UNIT 5: FOOD AND DRINK
Lesson 1: Getting started – At a Vietnamese restaurant
I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- An overview about the topic Food and Drink
- Vocabulary to talk about food and drink
2. Core competence
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop healthy eating habits and awareness of balanced diets
- Be proud of the homeland
II. MATERIALS
- Grade 7 textbook, Unit 5, Getting started
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis
Form
1. roast (v)

Pronunciatio
n
/rəʊst/

Meaning
to cook something, such as meat, in an oven or
over a fire

Vietnamese equivalent
quay, nướng (thịt..)

2. fry (v)

/fraɪ/

2. shrimp (n)

/ʃrɪmp/

3. lemonade
(n)

/ˌleməˈneɪd/

4. mineral (n)

/ˈmɪnərəl/

to cook something in hot fat or oil

rán trong dầu hoặc mỡ

a small sea creature that you can eat

con tôm

a drink made from lemons, sugar, and water

nước chanh

a natural substance such as iron that is present in
some foods and is important for good health

khoáng chất

Assumptions

Anticipated difficulties
Solutions
- Students may not be able to recognise food ingredients - Use pictures/ photos or videos of all food
and have experience of cooking.
ingredients and ways of cooking to show them in
- Students may not know how to work in teams.
the class.
- Give short, clear instructions and help if necessary.

Board Plan
Date of teaching
Unit 5: FOOD AND DRINK
Lesson 1: Getting started – At a Vietnamese restaurant

* Warm-up: Edible or inedible
I. Vocabulary
1. roast (v) /rəʊst/: quay, nướng (thịt…)
2. fry (v) /fraɪ/: rán
3. shrimp (n) /ʃrɪmp/: con tôm
4. lemonade (n) /ˌleməˈneɪd/: nước chanh
5. mineral (adj) /ˈmɪnərəl/: khoáng chất
II. Practice

Task 1: Answer the questions
Task 2: Find the words and phrases about food and drink in the conversation and write them in the correct columns.
Task 3: Read the conversation again and tick (✓) T (True) or F (False).
Task 4: Work in pairs. Think about your favourite food and drink. Then ask your partner about his or her favourite food and drink.
* Homework
III. PROCEDURES
Notes:
In each activity, each step will be represented as following
*
Deliver the task
**
Implement the task
*** Discuss
**** Giving comments or feedback
Stage

Stage aim

WARM-UP

- To activate students'
knowledge on the
topic of the unit
- To enhance students'
skills of cooperating
with teammates

Procedure
Edible or inedible
* Teacher gives instructions
** In pairs, Ss:
- sit facing each other
- take turns to throw a ball of paper to their partner as they say a noun
When their partner catches the ball, say immediately if the noun is
edible or inedible, then throw the ball back and repeat the procedure.
Example:
A (throwing) - Egg.
B (catching) - Edible. (throwing) - Book.
A (catching) - Inedible. (throwing) - House …
*** Students share all the words/ phrases about food and drink they
have with the others as the class.

Interactio
n
T-S
S-S

S-S
T-S

Time
5 mins

PRESENTAT
ION
(VOCAB
PRETEACH)

LEAD-IN/
PREREADING &
LISTENING

**** Teacher checks and corrects if Ss spell or pronounce the words/
phrases incorrectly.
* T asks Ss to look at the photos and answer the question: What is this?
** Ss say the words.

To help students use
key language more
appropriately before
they read and listen

- To get students
interested in the topic
- To set the context
- To help Ss understand
the main idea of the
text

*** Other Ss correct if the previous answers are incorrect.
**** Teacher shows and says the words aloud and asks Ss to repeat
them.
* Teacher asks Ss to translate the word “khoáng chất” into English
** Ss says the word
**** Teacher gives the correct answer "mineral”
TASK 1: ANSWER THE QUESTIONS. (Ex 2, p.51)
* Teacher asks Ss to look at the picture (p.50-51) and answer the
questions:

T-S

5 mins

S-S
T-S
T-S

3 mins

+ What do your family
usually eat for dinner?
+ Where does Mark's family
eat dinner?
What is Mark's family
doing?
A. Ordering food for dinner.
B. Preparing for their
dinner.
C. Talking about their
favourite food.

