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

Giáo án Getting Started

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • use the topic words ingredient, flour, omelette, broth, tablespoon and serve to talk about food and drink;
  • ask and answer about prices with 'How much is…?' for one item and 'How much are…?' for several items;
  • give a clear price with the currency (thirty thousand dong) and respond politely to thanks.

2. Competences

a) General competences

  • Self-control and independent learning: Ss actively look up the meanings of new words, check their answers against the key and correct their own mistakes without waiting for the teacher.
  • Communication and collaboration: Ss work in pairs to practise the price exchange, listen to their partner's answer and reply in a way that fits the question.
  • Problem-solving and creativity: Ss adapt the model dialogue by changing a food item, a number or a price to create their own meaningful exchange.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss understand the opening exchange about prices, ask and answer about prices in pairs, and write a new four-turn exchange.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the topic words and the price expression correctly, use the topic vocabulary accurately, and use 'How much is' and 'How much are' correctly.

3. Personal qualities

  • Diligence: Ss complete all practice tasks on time and keep practising the model dialogue until they can say it fluently.
  • Responsibility: Ss listen carefully to their partner and give relevant replies, taking responsibility for the success of the pair work.
  • Kindness: Ss praise and encourage their partners during pair work and give polite help when a partner is unsure of an answer.

II. Teaching aids and materials

1. Teacher

  • Lesson plan, textbook English 7 (Global Success), Unit 5 Getting Started
  • Projector or interactive board, slides with the dialogue and the vocabulary
  • Food picture flashcards (vegetable soup, omelette, flour, broth, tablespoon, serve)
  • Online lesson page for interactive exercises: neoedu.vn/learn/7/english/unit-5-getting-started

2. Students

  • Textbook, notebook, pen, pencil
  • Worksheet 1 (printed or copied into notebook)
  • Small whiteboard and marker (optional, for quick answers)

III. Procedures

Activity 1: Warm-up · 5 minutes

Food Picture Guessing

a) Aims

Ss activate prior knowledge about food and drink and get ready for the topic of Unit 5.

b) Content

Ss look at food pictures that T shows one by one and guess the names in English. Then Ss answer the question: 'What is your favourite food or drink?' Ss use simple English answers such as 'I like vegetable soup.'

c) Expected outcomes

  • A list of food and drink words Ss call out, for example: soup, bread, eggs, rice, milk.
  • Ss' short answers to the question 'What is your favourite food or drink?', for example: 'My favourite drink is milk.'
  • Ss are ready to learn the topic 'Food and drink'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows food flashcards quickly and says: 'Look at the pictures. Guess the names in English.' T then asks: 'What is your favourite food or drink?'

    Students

    Ss look at the pictures and raise hands to guess the names. Ss listen to the question and get ready to answer.

  2. Teacher

    Step 2: Task performance

    T gives Ss about one minute to think. T walks around and helps Ss with words they cannot say.

    Students

    Ss call out food names in pairs or as a class. Ss think of their answer, for example: 'I like noodles.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 Ss to answer the question aloud and writes the food words on the board.

    Students

    Ss stand up and answer, for example: 'My favourite food is omelette.' Other Ss listen and repeat the words.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises Ss' answers and says: 'Today we learn about food and drink and how to ask about prices.' T writes the title 'Getting Started' on the board.

    Students

    Ss copy the title into their notebooks and get ready for the new lesson.

Activity 2.1: Knowledge formation · 10 minutes

Topic Words Matching

a) Aims

Ss know the meaning, pronunciation and use of six topic words: ingredient, flour, omelette, broth, tablespoon, serve.

b) Content

T presents the six words with pictures and examples. Ss work in pairs to match each word with its Vietnamese meaning in Worksheet 1: ingredient (nguyên liệu), flour (bột mì), omelette (trứng tráng), broth (nước dùng), tablespoon (thìa canh), serve (phục vụ/dọn món). Ss then complete the sentence: 'The English word for nguyên liệu is ___.'

c) Expected outcomes

  • Matching answers: ingredient – nguyên liệu; flour – bột mì; omelette – trứng tráng; broth – nước dùng; tablespoon – thìa canh; serve – phục vụ/dọn món.
  • Completed sentence: The English word for nguyên liệu is ingredient.
  • Ss can read and pronounce the six words correctly and say one sentence using each word or a picture clue.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Work in pairs. Match the English words in Worksheet 1 with their Vietnamese meanings. Then answer question 7.' T models the pronunciation of each word and asks Ss to repeat.

    Students

    Ss listen, repeat the words chorally and read the task in Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T monitors pairs, checks the pronunciation of ingredient, omelette and broth, and helps weaker pairs with the meaning of tablespoon and serve.

    Students

    Ss discuss and match the words in pairs. Ss use the word bank to complete the sentence in question 7.

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs to read their matching answers. T asks: 'What does serve mean?' and 'Which word means bột mì?'

    Students

    Pair 1 answers: 'Ingredient is nguyên liệu, flour is bột mì.' Pair 2 answers: 'Serve means phục vụ or dọn món.' Other Ss check their answers.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers and writes the six words with their meanings on the board. T reminds Ss that flour means bột mì and ingredient means nguyên liệu.

    Students

    Ss correct their worksheets and copy the words into their vocabulary notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Asking About Prices

a) Aims

Ss understand the opening exchange and the rule for 'How much is…?' and 'How much are…?' in asking and answering about prices.

b) Content

T presents the dialogue between Alex and Mai: 'Alex: How much is a bowl of vegetable soup? Mai: It is thirty thousand dong. Alex: Thank you for explaining. Mai: You are welcome.' T asks Ss the questions: 'Who is asking?', 'What information is needed?', 'How does Mai reply?'. T then explains: use 'How much is…?' for one item and 'How much are…?' for several items; state the price and currency clearly. Ss practise the dialogue in pairs and then change one detail, such as the item or the price.

c) Expected outcomes

  • Ss answer the questions: Alex is asking. The information needed is the price of a bowl of vegetable soup. Mai gives the price: thirty thousand dong.
  • Rule Ss write in notebook: 'How much is…?' – one item; 'How much are…?' – several items. Price + currency: thirty thousand dong.
  • Ss can say the four-turn dialogue fluently and change one detail (for example: 'How much are two bowls of soup?').

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the dialogue on the board and asks: 'Who is asking? What information is needed? How does Mai reply?' T reads the dialogue aloud as a model.

    Students

    Ss listen carefully to the model dialogue and think about the three questions.

  2. Teacher

    Step 2: Task performance

    T explains the difference between 'How much is…?' and 'How much are…?'. T asks Ss to work in pairs: Student A asks Alex's question, Student B answers as Mai, then they change roles and change the item or the price.

    Students

    Ss practise in pairs. Possible answer from Ss: 'How much are two bowls of soup?' – 'They are sixty thousand dong.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to perform the dialogue in front of the class and asks the class: 'Is the answer relevant to the question?'

    Students

    Pairs stand up and perform. Other Ss answer: 'Yes, the answer gives the price.' Ss may say: 'Mai answers the question with the price and the currency.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Use How much is…? for one item and How much are…? for several items. State the price and currency clearly. If the amount is unclear, ask again politely.' T notes the common mistake: a familiar word does not make an answer correct; the reply must fit the question.

    Students

    Ss copy the rule into their notebooks and check their own pronunciation of thirty thousand dong.

Activity 3: Practice · 10 minutes

Quick Exercises Check

a) Aims

Ss consolidate the vocabulary and the exchange through multiple-choice, true/false and arrangement exercises.

b) Content

Ss do the following exercises in pairs and then check together:

  1. What is Alex doing in the opening exchange? A. asking and answering about prices; B. asking for a reason; C. making a suggestion; D. expressing a preference.
  2. Which reply fits the opening question 'How much is a bowl of vegetable soup?' A. Thank you for the birthday present.; B. The missing bag is blue.; C. It is thirty thousand dong.; D. I cannot answer because you did not ask a question.
  3. Which English topic word means bột mì? (word bank: ingredient, flour, omelette, broth, tablespoon, serve)
  4. Read the opening exchange. a) Alex asks a question. b) Mai answers before Alex asks. c) Alex thanks Mai. (True or False)
  5. Arrange the conversation: Mai: You are welcome. / Alex: How much is a bowl of vegetable soup? / Mai: It is thirty thousand dong. / Alex: Thank you for explaining.

c) Expected outcomes

  • Answers: 1 – A; 2 – C (It is thirty thousand dong.); 3 – flour (bột mì); 4 – a) True, b) False, c) True; 5 – Alex: How much is a bowl of vegetable soup? → Mai: It is thirty thousand dong. → Alex: Thank you for explaining. → Mai: You are welcome.
  • Ss can explain each answer: the question comes before the answer, and thanks comes before its response.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Do the five exercises in Worksheet 1 with your partner. You have five minutes.' T shows the exercises on the board.

