Giáo án Tiếng Anh Lớp 7 (Global Sucess) - Unit 5: Food and drink

UNIT 5: FOOD AND DRINK
Lesson 1: Getting started – At a Vietnamese restaurant
I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- An overview about the topic Food and Drink 
- Vocabulary to talk about food and drink 
2. Core competence
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop healthy eating habits and awareness of balanced diets
- Be proud of the homeland
II. MATERIALS
- Grade 7 textbook, Unit 5, Getting started
- Computer connected to the internet
- Projector/ TV/ pictures and cards	
- sachmem.vn
Language analysis 
Form
Pronunciation
Meaning
Vietnamese equivalent 
1. roast (v)
/rəʊst/
to cook something, such as meat, in an oven or over a fire
quay, nướng (thịt..)
2. fry (v)
/fraɪ/
to cook something in hot fat or oil
rán trong dầu hoặc mỡ 
2. shrimp (n)
/ʃrɪmp/
a small sea creature that you can eat
con tôm 
3. lemonade (n)
/ˌleməˈneɪd/
a drink made from lemons, sugar, and water
nước chanh
4. mineral (n)
/ˈmɪnərəl/
a natural substance such as iron that is present in some foods and is important for good health
khoáng chất 
Assumptions 
Anticipated difficulties
Solutions
- Students may not be able to recognise food ingredients and have experience of cooking.
- Students may not know how to work in teams. 
Use pictures/ photos or videos of all food ingredients and ways of cooking to show them in the class. 
Give short, clear instructions and help if necessary.
Board Plan
Date of teaching
Unit 5: FOOD AND DRINK
Lesson 1: Getting started – At a Vietnamese restaurant
* Warm-up: Edible or inedible 
I. Vocabulary
roast (v) /rəʊst/: quay, nướng (thịt) 
fry (v) /fraɪ/: rán 
shrimp (n) /ʃrɪmp/: con tôm 
lemonade (n) /ˌleməˈneɪd/: nước chanh 
mineral (adj) /ˈmɪnərəl/: khoáng chất 
II. Practice
Task 1: Answer the questions 
Task 2: Find the words and phrases about food and drink in the conversation and write them in the correct columns.
Task 3: Read the conversation again and tick (✓) T (True) or F (False). 
Task 4: Work in pairs. Think about your favourite food and drink. Then ask your partner about his or her favourite food and drink.
* Homework
III. PROCEDURES
Notes:
In each activity, each step will be represented as following 
* 	Deliver the task
** 	Implement the task
*** 	Discuss
**** 	Giving comments or feedback
Stage
Stage aim
Procedure
Interaction
Time
WARM-UP
To activate students’ knowledge on the topic of the unit
To enhance students’ skills of cooperating with teammates
Edible or inedible 
* Teacher gives instructions 
** In pairs, Ss:
- sit facing each other
- take turns to throw a ball of paper to their partner as they say a noun
When their partner catches the ball, say immediately if the noun is edible or inedible, then throw the ball back and repeat the procedure.
Example:
A (throwing) - Egg. 
B (catching) - Edible. (throwing) - Book. 
A (catching) - Inedible. (throwing) - House 
*** Students share all the words/ phrases about food and drink they have with the others as the class.
**** Teacher checks and corrects if Ss spell or pronounce the words/ phrases incorrectly. 
T-S
S-S
S-S
T-S
5 mins
PRESENTATION
(VOCAB 
PRE-TEACH)
To help students use key language more appropriately before they read and listen 
* T asks Ss to look at the photos and answer the question: What is this? 
** Ss say the words.
*** Other Ss correct if the previous answers are incorrect.
**** Teacher shows and says the words aloud and asks Ss to repeat them. 
* Teacher asks Ss to translate the word “khoáng chất” into English 
** Ss says the word
**** Teacher gives the correct answer "mineral”
T-S
S-S
T-S
5 mins
LEAD-IN/ 
PRE-READING & LISTENING
- To get students interested in the topic
- To set the context 
- To help Ss understand the main idea of the text
TASK 1: ANSWER THE QUESTIONS. (Ex 2, p.51)
* Teacher asks Ss to look at the picture (p.50-51) and answer the questions: 
+ What do your family usually eat for dinner?
+ Where does Mark's family eat dinner? 
What is Mark's family doing? 
A. Ordering food for dinner. 
B. Preparing for their dinner. 
C. Talking about their favourite food. 
** Ss ask and answer questions in pairs. 
*** Ss share their answers as a whole class.
**** T asks them to read and listen to the conversation and check their answers. 
T-S
3 mins
PRACTICE
- To practise reading and listening for specific information 
- To practise scanning 
- To develop Ss' vocabulary for food and drink
TASK 2: FIND THE WORDS AND PHRASES ABOUT FOOD AND DRINK IN THE CONVERSATION AND WRITE THEM IN THE CORRECT COLUMNS. (Ex 3, p.51)
* Teacher asks Ss to work individually to read and listen to the conversation and find the words and phrases and then share their answers with their partners who sit next to them. 