PRACTICE

- To practise reading
and listening for
specific information
- To practise scanning
- To develop Ss'
vocabulary for food
and drink

** 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.
TASK 2: FIND THE WORDS AND PHRASES ABOUT FOOD
AND DRINK IN THE CONVERSATION AND WRITE THEM IN
THE CORRECT COLUMNS. (Ex 3, p.51)
* Teacher asks Ss to work individually to read and listen to the
conversation and find the words and phrases and then share their
answers with their partners who sit next to them.
** Ss do exercise 3 individually
*** Ss share and discuss with their partners to write all words/ phrases
down on the notebooks.
**** Teacher corrects their answers as a class.
Key:
Food

Drink

T-S

S-S

T-S

7 mins

rice, pork, fish sauce, roast
chicken, fried vegetables, fried
tofu, spring rolls, canh (soup),
shrimp, fish,
- To help Ss deeply
understand the text
- To practise scanning
and intensive reading

juice, lemonade, green
tea, mineral water,
winter melon juice,

TASK 3: READ THE CONVERSATION AGAIN AND TICK (✓)
T TRUE OR (F0 FALSE. (Ex 4, p.51)
* Teacher gives clear instructions.
** Ss work individually step by step:
- Read the statements carefully and underline key words
Suggested keywords in the statements:
1. Mark's family is at a Vietnamese restaurant.
2. Mark wants fried tofu and beef for dinner.
3. They don't order canh.
4. Mark's mum wants mineral water.
5. 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 key:
1. T
2. F (Mark wants some fried tofu and spring rolls.)
3. F (Mark's dad thinks they will try some canh)
4. T
5. F (Mineral water for me, green tea for my husband, and juice for my
children)

T-S
S

T-S-S
T-S

10 mins

PRODUCTIO - To help Ss be able to
N
talk about favourite
food and drink
- To develop teamwork
skills
- To give students
authentic practice in
using target language

WRAP-UP

HOMEWOR
K

To help Ss memorise
the target language
and skills that they
have learned

TASK 4: WORK IN PAIRS. THINK ABOUT YOUR
FAVOURITE FOOD AND DRINK. THEN ASK YOUR
PARTNER ABOUT HIS OR HER FAVOURITE FOOD AND
DRINK. (Ex 5, p.51)
* Teacher gives Ss clear instructions in order to make sure Ss can roleplay effectively.
- Teacher divides Ss into 2 main groups and call them Vietnamese
tour guides and French visitors who visit Vietnam for the first time.
+ Vietnamese tour guides discuss and list the favourite food in Ha Noi/
Viet Nam, using some suggested questions: What kinds of food are the
most popular? 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 do 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
Teacher asks students to talk about what they have learnt in the lesson:
- Vocabulary of Food and Drink
- Reading for specific information and details
- Scanning

To review the learned
knowledge and prepare
for the next lessons

- Talk about your favourite food (for a minute)
- Do the exercises in the workbook
- Project preparation

10 mins
T-S

T
S-S

3 mins

2 mins

+ 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 7 – 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.)

UNIT 5: FOOD AND DRINK
Lesson 2: A closer look 1
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. 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
2. Core competence
- Be collaborative and supportive in pair work and team work
- Access and consolidate information from a variety of sources
- Actively join in class activities
3. Personal qualities
- Promote pride in the values of Vietnamese culture
- Develop love for family
II. MATERIALS
- Grade 7 textbook, Unit 5, A closer look 1
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis
Form
1. kilo (kg)

Pronunciatio
n
/ˈkiːləʊ/

Meaning
a kilogram

Vietnamese equivalent
cân (kí lô)

2. teaspoon

/ˈtiːspuːn/

the amount that a teaspoon can hold

khối lượng đựng trong
một thìa nhỏ dùng để
quấy trà

3. litre

/ˈliːtə/

the basic unit for measuring liquid

lít

4.

/ˈteɪbəlspuːn/

the amount that a tablespoon can hold as a
unit for measuring liquid

khối lượng đựng trong
một thìa canh

5. gram

/ɡræm/

the basic unit for measuring weight

gờ-ram

6.

/ˈmɪlɪmiːtə(r)/

a unit of length that is equal to 0.001 metres mi-li-mét

7. omelette

/ˈɒmlət/

eggs mixed together and cooked in hot fat

trứng ốp lết

8. pancake

/ˈpænkeɪk/

a thin flat round cake made from flour,
milk, and eggs

bánh kếp

9. spring
rolls

/sprɪŋ rəʊlz/

food consisting of a piece of thin rolled rice
paper filled with vegetables and meat, fried
in oil

nem rán

10. onion

/ˈʌnjən/

a round white vegetable with a brown, red, hành tây
or white skin and many layers. Onions have
a strong taste and smell

11. pepper

/ˈpepə/

a powder that is used to add a hot taste to
food

hạt tiêu

12. butter

/ˈbʌtə/

a solid yellow food made from milk or

bơ

tablespoo
n

millimetre

cream

Assumptions

Anticipated difficulties
1. Students may lack knowledge about food and drink and
structures to describe food and drink.

Solutions
Prepare some photos/posters of food and drink
and suggestions on vocabularies and structures
to describe food and drink.
2. Students may have underdeveloped listening, speaking - - Play the recording many times if any necessary.
and co-operating skills.
- Encourage students to work in pairs, in groups so
that they can help each other.
- Provide feedback and help if necessary.

Board Plan

* Warm-up:
I. Vocabulary
1. kilo (kg) /ˈkiːləʊ/: kí lô
2. teaspoon /ˈtiːspuːn/: thìa cà phê
3. litre /ˈliːtə/: lít
4. tablespoon /ˈteɪbəlspuːn/: thìa canh
5. gram /ɡræm/: gờ-ram
6. millimetre /ˈmɪlɪmiːtə(r)/: mi-li-mét
7. omelette /ˈɒmlət/: trứng ốp lết
8. pancake /ˈpænkeɪk/: bánh kếp
9. spring rolls /sprɪŋ rəʊlz/: nem rán

Date of teaching
Unit 5: FOOD AND DRINK
Lesson 2: A closer look 1

10. onion /ˈʌnjən/: hành tây
11. pepper /ˈpepə/: hạt tiêu
12. butter /ˈbʌtə/: bơ
Task 1: Match the phrases with the pictures. Then listen, check, and repeat the phrases.
Task 2: Write the words and phrases in the correct columns. Add any other dishes and ingredients you know.
Task 3: Work in pairs. Ask and answer about the ingredients for Linh's apple pie, using the quantities in the recipe.
II. Pronunciation
Task 4: Listen and repeat the words. Pay attention to the sounds /ɒ/ and /ɔ:/.
Task 5: Listen and repeat, paying attention to the underlined words. Tick (✓) the sentences with the /ɒ/ sound.
* Homework
III. PROCEDURES
Notes:
In each activity, each step will be represented as following
*
Deliver the task
**
Implement the task
*** Discuss
**** Giving comments or feedback
Stage

Stage aim

Procedure

WARM-UP
LEAD-IN

- To set in the
context of using the
lexical items and
measurement words/
phrases related to the
topic Food and
Drink
- To activate

Option 1: Cooking race
* Teacher divides the class into 8 groups and gives instructions.
** In small groups, Ss write a ten-item shopping list on a piece of
paper.
It must include the following things: something salty, something sweet,
a tin of something, a jar of something, a kind of meat or fish, a green
vegetable, another vegetable, a fruit, a dairy product, two herbs…
*** Ss then swap their lists with another group. Ss discuss and agree

Interactio
n
T-S
S-S

S-S

Time
5 mins

students' knowledge
- To get students
interested in the
topic

VOCABULAR To revise and help
Y
Ss understand the
measurement words
and phrases often
used with food and
drink

on a recipe for a main course using all the ingredients on their list.
They can add only salt, pepper and oil and tell what dish they are going
to cook in the class.
**** Vote on which dish you would most like to eat.
Option 2: Dictation
* Teacher puts Ss in small groups, explains that they are going to
dictate five sets of four words, such as pea, orange, potato, onion.
Teacher gives Ss some time to choose an odd one out for each set.
More than one answer is possible.
** Ss listen and write the set. Then they choose the odd one out and
circle it.
*** Each group explains their decisions,
e.g. A pea, because it's the only one that's green. / An orange, because
it makes terrible soup.
**** T may create his / her own lists or choose from the list below:
1. lemon, grapefruit, grape, lime
2. fridge, cooker, microwave, toaster
3. cow, chicken, sheep, fish
4. bacon, egg, tomato, toast
5. rice, wheat, potato, pasta
6. bread, cake, pie, pizza
TASK 1: MATCH THE PHRASES WITH THE PICTURES.
THEN LISTEN, CHECK, AND REPEAT THE PHRASES. (Ex 1,
p.52)
* Teacher gives Ss instruction, lets Ss have time to work individually,
in pairs and then supports them if necessary.
a. a kilo (kg) of
b. a teaspoon (tsp) of
c. a litre (l) of

