- By the end of the lesson, students will be able to listen and talk about different types of Vietnamese food, drink, and recipes.. + Vocabulary: sticky rice, sauce, sausage, yoghurt, t[r]
Trang 1Date of preparing: Oct 21 st 2017 Period: 35
UNIT 5: VIETNAMESE FOOD AND DRINK LESSON 3 : A CLOSER LOOK 2 (P 51 - 52)
A OBJECTIVES:
- By the end of the lesson, students will be able to use and practice “a/ an, some
and any” to talk about quantity; “How much and How many” to ask about
quantity; distinguish countable nouns and uncountable nouns
+ Vocabulary:
+ Grammar: - a/ an, some and any to talk about quantity
- How much and How many to ask about quantity
- distinguish countable nouns and uncountable nouns
- Skills: Practice and develop speaking, listening and writing skills
- Political thought and moral sense: educate students to know more about foods
and drinks in Viet Nam and educate them to love the subject more
- Competence: Ss can listen comprehension and speak English more fluently
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks and the projector
C METHODS:
Brainstorming, Grids, Gap-fill, Game, Pair-working
D PROCEDURE:
I Organization(1’)
- Greeting
Class Date of teaching Absent students
7A
7B
I Oganization:
II Revision / warm er (4’)
* Brainstorming.
- T draws the net on the board
- T gives the instructions: write down as many foods and drinks as possible
- T models the first one
meat
- T checks Ss' understanding
- Ss think and prepare in about 1 minute
foods and drinks
Trang 2- T divides the class into 2 groups T gives the name -> checks
- One by one student from each group comes to the board and writes one answer
- T corrects then praises the winner
+ Possible answers :
vegetables, bread, meat, beef, pepper, pork, rice, eggs, water, juice, lemon juice,
orange juice, coffee
III New lesson:
Step1: Activity 1: Countable and uncountable nouns ( 12’)
* Grammar Box
- T asks Ss to study the “Grammar Box p 51” T draws Ss’ attention to the
difference between countable and uncountable nouns and the use of measurement
phrases, by analysing the examples in the “Grammar Box p 51”
- T asks Ss to gives some more examples T also reminds Ss that they should use a good dictionary to check if a noun is countable or uncountable
+ Notes: For uncountable nouns we can use phrases like a bottle of, a piece of, a
bar of, a glass of, a kilo of, and a bag of, etc.
* Grids (Part 1 p 51)
- T shows the pictures in part 1 p 51 then runs through
- T draws the table on the board then runs through
- T asks Ss to put the nouns into the right columns
- T models one and checks Ss’ understanding.
- Ss do individually then they compare with their partners
- T gets Ss’ answers then corrects
+ Answer key:
banana apple
bread pork beef turmeric pepper spinach
Step2: Activity 2: A/ An/ Some/ Any (14’)
* Grammar Box
- T asks Ss to study the “Grammar Box p 52” T draws Ss’ attention to the use of
“ a, an, some, and any” by analysing the structures and examples in the
“Grammar Box
p 52”
Trang 3- T asks Ss to gives some more examples T also reminds Ss of the special use of some in an offer or a request
* Game: Give me an egg ( Part 2 p 52)
- T demonstrates the game to the class first -> Checks Ss’ understanding
- T asks Ss to work in groups One team says words related to food or drink The other teams adds some or a / an
+ Example:
Team 1: egg
Team 2: an egg
Team 1: flour
Team 2: some flour
- T controls and corrects
* Gap-fill (Part 3- p 52)
- T shows the poster that has the contents of part 3 p 52 then T runs through
- T gives the instructions: Fill the blanks with a/ an, some, or any in the following conversation
- T models
1 any
- T checks Ss’ understanding
- Ss do individually then compare with their partners
- T asks one by one student comes to the board and writes the answers
- T corrects
+ Answer key:
1 any 5 a
2 some 6 an
3 some
4 any
Step 3: Activity 3: How many? How much? (12’)
* Grammar Box
- T asks Ss to study the “Grammar Box p 52” T helps Ss distinguish the use of “
How many? and How much?” by analysing the instruction and examples in the
Grammar Box T also asks some more able Ss to give some more examples
* Gap-fill ( Part 4 p 52)
- T shows the poster then T runs through
1 apples are there in the fridge?
2 pepper do you want?
Trang 43 bananas are there on the tables?
4 sandwiches are there in your bag?
5 water is there in the bottles?
- T gives the instructions: Fill each blank with “How many” or “ How much”
- T models one
1 How many
- T checks Ss’ understanding
- Ss do individually then compare
- T gets Ss’ answers then corrects
+ Answer key:
* Pair-working ( Part 5 p 52)
- T shows the poster that has the contents of part 5 p 52 then T runs through
- T gives the instructions: You work in pairs, use the suggested words to make questions with “How many/ How much” to interview your partner
- T gives one example:
milk/ drink/ every morning
How much milk do you drink every morning?
