Date of preparing:
Date of teaching:
Period 55
UNIT 7: RECIPES AND EATING HABITS
Lesson 1: GETTING STARTED
I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: prawns, salt, pepper, lemon juice, mayonnaise, celery, spring
onions, wash, boil, combine, add, mix, chop, drain, peel
b. Grammar: review
2. Qualities: listening and reading, reading and answering the questions,
matching words with pictures, discussing, sentences completion, spoken
interaction, playing games.
3. Competences: Group work, independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
II. TEACHING AIDS:
1. Teacher: Text book, Board, chalk, A cassette and an audio compact disk.
2. Students: Textbooks.
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.
*Chatting.
T asks Ss some questions
- What did you eat yesterday?
Ss answer the questions
- What is your favourite food/ drink/
fruit?
- Can you tell me some food and drink
you know?
T introduces the lesson
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.
1. Listen and read
T explains some vocabulary words
* The ingredients of prawn salad
about the ingredients of prawn salad
prawns, salt, pepper, lemon juice,
and some verbs to prepare to cook the mayonnaise, celery, spring onions
prawn salad.
* Preparing and cooking:
Ss copy and repeat
wash, boil, combine, add, mix, chop,
drain, peel
1

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
3. Practice
Aim: Help Ss interact a conversation about ways of preparing and making a
prawn salad.
c. Answer the questions.
T asks Ss to answer the questions in
Key: 1. Nick's mum.
pairs without reading the dialogue
2. Because it's simple and delicious.
again.
3. In the summertime.
Ss answer the questions in pairs
4. They are versatile, and you can use
T calls some pairs read the answers
lots of different ingredients in a salad.
And corrects and remarks
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.
- Have Ss look at the pictures. Tell Ss Key:
that in the box are some dishes from
A. Cobb salad
different countries in the world.
B. sushi
- Ask Ss to write these dishes under
C. steak pie
the pictures, and then compare their
D. fajitas
answers in pairs. Play the audio for Ss E. lasagne
to check and repeat the answers.
F. mango sticky rice
G. beef noodle soup
H. curry
3 a. In pairs, discuss which country
from the box is associated with each
- Have Ss work in pairs to discuss
dish in2.
what country in the box is associated Key:
with each dish in 2. Check and conA. The USA
firm the correct answers.
B. Japan
C. The UK
D. Mexico
E. Italy
F. Thailand
G. Viet Nam
H. India
2

- 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.

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. Production
Aim: Ss can present how to cook how to prawn salad
Eg:
T guides Ss to talk about cooking
Hi every one! I am going to talk about
prawn salad.
cooking prawn salad.
Ss talk how to cook how to prawn
In order to cook prawn salad, we need
salad
the ingredients: prawns, salt, pepper,
T corrects and remarks
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

3

Date of preparing:
Date of teaching:
Period 56
UNIT 7: RECIPES AND EATING HABITS
Lesson 2: A CLOSER LOOK 1
I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: chop, slice, grate, marinate, whisk, dip, sprinkle, spread
b. Grammar: Review
c. Pronunciation: Tones in statements used as questions.
2. Qualities: Writing words under pictures, sentences completion, matching
verbs with definition, completing instructions, listening and repeating, completing
the conversation.
3. Competences: Group work, independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
II. TEACHING AIDS:
3. Teacher: Text book, Board, chalk, A cassette and an audio compact disk.
4. Students: Textbooks.
III. PRCEDUCE:
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.
Find:
+ Group work:
- Kind of meat:
- Divide the class into 5 groups
- Foods which you have to peel:
- Write kind of meat, foods which you - Foods which are made from milk:
have to peel, foods which are made
- Fruits which are red:
from milk, fruits which are red,
- Vegetables which are green:
vegetables which are green
- Time: 3 minutes
- The group which write more right
words is the winner.
2. Presentation
Aim: Ss can know how to read some food preparation verbs and know its
meaning.
T uses images in computer to explain I. Vocabulary
some vocabulary words by writing
1. Write a food preparation verb from
verbs under the pictures (Ex1)
the box under each picture.
Ss copy and repeat
Key:
A. chop
4

