Giáo án tiếng anh 9 thí điểmmẫu giaó án mới 5 hđ pcnl đủ bộ 6789

THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN
Học kỳ II: 17 tuần x 03 tiết/tuần = 51 tiết.
Tiết
Tuần
Tên bài/ Unit
Nội dung chi tiết
PPCT
Tuần 20 55
UNIT 7
Getting started
56
UNIT 7
A closer look 1
57
UNIT 7
A closer look 2
Tuần 21 58
UNIT 7
Communication
59
UNIT 7
Skills 1
60
UNIT 7
Skills 2
Tuần 22 61
UNIT 7
Looking back & project
62
UNIT 8
Getting started

63
UNIT 8
A closer look 1
Tuần 23 64
UNIT 8
A closer look 2
65
UNIT 8
Communication
66
UNIT 8
Skills 1
Tuần 24 67
UNIT 8
Skills 2
68
UNIT 8
Looking back & project
69
UNIT 9
Getting started
Tuần 25 70
UNIT 9
A closer look 1
71
UNIT 9
A closer look 2
72
UNIT 9
Communication

Tuần 26 73
UNIT 9
Skills 1
74
UNIT 9
Skills 2
75
UNIT 9
Looking back & project
Tuần 27 76
Review 3 (Language)
77
Review 3 (skills)
78
45-minute test
Tuần 28 79
UNIT 10
Getting started
80
UNIT 10
A closer look 1
81
UNIT 10
A closer look 2
Tuần 29 82
UNIT 10
Communication
83
Feedback on test 3
84

UNIT 10
Skills 1
Tuần 30 85
UNIT 10
Skills 2
86
UNIT 10
Looking back & project
87
UNIT 11
Getting started
Tuần 31 88
UNIT 11
A closer look 1
89
UNIT 11
A closer look 2
90
UNIT 11
Communication
Tuần 32 91
UNIT 11
Skills 1
92
UNIT 11
Skills 2
93
UNIT 11
Looking back & project
Tuần 33 94

Test 45’
95
UNIT 12
Getting started


THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN
Tuần 34
Tuần 35
Tuần 36

96
97
98
99
100
101
102
103
104
105

UNIT 12
UNIT 12
UNIT 12
UNIT 12
UNIT 12
UNIT 12

A closer look 1

A closer look 2
Communication
Feedback on test 3
Skills 1
Skills 2
Looking back & project
Review 4 (Language)
2nd term exam
Feedback on 2nd term exam

WEEK:20
Preparing date:
Period: 55
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. Skills: Practicing skills
3. Attitude: - Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
4. 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:


THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN
Teacher and Students'
activities
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
2.Getting-started:
New words

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
? 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.
1.a. Find the words (1a P8)
? Work individually to find
the words with the given
meanings in the dialogue.

Content
Find out famous dishes of some countries in
the world
Countries
Dishes
Viet Nam

Thailand
Japan
The USA
Mexico
The UK
Italy
India

I. New words
- prawn
- celery
- mayonnaise
- versatile

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

tôm panda
cần tây
sốt ma-i-on-ne
đa dụng

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)
1. starter
2. versatile
3. drain
4. peel
5. chop
6. combine


THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN
Teacher and Students'
activities
? Quickly write the answer
on the board.
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.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.
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.
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.
3. Fill in each blank with
the name of a dish. (3b P8)
? Complete the sentences
with the name of the dishes

Content

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)
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.
III. Practice
1. Matching (2 P8)
A. Cobb salad
C. steak pie
E. lasagne
rice
G. beef noodle soup

2. Discussion (3a P8)
A. The USA
C. The UK
E. Italy
G. Viet Nam

B. sushi
D. fajitas
F. mango sticky
H. curry

B. Japan
D. The UK
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


THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN
Teacher and Students'
activities
in 2.
? Write the answer on the
board
4. Food quiz (4 P8)
? Work in groups to do the
quiz

Content
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
Learn by heart new words
(workbook)
Do exercises B1-3 P4-5 (workbook)
Prepare: Unit 7: A closer
Prepare: Unit 7: A closer look 1
look 1
---------------------0@0-------------------WEEK:20
Preparing date:
Period: 56
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. Skills: Practicing skills
3. Attitude: - Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
4. 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


THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN
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'
Content
activities
1.Warmer: Word webs
Word webs
- Elicits the topic from students
* Suggested answer:
? Work in two teams
Dishes: Cobb salad, sushi, steak pie,

