Tiếng AnhLớp 7Unit 5. Food and drink

Giáo án A Closer Look 1

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
Use the six topic words: ingredient, flour, omelette, broth, tablespoon and serve, with their correct meanings in context.
Pronounce the vowels /ɒ/ in hot and /ɔː/ in fork correctly and explain how they differ.
Name food and drink items on a market stall and use them in a short message about food and drink.

2. Competences

a) General competences

Self-control and independent learning: Ss recall the meanings of new words by covering the English side and check their own answers without relying on the teacher.
Communication and collaboration: Ss work in pairs and teams to match words, share answers and give feedback on pronunciation.
Problem-solving and creativity: Ss choose suitable words to complete sentences and build a personal message about food and drink.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to a word and identify it, read target words aloud, describe a food stall picture and write a short message using the unit vocabulary.
Language knowledge (pronunciation, vocabulary, grammar): Ss distinguish /ɒ/ and /ɔː/, use the countable or uncountable forms correctly (for example, some flour) and use the six target words accurately.

3. Personal qualities

Diligence: Ss practise the words and sounds regularly during the lesson and complete all tasks on time.
Responsibility: Ss take turns in pairs and teams, check their partner's answers honestly and complete their homework message.

II. Teaching aids and materials

1. Teacher

Projector, slides and whiteboard
Picture of a food market stall (unit vocabulary scene)
Flashcards with the six target words and their Vietnamese meanings
Audio recording of the word flour (or the teacher reads it aloud)
Worksheet No. 1 (printed for each pair)
NeoEdu online lesson: neoedu.vn/learn/7/english/unit-5-a-closer-look-1 (lecture, examples and interactive exercises)

2. Students

Textbook Global Success 7, Unit 5
Notebook, pen and pencil
Worksheet No. 1
Small whiteboard or paper for team answers

III. Procedures

Activity 1: Warm-up · 5 minutes

Stall Spotting

a) Aims

Ss activate prior knowledge about food and drink and get ready to learn the new words.

b) Content

Ss look at the picture of a food market stall and name three kinds of food or drink they can see. Ss answer the question: What kinds of food and drink can you see on the stall?

c) Expected outcomes

A list of three food or drink items seen on the stall, for example:

noodle soup
vegetables
bread
water
(Any three items from the picture are acceptable.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the market stall picture and says: Look at the picture. Work with your partner. Name three kinds of food or drink you can see. You have one minute.
Students
Ss look at the picture carefully and get ready to answer in pairs.
Teacher
Step 2: Task performance
T monitors, helps Ss with vocabulary they do not know in English and encourages them to use full sentences, for example: I can see noodle soup.
Students
Ss discuss in pairs and point to items in the picture. Expected answers: noodle soup, vegetables, bread, water.
Teacher
Step 3: Report and discussion
T calls on some pairs to share their answers. T asks: Is there any food you like on this stall?
Students
Ss report: We can see noodle soup, bread and water. Some Ss answer: I like noodle soup because it is hot and delicious.
Teacher
Step 4: Conclusion and assessment
T praises accurate answers and introduces the topic of the lesson: Today we learn six words about food and drink. T writes the title Unit 5: Food and drink on the board.
Students
Ss listen and write the title in their notebooks.

Activity 2.1: Knowledge formation · 13 minutes

Vocabulary: Meet the Six Words

a) Aims

Ss learn the meaning and use of the six words ingredient, flour, omelette, broth, tablespoon and serve in context.

b) Content

Ss learn the six words with their meanings and a useful phrase:

ingredient (nguyên liệu): an ingredient of a recipe
flour (bột mì): We need some flour for the pancakes.
omelette (trứng tráng): an omelette for breakfast
broth (nước dùng): hot broth
tablespoon (thìa canh): a tablespoon of sugar
serve (phục vụ/dọn món): We serve noodle soup.
Ss cover the English side of the flashcards, recall the words from the Vietnamese meanings, then complete Worksheet No. 1 in pairs.

