Tiếng AnhLớp 7Unit 5. Food and drink

Giáo án Skills 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:
- listen for the main ideas and specific details (who, what, where, when, why) in a talk about food and drink;
- use some, a lot of / lots of, how many and how much correctly with countable and uncountable nouns;
- write a paragraph of 60–80 words about eating habits in their family or area, including main meals, approximate mealtimes and typical food.

2. Competences

a) General competences

Self-control and independent learning: Ss predict the topic before listening, take short notes and check their answers against the audio without depending on the teacher.
Communication and collaboration: Ss work in pairs to compare their meal routines and share their notes with the class in clear English.
Problem-solving and creativity: Ss choose the correct quantity word in context and build their own sentences about family meals.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss identify main ideas and details in the listening text and write a 60–80-word paragraph about eating habits.
Language knowledge (pronunciation, vocabulary, grammar): Ss use some, a lot of, how many, how much and container nouns (two bottles of water) correctly, and do not add -s to rice, flour or water.

3. Personal qualities

Responsibility: Ss complete their notes, exercises and writing task on time and check their own work before submitting it.
Kindness: Ss respect classmates' different eating habits and do not claim that everyone eats the same way.

II. Teaching aids and materials

1. Teacher

Audio recording of the exercise (original talk about Thao's family eating habits)
Projector or interactive board with slides
Pictures of common foods and drinks (rice, eggs, flour, water, noodles, fish, tofu)
Worksheet: Phiếu học tập số 1
NeoEdu learning page: neoedu.vn/learn/7/english/unit-5-skills-2 (lesson presentation and interactive exercises)

2. Students

Student's book Tiếng Anh 7 (Global Success), Unit 5, Skills 2
Notebook, pen and pencil
Worksheet: Phiếu học tập số 1
A device to access the NeoEdu learning page (if available)

III. Procedures

Activity 1: Warm-up · 5 minutes

Predicting the Topic

a) Aims

Ss activate prior knowledge about food and meals and predict the topic of the listening text from the unit title Food and drink.

b) Content

T shows pictures of breakfast, lunch and dinner dishes and asks: What do you usually eat for breakfast? How many main meals do you have a day? Ss then predict what the listening talk will be about, based on the title Food and drink.

c) Expected outcomes

Ss give 2–3 predictions in English, for example: 'The talk is about meals.' / 'The speaker talks about breakfast, lunch and dinner.' / 'The speaker describes her family's food.' Ss write the topic in their notebook.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the unit title Food and drink and the pictures. T asks: What do you see in the pictures? What is the topic of today's listening?
Students
Ss look at the pictures and the title, and think about the topic silently for 30 seconds.
Teacher
Step 2: Task performance
T asks Ss to work in pairs and tell each other what they usually eat for breakfast and lunch.
Students
Ss talk in pairs, for example: 'I usually eat rice and vegetables for lunch.' 'I have bread and milk for breakfast.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share their predictions with the class and writes the most likely topic on the board.
Students
Representative Ss say: 'The talk is about food and meals.' Other Ss add ideas, for example: 'It may be about mealtimes.'
Teacher
Step 4: Conclusion and assessment
T confirms that predicting from the topic helps Ss focus while listening, and introduces the aim: listen for the main ideas and details.
Students
Ss write the lesson title and the aim in their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Listening for Main Ideas and Details

a) Aims

Ss learn a listening strategy: listen first for the main idea, then listen again for names, times, places and reasons, and take short notes.

b) Content

T guides Ss through the strategy: (1) predict the topic from Food and drink; (2) listen once for the activity and the reason; (3) listen again for names, times and places; (4) take short notes; (5) check which spoken detail supports the answer. Guiding questions: Who is the main person? What is the main activity? Where does it take place? When does it take place? Why does the person do this?

c) Expected outcomes

Ss complete a short note-taking grid in their notebooks:

Main person: Thao
Main activity: describes her family's eating habits
Place: at the school food club
Time: on Thursday morning
Reason: she wants classmates to compare meal routines respectfully
Ss also write one key word that supports each answer, for example 'food club' for the place.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T presents the listening strategy on the board in five short steps and reads the guiding questions aloud. T says: Listen for the main idea first, then for the details.
Students
Ss copy the five steps and the five guiding questions into their notebooks.
Teacher
Step 2: Task performance
T plays the audio once. Then T plays it a second time and pauses after each key detail to let Ss write short notes.
Students
Ss listen individually and take short notes. Ss may ask: 'Can you play it again?' T replays the relevant part.
Teacher
Step 3: Report and discussion
T asks Ss to compare their notes with a partner. T then asks the class: Who is the main person? Where does the activity take place? Which word tells you the time?
Students
Ss answer, for example: 'The main person is Thao.' 'It takes place at the school food club.' 'The time is Thursday morning.' Ss point out the key words they heard.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and stresses that the strategy is to listen for the main idea first, then for names, times and places. T reminds Ss that they should not guess when the detail is not in the audio.
Students
Ss underline the key words in their notes and record the strategy in their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

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

a) Aims

Ss understand how to use some, a lot of / lots of, how many and how much with countable and uncountable nouns, and how containers make uncountable food countable.

b) Content

T writes examples on the board: some eggs, some flour, a lot of apples, lots of milk, how many eggs, how much milk, two bottles of water. T asks Ss to complete the example: 'We need ___ flour for the pancakes.' (Answer: some). T also introduces the question forms for prices: How much is...? (one item) and How much are...? (several items).

c) Expected outcomes

Ss copy the rules into their notebooks:

