Ga 7 Unit 12

Date of preparing: /02/09
Date of teaching:


Period 74
Unit 12 let s eat
Lesson 1: A
1 - 2
P
A - Aim
- Reading a text to understand the details and practicing food vocabulary.
- Practice reading and speaking skills.
- By the end of the lesson, students will be able to understand structures I dont like
either. I like too. Neither do I. So I do. To express preference
B - Teaching aids.
- Teacher: Textbook, pictures
- Students: Pens, books
C- Technique. ROR, Net work
D - Procedure
I - Organization (2m)
Greeting
Names of absents students
II. Warm up (5m)
1. Act: Matching
- T. divides the class into 2
groups and asks them to
go to the board and writes
works about food and
drink
beef orange spinach
2. Names of checked students:

III - New lesson (32m)
Steps Activities Content
Presentation
I. Pre teaching
- T. elicits vocabulary from
students.
* Checking: ROR
1. Set the scene:
- T. says: Hoa and her aunt went
to the market, yesterday.
I. Vocabulary
- spinach (n) rau mâm sôi/ chân vịt
- cucumber (n) da chuột
- papaya (n) quả đu đủ
- durian (n) quả sầu riêng
- pineapple (n)quả dứa
- smell (v) ngửi, ngửi thấy có mùi
II. Dialogue A1
food fruit vegetable
Practice Further
Do you want to know what they
bought?
- Ask students to read the dialogue
and answer the questions
“What did Hoa and her aunt buy at
the market?
* Practice
- T. uses the dialogue and gives
model sentences on the board
T. model – students repeat

- Ask students to look at sentence a,
Is this sentence an affirmative or
negative?
Does the second sentence have the
same meaning?
- Ask students to look at sentence b,
Is that sentence an affirmative or
negative?
Does the second sentence have the
same meaning?
What comes first / last?
What do we use “Neither / Either”
for?
* Word cues drill
- T. runs cues
- T. model – WC (1 – 2 cue)
Example:
P1: I like carrots.
P2: So do I.
Half – Half, Open pair, Close pair
* Survey
- T. draws the table and asks
students copy down
- T. divides the class into 2 groups
Key: A list
beef
spinach
cucumbers
oranges
a. P1: I like spinach and cucumber.

P2: So do I. / I do, too.
b. P1: I don’t like pork/
P2: Neither do I. / I don’t either.
* Concept check:
- Affirmative:
+ Yes,
Form: So + Aux + I / S + Aux, too
- Note: “so , too” còng thÕ, còng vËy:
Chóng ta dïng “so, too” khi ®ång ý víi ý
kiÕn kh¼ng ®Þnh
- Negative:
+ No,
Form: Neither + Aux + S.
S + aux, not, either
- Neither / Either: Còng kh«ng, còng vËy
Chóng ta dïng “neither/ either” khi ®ång
ý víi ý kiÕn kh¼ng ®Þnh
1. carrots ()
2. fish ()
3. spinach ()
4. beef ()
5. papayas ()
6. durian ()
Name Durian Fish Chicken Beef Pens
Eg: Do you like durian?
Yes, I do.
IV - Summary (2m)
- Repeat the content of the lesson
V - Homework (5m)
- Learn vocabulary

- Prepare unit 12 Lesson 2 A3,4 - Vocabulary, Ex. P116. 117
E - Evaluation
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Date of preparing: /02/09
Date of teaching:


Period 75
Unit 12 Let s eat’
Lesson 2: A
3 - 4
P116 - 118
A - Aim
- Make students interested in learning English.
- Practice reading and speaking skills.
- By the end of the lesson, students will be able to understand the text about how to
make a meal.
B - Teaching aids.
- Teacher: Textbook, posters
- Students: Pens, books
C- Technique. ROR, matching, gap - fill
D - Procedure
I - Organization (2m)
Greeting
Names of absents students
II. Warm up (5m)
1. Act:
- Ask students to go to the board and write vocabulary they have leaned

