Unit 5 a closer look 1

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 - Divide the class into groups of or group write a 10-item shopping list on students a piece 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 + T corrects Ss’ pronunciation b + With weaker classes, T may ask for translations to check Ss’ f understanding a c 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 * Task 2: T – Ss, Ss – Ss * Activity 1: - T divides the class into groups and gives instructions Ex 2: WRITE THE FOLLOWING WORDS AND PHRASES IN THE CORRECT COLUMNS ADD ANY OTHER DISHES AND INGREDIENTS YOU KNOW (p 52) - Individually, Ss carefully and closely watch in order to write down the words for the items appearing on the screen Spring rolls Omelete - Then, Ss discuss the meanings of the words given in groups - T observes and may explain their meanings or even translations * 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 Butter Onion Pancake Pepper 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 * Key: Dishes Ingredients spring rolls butter Omelette onions Pancake pepper * Task 3: T – Ss, Ss – Ss * Role-play: "How to make an apple pie?" - T divides the class into two groups Ex 3: WORK IN PAIRS ASK AND named Mums and Daughters/ Sons and ANSWER ABOUT THE assign Mums, only using the INGREDIENTS FOR LINH’S APPLE information from the table, to prepare PIE, USING THE QUANTITIES IN ingredients for an apple pie that they THE RECIPE (p.52) are going to instruct their daughters/ sons and daughters/ sons to prepare some questions to ask their Mums how to make the apple pie - After that, T pairs Ss to make conversation, asking and answering Eg A: How many apples we need? B: We need 12 about the quantity of ingredients for an apple pie - Ss work in groups and then in pairs to practise - T nominates some pairs of Ss to model this activity in front of the class The others vote the best pairs they like best - T gives feedback to help students improve their talk later 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 WORDS PAY ATTENTION TO THE sounds /ɒ/ and /ɔ:/ first and asks Ss to SOUNDS /ɒ/ AND /ɔ:/ (p.52) watch 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 Key: - Ss swap their notebooks with their /ɒ/ fond, lot, not partners to share their answers - T plays the recording, show them the /ɔ:/ short, call, water, pork, sauce correct answers and asks Ss to listen Audio script: and repeat T may play the recording as Fond Short call water many times as necessary, asking Ss to pork sauce lot not repeat until they can pronounce the sounds correctly * Task 5: T – Ss, Ss – Ss - T asks Ss to listen twice and asks Ss to tick (√) the sentences with the /ɒ/ sound - Ss as instructed individually - Ss share their answers with Ss who sit next to them - Then T plays the recording again, checks and asks Ss to repeat and provides further practice if needed Ex 5: LISTEN AND REPEAT, PAYING ATTENTION TO THE UNDERLINED WORDS TICK (✓) THE SENTENCES WITH THE /ɒ/ SOUND (p.52) Key: √: 1, 2, Audio script: I hate hot dogs It’s a very big pot Put the forks here 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 * Questions: have learnt in the lesson by asking + What food have we learned to make them some 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 in the lesson in their workbook ... correct answers as well as pauses the recording after each phrase and asks them to Answer key: repeat chorally and individually + T corrects Ss’ pronunciation b + With weaker classes, T may ask for... daughters/ sons and daughters/ sons to prepare some questions to ask their Mums how to make the apple pie - After that, T pairs Ss to make conversation, asking and answering Eg A: How many apples... Pancake pepper * Task 3: T – Ss, Ss – Ss * Role-play: "How to make an apple pie?" - T divides the class into two groups Ex 3: WORK IN PAIRS ASK AND named Mums and Daughters/ Sons and ANSWER ABOUT