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 much + uncountable noun
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.
Ss complete: 'We need some flour for the pancakes. Flour is uncountable; some fits.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the example We need ___ flour for the pancakes. on the board and asks Ss to choose a word from the box: some / many. T asks: Is flour countable or uncountable?
Students
Ss read the sentence and think about the answer for 30 seconds.
Teacher
Step 2: Task performance
T presents the rules with clear examples and asks Ss to classify the nouns on the board as countable (C) or uncountable (U): eggs, flour, apples, milk, water, rice, bread.
Students
Ss work individually, then compare answers with a partner. Ss say: 'Eggs is C, flour is U.'
Teacher
Step 3: Report and discussion
T calls on Ss to read their answers aloud and asks: Why do we say two bottles of water and not two waters? Why do we say how much rice, not how many rice?
Students
Ss answer, for example: 'Water is uncountable, so we use a container to count it.' 'Rice is uncountable, so we use how much.'
Teacher
Step 4: Conclusion and assessment
T summarises the rules, checks pronunciation of the key words (flour /ˈflaʊə(r)/, eggs /egz/), and asks Ss to note the common mistake: adding -s to uncountable nouns.
Students
Ss repeat the key words after T and record the rules in their notebooks.

Activity 3: Practice · 8 minutes

Listening Check and Quantity Gap-Fill

a) Aims

Ss check their understanding of the listening text by judging statements and use the correct quantity words in context.

b) Content

Ss do Exercise 6 (listen and judge the information): a) The main person is Thao. b) The activity happens at an airport. c) The stated reason is that she wants classmates to compare meal routines respectfully. Ss also complete the gap-fill items in Phiếu học tập số 1.

c) Expected outcomes

Exercise 6 answers: a) Đ (True) b) S (False: the activity happens at the school food club) c) Đ (True).
Phiếu học tập số 1 answers: 1. some; 2. How many; 3. How much; 4. two bottles of; 5. a lot of.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives out Phiếu học tập số 1 and reads Exercise 6 aloud. T says: Listen and mark each statement True (Đ) or False (S).
Students
Ss read the statements and the worksheet items silently.
Teacher
Step 2: Task performance
T plays the audio again. T walks around and checks Ss' work, helping those who are slow with the gap-fill items.
Students
Ss listen and mark the statements. Ss fill in the gaps individually, for example: 'We need ___ eggs for the omelette.'
Teacher
Step 3: Report and discussion
T asks Ss to read their answers aloud and asks for reasons: Why is statement b False? Why do we say how many eggs but how much milk?
Students
Ss answer, for example: 'The activity is at the school food club, not an airport.' 'Eggs are countable, milk is uncountable.'
Teacher
Step 4: Conclusion and assessment
T gives the correct answers, reminds Ss to listen for the location and the reason, and corrects any mistakes with quantity words.
Students
Ss check their answers and correct their worksheets in a different colour pen.

Activity 4: Application · 10 minutes

Writing About Eating Habits

a) Aims

Ss plan and write a paragraph of 60–80 words about eating habits in their family or area, using the unit language.

b) Content

Ss plan using who, what, where, when and a useful detail: My family usually has three main meals. We eat breakfast around six thirty... Ss include main meals, approximate mealtimes and typical food, and use some, a lot of, how many/how much correctly. Ss must not claim that everyone eats the same way. T reads the original model aloud as a reference.

c) Expected outcomes

A paragraph of 60–80 words. Sample (one possible answer, not an automatic key): 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.
Assessment (10 points): task/content 4; relevant organisation 2; grammar/vocabulary 3; spelling/punctuation 1.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the writing task: write 60–80 words about eating habits in your family or area. T reminds Ss to include main meals, approximate mealtimes and typical food, and not to say that everyone eats the same way.
Students
Ss read the task and the original model. Ss ask any questions about word count.
Teacher
Step 2: Task performance
T asks Ss to plan with a mini-outline (main meals, times, typical food, one useful detail) and then write the paragraph individually. T monitors and gives feedback on quantity words.
Students
Ss write their paragraph, for example: 'We have three meals a day. Breakfast is around seven o'clock. We eat some rice with vegetables and a lot of fish.'
Teacher
Step 3: Report and discussion
T asks Ss to exchange paragraphs with a partner and check the word count and quantity words, then invites 2–3 Ss to read one sentence aloud.
Students
Ss check each other's work and read one sentence aloud, for example: 'Lunch is around noon.' Partners give one positive comment and one suggestion.
Teacher
Step 4: Conclusion and assessment
T gives general feedback on common mistakes (adding -s to rice, using how many with uncountable nouns) and sets the homework to revise the paragraph.
Students
Ss note the corrections in their notebooks and keep their paragraph for homework.

Worksheets

Phiếu học tập số 1

Exercise A. Listen and mark the statements True (Đ) or False (S).

a) The main person is Thao.
b) The activity happens at an airport.
c) The stated reason is that she wants classmates to compare meal routines respectfully.

Exercise B. Choose the correct word: some / how many / how much / two bottles of / a lot of.

1. We need ___ flour for the pancakes.
1. ___ eggs do we need for the omelette?
1. ___ milk is there in the fridge?
1. Please buy ___ water for the party.
1. My family eats ___ rice every day.

Homework

Revise your paragraph about eating habits in your family or area. Check that it has 60–80 words and includes main meals, approximate mealtimes and typical food.
Check that you use some, a lot of, how many and how much correctly, and that you do not add -s to rice, flour or water.
Write three sentences about a food you eat often, using a container for an uncountable food (for example: two bowls of rice).
Listen to the audio on the NeoEdu learning page (neoedu.vn/learn/7/english/unit-5-skills-2) and practise the listening strategy: listen for the main idea first, then for names, times and places.

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