    Students

    Ss read the exercises and work with their partner.

  2. Teacher

    Step 2: Task performance

    T monitors and listens to pairs. T prompts Ss who choose the wrong answer: 'Does the reply answer the question?'

    Students

    Ss discuss and choose answers. Possible mistake: a student chooses B for question 1 because of the word 'missing'; T helps them see that the question is about prices.

  3. Teacher

    Step 3: Report and discussion

    T asks each pair to say one answer aloud and explain why it is correct.

    Students

    Ss say, for example: 'Answer 2 is C because it gives the price with the currency.' Other Ss agree or add an explanation.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and reminds Ss: 'A correct keyword does not make an irrelevant response correct. Always look at the whole context.'

    Students

    Ss correct their answers and write the correct sentences in their notebooks.

Activity 4: Application · 10 minutes

Price Talk in the Canteen

a) Aims

Ss create and perform a new four-turn exchange about prices with the topic words and respond meaningfully to their partner.

b) Content

Ss work in pairs to imagine they are a customer and a shop assistant at a food stall. Ss create a four-turn exchange: the customer asks 'How much is…?' or 'How much are…?' about one or more food items; the assistant states the price with the currency; the customer thanks; the assistant responds. Ss must use at least one topic word (for example: broth, omelette, flour, tablespoon, serve) and reply to the partner's question in a meaningful way.

c) Expected outcomes

  • A new four-turn dialogue written in Ss' notebooks, for example:
    Customer: How much are two omelettes?
    Assistant: They are fifty thousand dong.
    Customer: Thank you for explaining.
    Assistant: You are welcome.
  • Each pair performs the dialogue clearly and uses at least one topic word correctly.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Imagine you are at a food stall. Create a new four-turn dialogue about prices. Use at least one topic word and reply to your partner in a meaningful way.' T gives an example on the board.

    Students

    Ss listen to the instructions and look at the example.

  2. Teacher

    Step 2: Task performance

    T gives Ss five minutes to write and practise. T walks around, checks the use of 'How much is' and 'How much are', and helps with prices and currency.

    Students

    Ss write their dialogue and practise it aloud with their partner. Ss choose food items and prices of their own.

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 pairs to perform their dialogues in front of the class. T and the class give feedback on the relevance of the replies and the clarity of the price.

    Students

    Pairs perform. Other Ss listen and say whether the reply fits the question, for example: 'Yes, the answer gives the price with the currency.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the best dialogues and summarises the key points: the rule for 'How much is' and 'How much are', the price with currency, and the relevant reply. T sets the homework.

    Students

    Ss note the feedback and the key points in their notebooks.

Worksheets

Worksheet 1

A. Match the topic words with their meanings.

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

B. Word bank: ingredient, flour, omelette, broth, tablespoon, serve.
6. The English word meaning nguyên liệu is: ________.
7. Which English topic word means bột mì? ________.

C. Choose the correct answer.

  1. What is Alex doing in the opening exchange?
    A. asking and answering about prices
    B. asking for a reason
    C. making a suggestion
    D. expressing a preference
  2. Which reply fits the question 'How much is a bowl of vegetable soup?'
    A. Thank you for the birthday present.
    B. The missing bag is blue.
    C. It is thirty thousand dong.
    D. I cannot answer because you did not ask a question.

D. Read the exchange. Write T (true) or F (false).
a) Alex asks a question. ___
b) Mai answers before Alex asks. ___
c) Alex thanks Mai. ___

E. Arrange the conversation in the correct order.

  • Mai: You are welcome.
  • Alex: How much is a bowl of vegetable soup?
  • Mai: It is thirty thousand dong.
  • Alex: Thank you for explaining.

F. Create a new four-turn exchange about prices. Use at least one topic word.

Homework

  • Review the six topic words: ingredient, flour, omelette, broth, tablespoon, serve. Write the meaning of each word in Vietnamese and make one short sentence with each word.
  • Practise the dialogue 'How much is a bowl of vegetable soup?' with a family member at home. Change the item and the price to make a new dialogue.
  • Write a new four-turn exchange about asking for the price of several items, using 'How much are…?' and at least one topic word. Bring it to the next lesson to share with the class.
  • Prepare for the next lesson by looking at the Unit 5 pictures and listing five food or drink words you know in English.

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