Giáo án Tiếng Anh 7 - Period 15 đến period 15

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

• use the lexical items related to dishes, and ways of preparing and cooking food

• ask statement questions with the correct intonation

• use some quantifiers correctly

• write and use conditional sentences type 1 with modal verbs

• read for general and specific information about the eating habits of Japanese people

• talk about the eating habits of Vietnamese people

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

• write about the eating habits of a classmate

II . PREPARATION : sub -board, pictures, cassette

VOCABULARY

Different fishes

Wavs of preparing and cooking

PRONUNCIATION

Tones in statements used as questions

GRAMMAR

Quantifiers: review

Modal verbs in conditional sentences type I

SKILLS

Reading for general and specific information stout the eating habits of Japanese people - Taking about the eating habits of Vietnamese

Listening for detailed and specific information about teenagers' eating habits

Writing about the eating habits of a classmate

COMMUNICATION

Discussing the recipe for a dish

 

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ank 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 	3.f,g    4.c 
5.h    	6.    b,d 	7.e,f    8. b
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
 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    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.
III- Homework: 
Copy the email onto exercise notebook.
-Prepare communication
IV- COMMENTS:
Techniques
Classroom Management
Students’ Activities
Teacher’s Activities
T’s &Sts’ Teaching Time
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PERIOD 19/ WEEK 7 	Date of teaching: 6 /12 / 2016
UNIT 7 RECIPES AND EATING HABITS
Lesson 4 - COMMUNICATION
I.OBJECTIVES: 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
II . PREPARATION : sub -board, pictures, cassette 
III. TECHNIQUES: pair work, communicative approach.
III. PROCEDURES: 
Teacher’s and students’ activities 
 Content
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. 
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.
Activity 2: 
- 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.
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.
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.
Activity 3: 
3 a+b Have Ss read the steps to cook the soup and try to rearrange the steps. Ask some Ss to write their order on the board. Play the recording for Ss to check their answers. Ask Ss to comment on the orders on the board. If there are any unclear points, play the recording a second time.
C Without playing the recording again, ask Ss about the benefits of the soup. If Ss are not sure about any points play the recording again. Have one student talk about the benefits.
Audio script (part 2):    Here are the steps to make the soup:
Heat the butter in a deep pan, add the shallots and celery and stir fry for a few minutes.
-    Add the pumpkin and stir fry for a few more minutes.
-    Add 750ml of water and a pinch of salt and cook until the pumpkin is tender. Cool for 10 minutes.
-    Purée the soup in a mixer until it is smooth.
-    Add the cream and simmer for 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.
Activity 4: 
 a 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.
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.
1. 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
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
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
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.
III- Homework: 
- Write five sentences about your good friends. 
-Prepare SKILLS 1
IV- COMMENTS:
Techniques
Classroom Management
Students’ Activities
Teacher’s Activities
T’s &Sts’ Teaching Time
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PERIOD 12/ WEEK 4 	Date of teaching: 7 / 1 /2017
UNIT 7 RECIPES AND EATING HABITS
Lesson 5 – SKILLS 1
I.OBJECTIVES: 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
II . PREPARATION : sub -board, pictures, cassette 
III. TECHNIQUES: pair work, communicative approach.
III. PROCEDURES: 
Teacher’s and students’ activities 
 Content
READING
Activity 1: 
Have Ss work in pairs to discuss the questions. Elicit their answers. Because it is an open activity, accept different answers.
Activity 2: 
Ask Ss to read the headings quickly. Make sure they understand the meaning of each heading. Now Ss read the paragraphs and match them with the headings. Ask them to compare their answers with a classmate. Elicit their answers.
Activity 3: 
3 Have Ss read the passage again to answer the questions. 
Ss can underline parts of the text that help them with the 
answers. Ask Ss to compare their answers before giving 
the answers ton Ask them to give evidence when giving 
the answers.
Activity 4: 
Speaking
This part helps Ss understand more about the eating habits of Vietnamese people.
4    Have Ss work in groups to discuss the eating habits of Vietnamese people. Ss use the questions provided as cues. Move around the class to provide help. Ask the groups to organise their ideas to prepare for a short presentation.
5    Have one group of students act as examiners and other groups as competitors. The groups take turns to present their ideas. If there is not much time left, allow about two or three groups to present. Invite comments from the examiners. Give additional comments.
Reference for teachers (this note provides some general information; T can add more specific details^! to match the context of each area) Vietnamese eating habits
Sashimi là một món ăn truyền thống lâu đời của người Nhật với thành phần chính là các loại hải sản tươi sống.
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 phẩm thô biến
hương vị.
sashimi
vị cay
cải ngựa Nhật Bản
gạo dấm
gừng ngâm.
sắp xếp
tính năng quan trọng
kẹp giấy
Key:    A. 3    B.2    C.1
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. In general, do Vietnamese people have healthy eating habits?
1. Vietnamese food is varied and 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 quite popular in various regions. There is no concept of ‘courses’ in 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.
III- Homework: 
- Write four sentences about your school.(answer these questions above 
-Prepare SKILLS 2
IV- COMMENTS:
Techniques
Classroom Management
Students’ Activities
Teacher’s Activities
T’s &Sts’ Teaching Time
