Giáo án Tiếng Anh Lớp 9 - Tiết 55 đến 58 - Năm học 2020-2021

Preparation day:	/ 1/ 2021
Period 55: UNIT 7: RECIPES AND EATING HABITS LESSON 1: GETTING STARTED
SUBJECT: ENGLISH 9
(Total: 7 lessons)
OBJECTIVES:
Knowledge:
- By the end of the theme SS can use some vocabularies and structures to talk about their favourite dishes and recipes for dishes
Competences:
To develop self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.
Qualities:
To educate ss mercifulness, patriotism, studiousness, honesty and responsibility.
TEACHING AIDS:
Students: Materials: book, board..
Teacher: Equipment : laptop, projector.
TEACHING PROCEDURES:
Class organization:
Day
Date
Period
Class
Attendance
Absence
* Checking:
Talk about one of the wonders you like best
New lesson:
Activity 1: Determining the task:
* Chatting:
*Aims: To help ss to relate to the topic of unit 7.
*Content: Ask Ss what their favorite dishes are
Output: Ss can relate to the topic of unit 7
Process:
Transfering the task:
Ask Ss to work in group to do the task.
Doing the task:
In groups of three, ask what their favorite dishes are
Reporting the result and discussing:
SS present
Feedback:
T corrects and gives the remarks
Activity 2: Form the new knowledge:
T AND SS’ ACTIVITIES
MAIN CONTENTS
I. Teaching vocabulary
*Aims: Ss know how to read new words, identify their meanings and use them to make sentences and know what they are going to listen and read.
*Contents: Vocabularyabout recipe and eating habits.
Output: Almost all the students can do this task well
Process:
1. Transfering the task:
- Elicit some new words from the pictures and situations , realias ..
2. Doing the task:
T: reads new words.
T: writes new words on the board.
SS: listen and repeat in individual first then the whole class.
3. Reporting the result and discussing:
- Call 3- 4 SS to read the words again.
- Checks vocab : slap the board.
4. Feedback:
- T corrects and gives the remarks.
Ask Ss to open their books and look at the picture and the phrase under GETTING STARTED. Ask them some questions:
Who can you see in the picture? What is there on the table?
Where are the people?
What do you think the people in the picture are talking about?
I. New words :
ingredients	thành phần
prawn (n)	tôm
celery (n)	cần tây
spring onion (n)	hành lá
mayonnaise (n)	xốt
to boil	luộc
to drain	để ráo
to peel	lột vỏ
to chop	chặt
to starve	đói Kho : to cook with sauce Nướng : to grill
Quay : to roast Rán, chiên : to fry
Xào, áp chảo : to saute Hầm, ninh : to stew Hấp : to steam
C. Activity 3: Practice
*Aims:SS get the content of the conversation between Nick and Mi and then complete the exercises
*Contents: read the conversation
Output: Almost all SS can complete the task(s).
Process:
Ex1:
1. Transfering the task:
Ex1. Listen and read.
- Explain the requirement of the task to SS
2. Doing the task:
SS listen to the conversation
Ss work in pairs to complete the tasks.
3. Reporting the result and discussing:
T calls two Ss to write on the board.
Other SS give their answers orally.
4. Feedback:
T corrects and gives the remarks. a.Can you find a word that means: Have Ss work independently to find the words with the given meanings in the dialogue. Allow Ss to share
their answers before asking them to discuss as a class. Remember to ask Ss to read out the lines in the
dialogue that contain the words. Quickly write the correct answers on the board.
Have Ss look at the Watch out! box and quickly read the information. If time allows, ask Ss to make some
examples with the expressions.
b. Find all the words related to the topic of food in the conversation. Put them in the word webs.
Ask Ss to work in pairs and complete the word webs. Call on one pair to write their answers on the board. Other pairs add more words if needed.
a. Can you find a word that means:
Key:
starter
versatile
drain
peel
chop
combine
b.Find all the words related to the topic of food in the conversation. Put them in the word webs.
c . Answer the questions.
Have Ss read the questions to make sure they
understand them. Ask them firstly to answer
the questions without reading the dialogue again. Have Ss exchange their answers with a classmate. Now ask them to check their answers by reading the dialogue again. Ask for Ss‘ answers
Ex2.
Explain the requirement of the task to SS
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
Ss listen to the text
Ss work in pairs to complete the task.
T calls two Ss to write on the board.
Other SS give their answers orally.
T corrects and gives the remarks.
Ex3 a .
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.
b.
Tell Ss to complete the sentences with the names of the dishes in2. The complete sentences will give Ss information about these dishes. Call on two Ss to write their answers on the board.
