GA 5512 HK 2 English 9

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' activities

Contents
ACTIVITY 1: Warm up (5’)
Brainstorming
Aims: help students have an overview about Find out famous dishes of some countries in the
dishes and cuisines from different cutures
world
Contents:
Countries
Dishes
Find out famous dishes of some countries in Viet Nam
the world
Thailand
Products:
Japan
Famous dishes from the coutries in the The USA
board.
Mexico
Organization:
The UK
- Teacher elicits and write the name of some Italy
countries on the board
India
? 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 words and I. New words
structure for understanding and learning the - prawn

(n):
tôm sú
conversation.
- celery
(n):
cần tây
Contents:
- mayonnaise
(n):
sốt ma-i-on-ne
- new words from the conversation
- versatile
(adj) đa dụng


Teacher and Students' activities
- A/an, some/any
- Modal verbs in Conditional sentences type
1
Products:
- New words
- Usage of a/an/some/any
Organization:
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

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 picture?
- Mi, Nick and his mom.
? Where are they?
- In the kitchen.
? What is there on the table?
- prawn, celery, lemon. salt, pepper, mayonnaise,
knife, tablespoon.......
? What do you think they are talking about? - They are talking about how to make a salad.
- 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 words with 1. starter
2. versatile
the given meanings in the dialogue.
3. drain
4. peel
? Quickly write the answer on the board.
5. chop
6. combine
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.

ACTIVITY 3: PRACTICE (15’)
Aims: help sts have some concepts about

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.


Teacher and Students' activities
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
? Look at the pictures and match the dishes
with the pictures.
? Pair compare
- Play the audio for students to check and
repeat the answers.

Contents

III. Practice
1. Matching (2 P8)
A. Cobb salad
C. steak pie
E. lasagne
rice
G. beef noodle soup
2. Discussion (3a P8)

2. Discussion (3a P8)
? Work in pairs to discuss what country in A. The USA
the box is associated with each dish in 2.
C. The UK
- Check and confirm the correct answers.
E. Italy
G. Viet Nam
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

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

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

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


Teacher and Students' activities
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

(v):
(v):
(v):
(v)
(v):
(v):
(n):
(n):

Content
đánh (trứng)
nạo
rắc
ướp
phết
om

mì ống, mì sợi
bột (nhão) làm bánh

- whisk
- grate
- spinkle
- manirate
- spread
- simmer
- paster
- batter
1. Matching (1 P9)
II. Vocabulary
? Match the verbs in the box with the 1. Matching (1 P9)
pictures.
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, sprinkles
? Use the correct form of the verbs in 1 to 3. Marinate
4. whisk

complete the sentences.
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 cooking 3. h
4. c
verb in A with its definition in B.
5. e
6. a
? Work individually
7. d
8. b
4.a. Questions (4a P9)
4.a. Questions (4a P9)
? Look at the picture and answer the two - tomato sauce, onion, cheese, apple, bacon,
questions.
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 P10)
4b. Complete the instruction (4b P10)
? Look at the pictures and complete the
1. Chop

instructions individually.
2. Grate
? Then compare the answer with a partner.
3. Spread
- Check the answer as a class.
4. Sprinkle
? Can you make a pizza after reading the
5. Spread
instructions.
6. Bake
ACTIVITY 3: Pronunciation (15’)
Aims:
III. Pronunciation
Concept of tone in statement used as
* Tone in statement used as questions
questions
Contents:
What is a statement?
- A statement can be used as a question to check
- a telling sentence that ends with a full stop.
that the information we have is correct.
? 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


Teacher and Students' activities
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 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
Contents: new words about cooking
Products: sts can speak statement questions
correctly, can use more cooking verbs.
Organization:

Content

- 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)
* 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:
Learn by heart new words
Do exercises A1,2 P3 (workbook)
Prepare: Unit 7: A closer look 2


---------------------0@0-------------------WEEK:20
Period: 57

Preparing date:
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:
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

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

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) /ˈmærɪneɪt/: ướp
peel (v) /piːl/: gọt vỏ, bóc vỏ
purée (v) /ˈpjʊəreɪ/ : xay nhuyễn
roast (v) /rəʊst/: quay


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 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.

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

2. a
5. a
8. any

3. some
6. some
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
5.h
6. b,d

3.f,g 4.c
7.e,f 8. b

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.

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).
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.

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 quantifiers and cooking


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:

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 If-clause 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

5 Match the first half of the sentence in A


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.
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.

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 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.
Take note

Homework:
Copy the email onto exercise notebook.
-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
• 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 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.
Products:
- the word shallot and cube
- 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

Look at the pictures. Answer the questions.
puree:
garnish
shallot
cube
tender
pumpkin
leaves
fibre
pinch
stick

bột nhuyễn
Trình bày
củ hẹ
hình lập phương
mềm
bí ngơ
lá
chất xơ
Nhúm tay
Bó, cây


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 write them on
the board. Do not confirm the correct answers now.

