Giao an hoc ki 2 mau moi

WEEK:20
Period: 55

Preparing date:
Teaching date:

Unit 7: RECIPES AND EATING HABITS
Lesson 1 - 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
* Find out famous dishes of some world
countries in the world
Countries
Dishes
- Teacher elicits and write the name Viet Nam
of some countries on the board
Thailand
? Discuss and find out some famous Japan
or tradition dishes of these
The USA
countries
Mexico
- Have some students write the
The UK
dishes on the right corner of the
Italy
board
India
2.Getting-started:
I. New words
New words
- prawn
(n):

tôm panda
Teacher use the things in the - celery
(n):
cần tây


Teacher and Students' activities
picture on page 6-7 to teach new
words
- Follow the seven steps of teaching
vocabulary
Listen and read
? Cover the text and look at the
picture on page 6-7
? Who can you see in the picture?
? Where are they?
? What is there on the table?

- mayonnaise
- versatile

Content
(n):
sốt ma-i-on-ne
(adj) đa dụng

II. Listen and read

* Suggested answers:
- Mi, Nick and his mom.

- In the kitchen.
- prawn, celery, lemon. salt, pepper, mayonnaise,
knife, tablespoon.......
? What do you think they are - They are talking about how to make a salad.
talking about?
- Play the recording and have
students follow along.
? Compare your answer with the
information in the dialogue.
1.a. Find the words (1a P8)
1.a. Find the words (1a P8)
? Work individually to find the 1. starter
2. versatile
words with the given meanings in 3. drain
4. peel
the dialogue.
5. chop
6. combine
? Quickly write the answer on the
board.
1.b. Word webs (1b P8)
1.b. Word webs (1b P8)
? Work in pairs and complete the * Ingredients: prawn, celery, lemon. salt, pepper,
word webs.
mayonnaise, spring onion
- Call one pair to write their * Preparing and cooking: wash, boil, combine,
answers on the board.
chop, peel, drain, mix, add
? Add more if needed.
1.c. Answer the questions (1c P8)

1.c. Answer the questions (1c P8)
? Run through the questions.
1. Nick's mum.
- Make sure students understand 2. Because it's simple and delicious.
them.
3. In the summer time.
? First, answer the questions 4. They are versatile, and you can use lots of
without reading the dialogue again. ingredients in a salad.
? Exchange your answer with your 5. Nick's mum boils and drains the prawns, and
partner.
mixes the ingredients. Mi washes the spring onions,
? Read the dialogue again and chop the celery, peels the onions, and mix the
check.
ingredients.
6. Because he finds it difficult to wait for one hour.
3.Doing:
III. Practice
1. Matching (2 P8)
1. Matching (2 P8)
? Refer back to the warmer
A. Cobb salad
B. sushi
? Look at the pictures and match C. steak pie
D. fajitas
the dishes with the pictures.
E. lasagne
F. mango sticky


Teacher and Students' activities

? Pair compare
- Play the audio for students to
check and repeat the answers.
2. Discussion (3a P8)
? Work in pairs to discuss what
country in the box is associated
with each dish in 2.
- Check and confirm the correct
answers.
3. Fill in each blank with the
name of a dish. (3b P8)
? Complete the sentences with the
name of the dishes in 2.
? Write the answer on the board
4. Food quiz (4 P8)
? Work in groups to do the quiz

Content
rice
G. beef noodle soup

H. curry

2. Discussion (3a P8)
A. The USA
C. The UK
E. Italy
G. Viet Nam

B. Japan

D. The UK
F. Thailand
H. India

3. Fill in each blank with the name of a dish. (3b
P8)
1. lasagne
2. curry
3. steak pie
4. Fajitas
5. sushi
4. Food quiz (4 P8)
Suggested answers
1. beef
2. prawn, potato
3. cheese, butter, ice cream
4. strawberry, lychee, cherry, promegranate
5. broccoli, spinach, lettuce, celery, kohlrabi

4.Further practice:
? Recall some dishes
5.Production;
? Learn by heart new words
? Do exercises B1-3 P4-5 Learn by heart new words
(workbook)
Do exercises B1-3 P4-5 (workbook)
Prepare: Unit 7: A closer look 1
Prepare: Unit 7: A closer look 1

---------------------0@0-------------------WEEK:20

Period: 56

I./. OBJECTIVE: :

Preparing date:
Teaching date:

Unit 7: RECIPES AND EATING HABITS
Lesson 2: A closer look 1

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
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.Warmer: Word webs
Word webs
- Elicits the topic from students
* Suggested answer:
? Work in two teams
Dishes: Cobb salad, sushi, steak pie,
? Brainstorm all the words related to fajitas, lasagne, mango sticky rice, beef
the topic: dishes and preparing/ noodle soup,
curry
cooking
Preparing and cooking:wash, boil,
- Encourage them to call out as many combine, chop, peel, drain, mix, add
words as possible.
2.Vocabulary:
I. New words
- Teacher use the pictures in 1 on page - whisk
(v): đánh (trứng)
9 to teach vocabulary (situation, - grate
(v): nạo
realia)
- spinkle
(v): rắc
- Follow the seven steps of teaching

- manirate (v) ướp
vocabulary
(v): phết
- spread
(v): om
- simmer
(n): mì ống, mì sợi
- paster
(n): bột (nhão) làm bánh
- batter
II. Vocabulary
1. Matching (1 P9)
1. Matching (1 P9)
? Match the verbs in the box with the A. chop
B. slice
pictures.
C. grate
D. marinate
E. whisk
F. dip
G. sprinkle
H. spread
2. Complete the sentences (2 P9)
2. Complete the sentences (2 P9)
? Work in pairs.
1. chop, Slice
2. grates,
? Use the correct form of the verbs in sprinkles
1 to complete the sentences.
3. Marinate

4. whisk
5. Dip
6. spread
3. Matching (3 P9)
3. Matching (3 P9)
? Run through all the cooking verbs.
1.g
2. f


Teacher and Students' activities
? Read the definition and match a
cooking verb in A with its definition
in B.
? Work individually
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, do you like the dish?
? Describe the process of making one
briefly.
4b. Complete the instruction (4b
P10)
? Look at the pictures and complete
the instructions individually.
? Then compare the answer with a

partner.
- Check the answer as a class.
? Can you make a pizza after reading
the instructions.
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
1. Listen and draw
or
(5

Content
3. h
5. e

7. d

4. c
6. a
8. b

4.a. Questions (4a P9)
- tomato sauce, onion, cheese, apple,
bacon, pizza base -> pizza

4b. Complete the instruction (4b P10)
1. Chop
2. Grate
3. Spread
4. Sprinkle
5. Spread
6. Bake
III. Pronunciation
* Tone in statement used as questions
- A statement can be used as a question to
check that the information we have is
correct.

- When we pronounce a statement
question, our voice goes up at the end.
1. Listen and draw

or

(5 P10)

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 2. Complete the mini-dialogues (6 P10)
P10)
* Suggested answers:
? Work in pairs to complete the minidialogues with suitable statement
questions.
1. You don't like paster?/ Don't like
- Call on some pairs to write their paster?
answers on the board.
- Give comment when needed.
2. Add some salt?
? Practice the dialogues using the
correct intonation.
4.Further practice:
? Recall some cooking verbs.
? How is a statement question
pronounced?
5.Production:
? Learn by heart new words

Learn by heart new words
? Do exercises A1,2 P3 (workbook)
Do exercises A1,2 P3 (workbook)
? Prepare: Unit 7: A closer look 2
Prepare: Unit 7: A closer look 2
---------------------0@0-------------------WEEK:20
Preparing date:
Period: 57
Teaching date:

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

I./. OBJECTIVE: - Grammar: Quatifiers, Modal verbs in conditional sentences type 1
- Vocabulary: words related to dishes
1.Knowledge: conditional sentences type 1 with modal verbs
2. Skills: Practicing skills
3. Attitude: - Ss are interested in using Quatifiers, Modal verbs in conditional sentences
type 1
- 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’s and students’ activities
1.Warmer: Check the old lesson

Content

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 do
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
2. a
3.
some
4. some/any
5. a
6.
some
7. an
8. any
9. Some
2 Match the food quantifiers with
the nouns. Some quantifiers can
go with more than one noun.
Key:
1.a, g 2. a
5.h 6. b,d

3.f,g 4.c
7.e,f 8. b

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

Activity 2 :
2 Have Ss do 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 3 : 3 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.

