Giáo án tiếng anh 9 kì 2 soạn chuẩn cv 5521

Date of
preparation

Date of
teaching

Clas
s
9A
9B

Absentees

Period 55
UNIT 7: RECIPES AND EATING HABITS
Lesson 1: GETTING STARTED
I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: prawns, salt, pepper, lemon juice, mayonnaise, celery,
spring onions, wash, boil, combine, add, mix, chop, drain, peel
b. Grammar: review
2. Skills: listening and reading, reading and answering the questions,
matching words with pictures, discussing, sentences completion, spoken
interaction, playing games.
3. Attitude: Ss will be more responsible for cooking for themselves
and for their family.
4. Competence development: Groupwork, independent working,
pairwork, linguistic competence, cooperative learning and communicative
competence.
II. TEACHING AIDS
1. Teacher: Textbooks, computer, projector, plan.

2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
Teacher’s and students’
activities

The main contents

1. Warm up
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
*Chatting.
T asks Ss some questions
- What did you eat yesterday?
Ss answer the questions
- What is your favourite food/ drink/
fruit?
1


- Can you tell me some food and
drink you know?
T introduces the lesson
2. Presentation
Aim: Ss can know how to read some vocabulary words and its meaning
about the ingredients of prawn salad and some verbs to prepare to cook the
prawn salad.
1. Listen and read
T explains some vocabulary words * The ingredients of prawn salad
about the ingredients of prawn

prawns, salt, pepper, lemon juice,
salad and some verbs to prepare to mayonnaise, celery, spring onions
cook the prawn salad.
* Preparing and cooking:
Ss copy and repeat
wash, boil, combine, add, mix, chop,
drain, peel
T lets Ss listen to the tape
Ss listen to the tape.
T asks Ss to read the conversation
in pairs
Ss read the conversation in pairs
3. Practice
Aim: Help Ss interact a conversation about ways of preparing and making a
prawn salad.
c. Answer the questions.
T asks Ss to answer the questions in Key: 1. Nick’s mum.
pairs without reading the dialogue 2. Because it’s simple and delicious.
again.
3. In the summertime.
Ss answer the questions in pairs
4. They are versatile, and you can use
T calls some pairs read the answers lots of different ingredients in a salad.
And corrects and remarks
5. Nick’s mum boils and drains the
prawns. Nick washes the celery, peels
the prawns, and mixes the ingredients.
Mi washes the spring onions, chops
the celery and spring onions, and
mixes the ingredients.

6. Because he is finding it difficult to
wait for one hour
2


2. Write the name of each dish in
the box under each picture.
- Have Ss look at the pictures. Tell Key:
Ss that in the box are some dishes
A. Cobb salad
from different countries in the
B. sushi
world.
C. steak pie
- Ask Ss to write these dishes under D. fajitas
the pictures, and then compare their E. lasagne
answers in pairs. Play the audio for F. mango sticky rice
Ss to check and repeat the answers. G. beef noodle soup
H. curry
3 a. In pairs, discuss which country
from the box is associated with each
dish in2.
- Have Ss work in pairs to discuss
Key:
what country in the box is
A. The USA
associated with each dish in 2.
B. Japan
Check and confirm the correct
C. The UK

answers.
D. Mexico
E. Italy
F. Thailand
G. Viet Nam
H. India
b. Fill each blank with the name of
a dish in 2.
Key:
1. Lasagne
- Tell Ss to complete the sentences 2. curry
with the names of the dishes in 2.
3. steak pie
The complete sentences will give
4. Fajitas
Ss information about these dishes. 5. sushi
Call on two Ss to write their
answers on the board.
4. Further practice
Aim: Ss can present how to cook how to prawn salad
Eg:
3


T guides Ss to talk about cooking
prawn salad.
Ss talk how to cook how to prawn
salad
T corrects and remarks

Hi every one! I am going to talk about
cooking prawn salad.
In order to cook prawn salad, we need
the ingredients: prawns, salt, pepper,
lemon juice, mayonnaise, celery,
spring onions.
Now, I will teach you how to cook
- wash the selery and spring onions
- boil the prawn until they are pink
- drain and peel them
- chop the celery and spring onions
- combine the prawn and celery in the
bowl
- Add two tablespoons of mayonnaise,
half a pepper and some lemon juice.
- Mix all the ingredients well.
- Add the spring onion on top.
- cover the bowl and leave it in the
fidge for an hour.
- serve them

