Lesson 1: GETTING STARTED - My Favourite Salad: Unit 7: Recipes and Eating Habits

Nguyen Nghiem Junior High School English 9 Lesson Plans
Period:… / Week: …
Date: … / … / ……
UNIT 7: RECIPES AND EATING HABITS

Lesson 1: GETTING STARTED – My favourite salad
A. Objective: By the end of the lesson, students will be able to use the lexical
items related to dishes and structures to talk about their favourite dishes and recipes
for dishes.
B. Language Content:
- Vocabulary: starter, versatile, drain, peel, chop, combine.
- Grammar: Modal verbs in conditional sentences type 1, quantifiers (review).
- Pronunciation: Tones in statements used as questions
C. Teaching aids:
- Textbook , teacher‟s book , chalks, pictures and posters.
D. Procedure:
I. Warm up: Kim‟s game
-T devides class into 2 big teams (team A & team B).
-T hangs the pictures and says how to play the game.
-Ss look at the pictures, listen how to play the game and take part in the game.
-T controls the game, remarks which team win.
-Ss listen and check which team win.
-T and Ss congratulate the winers.
II. Check up:
Key: Foods.
1.pizza 2. vegetables 3. noodle 4.bread
5. fish 6. chicken 7. corn 8. meat
Vo Thi Thanh Thuy Page 1

III. New lesson:
Teacher’s and Students’ activities Content

-T leads in the topic based on warm-up. I. Vocabulary:
-T elicits - (picture) - starter (n) /'stɑ:tə(r) / : món khai vị
-T models - (situation) - versatile (adj) /'vɜːsətaɪl / : đa dụng
-Ss repeat - (explaination) - drain (v) /drein / : ráo nước
- (picture) -chop (v) /tʃɒp / : chặt
- (picture) -combine (v) /kɔm'bain/ : trộn
- (picture) -peel (v) /piːl/ : gọt vỏ, bóc vỏ
-Ss copy down.
-T controls check vocabulary by “Rub Check vocabulary:

out and remember”. “Rub out and remember”
-T asks Ss to open their books and II. Listen and read:

look at the picture and the phrase
under GETTING STARTED.
-T ask Ss to some questions about the
picture:
+ Who can you see in the pictures?

+ What is there on the table?
+ What do you think the people in the
picture are talking about?
-T plays the recording

-Ss listen and read.
1. Reading
-T asks Ss to compare their answers
with the information in the dialogue a. Can you find a word that mean:
and add some more details to their Key:
answers. 1. starter
2. versatile
-Ss work independently to find the 3. drain
words with the given meanings in the 4. peel
dialogue. 5. chop
-T asks Ss to share their answers 6. combine
before asking them to discuss as a
class.

-T asks Ss to read out the lines in the

dialogue that contain the words.
-T writes the correct answers on the
board.
-Ss copy down.
-Has Ss look at the Watch out! Box

and quikly read the information. If
time allows, T asks Ss to make some
examples with the expressions.
-T asks Ss to work in pairs and

complete word webs.
b.Find all the words related to the topic of
-Ss work in pairs. food in the conversation. Put them in the
-Ss write the correct answers on the word webs.
posters.
Key:
-T calls on two pairs to hang the
posters on the board. Ingredients
-T reads and checks, correct the - salt - spring onions
mistakes. - pepper - celery
-T asks other pairs to add more add - prawns - mayonnaise
more words if needed. - lemon juice
-Ss copy down.

Preparing and cooking
- wash - peel
- boil - drain
- combine - mix
- chop - add
-T devides the class into two groups

and guides Ss play “LUCKY

NUMBERS” game to give the answer. c. Answer the questions.

-T listen to tape and practice the
dialogue in group.
-Ss work in groups and take part in the Team A Team B
game to give the answers. 10

8
6
4
2 1 2 3 12
860
4
-T controls the game, checks and

remarks which group win. 8 4
7 6 5
Numbers Sentences
1 Lucky Number Key:
2 1 1. Nick‟s mum.
3 2 2. Because it‟s simple and delicious.
4 3 3. In the summertime.
5 Lucky Number 4. They are versatile, and you can use lots
6 4 of different ingrefients in a salad.
7 5 5. Nick‟s mum boils and drains the
8 6 prawns. Nick washes the celery, peels the
prawns, and mixes the ingredients. Mi
-Ss copy down the correct answers. 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
-T asks Ss to look at the pictures and
tells Ss that in the box are some dishes
from different countries in the word. 2.Write the name of each dish in the box
under each picture.
-Ss write these dishes under the Key:
pictures, and then compare their
answers in pairs.
-T plays the adio for Ss to listen, check

and repeat answers.
-T checks pronounciation correctly the A. Cobb salad B. sushi

name of each dish.