Key:
1.200grams
2. an
3. tablespoons 4. teaspoon
5. teaspoon
6. 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

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.

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 Ifclause and will + bare infinitive in
the main clause. This is the
standard form.
Instead of will, we can use other
modal verbs such as can, must, may;
might or should in the main clause

to express ability, permission,
advice, possibilities, necessity, etc.
Example:
If you cut your finger, it will bleed.
(standard form)
If you finish your dinner, you can
watch TV. (permission)
She can learn to become a good
Activity 4 :
cook if she tries hard, (ability) if he
Have Ss read the two given sentences and
answer the questions. Elicit their answers and likes eating spicy food, he
may/might add chilly, (possibility)
confirm the correct ones.
If you don't want to get burnt, you
must follow these safety
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. 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 do 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
ỉn 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
sentence type 1 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 2. 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 2. e
d

3. a 4. b 5. f 6.

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.
5. You should whisk the eggs for

10 minutes if you want a lighter
cake.


5.Production:
Copy the email onto exercise notebook.
-Prepare communication
---------------------0@0-------------------Kiểm tra ngày

tháng

năm 2018

…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:21
Period: 58

Preparing date:
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 1.
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’s and students’ activities
1.Warmer:
Tell students in this lesson they will have the
opportunity to learn how to cook one type of

Content
Look at the pictures. Answer


soup.
Go through that extra vocabulary with
students. If students do 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:

the questions.
puree:
garnish
shallot
cube
tender
pumpkin
leaves
fibre
pinch
stick

bột nhuyễn
Trình bày
củ hẹ
hình lập
phương
mềm
bí ngơ
lá
chất xơ
Nhúm tay
Bó, cây

- 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.
2a Play the first part of the recording for Ss to
check their answers. Confirm the correct ones. 2a Now listen to the first part of
a talk where Mi is presenting
how to prepare the ingredients.
Check your answers.
b Play the recording again for Ss to do 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.

Key: 1. pumpkin, celery, shallots,

butter, salt, cream
2b Listen to the first part of the
talk again. Fill each blank with
a word/phrase.

Key:
Audio script (part 1 n Pumpkin soup is my
family's favourite soup. We usually have it for 1. a kilo/one kilo 2. two
4. two
breakfast with some slices of bread. It's quick 3. two sticks
tablespoons
and simple to cook.
5. two tablespoons 6. a pinch
7. peel
8. chop


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.

9. peel
11 . leaves

10. slice

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:

3a Read the steps to make the
dish. Rearrange them into the
correct order.

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 3a+b. Key:
to comment on the orders on the board. If
there are any unclear points, play the recording 1.b 2. e 3. f 4. c 5. a 6. d
a second time.
c. Key: - a good source of fibre,
minerals, and vitamins, especially
C Without playing the recording again, ask Ss
about the benefits of the soup. If Ss are not sure vitamin A.

about any points play the recording again. Have
- improve your eyesight and
one student talk about the benefits.
protect yourself from certain
Audio script (part 2): Here are the steps to cancers
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 2 to 3
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.
4a Work in groups. Choose a
4.Further practice:Activity 4:
dish you like. Discuss its
ingredients, how to prepare it
a Have Ss work in groups to discuss a dish
and the steps to cook it. Write
they like. Ss take notes of the ingredients, how


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

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
---------------------0@0-------------------WEEK:21
Preparing date:
Period: 59
Teaching date:

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

I./. OBJECTIVE: By the end of this Unit, students can:

• 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
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’s and students’ activities
1.Warmer: 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.

