Giáo án Tiếng Anh Lớp 9 - Unit 7: Recipes and eating habits (soạn theo công văn 5512)

Giáo án soạn theo cv 5512
 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. TEACHING 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. CONTENTS: 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
CONTENTS
- 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. CONTENTS: Ss learn vocabulary.
c. Expected results: Ss can read and remember the vocabulary related to the topic.
d. Performance:
TEACHER AND STUDENTS' ACTIVITIES
CONTENTS
Step 1: Transferring the learning task
 - Teacher elicits the words from students.
- Follow the seven steps of teching vocab.
Step 2: Performing the task
- Ss repeat in chorus
- Copy all the new words
Step 3: Discussion
- Ss guess the meaning, then discuss with their partner
Step 4: Conclusion
T make sure that all the students understand the meaning of the vocabulary and pronounce correctly
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. CONTENTS: 
- 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
CONTENTS
Step 1: Transferring the learning task
Ex 1: 
- T asks Ss to match the verbs in the box with the pictures.
Ex 2. 
- T ask Ss to work in pairs.
? Use the correct form of the verbs in 1 to complete the sentences.
Step 2: Performing the task
- Ss follow Teacher’s requirement
Step 3: Discussion
- Ss work individually or in group depends on the task
Step 4: Conclusion
- T gives comment for each task, correct the answer if necessary
Ex 3: Match each cooking verb in A with its definition in B.
Step 1: Transferring the learning task
- T runs through all the cooking verbs.
- T ask Ss to read the definition and match a cooking verb in A with its definition in B.
Step 2: Performing the task
- Ss follow Teacher’s requirement
- Work individually
Step 3: Discussion
- Call one student to write answer on board, other students compares the answer
Step 4: Conclusion
- T gives comment for the task, correct the answer if necessary
Ex 4.a. What can you see in the pictures? Do you know what dish these ingredients are used for? 
Step 1: Transferring the learning task
- T ask Ss to 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.
- T ask Ss to look at the pictures and complete the instructions individually.
Step 2: Performing the task
4a. –Answer the question
4b.Coomplete the instruction
Step 3: Discussion
? Then compare the answer with a partner.
Step 4: Conclusion
- T Checks the answer with class.
- T ask one more question
? 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. CONTENTS: 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
CONTENTS
Step 1: Transferring the learning task
T asks Ss some question 
? 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.
- T plays the part of the conversation in GETTING STARTED which includes a statement question.
Step 2: Performing the task
-Ss listen and pay attention to the intonation of the sentences, give comment.
Step 3: Discussion
? Read the REMEMBER box.
Step 4: Conclusion
- 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.
Step 1: Transferring the learning task
- T asks Ss to listen to the conversations and draw correct symbol for the intonation of each sentence. 
- Play the recording as many times as necessary. 
Step 2: Performing the task
- Ss do as requested
? PRACTICE the conversations with a partner.
Step 3: Discussion
Step 4: Conclusion
T listens and then correct Ss’s pronunciation
Ex 6: Work in pairs. Complete the mini- dialogue with suitable statement questions
Step 1: Transferring the learning task
- T asks Ss to work in pairs to complete the mini- dialogues with suitable statement questions.
Step 2: Performing the task
- Work in pair
Step 3: Discussion
- T Call on some pairs to write their answers on the board.
Step 4: Conclusion
- Give comment when needed.
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
 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. TEACHING 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. CONTENTS: 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. CONTENTS : Ss learn grammar. 
c. Expected result: Ss can remember quantifiers and understand modal verbs in conditional sentences type 1.
d. Performance:
TEACHER’S AND STUDENT’S ACTIVITIES
CONTENTS
Step 1 : Transfer of duties
1. Quantifiers: review
- T 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 CONTENTS. Ss work 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. 
- Now have Ss read the information and examples in the grammar box. Write the form of the examples on the board:
Step 2: Performing the task
- Ss do as requested
Step 3: Discussion
- T may call on one student to write the form on the board. 