? Brainstorm all the words
fajitas, lasagne, mango sticky rice, beef
related to the topic: dishes and
noodle soup,
curry
preparing/ cooking
Preparing and cooking:wash, boil,
- Encourage them to call out as
combine, chop, peel, drain, mix, add
many words as possible.
2.Vocabulary:
I. New words
- Teacher use the pictures in 1 on
- whisk
(v): đánh (trứng)
page 9 to teach vocabulary
- grate
(v): nạo
(situation, realia)
- spinkle
(v): rắc
- Follow the seven steps of
- manirate (v) ướp
teaching vocabulary
- spread
(v): phết
- simmer
(v): om
- paster
(n): mì ống, mì sợi

- batter
(n): bột (nhão) làm bánh
II. Vocabulary
1. Matching (1 P9)
1. Matching (1 P9)
? Match the verbs in the box with A. chop
B. slice
the pictures.
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
sprinkles
verbs in 1 to complete the
3. Marinate
4. whisk
sentences.
5. Dip
6. spread
3. Matching (3 P9)
3. Matching (3 P9)
? Run through all the cooking
1.g

2. f
verbs.
3. h
4. c
? Read the definition and match a 5. e
6. a
cooking verb in A with its
7. d
8. b
definition in B.
? Work individually
4.a. Questions (4a P9)
4.a. Questions (4a P9)
? Look at the picture and answer - tomato sauce, onion, cheese, apple,
the two questions.
bacon, pizza base -> pizza


THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN
Teacher and Students'
activities
? 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 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.
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
1. Listen and draw
or

(5 P10)
? Listen to the conversations and
draw correct symbol for the
intonation of each sentence.

Content

4b. Complete the instruction (4b P10)
1. Chop
2. Grate
3. Spread
4. Sprinkle
5. Spread
6. Bake

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)

THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN
Teacher and Students'
Content
activities
- Play the recording as many
times as necessary.
? Practice the conversations with
a partner.
2. Complete the mini-dialogues
2. Complete the mini-dialogues (6 P10)
(6 P10)
* Suggested answers:
? Work in pairs to complete the
mini-dialogues with suitable
statement questions.
1. You don't like paster?/ Don't like paster?
- Call on some pairs to write their
answers on the board.
2. Add some salt?
- Give comment when needed.
? Practice the dialogues using the
correct intonation.
4.Further practice:
? Recall some cooking verbs.
? How is a statement question
pronounced?
5.Production:
? Learn by heart new words
Learn by heart new words

? Do exercises A1,2 P3
Do exercises A1,2 P3 (workbook)
(workbook)
Prepare: Unit 7: A closer look 2
? Prepare: Unit 7: A closer look
2
---------------------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. Skills: Practicing skills
3. 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.
4. Competences:
- Co-operation
- Self- study


THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN
- 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
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
5. teaspoon 6. some
b Work in pairs. Think about a
simple salad Write the instructions
on how to make it using the


THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN

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

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
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:


THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN
confirm the correct ones.

1. c 2. e 3. a 4. b 5. f 6.
d

Ask them to give the standard form of
6 What will you say in these
conditional sentences type 1.T may call on one
situations? Use suitable modal
student to write the form on the board. Now have verbs with conditional sentences
Ss read the information and examples in the
type 1.
grammar box. Write the form of the examples on Example:
the board:
Your friend, Mai, is not good at
cooking, but she wants to study
abroad. You think learning to cook is
4.Further practice:
a good idea because she can cook for
Activity 5
herself when she's away from home.
5 Have Ss do the exercise individually and then
Give her some advice.
compare their answers in pairs. Ask some Ss to
—> If you want to study abroad, you
read out loud the complete sentences.
should learn to cook.
Suggested answers:
1. If you want to have good health,
you must reduce the amount of salt in
Activity 6
your food.
6 Have Ss work in pairs to read the situations
2. If my brother is hungry, he can
and write appropriate //-sentences. Call on some eat three bowls of rice.

Ss to write their sentences on the board. Give
3. You can take a cooking class if it
necessary correction.
is at the weekend.
If time allows, organise a quick game. Ss work
4. If I eat this undercooked pork, I
ỉn groups and write down two situations. After
may have a stomachache.
five minutes, have a representative from one
5. You should whisk the eggs for 10
group stand up and read out one situation. This
minutes if you want a lighter cake.
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.Production:
Copy the email onto exercise notebook.
-Prepare communication
---------------------0@0-------------------Kiểm tra ngày tháng
năm 2018
…………………………………………………….
……………………………………………………
……………………………………………………..


THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN

WEEK:21
Preparing date:
Period: 58
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
• 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. Skills: Practicing skills
3. Attitude: - Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
4. 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

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
another fruit.
tender so easy to chew my grandmother can only

Content
Look at the pictures. Answer the
questions.
puree:
bột nhuyễn
garnish
Trình bày
shallot
củ hẹ
cube
hình lập
tender
phương

pumpkin
mềm
leaves
bí ngô
fibre
lá
pinch
chất xơ
stick
Nhúm tay
Bó, cây


THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN
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:
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.

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

THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN
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.
4.Further practice: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.

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.

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.
5.Production:
- Write five sentences about your good friends.
-Prepare SKILLS 1
---------------------0@0-------------------WEEK:21
Preparing date:
Period: 59
Teaching date:

Unit 7: RECIPES AND EATING HABITS
Lesson 5: Skills 1
I./. OBJECTIVE: By the end of this Unit, students can:


THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN
• read for general and specific information about the eating habits of
Japanese people
• talk about the eating habits of Vietnamese people
1.Knowledge: Vocab: favourite dishes and recipes for dishes
2. Skills: Practicing skills
3. Attitude: - Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
4. 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

1.Warmer: Chatting
2.Reading:
I- READING
Activity 1:
Work in pairs. Answer the
Have Ss work in pairs to discuss the questions.
questions.
Elicit their answers. Because it is an open activity,
1. Where do the Thai people
accept different answers.
live?
2. 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
Activity 2:
2 Now read an article about
Ask Ss to read the headings quickly. Make sure
Japanese eating habits. Match the
they understand the meaning of each heading.
headings (1-3) with the
Now Ss read the paragraphs and match them with paragraphs (A-C).
the headings. Ask them to compare their answers
raw food
with a classmate. Elicit their answers.
flavour
sashimi

THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN
spicy
Japanese horseradish
vinegared rice
pickled ginger.
arrangement
significant feature
staple
Key:

A. 3

B.2

C.1

Activity 3:
3 Answer the questions.
3 Have Ss read the passage again to answer the questions.
Key:
Ss can underline parts of the text that help them with1.the
They like raw food and do not use
answers. Ask Ss to compare their answers before giving
sauces with a strong flavour.
the answers ton Ask them to give evidence when giving
2. They cut fresh fish.
the answers.
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
3.Speaking
in a Vietnamese meal?
This part helps Ss understand more about the
3. What is the staple of our
eating habits of Vietnamese people.
country?
4 Have Ss work in groups to discuss the eating
habits of Vietnamese people. Ss use the questions 4. How are the dishes arranged?
5. Are there any other
provided as cues. Move around the class to
characteristics of our eating habits
provide help. Ask the groups to organise their
that you know?
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.
6. In general, do Vietnamese
Give additional comments.
people have healthy eating habits?


THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN
6.Further practice:
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.

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.

5.Production:
- Write four sentences about your school.(answer these questions above
-Prepare SKILLS 2
---------------------0@0-------------------WEEK:21
Preparing date:
Period: 60
Teaching date:
Unit 7: RECIPES AND EATING HABITS
Lesson 6: Skills 2
I./. OBJECTIVE: By the end of this Unit, students can:
- listen for specific information about a traditional dish
- write the recipe for a traditional dish

1.Knowledge: Vocab: favourite dishes and recipes for dishes
2. Skills: Practicing skills
3. Attitude: - Have good eating habits and lifestyle.


THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN
- Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
4. Competences:
- Co-operation
- Self- study
- Using some vocabularies and structures to talk about their favourite dishes and
recipes for dishes
- Listen about Teen's eating habits and write about eating habits of a classmate.
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
1.Warmer: Chatting
? What did you have for your breakfast today?
? What do you often eat?
- Have ss do the activitiy in pairs. They ask each
other questions to find out the differences
between the two pictures.

- Elicit the answer from ss.
- Ask them to describe underlying meaning of the
pictures.
2.Listening
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:

2

Tell Ss that they are going to listen to

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.
A boy is eating chocolate.
On
the table there are junk
Picture foods
A:
such as crisps, a
hamburger, soft drinks,
and sweets. The boy
looks fat.

THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN
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.
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.

3.WRITING
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.
4.Further practice:
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.

A girl is having rice. On
the table we can see soup,
Picture
fish, vegetables,
B:
and watermelon. The girl
looks slim and fit.
They show the contrast
Meanin
between healthy eating
g
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
3. Listen again and complete
the complete the table. Use
no more than three words
for each blank.

3 1.
biscuits
4. fried
beef
7. a banana

2. hamburger 3. crisps
5. vegetables 6. cereal
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?

THẦY CÔ XIN LH SO 0916226557 ĐỂ CÓ TRỌN BỘ GIÁO ÁN
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 deepfried 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.
5.Production:

- Practise writing a webpage for your school.