Planning date: Week: Period: LESSON PLAN TIẾNG ANH FRIENDS PLUS UNIT 5: FOOD and HEALTH - LESSON 1: VOCABULARY FOOD I AIMS: Language contents: - Vocabulary: (n) lunchbox, vegetarian, pasta, vending machine, crisps, nuts, fizzy drink, yoghurt Knowledge: By the end of the lesson, my students will be able to I can talk about the food they like and dislike Skills: - Main skills : speaking and listening skills - Sub skills : reading and writing skills Attitude: be grateful for the food they eat and where it comes from Competences: - Talk about the food they like and dislike, using key phrases (for students with mid-level) - Talk about the good and bad things when having lunch at school (for students with high level) II TEACHER’S AND STUDENTS’ PREPARATIONS: Teacher: pictures, textbooks, power point slides, … Students: textbook, notebook III TECHNIQUES: Qs & As, games, visualize IV PROCEDURES: TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS I WARM-UP T- Ss - T / Ss - Ss / (5’) Game “HIDDEN PICTURES” - Divide the class into groups - Play the game in groups - There is a picture hidden behind some color - Each group will write down the food/ hexagons As you click the hexagons, the drink they remember image is slowly revealed and students must try to guess what it is Who raises their hands first - With one correct answer, students will get one point will get a chance to guess - The team with the most points at the end of the game wins - Show all the pictures again and asks students a question: “Among these kinds of food, which is your favorite?” - Students answer on their own II PRESENTATION T - Ss - T / Ss - Ss / Indiv (10’) Set context: - Call out some students to answer the - Some question “What is your favorite food?” students will answer the Question: question (talk about their favorite) - Listen to the teacher “What is your favorite food?” “Do you think it is good for your health or not?” “Do you think it is good for your health or not?” - Lead to the topic of the lesson – Food Teach new vocabulary: - Use pictures and explanation to present new - Look, listen and repeat in chorus and individuals New words: lunchbox (n) /ˈlʌntʃbɒks/ words - Ask students to practice their pronunciation vegetarian (n) /vedʒəˈteəriən/ drills pasta (n) /ˈpæstə/  New words: vending machine (n) /ˈvendɪŋ məʃiːn/ lunchbox (n) crisp (n) /krɪsp/ vegetarian (n) nut (n) /nʌt/ pasta (n) fizzy drink (n) /ˈfɪzi drɪŋk/ vending machine (n) crisps (n) yoghurt (n) /ˈjɒɡət/ (picture) nuts (n) - Answer individually fizzy drink (n) Question: yoghurt (n) “What is it?”  Vocabulary checking - Show pictures and ask students a question: “What is it?” III PRACTICE T - Ss - T/ S - S/ Indiv Activity 1: Look at the photos in School food Choose the correct words in the texts Listen and check your answers - Read out the introduction and ask students which lunches they like best - Do it as a race for the stronger classes Suggested answers - Read the texts and choose the correct 1) sandwich words, use dictionary to different food (if necessary) check 4) meat 7) beans - With weaker classes, students could 10) sweets 2) apple 3) juice 5) rice 6) chips 8) vegetables 9) rice 11) nuts 12) fizzy drinks - Play the audio for students to listen and check - Check that students understand all the foods and drill pronunciation of difficult words - Ask some pairs to report back to the class 13) egg 16) pasta - Listen and identify word stress then 19) soup note down the food work in pairs to the task 14) salad 17) chicken 15) bread 18) water - Discuss in pairs which meal they would most like to eat and why Optional activity: Vocabulary - Ask students to rank the foods in exercise 1, so is the food they like the most, and 19 the food they like the least - Put students into groups to compare their lists (Suggested answers) - Work individually - Compare the list with their friends, 1) meat 2) fizzy drinks …… 19) bread Activity 2: Read the Study Strategy Then copy and complete the word web with words in exercise Think of more words to add to the web - Introduce students how to organize and remember vocabulary - Invite some students to read the study strategy aloud - Draw / show the word web on the board / screen and bring students’ ideas together on the - Work in pairs to copy and complete board / screen the word web - Elicit more words and encourage students to - Answer in their own add more words to their own word web Suggested answers 1) vegetables: chips, salad, beans, carrot, spinach,… 2) fruit: apple, mango, orange, pineapple, … 3) snacks: nuts, crisps, sweets, popcorn,… 4) drinks: water, fizzy drinks, juice, milk, tea, … 5) meat: chicken, beef, pork, lamb,… Activity 3: PRONUNCIATION: Short and long vowels /ɪ/ and /iː/. Listen and repeat the words Then listen to six more words and complete the table Suggested answers - Play the audio of the first four words for - students to listen and identify the difference between the sound /ɪ/ and /iː/ Introduce students how to pronounce /ɪ/ and /iː/ Play the audio again, pausing after each word for students to repeat Play the next six words for students to listen and add them to the table Check answers with the class Then play the audio again, pausing after each word for students to repeat - Listen to the words to identify the sound - Listen again and repeat - Listen to the next words and complete the table - Check the answers with the teacher and repeat all the words again Activity 4: Watch or listen What food the students like? - Play the video / audio for students to complete the sentences - Ask students to check the answers in pairs - Check answers with the class Activity 5: Watch or listen again and complete the Key Phrases with examples that the students talk about - Allow students time to read through the gapped key phrases /ɪ/ : fish, fizzy, chicken, drink, chips /iː/ : beans, meat, cheese, eat, meal - Play the video or audio again - Check answers with the class - Watch or listen, note down each student’s favorite food - Check the answers in pairs - Check the answers with the teacher - Read the gapped key phrases silently and individually and guess the missing words - Watch or listen, identify word stress and pronunciation to complete the sentences - Watch or listen and complete the key phrases with examples that the students talk about (Suggested answers) 1) fish and chips 2) chicken salad 3) pasta 4) many school meals 5) chicken - Check the answers in pairs - Check the answers with the teacher IV PRODUCTION T - Ss - T/ S - S / Indiv Question: Make a survey (task 6/ p.63) - Divide the class into small groups (8 – 10 students / group) - Let students ask their friends a question, using - Work in groups to talk about food using Key Phrases “Do you like salad?  Yes I really like salad the food in the box or more words to their own - Present their surveys to the front  Hmm I really don’t like salad “Do you like….?” - Ask some students to present their group surveys and rank the food they like the most and the food they like the least V Homework V Homework (2’) - Give homework - Take notes - Learn by heart all the new words - Workbook: Exercises 1, page 36 - Prepare Lesson – Reading V REFLECTION: …………………………………………………………… ………….……………………………………………………………………… …………………………………………………………… ………….……………………………………………………………………… …………………………………………………………… ………….……………………………………………………………………… …………………………………………………………… ………….……………………………………………………………………… …………………………………………………………… ………….……………………………………………………………………… …………………………………………………………… ………….……………………………………………………………………… …………………………………………………………… ………….……………………………………………………………………… Planning date: Week: Period: LESSON PLAN TIẾNG ANH FRIENDS PLUS UNIT 5: FOOD and HEALTH - LESSON 2: READING SUMO WRESTLERS I AIMS: Language contents: - Vocabulary: (n) dessert, vitamin (v) weigh, train (adj) enormous Knowledge: By the end of the lesson, my students will be able to summarise a text Skills: - Main skills : reading and writing skills - Sub skills : listening and speaking skills Attitude: : be grateful for the food they eat and respect the Japanese tradition sport “sumo wrestling” and sumo wrestlers as well Competences: - know how to answer specific questions about the text - use vocabulary items related to the issue of passage II TEACHER’S AND STUDENTS’ PREPARATIONS: Teacher: pictures, textbooks, power point slides, … Students: textbook, notebook III TECHNIQUES: Qs & As, games, visualize IV PROCEDURES: TEACHER’S ACTIVITIES STUDENTS, ACTIVITIES CONTENTS I WARM-UP T- Ss - T / Ss - Ss / (5’) Game “BACK TO THE BOARD” - Divide the students into two groups - Listen to the instructions carefully - One player from each team comes to the front - Play the game in group of the class and stands with their back to the - Listen to their team’s mime or clues board Tell the two players that they are not and give the answer allowed to look at the board - Show the picture of a food / thing on the - The student who is able to give the board The students from each team must get correct will get points their player to say the word on the board - The team has the most points will win They can use mime or clues, but they must not use their own language II PRE-READING T - Ss - T / Ss - Ss / Indiv (10’) THINK (2’) - Show the picture of a sumo wrestler and ask students to work in groups to talk about the - Work in groups and talk about the question based on their background Question: question: knowledge “What does the man do?” “What does the