Tiếng AnhLớp 7Unit 5. Food and drink

Giáo án Looking Back

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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
- use container words (e.g. two bottles of water) to make uncountable food countable
- distinguish the vowels /ɒ/ in hot and /ɔː/ in fork in a British model
- ask and answer questions about prices with How much is…? and How much are…?
- use the vocabulary broth, tablespoon, serve and ingredient in context

2. Competences

a) General competences

Self-control and independent learning: Ss review the unit's language on their own, check their answers against the key, and note their own common errors in their notebooks.
Communication and collaboration: Ss work in pairs and small groups to correct sentences, role-play a market conversation and give peer feedback politely.
Problem-solving and creativity: Ss decide which quantity word fits each context, rebuild jumbled sentences and create their own shopping dialogue with new details.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss ask for and state prices, make polite requests and write a short shopping list with correct quantity expressions.
Language knowledge (pronunciation, vocabulary, grammar): Ss use some, a lot of, how many and how much accurately, pronounce /ɒ/ and /ɔː/ in contrast, and understand the meaning of broth, tablespoon, serve and ingredient.

3. Personal qualities

Diligence: Ss complete all practice items and revise their own mistakes before the final check.
Responsibility: Ss take turns in pair and group work, keep to the time limit and complete the homework on time.

II. Teaching aids and materials

1. Teacher

Projector and slides with the unit's key language and examples
Pictures or real objects: eggs, flour, water, rice, milk, apples, vegetables, a jug, a basket
Price tags or flashcards showing prices (for example 20,000 dong, 35,000 dong)
Audio of the British model for /ɒ/ in hot and /ɔː/ in fork
Worksheet 1 and Worksheet 2 (printed, one set per pair)
Digital learning resource (NeoEdu): neoedu.vn/learn/7/english/unit-5-looking-back (lesson presentation, examples and interactive exercises)

2. Students

Student's book English 7 (Global Success), Unit 5
Notebook, pen, pencil and eraser
Mini whiteboards and markers (optional)

III. Procedures

Activity 1: Warm-up · 4 minutes

Food and Drink Picture Quiz

a) Aims

Ss activate prior knowledge of food and drink vocabulary and recall the quantity expressions they have studied in Unit 5.

b) Content

Ss look at pictures of eggs, flour, water, rice, milk, apples and vegetables. In pairs, Ss answer the questions:

What food is this?
Is it countable or uncountable?
How would you ask about the quantity of this food? (e.g. How many eggs do we need? How much water is in the jug?)

c) Expected outcomes

Ss name each food and classify it correctly:

Countable (plural): eggs, apples, vegetables
Uncountable: flour, water, rice, milk
Ss give example questions: How many eggs do we need? / How much flour do we need? / How much water is in the jug?

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the picture quiz on the projector and explains the task: name the food, decide if it is countable or uncountable, and make one question about its quantity.
Students
Ss listen and understand the task, and ask for clarification if needed.
Teacher
Step 2: Task performance
T monitors pairs and gives help with vocabulary when needed.
Students
In pairs, Ss name the pictured food, classify it and write one question on mini whiteboards or in their notebooks.
Teacher
Step 3: Report and discussion
T asks 3–4 pairs to read their questions aloud and invites the class to check them.
Students
Some pairs report, e.g. 'How many apples do we need?' The other pairs listen and agree or disagree with reasons.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and introduces the lesson goal: to review quantities, pronunciation and price questions in Unit 5.
Students
Ss write the title of the lesson in their notebooks and note the goal.

Activity 2.1: Knowledge formation · 10 minutes

Quantities with Countable and Uncountable Nouns

a) Aims

Ss review and systematise the use of some, a lot of/lots of, how many, how much and container words with countable and uncountable food nouns.

b) Content

T presents the key rules:

some + plural countable noun or uncountable noun: some eggs, some flour
a lot of/lots of with both types: a lot of apples, lots of milk
how many + plural countable noun; how much + uncountable noun
a container makes an uncountable food countable: two bottles of water
Do not add plural -s to rice, flour or water when speaking of the substance.
Worksheet 1 is used: Ss sort the nouns and complete the example sentences.

c) Expected outcomes

Ss complete Worksheet 1 correctly:

Countable: eggs, apples, vegetables → some eggs / a lot of apples / how many eggs?
Uncountable: flour, water, rice, milk → some flour / lots of milk / how much water?
Container: two bottles of water, a bag of rice
Ss write the rule in their notebooks: Do not add -s to flour, rice or water when talking about the substance.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and asks Ss to work in pairs: sort the nouns into countable and uncountable columns, then complete the sentences with the correct quantity expression.
Students
Ss read the worksheet and clarify the task with T.
Teacher
Step 2: Task performance
T walks around, checks pairs' sorting and asks guiding questions, e.g. 'Can we count flour?' or 'Is water countable in this sentence?'
Students
Pairs sort the nouns and complete the sentences. Typical answers: 'Eggs are countable, so we use how many.' 'Flour is uncountable, so we use some or how much.'
Teacher
Step 3: Report and discussion
T calls on pairs to read their answers and invites other pairs to comment on any differences.
Students
Pairs share their answers, e.g. 'We need some flour for the pancakes.' 'How many eggs do we need?' Other pairs agree or correct them with reasons.
Teacher
Step 4: Conclusion and assessment
T confirms the correct answers, highlights the rule about the container word and the plural -s, and writes the key structures on the board.
Students
Ss copy the summary into their notebooks and tick the rules they find most difficult.

Activity 2.2: Knowledge formation · 7 minutes

Pronunciation: /ɒ/ and /ɔː/

a) Aims

Ss recognise and produce the short vowel /ɒ/ in hot and the longer vowel /ɔː/ in fork, following the British model.

b) Content

T plays the British audio and models the words hot and fork. Ss repeat in chorus, then in pairs, and identify which vowel they hear.
Word pairs: hot / fork; pot / port; cot / caught.
Key points: lips are rounded for both sounds; the mouth is more open for /ɒ/; /ɔː/ is longer. Do not judge the vowel by spelling only.

c) Expected outcomes

Ss identify the vowel correctly in the word list:

hot → /ɒ/ (short)
fork → /ɔː/ (long)
pot → /ɒ/; port → /ɔː/
Ss say the words in pairs and give each other feedback on the length of the vowel.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T introduces the task: listen to the model and decide which sound is short and which is long. Tells Ss that spelling can be misleading.
Students
Ss listen carefully and follow the teacher's instructions.
Teacher
Step 2: Task performance
T plays the audio twice, models each word, and asks Ss to repeat chorally and then in pairs.
Students
Ss listen, repeat, and mark each word as /ɒ/ or /ɔː/ in their notebooks. In pairs, they check each other.
Teacher
Step 3: Report and discussion
T asks 2–3 pairs to say the words aloud and gives feedback on the vowel length and mouth shape.
Students
Volunteers say 'hot' and 'fork', and classmates comment, e.g. 'Your fork is longer, good.'
Teacher
Step 4: Conclusion and assessment
T summarises: /ɒ/ is short, the mouth is more open; /ɔː/ is longer; lips are rounded for both. Notes that accents may differ, so Ss should follow the model consistently.
Students
Ss write the two symbols with a key word each in their notebooks.

Activity 2.3: Knowledge formation · 6 minutes

Asking and Stating Prices

a) Aims

Ss review how to ask about prices for one item and for several items, and how to state the price and currency clearly.

b) Content

T presents the structures:

How much is this carton of milk? (one item)
How much are these eggs? (several items)
T models a short exchange: 'How much are these apples?' – 'They are 30,000 dong for a kilo.' If the amount is unclear, Ss ask again politely: 'Sorry, could you say that again, please?'

c) Expected outcomes

Ss can use the structures correctly:

How much is this bottle of water? – It's 10,000 dong.
How much are these apples? – They're 45,000 dong.
Could you say that again, please?
Ss remember that is is used for one item and are for several items.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows price tags on the board and asks: 'What is the difference between How much is… and How much are…?'
Students
Ss think about the question and answer briefly.
Teacher
Step 2: Task performance
T models the dialogue with a volunteer, then Ss practise in pairs using the price tags.
Students
Pairs take turns asking and answering with the price tags, e.g. 'How much are these eggs?' – 'They are 25,000 dong.'
Teacher
Step 3: Report and discussion
T asks 2–3 pairs to perform the exchange in front of the class and gives feedback on the structure and the pronunciation of the price.
Students
Pairs perform. Classmates notice whether is or are was used correctly and whether the currency was stated.
Teacher
Step 4: Conclusion and assessment
T confirms the rule: is for one item, are for several items. Reminds Ss to state the price and the currency and to ask again politely if unsure.
Students
Ss write the two question forms and one polite request in their notebooks.

Activity 3: Practice · 10 minutes

Repair the Sentences and Choose the Right Words

a) Aims

Ss consolidate quantity expressions, the vocabulary broth, tablespoon, serve and ingredient, and polite requests through the unit's exercises.

b) Content

Ss work in groups of four using a jigsaw-style task: each pair takes one set of exercises, works it out, then teaches the answers to the other pair.
Set A (Pair 1): Exercises 1, 2 – repair the sentences.
Set B (Pair 2): Exercises 3, 4 – repair the sentences.
Set C (Pair 3): Exercises 5, 6 – vocabulary.
Set D (Pair 4): Exercises 7, 8 – polite request and rebuilding a sentence.
Ex 1: We need a flour for the pancakes. (A/B/C/D)
Ex 2: How much eggs do we need? (A/B/C/D)
Ex 3: How many water is in the jug? (A/B/C/D)
Ex 4: There are much vegetables in the basket. (A/B/C/D)
Ex 5: Match broth, tablespoon, serve with their meanings.
Ex 6: What does ingredient mean? (A/B/C/D)
Ex 7: Could you say that again, ___? (please / yesterday / loudly)
Ex 8: Rebuild: how many / eggs / do we / need?

c) Expected outcomes

Answer key:

Ex 1: D – We need some flour for the pancakes.
Ex 2: C – How many eggs do we need?
Ex 3: B – How much water is in the jug?
Ex 4: A – There are a lot of vegetables in the basket.
Ex 5: broth – nước dùng; tablespoon – thìa canh; serve – phục vụ/dọn món
Ex 6: D – ingredient = nguyên liệu
Ex 7: please – Could you say that again, please?
Ex 8: How many eggs do we need?
Ss record the correct sentences in their notebooks.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the jigsaw task, distributes the exercise sets to the pairs and sets a time limit of about 4 minutes.
Students
Ss listen, form groups of four and divide into two pairs with different sets.
Teacher
Step 2: Task performance
T monitors and prompts pairs who are stuck with questions, e.g. 'Is flour countable?'
Students
Pairs solve their set and prepare to teach their answers. Typical reasoning: 'Eggs are plural countable, so we use how many.'
Teacher
Step 3: Report and discussion
T asks each pair to teach the other pair in the group, then calls on one group to report on the most difficult item.
Students
Pairs explain their answers to the other pair. Example: 'Ex 4: A lot of works with plural countable nouns like vegetables.'
Teacher
Step 4: Conclusion and assessment
T checks the answers with the whole class and clarifies any mistakes. Reminds Ss that a correct keyword does not make an irrelevant response correct, so they must use the full context.
Students
Ss correct their own answers, tick the items they got right and note the ones they need to review.

Activity 4: Application · 8 minutes

Shopping for a Pancake Party

a) Aims

Ss apply the unit's language to a real-life situation by planning a shopping list and role-playing a conversation at a market.

b) Content

Scenario: Ss are planning a pancake party. In pairs, Ss:

Write a shopping list of at least five items (e.g. some flour, a lot of eggs, two bottles of milk, lots of apples).
Role-play a conversation with a shopkeeper: ask How much is…? / How much are…?, state the price with the currency, and ask again politely if the amount is unclear.
Find and correct one common mistake in a sample sentence: We need a flour. → We need some flour. (flour is uncountable)

c) Expected outcomes

Each pair produces:

A shopping list with correct quantity expressions, e.g. some flour, two bottles of milk, how many eggs do we need?
A short role-play with at least two price questions and one polite request, e.g. 'How much are these eggs?' – 'They're 30,000 dong.' – 'Sorry, could you say that again, please?'
One correction: We need a flour → We need some flour.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T describes the scenario and shows the role-play model on the board. Reminds Ss of the rubric: correct quantity words, correct price questions, polite requests.
Students
Ss read the scenario, ask questions if anything is unclear and decide who plays the customer and who plays the shopkeeper.
Teacher
Step 2: Task performance
T monitors, gives support on vocabulary and quantity expressions and encourages Ss to use new details (prices, containers).
Students
Pairs write the shopping list and practise the role-play. Typical lines: 'How much is this bottle of water?' – 'It's 10,000 dong.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to perform their role-play in front of the class and asks the class to listen for the correct structures.
Students
Pairs perform. Classmates note one correct structure and one possible improvement for each pair.
Teacher
Step 4: Conclusion and assessment
T praises effective performances, summarises the common mistakes and gives the correction: We need a flour → We need some flour.
Students
Ss reflect on their own performance and write one sentence in their notebooks about what they will do better next time.

Worksheets

Worksheet 1

Task: Sort the food words into the correct columns and complete the sentences with the correct quantity expression.

Words: eggs, flour, apples, water, rice, vegetables, milk

A. Countable (plural) nouns:

B. Uncountable nouns:

C. Complete the sentences:

We need ___ eggs for the cake. (some / how many)
How ___ water is in the jug? (much / many)
There are ___ apples in the basket. (a lot of / much)
Can you buy two ___ of milk? (bottles / bottle of)
How ___ flour do we need? (much / many)

D. Write one rule about adding -s to uncountable food nouns when speaking of the substance:
...

Worksheet 2

Task: Repair the sentences, then choose the correct answer.

We need a flour for the pancakes.
A. We need a flour for the pancakes.
B. We need an flour for the pancakes.
C. We need many flour for the pancakes.
D. We need some flour for the pancakes.
How much eggs do we need?
A. How a eggs do we need?
B. How an eggs do we need?
C. How many eggs do we need?
D. How much eggs do we need?
How many water is in the jug?
A. How a water is in the jug?
B. How much water is in the jug?
C. How many water is in the jug?
D. How an water is in the jug?
There are much vegetables in the basket.
A. There are a lot of vegetables in the basket.
B. There are much vegetables in the basket.
C. There are an vegetables in the basket.
D. There are a vegetables in the basket.
Match the words with their meanings:
broth – tablespoon – serve
(nước dùng / thìa canh / phục vụ, dọn món)
What does ingredient mean?
A. bột mì
B. nước dùng
C. phục vụ/dọn món
D. nguyên liệu
Complete the polite request: Could you say that again, ___? (please / yesterday / loudly)
Rebuild the sentence: how many / eggs / do we / need?

Homework

Write a shopping list for a family breakfast with at least five items. Use some, a lot of/lots of, how many, how much and at least one container word (e.g. a bottle of water).
Write four sentences about the list using countable and uncountable nouns correctly. Check that you do not add -s to flour, rice or water when speaking of the substance.
Listen to the audio of hot /ɒ/ and fork /ɔː/ and practise saying five pairs of words with the two vowels. Record yourself and listen again to check the vowel length.
Explain one mistake you can now avoid: give one incorrect sentence, correct it and explain why in one or two sentences. Example: We need a flour → We need some flour, because flour is uncountable.
Revise the lesson on the NeoEdu page neoedu.vn/learn/7/english/unit-5-looking-back and complete the interactive exercises.

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