c) Expected outcomes

Matching answers in Worksheet No. 1:
ingredient – nguyên liệu; flour – bột mì; omelette – trứng tráng; broth – nước dùng; tablespoon – thìa canh; serve – phục vụ/dọn món.
One complete sentence for each word that uses it correctly, for example: We need some flour for the pancakes. Flour is uncountable, so we use some.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six flashcards with the English side hidden and says: Look at the Vietnamese meaning and try to recall the English word. Then open the flashcard and check. T gives Worksheet No. 1 to each pair and says: Match the words with their meanings, then write one sentence with each word.
Students
Ss look at the Vietnamese meanings and try to recall the English words before checking.
Teacher
Step 2: Task performance
T models the pronunciation of each word and asks Ss to repeat in chorus, then monitors pairs. T asks guiding questions: Is flour countable or uncountable? (Uncountable.) Which word means thìa canh? (Tablespoon.)
Students
Ss repeat the words, match them in pairs and write sentences. Expected answers: Flour is uncountable; tablespoon means thìa canh.
Teacher
Step 3: Report and discussion
T asks several pairs to read their matching answers and one sentence aloud. T asks: Which word is about cooking? Which word is about food on the stall?
Students
Ss read their answers, for example: Omelette means trứng tráng. I eat an omelette for breakfast. Other Ss listen and comment.
Teacher
Step 4: Conclusion and assessment
T confirms the correct meanings, corrects misuse of countable and uncountable nouns and writes the key sentence on the board: We need some flour for the pancakes. T reminds Ss not to replace a word with a similar-looking word.
Students
Ss correct their worksheets and copy the key sentence into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Pronunciation: Hot or Fork?

a) Aims

Ss recognise and produce the short vowel /ɒ/ in hot and the longer vowel /ɔː/ in fork.

b) Content

T introduces the two vowels in a common British model:

/ɒ/ in hot: short sound, lips rounded, mouth more open.
/ɔː/ in fork: longer sound, lips rounded.
Ss listen to the model, repeat the words hot and fork, and then read other words from the lesson in a chain.

c) Expected outcomes

Ss pronounce hot with a short /ɒ/ and fork with a longer /ɔː/.
Ss explain the contrast in one sentence: In hot the vowel is short and the mouth is more open; in fork the vowel is longer.
Ss give one more example from the lesson, such as broth (/ɒ/) and serve (/ɜː/ is not the target; only the two taught sounds are graded).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes hot and fork on the board and says: Listen to the model and repeat. Then tell me which vowel is short and which is longer.
Students
Ss listen carefully and get ready to repeat the two words.
Teacher
Step 2: Task performance
T models the two words and asks Ss to repeat in chorus, then individually. T asks: Are your lips rounded for both sounds? Is your mouth more open for hot?
Students
Ss repeat hot and fork. Expected answer: Lips are rounded for both sounds; the mouth is more open for /ɒ/ in hot.
Teacher
Step 3: Report and discussion
T asks some Ss to read hot and fork aloud and explain the difference. T gently corrects the vowel length, not the accent.
Students
Ss read aloud: The vowel in hot is short and the vowel in fork is longer. Other Ss give feedback.
Teacher
Step 4: Conclusion and assessment
T summarises: /ɒ/ in hot is short and /ɔː/ in fork is longer; both have rounded lips. T reminds Ss to follow the model consistently and not to judge the vowel by spelling only.
Students
Ss write the summary in their notebooks and repeat the two words once more.

Activity 3: Practice · 11 minutes

Team Quiz Relay

a) Aims

Ss consolidate the meanings, forms and sounds of the new words through quick exercises.

b) Content

Ss work in two teams and answer the following questions one after another:

Match the words and meanings: ingredient – nguyên liệu; flour – bột mì; omelette – trứng tráng; broth – nước dùng.
Which word means thìa canh? A. serve; B. tablespoon; C. ingredient; D. omelette.
Complete the word from its meaning, phục vụ/dọn món: serve.
Listen to the word. Which word did you hear? A. flour; B. ingredient; C. broth; D. tablespoon. (T reads flour aloud.)
Which target vowel occurs in hot? A. /ʃ/; B. /ɒ/; C. /ɔː/.
Select the correctly matched meanings. A. ingredient – nguyên liệu; B. flour – trứng tráng; C. omelette – trứng tráng; D. broth – thìa canh.

