Giáo án Tiếng Anh 7 - Week 13 - Năm học 2023-2024

 Date of planning : 23/11/ 2023 
 Date of teaching : / / 2023 
 Week: 13 Period: 32 
 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 
 1. Teacher: - Grade 7 textbook, Planning (Unit 5- Getting started) 
 - Smart TV/Pictures, sets of word cards 
 - sachmem.vn 
 2. Students: Text books, notebooks, posters, . 
 3. Method: Ask and answer ; group works; individual 
 III. PROCEDURES : (STAGES) 
 Activity 1: Warm-up (5’) 
* Aim: To revise the old lesson and introduce the new lesson; To lead in the lesson. 
 * Content: * Game: GAME: PELMANISM (words and pictures about music and arts) 
 * Products: Ss find out words and pictures exactly. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Warm up: T – SS Game: 
* Teacher divides the class into 2 teams and asks 
them to choose the pair of number. 
** In 2 minutes, each member from each team has 
to take turns to turn over one card and try to find a 
card that matches it. 
*** If the two cards match each other, the team gets 
one point. lemonade Mineral chicken Vegetables 
- If the two cards are different, put them back in the water same places, facing down. Fruit Eggs Beef rice 
**** The team with more points will win the game. 
 Lead in: Teacher leads students into the new 
lesson 
 Activity 2: Presentation (15’) 
 * Pre - teach vocabulary 
 * Aim: to introduce new vocabulary, to help students use key language more appropriately before 
they read and listen 
 * Content: Learn some vocabularies related to the topic. 
 * Products: Students read and understand the meaning of vocab. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
- T - Ss. * Vocabulary 
*Teacher use different techniques to teach vocab 
(pictures, situation, realia) 
** Follow the seven steps of teaching vacab. 
 roast (v) /r ng (th 
*** Repeat in chorus and individually əʊst/: quay, nướ ịt ) 
 fry (v) /fraɪ/: rán 
- Copy all the words shrimp (n) /ʃrɪmp/: con tơm 
**** T checks the words by game: “ What and lemonade (n) /ˌleməˈneɪd/: nước chanh 
where” mineral water (adj) /ˈmɪnərəl/: nước khống 
* Checking vocab: 
 * Pre – reading and listening 
* Aims: To get students interested in the topic; To set the context ; To help Ss understand the main 
idea of the text 
* Content: Answer some Qs related picture and the text; Role play 
* Products: Students read and understand the meaning of the conversation 
 Students know how to role play 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
- T - Ss. Task 1. Listen and read 
* Set the context for the listening and reading 
text. + Have Ss look at the picture and answer 
some questions, 
 + Encourage Ss to answer, but do not confirm 
whether their answers are right or wrong. e.g 
 + Ask them to talk a bit about types of food - Where is Mark's family? 
and drink they know. - What are they doing? 
 + T can also ask Ss to share any recent _ Have you ever been to a restaurant? 
experiences of eating at a restaurant _Where and when? **Play the recording twice for Ss to listen and _ What food and drink did you have there? 
read along. Have Ss underline the words that 
are related to the topic of the unit while they are 
listening and reading. 
*** T invites some pairs of Ss to read the Task 2: Answer the question: 
conversation aloud and gives feedbacks 
**** Ask Ss what exactly Jack's family is * What is Mark's family doing? 
doing. Now confirm the correct answer A. Ordering food for dinner. 