man do?” “What you know about a sumo wrestler?” “What you know about a sumo wrestler?” - Go around for help if necessary Lead in: Look at the picture and listen to the Show the picture of a sumo wrestler and lead in teacher the lesson “Sumo wrestling originated in Japan Wrestlers win a fight by forcing their opponent to step outside the ring, or forcing them to touch the ground with any part of their body apart from their bottom or feet.” Activity: Guessing game (8’) - Work in groups, look at the pictures in student book and talk about some facts - Have students work in groups and discuss of the cruise ship (guessing the content some facts of the cruise ship - After discussing, students have to write of the text before reading) Read the sentences and write “TRUE” or “FALSE” at the end of each sentence in their book A sumo wrestler Sentences for group discussion: 1) Most sumo wrestlers weigh 190 kilos “TRUE” or “FALSE” at the end of each sentence 2) Sumo wrestlers start training early in the morning 3) They have a big breakfast 4) There’s a lot of fat in chankonabe 5) They sometimes eat sweet foods - Tell students “We will check the answers while we read the text Sumo style.” 10 for the class IV PRODUCTION T - Ss - T/ S - S / - For more speaking practice, get students to work in pairs and prepare their own menu, using different foods from pages 62 and 63 Eg: - Work in pairs - Monitor and help while they are working - Students can swap menus with another pair and practise ordering food again V Homework V Homework (2’) - Give homework - Take notes - Learn by heart all structures - Write the own menu V REFLECTION: …………………………………………………………… ………….…………………………………………………………………………… …………………………………………………………… ………….…………………………………………………………………………… …………………………………………………………… ………….…………………………………………………………………………… …………………………………………………………… ………….…………………………………………………………………………… …………………………………………………………… ………….…………………………………………………………………………… 42 …………………………………………………………… ………….…………………………………………………………………………… Planning date: Week: Period: LESSON PLAN TIẾNG ANH FRIENDS PLUS UNIT 5: FOOD AND HEALTH - LESSON 7: WRITING: A FOOD BLOG 43 I AIMS: - Vocabulary: revision Knowledge: By the end of the lesson, my students will be able to write a blog about food using sequencing words Skills: - Main skills : writing and reading skills - Sub skills : speaking and listening skills Attitude: loving cooking the food Competences: - Identify and know how to write a blog about food using sequencing words - Know how to skim and scan, write a short paragraph II TEACHER’S AND STUDENTS’ PREPARATIONS: Teacher: pictures, textbooks, power point slides, … Students: textbook, notebook III TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works IV PROCEDURES: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES I WARM-UP T- Ss - T / Ss - Ss / (5’) - T divides class into groups (5 -6 students) - Teacher shows series of pictures of food from many countries ( eg: Vietnamese food, Mexican food, ) - Teacher asks students to look at them and - Work in group of -6 - Watch it and write down as much as possible - Present their work 44 CONTENTS memorize - Then have them write all the food and where it is from - Listen to friends and teacher’s feedback Suggested answers: + Pancake ( Vietnamese food) + Pasta ( Italian food) II PRESENTATION T - Ss - T / Ss - Ss / Suggested answers:  Set context: - Ask the questions to the class and elicit answers from individual students - Encourage students to share their experiences with the class and ask more questions to encourage them to speak more Students' own answers - Answer the questions - Give more questions for the others - Check the answers with the class e.g "What things can you cook? What would you like to cook? Do you think it's important to learn how to cook?"  Activity 1: work in pairs - Have students read through the words in the glossary with the class and make sure students understand them - Read the blog and answer the questions - Find out which words in the THINK exercise are in the text 45 - Then Students read the blog and answer the questions - Compare their answers in pairs - Check answers with the class - Compare their answers in pairs - Check answers with the class Suggested answers She has egg salads Her favourite part of the meal is the dessert III PRACTICE T - Ss - T/ S - S/ Indiv  Activity : Complete the Key Phrases with - Have a look at the key phrases box - Read the text again (scan) words from the text - Teacher asks students to read the key phrases and complete them using words from Sally's blog - Read and complete the key phrases - Listen to friends and teacher’s feedback (Suggested answers) Simple, great yummy meal tomorrow - Check answers with the class and check that students understand all the key phrases  Activity 3: Look at the phrases in blue in the text Then underline the correct words - Have students focus attention on the words in blue in the blog - Look at the phrases in blue in the text - Discuss with the class what the words and phrases mean, and which two have the same meaning - Take notes - Read the sentences and choose the correct words - Teacher asks students to translate the words 46 (Suggested answers) Next and Then • Language point: Sequencing and phrases into their own language Then point out the commas after First, After that and Finally Activity 4: work in group - Focus on the pictures and ask: + What's Sally making? (Vietnamese Spring Rolls) - Teacher asks students to order the pictures and the sentences - Check the answers then ask students to complete the sentences with the correct ordering words - Check the answers by asking students to read out the completed recipe in the correct order (Suggested answers) a Then/ Next - - Work in group b First - c Finally - - Look at the picture and answer the question d Next/ Then - - Order the pictures and the sentences - Check the answers with the class *** Optional activity: writing Ask students to close their books Write the following gapped sentences on the board: (Suggested answers) some fruit 1_ 47 . it with sugar 3_. with ice cream Put students into pairs to complete the sentences from memory They can then check their answers in the blog Elicit that the verbs are all imperatives, and point out that we use imperatives to give instructions about cooking food Elicit some other possible imperatives for cooking instructions, e.g Add some sugar / salt, Stir for five minutes, Don't cook for too long Write these on the board to help students when they write their blogs 2_ - Work in pairs - Write the following gapped sentences on the board - Check the answers in the blog 48 Chop Cook Serve IV PRODUCTION T - Ss - T/ S - S / Indiv Activity 5: Use it - Follow the steps in the writing guide - Have students read the task with the class - Students answer the questions and plan their blog - Review Sally's blog again with the class and point out that the sequencing words are used at the beginning of each paragraph - Read the writing guide - Answer the questions and plan their blog - Read through the paragraph structure with the class - Write their blog - Remember to check grammar and spelling carefully - Students write their blog This can be set for homework - Remind students to check their grammar and spelling carefully (Suggested answers) Students' own answers V Homework V Homework (2’) - Give homework - Take notes - Learn by heart all structures - Workbook: Exercises page 41 - Write a description of your town or city V REFLECTION: …………………………………………………………… ………….…………………………………………………………………………… …………………………………………………………… ………….…………………………………………………………………………… 49 …………………………………………………………… ………….…………………………………………………………………………… …………………………………………………………… ………….…………………………………………………………………………… …………………………………………………………… ………….…………………………………………………………………………… 50 Planning date: Week: Period: LESSON PLAN TIẾNG ANH FRIENDS PLUS UNIT 5: FOOD and HEALTH - LESSON 8: SCIENCE - FOOD AND NUTRIENTS I AIMS: - Vocabulary: water, mineral, fat, protein, vitamin, disease, carbohydrate Knowledge: By the end of the lesson, my students will understand and talk about nutrients Skills: - Main skills : reading and speaking skills - Sub skills : writing and listening skills Attitude: love both English and Science Competences: - Identify and understand foods and nutrients - Know how to make healthy meals II TEACHER’S AND STUDENTS’ PREPARATIONS: Teacher: pictures, textbooks, power point slides, … Students: textbook, notebook III TECHNIQUES : Games, Self-Discover Learning, discussion, pairs and group works IV PROCEDURES: 51 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS I WARM-UP T- Ss - T / Ss - Ss / (7’) Game: “STOP THE BUS” - Divide the class into small groups of four - Take part in the activity - Gives students a beginning letter - Try to list out as many words as they can and say: “Stop the bus” when they finish - Correct students’ answers - Correct the answers with teacher - Listen to teacher Healthy fruits Letter “L” Letter “B” Lemons Letter “D” Dragon fruits Healthy foods Lettuce Bananas Bread/ burger Donut Meals of the day lunch Breakfas t/ brunch Dinner - Lead in the lesson II PRESENTATION T - Ss - T / Ss - Ss / Set context: (3’) Suggestion: - Point to the foods and fruits on - Answer the questions the screen and make questions for students to answer - Listen to teacher’s explanation - Elicit their ideas and teach the - Practice a long teacher and write down the word: Let students practice new word 1/ Why you think they are healthy? 