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

2a Play the first part of the recording for Ss to check Key: 1. pumpkin, celery, shallots, butter, salt,
their answers. Confirm the correct ones.
cream
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.

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

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:
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

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


the benefits of the soup. If Ss are not sure about any
vitamins, especially vitamin A.
points play the recording again. Have one student talk - improve your eyesight and protect yourself
about the benefits.
from certain cancers
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.

ACTIVITY 4: Further practice (10’)
Aims:
To promote speaking skill
To learn how tell a procedure
Contents:
Ingredients of some dishes
Products:
Fully practice of Task 4, Communication P8
Procedure of some dishes
Organization:
Task 4
4a 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.
4b 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.

Homework:
- Write five sentences about your good friends.

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.


-Prepare SKILLS 1

Kiểm tra ngày tháng
năm
…………………………………………………….
……………………………………………………
……………………………………………………..
---------------------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:
• 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. 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
ACTIVITY 1: WARM-UP
Aims: make sts change the state from relaxation to
concentration
Contents: Tell students in this lesson they will have
the opportunity to learn about speacialities all over
the world
Products:
Dishes from some countries
Organization:

Chatting
ACTIVITY 2 : Reading
Aims: promote reading skills
Contents:
Passage

Content


Extra vocabulary with students. it.
Products:
Key to Task 1,2,3 P14
Organization:
Activity 1:
Have Ss work in pairs to discuss the questions.
Elicit their answers. Because it is an open activity,
accept different answers.

Activity 2:
Ask Ss to read the headings quickly. Make sure
they understand the meaning of each heading. Now
Ss read the paragraphs and match them with the
headings. Ask them to compare their answers with
a classmate. Elicit their answers.

I- READING
Work in pairs. Answer the questions.
1. Where do the Thai people 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
2 Now read an article about Japanese eating
habits. Match the headings (1-3) with the
paragraphs (A-C).
raw food
flavour
sashimi
spicy
Japanese horseradish
vinegared rice
pickled ginger.
arrangement
significant feature

thực phẩm th
hương vị.
sashimi
vị cay
cải ngựa Nh
gạo dấm
gừng ngâm.
sắp xếp
tính năng qu
kẹp giấy

staple

Key:

A. 3

B.2

C.1

3 Answer the questions.
Key:
1. They like raw food and do not use sauces with a
strong flavour.
2. They cut fresh fish.
3. Both can be served with soy sauce.
Activity 3:
4. There are four (rice, soup, main dish, pickles).
3 Have Ss read the passage again to answer the 5. Rice is the staple food and is very nutritious.
questions.
6. Because the dishes are presented in different
Ss can underline parts of the text that help them bowls and plates, and are arranged carefully
with the
according to a traditional pattern.
answers. Ask Ss to compare their answers before
giving
the answers ton Ask them to give evidence when
giving
the answers.


ACTIVITY 3: SPEAKING

Aims:
Improve speaking skill
Help sts know more about Vietnamese cuisine
Contents:
Vietnamese eating habits
Products:
This part helps Ss understand more about the
eating habits of Vietnamese people.
Organization:
4 Have Ss work in groups to discuss the eating
habits of Vietnamese people. Ss use the questions
provided as cues. Move around the class to provide
help. Ask the groups to organise their 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. Give
additional comments.

ACTIVITY 4: Further practice
Aims: widen the topic to earn more knowledge
about food and traditions
Contents:
Speacial food from differents area of Vietnam
Products:
Name of the dishes

1.
What is the most important feature of
Vietnamese eating habits?
2. What are the typical components in a
Vietnamese meal?
3. What is the staple of our country?
4. How are the dishes arranged?
5. Are there any other characteristics of our
eating habits that you know?
6. In general, do Vietnamese people have healthy
eating habits?
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.


Organization:
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

Homework:
Write four sentences about your school.
(answer these questions above )
-Prepare SKILLS 2

Sashimi là một món ăn truyền thống lâu đời của
người Nhật với thành phần chính là các loại hải
sản tươi sống.
Take note

---------------------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. Qualities:
Skills: Practicing skills
Attitude: - Have good eating habits and lifestyle.
- 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
- 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
ACTIVITY 1: WARM-UP
Aims: chatting to make sts change the state from
relaxation to concentration
Aims: make sts change the state from relaxation to
concentration
Contents:
All about your breakfast
Products:

Content

Sts know new words to describe their meals, what food
is healthy
Organization:
Chatting

ACTIVITY 2: Listening
Aims:
- promote listening skill
- help sts learn extra vocabulary
Contents:
Audio about eating habits
Products:
Key to Task 1,2,3 P15
Organization:
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:

? 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.

