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)
2. shrimp (n)
3. lemonade
(n)
4. mineral (n)

/fraɪ/
/ʃrɪmp/

to cook something in hot fat or oil

rán trong dầu hoặc mỡ

a small sea creature that you can eat

con tôm

/ˌleməˈneɪd/ a drink made from lemons, sugar, and water
/ˈmɪnərəl/

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

nước chanh
khoáng chất

Assumptions

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

Board Plan

Date of teaching

Unit 5: FOOD AND DRINK

* Warm-up: Edible or inedible
I. Vocabulary

Lesson 1: Getting started – At a Vietnamese restaurant

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
WARM-UP

Stage aim
- To activate
students'
knowledge on the
topic of the unit
- To enhance

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

Interactio
n
T-S
S-S

Time
5 mins

students' skills of
cooperating with
teammates

PRESENTATI
ON
(VOCAB
PRE-TEACH)

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

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.
**** 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.

*** 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

S-S
T-S

T-S

S-S
T-S

5 mins

LEAD-IN/
PREREADING &
LISTENING

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

**** 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

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

** 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.
- To practise reading TASK 2: FIND THE WORDS AND PHRASES ABOUT FOOD AND
and listening for
DRINK IN THE CONVERSATION AND WRITE THEM IN THE
specific information
CORRECT COLUMNS. (Ex 3, p.51)
- To practise scanning * Teacher asks Ss to work individually to read and listen to the
- To develop Ss'
conversation and find the words and phrases and then share

T-S

7 mins

vocabulary for food
and drink

- To help Ss deeply
understand the text
- To practise scanning
and intensive reading

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

rice, pork, fish sauce, roast
chicken, fried vegetables, fried
tofu, spring rolls, canh (soup),
shrimp, fish,

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

S-S

T-S

T-S
S

T-S-S

10
mins

*** 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)
PRODUCTIO - To help Ss be able to TASK 4: WORK IN PAIRS. THINK ABOUT YOUR FAVOURITE FOOD
N
talk about favourite AND DRINK. THEN ASK YOUR PARTNER ABOUT HIS OR HER
food and drink
FAVOURITE FOOD AND DRINK. (Ex 5, p.51)
- To develop
* Teacher gives Ss clear instructions in order to make sure Ss can
teamwork skills
role-play effectively.
- To give students
- Teacher divides Ss into 2 main groups and call them
authentic practice in Vietnamese tour guides and French visitors who visit Vietnam
using target
for the first time.
language
+ 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.

T-S

T-S

T

10
mins

WRAP-UP

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

HOMEWORK To review the learned
knowledge and
prepare for the next
lessons

- 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
- Talk about your favourite food (for a minute)
- 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.

S-S

3 mins

2 mins

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)

Pronunciati
on
/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.

/

tablespo
on

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

khối lượng đựng trong
một thìa canh

5. gram

/ɡræm/

the basic unit for measuring weight

gờ-ram

6.

/

a unit of length that is equal to 0.001
metres

mi-li-mét

millimetr
e

ˈmɪlɪmiːtə(
r)/

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, or white skin and many layers.

hành tây

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
cream

bơ

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, - - Play the recording many times if any
speaking and co-operating skills.
necessary.
- Encourage students to work in pairs, in
groups so that they can help each other.
- Provide feedback and help if necessary.

Board Plan

Date of teaching

Unit 5: FOOD AND DRINK

* Warm-up:
I. Vocabulary

Lesson 2: A closer look 1

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
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
students'
knowledge
- To get students
interested in the
topic

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 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,

Interactio
n
T-S
S-S

S-S

S-S

T-S
S-S

S-S

Time
5 mins

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

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
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

S-S

4 mins
T-S

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
new words of
dishes and
ingredients.

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 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.

6 mins

T-S
S-S

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 columns will be the winner.
**** Teacher asks Ss to check their answers and share the names

T-S
T-S

S-S

of other dishes and ingredients they know with their partners
before showing the correct answers.
Key:

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

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.

T-S

10
mins
T-S
S-S

Eg. A: How many apples do we need?
B: We need 12.
** 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.
PRONUNCIATI To show, model
TASK 4: LISTEN AND REPEAT THE WORDS. PAY ATTENTION TO
ON
and help Ss how to THE SOUNDS /ɒ/ AND /ɔ:/. (Ex 4, p.52)
pronounce the
* Teacher plays the video modelling the sounds /ɒ/ and /ɔ:/ first
sounds /ɒ/ and /ɔ:/ and asks Ss to watch closely to see how the sounds are formed,
and practise
and then gives them instruction to practise pronouncing the
pronouncing these sounds.
sounds correctly in ** After watching the video, Ss listen and put the words in the
words.
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.
Key:
/ɒ/

fond, lot, not

S-S
T-S

8 mins

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

/ɔ:/

short, call, water, pork, sauce

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

WRAP-UP

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 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.

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.
To help students to - Teacher asks Ss to summarise what they have learnt in the
recall information lesson by asking them some questions.
they've learned
+ What food have we learned to make today?

8 mins
T-S
S
S-S
T-S

2 mins

during class and
reflect on gaps in
their knowledge
HOMEWORK

To reactivate the
knowledge that
students have
gained.

+ 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.

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

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

2 mins

- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis

Form

Pronunciatio
n

Vietnamese
equivalent

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, hoạt hình
that tells a joke or makes a humorous political
criticism

Grammar

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

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

Examples
- 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

Assumptions

Anticipated difficulties
1. Students may find confused when to use
some/ a lot of/ lots of
2. Students may have underdeveloped speaking and
co-operating skills.

Solutions
- Give short and clear explanations with legible
examples for each case.
- Give clear instructions, give examples before letting
students work in groups.
- Provide feedback and help if necessary.

Board Plan

Date of teaching

Unit 5: FOOD AND DRINK

* Warm-up:
I. Vocabulary

1. countable /ˈkaʊntəbəl/: đếm được
2. quantity /ˈkwɒntəti/: số lượng

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

Lesson 3: A closer look 2

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

Procedure

WARM-UP
LEAD-IN

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

Mini game: Are these countable and uncountable?
* 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

Interactio
n
T-S

Time
4 mins

topic

PRESENTATI
ON

- to help Ss
understand and
know how to use
some, a lot of / lots
of

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.
* Teacher shows meanings of the new words in Vietnamese and
asks Ss to translate them into English before starting the lesson.

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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/
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.

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3 mins

PRACTICE

- Teacher briefly explains that some and a lot of / lots of are all
used 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.
- To help Ss practise TASK 1: CIRCLE THE CORRECT WORDS OR PHRASES TO
using some and a lot COMPLETE THE FOLLOWING SENTENCES. (Ex 1, p.53)
of / lots of in
* Teacher asks Ss to read the sentences carefully and choose the
sentences and in
best answers on their own, then then swap with their partners.
context.
** 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
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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

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

5 mins
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use of any.

boards/ paper sheets and raise the board above their heads,
saying "Bingo!"

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** 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 2.
of
any
- To help Ss revise
the use of How
many and How
much to ask about
quantities.

3.
some

4. a lot of/lots 5. a lot of/lots
of
of

TASK 3: FILL IN EACH BLANK WITH HOW MANY OR HOW
MUCH. ANSWER THE QUESTIONS, USING THE PICTURES. (Ex 3,
p.54)

* 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.

7 mins

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**** Teacher nominates some Ss to read their answers in front
of the whole class, check and correct their answers.

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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
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 TASK 5: WORK IN PAIRS. TAKE TURNS TO ASK AND ANSWER
N
using measurement ABOUT THE RECIPES. (Ex 5, p.54)

8 mins
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10
mins

words and phrases,
words of dishes and
ingredients, How
many and How
much in context.

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.
- To prepare for the

* - 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:
- How to use some, a lot of/ lots of
- How to ask and answer about food, drinks and cooking recipes
using some, a lot of/ lots of, How many, How much
- Teacher asks Ss to make questions and sentences about
quantities, using some, a lot of / lots of, any, How much and How
many.
Preparation for Unit 5 project

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5 mins

project.

- Teacher checks what Ss have prepared (the eating habits,
pictures or photos they have selected and decided to make a
presentation)
- Teacher checks if every member has their ...