Giáo án Tiếng Anh 9 - Unit 7: Recipes and eating habits - Lesson 2: A closer look 1

Week 19
Period 55
Planning:
Teaching:
 UNIT 7: RECIPES AND EATING HABITS
Lesson 2: A closer look 1
I. OBJECTIVES 
1. Knowledges: By the end of the lesson, the Ss will be able to:
- 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.
2. Competences:
- Co-operation: work in pairs, groups
- Self- study: work individually.
- Creativeness: talk about RECIPES AND EATING HABITS
- Using language to do exercises
3. Quality: Ss are interested in doing exercises.
II. TEACHNG AIDS.
T : Textbook, lesson plan, English room.
Ss : Learn the old lesson, prepare Unit 7: A closer look 1.
III. PROCEDURE
1. Warm up (5’)
* Organization (1’) 9A:....................... 9B:.......................... 9C:...........................
a. Goal: Review the vocabulary related to dishes, preparing and cooking.
b. Content: Ss write the words related to dishes, preparing and cooking.
c. Expected results: Ss can remember the words related to the topic.
d. Performance:
Teacher and Students' activities
Content
- Elicits the topic from students
? 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.
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 
2. Presentation (5’)
a. Goal: Provide Ss necessary vocabulary related to the topic. 
b. Content: Ss learn vocabulary.
c. Expected results: Ss can read and remember the vocabulary related to the topic.
d. Performance:
Teacher and Students' activities
Content
- Teacher use the pictures in 1 on page 9 to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
* Check vocabulary: Matching
1. Vocabulary
- whisk
(v):
đánh (trứng)
- grate
(v):
nạo
- spinkle
(v):
rắc
- manirate
(v)
ướp
- spread
(v):
phết
- simmer
(v):
om
- paster
(n):
mì ống, mì sợi
- batter
(n):
bột (nhão) làm bánh 
3. Practice (20’)
a. Goal: Revise the vocabulary.
b. Content: 
- Write a food preparation verb from the box under each picture.
- Complete the sentenceswith the correct form of the verbs. 
- Match each cooking verb with its definition.
c. Expected results: Ss can understand using and meaning of the vocabulary.
d. Performance:
Teacher and Students' activities
Content
Ex 1: Write a food preparation verb from the box under each picture.
? Match the verbs in the box with the pictures.
Ex 2. Complete the sentenceswith the correct form of the verbs in 1.
? Work in pairs.
? Use the correct form of the verbs in 1 to complete the sentences.
Ex 3: Match each cooking verb in A with its definition in B.
? Run through all the cooking verbs.
? Read the definition and match a cooking verb in A with its definition in B.
? Work individually
Ex 4.a. What can you see in the pictures? Do you know what dish these ingredients are used for? 
? Look at the picture and answer the two questions: 
+ What can you see in the pictures?
+ Do you know what dish these ingredients are used for?
? 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 instructions below with the verbs in 1 and 3. One verb is used twice.
?Look at the pictures and complete the instructions individually.
? Then compare the answer with a partner.
- Check the answer as a class.
? Can you make a pizza after reading the instructions.
Ex 1: Write a food preparation verb from the box under each picture.
A. chop B. slice
C. grate D. marinate
E. whisk F. dip
G. sprinkle H. spread
Ex 2. Complete the sentenceswith the correct form of the verbs in 1.
1. chop, Slice 2. grates, sprinkles
3. Marinate 4. whisk
5. Dip 6. spread
Ex 3: Match each cooking verb in A with its definition in B.
1.g 2. f
3. h 4. c
5. e 6. a
7. d 8. b 
Ex 4.a. What can you see in the pictures? Do you know what dish these ingredients are used for? 
- tomato sauce, onion, cheese, apple, bacon, pizza base -> pizza 
4b. Complete the instructions below with the verbs in 1 and 3. One verb is used twice.
1. Chop
2. Grate
3. Spread
4. Sprinkle
5. Spread
6. Bake 
4. Production (13’)
a. Goal: Ss can understand tones in statements used as questions.
b. Content: Listen to and practice the conversations. 