C. steak pie D. fajitas
-Ss copy down.
E. lasagne F.mango sticky rice
-T asks Ss to work in pairs.
- Ss work in pairs and write correct G. beef noodle soup H. curry

answers on the posters.
3. a In pairs, discuss which country from
-T calls on two pairs to hang the the box is associated with each dish in 2
posters on the board. Key:
-T checks and cofirm the correct
answers. A. The USA B. Japan
-Ss copy down. C. The UK D. Mexico
E. Italy F. Thailand
-T asks Ss to work in pairs and tells Ss
to complete the sentences and will G. Viet Nam H. India
give Ss information about these dishes.
-Ss write correct answers on the b. Fill each blank with the name of dish
posters. in 2
-T calls on two pairs to hang the
posters on the board. Key:
-T checks and cofirm the correct 1. Lasagne
answers. 2. curry
-Ss copy down. 3. steak pie
4. Fajitas
5. sushi
-T devides the class into 4 groups.

-Ss write correct answers on the

posters.
-The group which has the answers the
fastest is invited to read out their 4. Food Quiz
answers.
-T Elicits feedback from other groups Key:
and asks them to add some other 1. beef
answers. 2. prawn, potato
3. cheese, butter, ice cream
4. strawberry, lychee, cherry, pomegranate
5. broccoli, spinach, lettuce, celery,
kohlrabi
IV. Homework:
- Learn all the new words by heart.
- Prepare: A Closer Look 1.
V. Evaluation:

Date: … / … / ……

Lesson 2: A CLOSER LOOK 1
A. Objective: By the end of the lesson, students will be able to use the lexical
items related to dishes and ways of preparing and cooking food.
- Vocabulary: chop, slice, grate, marinate, whisk, dip, sprinkle, spread.
- Pronunciation: Tones in statements used as questions
C. Teaching aids:
D. Procedure:
I. Warm up: Kim‟s game
II. Check up:
Key: Dishes.
1. Cobb salad 2. sushi 3. steak pie 4. fajitas
5. lasagne 6.mango sticky rice 7.beef noodle soup 8. curry
III. New lesson.

Teacher’s and Students’activities Content

-T leads in based on the warm up. I. Vocabulary:
-T elicits - (picture) - whisk (v) /wɪsk/ : đánh (trứng…)
-T models - (picture) - grate (v) /ɡreɪt/ : nạo
-Ss repeat - (picture) - chop (v) /tʃɒp/ : chặt
- (picture) - sprinkle (v) /ˈsprɪŋkl/ : rắc
- (picture) - slice (v) /slaɪs/ : cắt lát
- (picture) - dip (v) /dɪp/ : nhúng
- (picture) - spread (v) /spred/ : phết
- (picture) - marinate (v) /ˈmærɪneɪt/ : ướp
-Ss copy down. Check vocabulary:

“Rub out and remember”
-T controls check vocabulary by “Rub 1. Write a food preparation verb from the
out and remember”. box under each picture.
-Ss work individually to do this exercise Key:
and then compare their answers with a
classmate.
-T elicits the answers from Ss and
quickly writes them on the board.
-T doesn‟t confirm the correct answers
at this stage and has Ss explain the A. chop
meaning of each verb in English or
Vietnamese.
-T corrects Ss‟ explanations when need.
whisk: beat eggs, cream, etc.,

with a special tool to add air and
make the food light (đahs trứng, B. slice
kem,…).
slice: cut something into thin

fl at pieces (thái lát).
C. grate
grate: rub food (e.g. cheese)

against
Vo Thi Thanha grater
Thuy in order to cut it Page 8
into very small pieces (nạo).
dip: put something quickly

into a drink, sauce or batter and D. marinate
take it out again (nhúng).
chop: cut something into

pieces with a knife (chặt, cắt).
E. whisk
spread: put a layer of a
substance evenly onto the
surface of something (phết)
sprinkle: shake small pieces

of something, or drops of a F.dip
liquid, on something (rắc)
marinate: pour a mixture,

usually containing oil, wine or
vinegar, and herbs and spices, G. sprinkle
over meat or fi sh before it is
cooked to add flavour or make
it tender (ướp)
-Ss copy down
H. spread
-The purpose of this exercise is to help

Ss use the verbs correctly to talk about 2. Complete the sentences with the

food preparation. correct form of the verbs in 1.