]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]
PERIOD 18/ WEEK 6 	Date of teaching: 12 /1 /2017
UNIT 7 RECIPES AND EATING HABITS
Lesson 6 – SKILLS 2
I.OBJECTIVES: By the end of this Unit, students can:
- listen for specific information about a traditional dish
- write the recipe for a traditional dish 
II . PREPARATION : sub -board, pictures, cassette 
III. TECHNIQUES: pair work, communicative approach.
III. PROCEDURES: 
Teacher’s and students’ activities 
 Content
LISTENING
Activity 1: 
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:
Activity 2: 
2    Tell Ss that they are going to listen to two students talking about their eating habits. Before listening, Ss read through the statements to make sure they understand them 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.
Activity 3: 
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.
Audio script: 
Nicolas: I don't have a proper breakfast. I never have time because I always get up late. Normally, my mum buys a packet of biscuits and I have some on the school bus. At lunchtime, I'm always hungry, so I have a hamburger, a packet of crisps, and a cola. I can easily get them at the school canteen. For dinner, I like fried beef, noodles, and eggs. I don't really eat vegetables because they aren't tasty..My mum says my eating habits are unhealthy. I'm thinking about changing them. If I continue eating like this, I may become overweight.
Maya: My brother doesn't have healthy eating habits, but I do. For breakfast, I usually have a bowl of cereal, a glass of milk, and a banana. It's important to start a new day with a good breakfast, so I tend to have nutritious things. I don't buy lunch at school; instead, I prepare my lunch box with two slices of bread, a boiled egg, and salad. Sometimes, my mum makes sushi for my lunch. In the evening, my mum and I cook dinner. My favourite is steamed fish. Lean grilled chicken is also a dish I like for dinner.
WRITING
Activity 4: 
4 Ask Ss to work in pairs. They ask and answer questions about each other's eating habits, and take notes of their partner's answers in the table.
After that give Ss a few minutes to read their notes again to answer the questions provided.
T should move around to give comments as there may not be enough time for checking with the whole class.
Activity 5: 
5a+b Ask Ss to write about their partner's eating habits. When they have finished, Ss exchange their writing to spot any mistakes. Have Ss share the mistakes with the whole class. T may collect some Ss' work to mark at home, or T may ask them to rewrite the exercise as homework. In this case, remember to ask for Ss' revised work in the next lesson.
I- LISTENING
1 Work in pairs. One of you looks at picture A, and the other looks at picture B on page 17. Ask each other questions to find out the differences between your pictures.
 Picture A:
A boy is eating chocolate. On
the table there are junk foods 
such as crisps, a hamburger, soft drinks, and sweets. The boy looks fat.
 Picture B:
A girl is having rice. On the table we can see soup, fish, vegetables,
and watermelon. The girl looks slim and fit.
Meaning
They show the contrast between healthy eating and unhealthy eating.
2 4Teen Radio is asking two students about their eating habits. Listen to what they say 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 
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 fish
WRITING
4 Work in pairs. Ask and answer questions about each other's eating habits. Take notes of your partner's answers in the table.
Do you think your partner has healthy eating habits? Why/Why not?
Is there anything he/she should change if he/she wants to be healthier?
5a Write about your partner's 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.
III- Homework: 
- Practise writing a webpage for your school. 
-Prepare LOOKING BACK
IV- COMMENTS:
Techniques
Classroom Management
Students’ Activities
Teacher’s Activities
T’s &Sts’ Teaching Time
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PERIOD 21 / WEEK 7 	Date of teaching: 14 / 1 / 17
UNIT 7 RECIPES AND EATING HABITS
Lesson 7 – LOOKING BACK
I.OBJECTIVES: 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.
II . PREPARATION : sub -board, pictures, cassette, charts
III. TECHNIQUES: pair work, communicative approach.
III. PROCEDURES: 
Teacher’s and students’ activities 
 Content
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.
 Vocabulary
Activity 1: 
Have Ss do this exercise individually and then compare their answers with a partner. Call on Ss to read out loud their answers.
Activity 2: 
2 Ask Ssto complete the words individually. Check Ss' answers as a class. If time allows, call on one or two Ss to write their answers on the board.
Activity 3.
3 Ask Ss to do this exercise individually. Have some Ss read out their answers. Confirm the correct ones.
Grammar
Activity4.
Have Ss do this exercise individually. Check the answers as a class. T may ask Ss to explain their choice
Activity5.
5 Ask Ss to write the sentences individually. Have two Ss write the sentences on the board. Ask other Ss to give comments. Correct the sentences if needed.
Communication
Activity 6. 
Have Ss rearrange the lines to make a complete conversation, first individually and then share their answers with a partner. Ask some pairs to read out loud the conversation.
Finished!
Ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice if necessary.
1 Match the words in A with their description or definition in B.
1. d 2. e 3. g 4. b 
5.a 6.cH 7. h 8. f 
2 Use the correct form of the words in brackets to finish the sentences.
Key:
A. steam B. deep-fry C stir fry 
D. bake E. roast F. grill
G. simmer H. stew
3 Fill each blank with a word/phrase in the box. There is one extra word.
Key:
1. hamburger 2.sushi
3. deep-fry 4. steam 5. stew
Grammar
4 Circle the correct answer.
Key:
slice    2.    sticks    3.    any-some   
 4.    bag    5.    clove    6.    bunch
5 Complete the sentences with your own ideas. Use the modal verbs provided.
Sample answers:
1.    If you keep eating fast food, you might become overweight.
2.    If you promise to finish your homework tonight, you can go to the cinema with your friend.
3.    He should eat less sweets if he doesn't want to have toothache.
4.    She must eat less rice and bread if she wants to lose weight.
5.    If you join this cooking lesson, you can cook many delicious dishes.
COMMUNICATION
6 Rearrange the lines to

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