 Complete the mini-dialogue with suitable statement questions.
c. Expected results: Ss can practice tones in statements used as questions correctly.
d. Performance:
Teacher and Students' activities
Content
? What is a statement?
- a telling sentence that ends with a full stop.
? What is a statement question?
- used to check information has the order of a statement but ends with a question mark.
- Play the part of the conversation in GETTING STARTED which includes a statement question.
? Listen and pay attention to the intonation of the sentences, give comment.
? Read the REMEMBER box.
- Make sure students understand the information
Ex 5: Listen to the conversation. Listen and draw or at the end of each line.Practice the conversation with a partner.
? 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.
Ex 6: Work in pairs. Complete the mini-dialogue with suitable statement questions
? Work in pairs to complete the mini-dialogues 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.
2. Pronunciation
* Tone in statement used as questions
- A statement can be used as a question to check that the information we have is correct.
- When we pronounce a statement question, our voice goes up at the end.
Ex 5: Listen to the conversation. Listen and draw or at the end of each line. Practice the conversation with a partner.
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 ↷?
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 ↷.
Ex 6: Work in pairs. Complete the mini-dialogue with suitable statement questions.
* Suggested answers:
1. You don't like paster?/ Don't like paster?
2. Add some salt?
* Homework (2’)
- Learn by heart new words
- Complete all the exercises in the notebook.
- Prepare Unit 7: A closer look 2
Week 19
Period 56
Planning: 
Teaching: 
 UNIT 7: RECIPES AND EATING HABITS
Lesson 3: A closer look 2
I. OBJECTIVES 
1. Knowledges: By the end of the lesson, the Ss will be able to use:
- Quatifiers (review)
- Modal verbs in conditional sentences type 1
2. Competences:
- Co-operation: work in pairs, groups
- Self- study: work individually.
- Using language to talk about dishes
3. Quality: Ss are interested in using Quatifiers, Modal verbs in conditional sentences type 1.
II. TEACHNG AIDS.
T : Textbook, lesson plan, English room.
Ss : Learn the old lesson, prepare Unit 7: A closer look 2.
III. PROCEDURE
1. Warm up (5’)
* Organization (1’) 9A:....................... 9B:.......................... 9C:...........................
a. Goal: Help Ss to remember quantifiers.
b. Content: Ss go to the board and write all the quantifiers they know.
c. Expected results: Ss can write the quantifiers. 
d. Performance:
- Ask Ss to go to the board and write down all quantifiers they know in two minutes. 
- T calls some Ss comment and correct.
2. Presentation (10’) 
a. Goal: Ss can memorize quantifiers and knowledge form and usage of modal verbs in conditional sentences type 1.
b. Content : Ss learn grammar. 
c. Expected result: Ss can remember quantifiers and understand modal verbs in conditional sentences type 1.
d. Performance:
Teacher’s and students’activities
Content
1. Quantifiers: review
- Ask Ss what a quantifier is. If needed, briefly explain to them that a quantifier is a word or phrase that expresses quantity or amount. Tell Ss that they have already learnt, and know, quite a few quantifiers. Elicit examples from Ss.
- T may organise a short warm up activity with this content. Ss word in pairs to write down all quantifiers they know in two minutes. The winter is the pair which has the most answers.
2. Modal verbs in conditional sentences type 1.
- 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:
* Grammar 
1. Quantifiers: review
2. Modal verbs in conditional sentences type 1.
1. ability 
2. advice
If + S +V (present simple), S + can/must/may/might/could + V(infinitive)
3. Practice (23’) 
3.1. Quantifiers.
a. Goal: Ss can do exercises about the quantifiers.
b. Content: Fill each blank with a, an, some, any./ with a word/phrase in the box.
 Match the food quantifiers with the nouns.
c. Expected result: Ss can do exercises about the quantifiers exactly.
d. Performance: 
Teacher’s and students’activities
Content
Ex 1: Fill each blank with a, an, some, 
any.
