Giáo án Tiếng Anh 9 Unit 7: Recipes and eating habits (Tiếp) mới nhất

Unit 7: RECIPES AND EATING HABITS

Lesson 2 – A CLOSER LOOK 1

Teacher’s and students’ activities

Content

Activity 1:

Have Ss work individually to do this exercise and then compare their answers with a classmate.
Elicit the answers from Ss and quickly write them on the board. Do not confirm the correct answers at
this stage. Have Ss explain the meaning of each verb in English or Vietnamese. Correct Ss’ explanations
when needed.

–whisk: beat eggs, cream, etc., with a special tool to add air and make the food light (đánh trứng, kem…)
–slice: cut something into thin ‑ at pieces (thái lát)

–grate: rub food (e.g. cheese) against a grater in order to cut it into very small pieces (nạo)

– dip: put something quickly into a drink, sauce or batter and take it out again (nhúng)

–chop: cut something into pieces with a knife (chặt, cắt)

–spread: put a layer of a substance evenly onto the surface of something (phết)

–sprinkle: shake small pieces of something, or drops of a liquid, on something (rắc)

–marinate: pour a mixture, usually containing oil, wine or vinegar, and herbs and spices, over meat or ­ fish before it is cooked to add ‑ favour or make it tender (ướp)

Now have Ss look at their answers on the board and say if these are correct.

Activity 2:

The purpose of this exercise is to help Ss use the verbs correctly to talk about food preparation. Ask Ss to
work in pairs to do the exercise. Check the answers as a class. If time allows, have Ss make sentences.

Activity 3:

Have Ss do this exercise individually and then compare their answers with a partner. Check and con­firm
the correct answers. Have Ss give the Vietnamese translation of the words if needed.

Activity 4:

a/ Ask Ss to answer the two questions. Elicit their answers. Ask them if they have ever eaten or made a pizza. If Ss have eaten pizza, ask them if they like the dish. If they have made a pizza themselves, ask them to describe the process of making one briefly.

b/ Have Ss complete the instructions individually and then compare their answers with a partner. Check the answers as a class. Ask Ss who have not made a pizza before if they can make a pizza themselves after reading the instructions.

Activity 5:

Ask Ss to read through the three conversations. Play the recording for Ss to draw appropriate arrows to indicate the intonation of each sentence. Have Ss compare their answers in pairs. Call on some pairs to read the conversations out loud. Correct any mistakes. For a more able class, have Ss work in pairs and draw the arrows ­first. Then play the recording for them to check their answers.

Activity 6:

a/ 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.

b/ Have Ss practise the mini-dialogues and act them out in front of the class with the correct intonation.
Ask other Ss to comment. If time allows, let Ss write their own mini-dialogues with statement questions.

A. chop

B. slice

C. grate

D. marinate
E. whisk

F. dip

G. sprinkle

H. spread

1. chop; Slice

2. grates; sprinkles

3. Marinate

4. whisk

5. Dip

6. spread

1. g 2. f 3. h 4. c 5. e 6. a 7. d 8. b

tomato sauce, onion, cheese, apple, bacon, pizza base → pizza

1. Chop

2. Grate

3. Spread

4. Sprinkle

5. Spread

6. Bake

Suggested answer:
1. You don’t like pasta?/Don’t like pasta?
2. Add some salt?

Unit 7:RECIPES AND EATING HABITS

Lesson 3 -A CLOSER LOOK 2

Teacher’s and students’ activities

Content

Activity 1:

- Ask Ss about the use of the four quanti­fiers. Make any necessary comments. Have Ss do this exercise individually and then compare their answers in pairs.

- Tell Ss that when talking about recipes people usually use food quantifiers and that the Look out! Box contains the most common ones.

- Have Ss read the information in the Look out! box. Explain any unclear points. If time allows, ask Ss to give examples with the quanti­fiers. Ss may also add some more food quantifiers they know to the list.

