I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: Review
b. Grammar: Conditional sentences type 1with modal verbs
c. Skills: Sentences completion, matching words, completing the paragraph, matching two half sentences, answering, spoken interaction.
2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
3. Behavior : Ss will be more responsible for cooking for themselves and for their family
Week 19 – Period 55 Preparing date:. /./........ Teaching date:/../........ UNIT 7: RECIPES AND EATING HABITS Lesson 1: GETTING STARTED I. OBJECTIVES: 1. Knowledge: By the end of the lesson : - Listen and read Nick's mum and Mi's conversation for specific information about how to make a spawn salad. - Ss will be able to learn some more famous dishes of some countries in the world a. Vocabulary: prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions, wash, boil, combine, add, mix, chop, drain, peel b. Grammar: review c. Skills: listening and reading, reading and answering the questions, matching words with pictures, discussing, sentences completion, spoken interaction, playing games. 2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence. 3. Behavior : Ss will be more responsible for cooking for themselves and for their family. II. TEACHING AIDS 1. Teacher: Textbooks, computer, projector, plan. 2. Students: Textbooks. III. PROCEDURE 1. Checking: During the lesson 2. New lesson: Teacher’s and students’ activities The main contents 1. Warm up- 3’ a. Aim: Help Ss pay their attention to the lesson and to lead in the new lesson. b, Contents: Ss answer some questions about food and drink. c, Outcome: SS can know some names food and drink. d, Organization: T asks Ss some questions Ss answer the questions T introduces the lesson *Chatting. - What did you eat yesterday? - What is your favourite food/ drink/ fruit? - Can you tell me some food and drink you know? 2. Presentation- 8’ a. 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. b, Contents: Ss listen and read c, Outcome: 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. d, Organization: T explains some vocabulary words about the ingredients of prawn salad and some verbs to prepare to cook the prawn salad. Ss copy and repeat T lets Ss listen to the tape Ss listen to the tape. T asks Ss to read the conversation in pairs Ss read the conversation in pairs 1. Listen and read * The ingredients of prawn salad prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions * Preparing and cooking: wash, boil, combine, add, mix, chop, drain, peel 3. Practice- 20’ a. Aim: Help Ss interact a conversation about ways of preparing and making a prawn salad. b, Contents: Ss do the following tasks: + Answer the questions. + Write the name of each dish in the box under each picture. + In pairs, discuss which country from the box is associated with each dish in2. c, Outcome: SS can know ways of preparing and making a prawn salad. d, Organization: T asks Ss to answer the questions in pairs without reading the dialogue again. Ss answer the questions in pairs T calls some pairs read the answers And corrects and remarks - Have Ss look at the pictures. Tell Ss that in the box are some dishes from different countries in the world. - Ask Ss to write these dishes under the pictures, and then compare their answers in pairs. Play the audio for Ss to check and repeat the answers. - Have Ss work in pairs to discuss what country in the box is associated with each dish in 2. Check and confirm the correct answers. - Tell Ss to complete the sentences with the names of the dishes in 2. The complete sentences will give Ss information about these dishes. Call on two Ss to write their answers on the board. c. Answer the questions. Key: 1. Nick’s mum. 2. Because it’s simple and delicious. 3. In the summertime. 4. They are versatile, and you can use lots of different ingredients in a salad. 5. 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. 6. Because he is finding it difficult to wait for one hour 2. Write the name of each dish in the box under each picture. Key: A. Cobb salad B. sushi C. steak pie D. fajitas E. lasagna F. mango sticky rice G. beef noodle soup H. curry 3 a. In pairs, discuss which country from the box is associated with each dish in2. Key: A. The USA B. Japan C. The UK D. Mexico E. Italy F. Thailand G. Viet Nam H. India b. Fill each blank with the name of a dish in 2. Key: 1. Lasagne 2. curry 3. steak pie 4. Fajitas 5. sushi 4. Application- 11’ a. Aim: Ss can present how to cook prawn salad b, Contents: Ss present how to cook prawn salad. c, Outcome: SS can present how to cook prawn salad well. d, Organization: T guides Ss to talk about cooking prawn salad. Ss talk how to cook how to prawn salad T corrects and remarks Eg: Hi every one! I am going to talk about cooking prawn salad. In order to cook prawn salad, we need 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 3. Guides for homework – 3’ - Learn the vocabulary by heart - Talk how to cook how to prawn salad - Prepare: A closer look 1. - 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 ---------------------------------------------------------/ Week 19 – Period 56 Preparing date:. /./........ Teaching date:/../........ UNIT 7: RECIPES AND EATING HABITS Lesson 2: A CLOSER LOOK 1 I. OBJECTIVES: 1. Knowledge: a. Vocabulary: chop, slice, grate, marinate, whisk, dip, sprinkle, spread b. Grammar: Review c. Pronunciation: Tones in statements used as questions. d. Skills: Writing words under pictures, sentences completion, matching verbs with definition, completing instructions, listening and repeating, completing the conversation. 2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence. 3. Behavior : Ss will be more responsible for cooking for themselves and for their family. II. TEACHING AIDS 1. Teacher: Textbooks, computer, projector, plan. 2. Students: Textbooks. III. PROCEDURE 1. Checking: During the lesson 2. New lesson: Teacher’s and students’ activities The main contents 1. Warm up- 7’ a. Aim: Help Ss pay their attention to the lesson and to lead in the new lesson. b, Contents: Ss work in group and write kind of meat, foods which you have to peel, foods which are made from milk, fruits which are red, vegetables which are green c, Outcome: SS can attract to the lesson. d, Organization: + Groupwork: - Divide the class into 5 groups - Write kind of meat, foods which you have to peel, foods which are made from milk, fruits which are red, vegetables which are green - Time: 3 minutes - The group which write more right words is the winner. Find: - Kind of meat: - Foods which you have to peel: - Foods which are made from milk: - Fruits which are red: - Vegetables which are green: 2. Presentation- 8’ a. Aim: Help Ss can know how to read some food preparation verbs and know its meaning. b, Contents: Ss learn some vocabularies. c, Outcome: SS can know how to read some food preparation verbs and know its meaning. d, Organization: T uses images in computer to explain some vocabulary words by writing verbs under the pictures (Ex1) Ss copy and repeat I. Vocabulary 1. Write a food preparation verb from the box under each picture. Key: A. chop B. slice C. grate D. marinate E. whisk F. dip G. sprinkle H. spread 3. Practice- 18’ a. Aim: Help Ss use the verbs correctly to talk about food preparation. b, Contents: Ss practice doing the following tasks and learn tones in statements used as questions. + Complete the sentences with the correct form of the verbs in1. + Match each cooking verb in A with its definition in B. + Complete the instructions below with the verbs in1 and3. One verb is used twice. c, Outcome: SS can use the verbs correctly to talk about food preparation. d, Organization: T asks Ss to work individually to use words in part 1 to complete the sentences and then compare their answers with a classmate. Ss work individually and then compare their answers with a classmate. T has Ss explain the meaning of each verb in English or Vietnamese. Correct Ss’ explanations when needed. - Have Ss do this exercise individually and then compare their answers with a partner. Check and confirm the correct answers. T asks Ss to look at the pictures and answer some questions Ss look at the pictures and answer. T asks Ss to complete the instructions below with the verbs in part 1 and part 3 Ss complete the instructions T corrects and remarks - Now have Ss read the information in the REMEMBER! box. Answer any questions from Ss, and ensure that Ss understand the information. - Ask Ss to read through the three conversations. Play the recording for Ss to draw appropriate arrows to indicate the intonation of each sentence. Have Ss compare their answers in pairs. - Call on some pairs to read the conversations out loud. - Correct any mistakes. 2. Complete the sentences with the correct form of the verbs in1. Key: 1. chop; Slice 2. grates; sprinkles 3. Marinate 4. whisk 5. Dip 6. spread 3. Match each cooking verb in A with its definition in B. Key: 1. g 2. f 3. h 4. c 5. e 6. a 7. d 8. B 4 a. Look at the pictures and answer: T: What can you see in the pictures? 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: . b. Complete the instructions below with the verbs in1 and3. One verb is used twice. Key: 1. Chop 2. Grate 3. Spread 4. Sprinkle 5. Spread 6. Bake II. Pronunciation 5. Listen to the conversations. Draw ↷ or ⤻ at the end of each line. Practise the conversations with a partner. Key: 1. A: What do we need to make a pizza? B: A pizza base, some cheese, some bacon, an onion, and an apple ↷. A: An apple ⤻? B: Yes, an apple ↷. 