Unit 5 getting started

UNIT 5: FOOD AND DRINK Lesson 1: Getting started I OBJECTIVES - By the end of this lesson, Ss will be able to gain: Knowledge - An overview about the topic Food and Drink - Vocabulary to talk about food and drink Competences - Develop communication skills and cultural awareness - Be collaborative and supportive in pair work and teamwork - Actively join in class activities Qualities - Develop healthy eating habits and awareness of balanced diets - Be proud of the homeland II TEACHING AIDS Teacher: Textbook, pictures, planning… - Grade textbook, Unit 5: Getting started - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Students: Textbooks, notebooks, posters… III PROCEDURES Warm up (5’) * Aims: - To activate students’ knowledge on the topic of the unit - To enhance students’ skills of cooperating with teammates * Content: Edible and inedible * Products: Ss say correctly the words are edible or inedible and then share all the words they have with their partners Teacher’s and Ss’ activities Content * Teacher gives instructions * Edible and inedible: (In pairs, Ss) - Sit facing each other Example: - Take turns to throw a ball of paper to A (throwing) - Egg their partner as they say a noun B (catching) - Edible (throwing) - Book - When their partner catches the ball, say A (catching) - Inedible (throwing) immediately if the noun is edible or House … inedible, then throw the ball back and repeat the procedure * Students share all the words/ phrases about food and drink they have with the others as the class * Teacher checks and corrects if Ss spell or pronounce the words/ phrases incorrectly => Lead in: T introduces the new lesson: Unit 5: Getting started PRESENTATION a Pre-teach vocabulary (5’) * Aims: To help students use key language more appropriately before they read and listen * Content: Vocabularies about food and drink * Products: Read and understand the meaning of the words Teacher’s and Ss’ activities Content * T – Ss, individual work * Answer the question: “What is this?” - T asks Ss to look at the pictures and answer the question: What is this? - Ss look at the pictures and say the words - Other Ss correct if the previous answers are incorrect - Teacher introduces the word “Khoáng chất” and then asks Ss to translate the word “khoáng chất” into English - Ss says the word - Teacher gives the correct answer "mineral” - Teacher shows and says the words aloud and guides Ss to read the words - Have some Ss repeat the words in front of the class T checks pronunciation if neccesary * Vocabulary: - Roast (v): Quay, nướng - Fry (v): rán, chiên - Shrimp (n): tôm - Lemonade (n): nước chanh - Mineral (n): khoáng chất b Pre – reading and listening (5’) * Aims: - To get students interested in the topic - To set the context - To help Ss understand the main idea of the text * Content: Answer the question * Products: Ss understand the main content of the text and answer correctly the question * Task 1: T – Ss, Ss - Ss * Task 1: (Ex 2, p.51) - Teacher asks Ss to look at the picture (p.50-51) and answer the questions - Ask Ss to guess what Mark’s family is doing Questions: + What your family usually eat for dinner? + Where does Mark's family eat dinner? (They eat at a restaurant) + What is Mark's family doing? A Ordering food for dinner B Preparing for their dinner C Talking about their favourite food (Key: A) - Ss ask and answer questions in pairs - Ss share their answers as a whole class - T asks them to read and listen to the conversation and check their answers PRACTICE (15’) * Aims: - To practise reading and listening for specific information - To practise scanning and intensive reading - To develop Ss' vocabulary for food and drink - To help Ss deeply understand the text * Content: - Task (Ex 3, p.51): Find the words and phrases about the food and drink in the conversation and write them in the correct column - Task (Ex4, p.51): Read the conversation again and tick () T True or F False * Products: - Ss find correctly the words and phrases - Ss read the conversation carefully and find the information to tick True or False Teacher’s and Ss’ activities Content * Task 2: (Ex 3, p.51): T – Ss, Ss – Ss Task (Ex3, p.51): FIND THE WORDS - Teacher