Giáo án Tiếng Anh Khối 9 - Unit 7: Recipes and eating habits

WEEK:20	 	 Preparing date: 
Period: 55 	 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.Qualities:
Skills: Practicing skills
Attitude: - Positive about recipes and eating habits
 - Students know how to learn English in right way.
 - Ss are interested in doing exercises.
3. 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
Contents
ACTIVITY 1: Warm up (5’)
Brainstorming
Aims: help students have an overview about dishes and cuisines from different cutures
Contents:
Find out famous dishes of some countries in the world
Products:
Famous dishes from the coutries in the board.
Organization:
- 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
ACTIVITY 2. Knowledge Formation (17’)
Getting-started:
 Aims: provide sts neccesary words and structure for understanding and learning the conversation.
Contents: 
- new words from the conversation
- A/an, some/any
- Modal verbs in Conditional sentences type 1
Products:
- New words
- Usage of a/an/some/any
Organization:
New words
 Teacher use the things in the picture on page 6-7 to teach new words 
- Follow the seven steps of teaching vocabulary 
I. New words
- prawn
(n):
tôm sú
- celery
(n):
cần tây
- 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 do 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 2. versatile
3. drain 4. peel
5. chop 6. 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) 
1. Nick's mum.
2. Because it's simple and delicious.
3. 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.
ACTIVITY 3: PRACTICE (15’)
Aims: help sts have some concepts about famous dishes all over the world 
Contents:
- famous dishes
- words about food
Products:
- key to Practice 2, 3, 4/P8
Organization:	
1. Matching (2 P8)
? Refer back to the warmer
? Look at the pictures and match the dishes with the pictures.
? Pair compare
- Play the audio for students to check and repeat the answers.
III. Practice
1. Matching (2 P8)
A. Cobb salad B. sushi
C. steak pie D. fajitas
E. lasagne F. mango sticky 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 2.
- 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 2.
? Write the answer on the board
4. Food quiz (4 P8)
? Work in groups to do the quiz
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
ACTIVITY 4: Further practice (5’)
Aims: review and learn by heart at class some new words and structure.
Contents:
More speacial dishes from different area of Vietnam.
Products:
- Vietnamese specialities
Sts’s knowledge about food and articles
Organization:
? Recall some dishes
Homework:
Learn by heart new words
Do exercises B1-3 P4-5 (workbook)
Prepare: Unit 7: A closer look 1
Noodles in 3 main areas of Vietnam.
Vietnamese special food
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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. Qualities:
Skills: Practicing skills
 Attitude: - Positive about recipes and eating habits
 - Students know how to learn English in right way.
 - Ss are interested in doing exercises.
3. 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
ACTIVITY 1: WARM-UP (5’)
Word webs
Aims:- Elicits the topic from students
Contents: 
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
Product: all the words related to the topic: dishes and preparing/ cooking
Organization:
? 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
ACTIVITY 2: Vocabulary (15’)
Aims: help sts learn the words about cooking process and usage of those.
Contents: new words in A closer Look 1
Products:
Keys of A Closer Look 1
Organization:
- Teacher use the pictures in 1 on page 9 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 1 to complete the sentences.
2. Complete the sentences (2 P9)
1. chop, Slice 2. grates, sprinkles
3. Marinate 4. whisk
5. Dip 6. spread
3. Matching (3 P9)
? Run through all the cooking verbs.
? Read the definition and match a cooking verb in A with its definition in B.
? Work individually
3. Matching (3 P9)
1.g 2. f
3. h 4. c
5. e 6. a
7. d 8. 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, do 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)
1. Chop
2. Grate
3. Spread
4. Sprinkle
5. Spread
6. Bake
ACTIVITY 3: Pronunciation (15’)
Aims:
Concept of tone in statement used as questions
Contents: 
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.
Products:
Sts can read in correct innotation
Organization:
- 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.
- When we pronounce a statement question, our voice goes up at the end.
1. Listen and draw or 
(5 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.
1. Listen and draw or (5 P10)
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?
ACTIVITY 4: Further practice (5’)
Aims: 
- help sts use cooking verbs flexibly.
- practice speaking statement questions
Contents:
- cooking verbs in textbook
- questions from students
Products:
Sts can use cooking verbs have a clear concepts of intonation of statement questions.
Organization:
? Recall some cooking verbs.
?How is a statement question pronounced?
Teacher review the lesson and give homework.
Homework:
? Learn by heart new words
? Do exercises A1,2 P3 (workbook)
? Prepare: Unit 7: A closer look 2
a pinch of salt
a glass of beer
a slice of bread
a stick of cinnamon
a head of cabbage
a handfull of cherry tomatoes
ACTIVITY 5: Production (5’)
Aims: review the lesson
Contents: new words about cooking
Products: sts can speak statement questions correctly, can use more cooking verbs.
Organization:
Homework: 
Learn by heart new words
Do exercises A1,2 P3 (workbook)
Prepare: Unit 7: A closer look 2
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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. Qualities:
Skills: Practicing skills
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.
3. 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
Content
ACTIVITY 1: WARM-UP (5’)
Aims: review old lesson
Contents: 
Cooking verbs
Products:
 Check the old lesson 
Organization:
Teacher asks, sts answer
deep-fry (v) /diːp-fraɪ/: rán ngập mỡ
dip (v) /dɪp/	: nhúng
drain (v) /dreɪn/: làm ráo nước
garnish(v)/ˈɡɑːrnɪʃ/: trang trí (món ăn)
grate (v) /ɡreɪt/: nạo
grill (v) /ɡrɪl/: nướng
marinate (v) /ˈmærɪneɪt/: ướp
peel (v) /piːl/: gọt vỏ, bóc vỏ
purée (v) /ˈpjʊəreɪ/	: xay nhuyễn
roast (v) /rəʊst/: quay
ACTIVITY 2. Knowledge Formation 1 (10’)
Aims:
Help sts know about quantifiers
Contents:
a/an/some/any
Products:
Sts can use a/an/som/any exactly
Key to Task 1, P11
Organization:
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.