 B. Preparing for their dinner. 
 C. Talking about their favourite food. 
 Keys : A. Ordering food for dinner 
 Activity 3: Practice: (15’) 
 Task 3 
* Aims: - To practise reading and listening for specific information ; To practise scanning 
 - To develop Ss' vocabulary for food and drink 
* Content: Find the words and phrases about food and drink in the conversation and write them in the 
correct columns 
* Products: Ss say the correct answers and write all words/ phrases down on the notebooks exactly. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
T-Ss, Ss-Ss Task 3: Find the words and phrases about food 
* Teacher asks Ss to work individually to read and drink in the conversation and write them in 
and listen to the conversation and find the the correct columns. 
words and phrases and then share their answers 
with their partners who sit next to them. Key: 
** Ss do exercise 3 individually Food Drink 
*** Ss share and discuss with their partners to rice, pork, fish sauce, juice, lemonade, green 
write all words/ phrases down on the roast chicken, fried tea, mineral water, 
notebooks. vegetables, fried tofu, winter melon juice, 
 spring rolls, canh 
**** Teacher corrects their answers as a class. (soup), shrimp, fish, 
 Task 4 
* Aims: To help Ss deeply understand the text; To practise scanning and intensive reading 
* Content: Read the conversation again and tick (✓) T (True) or F (False). 
* Products: Students gives the correct answers and explains exactly. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
T-Ss, Ss-Ss Task 4: Read the conversation again and tick (✓) 
 T (True) or F (False). 
* Teacher gives clear instructions. * Suggested keywords in the statements: 
** Ss work individually step by step: 1. Mark's family is at a Vietnamese restaurant. 
- Read the statements carefully and underline 2. Mark wants fried tofu and beef for dinner. key words 3. They don't order canh. 
- Scan the conversation to locate the underlined 4. Mark's mum wants mineral water. 
key words 5. His mum doesn't allow her children to drink juice 
- Read intensively to tick True or False during dinner. 
 * Answer key: 
*** Teacher nominates Ss to read the 
statements aloud and say which ones are True 1. T 
and False, the others attentively listen to and 2. F (Mark wants some fried tofu and spring rolls.) 
correct their answers if necessary. 3. F (Mark's dad thinks they will try some canh) 
 4. T 
**** Teacher checks and gives the correct 5. F (Mineral water for me, green tea for my 
answers. husband, and juice for my children) 
 Activity 4: Production:(5’) 
 Task 5 
* Aims: - To help Ss be able to talk about favourite food and drink; To develop teamwork skills 
 - To give students authentic practice in using target language 
* Content: Think about your favourite food and drink. Then ask your partner about his or her 
favourite food and drink. 
* Products: Some pairs perform in front of the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
T-Ss, Ss-Ss Task 5: Work in pairs. Think about your 
 favourite food and drink. Then ask your partner 
* Teacher gives Ss clear instructions in order to about his or her favourite food and drink. 
make sure Ss can role-play effectively. 
** Teacher asks each student to think of the What kinds of food are the most popular? What 
questions he / she may use to ask about his / her ingredients are there? What is the food like 
partner's favourite food and drink. * Example: 
*** Demonstrate the activity to the class first. 
Ask a strong student to help you. Then ask Ss A: What's your favourite food? 
to work in pairs. T goes round to help weaker B: It's pho bo - beef noodle soup. 
Ss. Call on some pairs to perform in front of the A: When do you usually have it? 
class. B: In the morning. 
 **** Teacher gives Ss feedback. 
 Activity 5: Consolidation (3’) 
* Aim: To consolidate what students have learnt in the lesson. 
* Content:. Summarize the main content what students have learnt in the lesson. 
* Products: Some Ss say aloud in front of the class 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
- Teacher asks students to talk about what they - Some new words 
have learnt in the lesson. - Read and understand content of the conversation 
- Ss work indepently * Homework (2’) 
* Aim: To revise the lesson and prepare for the next lesson. 
* Content: Review the lesson and prepare for the next lesson ( A closer look 1) 
* Products: Students’ textbook and workbook 
* Organization of implementation 
 Teacher’s and Ss’ activities Content 
- T reminds Ss to do homework and prepare the - Learn by heart all the new words. 
new lesson. - Read the dialogue again. 
 - Prepare lesson 2 ( A closer look 1). 
