NeoEdu
Giáo án Tiếng Anh 7
Tiếng AnhLớp 7Unit 5. Food and drink

Giáo án A Closer Look 2

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to: use some, a lot of/lots of, how many and how much correctly with countable and uncountable food nouns.
  • By the end of the lesson, Ss will be able to: use a container (e.g., bottles of water) to make an uncountable food countable.
  • By the end of the lesson, Ss will be able to: explain why plural -s is not added to rice, flour or water when speaking about the substance.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the self-check task on their own and correct their own answers against the key before sharing.
  • Communication and collaboration: Ss work in pairs and groups to sort food words, ask and answer about quantities, and give reasons for their choices.
  • Problem-solving and creativity: Ss decide which quantifier fits each sentence by first identifying the noun type, then applying the pattern to new contexts such as their own family's meals.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss ask and answer questions about food quantities (How many eggs do we need? / How much water is there?), read a short text about family meals, and write a 60–80-word paragraph about eating habits.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the food vocabulary (ingredient, flour, omelette, broth, tablespoon, serve) and the quantifier patterns accurately, and pronounce the plural -s endings clearly in countable nouns such as eggs, bottles and apples.

3. Personal qualities

  • Diligence: Ss complete all practice items and the writing task, and revise any wrong answers after checking the key.
  • Honesty: Ss describe their own family's eating habits truthfully and do not claim that everyone eats the same way.

II. Teaching aids and materials

1. Teacher

  • Lesson slides or board with the grammar summary (some, a lot of, how many, how much, containers)
  • Food flashcards or pictures: eggs, flour, water, rice, milk, apples, bread, noodles, tofu, fish
  • Worksheet 1 and Worksheet 2 (printed, one set per pair)
  • NeoEdu online lesson: neoedu.vn/learn/7/english/unit-5-a-closer-look-2 (interactive exercises for the practice step)
  • Timer and small prizes for the warm-up game

2. Students

  • Textbook Tiếng Anh 7 (Global Success), Unit 5
  • Notebook, pen, pencil, eraser
  • Mini whiteboard and marker (optional)
  • Device with internet access if the NeoEdu lesson is used

III. Procedures

Activity 1: Warm-up · 5 minutes

Shopping List Game

a) Aims

Ss recall food and drink vocabulary and notice that some nouns can be counted while others cannot.

b) Content

Ss look at the food flashcards (eggs, flour, water, rice, milk, apples, bread, noodles, tofu). T asks: What do we need for breakfast? Ss pick up a card and say one sentence, such as We need some eggs. Then Ss sort the cards into two piles: things we can count (eggs, apples, bottles) and things we cannot count (flour, water, rice, milk).

c) Expected outcomes

Ss list the cards in two groups on the board:

  • Countable: eggs, apples, noodles, tofu (pieces)
  • Uncountable: flour, water, rice, milk
    Ss understand that the noun type decides which quantifier to use.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the flashcards quickly and says: Imagine you are going shopping for breakfast. Pick a card and make a sentence with 'we need'. T sets the timer for 1 minute.

    Students

    Ss listen and understand the task. They get ready to pick a card.

  2. Teacher

    Step 2: Task performance

    T walks around, checks the sentences, and gives hints when Ss hesitate. T asks: Can you count it? Is it one thing or a substance?

    Students

    Ss take turns picking a card and making sentences. Expected answers: We need some eggs. / We need some flour. Ss sort the cards into the two groups with their partners.

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 pairs to report their groups and asks: Why is flour in this group? Why is apple in this group?

    Students

    Pairs present their lists. Expected answer: Flour is uncountable because we cannot count flour one by one. Apples are countable because we can say one apple, two apples.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the two groups on the board and writes the key idea: countable nouns can be counted, uncountable nouns (substances) cannot. T introduces the topic: today we learn how to use quantifiers with food nouns.

    Students

    Ss copy the title Quantities into their notebooks and note the two noun types.

Activity 2.1: Knowledge formation · 9 minutes

Quantifiers: Some, A Lot Of, How Many, How Much

a) Aims

Ss understand the patterns some + plural countable or uncountable noun, a lot of/lots of with both types, and how many versus how much.

b) Content

T presents the grammar summary on the board:

  • some + plural countable noun or uncountable noun: some eggs, some flour
  • a lot of / lots of + both types: a lot of apples, lots of milk
  • how many + plural countable noun: How many eggs do we need?
  • how much + uncountable noun: How much water is in the jug?
    Ss work in pairs with Worksheet 1, Part A, to complete the chart and then match example sentences to the correct pattern.

c) Expected outcomes

Ss complete the chart in Worksheet 1:

  • some: eggs (countable), flour (uncountable)
  • a lot of / lots of: apples (countable), milk (uncountable)
  • how many: eggs, apples
  • how much: water, rice, flour
    Key idea: how many goes with plural countable nouns; how much goes with uncountable nouns.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: Work in pairs. Read the four patterns and complete the chart in Part A. Then match each sentence in Part B with the correct pattern. You have 4 minutes.

