Giáo án tiếng anh 9 kì 2 soạn theo cv 5512

Week 19 – Period 55

UNIT 7: RECIPES AND EATING HABITS

Preparing date:…. /…./2021

Lesson 1: GETTING STARTED

Teaching date:…/…../2021

I. OBJECTIVES:
1. Knowledge: By the end of the lesson :
- Listen and read Nick's mum and Mi's conversation for specific
information about how to make a spawn salad.
- Ss will be able to learn some more famous dishes of some
countries in the world
a. Vocabulary: prawns, salt, pepper, lemon juice, mayonnaise,
celery, spring onions, wash, boil, combine, add, mix, chop, drain,
peel
b. Grammar: review
c. Skills: listening and reading, reading and answering the
questions, matching words with pictures, discussing, sentences
completion, spoken interaction, playing games.
2. Competence development: Groupwork, independent
working, pairwork, linguistic competence, cooperative learning and
communicative competence.
3. Behavior : Ss will be more responsible for cooking for
themselves and for their family.
II. TEACHING AIDS
1. Teacher: Textbooks, computer, projector, plan.
2. Students: Textbooks.

III. PROCEDURE
1. Checking: During the lesson
2. New lesson:
1


Teacher’s and students’
activities

The main contents

1. Warm up- 3’
a. Aim: Help Ss pay their attention to the lesson and to lead in the new
lesson.
b, Contents: Ss answer some questions about food and drink.
c, Outcome: SS can know some names food and drink.
d, Organization:
*Chatting.
T asks Ss some questions

- What did you eat yesterday?

Ss answer the questions

- What is your favourite food/ drink/
fruit?
- Can you tell me some food and drink
you know?

T introduces the lesson

2. Presentation- 8’
a. 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.
b, Contents: Ss listen and read
c, Outcome: 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.
d, Organization:
1. Listen and read
T explains some vocabulary words
about the ingredients of prawn
salad and some verbs to prepare
2

* The ingredients of prawn salad
prawns, salt, pepper, lemon juice,


to cook the prawn salad.

mayonnaise, celery, spring onions

Ss copy and repeat

* Preparing and cooking:

T lets Ss listen to the tape

wash, boil, combine, add, mix, chop,
drain, peel

Ss listen to the tape.
T asks Ss to read the conversation
in pairs
Ss read the conversation in pairs
3. Practice- 20’
a. Aim: Help Ss interact a conversation about ways of preparing and
making a prawn salad.
b, Contents: Ss do the following tasks:
+ Answer the questions.
+ Write the name of each dish in the box under each picture.
+ In pairs, discuss which country from the box is associated with each dish
in2….
c, Outcome: SS can know ways of preparing and making a prawn salad.
d, Organization:
c. Answer the questions.
T asks Ss to answer the questions
in pairs without reading the
dialogue again.
Ss answer the questions in pairs
T calls some pairs read the
answers
And corrects and remarks

3

Key: 1. Nick’s mum.
2. Because it’s simple and delicious.

3. In the summertime.
4. They are versatile, and you can use
lots of different ingredients in a salad.
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. Write the name of each dish in
the box under each picture.
Key:
A. Cobb salad
B. sushi
- Have Ss look at the pictures. Tell
Ss that in the box are some dishes
from different countries in the
world.
- Ask Ss to write these dishes
under the pictures, and then
compare their answers in pairs.
Play the audio for Ss to check and
repeat the answers.

C. steak pie
D. fajitas

E. lasagna
F. mango sticky rice
G. beef noodle soup
H. curry
3 a. In pairs, discuss which
country from the box is
associated with each dish in2.
Key:
A. The USA
B. Japan

- Have Ss work in pairs to discuss
what country in the box is
associated with each dish in 2.
Check and confirm the correct
answers.

