Giáo án Tiếng Anh Lớp 9 - Chương trình học kỳ II - Năm học 2020-2021

Date of planning: 
Date of teaching: 
UNIT 7: RECIPES AND EATING HABITS
Period 55: Lesson 1: GETTING STARTED
I. OBJECTIVES: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:
	a. Vocabulary: lexical items related to making a prawn salad
	b. Grammar: Giving instruction
2. Competences: 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.
II. TEACHING AIDS
	1. Materials: Textbooks, plan
	2. Equipment: computer, projector, loudspeaker
III. PROCEDURE
1. Checking: During the lesson
 2. New lesson:
Teacher’s and students’ activities
The main contents
1. Warm up
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
T asks Ss some questions
Ss answer the questions
T introduces the lesson
*Chatting.
- What did you eat yesterday?
- What is your favourite food/ drink/ fruit?
- Can you tell me some food and drink you know?
2. Presentation
Aim: Ss can know how to read some vocabulary words and its meaning about the ingredients of prawn salad and some verbs to prepare to cook the prawn salad.
T explains some vocabulary words about the ingredients of prawn salad and some verbs to prepare to cook the prawn salad.
Ss copy and repeat
T lets Ss listen to the tape
Ss listen to the tape.
T asks Ss to read the conversation in pairs
Ss read the conversation in pairs
1. Listen and read
* The ingredients of prawn salad
prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions
* Preparing and cooking: 
wash, boil, combine, add, mix, chop, drain, peel
3. Practice
Aim: Help Ss interact a conversation about ways of preparing and making a prawn salad.
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
- 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.
- 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.
- 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.
c. Answer the questions.
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 
C. steak pie 
D. fajitas 
E. lasagne 
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 
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: 
1. Lasagne 
2. curry 
3. steak pie 
4. Fajitas 
5. sushi
4. Further practice
Aim: Ss can present how to cook how to prawn salad
T guides Ss to talk about cooking prawn salad.
Ss talk how to cook how to prawn salad
T corrects and remarks
Eg: 
Hi every one! I am going to talk about cooking prawn salad.
In order to cook prawn salad, we need the ingredients: prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions.
Now, I will teach you how to cook
- wash the selery and spring onions
- boil the prawn until they are pink
- drain and peel them
- chop the celery and spring onions
- combine the prawn and celery in the bowl
- Add two tablespoons of mayonnaise, half a pepper and some lemon juice. 
- Mix all the ingredients well.
- Add the spring onion on top.
- cover the bowl and leave it in the fidge for an hour.
- serve them
3. Guides for homework 
	- Learn the vocabulary by heart
 	- Talk how to cook how to prawn salad
- Prepare: A closer look 1.
- Find Verbs for preparing and cooking foods
- Find: kind of meat, foods which you have to peel, foods which are made from milk, fruits which are red, vegetables which are green.
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Date of planning: 
Date of teaching: 
 UNIT 7: RECIPES AND EATING HABITS
 Period 56 : Lesson 2: A CLOSER LOOK 1
I. OBJECTIVES: 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:
	a. Vocabulary: words related to cooking verbs and making a pizza
	b. Grammar: Imperative
	c. Pronunciation: Tones in statements used as questions.
2. Competences: 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.
II. TEACHING AIDS
	1. Materials: Textbooks, plan
	2. Equipments: computer, projector, loudspeaker
III. PROCEDURE
1. Checking: During the lesson
 2. New lesson:
Teacher’s and students’ activities
The main contents
1. Warm up
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
+ Groupwork:
- Divide the class into 5 groups
- Write kind of meat, foods which you have to peel, foods which are made from milk, fruits which are red, vegetables which are green
- Time: 3 minutes
- The group which write more right words is the winner.
Find: 
- Kind of meat: 
- Foods which you have to peel: 
- Foods which are made from milk:
- Fruits which are red: 
- Vegetables which are green:
2. Presentation
Aim: Ss can know how to read some food preparation verbs and know its meaning.