- T checks Ss’ understanding
- Ss work in pairs
- T goes around to see and helps Ss
- T call some pairs to act out
- T asks other students to give comments then corrects
+ Answer key:
1 How much water do you drink every morning?
2 How much rice do you eat for dinner?
3 How many vegetables do you eat every day?
4 How many apples do you eat every day?
IV Summary(1’)
- T asks Ss to repeat the main contents of the lesson
V Homework(1’)
- Study the grammar
Trang 5- Do the exercises: 4 and 5, 6, 7 in part B p 37, 38
- Prepare the new lesson: Unit 5: Lesson 4: Communication
*.EVALUATION:
Date of preparing: Oct 21 st 2017 Period: 36
UNIT 5 : VIETNAMESE FOOD AND DRINK
Trang 6LESSON 4 : COMMUNICATION (P 53) A.OBJECTIVES:
- By the end of the lesson, students will be able to listen and talk about different types of Vietnamese food, drink, and recipes
+ Vocabulary: sticky rice, sauce, sausage, yoghurt, tuna, ham
+ Grammar:
- Skills: practice and develop listening and speaking skill
- Political thought and moral sense: educate students have healthy foods and drinks and they will be interested in learning English more
- Competence: Ss can develop and use skills fluently
B.TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, projector
C METHODS:
Chatting, matching, open-prediction, listen and check, grids and reporting
II Revision:
D PROCEDURE:
I Organization(1’)
- Greeting
Class Date of teaching Absent students 7A
7B
* 15 minute - test
1 Choose the best answer for each following sentence (5,0 pts)
a I haven’t got ( some/ no/ any ) bread left for breakfast
b She’s got ( some/ a lot / any ) nice photos of our classmates
c Have you got ( any/ a lot/ a ) butter in your fridge?
d This morning, I didn’t have (some/ no/ a) cup of coffee as usual
e There (isn’t any/ isn’t some/ aren’t any) yoghurt in this carton
2 Write the answers for these questions (5,0 pts)
1 How many meals do you often have a day?
2 What do you have for breakfast?
3 What time do you usually have breakfast?
4 What is your favourite food? When do you often eat it?
5 What is your favourite drink? When do you often drink it?
+ Answer key and point - Each right answer Ss get one point.
1 a any d a
b some e isn’t any
Trang 7c any
2 Ss’ answers
+ Answer key:
III New lesson:
Step1: Activity 1: Part 1 p 53 (10’)
* Vocabulary:
- sticky rice (n): xôi (picture)
- sauce (n): nước sốt (example)
- sausage (n): xúc xích (picture)
- yoghurt (n): sữa chua (picture)
- tuna (n): cá ngừ (picture)
- ham (n): thịt giăm bông (transaltion)
+ Checking vocabulary: Matching.
* Open prediction ( part 1 p 53)
+ Sets the scene:
- T shows the picture of a celebrity chef, Austin Nguyen then asks Ss some questions
Who is he ? - Austin Nguyen
What does he do? - He’s a celebrity chef
- T says: Now you are going to listen to a celebrity chef, Austin Nguyen talking about his favourite food
- T asks Ss to look at the picture of the chef and predict which food or dishes in
Extra vocabulary he might like.
- T models
- sticky rice
- T checks Ss’ understanding
- Ss predict individually then compare
- T gets Ss’ predictions
* Listen and check
- T asks Ss to listen and check their predictions
- T play the recording twice
- Ss listen and check their predictions
- Ss do individually then compare
- T gets Ss’ answers then corrects
+ Answer key:
- sticky rice, sausage, yoghurt, tuna,
Trang 8Step 2: Activity 2: Part 2- 3 p 53 (10’)
* Grids
- T shows the poster then runs through.
answers
Student 1
Student 2
Student 3
1 What’s your favourite food?
2 How does it taste?
3 What’s your favourite
drink?
4 When do you often drink it?
5 What foreign food/ drink do
you like?
6 What new food do you want
to try?