C. The UK
D. Mexico
E. Italy
F. Thailand
G. Viet Nam
H. India
b. Fill each blank with the name
of a dish in 2.
Key:

4

1. Lasagne
2. curry
3. steak pie
- Tell Ss to complete the sentences
with the names of the dishes in 2.
The complete sentences will give
Ss information about these dishes.
Call on two Ss to write their
answers on the board.

4. Fajitas
5. sushi

4. Application- 11’
a. Aim: Ss can present how to cook prawn salad
b, Contents: Ss present how to cook prawn salad.
c, Outcome: SS can present how to cook prawn salad well.
d, Organization:
Eg:
T guides Ss to talk about cooking
prawn salad.

Hi every one! I am going to talk about
cooking prawn salad.

Ss talk how to cook how to prawn
salad

In order to cook prawn salad, we need
the ingredients: prawns, salt, pepper,

lemon juice, mayonnaise, celery,
spring onions.

T corrects and remarks

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
5


- 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 – 3’
- 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

---------------------------------------------------------/
Week 19 – Period 56

UNIT 7: RECIPES AND EATING HABITS

Preparing date:…. /…./2021

Lesson 2: A CLOSER LOOK 1

Teaching date:…/…../2021

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.

6


d. Skills: Writing words under pictures, sentences completion,
matching verbs with definition, completing instructions, listening
and repeating, completing the conversation.
2. Competence development: Groupwork, independent
working, pairwork, linguistic competence, cooperative learning and
communicative competence.
3. Behavior : Ss will be more responsible for cooking for
themselves and for their family.
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- 7’
a. Aim: Help Ss pay their attention to the lesson and to lead in the new
lesson.
b, Contents: Ss work in group and write kind of meat, foods which you
have to peel, foods which are made from milk, fruits which are red,
vegetables which are green
c, Outcome: SS can attract to the lesson.
d, Organization:
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:
7


you have to peel, foods which are
made from milk, fruits which are
red, vegetables which are green

- Fruits which are red:
- Vegetables which are green:

- Time: 3 minutes
- The group which write more right
words is the winner.

2. Presentation- 8’
a. Aim: Help Ss can know how to read some food preparation verbs and
know its meaning.
b, Contents: Ss learn some vocabularies.
c, Outcome: SS can know how to read some food preparation verbs and
know its meaning.
d, Organization:
T uses images in computer to
explain some vocabulary words by
writing verbs under the pictures
(Ex1)
Ss copy and repeat

I. Vocabulary
1. Write a food preparation verb

from the box under each picture.
Key:
A. chop
B. slice
C. grate
D. marinate
E. whisk
F. dip
G. sprinkle
H. spread

3. Practice- 18’
a. Aim: Help Ss use the verbs correctly to talk about food preparation.
8


b, Contents: Ss practice doing the following tasks and learn tones in
statements used as questions.
+ Complete the sentences with the correct form of the verbs in1.
+ Match each cooking verb in A with its definition in B.
+ Complete the instructions below with the verbs in1 and3. One verb is
used twice.
c, Outcome: SS can use the verbs correctly to talk about food
preparation.
d, Organization:
T asks Ss to work individually to
use words in part 1 to complete the
sentences and then compare their
answers with a classmate.

2. Complete the sentences with
the correct form of the verbs
in1.
Key:
1. chop; Slice

Ss work individually and then
compare their answers with a
classmate.

2. grates; sprinkles
3. Marinate
4. whisk

5. Dip
T has Ss explain the meaning of
each verb in English or Vietnamese. 6. spread
Correct Ss’ explanations when
needed.

- Have Ss do this exercise
individually and then compare their
answers with a partner. Check and
confirm the correct answers.

3. Match each cooking verb in A
with its
definition in B.
Key:
1. g 2. f 3. h 4. c 5. e 6. a 7. d 8. B

9


T asks Ss to look at the pictures
and answer some questions

4 a. Look at the pictures and
answer:

Ss look at the pictures and answer.

T: What can you see in the pictures?
S: tomato sauce, onion, cheese,
apple, bacon, pizza base
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?