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 foods
Picture
such as crisps, a hamburger,
A:
soft drinks, and sweets. The
boy looks fat.
A girl is having rice. On the
table we can see soup, fish,
Picture B: vegetables,
and watermelon. The girl
looks slim and fit.

Meaning

They show the contrast
between healthy eating and
unhealthy eating.

2 4Teen Radio is asking two students
2
Tell Ss that they are going to listen to about their eating habits. Listen to what

two students talking about their eating habits. Before they say and decide if the statements are
listening, Ss read through the statements to make sure true (T) or false (F).
they understand them and to underline key words. Play
the recording for them to do the exercise. Call on one Key:
student to write the answers on the board. Ask other Ss 2 1.T 2. F 3.T 4. F 5.T 6. F
if they agree with them. Play the recording a second


time for Ss to check. Don't confirm the correct answers
3. Listen again and complete the
now.
complete the table. Use no more than
3
Without listening to the recording again, Ss three words for each blank
complete the table by filling each blank with no more
than three words. Have Ss compare their answers with 1. biscuits 2. hamburger
3. crisps
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.
4. fried beef 5. vegetables
6. cereal

7. a banana

8. slices of bread 9. boiled egg

10. steamed
fish
ACTIVITY 3: WRITING

Aims:
- promote writing skill
- help sts learn extra vocabulary
Contents:
Vocabulary and structures to tell about eating habits
Products:
Key to Task 4 P15
Organization:
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.

ACTIVITY 4: Further practice
Aims:
- promote writing skill
- help sts learn extra vocabulary
Contents:
Vocabulary and structures to tell about eating habits
Products:
Key to Task 5 P15
Organization:
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

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?

5a Write about your partner's eating


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.

Teacher reviews the lesson
Homework:
- Practise writing a webpage for your school.
-Prepare LOOKING BACK

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
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.
b Exchange your work and give
comments.

Take note

---------------------0@0-------------------Kiểm tra ngày tháng
năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:22
Preparing date:
Period: 61
Teaching date:
Unit 7: RECIPES AND EATING HABITS

Lesson 7: Looking back and project
I./. OBJECTIVE: By the end of this Unit, students can:
• remember and use what they have learnt during the unit to help them answer the questions so Ss
can see how far they have progressed, and which areas they need further practice
• complete LOOKING BACK without referring to the previous sections in the unit. Ss should se
what they remember from the unit to complete this section.
• record their results for each exercise in the LOOKING BACK section in order to complete the
final Finished! Now you can... assessment and identify areas for review.
1.Knowledge: Vocab: favourite dishes and recipes for dishes
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:
Content
Teacher’s and students’ activities
ACTIVITY 1: WARM-UP (5’)

Aims: chatting to make sts change the state from
relaxation to concentration
Contents:
Question about eating habits
Products:
Eating habits
Good/bad eating habits of sts
Organization:
Encourage students not to refer back to the unit. Ask
them to keep a record of their answers to each
exercise so that they can use that information to
complete the self-assessment box at the end of the
unit.

ACTIVITY 2 : Looking back
Aims: improve skills of working individually and
doing team work
Contents:
Extra vocabulary
Practices
Products:
Key to task 1,2,3,4,5,6 P16
Organization:
Activity 1:
Have Ss do this exercise individually and then
compare their answers with a partner. Call on Ss to
read out loud their answers.

1 Match the words in A with their
description or definition in B.

Activity 2:
2 Ask Ss to complete the words individually. Check

1. d
5.a

2. e
6.cH

3. g
7. h

4. b
8. f


Ss' answers as a class. If time allows, call on one or
two Ss to write their answers on the board.

2 Use the correct form of the words in
brackets to finish the sentences.
Key:
A. steam
B. deep-fry
D. bake
E. roast
G. simmer H. stew

Activity 3.

3 Ask Ss to do this exercise individually. Have some
Ss read out their answers. Confirm the correct ones.

Grammar
Activity4.
Have Ss do this exercise individually. Check the
answers as a class. T may ask Ss to explain their
choice
Activity5.
5 Ask Ss to write the sentences individually. Have
two Ss write the sentences on the board. Ask other Ss
to give comments. Correct the sentences if needed.