Activity 2:

- Have Ss do the exercise individually and then compare their answers with a partner. Remind them that some quanti­fiers can go with more than one noun. Check the answers as a class.

Activity 3:

a/ Have Ss work in pairs to read the instructions to make a chicken salad and to ­ ll each blank with a word/phrase from the box. Check as a class.

b/ Ask Ss to work in pairs, and think about a simple salad they know. Together Ss write the instructions to make it. Call on some pairs to read aloud their instructions. Other Ss listen, make comments, and vote
for the best salad.

- T may also organise a competition. Have Ss work in groups to write the instructions to make a salad on a big piece of paper. Once they have ­ finished, each group sticks their instructions on the board. A board
of ­ five Ss act as examiners. This board reads the instructions and gives each group a mark.

Activity 4:

- Have Ss read the two given sentences and answer the questions. Elicit their answers and confirm the
correct ones.

- Ask them to give the standard form of conditional sentences type 1. T may call on one student to write the
form on the board. Now have Ss read the information and examples in the grammar box. Write the form
of the examples on the board:

If + S + V (present simple), S + can/must/may/might/should + V (in­finitive).

Activity 5:

- Have Ss do the exercise individually and then compare their answers in pairs. Ask some Ss to read out loud
the complete sentences.

Activity 6:

- Have Ss work in pairs to read the situations and write appropriate if-sentences. Call on some Ss to write
their sentences on the board. Give necessary correction.
If time allows, organise a quick game. Ss work in groups and write down two situations. After ­ five minutes,
have a representative from one group stand up and read out one situation. This student points at a
random student in another group to give a conditional sentence type 1 with a modal verb. If the sentence
is correct, the group gets one point. The groups take turns to read their situations. The winner is the group
with the most points. Make sure the groups have equal opportunities to give the answers.

1. a

2. a

3. some

4. some/any

5. a

6. some

7. an

8. any

9. some

1. a, g      2. a

3. f, g       4. c

5. h          6. b, d

7. e, f       8. b

1. 200 grams        2. an

3. tablespoons      4. teaspoon

5. teaspoon          6. some

1. ability

2. advice

1. c          2. e

3. a         4. b

5. f          6. d

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.

Unit 7:RECIPES AND EATING HABITS

Lesson 4 -COMMUNICATION

Teacher’s and students’ activities

Content

Activity 1:

- Have Ss look at the picture and answer the questions. Quickly elicit their answers and write them on the board. Do not confirm the correct answers now.

Activity 2:

a/ Play the ­ first part of the recording for Ss to check their answers. Confirm the correct ones.

b/ Play the recording again for Ss to do the exercise. Have them compare their answers in pairs. Call on two Ss to write their answers on the board. Ask other Ss to correct these answers if needed. Play the recording one more time for Ss to check their answers.

Activity 3:

- Have Ss read the steps to cook the soup and try to rearrange the steps. Ask some Ss to write their order on the board. Play the recording for Ss to check their answers. Ask Ss to comment on the orders on the board. If there are any unclear points, play the recording a second time.

- 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.

Activity 4:

a/ Have Ss work in groups to discuss a dish they like. Ss take notes of the ingredients, how to prepare the dish, and the steps to cook it on a big piece of paper. Move around to provide any necessary help.

b/ 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.

1. pumpkin, celery, shallots, butter, salt, cream

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

1. b

2. e

3. f

4. c

5. a

6. d

- a good source of ­fibre, minerals, and vitamins, especially vitamin A
- improve your eyesight and protect yourself from certain cancers

Unit 7:RECIPES AND EATING HABITS

Lesson 5 -SKILLS 1

Teacher’s and students’ activities

Content

Activity 1:

Have Ss work in pairs to discuss the questions. Elicit their answers. Because it is an open activity, accept different answers.

Activity 2:

Ask Ss to read the headings quickly. Make sure they understand the meaning of each heading.
Now Ss read the paragraphs and match them with the headings. Ask them to compare their answers
with a classmate. Elicit their answers.

Activity 3:

Have Ss read the article again to answer the questions. Ss can underline parts of the text that help them
with the answers. Ask Ss to compare their answers before giving the answers to T. Ask them to give
evidence when giving the answers.

Speaking

This part helps Ss understand more about the eating habits of Vietnamese people.

Activity 4:

- Have 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.

Activity 5:

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.

Picture A: different types of sushi

Picture B: miso soup

Picture C: a bowl of rice

Picture D: sliced cucumber/pickled cucumber

A. 3

B. 2

C. 1

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.

Unit 7:RECIPES AND EATING HABITS

Lesson 6 – SKILLS 2

Teacher’s and students’ activities

Content

Activity 1:

- Have Ss do this activity in pairs. They ask each other questions to ­ find out the differences between the two pictures. Elicit the answers from Ss. Ask them to describe the underlying meaning of the pictures.

Activity 2:

- Tell Ss that they are going to listen to two students talking about their eating habits. Before listening, Ss read through the statements to make sure they understand them and to underline key words. Play the recording
for them to do the exercise. Call on one student to write the 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.

Activity 3:

- 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 the answers. Ask two Ss to write
their answers on the board. Play the recording one last time to con­firm the answers for both 2 and 3.

WRITING

-Activity 4:

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.

Activity 5:

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.

- 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, ­fish, vegetables, and watermelon. The girl looks slim and fit.
- Meaning: They show the contrast between healthy eating and unhealthy eating.

1. T                   2. F

3. T                   4. F

5. T                   6. F

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

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.

Unit 7:RECIPES AND EATING HABITS

Lesson 7 – LOOKINGBACK

Teacher’s and students’ activities

Content

Activity 1:

Have Ss do this exercise individually and then compare their answers with a partner. Call on Ss to read out loud their answers.

Activity 2:

- Ask Ss to complete the words individually. Check Ss’ answers as a class. If time allows, call on one or two Ss to write their answers on the board.

Activity 3:

- Ask Ss to do this exercise individually. Have some Ss read out their answers. Confirm the correct ones.

Activity 4:

- Have Ss do this exercise individually. Check the answers as a class. T may ask Ss to explain their choice.

Activity 5:

- Ask Ss to write the sentences individually. Have two Ss write the sentences on the board. Ask other Ss to give comments. Correct the sentences if needed.

Activity 6:

- Have Ss rearrange the lines to make a complete conversation, ­ first individually and then share their answers with a partner. Ask some pairs to read out loud the conversation.

-Finished!

Ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice if necessary.

Project: A survey on eating habits

1. Have Ss work in groups of four or ­ five. They go to other classes and ask different Ss about their eating habits. 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.

2. Group members meet together and organise the answers in the form of an answer to each question. The following table can serve as an example. This summarises the answers of 12 Ss.

(Ss work in groups of 4).

Their ­ findings might look like this:
– Question 1: Of 12 students answered, only three usually eat fast food. Four of them sometimes eat
fast food, and ­ five never have this kind of food.
– Question 2: …

3. Have groups present their ­ findings to the class. Finally, they conclude whether Ss at the school have
healthy eating habits.

1. d                 2. e

3. g                 4. b

5. a                 6. c

7. h                8. f

A. steam             B. deep-fry

C. stir-fry            D. bake

E. roast               F. grill

G. simmer            H. stew

1. hamburger           2. sushi

3. deep-fry              4. steam

5. stew

1. slice                   2. sticks

3. any - some         4. bag

5. clove                  6. bunch

1. If you keep eating fast food, you might become overweight.

2. If you promise to ­ finish your homework tonight, you can go to the cinema with your friend.

3. He should eat less sweets if he doesn’t 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.

1. B                2. E

3. F                4. I

5. A                6. H

7. J                 8. C

9. G              10. D