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 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 * 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 - T divides the class into groups, asks them to look at the photos on the screen, write down the words/ phrases to 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 will get a star - T observes them closely and has one student assist in writing the number of Ex 2: LOOK AT THE PICTURES AND COMPLETE EACH SENTENCE WRITE SOME, ANY OR A LOT OF/ LOTS OF IN THE BLANKS (p.53) Key: a lot of / lots of some any A lot of / lots of 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 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) - Prepare for the next lesson: Unit 5: Communication ... 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... 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... 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