2. Names of checked students:
III - New lesson (32m)
Steps Activities Content
I. Pre teaching
(realia)
I. Vocabulary
- bowl (n) c¸i b¸t
Pre reading While reading Post reading
(realia)
(realia)
(explain)
(picture)
(translation)
* Checking: ROR
1. Ordering statement
a. Set the scene: Yesterday, Hoa
and her aunt went to the market to
buy food for dinner and her aunt-
cooked dinner for the family.
- Before reading, teacher hangs
poster on the board and runs
through
- Ask students to copy down the
table and guess these orders.
- Let’s guess into 2 minutes.
- Ask students to read the text and
check their predictions.
* Comprehension questions:
- Ask students to read the
questions

- Ask students to work in-group of
4 students to write the menu.
- Ask students to add the missing
words
- Students to work individually
- Ask students to match the
instructions to the pictures
* Write
- Ask students to use the
questions
What did you eat and drink
yesterday?
- Ask students to write answering
- dish (n) c¸i ®Üa
- soy – sauce (n) níc x× dÇu
- slice (v) th¸i l¸t, l¸t máng
- stir- fry (v) xµo
- add (v) bæ xung, cho thªm
- salad (n) mãn rau trén
II. Text A3 – P116
* Poster
a. First, she sliced the beef.
b. Then she cooked some rice and boiled
some spinach.
c. Hoa’s aunt cooked dinner.
d. Next, she sliced some green peppers and
onions.
e. After (that) she, stir- fried the beef and
vegetables.
f. Finally, she sliced the cucumbers and

made cucumbers salad.
Key: 1c. 2a. 3d. 4b. 5e. 6f.
Exercise a P116
Answer key:
- Cucumber salad with some onions
- Stir- fried beef with green peppers and
onions.
- Rice
Exercise b – P116
Key:
1. Slice 2. slice 3. heat 4. Stir fry–
5. add 6. boiled (cooked) 7. add
Exercise c – P117
Key: 1c. 2f. 3a. 4d. 5b. 6e. 7g
III. A4 –P117
- For breakfast, I ate bread and drank milk.
- For lunch, I ate rice and boiled spinach
and drank tea
- For dinner, I ate rice, beef and drank beer.
IV - Summary (2m)
- Repeat the content of the lesson
V - Homework (5m)
- Learn vocabulary
- Write short paragraph to talk about "What you eat yesterday.
- Prepare unit 12 Lesson 3 B1 - Vocabulary, read the dialogue and complete the story
E - Evaluation
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Date of preparing: /02/09

Date of teaching:


Period 76
Unit 12 Let s eat’
Lesson 3 B
1
P119
A - Aim
- Listening for specific information to understand why Ba had to go to the doctor's
- Practice reading and listening skills.
- By the end of the lesson, students will be able to understand why Ba had to go to the
doctor's
- Make students interested in learning English.
B - Teaching aids.
- Teacher: Textbook, posters, pictures
- Students: Pens, books
C- Technique. ROR, Mime, T/F statements
D - Procedure
I - Organization (2m)
Greeting
Names of absents students
II. Warm up (5m)
1. Act: Mime
- Ask students in turns, selects a piece of paper with a feeling written on it
- Suggesting feeling: cold, hot, sunny, headache, stomachache…
- Ask students mime the feeling in front of the class and ask
"What's the matter with me?"
2. Names of checked students:
III - New lesson (32m)

Steps Activities Content
Pre listening
I. Pre teaching
(explanation)
(antonym)
* Checking: what & Where
- T. says out Vietnamese and asks
students say out the word in
English.
1. T/F Statements
a. Set the scene: Khi bị đau bong
hoặc những bệnh tật khác chúng
ta thờng phải đến đâu
- T. tiscks pictures on the board
and ask students
What is this?
Who is this?
Where are they? Do they know
what the matter with Ba?
- T. hangs poster on the board and
runs through
- Ask students to copy down the
table and guess which are true (T)
or false (F)?
- Ask students to listen the
conversation between Ba and the
doctor to check their prediction (3
times)
I. Vocabulary
- dirt (n) bẩn, bụi bẩn