3. Guides for homework
- Learn the vocabulary by heart
- Talk how to cook how to prawn salad
- Prepare: A closer look 1.
- Find Verbs for preparing and cooking foods
- Find: kind of meat, foods which you have to peel, foods which are
made from milk, fruits which are red, vegetables which are green
Date of
preparation

30.12.2019

Date of
teaching

Cla
ss
9A
9B

Absentees

Period 56
UNIT 7: RECIPES AND EATING HABITS
Lesson 2: A CLOSER LOOK 1
4


I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: chop, slice, grate, marinate, whisk, dip, sprinkle,
spread
b. Grammar: Review
c. Pronunciation: Tones in statements used as questions.
2. Skills: Writing words under pictures, sentences completion,
matching verbs with definition, completing instructions, listening and
repeating, completing the conversation.
3. Attitude: Ss will be more responsible for cooking for themselves
and for their family.
4. Competence development: Groupwork, independent working,

pairwork, linguistic competence, cooperative learning and communicative
competence.
II. TEACHING AIDS
1. Teacher: Textbooks, computer, projector, plan.
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
Teacher’s and students’
activities

The main contents

1. Warm up
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
Find:
+ Groupwork:
- Kind of meat:
- Divide the class into 5 groups
- Foods which you have to peel:
- Write kind of meat, foods which
- Foods which are made from milk:
you have to peel, foods which are
- Fruits which are red:
made from milk, fruits which are
- Vegetables which are green:
red, vegetables which are green
- Time: 3 minutes
- The group which write more right
words is the winner.

2. Presentation
5


Aim: Ss can know how to read some food preparation verbs and know its
meaning.
T uses images in computer to
I. Vocabulary
explain some vocabulary words by 1. Write a food preparation verb
writing verbs under the pictures
from the box under each picture.
(Ex1)
Key:
Ss copy and repeat
A. chop
B. slice
C. grate
D. marinate
E. whisk
F. dip
G. sprinkle
H. spread
3. Practice
Aim: Help Ss use the verbs correctly to talk about food preparation.
T asks Ss to work individually to
2. Complete the sentences with the
use words in part 1 to complete the correct form of the verbs in1.
sentences and then compare their
Key:
answers with a classmate.

1. chop; Slice
2. grates; sprinkles
Ss work individually and then
3. Marinate
compare their answers with a
4. whisk
classmate.
5. Dip
6. spread
T has Ss explain the meaning of
each verb in English or
Vietnamese. Correct
Ss’explanations when needed.
3. Match each cooking verb in A
with its
definition in B.
- Have Ss do this exercise
Key:
individually and then compare their 1. g 2. f 3. h 4. c 5. e 6. a 7. d 8. B
answers with a partner. Check and
confirm the correct answers.
4 a. Look at the pictures and
answer:
6


T: What can you see in the pictures?
T asks Ss to look at the pictures and S: tomato sauce, onion, cheese, apple,
answer some questions
bacon, pizza base

Ss look at the pictures and answer. T: Do you know what dish these
ingredients are used for?
S: → pizza
T: Have you ever eaten or made a
pizza?
S: Yes (no)
T: Can you describe the process of
making about pizza?
S: ….
b. Complete the instructions below
T asks Ss to complete the
with the verbs in1 and3. One verb
instructions below with the verbs in is used twice.
part 1 and part 3
Key:
Ss complete the instructions
1. Chop
T corrects and remarks
2. Grate
3. Spread
4. Sprinkle
5. Spread
6. Bake
II. Pronunciation
5. Listen to the conversations. Draw
- Now have Ss read the information ↷ or ⤻ at the end of each line.
in the REMEMBER! box. Answer Practise the conversations with a
any questions from Ss, and ensure partner.
that Ss understand the information. Key:
1. A: What do we need to make a

- Ask Ss to read through the three
pizza?
conversations. Play the recording
B: A pizza base, some cheese, some
for Ss to draw appropriate arrows
bacon, an onion, and an apple ↷.
to indicate the intonation of each
A: An apple ⤻?
sentence. Have Ss compare their
B: Yes, an apple ↷.
answers in pairs.
2. A: What’s for dinner ↷?
- Call on some pairs to read the
7


conversations out loud.
- Correct any mistakes.

B: We’re eating out tonight ↷.
A: We’re eating out ⤻?
B: Right ↷.
3. A: I can’t eat this dish ↷.
B: Why not ↷?
A: I’m allergic to prawns ↷.
B: Allergic to prawns ⤻?
A: Yes, my skin turns red when I eat
them ↷.
6. Work in pairs. Complete the
mini-dialogues with suitable

statement questions.
Suggested answer:
1. You don’t like pasta?/Don’t like
pasta?
2. Add some salt?

4. Further practice
Aim: Ss can practise the mini-dialogues using the correct intonation
- Ask Ss to work in pairs to
complete the mini-dialogues with
suitable statement questions. Call
on some pairs to write their
answers on the board. Give
comments when needed.
- Have Ss practise the minidialogues and act them out in front
of the class with the correct
intonation.
- Ask other Ss to comment.

Practise the mini-dialogues using the
correct intonation.

3. Guides for homework
- Write their own mini-dialogues with statement questions.
- Practice vocabulary and pronunciation again.
- Prepare: A closer look 2
8


- Review: Modal verbs in conditional sentences type 1

- Review: Quantifiers: a, an, some, any

Date of
preparation
31.12.2019

Date of
teaching

Cla
ss
9A
9B

Period 57
9

Absentees


UNIT 7: RECIPES AND EATING HABITS
Lesson 3: A CLOSER LOOK 2
I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: Review
b. Grammar: Conditional sentences type 1with modal verbs
2. Skills: Sentences completion, matching words, completing the
paragraph, matching two half sentences, answering, spoken interaction.
3. Attitude: Ss will be more responsible for cooking for themselves
and for their family.

4. Competence development: Groupwork, independent working,
pairwork, linguistic competence, cooperative learning and communicative
competence.
II. TEACHING AIDS
1. Teacher: Textbooks, computer, projector, plan.
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
Teacher’s and students’
activities

The main contents

1. Warm up
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
- Ask Ss to work in pairs to write
*Quantifiers: review
down all quantifiers they know in
two minutes. The winner is the pair
which has the most answers.
2. Presentation
Aim: Help Ss review the quantifiers and Help Ss use modal verbs in
conditional sentences type 1.
T asks Ss to retell the way to use
I. Quantifiers: a, an, some, any
quantifiers
Ss retell the quantifiers and give
examples
10

- Ask Ss to retell the use and the
form of conditional sentences type
1.
Ss retell the use and the form of
conditional sentences type 1 and
give example

II. Modal verbs in conditional
sentences type 1
If + S + V (present simple), S +
can/must/may/might/should + V (infinitive).

3. Practice
Aim: Ss can do exercises about the quantifiers and Help Ss use modal
verbs in conditional sentences type 1.
- Have Ss do this exercise
1. Fill each blank with a, an, some,
individually and then compare
or any
their answers in pairs.
Key:
- Tell Ss that when talking about
1. a
recipes people usually use food
2. a
quantifiers and that the Look out!
3. some
box contains the most common

4. some/any
ones.
5. a
- Have Ss read the information in
6. some
the Look out! box. Explain any
7. an
unclear points.
8. any
- Ask Ss to give examples with the 9. some
quantifiers. Ss may also add some
more food quantifiers they know to
the list.
- 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.
2. Match the food quantifiers with
the nouns. Some quantifiers can go
- Have Ss work in pairs to read the with more than one noun.
instructions to make a chicken
Key:
salad and to fill each blank with a 1. a, g 2. a 3. f, g 4. c 5. h 6. b, d 7. e,
word/phrase from the box.
f 8. b
11

- Check as a class.
- Ask Ss to work in pairs, and
think about a simple salad they
know. Together Ss write the
instructions to make it. Call on
some pairs to read aloud their
instructions. Other Ss listen, make
comments, and vote
for the best salad.

- 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 with modal verbs. 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:

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

4. teaspoon
5. teaspoon
6. some
b. Write the instructions on how to
make it using the quantifiers and
cooking verbs you have learnt.

4. Read and underlined part and
answer the questions.
Key:
1. ability
2. advice

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

- Have Ss do the exercise
individually and then compare
their answers in pairs. Ask some Ss
to read out loud the complete
6. What will you say in these
sentences.
situations? Use suitable modal
verbs with conditional sentences
- Have Ss work in pairs to read the type 1.
situations and write appropriate if- Suggested answers:
sentences - Call on some Ss to
1. If you want to have good health,

write their sentences on the board. you must reduce the amount of salt in
- Give necessary correction.
your food.
12


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.
4. Further practice
Aim: Ss can practise more about the quantifiers and conditional sentences
type 1
T asks Ss to make sentences with
the quantifiers and conditional
sentences type 1
Ss make sentences with
the quantifiers and conditional
sentences type 1
T corrects
3. Guides for homework
- Make sentences about the quantifiers and conditional sentences type
1.
- Prepare: Communication.

Date of

preparation
3.1.2020

Date of
teaching

Cla
ss
9A
9B

Absentees

Period 58
UNIT 7: RECIPES AND EATING HABITS
Lesson 4: COMMUNICATION
I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: - shallot, cube, purée , smooth sauce, tender
b. Grammar: Conditional sentences type 1with modal verbs
13


2. Skills: Spoken interaction, listening and checking, rearranging,
writing the ideas, discussion, reporting
3. Attitude: Ss will be more responsible for cooking for themselves
and for their family.
4. Competence development: Groupwork, independent working,
pairwork, linguistic competence, cooperative learning and communicative
competence.

II. TEACHING AIDS
1. Teacher: Textbooks, computer, projector, plan.
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
Teacher’s and students’ activities
The main contents
1. Warm up
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
- T asks some questions
* Chatting.
Ss answer the questions
- What do you often do at home?
- Do you help your mother cook
for family?
- What dishes do you know?
- Can you tell me some dishes you
know?
- ...
T introduces the lesson
2. Presentation
Aim: Help Ss know some ingredients and preparation for pumpkin soup
T asks Ss to look at the picture and
guess the name of the dish in the
picture.
Ss guess the name of the dish in the
picture.
T asks Ss to discuss to give the
ingredients and preparations for the

1. Pumpkin soup

14


pumpkin soup.
Ss discuss.
T lets them listen and check.
T asks Ss to listen and complete the
ingredients and preparation for the
pumpkin soup.
Ss listen and complete
T corrects and remarks

* Ingredients:
- a kilo of pumpkin.
- two shallots.
- two sticks of celery
- two tablespoons of butter
- two tablespoons of fresh of cream
- a pinch of salt
* Preparation
- peel the pumpkin
- chop it into cubes
- peel the shallots
- slice them
- Wash the celary and removes the
leaves

T asks Ss to talk about the
ingredients and preparations for the
pumpkin soup: Pumpkin soup is my
family’s favorite soup.
The ingredients are:…….
Before cooking,…..
Ss talk
T corrects and remarks

T gives extra vocabulary
Ss copy and read

2. Extra vocabulary
- cube (n)
- purée (v): make fruit or vegetables
into a thick, smooth sauce, usually
in a blender
- garnish (v): decorate a dish of food
with a small amount of another food
- tender (adj): soft or easy to chew
15


3. Practice
Aim: Help Ss listen to a talk about how to prepare the ingredients

T asks Ss to read the steps to cook
the soup and try to rearrange the
steps
Ss rearrange how to make the soup

T lets them listen and corrects
Ss practise to read the steps to cook
the soup

3. The steps to make the soup:
- Heat the butter in a deep pan, add
shallots and celery and stir fry for a
few minutes.
- Add the pumpkin and stir fry for a
few more minutes.
- Add 750 ml of water and a pinch of
salt and cook until the pumpkin is
tender. Cool for 10 minutes.
- Puree 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.