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 2. Complete the sentences with the
words in part 1 to complete the
correct form of the verbs in1.
sentences and then compare their
Key:
answers with a classmate.
1. chop; Slice
2. grates; sprinkles
Ss work individually and then
3. Marinate
compare their answers with a
4. whisk
classmate.
5. Dip
6. spread
T has Ss explain the meaning of each
verb in English or Vietnamese.
Correct Ss'explanations when needed.
3. Match each cooking verb in A with
its
- Have Ss do this exercise
definition in B.
individually and then compare their
Key:
answers with a partner. Check and
1. g 2. f 3. h 4. c 5. e 6. a 7. d 8. B
confirm the correct answers.
4 a. Look at the pictures and answer:
T: What can you see in the pictures?
S: tomato sauce, onion, cheese, apple,
T asks Ss to look at the pictures and
bacon, pizza base
answer some questions
T: Do you know what dish these
Ss look at the pictures and answer.
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.
T asks Ss to complete the instructions Key:
below with the verbs in part 1 and
1. Chop
part 3
2. Grate
5

Ss complete the instructions
T corrects and remarks

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
- Now have Ss read the information in partner.
the REMEMBER! box. Answer any
Key:
questions from Ss, and ensure that Ss 1. A: What do we need to make a pizza?
understand the information.
B: A pizza base, some cheese, some
bacon, an onion, and an apple ↷.
- Ask Ss to read through the three
A: An apple ⤻?
conversations. Play the recording for B: Yes, an apple ↷.
Ss to draw appropriate arrows to
2. A: What's for dinner ↷?
indicate the intonation of each
B: We're eating out tonight ↷.
sentence. Have Ss compare their
A: We're eating out ⤻?
answers in pairs.
B: Right ↷.
- Call on some pairs to read the
3. A: I can't eat this dish ↷.
conversations out loud.
B: Why not ↷?
- Correct any mistakes.
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 minidialogues with suitable statement
questions.
Suggested answer:
1. You don't like pasta?/Don't like
pasta?
2. Add some salt?
4. Production
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.

Practise the mini-dialogues using the
correct intonation.

6

- Ask other Ss to comment.
3. Guides for homework
- Write their own mini-dialogues with statement questions.
- Practice vocabulary and pronunciation again.
- Prepare: A closer look 2
- Review: Modal verbs in conditional sentences type 1
- Review: Quantifiers: a, an, some, any
_______________________________________________________________
Date of preparing:
Date of teaching:
Period 57
UNIT 7: RECIPES AND EATING HABITS
Lesson 3: A CLOSER LOOK 2
I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: Review
b. Grammar: Conditional sentences type 1with modal verbs
2. Qualities: Sentences completion, matching words, completing the
paragraph, matching two half sentences, answering, spoken interaction.
3. Competences: Group work, independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
II. TEACHING AIDS:
1. Teacher: Text book, Board, chalk, A cassette and an audio compact disk.
2. Students: Textbooks.
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
*Quantifiers: review
down all quantifiers they know in
two minutes. The winner is the pair
which has the most answers.
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
I. Quantifiers: a, an, some, any
quantifiers
Ss retell the quantifiers and give
examples
- Ask Ss to retell the use and the

II. Modal verbs in conditional
7

form of conditional sentences type 1.
Ss retell the use and the form of
conditional sentences type 1 and
give example

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
1. Fill each blank with a, an, some, or
individually and then compare their
any
answers in pairs.
Key:
- Tell Ss that when talking about
1. a
recipes people usually use food
2. a
quantifiers and that the Look out! box 3. some
contains the most common ones.
4. some/any
- Have Ss read the information in the 5. a
Look out! box. Explain any unclear
6. some
points.
7. an
- Ask Ss to give examples with the
8. any
quantifiers. Ss may also add some
9. 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.
2. Match the food quantifiers with the
- Check the answers as a class.
nouns. Some quantifiers can go with
more than one noun.
- Have Ss work in pairs to read the
Key:
instructions to make a chicken salad
1. a, g 2. a 3. f, g 4. c 5. h 6. b, d 7. e, f
and to fill each blank with a
8. b
word/phrase from the box.
3 a. Read the instructions to make a
- Check as a class.
chicken salad. Fill each blank with a
- Ask Ss to work in pairs, and think
word/phrase in the box.
about a simple salad they know.
Key:
Together Ss write the instructions to 1. 200 grams
make it. Call on some pairs to read
2. an
aloud their instructions. Other Ss
3. tablespoons
listen, make comments, and vote
4. teaspoon
for the best salad.
5. teaspoon
6. some
b. Write the instructions on how to
make it using the quantifiers and
8

- 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:

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

- Have Ss do the exercise
individually and then compare their
answers in pairs. Ask some Ss to read 6. What will you say in these
out loud the complete sentences.
situations? Use suitable modal verbs
with conditional sentences type 1.
- Have Ss work in pairs to read the
Suggested answers:
situations and write appropriate if1. If you want to have good health, you
sentences - Call on some Ss to write
must reduce the amount of salt in your
their sentences on the board.
food.
- Give necessary correction.
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
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.
9

Date of preparing:
Date of teaching:
Period 58
UNIT 7: RECIPES AND EATING HABITS
Lesson 4: COMMUNICATION
I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: - shallot, cube, purée , smooth sauce, tender
b. Grammar: Conditional sentences type 1with modal verbs
2. Qualities: Spoken interaction, listening and checking, rearranging,
writing the ideas, discussion, reporting
3. Competences: Group work, independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
II. TEACHING AIDS:
Text book, Board, chalk, A cassette and an audio compact disk.
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
* Chatting.
Ss answer the questions
- 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?
- ...
T introduces the lesson
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.

1. Pumpkin soup

10

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

* 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

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

2. Extra vocabulary
- cube (n)
- purée (v): make fruit or vegetables
T gives extra vocabulary
into a thick, smooth sauce, usually in a
Ss copy and read
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
3. The steps to make the soup:
T asks Ss to read the steps to cook the - Heat the butter in a deep pan, add
soup and try to rearrange the steps
shallots and celery and stir fry for a
few minutes.
Ss rearrange how to make the soup
- Add the pumpkin and stir fry for a
few more minutes.
T lets them listen and corrects
- Add 750 ml of water and a pinch of
salt and cook until the pumpkin is
Ss practise to read the steps to cook the tender. Cool for 10 minutes.
11

soup

T lets them listen again and gives the
benefits of this dish.
Ss answer

- 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. Production
Aim: Help Ss know how to prepare ingredients and the steps to cook a dish
4. How to cook a dish you like.
T guides Ss to talk about cooking a
dish they like in group
Name of the dish: ……………..
Ss practise
Ingredients: ……………
Preparation: …………….
Steps: ………..
T asks groups to stick their answers on Benefits of the dish: …………..
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.
3. Guides for homework
T advices Ss cook for themselves and for family
- Learn new words/ workbook: C. Speaking
- Prepare next lesson: Skills 1.
Read about Japanese eating habits and answer the questions
Discuss the eating habits of Vietnamese people: (feature, components, the
dishes arranged….)

12

Date of preparing:
Date of teaching:
Period 59
UNIT 7: RECIPES AND EATING HABITS
Lesson 5: SKILLS 1
I. OBJECTIVES:
1. Knowledge:
a. Vocabulary: arrange, raw, component, well-balanced, longevity, lotion,
horseradish, avocado, ginger.
b. Grammar: Conditional sentences type 1with modal verbs
2. Qualities: answering the questions, matching the headings, Reading and
answering, discussion, interviewing, spoken interaction, reporting
3. Competences: Groupwork, independent working, pairwork, linguistic
competence, cooperative learning and communicative competence.
II. TEACHING AIDS:
Text book, Board, chalk, A cassette and an audio compact disk.
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. Pre - reading
Aim: Help Ss understand some words related to Japanese eating habits.
I. Reading
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
1. Vocabulary
arrange:
T gives some vocabulary words
raw:
13

Ss copy and read

component:
well-balanced:
longevity:
lotion:
horseradish:
avocado:
ginger:
3. While - reading
Aim: Ss can read for general and specific information about the eating habits
of Japanese people and answer the questions.
T asks Ss to read an article about
2. Now read an article about
Japanese eating habits
Japanese eating habits. Match the
Ss read and match the headings (1-3)
headings (1-3) with the paragraphs
with the paragraphs (A-C).
(A-C).
T corrects and remarks
Key: A. 3 B. 2 C. 1
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.
4. Post- reading
Aim: Ss can talk about the eating habits of Vietnamese people.
II. Speaking
- Have Ss work in groups to discuss
4. Discuss the eating habits of
the eating habits of Vietnamese
Vietnamese people.
people. Ss use the questions provided Eg:
as cues. Move around the class to
1.  have big dinner with at least 3
provide help. Ask the groups to
dishes and use many kinds of special
organise their ideas to prepare for a
sauces for each dish.
short presentation.
2.  Rice is the typical components in a
Vietnamese meal.
3.  Rice is the staple.
4. ⇒
5.  Vegetable and soup are two dishes
14

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.
- 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
Give opinion about eating habits.

15

Date of preparing:
Date of teaching:
Period 60
UNIT 7: RECIPES AND EATING HABITS
Lesson 6: SKILLS 2
I. OBJECTIVES:
1. Knowledge: By the end of the lesson students will be able to:
- Listen for detailed and specific information about teenagers' eating habits.
- Write about the eating habits of a classmate.
a. Vocabulary: Vocabulary related to eating habits.
b. Grammar: Review
2.Qualities:describe the picture, listening and decide true or false sentences,
listening and completing the table, answering the questions, spoken interaction,
writing the paragraph, reporting, presentation.
3. Competences: Group work, independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
II. TEACHING AIDS:
Text book, Board, chalk, A cassette and an audio compact disk.
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
* Chatting.
Do you think how is unhealthy eating
and healthy eating?
- Ss discuss and give the answer
T introduces the lesson
2. Pre - listening
Aim: Help Ss understand the contents of the listening
- Have Ss do this activity in pairs.
I. Listening
They ask each other questions to find
1. Describe and find out the
out the differences between the two
differences between your pictures.
pictures. Elicit the answers from Ss.
Ask them to describe the underlying
meaning of the 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
16

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. While - listening
Aim: Help Ss listen for detailed and specific information about teenagers'
eating habits and write about the eating habits of a classmate
2. Listen to what they say and decide
- Tell Ss that they are going to listen to if the statements are true (T) or false
two students talking about their eating (F).
habits.
- Play the recording for them to do the
exercise.
Key:
- Call on one student to write the
2 1. T 2. F 3. T 4. F 5. T 6. F
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
3. Listen again and complete the
confirm the answers for both 2 and 3.
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
4. Post - listening
Aim: Help Ss write about the eating habits of a classmate
II. Writing
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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

4. Ask and answer questions about
each other's eating habits. Take
notes of your partner's answers in
the table.

- 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.

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.

3. Guides for homework
- Revise the writing.
- Prepare next lesson: Looking back - Project.

18

Date of preparing:
Date of teaching:
Period 61
UNIT 7: RECIPES AND EATING HABITS
Lesson 7: LOOKING BACK - PROJECT
I. OBJECTIVES:
1. Knowledge: 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.
a. Vocabulary: Vocabulary related to eating habits.
b. Grammar: Review
2. Qualities: matching words with descriptions, completing the words,
completing the paragraph, sentences completion
3. Competences: Group work, independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
II. TEACHING AIDS:
Text book, Board, chalk, A cassette and an audio compact disk.
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.
2.Vocabulary
Aim: Help Ss practice vocabularies related to eating habits
- Have Ss do this exercise individually 1. Match the words in A with their
and then compare their answers with a description or definition in B.
partner.
Key:
- Call on Ss to read out loud their
1. d 2. e 3. g 4. b 5. a 6. c 7. h 8. f
answers.
2. Write a verb for a cooking method
under each picture. The first letter
- Ask Ss to complete the words
has been provided.
individually - Check Ss' answers as a
Key:
class. If time allows, call on one or two A. steam B. deep-fry C. stir-fry
Ss
D. bake
to write their answers on the board.
E. roast F. grill
G. simmer
H. stew
3. Fill each blank with a word/phrase
- Ask Ss to do this exercise
in the box. There is one extra word.
individually.
Key:
- Have some Ss read out their answers. 1. hamburger
19

Confirm the correct ones.

2. sushi
3. deep-fry
4. steam
5. stew

3. Grammar
Aim: Help Ss review the conditional type 1
- Have Ss do this exercise individually. 4. Circle the correct answer.
- Check the answers as a class. T may Key:
ask Ss to explain their choice.
1. slice
2. sticks
3. any - some
4. bag
5. clove
6. bunch
5. Complete the sentences with your
own ideas. Use the mod...