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
Aim: Help Ss use the verbs correctly to talk about food preparation.
T asks Ss to work individually to use words in part 1 to complete the sentences and then compare their answers with a classmate.
Ss work individually and then compare their answers with a classmate. 
T has Ss explain the meaning of each verb in English or Vietnamese. 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.
T asks Ss to look at the pictures and answer some questions
Ss look at the pictures and answer.
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
- Now have Ss read the information in the REMEMBER! box. Answer any questions from Ss, and ensure that Ss understand the information.
- 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. 
- Call on some pairs to read the conversations out loud. 
- Correct any mistakes.
2. Complete the sentences with the correct form of the verbs in 1.
Key:
1. chop; Slice 
2. grates; sprinkles 
3. Marinate 
4. whisk 
5. Dip 
6. spread
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
4 a. 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?
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
II. Pronunciation
5. Listen to the conversations. Draw ↷ or ⤻ at the end of each line. Practise the conversations with a partner.
Key:
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 ↷.
6. Work in pairs. Complete the mini-dialogues with suitable statement questions.
Suggested answer:
1. You don’t like pasta?/Don’t like pasta?
2. Add some salt?
4. Further practice
Aim: Ss can practise the mini-dialogues using the correct intonation
- Ask Ss to work in pairs to complete the mini-dialogues with suitable statement questions. Call on some pairs to write their answers on the board. Give comments when needed.
- Have Ss practise the mini-dialogues 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
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Date of planning: 
Date of teaching: 
UNIT 7: RECIPES AND EATING HABITS
Period 57: Lesson 3: A CLOSER LOOK 2
I. OBJECTIVES: By the end of the lesson, students can:
	- know how to use quantifiers, modal verbs in conditional sentences type 1
 1. Knowledge:
	a. Vocabulary: Review
	b. Grammar: 
- Quantifiers
- Modal verbs in conditional sentences type 1
2. Competences: 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.
II. TEACHING AIDS
	1. Materials: Textbooks, plan. 
	2. Equipment: computer, projector
III. PROCEDURE
1. Checking: During the lesson
 2. New lesson:
Teacher’s and students’ activities
The main contents
1. Warm up
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
- Ask Ss to work in pairs to write down all quantifiers they know in two minutes. The winner is the pair which has the most answers.
*Quantifiers: review
2. Presentation
Aim: Help Ss review the quantifiers and Help Ss use modal verbs in conditional sentences type 1.
T asks Ss to retell the way to use quantifiers
Ss retell the quantifiers and give examples
 - Ask Ss to retell the use and the form of conditional sentences type 1.
Ss retell the use and the form of conditional sentences type 1 and give example
I. Quantifiers: a, an, some, any
II. Modal verbs in conditional sentences type 1
If + S + V (present simple), S + can/must/may/might/should + V (infinitive).
3. Practice
Aim: Ss can do exercises about the quantifiers and Help Ss use modal verbs in conditional sentences type 1.
- Have Ss do this exercise 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. 
- Ask Ss to give examples with the quantifiers. Ss may also add some more food quantifiers they know to the list.
- Have Ss do the exercise individually and then compare their answers with a partner. Remind them that some quantifiers can go with more than one noun. 
- Check the answers as a class.
- 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.
- Have Ss read the two given sentences and answer the questions. Elicit their answers and confirm the correct ones.
- Ask them to give the standard form of conditional sentences type 1 with modal verbs. T may call on one student to write the form on the board. Now have Ss read the information and examples in the grammar box. Write the form of the examples on the board:
- Have Ss do the exercise individually and then compare their answers in pairs. Ask some Ss to read out loud the complete sentences.
- 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.
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 
8. any 
9. some
2. Match the food quantifiers with the nouns. Some quantifiers can go with more than one noun.
Key:
1. a, g 2. a 3. f, g 4. c 5. h 6. b, d 7. e, f 8. b
3 a. Read the instructions to make a chicken salad. Fill each blank with a word/phrase in the box.