If time allows, T may organise a short
c . Answer the questions.
Key:
Nick‘s mum.
Because it‘s simple and delicious.
In the summertime.
They are versatile, and you can use lots of different ingredients in a salad.
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.
Because he is finding it difficult to wait for one hour.
Ex2. Write the name of each dish in the box under each picture.
Cobb salad
sushi
steak pie
fajitas
lasagne
mango sticky rice
beef	noodle soup
curry
Cobb	xà lách
sushi
bánh	bít tết
fajitas
D. mì ống Ý
Xôi	xoài Thái
phở bò
cà ri
Lasagna, hoặc Lasagne, (phát âm là [lazaɲɲa], số nhiều [lazaɲɲe
Ex3a .In pairs, discuss which country from the box is associated with each dish in 2
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.
Lasagne
curry
steak pie
activity to check Ss‘ short-term memory.
Have Ss close their books. Point
at each of Ss‘ answers on the board and quickly Ss have to call out the country where the dish comes from.
Fajitas
sushi
D. Activity 4: Application
*Aims:Help Sstalk about the name of some food
*Content:Make two big groups. One group names a service. The other group gives their vision of that service in the future. Take turns to do this.
Output: Almost all the students can complete the tasks
Process:
1. Transfering the task:
4. Food quiz
- AskSs to work in groups to do the
1. beef
quiz. The group which has the answers
2. prawn, potato
the fastest is invited to read out
3. cheese, butter, ice cream
their answers. Elicit feedback from other
4. strawberry, lychee, cherry,
groups and ask them to add some other
pomegranate
answers.
5. broccoli, spinach, lettuce, celery,
2. Doing the tasks
kohlrabi
- Ss	work in groups to do the quiz. The
group which has the answers the fastest
is invited to read out their answers. Elicit
feedback from other groups and ask
them to add some other answers.
T moves around to provide help (if
necessary)
3. Reporting the result and discussing:
- Ss play the game
- When time is up, ask the first group to
read out a question in their quiz. Ss from
other groups give the answers. Other Ss
decide if their answers are correct.
Continue the activity until all the groups
have read out all of their questions
4. Feedback:
- T gives the remarks.
3. Homework:
Learn new words by heart.
Read the conversation again.
-Copy the exercise into notebooks.
Prepare: UNIT 7:A closer look 1/ Page 9- textbook.
Preparing day: 26/ 01/ 2021
Period 56: UNIT 7: RECIPES AND EATING HABITS LESSON 2: A CLOSER LOOK 1
SUBJECT: ENGLISH 9
(Total: 7 lessons)
OBJECTIVES:
Knowledge:
After the lesson students will be able to:
use the lexical items related to dishes and ways of preparing and cooking food
ask statement questions with the correct intonation
Competences:
To develop ss‘ ss‘ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.
Qualities:
To educate ss about mercifulness, studiousness, honesty and responsibility.
TEACHING AIDS:
Students: Materials: book, board..
Teacher: Equipment : laptop, projector.
TEACHING PROCEDURES:
Class organization:
Day
Date
Period
Class
Attendance
Absence
* Checking:
S1: goes to the board to write new words
S2: answers some questions.
New lesson:
Activity 1: Determining the task:
Brainstorming
*Aims:To encourage Ss in their new lesson by playing a game
*Contents: Ask Ss to call out the types for preparing and cooking foods they remember in the previous lesson. Tell them that in this lesson they are going to learn some similar vebs
Output: Ss use the language correctly when talking about recipes
Process:
Transfering the task:
Ask Ss to do the task.
Doing the task:
- Ss work individually
Reporting the result and discussing:
- SS answer the questions.
Feedback:
- T gives the remarks
Activity 2: Form the new knowledge
T AND SS’ ACTIVITIES
MAIN CONTENTS
I. Teaching Vocabulary
*Aims:Ss know how to read new words, identify their meanings and do some exercises
*Contents: new words
Output:Students complete the exercises
Process:
1. Transfering the task:
- Explain the requirement of the task to SS
2. Doing the task:
Teach some new words :
T: writes new words on the board.
SS: listen and repeat in individual first then the whole class.
Reporting the result and discussing: Call 3- 4 SS to read the words again. Checking: rub out and remember.
Feedback:
- T corrects and gives the remarks.