T asks Ss to complete the
instructions below with the verbs in
part 1 and part 3
Ss complete the instructions
T corrects and remarks

S: ….
b. Complete the instructions
below with the verbs in1 and3.
One verb is used twice.
Key:
1. Chop
2. Grate
3. Spread
4. Sprinkle
5. Spread
6. Bake

- Now have Ss read the information
in the REMEMBER! box. Answer any
questions from Ss, and ensure that
10

II. Pronunciation
5. Listen to the conversations.
Draw ↷ or ⤻ at the end of each


Ss understand the information.

line. Practise the conversations
with a partner.

- Ask Ss to read through the three
conversations. Play the recording
for Ss to draw appropriate arrows

to indicate the intonation of each
sentence. Have Ss compare their
answers in pairs.

Key:

- Call on some pairs to read the
conversations out loud.

1. A: What do we need to make a
pizza?
B: A pizza base, some cheese, some
bacon, an onion, and an apple ↷.
A: An apple ⤻?
B: Yes, an apple ↷.
2. A: What’s for dinner ↷?

- 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. Application- 11’
a. Aim: Help Ss can practise the mini-dialogues using the correct
11


intonation.
b, Contents: Ss work in pairs to complete the mini-dialogues with
suitable statement questions.
c, Outcome: SS can practise the mini-dialogues using the correct
intonation.
d, Organization:

- 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
- Review: Modal verbs in conditional sentences type 1
- Review: Quantifiers: a, an, some, any
----------------------------------------------------------/
Week 19 – Period 57
Preparing date:…. /…./2021

UNIT 7: RECIPES AND EATING HABITS
Lesson 3: A CLOSER LOOK 2
12


Teaching date:…/…../2021

I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: Review
b. Grammar: Conditional sentences type 1with modal verbs
c. Skills: Sentences completion, matching words, completing
the paragraph, matching two half sentences, answering, spoken
interaction.
2. Competence development: Groupwork, independent
working, pairwork, linguistic competence, cooperative learning and
communicative competence.
3. Behavior : Ss will be more responsible for cooking for

themselves and for their family
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- 5’

a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.

b, Contents: Ss work in pairs to write down all quantifiers they know in two
minutes.
13


c, Outcome: SS can write all quantifiers they know and attract to the
lesson.
d, Organization:
- Ask Ss to work in pairs to write
down all quantifiers they know
in two minutes. The winner is
the pair which has the most
answers.

*Quantifiers: review

2. Presentation- 10’
a. Aim: Help Ss review the quantifiers and help Ss use modal verbs in
conditional sentences type 1.
b, Contents:

+ Ss review the way to use quantifiers and the form of conditional sentences
type 1.
c, Outcome: SS can remind the use of the quantifiers and modal verbs in
conditional sentences type 1 well.
d, Organization:
T asks Ss to retell the way to
use quantifiers

I. Quantifiers: a, an, some, any

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

II. Modal verbs in conditional
sentences type 1

Ss retell the use and the form
of conditional sentences type 1
and give example

If + S + V (present simple), S +
can/must/may/might/should + V (infinitive).

14


3. Practice- 18’
a. Aim: Ss can do exercises about the quantifiers and Help Ss use modal
verbs in conditional sentences type 1.
b, Contents:
+ Ss work individually to fill each blank with a, an, some, or any.
+ Ss work individually to match the food quantifiers with the nouns. Some
quantifiers can go with more than one noun.
+ Ss work in pair to Read the instructions to make a chicken salad. Fill each
blank with a word/phrase in the box. Then write the instructions on how to
make it using the quantifiers and cooking verbs you have learnt.
+ Ss work individually to match the first half of the sentence in A with the
second half in B.
+ Ss work in pairs to read the situations and write appropriate if-sentences
c, Outcome: SS can use the quantifiers and modal verbs in conditional
sentences type 1 to do exercises well.
d, Organization:
- 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.

