Giáo án tiếng anh lớp 9 soạn chuẩn cv 5512 mới kì 2

WEEK:20
Period: 55

Preparing date:
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'
Contents
activities
ACTIVITY 1: Warm up (5’)
Brainstorming
Aims: help students have an Find out famous dishes of some countries
overview about dishes and in the world
cuisines from different cutures
Countries
Dishes
1


Teacher and Students'
activities
Contents:
Viet Nam
Find out famous dishes of some Thailand
Japan
countries in the world
The USA
Products:
Mexico
Famous dishes from the coutries
The UK
in the board.
Italy
Organization:
India
- 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
ACTIVITY 2. Knowledge Formation (17’)
Getting-started:
Aims: provide sts neccesary I. New words
words
and
structure
for - prawn
understanding and learning the - celery
- mayonnaise
conversation.
- versatile
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

2

Contents

(n):
(n):
(n):
(adj)

tôm sú
cần tây
sốt ma-i-on-ne
đa dụng


Teacher and Students'
activities
Teacher use the things in the
picture on page 6-7 to teach new
words
- Follow the seven steps of
teaching vocabulary
Listen and read

Contents

II. Listen and read

? Cover the text and look at the
picture on page 6-7

* Suggested answers:
? Who can you see in the - Mi, Nick and his mom.
picture?
- In the kitchen.
? Where are they?
- prawn, celery, lemon. salt, pepper,
? What is there on the table?
mayonnaise, knife, tablespoon.......
- They are talking about how to make a
? What do you think they are salad.
talking about?
- Play the recording and have
students follow along.
? Compare your answer with the
information in the dialogue.
1.a. Find the words (1a P8)
1.a. Find the words (1a P8)
? Work individually to find the 1. starter
2. versatile
words with the given meanings 3. drain
4. peel
in the dialogue.
5. chop
6. combine
? Quickly write the answer on
the board.
1.b. Word webs (1b P8)
1.b. Word webs (1b P8)
? Work in pairs and complete * Ingredients: prawn, celery, lemon. salt,
the word webs.

pepper, mayonnaise, spring onion
- Call one pair to write their * Preparing and cooking: wash, boil,
answers on the board.
combine, chop, peel, drain, mix, add
? Add more if needed.
3


Teacher and Students'
Contents
activities
1.c. Answer the questions (1c 1.c. Answer the questions (1c P8)
P8)
1. Nick's mum.
? Run through the questions.
2. Because it's simple and delicious.
- Make sure students understand 3. In the summer time.
them.
4. They are versatile, and you can use lots of
? First, answer the questions ingredients in a salad.
without reading the dialogue 5. Nick's mum boils and drains the prawns,
again.
and mixes the ingredients. Mi washes the
? Exchange your answer with spring onions, chop the celery, peels the
your partner.
onions, and mix the ingredients.
? Read the dialogue again and 6. Because he finds it difficult to wait for one
check.
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
III. Practice
? Look at the pictures and match 1. Matching (2 P8)
the dishes with the pictures.
A. Cobb salad
B. sushi
? Pair compare
C. steak pie
D. fajitas
- Play the audio for students to E. lasagne
F. mango
check and repeat the answers.
sticky rice
G. beef noodle soup
H. curry
2. Discussion (3a P8)
2. Discussion (3a P8)
? Work in pairs to discuss what A. The USA
B. Japan
country in the box is associated C. The UK

D. The UK
4


Teacher and Students'
activities
with each dish in 2.
- Check and confirm the correct
answers.
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

Contents
E. Italy
G. Viet Nam

F. Thailand
H. India

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:
Noodles in 3 main areas of Vietnam.
More speacial dishes from Vietnamese special food
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)
5

Teacher and Students'
Contents
activities
Prepare: Unit 7: A closer look 1
---------------------0@0-------------------WEEK:20
Period: 56

Preparing date:
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:
6


Teacher and Students' activities
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.
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

Content

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

I. New words
(v):
- whisk
(v):
- grate
- spinkle

(v):
- manirate (v)
(v):
- spread
(v):
- simmer
(n):
- paster
(n):
- batter

1. Matching (1 P9)
II. Vocabulary
? Match the verbs in the box with the 1. Matching (1 P9)
7

đánh (trứng)
nạo
rắc
ướp
phết
om
mì ống, mì sợi
bột (nhão) làm bánh


Teacher and Students' activities
pictures.

