Giáo Án PTNL

1.Warm up: Brainstorming

* Find out famous dishes of some countries in the world

- 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

2.Getting-started:

New words

Teacher use the things in the picture on page 6-7 to teach new words

I. 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?

? 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.

3.Doing:

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

4.Further practice:

? Recall some dishes

5.Production;

? Learn by heart new words

? Do exercises B1-3 P4-5 (workbook)

Prepare: Unit 7: A closer look 1

Learn by heart new words

Do exercises B1-3 P4-5 (workbook)

Prepare: Unit 7: A closer look 1

1.Warmer: Word webs

- Elicits the topic from students

? 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

2.Vocabulary:

- Teacher use the pictures in 1 on page 9 to teach vocabulary (situation, realia)

- Follow the seven steps of teaching vocabulary

I. New words

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.

3. Matching (3 P9)

1.g                                        2. f

3. h                                       4. c

5. e                                       6. a

7. d                                       8. 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.

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

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

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.

1. Listen and draw         or        (5 P10)

? Practice the conversations with a partner.

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?

4.Further practice:

? Recall some cooking verbs.

? How is a statement question pronounced?

5.Production:

? Learn by heart new words

? Do exercises A1,2 P3 (workbook)

? Prepare: Unit 7: A closer look 2

Learn by heart new words

Do exercises A1,2 P3 (workbook)

Prepare: Unit 7: A closer look 2

Teacher’s  and students’ activities

Content

1.Warmer: Check the old lesson

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   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  

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.

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.

Activity 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:

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).

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.

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.

Teacher’s  and students’ activities

    Content

1.Warmer:

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

Look at the pictures. Answer the questions.

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:

- 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.

3.Communication 2:Activity 3:

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