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

Giáo án Skills 1

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify the main message of an original text about how phở is prepared.
    • Locate supporting details in the text and point to the sentences that give evidence.
    • Use the new vocabulary (ingredient, flour, omelette, broth, tablespoon, serve) to talk about food and drink.
    • Give a reasoned opinion about a responsible choice in the text, separating what the text says from their own opinion.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the text on their own first, then check their answers by finding the evidence sentence in the text instead of relying on general beliefs.
  • Communication and collaboration: Ss work in pairs to compare answers, ask and answer questions about the text, and give feedback to a partner.
  • Problem-solving and creativity: Ss decide which detail best supports a reason and give their own view about Phuc's choices with evidence from the text.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read for main ideas and supported details, discuss the topic of food and drink using one accurate detail and a reason, and write a 35–50-word summary of the text.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the six new words correctly in context and apply the countable/uncountable rule with some for uncountable nouns (e.g., some flour).

3. Personal qualities

  • Diligence: Ss read the text carefully twice and look for evidence for every answer before they write it down.
  • Responsibility: Ss take part fully in pair and group work and complete the homework summary on time.
  • Honesty: Ss clearly separate what the text says from their own opinion and do not invent events that are not in the text.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board with slides (vocabulary, reading text, tasks, answer key)
  • NeoEdu lesson page for the unit: neoedu.vn/learn/7/english/unit-5-skills-1 (lecture, examples and interactive exercises)
  • Worksheet 1 printed for each pair
  • Timer and small cards for the vocabulary matching game

2. Students

  • Student's book English 7 (Global Success), Unit 5
  • Notebook, pen, pencil and highlighter (to mark evidence sentences)
  • Worksheet 1 (one per pair)

III. Procedures

Activity 1: Warm-up · 5 minutes

Thinking about traditional food

a) Aims

Ss activate prior knowledge about food and drink and get ready to read a text about a traditional Vietnamese dish.

b) Content

T shows a picture of a bowl of phở and asks: What is this dish? Do you like it? What do you usually eat for breakfast? Ss answer in pairs, then with the whole class.

c) Expected outcomes

Ss name the dish (phở) and share one personal opinion, for example: I like phở. I eat noodles for breakfast. Ss are ready for the topic of the lesson: Food and drink.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture of phở on the screen and asks: What is this dish? Do you like it?

    Students

    Ss look at the picture and listen to the question. They think about the answer for 30 seconds.

  2. Teacher

    Step 2: Task performance

    T asks Ss to talk in pairs: What do you usually eat for breakfast? Is there a traditional dish in your family? T walks around and listens.

    Students

    Ss talk in pairs, for example: I usually eat bread and milk. My family often eats noodles on Sunday.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to share their answers with the class and writes key words on the board (noodles, breakfast, traditional).

    Students

    Some Ss report their partners' answers, for example: My partner likes phở because it is delicious.

  4. Teacher

    Step 4: Conclusion and assessment

    T says: Today we will read about how a traditional Vietnamese food is prepared. T writes the title Food and drink on the board and reads the lesson objective.

    Students

    Ss copy the title and the objective into their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Vocabulary matching game

a) Aims

Ss understand and pronounce the six new words and use them correctly in context.

b) Content

T presents the words: ingredient (nguyên liệu), flour (bột mì), omelette (trứng tráng), broth (nước dùng), tablespoon (thìa canh), serve (phục vụ/dọn món). Ss match each word with its meaning and complete the example: We need ___ flour for the pancakes. Then Ss explain why some is used (flour is uncountable).

c) Expected outcomes

Ss match the words correctly:

  • ingredient – nguyên liệu
  • flour – bột mì
  • omelette – trứng tráng
  • broth – nước dùng
  • tablespoon – thìa canh
  • serve – phục vụ/dọn món
    The example answer: We need some flour for the pancakes. Flour is uncountable, so we use some.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words with pictures or simple examples on the slide and models the pronunciation. Ss repeat in chorus, then individually.

    Students

    Ss listen, repeat the words and look at the pictures.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and match each word with its Vietnamese meaning in their notebooks. Then T shows the example: We need ___ flour for the pancakes. T asks: Which word fits, some or a? Why?

    Students

    Ss match the words in pairs. For the example, Ss answer: some. Because flour is uncountable.

  3. Teacher

    Step 3: Report and discussion

    T calls on some pairs to read their matching. T asks: Can you make a sentence with serve? Is broth countable or uncountable?

    Students

    Ss read the matching aloud. Possible answers: We serve the phở hot. Broth is uncountable, so we say some broth.

  4. Teacher

    Step 4: Conclusion and assessment

    T checks the answers with the class and confirms: We use some with uncountable nouns (flour, broth) and a/an or numbers with countable nouns. T asks Ss to write the six words and their meanings in their vocabulary notebooks.

    Students

    Ss check their answers, correct mistakes and write the words in their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Reading for the main message

a) Aims

Ss read the text for the main message and identify the central activity, place, time and reason.

b) Content

Ss read the text once quickly (read first for the main message). Then they answer the questions on Worksheet 1, Part A:

  1. Who is the main person?
  2. What is the main activity?
  3. Where and when does it take place?
  4. Why does Phuc do this?
    They write a one-sentence main message.

c) Expected outcomes

Ss answer:

  • Main person: Phuc.
  • Main activity: Phuc learns how phở is prepared.
  • Where and when: in the school cooking club on Thursday afternoons.
  • Reason: because he wants to understand a traditional Vietnamese food.
    Main message (sample): Phuc learns how to prepare phở in the school cooking club because he wants to understand a traditional Vietnamese food.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: Read the text once quickly. Do not stop at new words. Then answer Part A.

    Students

    Ss take the worksheet and read the text silently within 90 seconds.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to answer the four questions. T reminds them to underline the sentence that gives evidence for each answer.

    Students

    Ss discuss in pairs. Example: Pair A says the main person is Phuc, and they underline the first sentence of the text as evidence.

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs to read their answers and the evidence sentence. T asks: Is your main message about Phuc or about phở? Why?

    Students

    Ss read the evidence sentences aloud. Possible answer: Our main message is about Phuc learning how phở is prepared, because the text starts with that.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the main message and writes it on the board. T emphasises: The main idea is the central activity and purpose. Do not replace it with your general belief about phở.

    Students

    Ss write the main message in their worksheets.

Activity 2.3: Knowledge formation · 7 minutes

Scanning for supported details

a) Aims

Ss scan the text for specific details and link each detail to the correct sentence.

b) Content

Ss scan the text for the following details and write the evidence sentence for each (Worksheet 1, Part B):

  1. What ingredients does the demonstration use?
  2. Who handles the hot pot?
  3. What does Phuc notice about ingredients and tastes?
  4. How does Phuc avoid waste?
  5. What does Phuc do before offering food to someone with an allergy?

c) Expected outcomes

Ss write the answers:

  1. rice noodles, broth, herbs and cooked beef
  2. an adult
  3. Ingredients and tastes can differ among families and regions.
  4. He measures a small serving.
  5. He asks about ingredients first.
    Each answer is supported by the sentence from the text.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: Scan the text for key words. Find the sentence that supports each answer, and copy the key words only if the answer is exact.

    Students

    Ss scan the text with their eyes and look for key words such as ingredients, adult, waste and allergy.

  2. Teacher

    Step 2: Task performance

    T asks Ss to complete Part B in pairs and to check each other's evidence sentence. T walks around and checks that Ss do not invent details.

    Students

    Ss work in pairs. They underline the sentence and write the answer in their own words.

  3. Teacher

    Step 3: Report and discussion

    T shows the answers on the slide and asks: Which sentence supports the answer to question 4? Did anyone choose a sentence that is not correct?

    Students

    Ss compare their answers with the class. Possible answer: The sentence He measures a small serving to avoid waste supports question 4.

  4. Teacher

    Step 4: Conclusion and assessment

    T highlights the common mistake: a correct keyword does not make an irrelevant answer correct. Use the complete context of the sentence.

    Students

    Ss correct their answers and note the key sentences in their notebooks.

Activity 3: Practice · 9 minutes

Reading comprehension quiz

a) Aims

Ss practise choosing the correct answer and judging statements about the text, with evidence.

b) Content

Ss do the reading exercises from the textbook:
Exercise 2–6: Multiple choice (Who, What, Where, When, Why).
Exercise 7: Judge these statements: a) The main person is Phuc. b) The activity happens at an airport. c) The stated reason is that he wants to understand a traditional Vietnamese food.
T checks answers with the whole class.

c) Expected outcomes

Answer key:
2. D (Phuc)
3. C (learns how phở is prepared)
4. A (in the school cooking club)
5. A (on Thursday afternoons)
6. A (he wants to understand a traditional Vietnamese food)
7. a) True (Đ), b) False (S), c) True (Đ). The text names Phuc, gives the location in the school cooking club and states the reason.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the instructions of Exercises 2–7 and says: Choose the answer and then show the sentence that proves it.

    Students

    Ss read the questions and options silently.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for 4 minutes, then compare with a partner for 2 minutes.

    Students

    Ss answer the questions. Possible answer: For question 7b, Ss say: False, the text says the activity happens in the school cooking club, not at an airport.

  3. Teacher

    Step 3: Report and discussion

    T asks several Ss to give their answers and the evidence. T asks: Why is B wrong in question 6? What is the evidence?

    Students

    Ss answer: B is wrong because the text does not mention a school competition. The evidence is the sentence he wants to understand a traditional Vietnamese food.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and reminds Ss: For each answer, you need evidence from the text. Do not choose the answer that only sounds familiar.

    Students

    Ss correct any wrong answers and tick the evidence sentences in their books.

Activity 4: Application · 8 minutes

Speaking about a responsible choice

a) Aims

Ss explain a careful choice made by Phuc with a specific detail and a reason, and give their own opinion clearly separated from the text.

b) Content

T asks Ss to discuss in groups of four (Exercise 8 and Read deeply and speak):

  • Which careful or responsible choice did Phuc make? Use one specific detail from the text and explain why it is responsible.
  • Give your own opinion: Do you think it is a good habit? Why?
    After the discussion, each group reports one sentence for the class.

c) Expected outcomes

Sample answer: Phuc measures a small serving to avoid waste. This is a responsible choice because it saves food and money. In my opinion, I think it is a good habit, because we should not waste food at home.
The text says: He measures a small serving to avoid waste. My opinion: I think it is a good habit.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T puts Ss into groups of four and explains the task. T shows the model: The text says... / In my opinion...

    Students

    Ss listen and look at the model on the screen.

  2. Teacher

    Step 2: Task performance

    T monitors the groups and helps Ss with useful phrases, for example: Phuc measures a small serving because...; I agree / I don't agree because...

    Students

    Ss discuss in groups. Possible answer: Phuc asks about ingredients before offering food to someone with an allergy. This is careful because it protects people's health.

  3. Teacher

    Step 3: Report and discussion

    T invites one Ss from each group to report. T asks: Which detail is from the text, and which idea is your own?

    Students

    Ss report: The text says Phuc asks about ingredients before offering food to someone with an allergy. In my opinion, this is a responsible choice.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the accurate details and clear reasons, and summarises: Always separate what the text says from your opinion. Set the homework.

    Students

    Ss write down the phrases The text says and In my opinion in their notebooks.

Worksheets

Worksheet 1

Part A: Main message

  • Who is the main person?
  • What is the main activity?
  • Where and when does it take place?
  • Why does Phuc do this?
  • Write one sentence for the main message.

Part B: Supported details (copy the evidence sentence from the text)

  • What ingredients does the demonstration use?
  • Who handles the hot pot?
  • What does Phuc notice about ingredients and tastes?
  • How does Phuc avoid waste?
  • What does Phuc do before offering food to someone with an allergy?

Part C: Opinion

  • The text says: ...
  • In my opinion: ...

Homework

  • Write a summary of the reading text about Phuc in 35–50 words. Include the main topic, the purpose and one important detail. Sample: Phuc learns how phở is prepared in the school cooking club on Thursday afternoons because he wants to understand a traditional Vietnamese food. The demonstration uses rice noodles, broth, herbs and cooked beef. Phuc also notices that ingredients and tastes can differ among families and regions.
  • Read the text again and find one more responsible choice made by Phuc. Write one sentence: The text says... and one sentence: In my opinion...
  • Practise the six new words (ingredient, flour, omelette, broth, tablespoon, serve) by making one sentence for each word. Review the lesson on the NeoEdu page: neoedu.vn/learn/7/english/unit-5-skills-1.

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