2/ Why we should eat healthy food? nutrient (n) /ˈnuːtriənt/ a substance that is needed to keep people alive and to help people to grow pronounciutrient” • Activity 1: (5’) - Listen to teacher’s instructions - Instruct students how to look up the words in the dictionary - Work in pairs to look up the words Suggested answers - Check answers with class Protein Carbohydrates Vitamins - Have Students work in pairs to check the- Practice pronouncing the words meanings of the words 52 - Check answers-with the class and make sure - Work in pairs to complete the test that students-understand all the words - Model and drill-pronunciation - Ask students to read the test and complete it with the correct words - Listen to the audio and correct the test diseases Minerals fat fat Water - Play the audio for checking the answer III PRACTICE T - Ss - T/ S - S/ Indiv Activity 2: Read the text again Are the sentences True or False? (7’) - Instruct students how to this task Suggested answers - Listen to teacher’s instructions - Read the text again and decide if the - Have students read the text again and decide if sentences true or false the sentences true or false - Check answer with the class - Check answers with the class - Correct the false sentences or show the - Ask students to explain why the false evidence sentences are not correct Activity 3: Read the sentences and write the names of the food in the text (7’) - Instruct students how to this task - Let students work in pairs to read the sentences and write the names of the foods - Listen to teacher’s instructions - Work in pairs - Check answers with the class - Check answers with the class Activity 4: Look at the picture of the dinner plate What nutrients are there in the five food groups? (7’) False True False False True False Suggested answers butter olive oil milk beans chocolate - Look at the picture and listen to teacher 53 Suggested answers vitamins, minerals, water - Let students look at the picture and instruct them how to complete the task - Check students know the words for all the things on it - Let students say what nutrients are in each food group in pairs - Say the words for the things on the picture carbohydrates protein fat - Work in pairs to complete the task protein, minerals - Check answer with the class - Check answers with the class IV PRODUCTION T - Ss - T/ S - S / Indiv Activity 5: USE IT! (7’) - Ask two confident students to read out the example questions and answers - Elicit one or two more questions that students will need to ask, for example: “What carbohydrates you usually eat?”, “Do you eat meat or fish every day?” - Observe the class and support students when they need - Ask some students to show the class about their partner’s food and discuss how healthy it is - Volunteer to make an example - Listen to teacher and try to answer the questions - Work in pairs to ask and answer questions and complete the table - Draw a dinner plate for their partner - Volunteer to show their partner’s food and discuss with their classmate V Homework V Homework (2’) - Give homework - Take notes - Learn by heart all the new words - Prepare the next lesson “ Puzzles and games” V REFLECTION: 54 …………………………………………………………… ………….…………………………………………………………………………… …………………………………………………………… ………….…………………………………………………………………………… …………………………………………………………… ………….…………………………………………………………………………… …………………………………………………………… ………….…………………………………………………………………………… …………………………………………………………… ………….…………………………………………………………………………… 55 Planning date: Week: Period: LESSON PLAN TIẾNG ANH FRIENDS PLUS UNIT 5: FOOD and HEALTH - LESSON 9: PUZZLES AND GAMES I AIMS: - Vocabulary: revision Knowledge: By the end of the lesson, my students will be able to remember what they have learnt in Unit Skills: - Main skills : reading and speaking skills - Sub skills : writing and listening skills Attitude: Keen on studying English Competences: - Solve all games and puzzle individually and in group - Self – revise all the lessons that have learnt II TEACHER’S AND STUDENTS’ PREPARATIONS: 56 ... Discuss as a class if Aaron's meal is healthy or unhealthy - £2 .50 + £1.20 + £1.80 = ? ?5. 50 - His meal isn't very healthy Activity 5: - Students look at the dialogue again and complete the key... ………….…………………………………………………………………………… 27 28 Planning date: Week: Period: LESSON PLAN TIẾNG ANH FRIENDS PLUS UNIT 5: FOOD AND HEALTH - LESSON 5: LANGUAGE FOCUS Verb + -ing • Imperatives • should / shouldn't 29 I AIMS: - Vocabulary:... ………….……………………………………………………………………… Planning date: Week: Period: LESSON PLAN TIẾNG ANH FRIENDS PLUS UNIT 5: FOOD AND HEALTH - LESSON 3: LANGUAGE FOCUS 15 I AIMS: Language contents: - Vocabulary: revision - Patterns: • Countable