7 What food do you hate?
8 What food can you cook?
- T asks Ss to answer the questions individually then they compare with their partners to find out what they have in common with their partners
- Ss do individually then compare with their partners
- When Ss finish, T asks them to move around and ask different classmates every question in the table ( avoiding those whom they have shared their answers with in 1) T reminds Ss to write the names of the people they interview and note the answers in the table
- Ss do
- T controls
- When Ss have finished the interview, T may have Ss practise reporting the results
of their interview in pairs or in groups ( including the information about
themselves)
Step3: Activity 3: Part 4 p 53 (7’)
* Reporting
- T calls on some Ss to report the results of their interviews before the whole class
- After each Ss has finished his/ her report, T invites some comments from other Ss -> T makes comments and corrects the common errors
IV Summary (1’)
- T asks Ss to repeat the main contents of the lesson
Trang 9V Homework (1’)
- Learn by heart the vocabulary and practice reporting at home
- Do all exercises 1, 2 in part C in the workbook p 39
- Prepare the new lesson: Unit 5: Lesson 5: Skills 1
* EVALUATION:
-@ -Date of preparing: Oct 27 th 2017 Period: 37
UNIT 5: VIETNAMESE FOOD AND DRINK
LESSON 5 : SKILLS 1 ( P 54 - 55 )
A OBJECTIVES:
Trang 10- By the end of the lesson, students will be able to read for specific information
about pho, a popular food in Viet Nam and talk about different types of
Vietnamese food, drink, and recipes
+ Vocabulary: slice, bone, broth, stew, boneless
- Skills: develop and practice reading and speaking skills
- Political thought and moral sense: educate students know more about Vietnamese traditional food and drink and they will be interested in learning English more
- Competence: Ss can introduce foreigner about different types of Vietnamese food and drink
B TEACHING AIDS:
- Textbook , teacher’s book , lesson plan , board , chalks, pictures and posters
C METHODS:
Chatting, pre-questions, read and check, guess the meanings of the words,
comprehension questions, gap - fill and pair- working
D PROCEDURE:
I Organization(1’)
- Greeting
Class Date of teaching Absent students 7A
7B
II Revision / Warmer:
*Chatting: (4’)
- T asks Ss some questions
- Have you ever had Pho?
- When do you usually have it?
- Do you like to have it? Why? / Why not?
- Ss answer freely
III.New lesson :
Step 1: Pre – reading12’)
* Pre-questions
+ Set the scene: T shows the picture and asks Ss questions
- What dish do you think it is? - Pho
Trang 11
- T says: “ You are going to read a text about Pho.
- T shows out three questions then runs through
- Which place is famous for Pho ?
- What are the ingredients for it ?
- T asks Ss to predict the answers for these questions - T checks Ss’ understanding - Ss work in pairs to answer the questions - T gets Ss’ predictions Step 2: While-reading (18’) * Activity 1:Read and check - T asks Ss to scan the text then answer the questions - Ss do individually then compare with their partners - T gets Ss’ answers then corrects + Answer key: 1 Ha Noi 2 rice, bones of cows, beef, chicken bones, chicken meat *Activity 2: Guess the meaning of the words ( Part 1 p 54 ) - T shows the words and runs through stewing, bones, broth, boneless, slice - T asks Ss scan the passage to find the above words and underline - T asks Ss to work out the meanings of these words by using the context of the passage If they are weak, T may asks for translation to check if they understand + Answer key: - variety (n): nhiều
- pot (n): nồi, soong
- broth (n): nước xuýt, canh
- stew (v): hầm
- boneless (adj): không xương
- bone (n): xương * Activity 3: Comprehension questions - T shows the questions then runs through
1 When can we enjoy pho?
2 What are the noodles made from?
3 How is the broth for pho bo ( beef noodles soup) and pho ga ( chicken
noodle soup ) made?
4 How is the chicken meat served with pho ga ?
- T gives the instructions: Read again the text then answer the questions
- T checks Ss’ understanding
- Ss answer individually in about 3 minutes then they compare with their partners
- T gets Ss’ answer then corrects
Trang 12+ Answer key:
1 We can enjoy pho for all kind of meals during a day, from breakfast to dinner,
and even for a late night snack
2 They are made from the best variety of rice
3 The broth for pho bo is made by stewing the bones of cows for a long time in
a large pot
4 It is boneless and cut into thin slices
Step 3: Post-reading.( Speaking)(8’)
* Pair - working ( Part 3P 54 )
- T shows the list of ingredients and runs through
- T asks Ss to work in pairs to asks and answer questions about the ingredients (T reminds the use of “ a/ an, some/ any; How much/ How many)
- T models
A: I want to cook an omelet What ingredients do I need?
B: You need
A: How much/ How many ?
- T checks Ss’ understanding
- Ss work in pairs
- T may go around to help weaker Ss
- After Ss finish, T calls on some pairs to practise in front of the class
- T asks other Ss to give comments, then T gives her comments
* Gap - fill ( Part 4 p 54 - 55 ).
- T shows the pictures and the phrases in part 4 p 54 - 55 then runs through
- T asks Ss to use the phrases to complete the instructions
- T models one 1 d
- Ss do individually then compare with their partners
- T gets Ss’ answers then corrects
+ Answer key:
1- d; 2 - e; 3 - a; 4 - b; 5 - c
- T calls on some students to practise giving instructions in front of the class on how to make an omelet
- T asks other Ss to give comments
- T gives her comments and may give marks
IV Summary(1’)
- T asks Ss to repeat the main contents of the lesson
V Homework(1’)
- Learn by heart all the vocabulary
- Read the passage fluently then translate into Vietnamese
- Prepare part 5 at home
- Do the exercises: 1, 2 in part D in the workbook P 40 - 41