    Students

    Ss read the instructions and confirm the task with their partners.

  2. Teacher

    Step 2: Task performance

    T monitors and asks guiding questions: Is this noun countable? Can we say one ___? Which question word asks about a number?

    Students

    Ss discuss and fill in the chart. Expected answer: We can say one egg, so eggs is countable; we cannot say one water, so water is uncountable.

  3. Teacher

    Step 3: Report and discussion

    T calls on one pair to read the chart and asks the class: Do you agree? Why does how much not go with eggs?

    Students

    Pairs give their answers. Expected answer: How much is for uncountable nouns; eggs are countable, so we use how many.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the chart and reminds Ss: some and a lot of/lots of work with both types, but how many and how much each have one type only. T models the pronunciation of the sentences with rising intonation in questions.

    Students

    Ss copy the completed chart into their notebooks and repeat the model sentences after T.

Activity 2.2: Knowledge formation · 8 minutes

Containers and the Plural -s Rule

a) Aims

Ss understand that a container (bottle, bowl, cup, tablespoon) makes an uncountable food countable, and that plural -s is not added to substances such as rice, flour or water.

b) Content

T shows the example two bottles of water and asks Ss to say why bottles has an -s and water does not. T gives more examples: a bowl of rice, a bag of flour, two cups of milk. Ss work in groups of four with a mini sorting task in Worksheet 1, Part C: say which container fits each food and whether the -s is needed.

c) Expected outcomes

Ss fill in Worksheet 1, Part C:

  • two bottles of water (container counted, water has no -s)
  • a bowl of rice (no -s on rice)
  • a bag of flour (no -s on flour)
  • two cups of milk (cups counted, milk has no -s)
    Key idea: the container takes the -s, the substance does not.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes two bottles of water on the board and asks: Which word is counted? Which word is not counted? T gives the group task and says: Each group member takes one item and explains the answer.

    Students

    Ss listen and understand the task. Each member chooses one food item.

  2. Teacher

    Step 2: Task performance

    T checks groups and asks: Why do we say bowls but not rice? Is the -s on the container or the food?

    Students

    Ss discuss and fill in Part C. Expected answer: The -s is on the bottle because we count bottles, but water is a substance, so no -s.

  3. Teacher

    Step 3: Report and discussion

    T asks one group to present a complete item and invites others to comment.

    Students

    A group reads: Two bottles of water. Other groups agree or correct. Expected correction: no -s on water, because it is a substance.

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the rule on the board: A container makes an uncountable food countable (two bottles of water). Do not add -s to rice, flour or water when speaking of the substance. T points out that this is a common mistake, such as writing two waters.

    Students

    Ss write the rule in their notebooks and underline the -s in bottles only.

Activity 3: Practice · 13 minutes

Choose, Fill and Judge

a) Aims

Ss apply the quantifier patterns and the container rule in multiple-choice, fill-in, reordering and judging tasks.

b) Content

Ss complete Worksheet 2 in pairs: Part 1 multiple choice (items 1–4); Part 2 fill in the blanks with the correct form (items 5); Part 3 put the words in order (item 6); Part 4 judge the sentences as correct (Đ) or wrong (S) and correct the wrong ones (item 7). After that, Ss may use the NeoEdu interactive exercises for extra practice if time allows.

c) Expected outcomes

Answer key:

  1. D (We need some flour for the pancakes.)
  2. C (How many eggs do we need?)
  3. B (How much water is in the jug?)
  4. A (There are a lot of vegetables in the basket.)
  5. bottles | some (Buy two bottles of water and some rice.)
  6. How many eggs do we need?
  7. a) Đ (We need some flour for the pancakes.) b) S, correct to: We need some flour for the pancakes.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and says: Work with your partner. Do Parts 1 to 4. You have 7 minutes. Check your answers together before reporting.

    Students

    Ss read the instructions and divide the work with their partners.

  2. Teacher

    Step 2: Task performance

    T walks around and gives support. T asks: Is flour countable? Which question word do we need for eggs? Ss who finish early check the NeoEdu exercises.

    Students

    Ss work in pairs and write their answers. Expected difficulty: item 5, where Ss may write some eggs or a bottles. Ss correct each other.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read answers for each item. T asks the class to agree or disagree, and asks for reasons for item 7b.