- dirty (adj) bẩn
II. Dialogue B1 P119
* Poster
1. Ba had a headache.
2. He was at the doctor's.
3. He ate spinach but his parents didn't.
4. His mum washed the spinach.
5. Vegetables often have dirt on them.
6. That dirt can't make him sick.
Key: 1.F 2.T 3.T 4.F 5.T 6.F
fis
h
dirt
dirt
y
spinach
stomachache
While listening Post listening
- T. hangs poster on the board and
runs through questions
- Ask students to think about the
questions in 2 minutes.
- Ask students to listen again and
write down these answers.
- T. checks
- Ask students to look at P119
Is this complete or incomplete
story?
- T. runs and gives instructions
- Ask students use the information

in the conversation to complete
- Lets copy down the numbers
and do it individually.
- Ask students to go to the board
and write.
* Comprehension questions
1. What did Ba eat last night?
(Ba ate fish, rice, soup and spinach)
2. Who washed the spinach?
(Ba did.)
3. Why did Ba go to the doctor's?
(Because he had a stomachache)
4. What made him sick?
(The dirt on vegetables)
* Summary the story
Key:
1. doctor 2. sick
3. asked 4. ate
5. spinach 6. wash
7. carefully 8. vegetables
9. made 10. she
11. medicine
IV - Summary (2m)
- Repeat the content of the lesson
V - Homework (5m)
- Learn vocabulary
- Do exercises in workbook
- Prepare unit 12 Lesson 4 B2 - Vocabulary, answer questions a- c P120
E - Evaluation
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Date of preparing: /02/09
Date of teaching:


Period 77
Unit 12 let s eat’
Lesson 4 B
2
P120
A - Aim
- Reading comprehension and further practice in Infinite quantifiers "a little, too, much,
plenty of, lots of
- Practice reading skill.
- By the end of the lesson, students will be able to use in Infinite quantifiers.
- Make students interested in learning English.
B - Teaching aids.
- Teacher: Textbook, posters
- Students: Pens, books
C- Technique. ROR, chatting, T/F statements
D - Procedure
I - Organization (2m)
Greeting
Names of absents students
II. Warm up (5m)
1. Act: Mime
- Ask students some questions about Ba
- Ask students to go to the board and write the vocabulary they have learned.
2. Names of checked students:

III - New lesson (32m)
Steps Activities Content
Pre reading
I. Pre teaching
- T. elicits vocabulary from
students
* Checking: ROR
1. T/F Statements
a. Set the scene:
- T. do you know anything about
I. Vocabulary
- amount (n) sè lîng, khèi lîng
- diet (n) chÕ ®é ¨n kiªng/ ¨n uèng
- moderate (adj) võa ph¶i
- energy (n) n¨ng lîng
- effect (v) t¸c ®éng, ¶nh hëng
- lifestyle (n) lèi sèng
- daily product (n) s¶n phÈm s÷a bß
II. Text B2 - P120
While reading Post reading
balanced diet?
- Now, please do T/F
- T. hangs poster on the board and
runs through
- Ask students copy down the
table and guess
- Ask students to read the text and
checks their predictions
- T. runs through questions and
asks students to answer.

* Matching
- T. draws the table on the board
* Poster:
1. Eat a lot of meat.
2. Eat a little fruit, vegetable
3. Eat a moderate amount of sugar.
4. Eat a little fatty food.
5. Eat plenty of the food you like.
* Key: 1F, 2F, 3T, 4T, 5F
* Comprehension questions a - c. P120
Key:
a. Sugar adds taste to food and it gives you
energy.
b. A balanced diet alone is not enough all
people need exercise to keep a healthy life.
c. Yes, I think.
Should
a lot of
sugar
fatty food
a little
fruit
meat
Shouldn't
too much
coffee
deep- fried food
plenty of
vegetables
eggs

- Ask students to do the matching
then talk about "a balanced diet"
- Ask students to work in pair and
go to the board and write
- T. corrects later.
Eg:
To have a balanced diet, We should eat
many fruit.
IV - Summary (2m)
- Repeat the content of the lesson
V - Homework (5m)
- Learn vocabulary
- Do exercises in workbook
- Prepare unit 12 Lesson 5 B4 - Vocabulary about food
E - Evaluation
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Date of preparing: / /09
Date of teaching:


Period 78
Unit 12 Let s eat’
Lesson 5 B
4
P120
A - Aim
- Listening for details and further practice in food vocabulary
- Practice listening skill.

- By the end of the lesson, students will be able to listen for details and food vocabulary.
- Make students interested in learning English.
B - Teaching aids.
- Teacher: Textbook, posters
- Students: Pens, books
C - Technique: Jumbled words
D - Procedure
I - Organization (2m)
Greeting
Names of absents students
II. Warm up (5m)
1. Act: Jumbled words
- T. write the words whose letters are in a
random order on the board
- Divide the class into two teams. Students
from two teams go to the board and write
the correct words
- The team which writes more correct
words first wins the games

1. soodeln = noodles
2. Evegatbels = vegetables
3. sifh = fish
4. Awert = water
5. eicr = rice
6. Ceiju = juice
7. triuf = fruit
8. Febe = beef
2. Names of checked students:
III - New lesson (32m)

Steps Activities Content
Pre listening
I. Open - prediction
- Ask students to predict what
Lan, Ba, Nga had for their lunch.
- Then Teacher collects students'
ideas
- Ask students to listen and check
their predictions
I. B4 - P121
Answer key:
While listening Post listening
* Lucky numbers
- T. divides the class into 2 groups
and asks students to play game.
* Write it up
- Ask students to use answering
the while listening to write about
Lan, Nga, Ba, Hoa
- T. gives exampe
Lan : b, d, f, g (noodles, vegetables, beef,
juice)
Ba : b, d, f, h (fish, rice, fruit, water)
Nga : a, d, g (rice, vegetables, juice)
Hoa : b, e, g (noodles, fruit, juice)
- Lucky number: 2, 4, 6, 7
1. What did Lan have for lunch?
3. Did Ba have some fruit? (Yes, he did)
5. Who had vegetables? ( Lan,and Nga )
8. Who drank juice? ( Lan, Nga and Hoa )

9. What did Ba drink? ( water )
10. Did Hoa have fish? ( No, she didn
'
t )
“For lunch, Lan had ”
IV - Summary (2m)
- Repeat the content of the lesson
V - Homework (5m)
- Learn vocabulary; complete their writing in their notebooks
- Prepare language focus 4 P123, 124
- Revision past time and Indefinites quantifiers
E - Evaluation
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Date of preparing: / /09
Date of teaching:


Period 79
Language focus 4
Lesson 1

P123 - 125
A - Aim
- Further practice in past tense, indefinite quantifiers.
- Practice reading and speaking skills.
- By the end of the lesson, students will be able to remember the past simple tense and
use of indefinite quantifiers.
B - Teaching aids.

- Teacher: Textbook, posters, pictures
- Students: Pens, books
C- Technique. Matching, mapped dialogue, gap fill
D - Procedure
I - Organization (2m)
Greeting
Names of absents students
II. Warm up (5m)
1. Act: Jumbled words
- T. hangs poster on the board
- Divides the class into 2 groups and asks
students from each group go to the board
and match the verbs in column A with
suitable past form in column B
- T. collects and praises the winners.
- Then asks students to read all these verbs
again
Present
watch
eat
go
read
play
Past
ate
watched
read
played
went
2. Names of checked students:

III - New lesson (32m)
Steps Activities Content
I. Pre teaching
-T. hangs pictures on the board
and asks
How many pictures are there?
(T. says: chóng ta hµy coi ®©y lµ
nh÷ng ho¹t ®éng mµ chóng ta ®·
lµm ngµy h«m qua)
- Asks sts to look at picture a
I. Past simple tense
Activity 1 Activity 2
T. asks - What did you do last
night?
St: I watched TV.
T: Did you do your homework
last night?
- T. gives model on the board.
- Asks students look at the
model to gives the form.
- T. runs all the picture b - e
* Mapped dialogue
- Ask students to look at picture
to elicit the model
P1: Did you do your homework last night?
P2: No, I watched TV
* Concept check
Did + S + V?
- No, S + V-qk + O
 You  Your friends