- Ask Ss about the use of four quantifiers. Make any necessary. Have Ss do this exercise individually and then compare their answers in pairs.
- Tell Ss that when talking about recipes people usually use food quantifies 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 qualifiers they know to the list.
Ex 2: Match the food quantifiers with the nouns.
- Have Ss do the exercise individually and then compare their answers with a partner. Remind them that some quantifiers can go with more than noun. Check the answers as a class.
Ex 3.a. Read the instructions to make a chicken salad. Fill each blank with a word/phrase in the box.
- 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.b. Write the instructions on how to make it using the quantifiers and cooking verbs you have learnt.
- Ask Ss to work in pairs, and think about a simple salad thay 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.
- 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 stick their instructions on the board. A board of five Ss act as examiners. This board reads the instructions and gives each goup a mark.
Ex 1: Fill each blank with a, an, some, 
any.
1. a 2. a 3. some 
4. some/any 5. a 6. some 
7. an 8. any 9. some
Ex 2: Match the food quantifiers with the nouns.
1. a, g 2.a 3. f, g 4.c 
5. h 6. b, h 7. e, f 8. b
Ex 3.a. Read the instructions to make a chicken salad. Fill each blank with a word/phrase in the box.
1. 200grams 2. an 
3. tablespoons 4. teaspoon 
5. teaspoon 6. some
3.b. Write the instructions on how to make it using the quantifiers and cooking verbs you have learnt.
3.2. Modal verbs in conditional sentences type 1.
a. Goal: Help Ss understand modal verbs in conditional sentences type 1.
b. Content: Match the first half of the sentence with the second half.
 Rewrite the sentences in these situations using suitable modal verbs in conditional sentences type 1. 
c. Expected result: Ss can do exercises about modal verbs in conditional sentences type 1exactly.
d. Performance: 
Teacher’s and students’activities
Content
Ex 5: Match the first half of the sentence in A with the second half in B.
- Have Ss do the exercise individually and then compare their answers in pairs. 
- Ask some Ss to read out loud the complete sentences.
Ex 6: What will you say in these situations? Use suitable modal verbs in conditional sentences type 1. 
- Have Ss work in pairs to read the situations and write appropriate if-sentences. 
- Call on some Ss to write the their sentences on the board. Give necessary correction.
Ex 5: Match the first half of the sentence in A with the second half in B.
1. c 2. e 3. a 
4. b 5. f 6. d 
Ex 6: What will you say in these situations? Use suitable modal verbs in 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. Production ( 5’) 
a. Goal: Ss can practise more about the quantifiers and modal verbs in conditional sentences type 1.
b. Content: Make sentences with the quantifiers and modal verbs in conditional sentences type 1.
c. Expected result: Ss can make sentences about the quantifiers and modal verbs in conditional sentences type 1exactly.
d. Performance:
- Asks Ss to make sentences with the quantifiers and conditional sentences type 1.
- Call 3 Ss to go to the board their sentences.
- Call other Ss to comment.
- T. corrects.
* Homework (2’)
- Learn by heart all the structures
- Complete all the exercises in the notebook.
- Prepare: Unit 7. Communication
Week 19
Period 57
Planning: 
Teaching: 
 UNIT 7: RECIPES AND EATING HABITS
Lesson 4: Communication
I. OBJECTIVES 
1. Knowledge: By the end of the lesson, the Ss will be able to:
- Discuss the recipe for a dish.
- Grammar: Quatifiers, Modal verbs in conditional sentences type 1
- Vocabulary: words related to dishes.
2. Competences: 
- Co-operation: work in pairs, groups.
- Self- study: work individually.
- Using language to talk about recipes and eating habits.
3. Quality: Ss are interested in recipes and eating habits.
II. TEACHNG AIDS.
T : Textbook, lesson plan, English.
Ss : Learn the old lesson, prepare Unit 7: Communication.
