UNIT 2: IT'S DELICIOUS!
Lesson 2.1: Vocabulary (Time: 1 period)
Class
Date of teaching
Attendance

I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following
objectives:
1. Knowledge:
- Vocabulary: food, drinks, meals.
- Grammar: I like … My favourite food is …
2. Competencies:
a. General competencies:
Form and improve such competencies as group work, independent working,
pair work, and cooperative learning.
b. Specific competencies:
Improve communicative competence related to the use of language
(vocabulary, phonetics, grammar)
● For a language lesson: Students are expected to know the meaning of the
keywords used to talk about food and drinks, and understand the main
grammatical points, then do the tasks assigned in the textbook.
● For a skills lesson: Students are expected to use the vocabulary about fruit,
vegetables, meat, drinks and other food to practice talking about food,
drinks and meals.
3. Qualities:
- Being hard-working and attentive in class
- Have a positive attitude towards the lesson
- Being polite and respect each other's taste in food
II. PREPARATIONS
Teacher: Textbooks, PowerPoint slides, TV, projector, loudspeaker
Students: Textbooks, notebooks
III. PROCEDURE
ACTIVITY 1: WARM-UP (5')
1. Aim: To attract Ss' attention to the lesson and review the previous unit.
2. Content: Ss work in groups of 4 under the instruction of T to play the Hot
Seat game.
3. Products: Ss are able to recall as many words as they can to win points
for their groups.
1

4. Implementation:
TEACHER AND
STUDENTS' ACTIVITIES
Step 1: Task delivering
- T puts Ss into 4 groups. 1 S
from each group sits in the front
of the class, facing their groups.
- T explains that T is going to
write a word from the previous
unit on the board.

CONTENTS
HOT SEAT GAME
Suggested words: son, daughter,
uncle, parents, France, Italian,
trousers, trainers, jacket, hat, makeup, ….

Step 2: Task performance
- Ss are not allowed to turn
around to look at the word on
the board. 4 groups are not
allowed to say, spell or translate
the word.
- 4 groups try to define, give
examples or mime the words for
4 Ss to guess.
Step 3: Judgment
- Who guesses correctly will
receive a point for his/her group.
Step 4: Report and discussion
- Repeat the process.
ACTIVITY 2: KNOWLEDGE FORMATION (10')
1. Aim: To introduce the objectives of the lesson with a can-do statement.
2. Content: The objective of the lesson is listed below
- I can talk about food and drink.
3. Products: Ss acknowledge the lesson's objectives.
4. Implementation: T introduces objectives to Ss.
ACTIVITY 3: PRESENTATION (10')
1. Aim: To teach some words about food and drink.
2. Content: Ss work individually to answer questions given by T; in pairs to
2

name the food and drink in the given exercises; and then individually
again to do the assigned exercises.
3. Products: Ss are able to name as many items as they can, and to correctly
match each photo with the corresponding word.
4. Implementation:
TEACHER AND
STUDENTS' ACTIVITIES
Step 1: Task delivering
- T checks if Ss understand the
meaning of “fruit, vegetables,
meat and drinks”.

CONTENTS
Exercise 1: Look at the photos.
Which things can you name?
The answer may vary.

Step 2: Task performance
- T gives a THINK BIG question:
“Which gives more calories, 385
grams of apples or 37 grams of
crisps?”
⇨ Ss may
answers.

give

different

⇨ The answer is they're both
200 calories.
⇨ T asks “What happens if you
eat the 385 grams of crisps?”
⇨ You will gain weight. So,
some kinds of food and drink
are not good for us when we
eat or drink too much.
- T shows the table in exercise 1
and asks Ss to work in pairs to
name the food and drink they
see.
Step 3: Judgment
- Ss say how many of the items
they can name. If there are some
words they don't know, T don't
explain and leave them for
exercise 2.
Step 4: Report and discussion
3

- T develops further discussion if
needed.
Step 1: Task delivering
- T asks Ss to read the
Vocabulary box and matches
photos 1-12 with the words.
Step 2: Task performance
- Ss try to match the photos to
their headings.
Step 3: Judgment
- T plays the audio track 2.01 for
Ss to listen and check the
answers.

Exercise 2: Study the Vocabulary
A box. Match photos 1-12 with the
words. Listen and check.
Answers:
1-apples, 2-orange juice, 3-crisps, 4bacon,
5-grapes, 6-carrots, 7-celery, 8butter, 9-eggs, 10-cheeseburger, 11milk, 12-cola.

Step 4: Report and discussion
- Ss to read aloud the words and T
explains the new words.
ACTIVITY 4: PRACTICE (10')
1. Aim: To practice making sentences with food and drink words.
2. Content: Ss work individually in exercise 3 and in groups of 4 to do a
further task given by T; in exercise 4, Ss work in pairs to discuss the
questions and then carry out a class-size vote
3. Products: Ss are able to add the correct words into the vocabulary box
and discuss the given topic.
4. Implementation:
Step 1: Task delivering
- T asks Ss to read the words in
the list. T shows them pictures
to illustrate these words to help
them understand the meanings.
Step 2: Task performance
- Ss work individually to add the
words to the correct groups in
Vocabulary A box.
Step 3: Judgment
- T plays audio track 2.02 for Ss

Exercise 3: Add the word below to
the
correct
group
in
the
Vocabulary A box. Listen and
check.
Answers:
Fruit: bananas
Vegetables: potatoes
Meat: chicken
Drinks: milkshake
Other: biscuits, breakfast, cereal,
muffins, yogurt.
4

to listen
answers.

and

check

their

Step 4: Report and discussion
- Ss work in groups of 4 to add
more words to each group.
- T praises the groups that can
add more words.
Step 1: Task delivering
- T asks Ss to work in pairs to
discuss the questions.
Step 2: Task performance
- Ss carry out 2 class votes:
+ Vote for Ss' favourite type of
food or drinks which is good
for them.

Exercise 4: What are your
favourite types of food and drinks?
Are they good or bad for you?
Example:
I like crisps, but they aren't very
good for me. My favourite food is
Phở. It's good for my health.

+ Vote for their favourite type of
food or drink which is bad for
them.
Step 3: Judgment
- T carries out an overall vote for
the most favourite food or drink
that is not good for us and asks
Ss if they are surprised about the
winner.
Step 4: Report and discussion
- T develops further discussion if
needed.
ACTIVITY 5: FURTHER PRACTICE (10')
1. Aim: To discuss where and at what time Ss eat meals and their typical
breakfast.
2. Content: Ss work as a whole class to talk about mealtimes and then carry
out a discussion and survey under the instruction from T.
3. Products: Ss are able to talk about their meal-time routines and their
favourite food and drinks for the specific mealtimes.
4. Implementation:
5

Step 1: Task delivering
- T checks if Ss understand the
meaning of meals.
Step 2: Task performance
- Ss discuss where and at what
times they eat meals.
Step 3: Judgment

Exercise 5: Study the Vocabulary
B box. How do you say the words
in your language?
Meals: breakfast, lunch, dinner.
Examples: On Monday, I have
breakfast at 6.30 but on Sunday, I
have breakfast at 9.00 because I
don't have to go to school.

T checks the exercise with the whole
class.
Step 4: Report and discussion
- T asks Ss to discuss the
differences between mealtimes
on their different days in a
week.
Survey
Step 1: Task delivering
- T asks Ss to work in pairs to ask
and answer 3 questions in the
survey.
Step 2: Task performance
- Ss work in pairs to ask and
answer 3 questions in the
survey.

Exercise 7: Ask and answer the
questions
Name

What
time is
your
breakfast
?

What is
a
typical
breakfast for
you?

Do you
often
eat Phở
for
breakfast?
Why
(not)?

Step 3: Report and discussion
- Ss report to the whole class.
Step 4: Judgment
Check with the whole class.
HOME ASSIGNMENT
- T assigns the home assignments.
- Ss copy their home assignments.
- T explains it carefully.

- Do exercises
pages 15-16.

on Workbook

- Prepare Lesson 2.2 – Grammar
1.

IV. FEED-BACK:
With class
………………………………………………………………………………
6

With class
………………………………………………………………………………
With class
………………………………………………………………………………
Notes:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………

UNIT 2: IT'S DELICIOUS!
Lesson 2.2: Grammar 1 (Time: 1 period)
Class
Date of teaching
Attendance

I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following
objectives:
1. Knowledge:
- Grammar: there is / there are
2. Competencies:
a. General competencies:
Form and improve group work and independent working, pair work, and
cooperative learning.
b. Specific competencies:
Improve communicative competence related to the use of language
(vocabulary, phonetics, grammar)
● For a language lesson: Students are expected to know the meaning of the
keywords used to talk about places to eat and understand the main
grammatical points, then do the tasks assigned in the textbook.
● For a skills lesson: Students are expected to use the grammar structure to
practice their role plays talking about places to eat in town.
7

3. Qualities:
- Being hard-working and attentive in class
- Have a positive attitude about the diversity of places for eating out
II. PREPARATIONS
Teacher: Textbooks, PowerPoint slides, Resources 15 worksheet, TV, projector,
loudspeaker
Students: Textbooks, notebooks
III. PROCEDURE
ACTIVITY 1: WARM-UP (5')
1. Aim: To review the previous lesson and lead in the new lesson.
2. Content: Ss work in groups of 4 to perform the activity with the guidance
of T.
3. Products: Ss are able to write the correct words of food, drinks, and
meals with the hints given by T.
4. Implementation:
TEACHER AND STUDENTS'
ACTIVITIES
Step 1: Task delivering
- T puts Ss into groups of 4 and
gives each group pieces of
paper.
- T explains that T is going to say
a letter of the alphabet and Ss
think of a food or drink word
that starts with this letter.

CONTENTS
Review of Food, drinks and meals
vocabulary
Suggested words:
B – breakfast, banana, bread ….
M - milk, meat, mango
C - cereal, coconut, crisps …
V - vegetables, …

Step 2: Task performance
- Each group will write their word
on the paper and raise it.
Step 3: Judgment
- The first correct group wins a
point.
Step 4: Report and discussion
- Repeat the process.
- T develops further discussion if
needed.
8

ACTIVITY 2: KNOWLEDGE FORMATION (10')
1. Aim: To introduce the objectives of the lesson with a can-do statement.
2. Content: The objective of the lesson is listed as below
- I can use there is / there are to talk about places to eat in town.
3. Products: Ss acknowledge the lesson's objectives
4. Implementation: T introduces objectives to Ss
ACTIVITY 3: PRESENTATION (15')
1. Aim: To teach how to use there is/there are about places to eat in town.
2. Content: Ss work individually to perform the tasks and complete the
exercises under the guidance of T.
3. Products: Ss are able to differentiate various eat-out places; grasp the
meaning, usage and form of grammar structures as well as the
pronunciation of 'There is/are'.
4. Implementation:
TEACHER AND STUDENTS'
ACTIVITIES
Lead-in
Step 1: Task delivering
- T uses the words Ss have
written in the warm-up to ask:
Is/Are … your favourite food?
What is your favourite place to
eat or drink …?
Step 2: Task performance
- Ss then name some places they
frequent.
- T leads to Exercise 1.
Step 3: Report and discussion

CONTENTS
Suggested answer: The coffee house,
Mesa bakery, ….
Exercise 1: Study the Vocabulary
box. Have you got these places in
your country? Vote for your
favourite place to eat.
Examples: “burger bar” and “fast
food restaurant” could both describe
the same place, but a “burger bar”
could also be more of a takeaway
place that doesn't have a sit-down
restaurant.

- T invites some Ss to read the
words in the Vocabulary box,
and asks them to match the
words to the corresponding
pictures/photos to make sure
they understand what places
they are.
9

Step 4: Judgment
- T elicits the differences between
the places, ie.d 'burger bar' and
'fast food restaurant'.

- Example: My favourite place
to eat is a fast-food restaurant.

- T holds a class vote for the
favourite place to eat.
Set the scene
Step 1: Task delivering
- You're going to read a short
paragraph about a market in
London. Read and circle the
places that you've read in the
Vocabulary box.

Exercise 2: Read the blog post.
Which places from the Vocabulary
box are in Brixton Village Market?
Answers: restaurant, pizzeria, burger
bar, café, vegetarian café, fast food
restaurant.

Step 2: Task performance
- T asks Ss to read some
sentences in the text that
contains places to eat.
Step 3: Report and discussion
- From these examples, T elicits
S's meaning, form, usage and
pronunciation of 'There is/are'.
- Meaning:
something

have

- Usage: there is +
singular N; there are +
plural noun.
- Form:
affirmative,
negative, interrogative
Step 4: Judgment
- T checks meaning, usage, form
and pronunciation. Ask Ss to
discuss which questions they
need to consider when deciding
which form to use:

Grammar: There is/ There are
(+) There is + singular noun
There are + plural noun
(-) There isn't / There aren't + N.
(?) Is there / Are there….?
Yes, there is/are.
No, there isn't/ aren't.

- Is the noun singular or
plural?
10

- Is it in positive, negative
or a question form?
ACTIVITY 4: PRACTICE (10')
1. Aim: To practice making sentences with 'there is/are' in both written and
spoken language.
2. Content: Ss work individually and in pairs to do the assigned exercises in
the textbook under the instruction of T.
3. Products: Ss are able to complete the sentences exercise 3 and choose the
correct words in exercise 4 and then accomplish the ask-and-answer task
in exercise 5.
4. Implementation:
Step 1: Task delivering
- T instruct S to do the task
Step 2: Task performance
- Ss work individually to
complete exercise 3.
Step 3: Report and discussion
- T calls some Ss to write the
answers on the board and gives
explanations to their answers.
Step 4: Judgment

Exercise 3: Complete the sentences
about restaurants in Brixton with
the correct form of there is/ there
are.
Answers:
2. There are
3. There isn't
4. There's
5. There aren't
6. Is there

- Check with the whole class.
Step 1: Task delivering
- T instruct S to do the task
Step 2: Task performance
- Ss work individually to
complete exercise 4. They may
swap the books to check with
their partners.

Exercise 4: Read the description of
the market and choose the correct
option. Listen and check.
Answers:
2 There's

3 an

4 isn't

5 there's

6 are

7a

8 any

9 's

Step 3: Judgment
- T plays the audio track 2.04 to
listen and check.
Step 4: Report and discussion
- T develops further discussion if
11

needed.
Step 1: Task delivering
- T instruct S to do the task
Step 2: Task performance
- Ss work in pairs to make
questions using the word-cues in
exercise 5, then ask and answer.
Step 3: Report and discussion
- T invites some pairs to report.
Step 4: Judgment
- Check with the whole class.

Exercise 5: In pairs, ask and
answer questions about the text
using the words below.
Answers:
1. Is there an Indian restaurant? –
Yes, there is.
2. Is there a Japanese restaurant?
– No, there isn't.
3. Is there a Chinese restaurant? –
Yes, there is.
4. Are there any pizzerias? – Yes,
there are two.
5. Are there any burger bars? –
No, there aren't.
6. Are there any sandwich bars? –
Yes, there is one.

ACTIVITY 5: FURTHER PRACTICE (5')
1. Aim: To make a role-play using the target language.
2. Content: Ss work in groups of 4 to prepare and practice role plays talking
about places to eat in town with the guidance of T.
3. Products: Ss are able to perform their role plays using the vocabulary and
grammar they've learned.
4. Implementation:
Step 1: Task delivering
- T instruct S to do the task
Step 2: Task performance
- Ss work in groups of 4 to label
their ideal town with the names
of some places on the map in
RESOURCE 15 Worksheet.

Exercise 6 (Adaptation)
Suggested answers:
This is our ideal town. There is a …
There are ….

Step 3: Report and discussion
- T guides how to talk about their
towns and invites some groups
to present.
12

Step 4: Judgment
- Check with the whole class.
HOME ASSIGNMENT
- T assigns the home assignments.
- Ss copy their home assignments.
- T explains it carefully.

- Do exercises on Workbook page
17.
- Prepare Lesson 2.3 – Reading
and Vocabulary.

IV. FEED-BACK:
With class
………………………………………………………………………………
With class
………………………………………………………………………………
With class
………………………………………………………………………………
Notes:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………

UNIT 2: IT'S DELICIOUS!
Lesson 2.3: Reading and Vocabulary (Time: 1 period)
Class
Date of teaching
Attendance

I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following
objectives:
1. Knowledge:
- Vocabulary:
● Food: salt, pepper, bacon, dessert, chocolate mousse, omelet, onion,
potatoes, oil, toast
● Kitchen utensils: frying pan, bowl, fork, plate
● Verbs: beat, boil, bake, cut up, add, fry
- Grammar: present simple
2. Competencies:
a. General competencies:
13

Strengthen group work and independent working, pair work, and cooperative
learning.
b. Specific competencies:
Improve communicative competence related to reading skills and use of
language (vocabulary, phonetics, grammar)
● For a language lesson: Students are expected to know the meaning of the
keywords used to talk about recipes and understand the main grammatical
points, then do the tasks assigned in the textbook.
● For a skills lesson: Students are expected to find specific details in a blog
entry and talk about preparing food.
3. Qualities:
- Being hard-working and attentive in class
- Have a positive attitude towards the skills of cooking
II. PREPARATIONS
Teacher: Textbooks, PowerPoint slides, worksheet, TV, projector, loudspeaker
Students: Textbooks, notebooks
III. PROCEDURE
ACTIVITY 1: WARM-UP (5')
1. Aim: To attract Ss' attention to the lesson and review the previous lesson.
2. Content: Ss play the game as a whole class under the instruction of T
3. Products: Ss are able to collect information about each other's places to
eat out.
4. Implementation:
TEACHER AND STUDENTS'
ACTIVITIES
Step 1: Task delivering
- T tells Ss to work on their own
and write one place to eat on
pieces of paper.

CONTENTS
Suggested note:
Mai Anh: café
Trung: pizzeria

Step 2: Task performance
- Ss walk around to ask and
answer about their friends'
places using Is there a …./ Are
there any….?
Step 3: Judgment
- The winner is the first student to
find five places from their
friends.
14

Step 4: Report and discussion
- T develops further discussion if
needed.
ACTIVITY 2: KNOWLEDGE FORMATION (10')
1. Aim: To introduce the objectives of the lesson with a can-do statement.
2. Content: The objective of the lesson is listed as below
- I can find specific details in a blog entry and talk about preparing food.
3. Products: Ss acknowledge the lesson's objectives
4. Implementation: T introduces objectives to Ss
ACTIVITY 3: PRE-READING (5')
1. Aim: To teach some words about cooking.
2. Content: Ss work individually with the guidance from T to prepare for
the reading exercise and brainstorm more words about kitchen utensils.
3. Products: Ss are able to talk about their cooking skills, accomplish the
given exercise in the textbook, and then add as many words about kitchen
utensils as they can into the box.
4. Implementation:
TEACHER AND STUDENTS'
ACTIVITIES

CONTENTS

Set the scene

Exercise 1: Can you cook?

Step 1: Task delivering

Suggested answers:

- T asks Ss question:

boiled egg, omelet, cake, …

o Can you cook?
o What types of dishes can
you cook?
o Can you name some
dishes made of eggs?
Step 2: Task performance
- Ss answer
Step 3: Judgment
- T checks the exercise with the
whole class.
15

Step 4: Report and discussion
- T leads to the reading.
Step 1: Task delivering
- T asks Ss to read the words in
the box and match them with the
photos.
Step 2: Report and discussion
- T asks Ss to brainstorm more
words about kitchen utensils
that they can see in the photo
(spoon, whisk …)

Exercise 2: Study the Vocabulary
box. Match the words with A-F in
the photos. Can you add more words
to the box?
Answers:
C-fork, B-frying pan, E-pepper, Fplate, D-salt.

Step 3: Report and discussion
- Invite some Ss to present their
works.
Step 4: Judgment
- Check with the whole class
ACTIVITY 4: WHILE-READING (15')
1. Aim: To help Ss practice reading skills with reading comprehension
tasks.
2. Content: Ss work individually to complete the given reading-related
exercises in the textbook respectively with the guidance of T.
3. Products: Ss are able to accomplish the given exercises as much as they
can.
4. Implementation:
Step 1: Task delivering
- T plays audio track 2.05 for Ss
to listen and read the text, and
asks them to locate some words:
recipe, ingredients.
- T explains these words by
showing Ss definitions.
Step 2: Task performance
- Ss answer the questions in their
notebooks individually.

Exercise 3: Read the text and
answer the questions. Listen and
check.
- Definitions:
● the different food items
needed to make a meal
(ingredients)
● instructions telling you
how to cook something
(recipe)
- Answers:
16

Step 3: Judgment

1. fried eggs (with bacon)

- Ss play a game named “Lucky
number” to check the answers to
the questions.

2. a boiled egg
3. English
4. Six

Step 4: Report and discussion

5. seven: scrambled eggs,
bacon and eggs, boiled
eggs,
spaghetti
carbonara,
cake,
chocolate
mousse,
Spanish omelet.

- T develops further discussion if
needed.

Step 1: Task delivering
-

T asks Ss to read the highlighted
verbs in the text and invites
them to explain their meanings.

Step 2: Task performance
-

-

T checks by matching words to
pictures.
Ss complete the phrases exercise
4 individually.

Exercise 4: Complete the phrases
with the highlighted verbs in the text.
Listen and check.
Answers:
3. cut up
4. beat
5. add
6. fry

Step 3: Judgment
-

T plays audio track 2.06 for Ss
to check and repeat the phrases.

Step 4: Report and discussion
-

When Ss have listened, T points
out that some of the verbs can
go with the different nouns.
Example: boil eggs/potatoes, cut
up potatoes, …

-

T encourages Ss to make more
phrases with the words they
have.

Step 1: Task delivering
-

T elicits the task: What kind of
food is the recipe for? What
form of the word do you need
for number 1?2?3?4?5.

Exercise 5: Complete the recipe with
words from Exercises 2 and 4. Listen
and check.
Answers:
1. bowl
17

Step 2: Task performance
-

2. cut

T asks Ss to work in pairs to
complete the recipe.

3. fork
4. add

Step 3: Report and discussion
-

5. plate

T calls some Ss to go to the
board and write.

Step 4: Judgment
-

Check with the whole class.

-

T asks Ss to read the recipe
again.

ACTIVITY 5: POST READING (10')
1. Aim: To practice speaking in pairs to talk about favourite recipes with
eggs.
2. Content: Ss work in pairs to practice talking about their favourite recipes
with eggs.
3. Products: Ss are able to get the idea of how to develop a presentation
about cooking recipes.
4. Implementation:
Step 1: Task delivering
- Ss discuss different kinds of
dishes that are made with eggs,
i.e., pancakes, cakes, brownies, …
in pairs in 3 mins.
- T gives them questions to prepare
for their presentation:

Exercise 6: In pairs, talk about your
favourite recipes with eggs.
Suggestion:
My favourite recipe is banana bread.
The ingredients are bananas, eggs,
sugar, …

o What is your favourite
recipe?
o What
are
ingredients?

the

o How many steps are
there?
o Is it easy or difficult to
cook this food?
o Who taught you this
18

recipe?
Step 2: Task performance
- Ss work on their presentation
Step 3: Report and discussion
- T calls some pairs to share their
ideas with the class.
Step 4: Judgment
- Check with the whole class.
HOME ASSIGNMENT

- Do exercises on Workbook page 18.

- T assigns the home assignments.

- Prepare Lesson 2.4 – Grammar 2.

- Ss copy their home assignments.
- T explains it carefully.
IV. FEED-BACK:
With class
………………………………………………………………………………
With class
………………………………………………………………………………
With class
………………………………………………………………………………
Notes:
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………

19

UNIT 2: IT'S DELICIOUS!
Lesson 2.4: Grammar 2 (Time: 1 period)
Class
Date of teaching
Attendance

I. OBJECTIVES
By the end of the lesson, students are expected to achieve the following
objectives:
1. Knowledge:
- Grammar: Quantifiers
- Vocabulary: food and drink
2. Competencies:
a. General competencies:
Form and improve such competencies as group work and independent
working, pair work, and cooperative learning.
b. Specific competencies:
Improve communicative competence related to the use of language
(vocabulary, phonetics, grammar)
● For a language lesson: Students are expected to understand the main
grammatical points, then do the tasks assigned in the textbook.
● For a skills lesson: Students are expected to use the main grammatical
structure to practice talking about quantifiers.
3. Qualities:
- Being hard-working and attentive in class
- Have a positive attitude towards the lesson
II. PREPARATIONS
Teacher: Textbooks, PowerPoint slides, TV, projector, loudspeaker
Students: Textbooks, notebooks
III. PROCEDURE
ACTIVITY 1: WARM-UP (5')
1. Aim: To attract Ss' attention to the lesson and review the previous lesson.
2. Content: Ss work in groups to play the game under the guidance of T.
3. Products: Ss are able to give the word about food correctly to win a point
for their team.
4. Implementation:
TEACHER AND STUDENTS'
ACTIVITIES

CONTENTS

20

Hidden words

Review of cooking vocabulary

Step 1: Task delivering

Suggested words: bread, egg, bacon,
fish, pork, ….

- T shows Ss the rules of the game.
- T divides the class into 4 teams
and asks them to guess the food
under the pictures.
Step 2: Task performance
- T removes each picture for Ss to
guess.
Step 3: Judgment
- The first group to guess the food
correctly wins a point for their
team.
Step 4: Report and discussion
- T continues the game with other
food.

ACTIVITY 2: KNOWLEDGE FORMATION (10')
1. Aim: To introduce the objectives of the lesson with a can-do statement.
2. Content: The objective of the lesson is listed below
- I can use countable and uncountable nouns and talk about quantities of
food.
3. Products: Ss acknowledge the lesson's objectives
4. Implementation: T introduces objectives to Ss
ACTIVITY 3: PRESENTATION (15')
1. Aim: To teach how to use countable and uncountable nouns and
quantifiers to talk about food.
2. Content: Ss work individually and in groups of 4 to complete the given
exercises respectively under the instruction of T.
3. Products: Ss are able to accomplish the given exercises, improve their
pronunciation, grasp the meaning of new words, and usage and form of
target grammar structures.
4. Implementation:
TEACHER AND STUDENTS'
ACTIVITIES

CONTENTS
21

Set the scene
Step 1: Task delivering
- T shows the picture in the
dialogue and introduces 2
characters (Sol and Max) and the
context (They're in the kitchen
and talking about what to eat.)

Exercise 1: In pairs, look at the
photo. Which of the ingredients
below can you see?
Answers:
celery, ketchup, oil, onions, potatoes,
eggs

Step 2: Task performance
- T tells Ss to find the ingredients in
exercise 1 in the photo in groups
of 4. T may ask them to circle the
ingredients that they see in their
books.
Step 3: Judgment
- T checks the exercise with the
whole class.
Step 4: Report and discussion
- T asks Ss to read aloud all the
words and explains new words if
necessary. (celery)
- T leads to the lesson.
Step 1: Task delivering
- T puts words in exercise 1 in 2
columns and asks Ss to give
reasons for the separation.

Exercise 2: Study the Grammar A
box. Mark the words in Exercise 1 C
(countable) or U (uncountable)

Step 2: performance

Grammar:

- T sums up ideas about Countable
and Uncountable Nouns.

- Countable nouns: The items we can
count. They have both singular and
plural forms.

- Ss separate words in exercise 1
into C and U nouns.
Step 3: Judgment
- T checks the answers for the
whole class.
Step 4: Report and discussion
- T develops further discussion if
needed

- Uncountable nouns: They are
singular. They don't have plural forms.
Answers:
- Countable: biscuits, crisps, eggs,
onions, potatoes

22

- Uncountable: celery, cheese, ketchup,
oil
Step 1: Task delivering
- T asks Ss to read the dialogue
again and find out the quantifiers.

Exercise 3: Study the Grammar B
box. Find examples of quantifiers in
the dialogue.

Step 2: Task performance
- Ss work in groups of 4 to study
the Grammar box B to find out
how to use these quantifiers.
Step 3: Report and discussion
- T explains the grammar points.
Step 4: Judgment
- T checks by letting them choose
the correct option for a statement/
question.

Quiz: choose the correct answer
1. There is …… celery in the
fridge.
2. There aren't …… biscuits to eat.
3. Are there …. crisps?
4. How …… juice is there?
ACTIVITY 4: PRACTICE (10')
1. Aim: To practice the usage of quantifiers.
2. Content: Ss work individually and then in groups of 4 to complete the
given task and answer questions as well as to play games.
3. Products: Ss are able to accomplish each task with correct answers.
4. Implementation:
Step 1: Task delivering

Exercise 4: Choose the correct
23

- T instruct S to do the task
Step 2: Task performance
- T asks Ss to do the exercise
individually.
Step 3: Report and discussion
- T calls some Ss to give answers
and explains why they choose
them.
Step 4: Judgment
- T gives feedback.

option. Listen and check.
Answers:
1. is
2. much
3. a lot of
4. are
5. there are
6. How
7. Many

Quiz

Example:

Step 1: Task delivering

There ___ onions in the fridge.

- T shows a quiz on the screen.
Each question has 4 options.
Step 2: Task performance
- Ss work in groups of 4 to write
the best op...