asks Ss to work individually to AND PHRASES ABOUT FOOD AND read and listen to the conversation and DRINK IN THE CONVERSATION find the words and phrases and then AND WRITE THEM IN THE share their answers with their partners CORRECT COLUMNS who sit next to them - Ss exercise individually - Ss share and discuss with their partners * Key: Food to write all words/ phrases down on the rice, pork, fish sauce, roast chicken, fried notebooks - Teacher corrects their answers as a vegetables, fried tofu, spring rolls, canh (soup), shrimp, fish class * Task 3: (Ex4, p.51): READ THE CONVERSATION AGAIN AND TICK (✓) T TRUE OR F FALSE + Suggested keywords in the statements: * Task 3: (Ex4, p.51): T – Ss, Ss – Ss, Ss Mark's family is at a Vietnamese restaurant - Teacher gives clear instructions Mark wants fried tofu and beef for - Ss work individually step by step dinner - Ask Ss to read the statements carefully They don't order canh chua Mark's mum wants mineral water and underline key words His mum doesn't allow her children to drink juice during dinner - Scan the conversation to locate the underlined key words - Read intensively to tick True or False - Teacher nominates Ss to read the statements aloud and say which ones are True and False, the others attentively listen to and correct their answers if necessary - Teacher checks and gives the correct answers + Answer keys: T F (Mark wants some fried tofu and spring rolls.) F (Mark's dad thinks they will try some canh) T F (Mineral water for me, green tea for my husband, and juice for my children) PRODUCTION (12’) * Aims: - To help Ss be able to talk about favourite food and drink - To develop teamwork skills - To give students authentic practice in using target language * Content: - Ss work in pairs Think about their favourite food and drink, then ask their partners about his or her favourite food and drink * Products: Ss can talk about their food and drink Teacher’s and Ss’ activities Content * Task 4: (Ex 5, p.51): T – Ss, Ss - Ss * Task 4: (Ex5, p.51): WORK IN - Teacher gives Ss clear instructions in PAIRS THINK ABOUT YOUR order to make sure Ss can role-play FAVOURITE FOOD AND DRINK effectively THEN ASK YOUR PARTNER ABOUT - Teacher divides Ss into main groups HIS OR HER FAVOURITE FOOD and call them Vietnamese tour guides AND DRINK and French visitors who visit Vietnam for the first time + Vietnamese tour guides discuss and list + Suggested questions: the favourite food in Ha Noi/ Viet Nam, What kinds of food are the most popular? using some suggested questions What ingredients are there? What is the food like? + French visitors think of, discuss and list … as many questions to ask about the most favourite Vietnamese food as they can - Teacher pairs each tour guide with a French visitor and ask them to role play talking about the most favourite food in Viet Nam - T observes Ss while they are role playing, note their language errors - Ss as instructed - Teacher gives Ss feedback - Choose some useful words/ phrases/ expressions/ word choices Ss have used and suggest other students using them - Choose some typical errors and correct as a whole class without nominating the students’ names HOMEWORK (3’) Teacher’s and Ss’ activities Content - T reminds Ss to homework and - Talk about your favourite food (for a prepare for the project minute) - Prepare for the new lesson - Do the exercises in the workbook - Project preparation + Teacher informs student of the final project of the Unit’s project + Explain the requirements of the project: Design a poster about eating habits in an area or a foreign country you know, including names of main meals and mealtimes; names of common food/ drink for each meal; picture/ photo to illustrate the meals Students will show their posters and present their ideas in Lesson – Looking back and Project Explain students + Teacher explains to students how they can get the information + Put students into groups and ask them to discuss to assign tasks for each member Help them set a deadline for each task (Teacher should check the progress of students’ preparation after each lesson.) - Prepare for the new lesson: Unit 5: A closer look UNIT 5: FOOD AND DRINK LESSON 2: A CLOSER LOOK I OBJECTIVES - By the end of this lesson, Ss will be able to: Knowledge - Use the lexical items related to the topic Food and Drink - Know how to use the measurement words and phrases often used with food and drink - Pronounce the sounds /ɒ/ and /ɔ:/ correctly Competences - Be collaborative and supportive in pair work and team work - Access and consolidate information from a variety of sources - Actively join in class activities Qualities - Promote pride in the values of Vietnamese culture - Develop love for family II TEACHING AIDS Teacher: Textbook, planing, ppt… - Textbook, Unit 5: A closer look 1, pictures - Computer connected to the Internet - Sachmen.vn Students: Textbooks, notebooks, posters, … III PROCEDURES Warm up (5’) * Aims: - To set in the context of using the lexical items and measurement words/ phrases related to the topic Food and Drink - To activate students’ knowledge - To get students interested in the topic * Content: Mini game * Product: Ss play game Teacher’s and Ss activities Content * T – Ss, Ss – Ss * Mini game: Cooking race (Each group - Divide the class into groups of or write a 10-item shopping list on a piece students of paper) - Each group write a 10-item shopping - something salty list on a piece of paper - something sweet - Swap your list with another group - a tin of something Discuss & agree on a recipe for a main - a jar of something course using all the ingredients on the - a kind of meat or fish list (add only salt, pepper and oil only) - a green vegetable and tell what dish they are going to - another vegetable cook - a fruit - Vote on which dish you would most - a dairy product like to eat - two herbs… * Lead in: T introduces the lesson today, Unit 5: A closer look Vocabulary (20’) * Aims: - To revise and help Ss understand the measurement words and phrases often used with food and drink - To help Ss identify new words of dishes and ingredients - To get Ss to practise asking and answering about the ingredients for a dish using measurement words and phrases they have learnt * Content: - Match the phrases with the pictures then listen, check, and repeat the phrases (Ex1, p.52) - Write the following words and phrases in the correct columns add any other dishes and ingredients you know (Ex2, p.52) - Work in pairs ask and answer about the ingredients for Linh’s apple pie, using the quantities in the recipe (Ex3, p.52) * Product: Ss’ answers Teacher’s and Ss’ activities Content * Task 1: T – Ss, Ss, Ss – Ss * Ex 1: Match the phrases with the - Teacher gives Ss instruction, lets Ss pictures Then listen, check, and repeat have time to work individually, in pairs the phrases (p.52) and then supports them if necessary a a kilo (kg) of b a teaspoon (tsp) of - Ss quickly match the phrases with the c a litre (l) of pictures individually d a tablespoon (tbsp) of - Ss then swap their answers with their e 200 grams (g) of partners to check their answers by f 400 millilitres (ml) of listening to the recording at the same time - T observes, checks, gives correct answers as well as pauses the recording after each phrase and asks them to Answer key: repeat chorally and individually b + T corrects Ss’ pronunciation f + With weaker classes, T may ask a for translations to check Ss’ c understanding d e Audio script: a teaspoon (tsp) of salt 400 millilitres (ml) of milk a kilo (kg) of beef a litre (l) of water a tablespoon (tbsp) of sugar 200 grams (g) of flour Ex 2: WRITE THE FOLLOWING WORDS AND PHRASES IN THE CORRECT COLUMNS ADD ANY OTHER DISHES AND INGREDIENTS YOU KNOW (p 52) * Task 2: T – Ss, Ss – Ss * Activity 1: - T divides the class into groups and gives instructions - Individually, Ss carefully and closely watch in order to write down the words for the items appearing on the screen - Then, Ss discuss the meanings of the words given in groups - T observes and may explain their meanings or even translations Spring rolls * Activity 2: - Who is faster? - T sticks group boards on which there are two columns of Dishes and Ingredients, at four corners in the class, hands out four sets of six word cards to each group and explains the rules of the game - Ss receive the signal of the teacher, quickly sort the words and stick them onto the correct columns