1. Fill each blank with a, an, some, or
any
Key:
1. a
2. a
3. some
4. some/any
5. a
6. some

7. an
- Ask Ss to give examples with
the quantifiers. Ss may also add 8. any
some more food quantifiers they 9. some
15


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.
- 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.
- 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.

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 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

- Have Ss read the two given
sentences and answer the

questions. Elicit their answers
and confirm the correct ones.

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

- Ask them to give the standard
form of conditional sentences
type 1 with modal verbs. T may
16


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:

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

- Have Ss do the exercise
individually and then compare

their answers in pairs. Ask some
5. Match the first half of the
Ss to read out loud the
sentence in A with the second half in
complete sentences.
B.
Key: 1. c 2. e 3. a 4. b 5. f 6. d
- Have Ss work in pairs to read
the situations and write
appropriate if-sentences - Call
on some Ss to write their
sentences on the board.
- Give necessary correction.

6. What will you say in these
situations? Use suitable modal verbs
with conditional sentences type 1.
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.

4. Application- 11’
a. Aim: Ss can practise more about the quantifiers and conditional
sentences type 1
17


b, Contents: Ss make sentences with the quantifiers and conditional
sentences type 1
c, Outcome: SS can make many sentences with the quantifiers and
conditional sentences type 1 well and correctly.
d, Organization:
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 -1’
- Make sentences about the quantifiers and conditional
sentences type 1.
- Prepare: Communication.
=======================================/
Date of checking……../………/2021
……………………………………..
……………………………………..
……………………………………..

Week 20- Period 58

UNIT 7 : RECIPES & EATING HABITS

Preparing date:…../…./2021

Lesson 4 : Communication
18


Teaching date:…../…./2021

A. OBJECTIVES :
1. Knowledge : By the end of the lesson, Ss will be able to:
- Listen and complete all the tasks about how to cook pumpkin
soup.
- Practice listening and talking about the dish : pumpkin soup.
- Grammar
: Quantifiers (review), Modal verbs in conditional
sentences type 1
- Vocabulary : words related to recipes and eating habits.
- Skills :

Listening, speaking, reading, writing

2.Competences : develop the Groupwork, independent
working, pairwork, linguistic competence, cooperative learning and
communicative competence.
3. Qualities : Ss will be more responsible for cooking for
themselves and for their family.
B. TEACHING AIDS :

1. Teacher: Textbooks, teaching plan, teacher’s book,….
2. Students: Text book, notebook….
D. PROCEDURE :
1. Checking: During the lesson
2. New lesson:

Teacher’s and students’ activities

The main contents

1. Warm up 5’
a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
b. Content : Ss ask and answer T’s questions
19


c. Expected result: Ss can answer simple questions, and give some food and drink they
know.
d. Performance:
- 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 14’
a.Aim: Help Ss know some ingredients and preparation for pumpkin soup
b. Content : Guess the name of the dish in the picture/ Listen and complete the ingredients
and preparation for the pumpkin soup.
c. Expected result: Ss can identify/listen the ingredientes pumpkin soup.
d. Performance:
T asks Ss to look at the picture and guess
the name of the dish in the picture.
1. Pumpkin soup
Ss guess the name of the dish in the
picture.
T asks Ss to discuss to give the
ingredients and preparations for the
pumpkin soup.

* Ingredients:

Ss discuss.

- a kilo of pumpkin.

T lets them listen and check.

- two shallots.

T asks Ss to listen and complete the
ingredients and preparation for the
pumpkin soup.

- two sticks of celery
- two tablespoons of

butter

- two tablespoons of fresh of cream
20


Ss listen and complete

- a pinch of salt

T corrects and remarks

T asks Ss to talk about the ingredients
and preparations for the pumpkin soup: * Preparation
Pumpkin soup is my family’s favorite - peel the pumpkin
soup.
- chop it into cubes
The ingredients are:…….

- peel the shallots

Before cooking,…..

- slice them
- Wash the celary and removes the leaves

Ss talk
T corrects and remarks

2. Extra vocabulary

T gives extra vocabulary

- cube (n)

Ss copy and read

- 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

3. Practice 15’
a.Aim: Help Ss listen to a talk about how to prepare the ingredients
b. Content : Read the steps to make the dish. Rearrange them into the correct order.
c. Expected result: Ss can identify the steps to make the soup.
d. Performance:
3. The steps to make the soup:
T asks Ss to read the steps to cook the
soup and try to rearrange the steps

- Heat the butter in a deep pan, add shallots and
21

celery and stir fry for a few minutes.
Ss rearrange how to make the soup
- Add the pumpkin and stir fry for a few more
minutes.

T lets them listen and corrects

- Add 750 ml of water and a pinch of salt and
cook until the pumpkin is tender. Cool for 10
minutes.

Ss practise to read the steps to cook the
soup

- 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.
T lets them listen again and gives the
benefits of this dish.
Ss answer

* The health benefits of this dish
Key:
- a good source of fibre, minerals, and
vitamins, especially vitamin A
- improve your eyesight and protect yourself
from certain cancers

4. Application 9’

a.Aim: Help Ss know how to prepare ingredients and the steps to cook a dish
b. Content : Discuss about their favourite dish: the ingredients, prepare and steps to cook
it.
c. Expected result: Ss can talk how to cook their favourite dish.
d. Performance:
4. How to cook a dish you like.
T guides Ss to talk about cooking a dish
they like in group
Ss practise
22

Name of the dish: ……………..


Ingredients: ……………
Preparation: …………….
T asks 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.

Steps: ………..
Benefits of the dish: …………..

3. Guides for homework 1’
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….)
---------------------------------------------------------/

Week 20- Period 59
Preparing date:…../…./2021

UNIT 7 : RECIPES & EATING HABITS
Lesson 5: SKILLS 1

Teaching date:…../…./2021

A. OBJECTIVES :
1. Knowledge : By the end of the lesson, Ss will be able to:
- Read the article with specific information about the eating habits of Japanese
people .
- Talk about the eating habits of Vietnamese people.
- Grammar

: Conditional sentences type 1with modal verbs

- Vocabulary : arrange, raw, component, well-balanced,
longevity, lortion, horseradish, avocado, ginger.
23


- Skills : answering the questions, matching the headings,
Reading and answering, discussion, interviewing, spoken
interaction, reporting

2.Competences development: Groupwork, independent
working, pairwork, linguistic competence, cooperative learning and
communicative competence.
3. Qualities : Ss will be more responsible for cooking for
themselves and for their family.
B. TEACHING AIDS :
1. Teacher: Textbooks, teaching plan, teacher’s book,….
2. Students: Text book, notebook….
C. PROCEDURE :
1. Checking: During the lesson
2. New lesson:

Teacher’s and students’ activities

The main contents
1. Warm up 5’

a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
b. Content : Ss ask and answer T’s questions
c. Expected result: Ss can answer simple questions, and give some dishes good for healthy.
d. Performance:
- Ask Ss some questions

*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?
…

24


2. Presentation 10’
a.Aim: Help Ss understand some words related to Japanese eating habits.
b. Content : Learn some vocabularies and read an article about Japanese eating habits.
Match the headings (1-3) with the paragraphs (A-C).
c. Expected result: Ss can identify the headings of paragraphs.
d. Performance:
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
T gives some vocabulary words
Ss copy and read

1. Vocabulary
arrange:
raw:
component:
well-balanced:
longevity:
lortion:
horseradish:
avocado:

T asks Ss to read an article about
Japanese eating habits
Ss read and match the headings (1-3)
with the paragraphs (A-C).

ginger:
2. Now read an article about Japanese eating
habits. Match the headings (1-3) with the
paragraphs (A-C).

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