* The health benefits of this dish
Key:
T lets them listen again and gives
- a good source of fibre, minerals,
the benefits of this dish.
and vitamins, especially vitamin A
Ss answer
- improve your eyesight and protect
yourself from certain cancers
4. Further Practice

Aim: Help Ss know how to prepare ingredients and the steps to cook a
dish
4. How to cook a dish you like.
T guides Ss to talk about cooking a
dish they like in group
Name of the dish: ……………..
Ss practise
Ingredients: ……………
Preparation: …………….
Steps: ………..
T asks groups to stick their answers Benefits of the dish: …………..
on the walls around the class. Ask
other Ss to move around to each
16


group and listen to the group’s
presentation about the dish. Have Ss
vote for the best dish and explain
the reasons.
3. Guides for homework
T advices Ss cook for themselves and for family
- Learn new words/ workbook: C. Speaking
- Prepare next lesson: Skills 1.
Read about Japanese eating habits and answer the questions
Discuss the eating habits of Vietnamese people: (feature, components,
the dishes arranged….)

Date of
preparation

4.1.2020

Date of
teaching

Cla
Absentees
ss
9A
9B
Period 59
UNIT 7: RECIPES AND EATING HABITS
Lesson 5: SKILLS 1

I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: arrange, raw, component, well-balanced, longevity,
lortion, horseradish, avocado, ginger.
b. Grammar: Conditional sentences type 1with modal verbs
2. Skills: answering the questions, matching the headings, Reading and
answering, discussion, interviewing, spoken interaction, reporting
3. Attitude: Ss will be more responsible for cooking for themselves
and for their family.
4. Competence development: Groupwork, independent working,
pairwork, linguistic competence, cooperative learning and communicative
competence.
II. TEACHING AIDS
1. Teacher: Textbooks, computer, projector, plan.
2. Students: Textbooks.
17

III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
Teacher’s and students’ activities
The main contents
1. Warm up
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
- Ask Ss some question
*Chatting.
- How often do you cook meals?
- What kind of food do you often
cook?
- Do you think your dishes are good
for health?
- Can you tell me some healthy food
and unhealthy food?
…
2. Presentation
Aim: Help Ss understand some words related to Japanese eating habits.
I. Reading
T asks some questions related to the
dishes in the pictures in the book.
(Picture A: different types of sushi
Picture B: miso soup
Picture C: a bowl of rice
Picture D: sliced cucumber/pickled
cucumber).
Ss answer the questions

1. Vocabulary
arrange:
T gives some vocabulary words
raw:
Ss copy and read
component:
well-balanced:
longevity:
lortion:
horseradish:
avocado:
ginger:
2. Now read an article about
T asks Ss to read an article about
Japanese eating habits. Match the
18


Japanese eating habits
headings (1-3) with the paragraphs
Ss read and match the headings (1- (A-C).
3) with the paragraphs (A-C).
T corrects and remarks
Key: A. 3 B. 2 C. 1
3. Practice
Aim: Ss can read for general and specific information about the eating
habits of Japanese people and answer the questions.
3. Read the article again and
- Have Ss read the article again to
answer the questions.

answer the questions. Ss can
Key:
underline parts of the text that help 1. They like raw food and do not use
them with the answers. Ask Ss to
sauces with a strong flavour.
compare their answers before
2. They cut fresh fish.
giving the answers to T. Ask them
3. Both can be served with soy
to give evidence when giving the
sauce.
answers.
4. There are four (rice, miso soup,
main dish(es), 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.
II. Speaking
- Have Ss work in groups to discuss 4. Discuss the eating habits of
the eating habits of Vietnamese
Vietnamese people.
people. Ss use the questions
Eg:
provided as cues. Move around the 1. have big dinner with at least 3
class to provide help. Ask the
dishes and use many kinds of special
groups to organise their ideas to

sauces for each dish.
prepare for a short presentation.
2. Rice is the typical components in
a Vietnamese meal.
3. Rice is the staple.
4. ⇒
5. Vegetable and soup are two
dishes that always appear in a typical
19


Vietnamese meal; after a meal, we
usually eat fruit for desserts.
6. Yes, because we eat a lot of
vegetables and fruits.
4. Further practice
Aim: Ss can talk about the eating habits of Vietnamese people.
* Present your group’s
ideas about Vietnamese
- Have one group of Ss act as
eating habits.
examiners and other groups as
Eg:
competitors. The groups take turns Vietnamese food is varied and
to present their ideas. If there is not distinctive. Traditional Vietnamese
much time left, allow about two or cooking
usually
uses
fresh
three groups to present. Invite

ingredients, little dairy and oil, and
comments
various herbs and vegetables.
from the examiners. Give additional Different sauces such as : fish sauce,
comments.
shrimp paste, and soya sauce are
quite popular in various regions. 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. Around this
bowl are the dishes.
Usually there is a bowl of each dish,
and people use chopsticks and
spoons to get their share.
In general, Vietnamese food is
considered healthy and is popular in
other countries.
3. Guides for homework
- Ask Ss: If you have chance to Japan, what dishes would you like to
taste?
T tells Ss to have good eating habits for the healthy
20


– Find out some famous dishes of VN and how to cook them.
- Prepare next lesson: Skills 2

Give opinion about eating habits.

