1.

beat (v) to mix something using a spoon (khuấy trộn, đánh kem, trứng)
2. scrambled eggs (n) eggs mixed with milk and mixed again as they are being fried (trứng bác)
3. delicious (a) having a very pleasant taste or smell (ngon)
4. toast (n) slices of bread that are brown and dried by heating them on both sides in
a toaster (bánh mì nướng)
5. dessert (n) sweet food eaten at the end of a meal (món tráng miệng)
6. chocolate mousse (n) a cold dessert made from eggs mixed with chôcolate cream (bánh
mousse socola)
7. recipe (n) instructions telling you how to cook something (công thức nấu ăn)
8. omelette (n) a hot dish of eggs mixed together with cheese, meat, vegetables… and fried
(trứng tráng)
9. ingredient (n) different food items needed to make a meal (nguyên liệu)
10. fork (n) a small object with three or four points and a handle, that you use to pick up food
such as spaghetti (dĩa)
11. bowl (n) a round tool to hole food inside (bát)
12. plate (n) a flat round dish that you put food on (đĩa)
13. frying pan (n) a tool for frying food (chảo rán)
14. salt (n) found in sea water, very salty (muối)
15. pepper (n) a powder used to give a hot, spicy taste to food (hạt tiêu)

PRACTICE
1. Stephen ate three ________ of spaghetti.
A. forks B. plates C. toast D. chocolate mousse
2. They cook ________ every morning.
A. ingredient B. fork C. scrambled eggs D. frying pan
3. Rice is a/an _______ banh chung.
A. ingredient B. recipe C. bowl D. dessert
4. To make an omelette, you first ________ the eggs.
A. beat B. boil C. cut up D. fry
5. I will ________ a cake for my mom’s birthday.
A. add B. boil C. bake D. beat
6. ________ makes food hot and a little bit spicy.
A. Pepper B. Salt C. Dessert D. Omelette
7. Don’t add too much ________. You may be thirsty.
A. bowl B. recipe C. salt D. fork
8. She is frying the eggs in a/an ________.
A. frying pan B. plate C. ingredient D. pepper
9. Judy’s fried chicken is ________.
A. salt B. pepper C. delicious D. omelette

UNIT 2: IT’S DELICIOUS!

Lesson 2.3: Reading and Vocabulary (Time: 1 period)
 Class Date of teaching Attendance

I. OBJECTIVES 
     By the end of the lesson, students are expected to achieve the following objectives:
1. Knowledge: 
 Vocabulary: 
 Food: salt, pepper, bacon, dessert, chocolate mousse, omelet, onion, potatoes, oil,
toast 
 Kitchen utensils: frying pan, bowl, fork, plate
 Verbs: beat, boil, bake, cut up, add, fry
 Grammar: present simple
2. Competencies:
a. General competencies:
Strengthen group work and independent working, pair work, and cooperative learning.
b. Specific competencies:
Improve communicative competence related to reading skills and use of language
(vocabulary, phonetics, grammar)
 For a language lesson: Students are expected to know the meaning of the keywords
used to talk about recipes and understand the main grammatical points, then do the
tasks assigned in the textbook.
 For a skills lesson: Students are expected to find specific details in a blog entry and
talk about preparing food.
3. Qualities:
 Being hard-working and attentive in class
 Have a positive attitude towards the skills of cooking

II. PREPARATIONS
Teacher: Textbooks, PowerPoint slides, worksheet, TV, projector, loudspeaker
Students: Textbooks, notebooks

III. PROCEDURE
ACTIVITY 1: WARM-UP (5’)
1. Aim: To attract Ss’ attention to the lesson and review the previous lesson.
2. Content: Ss play the game as a whole class  under the instruction of T
3. Products: Ss are able to collect information about each other’s places to eat out.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Step 1: Suggested note:

ACTIVITY 2: KNOWLEDGE FORMATION (10’)
1. Aim: To introduce the objectives of the lesson with a can-do statement.
2. Content: The objective of the lesson is listed as below
 I can find specific details in a blog entry and talk about preparing food.
3. Products: Ss acknowledge the lesson’s objectives
4. Implementation: T introduces objectives to Ss
ACTIVITY 3: PRE-READING (5’)
1. Aim: To teach some words about cooking.
2. Content: Ss work individually with the guidance from T to prepare for the reading
exercise and brainstorm more words about kitchen utensils.
3. Products: Ss are able to talk about their cooking skills, accomplish the given exercise
in the textbook, and then add as many words about kitchen utensils as they can into
the box.
4. Implementation:
TEACHER AND STUDENTS’ ACTIVITIES CONTENTS
Set the scene Exercise 1: Can you cook?
Step 1: Task delivering Suggested answers: 
 T asks Ss question: boiled egg, omelet, cake, …
o Can you cook?
o What types of dishes can you
cook?
o Can you name some dishes
made of eggs?
Step 2: Task performance
 Ss answer
Step 3: Judgment
 T checks the exercise with the whole
class.
Step 4: Report and discussion
 T leads to the reading.
Step 1: Task delivering Exercise 2: Study the Vocabulary box.
 T asks Ss to read the words in the box Match the words with A-F in the photos.
and match them with the photos. Can you add more words to the box?
Step 2: Report and discussion Answers: 
 T asks Ss to brainstorm more words C-fork, B-frying pan, E-pepper, F-plate, D-
about kitchen utensils that they can see salt.
in the photo (spoon, whisk …)
Step 3: Report and discussion
 Invite some Ss to present their works.
Step 4: Judgment
 Check with the whole class
ACTIVITY 4: WHILE-READING (15’)
1. Aim: To help Ss practice reading skills with reading comprehension tasks.
2. Content: Ss work individually to complete the given reading-related exercises in the
textbook respectively with the guidance of T.
3. Products: Ss are able to accomplish the given exercises as much as they can.
4. Implementation: 
Step 1: Task delivering Exercise 3: Read the text and answer
 T plays audio track 2.05 for Ss to listen the questions. Listen and check.
and read the text, and asks them to  Definitions:
locate some words: recipe, ingredients.  the different food items
 T explains these words by showing Ss needed to make a meal
definitions. (ingredients)
Step 2: Task performance  instructions telling you
 Ss answer the questions in their how to cook something
notebooks individually. (recipe)
Step 3: Judgment  Answers: 
 Ss play a game named “Lucky number” 1. fried eggs (with bacon)
to check the answers to the questions. 2. a boiled egg
Step 4: Report and discussion 3. English
 T develops further discussion if needed. 4. Six
5. seven: scrambled eggs,
bacon and eggs, boiled
eggs, spaghetti carbonara,
cake, chocolate mousse,
Spanish omelet.
Step 1: Task delivering Exercise 4: Complete the phrases with
 T asks Ss to read the highlighted verbs the highlighted verbs in the text. Listen
in the text and invites them to explain and check.
their meanings. Answers: 
Step 2: Task performance 3. cut up
 T checks by matching words to pictures. 4. beat
 Ss complete the phrases exercise 4 5. add
individually. 6. fry 
Step 3: Judgment
 T plays audio track 2.06 for Ss to check
 and repeat the phrases.
Step 4: Report and discussion
 When Ss have listened, T points out that
some of the verbs can go with the
different nouns. Example: boil
eggs/potatoes, cut up potatoes, …
 T encourages Ss to make more phrases
with the words they have.
Step 1: Task delivering Exercise 5: Complete the recipe with
 T elicits the task: What kind of food is words from Exercises 2 and 4. Listen
the recipe for? What form of the word and check.
do you need for number 1?2?3?4?5. Answers:
Step 2: Task performance 1. bowl
 T asks Ss to work in pairs to complete 2. cut
the recipe. 3. fork
Step 3: Report and discussion 4. add
 T calls some Ss to go to the board and 5. plate
write.
Step 4: Judgment
 Check with the whole class.
 T asks Ss to read the recipe again.
ACTIVITY 5: POST READING (10’)
1. Aim: To practice speaking in pairs to talk about favourite recipes with eggs.
2. Content: Ss work in pairs to practice talking about their favourite recipes with eggs.
3. Products: Ss are able to get the idea of how to develop a presentation about cooking
recipes.
4. Implementation:
Step 1: Task delivering Exercise 6: In pairs, talk about your
 Ss discuss different kinds of dishes that are favourite recipes with eggs.
made with eggs, i.e., pancakes, cakes, Suggestion:
brownies, … in pairs in 3 mins. My favourite recipe is banana bread. The
 T gives them questions to prepare for their ingredients are bananas, eggs, sugar, …
presentation:
o What is your favourite recipe?
o What are the ingredients?
o How many steps are there?
o Is it easy or difficult to cook
this food?
o Who taught you this recipe?
Step 2: Task performance
 Ss work on their presentation
Step 3: Report and discussion
 T calls some pairs to share their ideas with
the class.
Step 4: Judgment
 Check with the whole class.
HOME ASSIGNMENT  Do exercises on Workbook page 18.
- T assigns the home assignments.
 Prepare Lesson 2.4 – Grammar 2.
- Ss copy their home assignments.
- T explains it carefully.
IV. FEED-BACK:
With class
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With class
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With class
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Notes:
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