-T asks Ss to work in pairs.
-T calls some Ss to read correct answers Key:
and checks the answers as a class. If time 1.chop; Slice
allows, T has Ss make sentences. 2.grates; sprinkles
3.Marinate
-Ss copy down. 4.whisk
5.Dip
6.spread
-T asks Ss to work individually and then 3. Match each cooking verb in A with its
compare their answers with a partner. definition in B.
-T checks and confirms the correct Key:

answers. Has Ss give the Vietnamese 1.g
translation of the words if needed. 2.f
3.h
-Ss copy down. 4.c
5.e
6.a
7.d
8.b
-T asks Ss to answer the two questions.
4.a What can you see in the pictures? Do
-T elicits their answers. you know what dish these ingredients are
used for ?
-T asks Ss if they have ever eaten or
made a pizza.
-If Ss have eaten pizza,T asks them if

they like the dish.
-If they have made a pizza themselves, T

asks them to describe the process of
making one briefly. Key:
Tomato sauce, onion, cheese, apple,
bacon, pizza base  pizza
-Has Ss complete the instructions
individually. b. Complete the instructions below with
the verbs in1 and 3. One verb is used

-Ss compare their answers with a partner. twice.
-T checks the answers as a class. Key:
-T asks Ss who have not made a pizza

before if they can make a pizza
themselves after reading the instructions.
-Ss copy down. 1. Chop the onion, 2. Grate the cheese

bacon and an apple.
3.Spread the tomato 4. Sprinkle the

sauce on the pizza cheese on the pizza
base base
5. Spread the 6. Bake the pizza in

chopped onion, the oven for about
bacon and apple on 10 minutes.
top
-T asks Ss to answer the questions.

Do you think you can
make a pizza yourself ?
Tones in statements used as questions

-T explains to Ss the meaning of II. Pronunciation
„statement‟ (a telling sentence that ends Tones in statements used as questions.

with a full stop) and „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. T asks Ss to pay
attention to the intonation of the
sentences. T asks Ss to give comments.
Now has Ss read the information in the
REMEMBER! box. T answers any
questions from Ss, and ensures that Ss
understand the information.
5. Listen to the conversations. Draw  or

 at the end of each line. Practise the
conversations with a partner.
-T Asks Ss to read through the three
Key:
conversations.
1. A: What do we need to make a pizza?
-T plays the recording for Ss to draw
B: A pizza base, some cheese, some
appropriate arrows to indicate the
bacon, an onion, and an apple.
intonation of each sentence.
A: An apple ?
-Has Ss compare their answers in pairs.
B: Yes, an apple.
-T calls on some pairs to read the
2. A: What‟s for dinner ?
conversations out loud.
B: We‟re eating out tonight.
-T corrects any mistakes. For a more
A: We‟re eating out ?
able class, has Ss work in pairs and draw
B: Right.
the arrows first. Then T plays the
3. A: I can‟t eat this dish.
recording for them to check their
B: Why not ?
answers.
A: I‟m allergic to prawns.
-Ss copy down.
B: Allergic to prawns ?
A: Yes, my skin turns red when I eat
them.
-T asks Ss to work in pairs to complete
the mini-dialogues with suitable
6.a Work in pairs. Complete the mini-
statement questions.
dialogues with suitable statement
-T calls on some pairs to write their
questions.
answers on the board.

-T gives comments when needed. Key: Suggested answer:

-Ss copy down. 1. You don‟t like pasta ? / Don‟t like
pasta ?
2. Add some salt  ?
-Has Ss practise the mini-dialogues and
act them out in front of the class with the b. Practise the mini-dialogues using the
correct intonation. correct intonation.
-T asks other Ss to comment.
-If time allows, let Ss write their own
mini-dialogues with statement questions.
IV. Homework:
- Learn Vocabulary by heart.
- Listen again.
- Prepare “A closer look 2”.
V. Evaluation:

Date: … / … / ……

Lesson 3: A CLOSER LOOK 2
A. Objective: By the end of the lesson, students will be able to use some
quantifiers correctly and use conditional sentences type 1 with modal verbs.
- Vocabulary: The items related to dishes and ways of preparing and cooking food.
- Pronunciation:
C. Teaching aids:
D. Procedure:
I. Warm up:
Listen to music: If You're Happy and You Know it Clap Your Hands Song
-T gives Ss listen to music.
-Ss listen to music and sing song together.
II. Check up: No

III. New lesson:

T’s and ss’ activities Content
-T asks Ss about the use of the four Grammar

quantifiers. Make any necessary Quantifiers: review
comments. 1. Fill each blank with a, an, some, or any.
Key:
-Ss do this exercise individually and then 1. a
compare their answers in pairs. 2. a
3. some
-T calls some Ss to give the answers 4. some/any
-T checks the answers as a class.
5. a
-Ss copy down. 6. some
7. an
8. any
9. some
-T tells Ss that when talking about recipes

people usually use food quantifiers and
that the Look out! box contains the most
common ones.
- Has Ss read the information in the Look

out! box.
-T explains any unclear points.
- If time allows, T asks Ss to give

examples with the quantifiers.
- Ss may also add some more food quantifi

ers they know to the list.
2. Match the food quantifiers with the nouns.