Step 4: Conclusion
T makes sure that all student undertand the grammar
* 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. CONTENTS: 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 STUDENT’S ACTIVITIES
CONTENTS
Ex 1: Fill each blank with a, an, some, 
any.
Step 1: Transferring the learning task
- 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.
Step 2: Performing the task
- Ss follow Teacher’s requirement
Step 3: Discussion
-T calls one student to write answer on board, other students compares the answer
Step 4: Conclusion
- T gives comment for the task, corrects the answer if necessary
Ex 2: Match the food quantifiers with the nouns.
Step 1: Transferring the learning task 
- T Have Ss do the exercise individually
Step 2: Performing the task
- Ss work individually
Step 3: Discussion
 - Ss compare their answers with a partner. 
Step 4: Conclusion
- T remind Ss that some quantifiers can go with more than noun. 
- Check the answers as a class.
Ex 3.
Step 1: Transferring the learning task
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. 
b. - 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.
Step 2: Performing the task
- Ss do as requested
Step 3: Discussion
- Ss work individually or in group depends on the task
Step 4: Conclusion
- T gives comment for each task, correct the answer if necessary
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. CONTENTS: 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 STUDENT’S ACTIVITIES
CONTENTS
Step 1: Transfer og duties
Ex 5: 
- 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. 
Step 2: Performing the task
- Ss do as requested
- Ss work invidually or in pair depends on each task
Step 3: Discussion
- Call on some Ss to write the their sentences on the board. 
Step 4: Conclusion
T gives 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. CONTENTS: 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
 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. TEACHING 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. CONTENTS: 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. CONTENTS : 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 STUDENT’S ACTIVITIES
CONTENTS
Step 1: Transferring the learning task
- T asks ss to guess the meaning of the words 
Step 2: Performing the task
- Listen to the teacher’s explaination.
- Repeat
- Stress
- Copy
Step 3: Discussion
- T calls on one student to write answer on the board, the other students compare and give comments 
Step 4: Conclusion	
- Teacher monitors and gets feedback
Ex 1: 
Step 1: Transferring the learning task
- T asks Ss to 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
Step 2: Performing the task
- Ss do as requested to complete the task
Step 3: Discussion
- Report the result to the class 
Step 4: Conclusion	
- Teacher monitors and gets feedback
- Confirm the correct ones.
- Ss to check their answers. 
* 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. CONTENTS: 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 STUDENT’S ACTIVITIES
CONTENTS
Ex 2.b: Listen to the first part of the talk again. Fill each blank with a word/ phrase.
Step 1: Transferring the learning task
- Play the recording again for Ss to do the exercise. 
- Have them compare their answers in pairs. 
- Ask other Ss to correct these answers if needed. 
- Play the recording one more time for Ss to check their answers.
Step 2: Performing the task
- Ss do as requested to complete the task
Step 3: Discussion
- Call on two Ss to write their answers on the board. 
Step 4: Conclusion	
- Teacher monitors and gets feedback
Ex 3: Read the steps to make the dish. Rearrange them into the correct order.
Step 1: Transferring the learning task
- T asks Ss to 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.
Step 2: Performing the task
- Ss do as requested to complete the task
Step 3: Discussion
- Report the result to the class 
- Other students listen to the answer and give comment 
Step 4: Conclusion	
- T gives comment and adds on to the answer if necessary
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. CONTENTS: 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 STUDENT’S ACTIVITIES
CONTENTS
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
Week Planning:
Period Teaching:
UNIT 7: RECIPES AND EATING HABITS
LESSON 5: SKILLS 1
I. OBJECTIVES 
1. Knowledges: By the end of the lesson, Ss will be able to:
- Read for general and specific information about the the eating habit of Japanese people.
- Talk about the eating habit of Vietnamese people.
2. Competences:
- Self- study: discovering basic knowledge in textbooks, the ability to self- collect and collect information about the eating habits of Japanese people.
- Collaboration and communication: group activities on selecting and presenting on the eating habits of Vietnamese people.
- The ability to solve the problem and create: talking about Vietnamese eating habits.
- Using language to talk about recipes and eating habits.
3. Qualities:
- Study hard, self- study spirit, enthusiastically participate in activities in the classroom. 
- Be interested in recipes and eating habits.
II. TEACHING AIDS.
T : Textbook, lesson plan, English room.
Ss : Learn the old lesson, prepare Unit 7: Skills 1.
III. PROCEDURE
1. WARM UP
- Organization (1’) 9A:.................... 9B:.......................... 9C:.........................
a. Goal: Ss identify the food in each picture.
b. CONTENTS: Ss answer the questions.
c. Expected result: Ss can tell the names of the food in each picture.
d. Performance:
TEACHER’S AND STUDENT’S ACTIVITIES
CONTENTS
- Have Ss work in pairs to discuss the questions. 
- Guide and elicit their answers (because it is an open activity, accept different answers.)
- Give Ss two minutes to give the answer.
- Call some Ss to answer. Other Ss comments and give the another answer (if necessary)
- T.comments and give the suggested answers. 
Suggested answers: 
Picture A: different types of sushi
Picture B: miso soup
Picture C: abowl of rice
Picture D: sliced cucumber/ pickled cucumber
2. PRESENTATION (Pre- reading)
a. Goal: help Ss understand more about the eating habits of Japanese people.
b. CONTENTS: Read an article about Japanese eating habits and matching the headings with the paragraphs. 
c. Expected result: Understand the eating habit of Japanese people and matching the headings with the paragraphs exactly. 
d. Performance:
TEACHER’S AND STUDENT’S ACTIVITIES
CONTENTS
Step 1: Transferring the learning task
- Ask Ss to read the headings quickly. Make sure they understand the meaning of each heading.
- Ask Ss to answer (ask them to give evidence when giving the answers.)
Step 2: Performing the task
- Ss read the paragraphs and match them with the headings. 
Step 3: Discussion
- T calls some Ss to comment.
Step 4: Conclusion
- T. corrects and gives feedback.
 a. 3 
 b. 2 
 c. 1
3. PRACTICE (While- reading )
a. Goal: help Ss understand more about the eating habits of Japanese people. 
b. CONTENTS: Read an article again and answer the questions. 
c. Expected result: Ss can answer the questions correctly.
d. Performance:
TEACHER’S AND STUDENT’S ACTIVITIES
CONTENTS
Step 1: Transferring the learning task
- T has Ss read the passage again to answer the questions. 
Step 2: Performing the task
- Ss can underline parts of the test that help them with the answers. 
- Work in pairs
Step 3: Discussion
- Ss compare their answers before giving the answers to T. 
- Ss have to give evidence when giving the answers.
Step 4: Conclusion
 - T. corrects and give feedback.
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, soup, main dish, pickles)
5. Rice is the staple food and is very mutritious
6. Because the dishes are presented in different bowl and plates, and are arranged carefully according to a traditional pattern.
4. PRODUCTION (SPEAKING )
a. Goal: help Ss understand more about the eating habits of Vietnamese people.
b. CONTENTS: Discuss the eating habits of Vietnamese people.
c. Expected result: Ss can understand and talk about the eating habit of Vietnamese people.
d. Performance:
TEACHER’S AND STUDENT’S ACTIVITIES
CONTENTS
Step 1: Transferring the learning task
- T has 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. 
- Ask the groups as competions.
Step 2: Performing the task
- Ss do as requested
Step 3: Discussion
- 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. 
Step 4: Conclusion
- T gives additional comments.
Suggested answers: 
Vietnamese eating habits
 Vietnamese food is varied and distinctive. It is considerably low fat and hing in carbohydrates. Traditional Vietnamese cooking usually uses ferh 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 dihes: main dish (meat, fish, egg or tofu), vegetable, soup and rice. Rice is the stape in Vietnam. 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. If people place the food with on a table, a simial arrangement is followed. Dished are served communally. Usually there is a big dish/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.
* HOMEWORK 
- Complete exercise 3 in the notebook.
- Talk about the eating habit of Vietnamese people again.
- Prepare 
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