Content

A. chop
B. slice
C. grate
D. marinate
E. whisk
F. dip
G. sprinkle
H. spread
2. Complete the sentences (2 P9)
2. Complete the sentences (2 P9)
? Work in pairs.
1. chop, Slice
2. grates,
? Use the correct form of the verbs in sprinkles
1 to complete the sentences.
3. Marinate
4. whisk
5. Dip
6. spread
3. Matching (3 P9)
3. Matching (3 P9)
? Run through all the cooking verbs. 1.g
2. f
? Read the definition and match a 3. h
4. c
cooking verb in A with its definition 5. e
6. a
in B.
7. d

8. b
? Work individually
4.a. Questions (4a P9)
4.a. Questions (4a P9)
? Look at the picture and answer the - tomato sauce, onion, cheese, apple,
two questions.
bacon, pizza base -> pizza
? 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.
4b. Complete the instruction (4b
4b. Complete the instruction (4b P10)
P10)
1. Chop
? Look at the pictures and complete
2. Grate
the instructions individually.
3. Spread
? Then compare the answer with a
4. Sprinkle
partner.
5. Spread
- Check the answer as a class.
6. Bake
? Can you make a pizza after reading
the instructions.

8


Teacher and Students' activities
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

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.
2. Complete the mini-dialogues (6

Content
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)

2. Complete the mini-dialogues (6 P10)

9


Teacher and Students' activities
P10)
? Work in pairs to complete the minidialogues 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.
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
ACTIVITY 5: Production (5’)
Aims: review the lesson

Content
* Suggested answers:

1. You don't like paster?/ Don't like
paster?
2. Add some salt?

-

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

Homework:
10


Teacher and Students' activities
Content
Contents: new words about cooking Learn by heart new words

Products: sts can speak statement Do exercises A1,2 P3 (workbook)
questions correctly, can use more Prepare: Unit 7: A closer look 2
cooking verbs.
Organization:
---------------------0@0-------------------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:
11


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) /ˈmỉrɪneɪt/: 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
12

1 Fill each blank with a, an, some,
or any.
Key:
1.a
some

2. a

3.


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.

4. some/any
some
7. an
9. Some

5. a

6.

8. any

2 Match the food quantifiers with
the nouns. Some quantifiers can go
with more than one noun.
Key:
1.a, g 2. a
5.h 6. b,d

3.f,g 4.c
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).

3 Read the instructions to make a
salad. Fill each blank with a word/
phrase in the box.
Key:
1. 200grams
13

2. an


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:

14

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 Ifclause 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.
15

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


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.

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.

Homework:
Copy the email onto exercise notebook.
Take note
-Prepare communication
---------------------0@0-------------------Kiểm tra ngày tháng
năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:21
Period: 58

Preparing date:
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
16

• 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
bột to
nhuyễn
will puree:
have the opportunity
learn how to
cookgarnish
one type of soup.Trình bày
shallot that extra vocabulary
củ hẹ
Go through
with
cube If students dohình
students.
not lập
know any words
phương
in thetender
Box. Quickly teach
it.
pumpkin
mềm
Products:
ngơ
- theleaves
word shallot and bí
cube
fibre
lá
pinch

chất xơ
stick
Nhúm tay
Bó, cây

Look at the pictures. Answer the
questions.

17


- 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
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

2a Now listen to the first part of a
talk where Mi is presenting how to
prepare the ingredients. Check your
answers.
18


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.
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:
19

Key: 1. pumpkin, celery,
butter, salt, cream

shallots,

2b Listen to the first part of the talk
again. Fill each blank with a
word/phrase.
Key:
1. a kilo/one kilo
3. two sticks
5. two tablespoons
7. peel
9. peel
11 . leaves

2. two
4. two tablespoons
6. a pinch
8. chop
10. slice


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.

20

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