Some quantifiers can go with more than one
noun.
Key:
1. a, g
2. a
-Ss do the exercise individually and then 3. f, g
compare their answers with a partner. 4. c
5. h
-T remind them that some quantifiers can
go with more than one noun. 6. b, d
-T calls some Ss to give the answers. 7. e,f
-T checks the answers as a class. 8. b
-Ss copy down.

3.a Read the instructions to make a chicken
salad. Fill each blank with a word/phrase in
the box.
-Ss work in pairs to read the instructions to CHICKEN salad
make a chicken salad and to fill each blank
with a word/ phrase from the box.
-T calls some Ss to give the answers.
-T Check as a class.
-Sscopy down Key:

1. 200 grams
2. an
3. tablespoons
4. teaspoon
5. teaspoon
6. some
-T asks Ss to work in pairs. b Work in pairs. Think about a simple salad.

-T may also organise a competition. Has Write the instructions on how to make it using
Ss work in groups to write the instructions the quantifi ers and cooking verbs you have
to make a salad on a big piece of paper. learnt. Share the instructions with the whole
Once they have finished, each group sticks class. Vote for the best salad.
their instructions on the board. A board of
five Ss act as examiners. This board reads
the instructions and gives each group a
mark.
-T asks Ss to give the standard form of

Modal verbs in conditional sentences
conditional sentences type 1. type 1

-T may call on one student to write the 4 Read these sentences from the conversation
form on the board.
in GETTING STARTED. Pay attention to the
-T asks Ss to read the information and
examples in the grammar box. underlined part and answer the questions.
-T write the form of the examples on the
board: Key:
1. What does can in the first sentence express?
-Ss read the two given sentences and  ability
answer the questions. 2. What does should in the second sentence
-T Elicit their answers and confirm the
correct ones. express?
 advice
If + S + V (present simple),
S + can/must/may/might/should + V (infi
nitive).
5. Match the first half of the sentence in A with

the second half in B
-T asks Ss to do the exercise individually
and then compare their answers in pairs.
Key:
-T asks some Ss to read out loud the 1.c
complete sentences. 2.e
-Ss copy down 3.a
4.b
5.f
6.d
6. What will you say in these situations? Use

-Ss work in pairs to read the situations and
write appropriate if-sentences. suitable modal verbs with conditional
-T Calls on some Ss to write their sentences type 1.
sentences on the board. Example:
-T gives necessary correction. Your friend, Mai, is not good at cooking, but
- If time allows,T organiseS a quick game. she wants to study abroad. You think learning to
-T devides the class into two groups and cook is a good idea because she can cook for
guides Ss play “LUCKY NUMBERS” herself when she‟s away from home. Give her
game to give the answer. some advice.
-T listen to tape and practice the dialogue → If you want to study abroad, you should
in group. learn to cook.
-Ss work in groups and take part in the

game to give the answers.

-T controls the game, checks and remarks
which group win. Team A Team B
10
8
6
4
2 1 2 3 82
160
4
8 4
Numbers Sentences 7 6 5
1 Lucky Number
2 1
3 2
4 3 Key:
5 Lucky Number 1. If you want to have good health, you must
6 4 reduce the amount of salt in your food.
7 5 2. If my brother is hungry, he can eat three
8 Lucky Number bowls of rice.
3. You can take a cooking class if it is at the
-Ss copy down the correct answers. weekend.
-Ss copy down. 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.
IV. Homework:
- Learn Vocabulary by heart.
- Prepare “Communication”
V. Evaluation:

Date: … / … / ……

Lesson 4: Communication
A. Objective: By the end of the lesson, students will be able to discuss the
recipe for a dish.
- Vocabulary: purée, shallot, garnish, cube, tender
- Pronunciation:
C. Teaching aids:
D. Procedure:
I. Warm up: kim’s game Pictures in page 13
1 2 3 1 3
4 5 6 5 6
II. Check up:

1. pumpkin 4. salt
2. shallots 5. fresh
cream
3. celery 6. butter
III. New lesson:

-T leads in the topic based on warm-up. I. Vocabulary:
-T asks Ss to answer the question: -purée (v) /ˈpjʊəreɪ/: xay nhuyễn
+Can you guess the name of the dish -shallot (n) /ʃəˈlɒt/ : hành khô
in the picture ? -garnish (v) /ˈɡɑːrnɪʃ/: trang trí (món ăn)
+What do you think the ingredients -cube (n) /kjuːb/ : miếng hình lập
are for this dish ? phương
T elicits. -tender (a) /ˈtendə(r)/: mềm
T models.
Ss repeat. Check vocabulary:
Checking: W&W “Rub out and remember”
1 Look at the picture. Answer the

questions.
-Ss do this exercise individually.
-Ss look at the picture and answer the

questions.
Key:
-T elicits their answers and write them 1. Can you guess the name of the dish
on the board. Does not confirm the in the picture?
correct answers now.  pumpkin soup
-Ss copy down. 2. What do you think the ingredients
are for this dish?
 simple, many nutrients, delicious,…
2a Now listen to the first part of a talk

-T plays the first part of the recording where Mi is presenting how to prepare
for Ss to check their answers.
the ingredients. Check your answers.

-T confirms the correct ones.
Key:
 pumpkin, celery, shallots, butter, salt,
cream
-T plays the recording again for Ss to do
the exercise. b Listen to the fi rst part of the talk
again. Fill each blank with a
-Ss work in pairs. word/phrase.
-T calls on two Ss to write their answers

on the board.
-T Asks other Ss to correct these

answers if needed. Plays the recording
one more time for Ss to check their
answers.
-Ss copy down.
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
-T asks Ss to read the steps to cook the

soup and try to rearrange the steps. 3 a Read the steps to make the dish.
-T asks some Ss to write their order on Rearrange them into the correct order.
the board.

-T plays the recording for Ss to check b Listen to the second part of the talk
their answers. and check your answer.
-T Ask Ss to comment on the orders on
the board. If there are any unclear Key:
points, play the recording a second time. 1. b
-Ss copy down. 2. e
3. f
4. c
5. a
6. d
-Without playing the recording again c Listen to the second part again.
-T asks Ss about the benefi ts of the What are the health benefi ts of this
soup. dish?
- If Ss are not sure about any points, Key:

play the recording again. Has one - a good source of fi bre, minerals, and
student talk about the benefits. vitamins, especially vitamin A.
- improve your eyesight and protect
yourself from certain cancers.
-Ss work in groups. 4 a Work in groups. Choose a dish

you like. Discuss its ingredients, how
-T asks Ss to write answers on the to prepare it and the steps to cook it.
papers and then hangthe paper on the Write your ideas on a large sheet of
board to discuss a dish they like. paper.
-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.
-T divide class into 4 groups.

b. Organise a gallery walk. More
-T asks groups to stick their answers on around to each group and listen to
the walls around the class. their presentation. Vote for the best

dish.
-T elicits and gives the cues.
-T asks other Ss to move around to each

group and listen to the group‟s
presentation about the dish.
-Has Ss vote for the best dish and

explain the reasons.
-T gives feedback
IV. Homework:
- Learn vocabulary by heart.
- Prepare Skills 1.
V. Evaluation:

Date: … / … / ……

Lesson 5: SKILLS 1
A. Objective: By the end of the lesson, students will be able to read for general
and specific information about the eating habits of Japanese people and talk about
the eating habits of Vietnamese people.
- Pronunciation:
C. Teaching aids:
D. Procedure:
I. Warm up: Crossword puzzle
1
2
3
4
5
6
-T leads Ss to play the game.

-T devides class into 4 groups.
-Ss work in groups to find the answers and answer.
-T guides Ss to play “Crossword puzzle” game to give the answer.
-Ss play game to give answers.
-T controls the game, checks and remarks which team win.
-Ss read, check which team win and feedback.

II.Check up: Dishes

1. Cobb salad is a famous dish in The USA.
2. Mango sticky rice is a famous dish in Thailand.
3. Lasagne is a traditional dish made from layers of pasta, meatsauce and
tomato sauce.
4. Sushi is a dish of small cakes of cold cooked rice, flavoured with vinegar
and served with raw fish.
5. Steak pie is a traditional meat pie served in Britain. Beef steak and gravy are
enclosed in a pastry shell and baked in the oven.
6. Fajitas is a dish of meat and vegetables cut into strips. It is cooked and
wrapped inside a flatbread.
III. New lesson:
Teacher’s and students’activities Content
-T leads in the topic based on warm-up. I. Reading
1. What can you see in each picture? 1 Work in pairs. Answer the questions.
2. Have you ever tried the dishes in Key:
the pictures? If so, how did you fi nd
them?
-Ss works in pairs to discuss the