- Did you eat dinner at home?
- Did you go to school
yesterday?
- Did you watch video?
- Did you play basketball?
No, Picture b (I ate dinner in the restaurant.)
- No, Picture c. (I went to the movies theater.)
- No, Picture d. (I read the book.)
- No, Picture e. (I played soccer.)
- Ask students to practice
speaking in pairs.
- T. shows al the words on the
board and runs through and
check the meaning
- T. hangs poster on the board
and asks
How many pictures are there?
- Ask students match an
Indefinite quantifier with a
suitable picture.(one by one)
- T. checks and asks students to
copy down.
* Gap fill
Set the scene:
 Nga  Hoa / sick
Who is this?
- Nga asks Hoa: What's the
matter with Hoa?
II. Indefinite quantifiers
a. Write the correct expression

*Answer key:
A. a little coffee
B. a lot of tea
C. a little sugar
D. a lot of salt
E. too much water
b. Compete the dialogues
Hoa: I feel sick. I ate too much
candy - T. hangs poster on the
board and runs through
How many dialogues are there?
Are there these dialogues
completed?
- Ask students use the
Indefinite quantifiers - fill in
the gaps.
- Ask students to do
individually in 3 minutes then
call some students go to the
board and write.
- Ask students to practice
speaking in pairs.
* Answer key
A. a lot of , a little, a little
B. a lot of
C. too much
D. a little
IV - Summary (2m)
- Repeat the content of the lesson
V - Homework (5m)

- Review the past simple tense
- Prepare Language focus 4 lesson 2 P126, 127, vocabulary of fruit
- The use: so, too, neither, either
- Revision past time and Indefinites quantifiers
E - Evaluation
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Date of preparing: / /09
Date of teaching:


Period 80
Language focus 4
Lesson 2

P126 - 128
A - Aim
- Further practice in "too, so, neither, either
- Practice reading and speaking skills.
- By the end of the lesson, students will be able to remember the use of "too, so, neither,
either.
B - Teaching aids.
- Teacher: Textbook, posters, pictures
- Students: Pens, books
C- Technique. Net work, gap fill
D - Procedure
I - Organization (2m)
Greeting
Names of absents students

II. Warm up (5m)
1. Act: Net work
- T. ask students to write vocabulary about
fruit on their papers in 2 minutes
- T. divides the class into 2 groups and ask
students from each groups go to the board
and write the fruit vocabulary
- T. corrects and praises the winners.
(If have new vocabulary teacher checks the
meaning)
durian
grape
2. Names of checked students:
III - New lesson (32m)
Steps Activities Content
I. Speaking
- T. hangs pictures on the board
and runs through
How many pictures are there?
- Ask students to read all the
words besides the pictures
- Ask sts look at picture a
I. Too, Either
- T. asks - What is this?
Students: mangoes
(C« rÊt thÝch mãn xoµi)
- T. writes on the board
- T. reminds the use of "too,
either"
- T. asks students to practice

speaking in pairs
T - WC (1-2) exchange (3-4)
Half - Half, open pairs, close pairs
I like mangoes
I like mangoes, too.
I do not like banana.
I don't like banana, either
Fruit
- Ask students look at picture
(corn)
T. gives example
- Ask students use the pictures
P126 to practice speaking in pairs
* Matching
- T. says: Chóng ta lµm mãn sal¸t
da chuét cÇn ph¶i cã nh÷ng thø
g×?
- T. ticks pictures P128 on the
board and runs through
- T. hangs poster on the board
(verbs in the box P127) and runs
through, check the meaning
- Ask match a verbs with suitable
picture and the suitable
instruction
- T. corrects
II. So, Neither
I like corn.
So do I
I do not like spinach.

Neither do I
III. Imperatives
Key:
Verb
peel
wash
slice
mix
add
stir
wait
Picture
a
b
c
d
e
f
g
Instruction
- the onion
- the cucumbers and
inions
- the cucumbers and the
onions
- the slice
- a little salt, sugar and
vinegar to the mixture.
- the mixture
- for five minutes and the

salad is ready to serve.
IV - Summary (2m)
- Repeat the content of the lesson
V - Homework (5m)
- Review the use: so, too. Neither, either
- Prepare Unit 13 lesson 1 A1- Vocabulary
E - Evaluation
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