 *- Evaluation: 
 Date of planning : 23/11/ 2023 
 Date of teaching : / / 2023 
 Week: 13 Period: 33 
 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 
 1. Teacher: - Grade 7 textbook, Planning (Unit 5 -A closer look 1) 
 - Smart TV/Pictures, sets of word cards 
 - sachmem.vn 
 2. Students: Text books, notebooks, posters, . 
 3. Method: Ask and answer ; group works; individual 
 III. PROCEDURES : (STAGES) 
 Activity 1: * Warm-up (5’) 
* Aim: To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabulary and its pronunciation 
 * Content: Choose correct words and pictures on the board 
 * Products: Students choose correct words and pictures on the board.( team work) 
 * Organization of implementation: 
 Teacher’s and Content 
 Ss’activities 
- T - Ss * Game: Kim’ game 
* Teacher 
divides the class 
into two teams 
and asks Ss to 
look at the 
pictures about 
dishes and 
 bread Carrot Spring Stew Roasted 
ingredients roll fish chicken 
and write the sailt onion pepper eggs sugar 
name of them. 
** T gives Ss 
watch the 
pictures on the 
screen in 15 
seconds 
 *** Ss from 
two teams have 
to remember 
and write the 
name of them. 
****T gives 
feedback and 
The team which 
has more 
correct will be 
the winner. 
 T leads in 
the new lesson. 
 Activity 2: Presentation (7’) 
 * Pre - teach vocabulary 
 * Aim: To teach students some places and adjectives related the lesson. 
 * Content: Some vocab about travelling items. 
 * Products: read and understand the meaning of vocab. * Organization of implementation: 
Teacher’s and Content 
 Ss’activities 
- T - Ss * Vocabulary 
* Teacher use - teaspoon /ˈtiːspuːn/ (n): muỗng 
different .- ingredient /ɪnˈɡriːdiənt/ (n): thành phần 
techniques to - apple pie /ˌỉpl ˈpaɪ/ (n): bánh táo 
teach vocab - omelette /ˈɒmlət/ (n): trứng rán 
(pictures, .- butter /ˈbʌtə(r)/ (n): bơ 
situation, - onion /ˈʌnjən/ (n): hành tây 
explaination - pancake /ˈpỉnkeɪk/ (n): bánh rán 
 ..) - pepper /ˈpepə(r)/ (n): tiêu 
** Repeat in - fork /fɔːk/ (n): nĩa 
chorus and 
individually 
** Ss copy all 
the words 
*** Teacher 
checks 
students’ 
understanding 
with the 
“Matching ” 
technique. 
 **** Teacher 
checks 
students’ 
pronunciation 
and gives 
feedback. 
 Activity 3: Practice (15’) 
 Task 1 
* Aims: To revise and help Ss understand the measurement words and phrases often used with food and 
drink. 
* Content: Match the phrases with the pictures. Then listen, check, and repeat the phrases. 
* Products: Students give answers correctly and whole class Practise saying the words. 
* Organization of implementation: 
 Teacher’s and Content 
 Ss’activities 
Task 1: T-Ss Task 1: Match the phrases with the pictures. Then listen, check, and repeat the 
* Teacher gives phrases. 
Ss instruction, 
lets Ss have 
time to work 
individually, in 
 pairs and then a. a kilo (kg) of 
supports them if b. a teaspoon (tsp) of 
necessary. c. a litre (l) of 
** Ss quickly d. a tablespoon (tbsp) of 
match the e. 200 grams (g) of 
phrases with the f. 400 millilitres (ml) of 
pictures * Answer key: 
individually. 1. b 2. f 3. a 4. c 5. d 6. e 
*** Ss then * Audio script – Track 31: 
swap their 1. a teaspoon (tsp) of salt 
answers with 2. 400 millilitres (ml) of milk 
their partners to 3. a kilo (kg) of beef 
check their 4. a litre (l) of water 
answers by 5. a tablespoon (tbsp) of sugar 
listening to the 6. 200 grams (g) of flour 
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. 