questions.
-T elicits their answers. Because it is an different types misosoup
open activity, accepts different of sushi
answers.
-Ss copy down.
T confirms the correct answers. a bowl of rice sliced cucumber/

pickled cucumber
-T asks Ss to read the headings quickly. 2 Now read an article about Japanese
Makes sure they understand the eating habits. Match the headings (1-3)
meaning of each heading. with the paragraphs (A-C).
-Now Ss read the paragraphs and match
them with the headings. Key:
-T asks them to compare their answers A. 3
with a classmate. B. 2
-T elicita their answers. C. 1
-Ss copy down.

-T devides the class into two groups 3 Read the article again and answer
and guides Ss play “LUCKY the questions.
NUMBERS” game to give the answer.
-T listen to tape and practice the

dialogue in group.
-Ss work in groups and take part in the Team A Team B
game to give the answers. 10

8
6
4
2 1 2 3 12
860
4
-T controls the game, checks and

remarks which group win. 8 4
7 6 5
Key:
Numbers Sentences 1. They like raw food and do not use
1 Lucky Number sauces with a strong fl avour.
2 1 2. They cut fresh fi sh.
3 2 3. Both can be served with soy sauce.
4 3 4. There are four (rice, miso soup,
5 Lucky Number main dish(es), pickles).
6 4 5. Rice is the staple food and is very
7 5 nutritious.
8 6 6. Because the dishes are presented in
diff erent bowls and plates, and are
-Ss copy down the correct answers. arranged carefully according to a
-Ss copy down. traditional pattern.
II. Speaking
-T devides class in to 4 groups. 4 Work in groups. Discuss the eating
-T asks Ss to work in groups to discuss habits of Vietnamese people. You can
the eating habits of Vietnamese people. use the following questions as cues.
-Ss use the questions provided as cues.
-T moves around the class to provide
help.
-T asks the groups to organise their
ideas to prepare for a short presentation
-Ss copy down.
5 Imagine that you take part in an
international competition in which
competitors talk about the eating habits

-T devides class in to 4 groups. of their own country. Present your

group’s ideas about Vietnamese eating
-T asks Ss to work in groups habits.
-T asks one group of Ss to act as Reference for teachers (this note provides
examiners and other groups as some general information; T can add
competitors. more specifi c details to match the
context of each area)
-The groups take turns to present their Vietnamese eating habits
ideas. Vietnamese food is varied and
-If there is not much time left, T allows distinctive. It is considerably low fat and
about two or three groups to present. high in carbohydrates. Traditional
Vietnamese cooking usually uses fresh
-T invites comments from the ingredients, little dairy and oil, and
examiners. various herbs and vegetables. Diff erent
sauces such as fi sh sauce, shrimp paste,
-T gives additional comments. and soya sauce are quite popular in
various regions.
There is no concept of „courses‟ in a
Vietnamese meal. A meal consists of
various dishes: main dish (meat, fi sh,
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 fi sh sauce in the
middle. Around this bowl are the dishes.
If people place the food on a table, a
similar arrangement is followed. Dishes
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.
IV. Homework:
- Read the texts again.
- Prepare Skills 2.
V. Evaluation:

Date: … / … / ……

Lesson 6: SKILLS 2
A. Objective: By the end of the lesson, students will be able to listen for detailed
and specific information about teenagers‟ eating habits and write about theeating
habits of a classmate.
- Pronunciation:
C. Teaching aids:
D. Procedure:
I. Warm up: Listen to music “Head, Shoulders, Knees & Toes”
II. Check up: No
III. New Lesson:


-T leads in based on the warm-up I. Listening:
What do the pictures tell you? 1. Work in pairs. One of you looks at
-T asks Ss to do this activity in pairs. Picture A, and the other looks at
Picture B on page 17. Ask each other
-T askS each other to questions to find questions to fi nd out the diff erences
out the differences between the two between your pictures.
pictures.
What do the pictures tell you?
-T elicits the answers from Ss. Key:
-T asks them to describe the underlying