I. Vocabulary
whisk: beat eggs, cream, etc., with a special tool to add air and make the food light (đánh trứng, kem.,.)
slice:	cut something into thin flat pieces (thái lát)
grate:	rub food (e.g. cheese) against a grater in order to cut it into very small pieces (nạo)
dip:	put something quickly into a drink, sauce or batter and take it out again (nhúng)
chop:	cut something into pieces with a knife (chặt, cắt)
spread:	put a layer of a substance evenly onto the surface of something (phết)
sprinkle: shake small pieces of something, or drops of a liquid, on something (rắc)
marinate: pour a mixture, usually containing oil, wine or vinegar, and herbs and spices, over meat or fish before it is cooked to add flavour or make it tender (ướp)
C. Activity 3: Practice
*Aims: - Ss know how to do exercises.
*Content: Do exercises.
*Output: Students complete the exercises.
*Process:
1. Transfering the task:
- Explain the requirement of the task to SS
2. Doing the task:
Ss work individually
Use the verbs correctly to talk about food preparation.
3. Reporting the result and discussing:
T calls two Ss to write on the board.
Other SS give their answers orally.
4. Feedback:
T corrects and gives the remarks
Ex1:
Have Ss work individually to do this exercise and then compare their answers with a classmate.
Elicit the answers from Ss and quickly write them on the board
Ex2:
The purpose of this exercise is to help Ss use the verbs correctly to talk about food preparation. Ask Ss to work in pairs to do the exercise. Check the answers as a class. If time allows, have Ss make sentences.
Ex3.
Have Ss do this exercise individually and then compare their answers with a partner. Check and confirm the correct answers. Have Ss give the Vietnamese translation of the words if needed.
Ex4a.
a. Ask Ss to answer the two questions. Elicit their answers. Ask them if they
Ex1. Write a food preparation verb from the box under each picture.
Chop: chặt, cắt
Slice: thái lát
grate : nạo
marinate: ướp
whisk: đánh trứng
dip: nhúng
sprinkle: rắc
spread: phết
Ex2. Complete the sentences with the correct form of the verbs in 1.
Key:
chop; Slice	4. whisk
grates;	5. Dip
sprinkles	6. spread
Marinate
Ex3. Match each cooking verb in A with its definition in B.
Key:
g	5. e
f	6. a
h	7. d
c	8. b
Ex4a. What can you see in the
have ever eaten or made a pizza. If Ss have eaten pizza, ask them if they like the dish. If they have made a pizza themselves, ask them to describe the process of making one briefly.
b. Have Ss complete the instructions individually and then compare their answers with a partner. Check the answers as a class. Ask Ss who have not made a pizza before if they can make a pizza themselves after heading the instructions.
pictures? Do you know what dish these ingredients are used for?
Key:
tomato sauce, onion, cheese, apple, bacon, pizza base —> pizza
b. Complete the instructions below with the verbs in 1 and 3. One verb is used twice.
Key:
1. Chop	2. Grate
3. Spread	4. Sprinkle
5. Spread	6. Bake
II. Teaching pronunciation
*Aims:Help SS to learn and practice the Tones in statements used as questions
*Contents:.
Output: Almost all the students can do this task
Process
1. Transfering the task:
Explain the requirement of the task.
Explain to Ss the meaning of
‗statement‘ (a telling sentence that ends with a full stop) and ‗statement question‘ (used to check information; has the order of a statement but ends with a question mark).
Have Ss listen to the recording
Doing the task:
Let them listen again and have them repeat the sentences with a focus on the tones
Reporting the result and discussing:
- SS read aloud.
4. Feedback:
- T corrects and gives the remarks
Ex5. 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
II. Pronunciation:
Tones	in	statements	used	as questions
Ex5. Listen to the conversations. Draw ↘ or ↗ at the end of each line. Practise the conversations with a partner
loud. Correct any mistakes.
For a more able class, have Ss work in pairs and draw the arrows first. Then play the recording for them to check their answers.
D. Activity 4: Application
Aims:Help SS to learn and practice the Tones in statements used as questions
*Contents:. learn and practice the Tones in statements used as questions
Output: Almost all the students can do this task
Process
1.Transfering the learning task:
Ex6. a. Ask Ss to work in pairs to complete the mini-dialogues with suitable
Ex6. a. Work in pairs. Complete the mini-dialogues with suitable statement questions.
statement questions. Call on some pairs
to write their answers on the board. Give
comments when needed.
b Practise the dialogues using the correct intonation.
Have Ss practise the dialogues and act them out in front of the class with the correct intonation. Ask other Ss to comment.
If time allows, let Ss write their own dialogues with statement questions.
b. Practise the dialogues using the
correct intonation.
Suggested answer:
You don't like pasta?/Don't like pasta?
Add some salt?
2. Doing the task:
Work in pairs.
3. Reporting the task result and discuss:
Calls on some sts to read loudly.
4. Giving the remarks to their doing the task:
- Correct and give marks
- Feedback
3. Homework:
Learn by heart the new words
Prepare UNIT 7: A CLOSER LOOK 2- page 11,12 - textbook
Preparing day:
Period 57: UNIT 7: RECIPES AND EATING HABITS LESSON 3: A CLOSER LOOK 2
SUBJECT: ENGLISH 9
(Total: 7 lessons)
OBJECTIVES:
Knowledge: After the lesson students will be able to:
use some quantifiers correctly
write and use conditional sentences type 1 with modal verbs
Competences:
To develop ss‘ ss‘ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.
Qualities:
To	educate	ss	about	mercifulness,	patriotism,	studiousness,	honesty	and responsibility.
TEACHING AIDS:
Students: Materials: book, board..
Teacher: Equipment : laptop, projector.
TEACHING PROCEDURES:
Class organization:
Day
Date
Period
Class
Attendance
Absence
* Checking
S1: Does A1- workbook
S2:Write the words and make sentences
New lesson:
Activity 1: Determining the task:
* Play game: Network
*Aims: To lead in the new lesson
*Contents: giving examples with quantifiers.
Output: - Most ss can complete the task(s).
Process:
Transfering the task:
Write down all quantifiers that they know in two minutes. The winner in the pair with has the most answers.
Doing the task:
Students work in pairs
Reporting the result and discussing:
SS present
Feedback:
T corrects and gives the remarks.
Activity 2: Form the new knowledge:
T AND SS’ ACTIVITIES
MAIN CONTENTS
I. Teaching Grammar:
*Aims:Help SS to review quantifiers: a, an, some or any, use Conditional sentences type 1.
*Contents: Review quantifiers: a, an, some or any, use Conditional sentences type 1.
Output: Almost all the students can review quantifiers: a, an, some or any, use Conditional sentences type 1 and complete the exercises correctly.
Process:
1. Transfering the task:
- Asks sts to retell the grammar.
Doing the task:
Ss work individually.
Reporting the result and discussing:
T calls two Ss to write on the board.
Other SS give their answers orally.
4. Feedback:
- T corrects and gives the remarks.
Quantifiers: review
Modal verbs in conditional sentences. type 1. Điều kiện có thể xảy ra (open/likely/possible condition)
If + S + V (present simple),
S + can/must/may/might/should + V (infinitive).
C. Activity 3: Practice
Modal verbs in conditional sentences type 1 ( 15 minutes)
*Aims:Help SS use modal verbs in conditional sentences type 1 and quantifiers.
*Contents: Conditional sentences type 1, quantifiers.
Output: Almost all SS can complete the exercises
Process:
Ex1:
Ask Ss about the use of the four quanti- fiers. 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
Ex1: Fill each blank with o, an, some, or an
Key:
1.a	2. a	3.
some
4. some/any 5. a	6. some
7. an	8. any	9. Some Ex2: Match the food quantifiers with the nouns. Some quantifiers can go with more than one noun.
Key:
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.
Ex2:
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.
Ex3: a. 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.
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.
Ex 4
1. Transfering the task:
- Explain the requirement of the task to SS
Doing the task:
Ss work individually, doing Ex 4,5,6
T moves around to provide help (if necessary).
Reporting the result and discussing:
T calls two Ss to write on the board.
Other SS give their answers orally.
4. Feedback:
- T corrects and gives the remarks
1.a, g	2. a	3.f,g	4.c
5.h	6.	b,d	7.e,f	8. b Ex3: a. Read the instructions to make a salad. Fill each blank with a word/phrase inthe 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 verbs you have learnt. Share the instructions with the whole class. Vote for the best salad.
Ex4: 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
Ex4:
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 ofthe examples on the board: Ex5:
Have Ss do the exercise individually and then compare their answers in pairs. Ask some Ss to read out loud the complete sentences.
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
1.	ability	2. Advice
Ex5: 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
D. Activity 4: Application
*Aims: Help Ss use Conditional sentence type 1.
Content: Conditional sentence type 1.
Output: Ss can do exercises.
Process:
Ex6:
1.Transfering the learning task:
- AskSs to work in pair to complete the sentences, using suitable modal verbs with conditional sentences type 1.
Doing the task:
Work in pairs to do.
Reporting the task result and discuss:
Then calls some pairs to practice before class.
Giving the remarks to their doing the task:
- T corrects and gives the remarks.
Ex6: 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:
If you want to have good health, you must reduce the amount of salt in your food.
If my brother is hungry, he can eat three bowls of rice.
You can take a cooking class if it
is at the weekend.