 Task 2 
* Aims: To help Ss identify new words of dishes and ingredients. 
* Content: : Write the words and phrases in the correct columns. Add any other dishes and ingredients 
you know * Products: Ss play in groups and The fastest group which has the most appropriate words in the 
columns will be the winner. 
* Organization of implementation: 
 Teacher’s and Content 
 Ss’activities 
Task 2: T - Ss, Task 2: Write the words and phrases in the correct columns. Add any other 
Ss - Ss dishes and ingredients you know. 
+ Activity 1 
* Teacher 
divides the class 
 spring rolls omelette butter 
into 4 groups 
and gives 
instructions. 
** Individually, 
 pancake pepper 
Ss carefully and onions Key: 
closely watch in 
order to write Dishes Ingredients 
down the words spring rolls butter 
for the items 
appearing on the omelette onions 
screen. pancake pepper 
*** Then, Ss 
discuss the 
 - beef soup - salt 
meanings of the - roasted chicken - flour 
words given in - noodle soup - garlic 
groups. - fried rice - onion 
**** 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 of other 
dishes and 
ingredients they 
know with their 
partners before 
showing the 
correct answers. 
 Task 3 
* Aims: To get Ss to practise asking and answering about the ingredients for a dish using measurement 
words and phrases they have learnt. 
* Content: Ask and answer about the ingredients for Linh’s apple pie, using the quantities in the recipe. 
* Products: Ss role play in front of the class * Organization of implementation: 
 Teacher’s and Content 
 Ss’activities 
Task 3:T-Ss, Task 3: Work in pairs. Ask and answer about the ingredients for Linh’s apple 
Ss-Ss pie, using the quantities in the recipe. 
* Teacher 
divides the class Eg. A: How many apples do we need? 
into two groups B: We need 12. 
named Mums 
 A: How much sugar do we need? 
and Daughters/ B: We need 300 grams of sugar 
Sons and assign A: How much water do we need? 
Mums, only B: We need 120ml of water. 
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. 
** 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. 
 Activity 4: PRONUNCIATION (10’) 
 (Pre-teach the sounds /ɒ/ and /ɔ:/. 
* Aims: To show, model and help Ss how to pronounce the sounds /ɒ/ and /ɔ:/ and practise pronouncing 
these sounds correctly in words. 
* Content: Listen and repeat the words. Pay attention to the sounds /ɒ/ and /ɔ:/. 
* Products: Ss listen and repeat the the words with sounds /ɒ/ and /ɔ:/ correctly. 
* Organization of implementation: 
 Teacher’s and Content 
 Ss’activities 
Task 4:T-Ss, PRONUNCIATION 
* Teacher plays * Sound /ɒ/ and /ɔ:/ 
the video TASK 4: Listen and repeat the words. Pay attention to the sounds /ɒ/ and /ɔ:/. (Ex 
modelling the 4, p.52) 
sounds /ɒ/ and fond short call water pork sauce lot not 
/ɔ:/ first and 
asks Ss to watch * Now, in pairs write the words in the correct columns. 
closely to see 
how the sounds /ɒ/ /ɔ:/ 
are formed, and 
then gives them fond /fɒnd/ short /ʃɔːt/ (adj) 
instruction to lot /lɒt/ (adj) call /kɔːl/ 
practise not /nɒt/ (adv) pork /pɔːk/ 
pronouncing the sauce /sɔːs/ 
sounds. water /ˈwɔː.tər/ 
** 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. 
 * Practice 
 Task 5 
* Aims: To show, model and help Ss how to pronounce the sounds /ɒ/ and /ɔ:/ and practise pronouncing 
these sounds correctly in words. 
* Content: Listen and repeat, paying attention to the underlined words. Tick (✓) the sentences with the 
/ɒ/ sound. 
* Products: Ss read aloud the sentences with the /ɒ/ sound correctly. 