meaning of the pictures.
- 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, fi sh,
vegetables, and watermelon. The girl
looks slim and fi t.
- Meaning: They show the contrast
between healthy eating and unhealthy
eating.
-T tells Ss that they are going to listen to 2. 4Teen Radio is asking two students
two students talking about their eating about their eating habits. Listen to
habits. what they say and decide if the
-Before listening, Ss read through the statements are true (T) or false (F).
statements to make sure they understand
them and to underline key words. 1. T
-T plays the recording for them to do the 2. F
exercise. 3. T
-T calls on one student to write the 4. F
answers on the board. 5. T
-Asks other Ss if they agree with them. - 6. F
-T plays the recording a second time for
Ss to check. Does‟t confirm the correct
answers now.
-Ss copy down.
-Without listening to the recording 3 Listen again and complete the table.
again. Use no more than three words for
each blank.
-Ss completes the table by filling each
blank with no more than three words. Key:
1. biscuits
-Has Ss compare their answers with a 2. hamburger
classmate before giving T the answers. 3. crisps
4. fried beef
-T asks two Ss to write their answers on 5. vegetables
the board. 6. cereal
7. a banana
-T plays the recording one last time to 8. slices of bread
confi rm the answers for both 2 and 3. 9. boiled egg
10. steamed fish
-Ss copy down.
-T asks Ss to work in pairs. They ask Writing
and answer questions about each other‟s 4 Work in pairs. Ask and answer
eating habits, and take notes of their questions about each other’s eating
partner‟s answers in the table. habits. Take notes of your partner’s
-After that give Ss a few minutes to read answers in the table.
their notes again to answer the questions
provided. Name Breakfast Lunch Dinner
-T should move around to give

comments as there may not be enough

time for checking with the whole class.
Do you think your partner has healthy

eating habits? Why/Why not?
Is there anything he/she should change
if he/she wants to be healthier?
5 a Write about your partner’s eating
-T asks Ss to write about their partner‟s habits. Include information about
eating habits. his/her meals, your opinion about
his/her eating habits and possible
-When Ss have finished, Ss exchange changes.
their writing to spot any mistakes. Sample writing:
My friend, Trang, does not have healthy
-Has Ss share the mistakes with the eating habits. She sometimes skips
whole class. breakfast. When she has it, she usually
buys a hamburger and a soft drink from
- T may collect some Ss‟ work to mark a café near our school. For lunch, her
at home, or T may ask them to rewrite favourite is fried rice and deep-fried
the exercise as homework. chicken. The good thing is that she
prefers to have dinner at home.
-In this case,T remembers to ask for Ss‟ However, she likes eating a lot of rice
revised work in the next lesson and fatty pork for dinner. She rarely eats
vegetables, but loves fruits.
-T gives the key and gives feedback. 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 defi nitely
keep her fit.
IV. Homework:
- Do exercise Writing (E1,2 Workbook, page 9).
- Prepare Looking back and Project.
V. Evaluation

Date: … / … / ……

Lesson 7: Looking Back
A. Objective: By the end of the lesson, students will be able to listen for detailed
and specific information about teenagers‟ eating habits and write about theeating
habits of a classmate.
- Pronunciation:
C. Teaching aids:
D. Procedure:
I. Warm up: Listen to music “Five Little Ducks Went Out One Day”
II. Check up: No
III. New lesson.

T’s and ss’activities Contents

-T leads in. I. Vocabulary
-Ss work individually. 1 Match the words in A with their
description or defi nition in B.
-T asks Ss to compare their answers with
a partner. Key:
1. d
-T calls on Ss to read out loud their 2. e
answers. 3. g
4. b
-Ss copy down. 5. a
6. c
7. h
8. f
-T asks Ss to complete the words 2 Write a verb for a cooking method

individually. under each picture. The fi rst letter has
been provided.
-T checks Ss‟ answers as a class.
Key:
-If time allows, T calls on one or two Ss
to write their answers on the board.
-Ss copy down.
A. steam B. deep-fry
C. stir-fry D. bake

E. roast F. grill
G. simmer H. stew
-T asks Ss to do this exercise 3 Fill each blank with a word/phrase in

individually. the box. There is one extra word.
-T asks to some Ss read out their

answers. Confirm the correct ones.
-Ss copy down.
Key:
1. hamburger
2. sushi
3. deep-fry
4. steam
5. stew
Grammar
-T asks Ss to do this exercise

individually. 4. Circle the correct answer.
-T checks the answers as a class. Key:

1. slice
-T may ask Ss to explain their choice. 2. sticks
3. any - some
-Ss copydown 4. bag
5. clove
6. bunch
5 Complete the sentences with your own