on their group's board at the corner of the class - The fastest group which has the most appropriate words in the columns will be the winner - T asks Ss to check their answers and share the names of other dishes and ingredients they know with their partners before showing the correct answers * Task 3: T – Ss, Ss – Ss * Role-play: "How to make an apple pie?" - T divides the class into two groups named Mums and Daughters/ Sons and assign Mums, only using the information from the table, to prepare ingredients for an apple pie that they are going to instruct their daughters/ sons and daughters/ sons to prepare some Omelete Butter Onion Pancake Pepper questions to ask their Mums how to make the apple pie - After that, T pairs Ss to make conversation, asking and answering * Key: about the quantity of ingredients for an Dishes Ingredients apple pie - Ss work in groups and then in pairs to spring rolls butter practise Omelette onions - T nominates some pairs of Ss to model this activity in front of the class The Pancake pepper others vote the best pairs they like best - T gives feedback to help students improve their talk later Ex 3: WORK IN PAIRS ASK AND ANSWER ABOUT THE INGREDIENTS FOR LINH’S APPLE PIE, USING THE QUANTITIES IN THE RECIPE (p.52) Eg A: How many apples we need? B: We need 12 PRONUNCIATION (15’) * Aims: To show, model and help Ss how to pronounce the sounds /ɒ/ and /ɔ:/ and practise pronouncing these sounds correctly in words - To help Ss practise pronouncing the sounds /ɒ/ and /ɔ:/ correctly in context * Content: Two sounds /ɒ/ and /ɔ:/ * Products: Pronounce the sounds /ɒ/ and /ɔ:/ correctly Teacher’s and Ss’ activities Content * Task 4: T – Ss, Ss – Ss Ex 4: LISTEN AND REPEAT THE - T plays the video modelling the sounds WORDS PAY ATTENTION TO THE /ɒ/ and /ɔ:/ first and asks Ss to watch SOUNDS /ɒ/ AND /ɔ:/ (p.52) closely to see how the sounds are formed, and then gives them instruction to practise pronouncing the sounds - After watching the video, Ss listen and put the words in the correct columns - Ss swap their notebooks with their 10 partners to share their answers Key: - T plays the recording, show them the /ɒ/ fond, lot, not correct answers and asks Ss to listen and repeat T may play the recording as /ɔ:/ short, call, water, pork, sauce many times as necessary, asking Ss to Audio script: repeat until they can pronounce the Fond Short sounds correctly pork sauce Ex 5: LISTEN AND REPEAT, PAYING * Task 5: T – Ss, Ss – Ss ATTENTION TO THE UNDERLINED - T asks Ss to listen twice and asks Ss to WORDS TICK (✓) THE SENTENCES tick (√) the sentences with the /ɒ/ sound WITH THE /ɒ/ SOUND (p.52) Key: - Ss as instructed individually √: 1, 2, - Ss share their answers with Ss who sit Audio script: next to them I hate hot dogs - Then T plays the recording again, It’s a very big pot checks and asks Ss to repeat and Put the forks here provides further practice if needed This soup is very hot I like pork cooked with vegetables Consolidation (3’) * Aims: To help students to recall information they’ve learned during class and reflect on gaps in their knowledge * Content: Remind the knowledge of the lesson * Product: Ss remember all the vocabularies and can pronounce correctly two sounds /ɒ/ and /ɔ:/ Teacher’s and Ss’ activities Content - T asks Ss to summarise what they have * Questions: learnt in the lesson by asking them some + What food have we learned to make questions today? + What ingredients we need to make it? How many/ How much of them we need? + What sounds we learn today? Homework (2’) Teacher’s and Ss’ activities Content - T asks Ss to make sentences about the - Make sentences about the quantity of quantity of ingredients for a dish using ingredients for a dish the words and phrases they have learnt 11 in the lesson in their workbook 12 UNIT 5: FOOD AND DRINK LESSON 3: A CLOSER LOOK I OBJECTIVES - By the end of this lesson, Ss will be able to: Knowledge - Know how to use the measurement words and phrases such as some and a lot of / lots of with countable and uncountable nouns - Understand and use the How many/ How much to ask and answer about quantities Competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities Qualities - Promote pride in the values of Vietnamese culture - Develop love for family II TEACHING AIDS Teacher: Textbook, planning, pictures… - Grade textbook, Unit 5, A closer look - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Students: Textbooks, notebooks, posters… III PROCEDURES WARM UP (5’) * Aims: - To activate students’ knowledge using some and a lot of / lots of - To get students interested in the topic * Content: * Mini game: Are these countable or uncountable? * Products: Ss understand and can play game Teacher’s and Ss’ activities Content * Warm-up: T – Ss, Ss – Ss * Mini game: Are these countable or - T put Ss into big teams (named uncountable? Mango & Orange) and gives instruction ** When T say the words aloud: (apple, carrot, chicken, salt, meal, sugar, + Ss of Mango team stand up and shout star, cucumber, pepper, meat…) out if the word is countable + Ss of Orange team stand up and shout out if the word is uncountable - T checks and tells Ss the noun is countable or uncountable when they have 13 already reacted PRESENTATION (3’) * Aims: To help Ss understand and know how to use some, a lot of / lots of * Content: Quantities: some, a lot of / lots of * Products: Ss know how to use some, a lot of / lots of Teacher’s and Ss’ activities Content T – Ss, Ss – Ss * Vocabulary: - T shows meanings of the new words in đếm được: countable /ˈkaʊntəbəl/ Vietnamese and asks Ss to translate them số lượng: quantity /ˈkwɒntəti/ into English before starting the lesson miêu tả: describe /dɪˈskraɪb/ nhiều người biết đến: popular / ˈpɒpjulər/ hoạt hình: cartoon /kɑːˈtuːn/ - T asks Ss to to look at some countable nouns and uncountable nouns she has said and shared on the screen in the mini game, then asks them to tell the difference between countable nouns and uncountable nouns (Don’t forget to remind Ss that they should use a good dictionary to check if a noun is countable or uncountable.) - After that, T has Ss look at the Remember! box about the use of some, a lot of / lots of and explain how to use some and a lot of / lots of, then show them the examples in the Remember! box - T briefly explains that some and a lot of / lots of are all used with both countable nouns and uncountable nouns to talk about quantities T also explains that SS can use some with plural countable nouns or uncountable nouns to talk about a number or amount of something / somebody when the exact number or amount is not given; Ss can use lot of / lots of with plural countable nouns or uncountable nouns to talk about a large 14 * Grammar: Some, a lot of / lots of ! Remember: We use some, a lot of, lots of with both countable nouns and uncountable nouns to describe quantities Eg: - I need some apples for this recipe - There's some water in the bottle - There are a lot of/ lots of people in the room - She likes coffee with a lot of / lots of sugar number or amount of something / people PRACTICE (20’) * Aims: - To help Ss practise using some and a lot of / lots of in sentences and in context - To give Ss further practice on using some and a lot of / lots of in sentences and in context and T help Ss revise the use of any - To help Ss revise the use of How many and How much to ask about quantities - To get Ss to use How much/ How many to ask questions about quantities * Content: Ex 1: Circle the correct words or phrases to complete the following sentences - Ex 2: Look at the pictures and complete each sentence Write some, any or a lot of/lots of in the blanks - Ex 3: Fill in each blank with How many or How much Answer the questions, using the pictures - Ex 4: Work in pairs Ask and answer, using the questions in * Products: Ss complete all the tasks Teacher’s and Ss’ activities Content Task 1: T – Ss, Ss – Ss Ex 1: CIRCLE THE CORRECT - T asks Ss to read the sentences carefully WORDS OR PHRASES TO and choose the best answers on their COMPLETE THE FOLLOWING own, then then swap with their partners SENTENCES (p.53) - Ss the exercise as instructed - Ss share their answers and discuss the reasons why they have chosen them * Key: - T nominates some Ss to read their a lot of lots of Some answers in front of the whole class, check a lot of some and correct their answers Task 2: T – Ss, Ss – Ss Ex 2: LOOK AT THE PICTURES AND - T divides the class into groups, asks COMPLETE EACH SENTENCE them to look at the photos on the screen, WRITE SOME, ANY OR A LOT OF/ write down the words/ phrases to LOTS OF IN THE BLANKS (p.53) complete the sentences as quickly as they can on their mini boards/ paper sheets and raise the board above their heads, saying "Bingo!" - The groups having more members who write correct answers the most quickly Key: will get a star a lot of / lots of any - T observes them closely and has one some A lot of / lots of student assist in writing the number of 15 stars each group achieves a lot of / lots of - The groups having more members who write correct answers the most quickly will get a star - T observes them closely and has one student assist in writing the number of stars each group achieves Ex 3: FILL IN EACH BLANK WITH HOW MANY OR HOW MUCH ANSWER THE QUESTIONS, USING THE PICTURES (p.54) Task 3: T – Ss, Ss – Ss - T asks Ss to read the sentences carefully and choose the best answers on their Key own, then then swap with their partners How much – Two litres - Ss the exercise as instructed How many – Two books How many – Two books - Ss share their answers and discuss the How many – Three bananas reasons why they have chosen them How many – Five spring rolls Ex 4: WORK IN PAIRS ASK AND - T nominates some Ss to read their ANSWER, USING THE QUESTIONS answers in front of the whole class, check IN (p.54) and correct their answers Eg A: How much water you drink every day? B: Two litres Task 4: T – Ss, Ss – Ss - T gives Ss two minutes to think of and write down as many questions using How much and How many as they can - T pairs them to take turns asking and answering the questions in Task and the questions they have prepared - Ss work in pairs to practise - T nominates some pairs of Ss to model this activity in front of the class The others vote the pairs they like best - T gives feedback to help Ss improve 16 their talk later PRODUCTION (15’) * Aims: To get Ss to practise using measurement words and phrases, words of dishes and ingredients, How many and How much in context * Content: TASK 5: WORK IN PAIRS TAKE TURNS TO ASK AND ANSWER ABOUT THE RECIPES * Products: Ss can ask and answer about the recipes Teacher’s and Ss’ activities Content - T chooses some strong Ss in the class Ex 5: WORK IN PAIRS TAKE and assign the role of culinary teachers to TURNS TO ASK AND ANSWER them The others will be culinary ABOUT THE RECIPES (p.54) learners - T asks them to sit in their groups to * Eg: discuss and list all the questions and A: What we need to make pancakes? answers to make conversations in a B: We need eggs, sugar, flour, milk, and culinary class butter - T then mixes them in groups of a A: How many eggs we need? teacher and to Ss and asks them to B: Two make conversations asking and answering how to make pancakes and an omelette in a culinary class - Every S in the group needs motivation to take part in the conversations while teacher goes around and observes them talking - T notes all useful measurement expressions and some Ss' grammatical errors for later comments HOMEWORK (2’) Teacher’s and Ss’ activities Content - T asks Ss to learn the lesson - Make questions and sentences about - Ask Ss to make questions and answer quantities, using some, a lot of / lots of, about quantities any, How much and How many - Prepare for the project - Prepare for the next lesson Preparation for Unit project (Teacher checks what Ss have prepared: the eating habits, pictures or photos they have selected and decided to make a presentation) 17 - Prepare for the next lesson: Unit 5: Communication 18 ... words/ phrases incorrectly => Lead in: T introduces the new lesson: Unit 5: Getting started PRESENTATION a Pre-teach vocabulary (5? ??) * Aims: To help students use key language more appropriately... about their food and drink Teacher’s and Ss’ activities Content * Task 4: (Ex 5, p .51 ): T – Ss, Ss - Ss * Task 4: (Ex5, p .51 ): WORK IN - Teacher gives Ss clear instructions in PAIRS THINK ABOUT YOUR... progress of students’ preparation after each lesson.) - Prepare for the new lesson: Unit 5: A closer look UNIT 5: FOOD AND DRINK LESSON 2: A CLOSER LOOK I OBJECTIVES - By the end of this lesson,