* Organization of implementation: 
 Teacher’s and Content 
 Ss’activities 
Task 5 :T-Ss, Task 5: Listen and repeat, paying attention to the underlined words. Tick (✓) the 
Ss- Ss sentences with the /ɒ/ sound. 
* Teacher asks 
Ss to listen * Key: 
twice and asks √: 1, 2, 4 
Ss to tick (√) the * Audio script – Track 33: 
 1. I hate hot dogs. sentences with 2. It’s a very big pot. 
the /ɒ/ sound. 3. Put the forks here. 
** Ss do as 4. This soup is very hot. 
 5. I like pork cooked with vegetables. 
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. 
 Activity 5 : Consolidation(3’) 
* Aim: To help students to recall information they’ve learned during class and reflect on gaps in their 
knowledge 
* Content: Answer some questions related the content they’ve learned in the lesson. 
* Products: Ss summarise what they have learnt in the lesson. 
* Organization of implementation: 
 Teacher’s and Content 
 Ss’ activities 
- Teacher asks + What food have we learned to make today? 
Ss to summarise + What ingredients do we need to make it? How many/ How much of them do we 
what they have need? 
 + What sounds do we learn today? 
learnt in the 
lesson by asking 
them some 
questions. 
 * Homework (2’) 
* Aim: To revise what they have learnt and prepare for the next lesson. 
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook 
* Products: Students’ textbook and workbook 
* Organization of implementation: Teacher’s and Content 
 Ss’ activities 
- T reminds Ss - Learn by heart all the new words. 
to do homework - Find 5 more words with the sound /ɒ/ and 5 more words with the sound /ɔ:/ 
and prepare the - Prepare lesson 3 ( A closer look 2). 
new lesson. 
 *- Evaluation: 
 Date of planning : 23/11/ 2023 
 Date of teaching : / / 2023 
 Week: 13 Period: 34 
 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 
 1. Teacher: - Grade 7 textbook, Planning (Unit 5- A closer look 2) 
 - Smart TV/Pictures, sets of word cards 
 - sachmem.vn 
 2. Students: Text books, notebooks, posters, . 
 3. Method: Ask and answer ; group works; individual 
 III. PROCEDURES: (STAGES) 
 Activity 1: Warm-up (5’) 
 * Aim: 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 and uncountable? 
 * Products: Ss play in groups and say the word correctly. * Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Warm up (group work) * Mini game: Are these countable and 
 uncountable? 
- T - Ss 
* Teacher divides the class into big groups 
(named Mango & Orange) and gives 
instruction. 
** Teacher say aloud the words (apple, 
carrot, chicken, salt, meal, sugar, star, 
cucumber, pepper, meat ) 
*** 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; The team with more 
correct words will win the game. 
 Lead in : Today we are going to learn 
more about countable and uncountable 
nouns. 
 Activity 2: Presentation (5’) 
 * GRAMMAR 
 Measurement words/phrases: some, a lot of / lots of 
* Aim: To help Ss understand and know how to use some, a lot of / lots of 
 * Content: Grammar: Countable and Uncountable nouns: 
 * Products: Understand ans know how to use Countable and Uncountable nouns. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content T –Ss : * Vocabulary 
* Teacher shows meanings of the new words 1. đếm được: countable /ˈkaʊntəbəl/ 
in Vietnamese and asks Ss to translate them 2. số lượng: quantity /ˈkwɒntəti/ 
 3. miêu t : describe /d skra b/ 
into English before starting the lesson ả ɪˈ ɪ
 4. nhiều người biết đến: popular /ˈpɒpjələr/ 
** Teacher asks Ss to to look at some GRAMMAR 
countable nouns and uncountable nouns she Measurement words/phrases: some, a 
has said and shared on the screen in the mini lot of / lots of 
game, then asks them to tell the difference 
between countable nouns and uncountable 
nouns 
***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 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. 
 Activity 3: Practice ( 20 ’) 
 Task 1 
* Aims: - To help Ss practise using some and a lot of / lots of in sentences and in context. 