c) Expected outcomes

Answer key:

ingredient – nguyên liệu; flour – bột mì; omelette – trứng tráng; broth – nước dùng
B (tablespoon = thìa canh)
serve
A (flour)
B (/ɒ/)
A and C (ingredient – nguyên liệu; omelette – trứng tráng)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides the class into two teams and explains the rules: One student from each team comes to the board for each question. The first correct answer wins one point. T shows Question 1.
Students
Ss form two teams, choose a team name and prepare a small whiteboard for answers.
Teacher
Step 2: Task performance
T reads each question aloud, gives a short time limit and checks answers quickly. For Question 4, T reads flour aloud. For Question 5, T reminds Ss to think about the vowel in hot.
Students
Ss answer each question in turn. Expected answers: Question 1: ingredient – nguyên liệu, flour – bột mì, omelette – trứng tráng, broth – nước dùng. Question 2: B. Question 3: serve. Question 4: A. Question 5: B.
Teacher
Step 3: Report and discussion
T reveals the answers and asks the teams to explain their choices. T asks: Why is A and C correct in Question 6? Why is D wrong?
Students
Ss explain: Broth means nước dùng, not thìa canh. Omelette means trứng tráng, so C is correct. Teams compare scores.
Teacher
Step 4: Conclusion and assessment
T announces the winning team and reviews the key points: Flour is uncountable; tablespoon means thìa canh; /ɒ/ in hot is short. T encourages Ss to check their answers in the NeoEdu exercises at home.
Students
Ss clap for both teams and write down any answers they got wrong.

Activity 4: Application · 8 minutes

Food Stall Role-play and Personal Message

a) Aims

Ss use the unit vocabulary and pronunciation in a real-life situation and write a short personal message about food and drink.

b) Content

Pairs act out a short role-play: one student is a stall owner and the other is a customer. The customer asks what food and drink are on the stall and orders one item. Pairs must use at least three target words, for example: What do you serve? We serve noodle soup and hot broth. Then Ss answer two questions: Name three kinds of food or drink visible on the stall. Read hot aloud and explain the sound contrast, then give one other example.
Homework: Ss write a short message of four to five sentences about their favourite food, using at least three of the six words.

c) Expected outcomes

A role-play dialogue using at least three target words (for example: What do you serve? – We serve noodle soup, bread and water.)
Three food or drink items seen on the stall (any three of noodle soup, vegetables, bread, water).
Explanation: /ɒ/ in hot is short; /ɔː/ in fork is longer; both have rounded lips. Another example: broth with /ɒ/, fork with /ɔː/.
A homework message of four to five sentences with at least three target words.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the role-play prompt on the board and models a short dialogue with a strong student. T says: Practise your role-play in pairs for three minutes. Then answer the questions on the board.
Students
Ss read the prompt and plan their dialogue with the target words.
Teacher
Step 2: Task performance
T monitors pairs, helps Ss with word choice and checks pronunciation of hot and fork. T encourages Ss to use full sentences.
Students
Ss act out the stall dialogue. Expected answers: We serve noodle soup and broth. I need a tablespoon of sugar for the omelette.
Teacher
Step 3: Report and discussion
T invites two or three pairs to perform in front of the class and asks the class to give feedback on the words used and the pronunciation.
Students
Ss perform the role-plays. Listeners give feedback, for example: You used the word flour correctly. Your hot sounded short.
Teacher
Step 4: Conclusion and assessment
T praises effective performances, summarises the six words and the two vowel sounds, and assigns the homework message. T says: Next lesson we will practise more with the word list.
Students
Ss note the homework in their notebooks and say goodbye.

Worksheets

Worksheet No. 1

Part A. Match the words with their meanings.

ingredient
flour
omelette
broth
tablespoon
serve
Meanings (in random order): thìa canh; phục vụ/dọn món; nguyên liệu; bột mì; trứng tráng; nước dùng

Part B. Write one complete sentence with each word. Use some with flour, because flour is uncountable.

ingredient:
flour:
omelette:
broth:
tablespoon:
serve:

Part C. Pronunciation. Read the words aloud and tick the correct vowel.

hot: /ɒ/ (short) / /ɔː/ (longer)
fork: /ɒ/ (short) / /ɔː/ (longer)
Write one sentence explaining the difference between the two vowels.

Homework

Review the six words: ingredient, flour, omelette, broth, tablespoon and serve. Cover the English side and recall each word from its Vietnamese meaning.
Write a short message of four to five sentences about your favourite food or drink. Use at least three of the six target words, for example: I like noodle soup. We need some flour for the pancakes.
Practise the vowels in hot (/ɒ/, short) and fork (/ɔː/, longer) by reading the words aloud five times.
Do the interactive exercises on the NeoEdu lesson page: neoedu.vn/learn/7/english/unit-5-a-closer-look-1 and check your answers.

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