LESSON PLAN

Lecturer: Trần Thị Minh Châu

Faculty: English B
Material: Speakout Pre-Intermediate
Supplementary materials: Resource bank p169, language bank p138-139, Photo bank
p157, Ex6A a map of Colombia and photos of dishes mentioned in the text
(mondongo, peto)
Date: 22nd March, 2021
UNIT 6: FITNESS
Lesson 2: THE FUTURE OF FOOD
I. GOALS: - To provide student knowledge about food around the world.
- To familiarize students with using authentic listening materials
- To raise student awareness about informal language patterns
II. OBJECTIVES:
1. Knowledge
At the end of the lesson,
- To provide learners some language items in Unit 6.2
 For vocabulary, that is words and phrases related to food
 For pronunciation, that is intonation, certainty/uncertainty
 For grammar, that is the modal verbs: may, might, will
 For speaking, that is discussing about food preferences
 For listening, that is listen to a video interview with a food expert
 For writing, that is writing about food
- Students will get to know the topic and some words and phrases related to food and
health
- Students will finish further exercises given on the topic the future of food
2. Skills
- For all of students,
+ They’ll practice 4 skills with simple degree following form
- Speaking: Talking about how to be healthy and discuss about food preferences
- Listening: Listening for what to eat and how to eat well
- Writing: Write sentence structures and paragraph with topic related to food
3. Educational aims
+ They’ll build up their habit of thinking logically and guessing ability. They’ll practice
sentence analysis skimming for gist and scanning for details.
II, TEACHING AIDS
- Teacher: Slides on PowerPoint, Active Teach, textbook
- Students: textbook, workbook, pen, pencil…
III. PROCEDURE
Aim/skill Activity/Procedure time
Period 1: Warm up: lead into the topic . Ss think of the items of food /drink in as 10’
many different colours as possible. E.g: yellow: pepper, banana, apple,
Warm up peas, white: milk. Give them 3 minutes to make a list in pairs. Elicit the
and revise colours Ss through of on slide. Then elicit the name of food/drink to write
next to the correct colours. Alternatively, Ss take turns to say the words.
Read the words loud and emphasize the word stress and the
pronunciation.
Period 1: a. Aim: practise words related to food 35’
Presentatio b. Content: Work with a partner. Use the information in book or their
n own ideas to prepare a talk about how to eat food and what kind of food
they like.
c. Organization:
- Ask Ss to practice the conversation with their partner.
- Have Ss work in pairs; choose some kind of food and make a similar
conversation.
Ss use the food from the Warm up exercise and put it into the four
categories, e.g, fruit: apple. Give them 3’ to write their new lists and
other words they think of.
-Encourage Ss to add more words about food.
Ss compare their lists and then check them in the Photo bank. They
should add more words that they don’t know.
-Explain words about food in the photos. Ask: Where do these dishes
come from?
-Let Ss discuss questions in exercise C
-Check what Ss’ favourite foods are and how often they eat food from
other country.

Period 2: a. Aim: supply language background 30’

Listening b. Content: Listen to an interview with a food expert
skills d. Organization
- Ss look at pictures, read the sentences and answer the questions in
pairs, giving reasons.
- Help them to identify the key words in each statement or opinion.
- Play the record without pausing.
- T asks Ss to complete the sentences individually. Alternatively, in a
weaker class, T has Ss work on the sentences in pairs. In stronger
classes, ask further comprehension questions related to each answer.
- Ss find the suitable words to fill in the gaps.
T checks answers as a class.

Period 2 + a. Aim: Supply structures and grammatical knowledge of MAY, 35’

3 MIGHT, WILL
Grammar b. Content: finish the task and presentation
d. Organization:
- Show the sentences on the slide and underline the words in bold in the
book.
- Ask Ss to answer 3 questions:
+ Which is one negative?
+ Which one mean probably, but we don’t know?
+ Which one is strong prediction about the future?
 T checks answers as a class.
-Give Ss the usage of May, Might and Will
+ We use may/might + infinitive to talk about probable situations
+ We also use may/might + infinitive to talk about future possibilities.
I might go to the party
They might not arrive today
We may have some problems…
-Ask Ss to listen to the record to find out which sentences the speaker are
uncertain?
- Help them to identify how the speakers say May, Might, Will or Won’t
- Get Ss to compare answers in pairs before class feedback.
- Ask Ss to do more practice exercise of may, might, will
- Move to Exercise 4A. Check the example and Ask: Is it
possible/probable/certain?
- Ask Ss to work alone and answer the most suitable responses.
- Let Ss work in pairs. Monitor and encourage them to extend their
responses. Ask Ss to practice the conversation with their partner with
sample in exercise 4B,
- Check and correct mistakes if they make when say discuss.

Period 3 a. Aim: supply language background 30’

Speaking b. Content: Discuss about food in future
d. Organization:
- Check the rubric and statement. Discuss question 1 In the future,
nobody will be hungry for long with the class. Ask: Do you think it will
happen? Elicit It might/ No, I don’t think it will.
- Give Ss 5 minutes to decide on their choices. Monitor closely and
prompt Ss to self-/peer correct.
- Ask Ss to work in pairs then work in group to compare answers.
- Invite members of each group to talk about one of their choices and
discuss it with the class.
- Ask other Ss to give feedback to their friends’ presentation
Period 4 a. Aim: Set the context for writing style 40’
Writing b. Content: Read the title and introduction to the blog about how
important food is in your life? Follow the text and choose one topic
among cooking, restaurant, favourite food and family meal to write a
paragraph
d. Organization:
- Show the Ss a map to find where Colombia is and ask: Have you ever
eaten food from Colombia? What’s it like?
- Ask Ss discuss the questions in exercise 6A and then check answers in
feedback.
- Read the two examples in exercise 6B with Ss and elicit their answers,
- Ask Ss find sentences in Exercise 6C and underline and and also. Elicit
the sentences and do another example, e.g. last night I met some friends.
We went to the cinema. We had dinner together. Ask Ss to use and and
also to connect them.
- Brainstorm Ss’ responses to the topics in Exercise 6D, e.g. for
cooking, they could say I love/hate cooking, I can’t cook, I’m very
good at cooking, I’d like to learn how to cook.
- ask Ss to choose one topic among cooking, restaurant, favourite
food and family meal to write a paragraph.
- Get two Ss to write their outline on the paper.
- Have Ss write their drafts individually and then exchange their writing
with a partner for peer feedback.
- Encourage Ss to make revisions.
- Collect some of the Ss’ final drafts and give written comments.
- Write Ss’ typical errors on the slide and elicit self - correction and peer -
correction.
- Give them oral feedback after all.
- For short text, ask Ss to revise their writing according to their peer’s
suggestion.