3. bananas are there on the tables? 4. sandwiches are there in your bag?.. - Ss do individually then compre. 52 then T runs through. - T gives the instructions: You work in pairs, use th[r]
(1)Date of preparing: Period: 33 UNIT 5: VIETNAMESE FOOD AND DRINK
LESSON 2: A CLOSER LOOK ( P 50 ) A.OBJECTIVES:
- By the end of this lesson, students will be able to know how to give the instructions and practice to pronunce the sounds / ɒ / and / ɔ: /
+ Vocabulary: pour, beat, fold, serve, mixture, pancake + Grammar:
- Skills: Practice and develope lisening and speaking skills
- Political thought and moral sence: Educate students to know more about foods and drinks in Viet Nam and they will be interested in learning English more
B.TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, pictures, posters, stereo and the CD record
C METHODS:
Bingo, Rub out and remember, gap-fill, ordering, listen and repeat, listen and circle, write the words/ phrases into the correct columns
D PROCEDURE: I Organization(1’) - Greeting
Class Date of teaching Absent students B7
B8
II Revision / Warmer(4’) *
Bingo
- T gives the topic of words: Food and drink that we have learnt in “Getting started” - T runs through the words
- T gives the instructions: You choose five words that you like then you listen to me and give ( ) on the words that you have the same with mime When you have words that have ( ) you shout out " Bingo" Who shout out "bingo" first is the winner
(2)- T reads: lemonade, green tea, beef noodle soup, omelette, sweet soup, noodles, turmeric, tofu, eel soup
- Ss listen and tick III New lesson:
Step1: Activity 1: Vocabulary (19’) * Vocabulary:
- pour (v) : đổ, rót (mime) - beat (v): đánh trộn, khuấy trộn (situation) - fold (v): gấp, gập (mime) - serve (v): múc/ sới/ gắp để ăn (translation) - mixture (n): hỗn hợp, pha trộn (explanation) - pancake (n): bánh kếp (picture)
+ Checking vocabulary: Rub out and remember * Gap fill ( Part p 50 )
- T shows the poster that has the contents of part p 50 then T runs through - T shows the verbs in the box then runs through
heat pour fold beat serve
- T gives the instructions: Look at the pictures and complete the instructions with the verbs in the box
- T models Beat
- T checks Ss’ understanding
- Ss individually then compare with their partners
- T asks one by one student comes to the board and writes the answers - T corrects
+ Answer key: Beat Heat Pour Fold Serve
(3)- T checks Ss’ understanding
- T turns on the tape twice - Ss listen check and repeat * Ordering ( Part p 50 )
- T shows the poster that has the contents of part p 50 then T runs through - T gives the instructions: Put the words in the correct order to make sentences - T models
Beat the eggs together with sugar, flour and milk - T checks Ss’ understanding
- Ss individually then compare with their partners
- T divides the class into groups One by one student comes to the board and writes one answer
- T controls, corrects, gives marks and praises the winner + Answer key:
Beat the eggs together with sugar, flour and milk Pour 1/4 cup of the mixture into the pan at a time Heat the oil over a medium heat in a frying pan Cook until golden
Serve the pancake with some vegetables
- T asks Ss to reorder the sentences to give the instructions on how to make a pancake - Ss individually then compare
- T gets Ss’ answers then corrects + Answer key:
- - - -
Step2: Activity 2: Pronunciation / ɒ / and / ɔ : /.(19’)
* Listen and repeat (Part p 50)
- T models the sound / ɒ / and / ɔ: / first then let Ss see how the sounds are formed - T asks Ss to practice the / ɒ / and / ɔ: / sounds together
- T plays the recording twice and asks Ss to listen and repeat and put the words in the correct column
- Ss listen and individually then they compare with their partners - T gets Ss’ answers and corrects
(4)/ ɒ / / ɔ: /
soft pork hot salt bottle fork pot sport rod cauce * Listen and circle (Part p 50)
- T shows the poster that has the contents of part p 50 then runs through - T asks Ss to listen and circle the words they hear
- T plays the recording twice
- Ss to listen and circle individually then compare with their partners - T gets Ss’ answers and corrects
+ Answer key: cod port sports fox short
+ The tapescript ( in the teacher’s book p 97 )
* Step 3: Activity 3: Write the words / phrases into correct columns (Part p 50) - T shows the poster that has the contents of part p 50 then runs through T may explains their meanings by using pictures, examples or even translation
- T gives the instructions: Put the nouns in the correct columns Some may fit in both categories