    Students

    Pairs give their answers. Expected reason: Flour is uncountable, so a flour is wrong; some is the correct choice.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key on the board and explains the common errors: using a with uncountable nouns, using how many with water, and adding -s to flour. T reminds Ss to read the whole sentence after choosing a pattern.

    Students

    Ss check their answers, correct any mistakes in red pen, and note the common errors in their notebooks.

Activity 4: Application · 10 minutes

Our Family Meals Survey

a) Aims

Ss use the quantifier patterns and the topic vocabulary to talk and write about eating habits in their own family or area.

b) Content

Ss read the short text about family meals (My family usually has three main meals. We eat breakfast around six thirty before school and work. We may have bread, noodles or another simple dish. Lunch is around noon, and dinner is usually at six thirty. Rice and vegetables often appear with fish, eggs or tofu. We drink water with our meals. These are examples from my household, not rules for every family in Viet Nam.). Then Ss interview a partner with three questions: How many meals do you have? What do you usually eat for breakfast? How much water do you drink? Ss write 60–80 words about their partner's family.

c) Expected outcomes

Ss write a short paragraph of 60–80 words. Model answer (one possible answer, not the only key):
My friend's family usually has three main meals. They eat breakfast around seven o'clock. They often have noodles and eggs. Lunch is at noon, and dinner is usually at half past six. They use some rice with vegetables and fish. They drink a lot of water with their meals. These are examples from my friend's household, not rules for every family in Viet Nam.
Teacher assessment (10 points): task/content 4; relevant organisation 2; grammar/vocabulary 3; spelling/punctuation 1.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the text aloud, then asks: Which quantifiers can you find? T explains the task: interview a partner, then write about your partner's family, not about yourself only. Remind Ss not to claim that everyone eats the same way.

    Students

    Ss listen and underline the quantifiers in the text (some, a lot of, how many).

  2. Teacher

    Step 2: Task performance

    T monitors the interviews and helps Ss with questions. T asks: Is rice countable? Do we say two rices?

    Students

    Ss interview their partners and take short notes. Then Ss write the paragraph individually in 4 minutes. Expected answers in the interview: We have three meals. We usually eat noodles. We drink two bottles of water.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 Ss to read their paragraphs and asks the class: Did the speaker use how many or how much correctly? Did the speaker add -s to rice or water?

    Students

    Ss read their paragraphs. Classmates give feedback on the grammar and content.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the key points: use the quantifier patterns correctly, do not add -s to substances, and describe your family honestly. T praises effort and gives brief written feedback on the paragraphs.

    Students

    Ss revise their paragraphs based on the feedback and keep the final draft for homework.

Worksheets

Phiếu học tập số 1

Worksheet 1 – Quantities
Part A. Complete the chart.

  • some: ___ (countable), ___ (uncountable)
  • a lot of / lots of: ___ (countable), ___ (uncountable)
  • how many: ___ (plural countable noun only)
  • how much: ___ (uncountable noun only)
    Choose from: eggs, apples, water, flour, milk, rice.

Part B. Match each sentence to the correct pattern (some / a lot of / how many / how much).

  • We need ___ eggs for the omelette.
  • There is ___ milk in the fridge.
  • ___ apples do you want?
  • ___ water is in the jug?

Part C. Look at the examples. Write the correct form and say whether -s is needed.

  • two ___ of water (bottle)
  • a ___ of rice (bowl)
  • a ___ of flour (bag)
  • two ___ of milk (cup)

Phiếu học tập số 2

Worksheet 2 – Practice
Part 1. Choose the correct answer A, B, C or D.

  1. We need ___ flour for the pancakes.
    A. a B. an C. many D. some
  2. How ___ eggs do we need?
    A. a B. an C. many D. much
  3. How ___ water is in the jug?
    A. a B. much C. many D. an
  4. There are ___ vegetables in the basket.
    A. a lot of B. much C. an D. a

Part 2. Fill in the blanks with the correct form of the word in brackets.
Buy two {{1}} (bottle/bottles) of water and {{2}} (some/a) rice.

Part 3. Put the words in the correct order to make a question.
How many / eggs / do / we / need

Part 4. Judge the sentences. Write Đ (correct) or S (wrong). Correct the wrong ones.
a) We need some flour for the pancakes.
b) We need a flour for the pancakes.

Homework

  • Finish the paragraph about eating habits in your family or area (60–80 words). Include your main meals, approximate mealtimes and typical food. Do not say that everyone eats the same way.
  • Check your paragraph for quantifiers: some, a lot of, how many, how much. Make sure you do not add -s to rice, flour or water.
  • Ask one family member: How many meals do we have each day? How much water do we drink? Write two sentences to report the answers.
  • Review the NeoEdu exercises at neoedu.vn/learn/7/english/unit-5-a-closer-look-2 and redo any question you answered wrongly in class.

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