S-S

T-S
S-S

S-S

S-S

4 mins
T-S

d. a tablespoon (tbsp) of
e. 200 grams (g) of
f. 400 millilitres (ml) of

** Ss quickly match the phrases with the pictures individually.
*** Ss then swap their answers with their partners to check their
answers by listening to the recording at the same time.
**** Teacher observes, checks, gives correct answers as well as pauses
the recording after each phrase and asks them to repeat chorally and
individually.
+ Teacher corrects Ss' pronunciation.
+ With weaker classes, teacher may ask for translations to check
Ss' understanding.
Answer key:
1. b
2. f

To help Ss identify

3. a

4. c

5. d

S
S-S
T-S

6. e

Audio script – Track 31:
1. a teaspoon (tsp) of salt
2. 400 millilitres (ml) of milk
3. a kilo (kg) of beef
4. a litre (l) of water
5. a tablespoon (tbsp) of sugar
6. 200 grams (g) of flour
TASK 2: WRITE THE FOLLOWING WORDS AND PHRASES

6 mins

new words of dishes
and ingredients.

IN THE CORRECT COLUMNS. ADD ANY OTHER DISHES
AND INGREDIENTS YOU KNOW. (Ex 2, p. 52)
Activity 1
* Teacher divides the class into 4 groups and gives instructions.
** Individually, Ss carefully and closely watch in order to write down
the words for the items appearing on the screen.

spring rolls

omelette

butter

onions

pancake

pepper

*** 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?
* Teacher sticks 4 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

T-S
S-S

T-S
T-S

To get Ss to practise
asking and
answering about the
ingredients for a dish
using measurement
words and phrases
they have learnt.

columns will be the winner.
**** Teacher 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.

S-S

Key:

T-S
Dishes

Ingredients

spring rolls

butter

omelette

onions

pancake

pepper

TASK 3: WORK IN PAIRS. ASK AND ANSWER ABOUT THE
INGREDIENTS FOR LINH'S APPLE PIE, USING THE
QUANTITIES IN THE RECIPE. (Ex 52,
Role-play: "How to make an apple pie?"
* Teacher 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 questions to ask their Mums how
to make the apple pie.
- After that, teacher pairs Ss to make conversation,
asking and answering about the quantity of
ingredients for an apple pie.
Eg. A: How many apples do we need?
B: We need 12.

10 mins

T-S
S-S

PRONUNCIA To show, model and
TION
help Ss how to
pronounce the
sounds /ɒ/ and /ɔ:/
and practise
pronouncing these
sounds correctly in
words.

** Ss work in groups and then in pairs to practise.
*** Teacher nominates some pairs of Ss to model this activity in front
of the class. The others vote the best pairs they like best.
**** Teacher gives feedback to help students improve their talk later.
TASK 4: LISTEN AND REPEAT THE WORDS. PAY
ATTENTION TO THE SOUNDS /ɒ/ AND /ɔ:/. (Ex 4, p.52)
* Teacher plays the video modelling the sounds /ɒ/ and /ɔ:/ first and
asks Ss to 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.
*** Ss swap their notebooks with their partners to share their answers.
**** Teacher plays the recording, show them the correct answers and
asks Ss to listen and repeat. Teacher may play the recording as many
times as necessary, asking Ss to repeat until they can pronounce the
sounds correctly.

S-S
T-S
8 mins

T-S
S-S
S-S
T-S

Key:
/ɒ/

fond, lot, not

/ɔ:/

short, call, water, pork, sauce

Audio script – Track 32:
fond
To help Ss practise
pronouncing the
sounds /ɒ/ and /ɔ:/
correctly in context.

short

call

water

pork

sauce

lot

not

TASK 5: LISTEN AND REPEAT, PAYING ATTENTION TO
THE UNDERLINED WORDS. TICK (✓) THE SENTENCES
WITH THE /ɒ/ SOUND. (Ex 5, p.52)
* Teacher asks Ss to listen twice and asks Ss to tick (√) the sentences

8 mins
T-S
S

with the /ɒ/ sound.
** Ss do as instructed individually
*** Ss share their answers with Ss who sit next to them.
**** Then Teacher plays the recording again, checks and asks Ss to
repeat and provides further practice if needed.

WRAP-UP

To help students to
recall information
they've learned
during class and
reflect on gaps in
their knowledge

HOMEWORK To reactivate the
knowledge that
students have
gained.

Key:
√: 1, 2, 4
Audio script – Track 33:
1. I hate hot dogs.
2. It's a very big pot.
3. Put the forks here.
4. This soup is very hot.
5. I like pork cooked with vegetables.
- Teacher asks Ss to summarise what they have learnt in the lesson by
asking them some questions.
+ What food have we learned to make today?
+ What ingredients do we need to make it? How many/ How
much of them do we need?
+ What sounds do we learn today?
Teacher asks Ss to make sentences about the quantity of ingredients for
a dish using the words and phrases they have learnt in the lesson in
their workbook.

I. OBJECTIVES
By the end of this lesson, Ss will be able to:

UNIT 5: FOOD AND DRINK
Lesson 3: A closer look 2

S-S
T-S

2 mins

2 mins

1. 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
2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Promote pride in the values of Vietnamese culture
- Develop love for family
II. MATERIALS
- Grade 7 textbook, Unit 5, A closer look 2
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis
Vietnamese
equivalent

Form

Pronunciation

Meaning

1. countable

/ˈkaʊntəbəl/

a countable noun can be used with "a" or "an" and can
be made plural

đếm được

2. quantity

/ˈkwɒntəti/

the amount or number of something, especially that
can be measured

số lượng

3. describe

/dɪˈskraɪb/

to say or write what someone or something is like

miêu tả

4. popular

/ˈpɒpjələr/

liked, enjoyed, or supported by many people

nhiều người biết đến

5. cartoon

/kɑːˈtuːn/

a drawing, especially in a newspaper or magazine, that hoạt hình
tells a joke or makes a humorous political criticism

Grammar
Form

Meaning

Examples

some/ a lot of/ lots of +
both countable/
uncountable nouns

một vài/ nhiều + cả danh từ đếm được và
danh từ không đếm được

- 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.

How many + plural
countable noun
How much +
uncountable noun

Bao nhiêu + danh từ đếm được số nhiều
Bao nhiêu + danh từ không đếm được số ít

- How many pens do you have?
- How much sugar do you need?

Assumptions

Anticipated difficulties
1. Students may find confused when to use some/ a
lot of/ lots of

Solutions
- Give short and clear explanations with legible examples
for each case.

2. Students may have underdeveloped speaking and - - Give clear instructions, give examples before letting
co-operating skills.
students work in groups.
- Provide feedback and help if necessary.
Board Plan

Date of teaching
Unit 5: FOOD AND DRINK
Lesson 3: A closer look 2

* Warm-up:
I. Vocabulary
1. countable /ˈkaʊntəbəl/: đếm được
2. quantity /ˈkwɒntəti/: số lượng
3. describe /dɪˈskraɪb/: miêu tả
4. popular /ˈpɒpjələr/: nhiều người biết đến
5. cartoon /kɑːˈtuːn/: hoạt hình
II. Grammar
Task 1: Circle the correct words or phrases to complete the following sentences.
Task 2: Look at the pictures and complete each sentence. Write some, any or a lot of/lots of in the blanks.
Task 3: Fill in each blank with How many or How much. Answer the questions, using the pictures.
Task 4: Work in pairs. Ask and answer, using the questions in 3.
Task 5: Work in pairs. Take turns to ask and answer about the recipes.
* Homework
III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
*
Deliver the task
**
Implement the task
*** Discuss
**** Giving comments or feedback
Stage

Stage aim

WARM-UP

- To activate students'

Procedure
Mini game: Are these countable and uncountable?

Interactio
n

Time
4 mins

LEAD-IN

knowledge using
some and a lot of / lots
of
- To get students
interested in the topic

* Teacher put Ss into 2 big teams (named Mango & Orange) and gives
instruction.
** When teacher say the words (apple, carrot, chicken, salt, meal,
sugar, star, cucumber, pepper, meat…) aloud:
- Ss of Mango team stand up and shout out if the word is countable.
- Ss of Orange team stand up and shout out if the word is
uncountable.
**** Teacher checks and tells Ss the noun is countable or uncountable
when they have already reacted.

PRESENTAT - to help Ss understand * Teacher shows meanings of the new words in Vietnamese and asks
ION
and know how to use Ss to translate them into English before starting the lesson.
some, a lot of / lots of Vocabulary
1. đếm được: countable /ˈkaʊntəbəl/
2. số lượng: quantity /ˈkwɒntəti/
3. miêu tả: describe /dɪˈskraɪb/
4. nhiều người biết đến: popular /ˈpɒpjələr/
5. hoạt hình: cartoon /kɑːˈtuːn/

T-S

T-S-S

T-S
T-S

Grammar
some, a lot of / lots of
* - Teacher 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, teacher 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.
- Teacher briefly explains that some and a lot of / lots of are all used

T-S

3 mins

PRACTICE

- To help Ss practise
using some and a lot
of / lots of in
sentences and in
context.

with both countable nouns and uncountable nouns to talk about
quantities. Teacher 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 number or amount of
something / people.
TASK 1: CIRCLE THE CORRECT WORDS OR PHRASES TO
COMPLETE THE FOLLOWING SENTENCES. (Ex 1, p.53)
* Teacher asks Ss to read the sentences carefully and choose the best
answers on their own, then then swap with their partners.
** Ss do the exercise as instructed.
*** Ss share their answers and discuss the reasons why they have
chosen them.
**** Teacher nominates some Ss to read their answers in front of the
whole class, check and correct their answers.

3 mins
T-S
S
S-S
T-S

Key:
1. a lot of
- To give Ss further
practice on using
some and a lot of / lots
of in sentences and in
context
- T help Ss revise the
use of any.

2. lots of

3. some

4. a lot of

5. some

TASK 2: LOOK AT THE PICTURES AND COMPLETE EACH
SENTENCE. WRITE SOME, ANY OR A LOT OF/ LOTS OF IN
THE BLANKS. (Ex 2, p.53)
* Teacher divides the class into 4 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!"

5 mins
T-S

S-S
T-S

** The groups having more members who write correct answers the
most quickly will get a star.
**** Teacher observes them closely and has one student assist in
writing the number of stars each group achieves.
Key:
1. a lot of/lots
of

2.
any

3. some 4. a lot of/lots
of

5. a lot of/lots
of

- To help Ss revise the TASK 3: FILL IN EACH BLANK WITH HOW MANY OR HOW
use of How many and MUCH. ANSWER THE QUESTIONS, USING THE PICTURES.
How much to ask
(Ex 3, p.54)
about quantities.

* Teacher asks Ss to read the sentences carefully and choose the best
answers on their own, then then swap with their partners.
** Ss do the exercise as instructed.
*** Ss share their answers and discuss the reasons why they have
chosen them.
**** Teacher nominates some Ss to read their answers in front of the
whole class, check and correct their answers.
Key
1. How much – Two litres
2. How many – Two books
3. How many – Two books
3. How many – Three bananas
5. How many – Five spring rolls

7 mins

T-S
S
S-S
T-S

To get Ss to use How
much/ How many to
ask questions about
quantities

TASK 4: WORK IN PAIRS. ASK AND ANSWER, USING THE
QUESTIONS IN 3. (Ex 4, p.54)
* - Teacher gives Ss two minutes to think of and write down as many
questions using How much and How many as they can.
- Teacher pairs them to take turns asking and
answering the questions in Task 3 and the
questions they have prepared.
Eg. A: How much water do you drink every day?
B: Two litres.
** Ss work in pairs to practise.
*** Teacher nominates some pairs of Ss to model this activity in front
of the class. The others vote the pairs they like best.
**** Teacher gives feedback to help students improve their talk later.

PRODUCTIO -To get Ss to practise
N
using measurement
words and phrases,
words of dishes and
ingredients, How
many and How much
in context.

WRAP-UP

To help students to

TASK 5: WORK IN PAIRS. TAKE TURNS TO ASK AND
ANSWER ABOUT THE RECIPES. (Ex 5, p.54)
* - Teacher chooses some strong Ss in the class and assign the role of
culinary teachers to them. The others will be culinary learners.
- Teacher asks them to sit in their groups to discuss and list all the
questions and answers to make conversations in a culinary class.
- Teacher then mixes them in groups of a teacher and 3 to 4 students
and asks them to 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.
**** Teacher notes all useful measurement expressions and some
students' grammatical errors for later comments.
Teacher summarises the main points of the lesson:

8 mins
T-S
S-S

S-S
T-S-S
T-S
10 mins
T-S
S-S
T-S-S
T-S
T-S

5 mins

HOMEWOR
K

recall information
they've learned during
class and reflect on
gaps in their
knowledge
- To reactivate the
knowledge that
students have gained.
- To prepare for the
proje