Key:
1. 200 grams 
2. an 
3. tablespoons 
4. teaspoon 
5. teaspoon 
6. some
b. Write the instructions on how to make it using the quantifiers and cooking verbs you have learnt. 
4. Read and underlined part and answer the questions.
Key:
1. ability 
2. advice
5. Match the  first half of the sentence in A with the second half in B.
Key: 1. c 2. e 3. a 4. b 5. f 6. d
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. Further practice
Aim: Ss can practise more about the quantifiers and conditional sentences type 1
T asks Ss to make sentences with 
the quantifiers and conditional sentences type 1
Ss make sentences with 
the quantifiers and conditional sentences type 1
T corrects
3. Guides for homework 
	- Make sentences about the quantifiers and conditional sentences type 1.
- Prepare: Communication.
Date of planning: 
Date of teaching: 
 UNIT 7: RECIPES AND EATING HABITS
Period 58: Lesson 4: COMMUNICATION
I. OBJECTIVES: By the end of the lesson, students can:
- talk about the eating habits of Vietnamese people
- listen for detailed and specific information about teenagers' eating habits
 1. Knowledge:
a. Vocabulary: words related to recipes and eating habits.
	b. Grammar: quantifiers (review); modal verbs in conditional type 1.
2. Competences: 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.
II. TEACHING AIDS
	1. Materials: Textbooks, plan
	2. Equipment: computer, projector, loudspeaker
III. PROCEDURE
1. Checking: During the lesson
 2. New lesson:
Teacher’s and students’ activities
The main contents
1. Warm up
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
- T asks some questions
Ss answer the questions
T introduces the lesson
* Chatting.
- 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?
- ...
2. Presentation
Aim: Help Ss know some ingredients and preparation for pumpkin soup
T asks Ss to look at the picture and guess the name of the dish in the picture.
Ss guess the name of the dish in the picture.
T asks Ss to discuss to give the ingredients and preparations for the pumpkin soup.
Ss discuss.
T lets them listen and check.
T asks Ss to listen and complete the ingredients and preparation for the pumpkin soup.
Ss listen and complete
T corrects and remarks
T asks Ss to talk about the ingredients and preparations for the pumpkin soup: Pumpkin soup is my family’s favorite soup. 
The ingredients are: .
Before cooking, ..
Ss talk
T corrects and remarks
T gives extra vocabulary
Ss copy and read
1. Pumpkin soup
* Ingredients: 
- a kilo of pumpkin.
- two shallots.
- two sticks of celery
- two tablespoons of butter
- two tablespoons of fresh of cream
- a pinch of salt 
* Preparation
- peel the pumpkin 
- chop it into cubes
- peel the shallots 
- slice them
- Wash the celary and removes the leaves
2. Extra vocabulary
- cube (n)
- purée (v): make fruit or vegetables into a thick, smooth sauce, usually in a blender
- garnish (v): decorate a dish of food with a small amount of another food
- tender (adj): soft or easy to chew 
3. Practice
Aim: Help Ss listen to a talk about how to prepare the ingredients
T asks Ss to read the steps to cook the soup and try to rearrange the steps 
Ss rearrange how to make the soup
T lets them listen and corrects
Ss practise to read the steps to cook the soup
T lets them listen again and gives the benefits of this dish.
Ss answer 
3. The steps to make the soup:
- Heat the butter in a deep pan, add shallots and celery and stir fry for a few minutes.
- Add the pumpkin and stir fry for a few more minutes.
- Add 750 ml of water and a pinch of salt and cook until the pumpkin is tender. Cool for 10 minutes.
- Puree the soup in a mixer until it is smooth.
- Add the cream and simmer for 2 to 3 minutes.
- For the finishing touch, garnish it with some celery leaves.
* The health benefits of this dish
Key: 
- a good source of  fibre, minerals, and vitamins, especially vitamin A
- improve your eyesight and protect yourself from certain cancers
4. Further Practice
Aim: Help Ss know how to prepare ingredients and the steps to cook a dish
T guides Ss to talk about cooking a dish they like in group
Ss practise
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.
4. How to cook a dish you like. 
Name of the dish: ..
Ingredients: 
Preparation: .
Steps: ..
Benefits of the dish: ..
3. Guides for homework 
	T advices Ss cook for themselves and for family
- Learn new words/ workbook: C. Speaking 
- Prepare next lesson: Skills 1.
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Date of planning: 
Date of teaching: 
UNIT 7: RECIPES AND EATING HABITS
Period 59: Lesson 5: SKILLS 1
I. OBJECTIVES: 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:
a. Vocabulary: favourite dishes and recipes for dishes.
	b. Grammar: Conditional sentences type 1with modal verbs
2. Competences: 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.
II. TEACHING AIDS
	1. Materials: Textbooks, plan
	2. Equipments: computer, projector, loudspeaker
III. PROCEDURE
1. Checking: During the lesson
 2. New lesson:
Teacher’s and students’ activities
The main contents
1. Warm up
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
- Ask Ss some question 
*Chatting.
- How often do you cook meals?
- What kind of food do you often cook?
- Do you think your dishes are good for health?
- Can you tell me some healthy food and unhealthy food?
2. Presentation
Aim: Help Ss understand some words related to Japanese eating habits.
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
T asks Ss to read an article about Japanese eating habits
Ss read and match the headings (1-3) with the paragraphs (A-C).
T corrects and remarks
I. Reading
1. Vocabulary
arrange:
raw:
component:
well-balanced:
longevity:
lortion:
horseradish:
avocado:
ginger:
2. Now read an article about Japanese eating habits. Match the headings (1-3) with the paragraphs (A-C).
Key: A. 3 B. 2 C. 1
3. Practice
Aim: Ss can read for general and specific information about the eating habits of Japanese people and answer the questions.
- Have Ss read the article again to answer the questions. Ss can underline parts of the text that help them with the answers. Ask Ss to compare their answers before giving the answers to T. Ask them to give evidence when giving the answers.
- 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.
3. Read the article again and 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.
4. There are four (rice, miso soup, main dish(es), pickles).
5. Rice is the staple food and is very nutritious.
6. Because the dishes are presented in different bowls and plates, and are arranged carefully according to a traditional pattern.
II. Speaking
4. Discuss the eating habits of Vietnamese people. 
Eg:
1. have big dinner with at least 3 dishes and use many kinds of special sauces for each dish.
2. Rice is the typical components in a Vietnamese meal.
3. Rice is the staple.
4. ⇒
5. Vegetable and soup are two dishes that always appear in a typical Vietnamese meal; after a meal, we usually eat fruit for desserts.
6. Yes, because we eat a lot of vegetables and fruits.
4. Further practice
Aim: Ss can talk about the eating habits of Vietnamese people.
- Have one group of Ss 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.
* Present your group’s ideas about Vietnamese eating habits.
Eg:
Vietnamese food is varied and distinctive. 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. A meal consists of various dishes: main dish (meat, fish, egg or tofu), vegetable, soup and rice. Rice is the staple in Viet Nam. In many families, people eat around a tray of food with a small bowl of ¬ fish sauce in the middle. Around this bowl are the dishes.
Usually there is a bowl of each dish, and people use chopsticks and spoons to get their share.
In general, Vietnamese food is considered healthy and is popular in other countries.
3. Guides for homework 
- Ask Ss: If you have chance to Japan, what dishes would you like to taste?
	T tells Ss to have good eating habits for the healthy
– Find out some famous dishes of VN and how to cook them. 
- Prepare next lesson: Skills 2
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Date of planning: 
Date of teaching: 
UNIT 7: RECIPES AND EATING HABITS
Period 60: Lesson 6: SKILLS 2
I. OBJECTIVES: By the end of the lesson students can:
- Listen for detailed and specific information about teenagers’ eating habits.
- Write about the eating habits of a classmate.
 1. Knowledge: 
a. Vocabulary: Vocabulary related to eating habits.
	b. Grammar: Review
2. Competences: 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.
II. TEACHING AIDS
	1. Materials: Textbooks, plan
	2. Equipments: computer, projector, loudspeaker
III. PROCEDURE
1. Checking: During the lesson
 2. New lesson:
Teacher’ and students’ activities
The main contents
1. Warm up
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
- T asks Ss to answer the question
- Ss discuss and give the answer
T introduces the lesson
* Chatting.
Do you think how is unhealthy eating and healthy eating?
2. Presentation
Aim: Help Ss understand the contents of the listening
- 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.
I. Listening
1. Describe and find out the differences between your pictures. 
Suggested answers:
- Picture A: A boy is eating chocolate. On the table there are junk foods such as
crisps, a hamburger, soft drinks, and sweets. The boy looks fat.
- Picture B: A girl is having rice. On the table we can see soup, fish, vegetables,
and watermelon. The girl looks slim and fit.
- Meaning: They show the contrast between healthy eating and unhealthy eating
3. Practice
Aim: Help Ss listen for detailed and specific information about teenagers’ eating habitts and write about the eating habits of a classmate
- Tell Ss that they are going to listen to two students talking about their eating habits. 
- Play the recording for them to do the exercise. 
- Call on one student to write the answers on the board. 
- Ask other Ss if they agree with them. 
- Play the recording a second time for Ss to check. Don’t confirm the correct answers now.
- Without listening to the recording again, Ss complete the table by  filling each blank with no more than three words. Have Ss compare their answers with a classmate before giving T the answers. Ask two Ss to write their answers on the board. 
- Play the recording one last time to confirm the answers for both 2 and 3.
- Ask Ss to work in pairs. They ask and answer questions about each other’s eating habits, and take notes of their partner’s answers in the table.
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.
- Ask Ss to write about their partner’s eating habits. When they have finished, Ss exchange their writing to spot any mistakes. Have Ss share the mistakes with the whole class. T may collect some Ss’ work to mark
at home, or T may ask them to rewrite the exercise as homework. In this case, remember to ask for Ss’ revised work in the next lesson.
2. Listen to what they say and decide if the statements are true (T) or false (F).
Key:
2 1. T 2. F 3. T 4. F 5. T 6. F
3. Listen again and complete the table. Use no more than three words for each blank.
1. biscuits 
2. hamburger 
3. crisps 
4. fried beef 
5. vegetables 
6. cereal 
7. a banana 
8. slices of bread 
9. boiled egg 
10. steamed  fish
II. Writing
4. Ask and answer questions about each other’s eating habits. Take notes of your partner’s answers in the table.
5 a. Write about your partner’s eating habits. Include information about his/her meals, your opinion about his/her eating habits and possible changes.
b. Exchange your work and give comments.
Sample writing:
My friend, Trang, does not have healthy eating habits. She sometimes skips breakfast. When she has it, 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.
4. Further practice
Aim: Help Ss talk about the eating habits of a classmate
T guides Ss to talk about the eating habits of a classmate
Ss talk about the eating habits of a classmate
T corrects and remarks
3. Guides for homework 
- Revise the writing.
- Prepare next lesson: Looking back - Project.
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Date of planning: 
Date of teaching: 
UNIT 7: RECIPES AND EATING HABITS
Period 61: Lesson 7: LOOKING BACK - PROJECT
I. OBJECTIVES: By the end of the lesson students will be able to:
- Practice vocabulary and grammar points they have learnt in this unit.
- Practice making communication, project.
 1. Knowledge: 
a. Vocabulary: Vocabulary related to eating habits.
	b. Grammar: Review
2. Competences: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competenc