Content

I- READING
Work in pairs. Answer the
questions.
1. Where do 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

thực phẩm thô
biến
hương vị.
sashimi
vị cay
cải ngựa Nhật
Bản
gạo dấm
gừng ngâm.
sắp xếp
tính năng quan
trọng
kẹp giấy

Activity 3:
staple
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 Key:
givingA. 3 B.2 C.1

the answers ton Ask them to give evidence when giving


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.

3 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, 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?
5. Are there any other
characteristics of our eating habits
that you know?

6.Further practice:
Reference for teachers (this note provides
some general information; T can add more

6. In general, do Vietnamese
people have healthy eating habits?
specific details^! to match the context of
1. Vietnamese food is varied and
each area) Vietnamese eating habits
distinctive. It is considerably low
fat and high in carbohydrates.
2. 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
Sashimi là một món ăn truyền thống lâu đời quite popular in various regions.
của người Nhật với thành phần chính là các
There is no concept of ‘courses’ in
loại hải sản tươi sống.
a Vietnamese meal.
3. 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.
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
---------------------0@0-------------------WEEK:21
Preparing date:
Period: 60
Teaching date:

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
- 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
- Listen about Teen's eating habits and write about eating habits of a classmate.
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks


III./. TEACHING METHODS: Communicative approach, group Ss and T’s
activities, play as a character, teaching methods with game, teaching methods by
visual, teaching methods by practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher’s and students’ activities
1.Warmer: Chatting
? What did you have for your breakfast today?
? What do you often eat?
- Have ss do 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 do this activity in pairs. They ask
each other questions to find out the differences
between the two pictures. Elicit the answers

from Ss. Ask them to describe the underlying
meaning of the pictures.Audio script:

Content

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.
A
boy
is
eating
chocolate. On
the table there are junk
Picture foods
such as crisps, a
A:
hamburger, soft drinks,
and sweets. The boy
looks fat.
A girl is having rice. On
Picture the table we can see
soup, fish, vegetables,
B:
and watermelon. The
girl looks slim and fit.

Meanin They show the contrast
between healthy eating
g
and unhealthy eating.

2 Tell Ss that they are going to listen to
two students talking about their eating habits.
Before listening, Ss read through the 2 4Teen Radio is asking two
statements to make sure they understand them students about their eating
habits. Listen to what they say


and to underline key words. Play the recording
for them to do 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 .2
and 3.

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

Key:
2 1.T 2. F 3.T 4. F 5.T 6. F
3.
Listen again and complete
the complete the table. Use no
more than three words for
each blank.
3 1.
biscuits

2. hamburger 3. crisps

4. fried
beef

5. vegetables 6. cereal

7. a
banana

8. slices of
bread

9. boiled
egg

10.
steamed
4 Ask Ss to work in pairs. They ask and answer fish
questions about each other's eating habits, and

take notes of their partner's answers in the
table.
WRITING
3.WRITING

After that give Ss a few minutes to read their 4 Work in pairs. Ask and answer
notes again to answer the questions provided. questions about each other's
eating habits. Take notes of your
T should move around to give comments as partner's answers in the table.
there may not be enough time for checking
with the whole class.
Do you think your partner has
healthy eating habits? Why/Why
4.Further practice:
not?
5a+b Ask Ss to write about their partner's
eating habits. When they have finished, Ss
Is there anything he/she should
exchange their writing to spot any mistakes.
change if he/she wants to be
Have Ss share the mistakes with the whole
healthier?
class. T may collect some Ss' work to mark at
5a Write about your partner's
home, or T may ask them to rewrite the


exercise as homework. In this case, remember
to ask for Ss' revised work in the next lesson.

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

…………………………………………………….
……………………………………………………
……………………………………………………..


WEEK:22
Period: 61

Preparing date:
Teaching date:

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

I./. OBJECTIVE: By the end of this Unit, students can:
 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
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’s and students’ activities
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:

Content