Task 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.
Task 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.
1 Fill each blank with a, 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 	3.f,g 4.c 
5.h 	6. b,d 	7.e,f 8. b
ACTIVITY 3. Knowledge Formation 2(10’)
Grammar 2:
Aims: learn about Conditional Sentences Types
Contents:
If + S + V (present simple), 
 s + can/must/may/might/should + V (infinitive).
Products: 
Key to Task 3, 4 P7
Organization:
Task 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.
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.
Task 4 : 
 Have Ss read the two given sentences and answer the questions. Elicit their answers and confirm the correct ones.
Ask them to give the standard form of conditional sentences type 1.T may call on one student to write the form on the board. Now have Ss read the information and examples in the grammar box. Write the form of the examples on the board:
3 Read the instructions to make a salad. Fill each blank with a word/phrase in the box.
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
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 may/might add chilly, (possibility)
If you don't want to get burnt, you must follow these safety instructions. (necessity)
If you feel unwell, you shouldn't eat fast food. (advice)
Key: I
1. ability 2. Advice
ACTIVITY 4:Further practice:
Aims: review Conditional sentences Type 1
Contents:
 If Clause: Present Simple
 Main Clause: may/might/could/should/can/will/would + V
Products:
- sts can make a Conditional Type 1 Sentence
- sts can put quantifiers in correct places
Organization:
Task 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.
Task 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.
Homework:
Copy the email onto exercise notebook.
-Prepare communication
5 Match the first half of the sentence in A with the second half in B.
Key: 1. c 
2. e 3. a 4. b 5. f 6. 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.
5. You should whisk the eggs for 10 minutes if you want a lighter cake.
Take note
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Kiểm tra ngày tháng năm 
 .
 ..
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 1.
2. Qualities:
Skills: Practicing skills
Attitude: - Positive about recipes and eating habits
 - Students know how to learn English in right way.
 - Ss are interested in doing exercises.
3. 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 
 Content
ACTIVITY 1: WARM-UP (5’)
Aims: make sts change the state from relaxation to concentration
Contents: Tell students in this lesson they will have the opportunity to learn how to cook one type of soup.
Go through that extra vocabulary with students. If students do not know any words in the Box. Quickly teach it. 
Products:
- the word shallot and cube
- Puree
- Garnish
- Tender
Organization:
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
Look at the pictures. Answer the questions.
puree:
garnish
shallot
cube 
tender
pumpkin
leaves
fibre
pinch 
stick 
bột nhuyễn
Trình bày
củ hẹ
hình lập phương
mềm
bí ngô
lá
chất xơ
Nhúm tay
Bó, cây
ACTIVITY 2: Communication 1 (15’)
Aims: 
Help Sts promote listening skill and vocab
Contents:
- The first part of a talk where Mi is presenting how to prepare the ingredients
Products:
Listening skill
Vocabulary
Organization:
Task 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.
Task 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.
2b 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.
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 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.
2a Now listen to the first part of a talk where Mi is presenting how to prepare the ingredients. Check your 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: 
1. a kilo/one kilo 2. two 
3. two sticks 4. two tablespoons 
5. two tablespoons 6. a pinch 
7. peel 8. chop 
9. peel 10. slice 
11 . leaves
ACTIVITY 3: Communication 2(10’)
Aims: 
To promote listening skill
To learn how to tell a procedure
Contents:
The second part of a talk where Mi is presenting how to prepare the ingredients
Products:
Key to task 3
Organization:
Task 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 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.
3a Read the steps to make the dish. Rearrange them into the correct order.
3a+b. Key:
 1.b 2. e 3. f 4. c 5. a 6. d
c. Key: - a good source of fibre, minerals, and vitamins, especially vitamin A.
- improve your eyesight and protect yourself from certain cancers
ACTIVITY 4: Further practice (10’)
Aims:
To promote speaking skill
To learn how tell a procedure
Contents:
Ingredients of some dishes
Products:
Fully practice of Task 4, Communication P8
Procedure of some dishes
Organization:
Task 4
4a Have Ss work in groups to discuss a dish 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.
4b 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.
Homework:
- Write five sentences about your good friends. 
-Prepare SKILLS 1
4a Work in groups. Choose a dish you like. Discuss its ingredients, how to prepare it and the steps to cook it. Write 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.
 Kiểm tra ngày tháng năm 
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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. Qualities:
Skills: Practicing skills
Attitude: - Positive about recipes and eating habits
 - Students know how to learn English in right way.
 - Ss are interested in doing exercises.
3. 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 
 Content
ACTIVITY 1: WARM-UP 
Aims: make sts change the state from relaxation to concentration
Contents: Tell students in this lesson they will have the opportunity to learn about speacialities all over the world
Products:
Dishes from some countries
Organization:
Chatting
ACTIVITY 2 : Reading
Aims: promote reading skills
Contents: 
Passage
Extra vocabulary with students. it. 
Products:
Key to Task 1,2,3 P14
Organization:
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 
the answers.
I- READING
Work in pairs. Answer the questions.
Where do the Thai people live?
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
thực