-T AskS Ss to write the sentences ideas. Use the modal verbs provided.
individually.
Suggested answers:
-T asks two Ss to write the sentences on 1. If you keep eating fast food, you might
the board. become overweight.
2. If you promise to fi nish your homework
-T asks other Ss to give comments. tonight, you can go to the cinema with
Correct the sentences if needed. your friend.
3. He should eat less sweets if he doesn‟t
-Ss copy down. want to have toothache.
4. She must eat less rice and bread if she
wants to lose weight.
5. If you join this cooking lesson, you can
cook many delicious dishes.
Communication
6 Rearrange the lines to make a
complete conversation.
-T asks Ss to rearrange the lines to make
a complete conversation
-T asks Ss to first individually and then

share their answers with a partner.
Key:
-T asks some pairs to read out loud the 1. B
conversation. 2. E
-Ss copy down. 3. F

4. I
Finished! 5. A
-Ask Ss to complete the self-assessment. 6. H
-Identify any difficulties and weak areas 7. J
and provide further practice if necessary. 8. C
9. G
10. D
PROJECT
A survey on eating habits
-Has Ss work in groups of four or five. 1 Work in groups. Go to other classes and
They go to other classes and ask ask diff erent students about their eating
different Ss about their eating habits. habits. Write the students‟ answers in the
table.
-To reduce the workload, each student
interviews three other Ss and records
their answers in the table.
-This should be done early in the unit.
-T asks Group members to meet together 2 Now work together again. Analyse the
and organise the answers in the form of answers you have got and organise them in
an answer to each question. the form of an answer to each question.
This could be done using a visual organiser
-The following table can serve as an such as a chart.
example. This summarises the answers
of 12 Ss (Ss work in groups of 4).
-T asks groups to present their findings 3 In general, do the students at your

to the class. school have healthy eating habits? Present
-Finally, they conclude whether Ss at the your group‟s fi ndings to the class.
school have healthy eating habits.
-T gives feedback.
IV. Homework:
- Prepare Unit 8: Getting started.
V. Evaluation:

Lesson 1: GETTING STARTED - My Favourite Salad: Unit 7: Recipes and Eating Habits

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Lesson 1: GETTING STARTED - My Favourite Salad: Unit 7: Recipes and Eating Habits

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Nguyen Nghiem Junior High School English 9 Lesson Plans

UNIT 7: RECIPES AND EATING HABITS

1.pizza 2. vegetables 3. noodle 4.bread

5. fish 6. chicken 7. corn 8. meat

Vo Thi Thanh Thuy Page 1

III. New lesson:

Teacher’s and Students’ activities Content

-T controls check vocabulary by “Rub Check vocabulary:

-T asks Ss to open their books and II. Listen and read:

+ Who can you see in the pictures?

-T plays the recording

Vo Thi Thanh Thuy Page 2

-T asks Ss to read out the lines in the

-Ss copy down.

-Has Ss look at the Watch out! Box

-T asks Ss to work in pairs and

-Ss copy down.

-T devides the class into two groups

Vo Thi Thanh Thuy Page 3

NUMBERS” game to give the answer. c. Answer the questions.

game to give the answers. 10

-T controls the game, checks and

-T plays the adio for Ss to listen, check

-T checks pronounciation correctly the A. Cobb salad B. sushi

Vo Thi Thanh Thuy Page 4

C. steak pie D. fajitas

-Ss copy down.

E. lasagne F.mango sticky rice

-T asks Ss to work in pairs.

- Ss work in pairs and write correct G. beef noodle soup H. curry

Vo Thi Thanh Thuy Page 5

-Ss write correct answers on the

Vo Thi Thanh Thuy Page 6

UNIT 7: RECIPES AND EATING HABITS

1. Cobb salad 2. sushi 3. steak pie 4. fajitas

5. lasagne 6.mango sticky rice 7.beef noodle soup 8. curry

III. New lesson.

Vo Thi Thanh Thuy Page 7

Teacher’s and Students’activities Content

-Ss copy down. Check vocabulary:

whisk: beat eggs, cream, etc.,

slice: cut something into thin

grate: rub food (e.g. cheese)

dip: put something quickly

chop: cut something into

sprinkle: shake small pieces

marinate: pour a mixture,

-Ss copy down

-The purpose of this exercise is to help

Vo Thi Thanh Thuy Page 9

food preparation. correct form of the verbs in 1.

-T checks and confirms the correct Key:

-If Ss have eaten pizza,T asks them if

-If they have made a pizza themselves, T

Vo Thi Thanh Thuy Page 10

-Ss compare their answers with a partner. twice.

-T checks the answers as a class. Key:

-T asks Ss who have not made a pizza

-Ss copy down. 1. Chop the onion, 2. Grate the cheese

3.Spread the tomato 4. Sprinkle the

5. Spread the 6. Bake the pizza in

-T asks Ss to answer the questions.

Tones in statements used as questions