2. A: What’s for dinner ... mar : Quantifiers (review), Modal verbs in conditional sentences type 1 - Vocabulary : words related to recipes and eating habits. - Skills : Listening, speaking, reading, writing 2.Competences : develop the Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence. 3. Qualities : Ss will be more responsible for cooking for themselves and for their family. B. TEACHING AIDS : 1. Teacher: Textbooks, teaching plan, teacher’s book,. 2. Students: Text book, notebook. D. PROCEDURE : 1. Checking: During the lesson 2. New lesson: Teacher’s and students’ activities The main contents 1. Warm up 5’ a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson. b. Content : Ss ask and answer T’s questions c. Expected result: Ss can answer simple questions, and give some food and drink they know. d. Performance: - T asks some questions Ss answer the questions T introduces the lesson * Chatting. - What do you often do at home? - Do you help your mother cook for family? - What dishes do you know? - Can you tell me some dishes you know? - ... 2. Presentation 14’ a.Aim: Help Ss know some ingredients and preparation for pumpkin soup b. Content : Guess the name of the dish in the picture/ Listen and complete the ingredients and preparation for the pumpkin soup. c. Expected result: Ss can identify/listen the ingredientes pumpkin soup. d. Performance: T asks Ss to look at the picture and guess the name of the dish in the picture. Ss guess the name of the dish in the picture. T asks Ss to discuss to give the ingredients and preparations for the pumpkin soup. Ss discuss. T lets them listen and check. T asks Ss to listen and complete the ingredients and preparation for the pumpkin soup. Ss listen and complete T corrects and remarks T asks Ss to talk about the ingredients and preparations for the pumpkin soup: Pumpkin soup is my family’s favorite soup. The ingredients are:. Before cooking,.. Ss talk T corrects and remarks T gives extra vocabulary Ss copy and read 1. Pumpkin soup * Ingredients: - a kilo of pumpkin. - two shallots. - two sticks of celery - two tablespoons of butter - two tablespoons of fresh of cream - a pinch of salt * Preparation - peel the pumpkin - chop it into cubes - peel the shallots - slice them - Wash the celary and removes the leaves 2. Extra vocabulary - cube (n) - purée (v): make fruit or vegetables into a thick, smooth sauce, usually in a blender - garnish (v): decorate a dish of food with a small amount of another food - tender (adj): soft or easy to chew 3. Practice 15’ a.Aim: Help Ss listen to a talk about how to prepare the ingredients b. Content : Read the steps to make the dish. Rearrange them into the correct order. c. Expected result: Ss can identify the steps to make the soup. d. Performance: T asks Ss to read the steps to cook the soup and try to rearrange the steps Ss rearrange how to make the soup T lets them listen and corrects Ss practise to read the steps to cook the soup T lets them listen again and gives the benefits of this dish. Ss answer 3. The steps to make the soup: - Heat the butter in a deep pan, add shallots and celery and stir fry for a few minutes. - Add the pumpkin and stir fry for a few more minutes. - Add 750 ml of water and a pinch of salt and cook until the pumpkin is tender. Cool for 10 minutes. - Puree the soup in a mixer until it is smooth. - Add the cream and simmer for 2 to 3 minutes. - For the finishing touch, garnish it with some celery leaves. * The health benefits of this dish Key: - a good source of fibre, minerals, and vitamins, especially vitamin A - improve your eyesight and protect yourself from certain cancers 4. Application 9’ a.Aim: Help Ss know how to prepare ingredients and the steps to cook a dish b. Content : Discuss about their favourite dish: the ingredients, prepare and steps to cook it. c. Expected result: Ss can talk how to cook their favourite dish. d. Performance: T guides Ss to talk about cooking a dish they like in group Ss practise T asks 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. 4. How to cook a dish you like. Name of the dish: .. Ingredients: Preparation: . Steps: .. Benefits of the dish: .. 3. Guides for homework 1’ T advices Ss cook for themselves and for family - Learn new words/ workbook: C. Speaking - Prepare next lesson: Skills 1. Read about Japanese eating habits and answer the questions Discuss the eating habits of Vietnamese people: (feature, components, the dishes arranged.) ---------------------------------------------------------/ Week 20- Period 59 Preparing date:.././........ Teaching date:.././........ UNIT 7 : RECIPES & EATING HABITS Lesson 5: SKILLS 1 A. OBJECTIVES : 1. Knowledge : By the end of the lesson, Ss will be able to: - Read the article with specific information about the eating habits of Japanese people . - Talk about the eating habits of Vietnamese people. - Grammar : Conditional sentences type 1with modal verbs - Vocabulary : arrange, raw, component, well-balanced, longevity, lortion, horseradish, avocado, ginger. - Skills : answering the questions, matching the headings, Reading and answering, discussion, interviewing, spoken interaction, reporting 2.Competences development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence. 3. Qualities : Ss will be more responsible for cooking for themselves and for their family. B. TEACHING AIDS : 1. Teacher: Textbooks, teaching plan, teacher’s book,. 2. Students: Text book, notebook. C. PROCEDURE : 1. Checking: During the lesson 2. New lesson: Teacher’s and students’ activities The main contents 1. Warm up 5’ a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson. b. Content : Ss ask and answer T’s questions c. Expected result: Ss can answer simple questions, and give some dishes good for healthy. d. Performance: - Ask Ss some questions *Chatting. - How often do you cook meals? - What kind of food do you often cook? - Do you think your dishes are good for health? - Can you tell me some healthy food and unhealthy food? 2. Presentation 10’ a.Aim: Help Ss understand some words related to Japanese eating habits. b. Content : Learn some vocabularies and read an article about Japanese eating habits. Match the headings (1-3) with the paragraphs (A-C). c. Expected result: Ss can identify the headings of paragraphs. d. Performance: T asks some questions related to the dishes in the pictures in the book. (Picture A: different types of sushi Picture B: miso soup Picture C: a bowl of rice Picture D: sliced cucumber/pickled cucumber). Ss answer the questions T gives some vocabulary words Ss copy and read T asks Ss to read an article about Japanese eating habits Ss read and match the headings (1-3) with the paragraphs (A-C). T corrects and remarks I. Reading 1. Vocabulary arrange: raw: component: well-balanced: longevity: lortion: horseradish: avocado: ginger: 2. Now read an article about Japanese eating habits. Match the headings (1-3) with the paragraphs (A-C). Key: A. 3 B. 2 C. 1 3. Practice 15’ a.Aim: Ss can read for general and specific information about the eating habits of Japanese people and answer the questions. b. Content : Read the article again and answer the questions/ Discuss the eating habits of Vietnamese people. c. Expected result: Ss can know and understand the eating habits of Japanese people and of Vietnamese people. d. Performance: - Have Ss read the article 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 to T. Ask them to give evidence when giving the answers. - 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. 3. Read the article again and answer the questions. Key: 1. They like raw food and do not use sauces with a strong flavour. 2. They cut fresh fish. 3. Both can be served with soy sauce. 4. There are four (rice, miso soup, main dish(es), 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. II. Speaking 4. Discuss the eating habits of Vietnamese people. Eg: 1. have big dinner with at least 3 dishes and use many kinds of special sauces for each dish. 2. Rice is the typical components in a Vietnamese meal. 3. Rice is the staple. 4. ⇒ 5. Vegetable and soup are two dishes that always appear in a typical Vietnamese meal; after a meal, we usually eat fruit for desserts. 6. Yes, because we eat a lot of vegetables and fruits. 4. Application 13’ a.Aim: Ss can talk about the eating habits of Vietnamese people. b. Content : Present your group’s ideas about Vietnamese eating habits. c. Expected result: Ss can talk about the eating habits of Vietnamese people. d. Performance: - Have one group of Ss 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. * Present your group’s ideas about Vietnamese eating habits. Eg: Vietnamese food is varied and distinctive. 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. 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. Usually there is a bowl of each dish, and people use chopsticks and spoons to get their share. In general, Vietnamese food is considered healthy and is popular in other countries. 3. Guides for homework 2’ - Ask Ss: If you have chance to Japan, what dishes would you like to taste? T tells Ss to have good eating habits for the healthy – Find out some famous dishes of VN and how to cook them. - Prepare next lesson: Skills 2 Give opinion about eating habits.
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