- T models one and checks Ss’ understanding
- T asks Ss to work in groups of 4/ and write the answers on the poster - T takes one or two group’s writings then corrects, gives marks
+ Answer key:
Dishes Ingredients
(5)beef noodle soup springrolls
noodles pork omelette sandwich
cooking oil flour
pork turmeric pepper noodles IV Summary(1’)
- T asks Ss to repeat the main contents of the lesson: vocabulary, the sounds / ɒ / and /
ɔ: /
V Homework(1’)
- Learn by heart vocabulary
- Practice the sounds / ɒ / and / ɔ: /
- Do the exercises: 1, in A and 1, 2, in B p 36 - 37 - Prepare the new lesson: Unit 5: Lesson 3: A closer look * EVALUATION:
Date of preparing: Period: 34
UNIT 5: VIETNAMESE FOOD AND DRINK LESSON : A CLOSER LOOK (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
(6)- 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 B7
B8
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 minute
- T divides the class into 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.
(7)- 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 p 51)
- T shows the pictures in part 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
Countable Uncountable
banana bread
- Ss individually then they compare with their partners - T gets Ss’ answers then corrects
+ Answer key:
Countable Uncountable
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”
- 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 p 52)
- T demonstrates the game to the class first -> Checks Ss’ understanding
(8)+ 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 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 any
- T checks Ss’ understanding
- Ss 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 a some an 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 p 52)
- T shows the poster then T runs through
1 apples are there in the fridge? pepper you want?
(9)5 water is there in the bottles?
- T gives the instructions: Fill each blank with “How many” or “ How much” - T models one
How many
- T checks Ss’ understanding - Ss individually then compre - T gets Ss’ answers then corrects + Answer key:
1 How many How much How many How many How much * Pair-working ( Part p 52)
- T shows the poster that has the contents of part 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 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 you drink every morning? How much rice you eat for dinner?
(10)- T asks Ss to repeat the main contents of the lesson V Homework(1’)
- Study the grammar
- Do the exercises: and 5, 6, in part B p 37, 38
- Prepare the new lesson: Unit 5: Lesson 4: Communication *.EVALUATION:
-@ -Date of preparing: Period: 35 UNIT : VIETNAMESE FOOD AND DRINK
LESSON : 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 sence: educate students have healthy foods and drinks and they will be interested in learning English more
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 B7
(11)* Chatting (3’)
- T says: “ Today, we are going to an interview with your classmates about their favourite food and drink Please think of the questions you may ask your friends in your interview with them”
- T models the first one
What’s your favourite food? - T checks Ss' understanding
- Ss think and prepare in about minute - T gets Ss’ answers then corrects + Answer key: ( Ss’ answers ) III New lesson:
Step1: Activity 1: Part p 53 (12’) * 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 (transaltion) + Checking vocabulary: Matching.
* Open prediction ( part 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
(12)- 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 individually then compare - T gets Ss’ answers then corrects + Answer key:
- sticky rice, sausage, yoghurt, tuna, Step 2: Activity 2: Part 2- p 53(14’) * Grids
- T shows the poster then runs through
Questions Your answers Student 1 Student 2 Student 3 What’s your favourite
food?
2 How does it taste? What’s your favourite drink?
4 When you often drink it?
5 What foreign food/ drink you like?
6 What new food you want to try?
7 What food you hate?
8 What food can you cook?
(13)- Ss individually then compare with their partners
- When Ss finish, T asks them to move around and ask different classmates every question in the table ( advoiding 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 - 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 p 53 (12’)
* 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 V Homework(2’)
- Learn by heart the vocabulary and practice reporting at home - Do all exercises 1, in part C in the workbook p 39
- Prepare the new lesson: Unit 5: Lesson 5: Skills * EVALUATION: