Unit 5 skills 1 lớp 7

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2 Ask Ss to read the sentences carefully and complete them with the verbs from the box. Remind Ss that the words, phrases, and sentences around the blanks will provide the context for them to choose the correct verbs.

Key:    1. Fold             2. Pour             3. Beat             4. Heat               5. Serve

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For exercises 3, 4, and 5, ask Ss to do them individually first. Then they can check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so they can use that information in their Now you can... statement.

3 

1. a        2. some        3. some        4. some          5. some         6. some         7. an         8. some

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Grammar

4 Complete the sentences with some or any.

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Grammar

5 Make questions with How many/How much for the underlined words in the following sentences.

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6 First, ask Ss to do the task individually to complete the conversation. Then check their answers with the whole class. After that, ask Ss to practise the conversation with their partners.

Key:    1. D              2. B               3. A            4. C

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1 Ask Ss to  read the recipe for the pancake. Point out the instructions on how to  make a  pancake  and the ingredients needed for it. Remind them that a recipe generally includes two parts: a set of instructions that tells them how to cook food or a dish and the ingredients (i.e. items of food) they need for it.

Step 1: Show Ss the pictures of some popular and easy-to-cook dishes. Have them name the dish in each picture. 

Picture 1

Picture 2

Picture 3

Elicit answers from Ss. Ask them if they know how to cook the dish.

Lead to the project. Tell Ss that they have to write recipes for their favourite dishes and combine them to make a class cook book.

Suggested answers:

Picture 1: fried rice;  Picture 2: fried chicken;  Picture 3: Pizza

Step 2: Ask Ss to read the recipe for the pancake on page 57. Highlight the instructions on the ingredients needed for the pancake and how to make it. Remind them that a recipe generally includes two parts: the ingredients (i.e. items of food) they need for the dish and a set of instructions that tells them how to cook it.

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2 Ask Ss to work in pairs/groups to discuss one of their favourite food and the recipe for it. Each student may make notes about the instructions on how to make his favourite food and the ingredients he needs for it.

Step 3: Ask Ss to work in pairs/groups to discuss one of their favourite foods and the recipe for it. Each student may make notes of the instructions on how to make his/her favourite food and the ingredients he/she needs for it.
Step 4: Ask Ss to use the ideas from their notes to write a recipe for one of their favourite foods. Ss can complete the project as homework if there is not enough time.

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3 Ask Ss to use the ideas from their notes to write a recipe for one of their favourite food. Ss can complete the project as homework if there is not enough time. Finally, combine the recipes into a class cook book.

Step 5: Invite some Ss to give a presentation about their dish. Otherwise, organise a display of recipes by sticking the recipes around the class room. Ss move around the class to read and vote for the best recipe. Finally, combine the recipes into a class cook book.

NOTES for teachers when carrying out projects

- You can divide the class into some groups from the beginning of the school year. Groups can be assigned to do some projects not all. For example, one group can do 2 projects per semester. 

- You should draw Ss’ attention to the project early in the unit. At the end of the Getting started lesson, groups can be notified of the project in the unit. This way, they can have more time to prepare for the project.

- If you have spare periods in the afternoon, you can follow all the suggested steps in this material in the class. If you don’t, try to follow steps from 1 to 3. Steps 4 can be done at home.  In this case, remember to tell groups that they need a group leader to monitor the participation of each group member and assign who will do what. Step 5 can be done in the next lesson. 

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Introduction

To start the unit, write the name of the unit on the board. Ask Ss if they know about the Temple of Literature - the Imperial Academy (where it is, what it is, why it is well known). Then ask Ss if they have been there or if they are interested in visiting it. Let Ss open their books and start the unit. T may ask Ss to look at the leaflet and discuss what they are going to learn in the unit or what the unit includes.
 

1 Ask Ss to look at the picture. T can ask Ss prediction questions about the picture. For more able    classes, T can brainstorm questions with Ss and write them  on  the  board.  Questions may include: Who are they? What are they doing? What are they talking about?

Then, ask Ss to have a quick look at the conversation and ask and answer questions, such as:

Who is talking? What are they talking about?

T plays the recording and has Ss follow along. T may ask Ss to read the conversation aloud in pairs.

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Example:

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1b Ask Ss to read the conversation again and underline the things Mai needs to take and why. Ss should also underline the things Mai doesn’t need to take and why not. Then have Ss write the words / phrases/ sentences in the correct columns. Correct the answers as a class.

Key:

Things Mai needs to take and reasons why:

- warm clothes – will be cold

- camera – take photos of interesting things

Things Mai doesn’t need to take and reasons why not:

- an umbrella – cold (winter) and not much sunlight or rain

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2 a Look at the table and tick (✔) the items you would like to take with you.

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2 b Work in pairs. Tell your partner about three of the items you would take with you for the trip and explain why. You can use the following suggestions.

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2c Ask one student to suggest a place he/ she wants to go, and one student to give advice about things to take, then give reasons. Remind Ss of the structures they can use to give advice:

You’d better take                because                 

It’s a good idea to take                 because                  You won’t need                 because                 

It’s not necessary to take                because                 

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3 Imagine that your class is planning a trip to Huong Pagoda. Work in groups. Ask and answer questions about how to make arrangements for the trip. Then fill in the table.

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1 First, ask Ss to look at the names of some sections in the Temple of Literature – the Imperial Academy. Then, have Ss read the names aloud. Finally, have Ss match the names with the pictures. Correct the exercise as a class.

Key: 1. d 2. c 3. e 4. b 5. a

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2 Have Ss look at the layout of the Temple of Literature – the Imperial Academy. Ask Ss to guess the names of five sections (1-5) in the layout. Then, have Ss read the names of the sections in I.

T plays the recording twice, once for Ss to listen to the entire recording, and once for them to put the names of the sections in the layout.

Play the recording a third time for Ss to check the answers. Ss compare their answers in pairs or groups. T may correct the exercise as a class.

Key:

1. Van Mieu Gate                                       2. Khue Van Pavilion                           3. Thien Quang Tinh Well

4. Doctors’ stone tablets                            5. The Temple of Literature

Audio script:

The Temple of Literature - The Imperial Academy (Van Mieu – Quoc Tu Giam) includes four main gates and five courtyards. The entrance to the first courtyard is called Van Mieu Gate. The other three gates  are Great Middle Gate, Khue Van Pavilion and Gate of Great Success.

In the first two courtyards there are old trees, beautiful flowers and lawns. The third courtyard consists of Thien Quang Tinh Well and the Doctors’ stone tablets. The next courtyard is the Temple of Literature. It also contains offices, gift shops and a small museum. The buildings in the last courtyard were newly rebuilt.