* Content: Choose the correct option for each sentence. 
* Products: Students say the correct keys aloud. 
* Organization of implementation: 
Teacher’s and Ss’activities Content 
* T –Ss , Ss- Ss Task 1: Circle the correct words or phrases to 
* Teacher asks Ss to read the sentences complete the following sentences. 
carefully and choose the best answers on their Key: 
own, then then swap with their partners. 
** Ss do the exercise as instructed. 1. a lot of 
*** Ss share their answers and discuss the 2. lots of 
reasons why they have chosen them. 3. some **** Teacher nominates some Ss to read 4. a lot of 
their answers in front of the whole class, 5. some 
check and correct their answers. 
* Aims: 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. 
* Content: 
* Products: Understand and know how to use Some, many, much, a few, a little: 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* T –Ss , Ss- Ss Task 2: Look at the pictures and complete each 
* Teacher divides the class into 4 groups, sentence. Write some, any or a lot of/lots of in 
asks them to look at the photos on the screen, the blanks. 
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. 
**** Teacher observes them closely and has 
one student assist in writing the number of * Keys: 
stars each group achieves. 1. a lot of/lots of 
 2. any 
 3. some 
 4. a lot of/lots of 
 5. a lot of/lots of 
 Task 3 
* Aims: To help Ss revise the use of How many and How much to ask about quantities. 
* Content: Fill in each blank with How many or How much. Answer the questions, using the 
pictures 
* Products: Understand and know how to use How many or How much. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
T - Ss Task 3: Fill in each blank with How many or 
* Teacher asks Ss to read the sentences How much. Answer the questions, using the 
carefully and choose the best answers on their pictures. 
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. 
 Task 4 
* Aims: To get Ss to use How much/ How many to ask questions about quantities 
* Content: Work in pairs. Ask and answer, using How much/ How many. 
* Products: Ss role play to ask and answer in front of the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* T-Ss, Ss-Ss Task 4: Work in pairs. Ask and answer, using 
* - Teacher gives Ss two minutes to think of the questions in 3. 
and write down as many questions using How 
much and How many as they can. 
- Teacher pairs them to take turns asking and Eg. A: How much water do you drink every day? 
answering the questions in Task 3 and the B: Two litres. 
questions they have prepared. A: How many bananas do you eat every 
** Ss work in pairs to practise. week? 
 B: I eat two bananas every week. 
*** 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. 
 Activity 4: Production ( 5’) 
* Aims: -To get Ss to practise using measurement words and phrases, words of dishes and 
ingredients, How many and How much in context.. 
* Content: Work in pairs. Take turns to ask and answer about the recipes of pancakes and an 
omelette 
* Products: Ss ask and answer infront of the class fluently. 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
* T-Ss, Ss-Ss Task 5: Work in pairs. Take turns to ask and 
* - Teacher chooses some strong Ss in the answer about the recipes. 
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. A: What do we need to make pancakes? 
 B: We need eggs, sugar, flour, milk, and butter. 
 A: How many eggs do we need? 
 B: Two. 
 Activity 5: Consolidation (3’) 
* Aim: To help students to recall information they’ve learned during class and reflect on gaps in 
their knowledge 
* Content: summarize the main content in the lesson. 
* Products: Ss say what they have learnt in the lesson. 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
Teacher asks students to talk about what they - How to use some, a lot of/ lots of 
have learnt in the lesson. - How to ask and answer about food, drinks and 
 cooking recipes using some, a lot of/ lots of, How 
 many, How much 
 * Homework (2’) 
* Aim: To revise the knowledge that students have gained in this lesson and prepare the new 
lesson 
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook 
* Products: Students’ textbook and workbook 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
- T reminds Ss to do homework and prepare - Do exercises in the workbook. 
the new lesson. - Prepare lesson 4 ( communication) 
 *- Evaluation: