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

Giáo án Project

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • use topic vocabulary about food and drink (breakfast, lunch, dinner, noodle soup, bowl, flour, omelette, ingredient) to describe meals, mealtimes and typical food and drink in one area;
    • use some with uncountable nouns and a/an or numbers with countable nouns (for example, some flour, an omelette, two omelettes);
    • ask and answer prices with How much is…? for one item and How much are…? for several items;
    • plan, draft and present a poster that answers a clear question for a real audience, and name the source of each fact.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own draft against the rubric, identify what is missing and revise it without being reminded.
  • Communication and collaboration: Ss share roles fairly in groups, ask and answer questions about their product in English and give constructive feedback to other groups.
  • Problem-solving and creativity: Ss define a researchable question, choose a safe way to gather information and design an original poster with their own captions.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read the project brief, talk about eating habits, write captions, present their poster and answer a classmate's question in English.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use food and drink vocabulary, some/a/an with countable and uncountable nouns, and How much is/are questions accurately in their poster and presentation.

3. Personal qualities

  • Responsibility: Ss keep to their assigned role, finish their part of the poster and submit it on time.
  • Honesty: Ss name the source of every fact, do not copy another group's results and do not present an invented design as a real survey result.
  • Kindness: Ss ask permission before collecting information from family members or classmates, and use only anonymous, necessary details about them.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board with slides showing the project brief, the workflow and the 10-point rubric
  • Teacher-made original sample poster for the gallery walk (no copied content)
  • Four language station cards (printed from Worksheet 2)
  • Printed Worksheet 1 and Worksheet 2 for each group
  • Pictures of a Vietnamese breakfast, lunch and dinner for the warm-up
  • NeoEdu lesson page with lecture, examples and interactive exercises: neoedu.vn/learn/7/english/unit-5-project

2. Students

  • Notebook, pen and pencil
  • A3 poster paper or A4 sheets, coloured pens, glue and scissors
  • Cut-out pictures of food and drink (optional)
  • Phone or tablet to open the NeoEdu page under teacher supervision, if available

III. Procedures

Activity 1: Warm-up · 10 minutes

What's on your plate?

a) Aims

  • Ss activate topic vocabulary about food and drink.
  • Ss predict the content of the project from the topic.

b) Content

Ss look at the pictures of a breakfast, lunch and dinner. Ss answer the questions: What do you have for breakfast? When do you usually have lunch? What is a typical dinner in your family? Ss then practise the price question: How much is a bowl of vegetable soup?

c) Expected outcomes

  • A word web on the board with at least 10 words grouped under breakfast, lunch, dinner and drinks.
  • A predicted project question, for example: 'What do people in our area eat for lunch, and when?'
  • Correct answer to the price question: It is thirty thousand dong.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the pictures and asks: What do people eat in the morning, at noon and in the evening? T writes the topic question on the board: 'What do people in our area eat, and when?'

    Students

    Ss look at the pictures and answer: 'Rice, noodle soup, bread, fish, tofu.' Ss raise their hands to answer.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs for 3 minutes and complete the word web. T walks around and prompts with: 'Is it a meal or a drink?'

    Students

    Pairs discuss and write words on the word web. Ss use the word 'bowl' and the word 'flour' if they can. Dự kiến: 'We have pho, bread, rice, water.'

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to add their words to the board and asks: 'Which words name a mealtime?'

    Students

    Pairs come to the board and add their words. Dự kiến answer: 'Breakfast, lunch and dinner.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key vocabulary (breakfast, lunch, dinner, noodle soup, bowl, flour, omelette, ingredient) and introduces the project: a poster about eating habits. T models the price question and the answer: How much is a bowl of vegetable soup? It is thirty thousand dong.

    Students

    Ss copy the key words and the price question into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Understanding the project brief

a) Aims

  • Ss understand the deliverable, the audience and the workflow of the project.
  • Ss understand how the project is assessed.

b) Content

Ss read the project brief in groups of four and answer three questions in Part A of Worksheet 1:

  1. What is the final product?
  2. Who is the audience?
  3. How many points are given for accurate evidence?
    Ss also put the workflow in order: plan, gather information safely, draft, check language and evidence, present, respond to feedback.

c) Expected outcomes

  • A four-line summary of the brief in Ss' own words, for example: 'We design a poster about eating habits. Our audience is Grade 7 classmates and parents. We must name every source. Accurate evidence is worth 2 points.'
  • The workflow in the correct order: plan → gather information safely → draft → check language and evidence → present → respond to feedback.
  • Rubric (10 points): completed relevant product 4, accurate evidence 2, clear English 2, fair teamwork and revision 2.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T projects the brief and reads it aloud with Ss. T explains the workflow and says: 'Your poster must answer a clear question for a real audience.'

    Students

    Ss listen, follow the text and write the workflow steps in their notebooks.

  2. Teacher

    Step 2: Task performance

    T divides the class into groups of four and gives each group Worksheet 1 (Part A). T circulates and checks understanding.

    Students

    Groups read the brief and answer the three questions. Dự kiến answer: 'The product is a poster. The audience is our classmates.'

  3. Teacher

    Step 3: Report and discussion

    T asks one group to share their answers and invites other groups to add missing points.

    Students

    A group reporter reads the answers. Other groups compare and add missing information, for example: 'We must also name the sources.'

  4. Teacher

    Step 4: Conclusion and assessment

    T explains the rubric and stresses two rules: name the source of every fact, and never copy another group's results. T asks Ss to write the rubric points in their notebooks.

    Students

    Ss record the rubric and the two rules. Ss ask one question if they are unsure.

Activity 2.2: Knowledge formation · 15 minutes

Language focus: some, a/an and price questions

a) Aims

  • Ss distinguish uncountable and countable nouns and choose some, a or an correctly.
  • Ss ask and answer prices with How much is…? and How much are…?

b) Content

T models: 'We need ___ flour for the pancakes.' Ss complete the sentence. Then Ss rotate through four language stations (Worksheet 2, Stations 1–4), spending about 2 minutes at each station:
Station 1: uncountable nouns (flour, rice, water)
Station 2: countable nouns (an omelette, two omelettes, a bowl of soup)
Station 3: some, a and an in short sentences
Station 4: price questions for one item and several items

c) Expected outcomes

  • Completed station cards with correct answers:
    • Station 1: flour, rice and water are uncountable.
    • Station 3: We need some flour for the pancakes. (not 'a flour')
    • Station 3: Can you buy an egg? / Add some water.
    • Station 4: How much is a bowl of vegetable soup? It is thirty thousand dong. / How much are two omelettes? (for several items)
  • Rule box in notebook: Use some with uncountable nouns. Use a/an or numbers with countable nouns. Use How much is…? for one item and How much are…? for several items.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes 'We need ___ flour for the pancakes.' on the board and asks: 'Is flour countable or uncountable? Which word fits: some, a or an?'

    Students

    Ss answer: 'Flour is uncountable, so we use some.'

  2. Teacher

    Step 2: Task performance

    T places the four station cards around the room and sets a 2-minute timer for each station. T reminds groups to rotate in order and to write answers in full sentences.

    Students

    Groups rotate, complete the tasks and write answers. Dự kiến error: 'We need a flour.' T prompts: 'Is flour countable?'

  3. Teacher

    Step 3: Report and discussion

    T calls one reporter from each group to read one answer from the station they completed last. T asks the class to check the answers.

    Students

    Reporters read their answers aloud. Dự kiến answer: 'How much are two bowls of noodle soup? They are … dong.' Other Ss correct each other.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rules and corrects common mistakes: 'a flour' → 'some flour'; 'How much are a bowl…' → 'How much is a bowl…'. T asks Ss to copy the rule box.

    Students

    Ss copy the rule box and correct their own station cards.

Activity 3.1: Practice · 10 minutes

Checking the product, privacy and audience

a) Aims

  • Ss identify the correct project output.
  • Ss explain how another person's private information should be used.
  • Ss define an audience and one clear project question.

b) Content

Ss complete the following questions:

  1. Which project output matches this unit? A. A poster about eating habits in one area or country, with main meals, typical mealtimes, examples of food and drink, and the source behind each example. B. A vocabulary list without a product. C. A general essay about a different unit. D. A set of answers copied from a worksheet.
  2. How should another person's private information be used? A. Publish everything. B. Ask permission and keep only necessary anonymous details. C. Invent an answer. D. Use names to make the poster longer.
  3. Define your audience and one clear project question for the poster.

c) Expected outcomes

  • Answer to question 1: A. The option includes the specific product, content and audience of the project.
  • Answer to question 2: B. Consent and keeping only necessary, anonymous details protect participants.
  • Answer to question 3 (sample): Audience: Grade 7 classmates and parents at a school open day. Question: 'What do families in our area eat for breakfast, lunch and dinner, and when?'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T projects the two multiple-choice questions and says: 'Read carefully. Choose the answer that completes the project.'

    Students

    Ss read the questions and choose an answer individually within 2 minutes.

  2. Teacher

    Step 2: Task performance

    T asks pairs to compare answers and to write one audience and one question for question 3.

    Students

    Pairs check answers and discuss. Dự kiến answer: 'Audience: Grade 7 students. Question: What do people in our town eat for dinner?'

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to read their question and explain why it is clear and feasible.

    Students

    Pairs read their questions. Other Ss judge whether the question focuses on food and drink and whether the audience is clear.

  4. Teacher

    Step 4: Conclusion and assessment

    T explains why A and B are correct and why D and C are not. T reads out the sample question and asks Ss to compare it with their own.

    Students

    Ss revise their questions and write the final version in their notebooks.

Activity 3.2: Practice · 20 minutes

Planning and drafting the poster

a) Aims

  • Ss divide roles fairly and plan materials, a safe information method and a timeline.
  • Ss draft original captions for their poster, using the target language.

b) Content

Groups complete Part B of Worksheet 1 (project plan):

  • Roles: leader, researcher, designer, writer, checker
  • Materials: poster paper, pens, pictures or drawings
  • Safe way to gather information: interview family members or classmates with permission, or use a reliable source and record its name
  • Timeline: date for information gathering, drafting, checking and presenting
    Groups then write three original captions for the poster, for example about breakfast, lunch and dinner.

c) Expected outcomes

  • A completed plan with roles, materials, a safe information method and a timeline.
  • A rough draft with three original captions, for example (fictional, for practice only): 'At 6:30 a.m., many students in our group have bread or noodle soup and water.'
  • A note of the source or the interview permission for each fact.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reminds Ss of the rules: no copying, no private information without permission, and every fact must have a source. T shows an example of roles in a group.

    Students

    Ss listen and note the rules in their notebooks.

  2. Teacher

    Step 2: Task performance

    T gives groups 12 minutes to complete Part B and draft captions. T checks each plan and asks: 'How will you get the information safely?'

    Students

    Groups share the roles and write the plan. Dự kiến answer: 'Our researcher will interview our grandparents with their permission.'

  3. Teacher

    Step 3: Report and discussion

    T invites two groups to show their plans and captions. T gives brief feedback on the roles, the source method and the captions.

    Students

    Groups present their plans. Dự kiến comment from classmates: 'Please write the source under the caption.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that groups must record sources and get adult checks where needed. T assigns the poster for homework and sets the presentation date.

    Students

    Groups revise their plans and record the presentation date.

Activity 4: Application · 25 minutes

Presenting, responding and reflecting

a) Aims

  • Ss present their product in English and answer a classmate's question with evidence.
  • Ss evaluate their product against the rubric and name one improvement.

b) Content

Each group gives a 2-minute presentation. The presentation must:

  • introduce the topic and the audience;
  • explain one concrete finding or design decision;
  • give a reason;
  • invite one question.
    Classmates ask one relevant question. The group answers with evidence from the product. Then the group reflects on task completion, accurate language, evidence and teamwork, and names one improvement.

c) Expected outcomes

  • A 2-minute presentation in English with a clear introduction and one specific finding.
  • One answer to a classmate's question, supported by evidence, for example: 'Q: How much is a bowl of noodle soup? A: It is thirty thousand dong.' (This is an example; the group must use its own source.)
  • A written reflection in the notebook, for example: 'Our strength: the captions name the source of each fact. Improvement: add the interview date for the tofu example.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the presentation format and shows the rubric. T reminds Ss to use their own product and to avoid claiming facts they cannot support.

    Students

    Ss listen and prepare a short opening sentence, for example: 'Hello. Today we present eating habits in our area.'

  2. Teacher

    Step 2: Task performance

    T gives groups 3 minutes to rehearse. Classmates use a copy of the rubric to note evidence and clarity.

    Students

    Groups rehearse. Classmates take notes on the rubric and prepare one question each.

  3. Teacher

    Step 3: Report and discussion

    T calls groups in order, using a timer. After each presentation, T invites one question and checks the answer.

    Students

    Groups present. Dự kiến question: 'What time do you usually have dinner?' Presenting group answers with evidence from its poster.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback: praises one specific piece of evidence, points out one language error and asks each group to write one revision in its notebook. T reminds Ss to finish the poster and the script for homework.

    Students

    Ss write their revision and their reflection, then listen to the teacher's comments.

Worksheets

Worksheet 1: Project brief and planning sheet

Part A: Read the project brief and answer.

  • What is the final product?
  • Who is the audience?
  • How many points are given for accurate evidence?
  • Put the workflow in order: plan / gather information safely / draft / check language and evidence / present / respond to feedback.

Part B: Project plan (complete in your group).

  • Roles: leader, researcher, designer, writer, checker. Write the name of the person for each role.
  • Materials: poster paper, pens, pictures or drawings.
  • Safe way to gather information: interview with permission, or a reliable source with its name recorded.
  • Timeline: date for information gathering, drafting, checking and presenting.
  • Sources: list every source of a fact used in the poster.

Worksheet 2: Language stations

Station 1: Countable or uncountable? Write C or U.

  • flour
  • omelette
  • rice
  • bowl
  • water

Station 2: Complete the sentences with some, a or an.

  • We need ___ flour for the pancakes.
  • Can you buy ___ egg?
  • Add ___ water to the soup.
  • She wants ___ omelette.

Station 3: Ask and answer about prices.

  • Ask about one item: How much is a bowl of vegetable soup?
  • Ask about several items: How much are two omelettes?
  • Answer: It is thirty thousand dong.

Station 4: Write one sentence about a meal from your group's poster, using some, a or an.

Homework

  • Finish the group poster with original captions. Record the source or interview permission for each fact.
  • Write a short script (about 6–8 sentences) that introduces your product, the audience, one concrete finding or design decision, a reason and one question for the audience.
  • Write a short self-reflection: one strength of your product, one improvement, and how roles were shared in your group.
  • Check your poster against the rubric: completed product (4), accurate evidence (2), clear English (2), fair teamwork and revision (2).

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