UNIT 7: RECIPES AND EATING HABITS
Lesson 2: A closer look 1
I. OBJECTIVES
1. Knowledges: By the end of the lesson, the Ss will be able to:
- Learn some more words related cooking verbs
- Remember the instructions on how to make a pizza
- Identify the tone in statements used as questions and say these sentences correctly.
2. Competences:
- Co- operation: work in pairs, groups
- Self- study: work individually.
- Creativeness: talk about RECIPES AND EATING HABITS
- Using language to do exercises
3. Quality: Ss are interested in doing exercises.
II. TEACHING AIDS.
T : Textbook, lesson plan, English room.
Ss : Learn the old lesson, prepare Unit 7: A closer look 1.
III. PROCEDURE
1. WARM UP (5’)
* Organization (1’) 9A:....................... 9B:.......................... 9C:...........................
a. Goal: Review the vocabulary related to dishes, preparing and cooking.
b. CONTENTS: Ss write the words related to dishes, preparing and cooking.
c. Expected results: Ss can remember the words related to the topic.
d. Performance:
TEACHER AND STUDENTS` ACTIVITIES
CONTENTS

- Elicits the topic from students
? Work in two teams
? Brainstorm all the words related to the topic: dishes and preparing/ cooking
- Encourage them to call out as many words as possible.
Word webs
* Suggested answer:
Dishes: Cobb salad, sushi, steak pie, fajitas, lasagne, mango sticky rice, beef noodle soup, curry…
Preparing and cooking:wash, boil, combine, chop, peel, drain, mix, add…

2. PRESENTATION (5’)
a. Goal: Provide Ss necessary vocabulary related to the topic.
b. CONTENTS: Ss learn vocabulary.
c. Expected results: Ss can read and remember the vocabulary related to the topic.
d. Performance:
TEACHER AND STUDENTS` ACTIVITIES
CONTENTS

Step 1: Transferring the learning task
- Teacher elicits the words from students.
- Follow the seven steps of teching vocab.
Step 2: Performing the task
- Ss repeat in chorus
- Copy all the new words
Step 3: Discussion
- Ss guess the meaning, then discuss with their partner
Step 4: Conclusion
T make sure that all the students understand the meaning of the vocabulary and pronounce correctly
1. Vocabulary
- whisk
(v):
đánh (trứng)

- grate
(v):
nạo

- spinkle
(v):
rắc

- manirate
(v)
ướp

- spread
(v):
phết

- simmer
(v):
om

- paster
(n):
mì ống, mì sợi

- batter
(n):
bột (nhão) làm bánh



3. PRACTICE (20’)
a. Goal: Revise the vocabulary.
b. CONTENTS:
- Write a food preparation verb from the box under each picture.
- Complete the sentenceswith the correct form of the verbs.
- Match each cooking verb with its definition.
c. Expected results: Ss can understand using and meaning of the vocabulary.
d. Performance:
TEACHER AND STUDENTS` ACTIVITIES
CONTENTS

Step 1: Transferring the learning task
Ex 1:
- T asks Ss to match the verbs in the box with the pictures.
Ex 2.
- T ask Ss to work in pairs.
? Use the correct form of the verbs in 1 to complete the sentences.
Step 2: Performing the task
- Ss follow Teacher’s requirement
Step 3: Discussion
- Ss work individually or in group depends on the task
Step 4: Conclusion
- T gives comment for each task, correct the answer if necessary
Ex 3: Match each cooking verb in A with its definition in B.
Step 1: Transferring the learning task
- T runs through all the cooking verbs.
- T ask Ss to read the definition and match a cooking verb in A with its definition in B.
Step 2: Performing the task
- Ss follow Teacher’s requirement
- Work individually
Step 3: Discussion
- Call one student to write answer on board, other students compares the answer
Step 4: Conclusion
- T gives comment for the task, correct the answer if necessary
Ex 4.a. What can you see in the pictures? Do you know what dish these ingredients are used for?
Step 1: Transferring the learning task
- T ask Ss to look at the picture and answer the two questions:
+ What can you see in the pictures?
+ Do you know what dish these ingredients are used for?
? Pair compare
- Elicit their answers
? Have you ever eaten or made a pizza?
? If so, do you like the