Date of
preparation

Date of
teaching

Cla
ss
9A
9B

Absentees

Period 60
UNIT 7: RECIPES AND EATING HABITS
Lesson 6: SKILLS 2
I. OBJECTIVES:
1. Knowledge: By the end of the lesson students will be able to:
- Listen for detailed and specific information about teenagers’ eating
habits.
- Write about the eating habits of a classmate.
a. Vocabulary: Vocabulary related to eating habits.
b. Grammar: Review
2. Skills: describe the picture, listening and decide true or false
sentences, listening and completing the table, answering the questions,
spoken interaction, writing the paragraph, reporting, presentation.
3. Attitude: Ss will be more responsible for cooking for themselves
and for their family.

4. Competence development: Groupwork, independent working,
pairwork, linguistic competence, cooperative learning and communicative
competence.
II. TEACHING AIDS
1. Teacher: Textbooks, computer, projector, plan.
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
21


2. New lesson:
Teacher’ and students’ activities
The main contents
1. Warm up
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
- T asks Ss to answer the question
* Chatting.
Do you think how is unhealthy
eating and healthy eating?
- Ss discuss and give the answer
T introduces the lesson
2. Presentation
Aim: Help Ss understand the contents of the listening
- Have Ss do this activity in pairs.
I. Listening
They ask each other questions to
1. Describe and find out the
find out the differences between the differences between your pictures.
two pictures. Elicit the answers from

Ss. Ask them to describe the
underlying meaning of the pictures. Suggested answers:
- Picture A: A boy is eating
chocolate. On the table there are
junk foods such as
crisps, a hamburger, soft drinks, and
sweets. The boy looks fat.
- Picture B: A girl is having rice. On
the table we can see soup, fish,
vegetables,
and watermelon. The girl looks slim
and fit.
- Meaning: They show the contrast
between healthy eating and
unhealthy eating
3. Practice
Aim: Help Ss listen for detailed and specific information about teenagers’
eating habitts and write about the eating habits of a classmate
2. Listen to what they say and
- Tell Ss that they are going to listen decide if the statements are true
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to two students talking about their
eating habits.
- 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.
- 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.

- 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.

(T) or false (F).

Key:
2 1. T 2. F 3. T 4. F 5. T 6. F

3. Listen again and complete the
table. Use no more than three
words for each blank.
1. biscuits

2. hamburger
3. crisps
4. fried beef
5. vegetables
6. cereal
7. a banana
8. slices of bread
9. boiled egg
10. steamed fish
II. Writing
4. Ask and answer questions about
each other’s eating habits. Take
notes of your partner’s answers in
the table.

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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.

5 a. Write about your partner’s
eating habits. Include information
about his/her meals, your opinion
about his/her eating habits and

- Ask Ss to write about their
possible changes.
partner’s eating habits. When they
b. Exchange your work and give
have finished, Ss exchange their
comments.
writing to spot any mistakes. Have
Sample writing:
Ss share the mistakes with the whole My friend, Trang, does not have
class. T may collect some Ss’ work healthy eating habits. She sometimes
to mark
skips breakfast. When she has it,
at home, or T may ask them to
she usually buys a hamburger and a
rewrite the exercise as homework.
soft drink from a café near our
In this case, remember to ask for Ss’ school. For lunch, her favourite is
revised work in the next lesson.
fried rice and deep-fried 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.
4. Further practice
Aim: Help Ss talk about the eating habits of a classmate
T guides Ss to talk about the eating
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habits of a classmate
Ss talk about the eating habits of a
classmate
T corrects and remarks

3. Guides for homework
- Revise the writing.
- Prepare next lesson: Looking back - Project.

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