘ trips’ if the costs are not as high as they are now In fact, this kind of space travel has attracted many world’s travel agencies to exploit, so hopefully it will be much cheaper to follow such journeys This also means the demand for spacecraft drivers will be increasing Secondly, astronauts will certainly be able to make a bundle and the opportunities for this job will be much higher Moreover, those astronauts will also have many chances to travel between planets, and enjoy the spectacular views from outside the Earth In short, because of the increasing demand for space travelling, the opportunities to earn money, and the interesting nature of the job, this job will likely be a favourite job for many people in very near future Guides for homework - Retell the main contents of the lesson - Review all knowledge you have learnt in English - Prepare: The second term test Period 86: REVISION FOR THE SECOND-TERM TEST I OBJECTIVES: By the end of the lesson, students can: Review the language they have studied and the skills they have practiced Knowledge: a Vocabulary: Review b Grammar: The past simple tense, Relative clause, Verb + to-infinitive/Verb + V-ing Competences: independent working, linguistic competence, cooperative learning and communicative competence Qualities: Students will be more responsible for and more aware of studying harder II TEACHING AIDS Materials: Textbooks, plan Equipment: computer, projector III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Warm up The main contents Aim: To warm up the class Content: the following tasks and practise skills Organization Expected outcome - Ask students to name some kinds of robots - What can robots in the future? Home robots doctor robots, teaching robots, space robots, worker robots Grammar Aim: Help Ss review structures they have learnt Content: the following tasks and practise skills Organization Expected outcome T asks Ss to retell the structure: the past simple tense Past simple tense Ss retell the structure: The past simple tense and give examples Form: S + had + PP T corrects and remarks Usage: The Past perfect is used to describe an action before a stated time in the past or an action that T asks Ss to retell the relative clause happened before another action in the Ss retell and give examples and past exercise: Relative clause (Where, when, who, which, that) Ex: Combine each pair of sentence T corrects and remarks to make a complete sentence using a relative pronoun Eg: A spacecraft is a vehicle It is used for travel into space → A spacecraft is a vehicle which is used for travel into space The International Space Station is a large spacecraft It was launched in 1988 → _ An astronomer is a scientist An astronomer studies the sun, the moon and other planets → A telescope is a piece of equipment Astronomers use it to observe stars → The place has a microgravity environment Astronauts live and conduct research here → Space tourism is becoming more and more popular It is space travel for recreational purposes → _ Key: The International Space Station is a large spacecraft which was launched in 1988 An astronomer is a scientist who studies the sun, the moon and other planets A telescope is a piece of equipment which astronomers use to observe stars The place where astronauts live and conduct research has a microgravity environment Space tourism which is space travel for recreational purposes is becoming more and more popular T asks Ss to retell the structure: Verb + to-infinitive/Verb + V-ing Verb + to-infinitive/Verb + V-ing Ss retell the structure: Verb + to-in- There are types: finitive/Verb + V-ing Verb + to-infinitive, Verb + V-ing, T corrects and remarks Verb + to-infinitive/V-ing with no change in meaning in each column, and a column for Verb + to- infinitive/V-ing with change in meaning Writing Aim: Help Ss review some writing topics Content: the following tasks and practise skills Organization Expected outcome T retells some writing topics and guides how to write Topic 1: Ss copy Writing a short paragraph using advertising language Topic 2: Writing about the roles of teenagers in the future Topic 3: writing about the qualities one needs to be to a certain job Speaking Aim: Help Ss review some sentences to prepare for the oral test Content: the following tasks and practise skills Organization T asks Ss to prepare: Introduce about Expected outcome yourself Ss Introduce about yourself T remarks Topic: T gives some questions for each unit talking about life on a space station Ss listen and remember describing the changing roles of schools T gives some topics for students to talking about choosing future jobs talk and guides how to talk and reasons for the choices Ss copy talking about the eating habits of Vietnamese people Guides for homework - The past simple tense, Relative clause, Verb + to-infinitive/Verb + V-ing - Prepare for the next lesson: Review for the second term test Period 103: REVIEW I OBJECTIVES: By the end of the lesson, Ss will be able to review the skills related to the topics that they have learnt among unit 10, 11 Knowledge: a Vocabulary: review vocabulary ralated to topic: eating habits, tourism, english in the world b Grammar: review: relative clause, article, conditional sentences type 1,2 Competences: independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of and be more responsiple for protecting the environment and the future means of transport and movement II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: During the lesson New lesson Teacher’s and students’ activities Warm up Contents Aim: To warm up the class Content: the following tasks and practise skills Organization Expected outcome T asks Ss to sing an English song Group word and presentation Ss sing an English song Vocabulary Aim: Help students review some vocabularies ralated to topic: eating habits, tourism, english in the world Content: the following tasks and practise skills Organization Expected outcome T asks Ss to exercise 3,4 page 5in exercise’s book T uses computer to 1-Vocabulary correct Topic: Unit 7: eating habits, Ss exercise individually (Ex 3,4/ page 5) T asks Ss to exercise 2,3,4,5,8 part B in unit in exercise’s book T uses Topic: Unit 8: tourism computer to correct (Ex 2,3,4,5,8 part B in unit 8) Ss exercise individually T asks Ss to exercise 1,2,3, part B in unit in exercise’s book T uses computer to correct Topic: English in the word Ss exercise individually Grammar (Ex 1, 2,3part B in unit 9) Aim: Review: the relative clause, article, conditional sentences type 1,2 Content: the following tasks and practise skills Organization Organization T asks Ss to give the usage of the relative clause I Relative clauses Ss it We use relative clauses to give extra T gives the comment information about something / someone or to identify which particular thing/ person we are talking about * Rules of using relative clauses - Which (for things and animals) - Who (for people) - Whom (for people as the object of the relative clause) - When (for time) - Where (for places) - Why (for reasons) - Whose (for possession) That (for people, things, animals and times) Eg: T asks Ss to exercise part: Test The book which I liked was the detective yourself in exercise’s book story individually, check their answers with a Exercise 8/ part: Test yourself in partner before giving the answers to exercise’s book Ss go to the board and write their answers if time allows T corrects on the computer II Articles: * A/An: Indefinite article T asks Ss to retell the use of the article - used before countable singular nouns Ss retell the use of the article and give - used to mean: (any, every) examples - used to talk about something that the listener or the reader doesn’t know about yet - used to describe what something or someone is - Whether we use “a”, “an” depends on the sound, not the spelling * The : definite article - When the listener or reader knows what the speaker or writer is talking about - When the speaker specifies what or who they are talking about - with things that are the only ones around us or that are unique - when we refer to the word around us or things that we all know about * Zero article - with plural or uncountable nouns when we are talking about things in general - with meals, months, days, and special times of the year - with most names of people and places (most countries, states, and cities) - with geographical areas, lakes, mountains and islands (Exercise 5/page in exercise’s book) T asks Ss to exercises 5/page in exercise’s book individually, check their answers with a partner before giving the answers to Ss go to the board and write their answers if time allows III Conditional sentences * Type 1: T asks Ss to retell the form of the If it rains tonight, I won’t go out conditional sentences type and type * Type and give examples - If there weren’t so many words, it Ss retell the form of the conditional would be easier for us to master it! sentences type and type and give examples Exercise: Using the given information, make conditional sentences with IF They are poor, so they can’t help us T asks Ss to exercise about → If they conditional sentences He doesn’t his homework He is Ss exercise always punished T corrects on the computer → If he He doesn’t have enough time He can’t help me → If he She doesn’t take any exercise, so she is overweight → If she He doesn’t have a bicycle, so he always goes to class late → He wouldn’t I am bad at English, so I can’t homework → I could He doesn’t practise speaking French, so he doesn’t speak it fluently → If he The meeting can be cancelled because it snows heavily → If it We don’t go because it will rain → If it 10 John is fat because he eats so many chips → If John * Keys If they weren’t poor, they could help us If he did his homework, he wouldn’t be punished If he had enough time, he could help me If she took some exercise, she wouldn’t be overweight He wouldn’t go to class late if he had a bicycle I could homework if I weren’t bad/ were good at English If he practised speaking French, he would speak it fluently If it didn’t snow heavily, the meeting couldn’t be cancelled If it didn’t rain, we would go 10 If John didn’t eat so many chips, he wouldn’t be fat Guides for homework - Review the articles, conditional sentence 1,2, relative clause Guide the way to part reading and listening - Prepare for the second-term test ... themselves and for family - Learn new words/ workbook: C Speaking - Prepare next lesson: Skills Period 59 UNIT 7: RECIPES AND EATING HABITS Lesson 5: SKILLS I OBJECTIVES: By the end of this Unit, students