If I eat this undercooked pork, I may have a stomachache.
You should whisk the eggs for 10 minutes if you want a lighter cake.
3. Homework:
Learn by heart the form of conditional sentences types 1
Do ex B4,5,6,7 page 5,6- workbook
Prepare UNIT 7: COMMUNICATION - page 13- textbook.
Preparing day:
Period 58: UNIT 7: RECIPES AND EATING HABITS LESSON 4: COMMUNICATION
SUBJECT: ENGLISH 9
(Total: 7 lessons)
OBJECTIVES:
Knowledge:
After the lesson students will be able to:
talk about the eating habits of Vietnamese people
listen for detailed and specific information about teenagers' eating habits
Competences:
To develop ss‘ ss‘ self- studying skill, communicating and co-opererating skills, problem- solving and creating skills.
Qualities:
To educate ss about mercifulness, patriotism, studiousness, honesty and responsibility.
TEACHING AIDS:
Students: Materials: book, board..
Teacher: Equipment : laptop, projector.
TEACHING PROCEDURES:
Class organization:
Day
Date
Period
Class
Attendance
Absence
* Checking:
S1: Does B5- workbook
- S2: Write the structures and make sentences
New lesson:
Activity 1: Determining the learning task
* Chatting
*Aims: To have fun time by playing game related to the learning topic
*Contents:
Output:
Process:
Transfering the task:
Ask Ss to do the task.
Doing the task:
Ss work individually
Reporting the result and discussing:
- SS answer the questions.
Feedback:
- T gives the remarks
- T: leads in the lesson.
Activity 2: Form the new knowledge
T AND SS’ ACTIVITIES
MAIN CONTENTS
I. Teaching vocabulary
*Aims: Ss know the meaning of some new words.
*Contents: new words.
Output: Almost all the students can the meaning of some new words.
Process:
1. Transfering the task:
- Explain the requirement of the task to SS
2. Doing the task:
Teach some new words :
T: writes new words on the board.
SS: listen and repeat in individual first then the whole class.
Reporting the result and discussing: Call 3- 4 SS to read the words again. Checking: rub out and remember.
Feedback:
- T corrects and gives the remarks.
I. New words :
to puree: make fruit or vegetables into a thick smooth sauce, usually in a blender
to garnish: decorate of food with a small amount of another fruit.
tender (adj): so easy to chew my grandmother can only eat beef if it is tender so my mother has to stew it from one hour
C. Activity 3: Practice
*Aims: Help Ssknow more food, ingredients..
*Contents: doing exercises
Output: Almost all the students can complete the exercise.
Process:
1. Transfering the task:
- Explain the requirement of the task to SS
2. Doing the task:
- Ss work individually, doing Ex 1,2,3 T moves around to provide help (if necessary).
3. Reporting the result and discussing:
T calls two Ss to write on the board.
Other SS give their answers orally.
4. Feedback:
II-Practice:
Ex1. Look at the pictures. Answer the questions.
puree: garnish shallot cube tender pumpkin leaves
fibre
bột nhuyễn Trình bày củ hẹ
hình lập phương mềm
bí ngô lá
- T corrects and gives the remarks
Ex1. - 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.
pinch stick
chất xơ
Nhúm tay Bó, cây
Ex2a. - 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.
Play the first part of the recording for Ss to check their answers. Confirm the correct ones.
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.
Ex3 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 the benefits of the soup. If Ss are not sure about any points play the recording again. Have one student talk about the benefits.
Ex2a. Now listen to the first part of a talk where Mi is presenting how to prepare the ingredients. Check your answers.
Key: 1. pumpkin, celery, shallots, butter, salt, cream
2b. Listen to the first part of the talk again. Fill each blank with a word/phrase.
Key:
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
Ex3a: 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. Listen to the second part again. What are the health benifits of this dish?
Key:
a good source of fibre, minerals, and vitamins, especially vitamin A.
improve your eyesight and protect yourself from certain cancers
D. Activity 4: Application
*Aims: Ss can talk about ingredients, how to prepare it and the steps to cook the food
*Contents: Discussdiscuss a dish they like
Output: Almost all the students can do this task well
Process:
1. Transfering the task:
- AskSs to 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.
2. Doing the task:
- 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.
T moves around to provide help (if necessary)
3. Reporting the result and discussing:
- Whentimeisup, T asks some Ss to report their writtings.
4. Feedback:
- T corrects and gives the remarks
III. Further practice:
Ex4a: 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.
3. Homework
- Redo all the exercises above and do exercises ― Communication‖ in the workbook.
- Prepare: UNIT 7: SKILLS 1 Page 14- textbook.
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