III. PROCEDURE. 
1. Warm up: ( 5’)
- Organization (1’) 9A:....................... 9B:............................. 9C:...........................
a. Goal: To attract Ss’ attention to the lesson and to lead in the new lesson.
b. Content: Ss answer the questions.
c. Expected result: Ss can understand and answer the questions about themselves.
d. Performance:
- Ask Ss to answer some questions:
+ What do you often do at home?
+ Do you help your mother cook for family?
+ Can you cook well?
+ Can you tell me some dishes you know?
- Ss answer.
2. Presentation (10’) 
a. Goal: Help Ss understand the meanings of the words in the Extra Vocabulary and guess the name/ the ingredients of the dish in the picture. 
b. Content : Ss learn vocabulary and answer the questions. 
c. Expected result: Ss can remember vocabularies and guess the name/ the ingredients of the dish in the picture exactly. 
d. Performance:
Teacher’s and students’activities
Content
- Ss guess the meaning of the words 
- Listen to the teacher’s explaination.
- Repeat
- Stress
- Copy
- Have Ss look at the picture and answer the questions:
1. Can you guess the name of the dish in the picture?
2. What do you think the ingredients are for the dish?
- Quickly elicit their answers and write them on the board. Do not confirm the correct answers now.
- Play the first part of the recording for Ss to check their answers. 
Confirm the correct ones. 
* Vocabulary
- purée: make fruit or vegettable in a thick, smooth sauce, usually in a blender.
- garnish: decorate a dish of food with a small amount of another food.
- tender: soft or easy to chew 
E.g: 
“My grandmother can only eat beef if it is tender, so my mother has to stew it for one hour.”
Ex 1: Look at the picture. Answer the questions.
Ex 2.a: Listen to the first part of a talk Check your answer.
1. Pumkin soup
2. pumpkin, celery, shallots, butter, salt, cream
3. Practice (20’)
a. Goal: Help Ss know how to cook the pumpkin soup. 
b. Content: Listen to a talk where Mi is presenting how to prepare the ingredients and fill each blank with a word/ phrase; rearrange them into the correct order; then talk about the health benefits of the dish.
c. Expected result: Ss can know some ingredients, preparation, steps and benefits of the pumpkin soup.
d. Performance:
Teacher’s and students’activities
Content
Ex 2.b: Listen to the first part of the talk again. Fill each blank with a word/ phrase.
- 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.
Ex 3: Read the steps to make the dish. Rearrange them into the correct order.
- 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.
- Without playing the recording again, ask Ss about the benefits of the soup. 
- If Ss are not sure about any points, play the recording again. 
- Have one student talk about the benefits.
Ex 2.b: Listen to the first part of the talk again. Fill each blank with a word/ phrase.
1. a kilo/one kilo 
2. two 
3. two sticks 
4. two tablespoons 
5. two tablespoons 
6. a pinch 
7. peel 
8. chop 
9. peel 
10. slice 
11. leaves
Ex 3: Read the steps to make the dish. Rearrange them into the correct order.
1.b 2.e 3.f 4.c 5.a 6.d
* Benefits of the soup:
- a good source of fibre, minerals, and vitamins, especially vitamin A. 
- improve your eyesight and protect yourself from certain cancers
4. Production (8’) 
a. Goal: Help Ss know how to cook a dish they like.
b. Content: Discuss its ingredients, how to prepare and the steps to cook it. 
c. Expected result: Ss can know some ingredients, preparation, steps and benefits of a dish they like.
d. Performance:
Teacher’s and students’activities
Content
Ex 4. 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.
- Have Ss work in groups to discuss a dish they like. 
- Ask 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. 
- 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.
- When the time is up, ask the groups to stick their papers on the wall. 
- Each group reports their best post to the class, saying which changes have been the most beneficial for the country. 
- Vote for the best posts.
Ex 4. 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.
* How to cook a dish you like. 
Name of the dish: ..
Ingredients: 
Preparation: .. .
Steps: ....
Benefits of the dish: ..
* Homework (2’)
- Learn by heart all the vocabulary.
- Write how to cook a dish you like in the notebook.
- Prepare: Unit 7. Skills 1