Communication
Activity 6.
Have Ss rearrange the lines to make a complete
conversation, first individually and then share their
answers with a partner. Ask some pairs to read out
loud the conversation.
ACTIVITY 3: PROJECT (15’)
Aims: improve skills of working individually and
doing team work
Contents:
Extra vocabulary
Practices

C stir fry
F. grill

3 Fill each blank with a word/phrase in

the box. There is one extra word.
Key:
1. hamburger
2.sushi
3. deep-fry
4. steam
5. stew
Grammar
4 Circle the correct answer.
Key:
1. slice 2. sticks 3. any-some
4. bag 5. clove 6. bunch
5 Complete the sentences with your own
ideas. Use the modal verbs provided.
Sample answers:
1. If you keep eating fast food, you might
become overweight.
2. If you promise to finish your homework
tonight, you can go to the cinema with your
friend.
3. He should eat less sweets if he doesn't
want to have toothache.
4. She must eat less rice and bread if she
wants to lose weight.
5. If you join this cooking lesson, you can
cook many delicious dishes.
COMMUNICATION
6 Rearrange the lines to make a complete
conversation.
1. B

6. H

2. E 3. F
7. J 8. C

4. I
9. G

5.A
10. D


Products:
Discuss the recipe for a dish
Ask and answer about eating habit
Organization:
PROJECT
1. Have Ss work in groups of four or five. They go to
other classes and ask different Ss about their eating A survey on eating habits
habits. To reduce the workload, each student
interviews three other Ss and records their answers in
1 Work in groups. Go to other classes and ask
the table. This should be done early in the unit
different students about their eating habits.
2. Group members meet together and organise the
Write the students' answers in the table.
answers in the form of an answer to each question.
The following table can serve as an example. This
1. How often do
S1 S2 S3 S4

summarises the answers of 12 Ss (Ss work in groups
you eat fast
of 4).
food?
Their findings might look like this:
- Question 1: Of 12 students answered, only three
usually eat fast food. Four of them sometimes eat fast 2. How often do
food, and five never have this kind of food.
you eat
- Question 2: ...
homemade food?
3. Have groups present their findings to the class.
Finally, they conclude whether Ss at the school have
healthy eating habits.
3. How many
meals do you
have per day?
4. Which meal is
the most
important to
you?
5. Which do you
prefer: eating at
home or eating
out?
6. What is your
favourite dish?
ACTIVITY 4: Further practice
Aims:
- ask statement questions with the correct intonation

- listen for specific and detailed information about
teenagers' eating habits
Contents:
Extra vocabulary
Practices
Worksheet
Products:


Discuss the recipe for a dish
Ask and answer about eating habit
Sts’s awareness of working hard and improve skills
to get better results
Organization:
Ask Ss to complete the self-assessment. Identify any
difficulties and weak areas and provide further 2 Now work together again. Analyse the
practice if necessary
answers you have got and organise them
Sts present their results in front of the class.
in the form of an answer to each question.
This could be done using a visual
organiser such as a chart.

3 In general, do the students at your
school have healthy eating habits?
Teacher evaluates the work of each team and let the Present your group’s finding to the
class choose the best team.
class
Teacher gives homework
Homework:

- Practise exercises again
Take note
- You can paragraph about how to cook a traditional
dish.
- Prepare Unit 8- GETTING STARTED

---------------------0@0-------------------Kiểm tra ngày tháng
năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:22
Preparing date:
Period: 62
Teaching date:
UNIT 8.TOURISM
Lesson 1: Getting started
I./. OBJECTIVE: By the end of the lesson, students can:
- talk about choices of holiday.
- read for general and specific information about a tourist attraction.
1. Knowledge:
- Articles: other uses
- Words related to tourism
- Compound nouns.
2. Qualities:
Skills: Listening, reading
Attitudes: Raise the awareness of loving and preserving natural sceneries
3. Competences:
- talk about choices of holiday.
- read for general and specific information about a tourist attraction.

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' activities
Contents
ACTIVITY 1: Warm up (5’)
Brainstorming
Aims: help students have an overview about
choices of holiday and specific information
about a tourist attraction
Contents:
Find out famous famous tourism attractions
around the world
Products:
Famous places on the board.
Organization:
Before starting the new lesson, let Ss review the
previous unit by making a comparison.
Divide the board into 2 columns with the
heading the middle:" Eating habits" and some
key word: staple foods, famous dishes, special
foods at festivals,... On the top of one column
write Western and on the other write
Vietnamese. Ask Ss to use the key words to

compare these two. Alternatively, ask Ss to
compare the eating habits of old people and
teenagers in Viet Nam (any differences? any
changes?)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 words and
structure for understanding and learning the
conversation.
Contents:
- new words from the conversation
- Definite and indefinite articles, zero articles
Products:
- New words
- Usage articles
Organization:
2.Getting –started:
Listen and read.( 18)
. Let Ss open their books to GETTING
STARTED. Tell them to look ats the picture and 1. Listen and read.
answer the question:
What are Nick and Chau talking about?
What
place/city
may
they
be