** Ss do exercise 3 individually
*** Ss share and discuss with their partners to write all words/ phrases down on the notebooks. 
**** Teacher corrects their answers as a class. 
Key: 
Food
Drink 
rice, pork, fish sauce, roast chicken, fried vegetables, fried tofu, spring rolls, canh (soup), shrimp, fish, 
juice, lemonade, green tea, mineral water, winter melon juice, 
T-S
S-S 
T-S
7 mins
- To help Ss deeply understand the text
- To practise scanning and intensive reading 
TASK 3: READ THE CONVERSATION AGAIN AND TICK (✓) T TRUE OR (F0 FALSE. (Ex 4, p.51)
* Teacher gives clear instructions.
** Ss work individually step by step:
- Read the statements carefully and underline key words
Suggested keywords in the statements: 
1. Mark's family is at a Vietnamese restaurant. 
2. Mark wants fried tofu and beef for dinner. 
3. They don't order canh. 
4. Mark's mum wants mineral water. 
5. His mum doesn't allow her children to drink juice during dinner. 
- Scan the conversation to locate the underlined key words
- Read intensively to tick True or False
*** Teacher nominates Ss to read the statements aloud and say which ones are True and False, the others attentively listen to and correct their answers if necessary.
**** Teacher checks and gives the correct answers. 
Answer key:
1. T 
2. F (Mark wants some fried tofu and spring rolls.)
3. F (Mark's dad thinks they will try some canh) 
4. T
5. F (Mineral water for me, green tea for my husband, and juice for my children)
T-S
S
T-S-S
T-S
10 mins
PRODUCTION
- To help Ss be able to talk about favourite food and drink
- To develop teamwork skills 
- To give students authentic practice in using target language
TASK 4: WORK IN PAIRS. THINK ABOUT YOUR FAVOURITE FOOD AND DRINK. THEN ASK YOUR PARTNER ABOUT HIS OR HER FAVOURITE FOOD AND DRINK. (Ex 5, p.51)
* Teacher gives Ss clear instructions in order to make sure Ss can role-play effectively. 
- Teacher divides Ss into 2 main groups and call them Vietnamese tour guides and French visitors who visit Vietnam for the first time. 
+ Vietnamese tour guides discuss and list the favourite food in Ha Noi/ Viet Nam, using some suggested questions: What kinds of food are the most popular? What ingredients are there? What is the food like? 
+ French visitors think of, discuss and list as many questions to ask about the most favourite Vietnamese food as they can. 
- Teacher pairs each tour guide with a French visitor and ask them to role play talking about the most favourite food in Viet Nam.
- T observes Ss while they are role playing, note their language errors
** Ss do as instructed 
**** Teacher gives Ss feedback. 
- Choose some useful words/ phrases/ expressions/ word choices Ss have used and suggest other students using them
- Choose some typical errors and correct as a whole class without nominating the students’ names
T-S
T
S-S
10 mins
WRAP-UP
To help Ss memorise the target language and skills that they have learned
Teacher asks students to talk about what they have learnt in the lesson: 
- Vocabulary of Food and Drink 
- Reading for specific information and details 
- Scanning 
3 mins
HOMEWORK
To review the learned knowledge and prepare for the next lessons
- Talk about your favourite food (for a minute)
- Do the exercises in the workbook 
- Project preparation
+ Teacher informs student of the final project of the Unit’s project
+ Explain the requirements of the project: Design a poster about eating habits in an area or a foreign country you know, including names of main meals and mealtimes; names of common food/ drink for each meal; picture/ photo to illustrate the meals. Students will show their posters and present their ideas in Lesson 7 – Looking back and Project. Explain students
+ Teacher explains to students how they can get the information
+ Put students into groups and ask them to discuss to assign tasks for each member. Help them set a deadline for each task.
(Teacher should check the progress of students’ preparation after each lesson.)
2 mins
UNIT 5: FOOD AND DRINK
Lesson 2: A closer look 1
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Food and Drink
- Know how to use the measurement words and phrases often used with food and drink
- Pronounce the sounds /ɒ/ and /ɔ:/ correctly
2. Core competence
- Be collaborative and supportive in pair work and team work
- Access and consolidate information from a variety of sources
- Actively join in class activities 
3. Personal qualities
- Promote pride in the values ​​of Vietnamese culture 
- Develop love for family 
II. MATERIALS
- Grade 7 textbook, Unit 5, A closer look 1
- Computer connected to the internet
- Projector/ TV/ pictures and cards 
- sachmem.vn
Language analysis 
Form
Pronunciation
Meaning
Vietnamese equivalent 
1. kilo (kg)
/ˈkiːləʊ/
a kilogram
cân (kí lô)
2. teaspoon
/ˈtiːspuːn/
the amount that a teaspoon can hold
khối lượng đựng trong một thìa nhỏ dùng để quấy trà
3. litre 
/ˈliːtə/
the basic unit for measuring liquid
lít 
4. tablespoon
/ˈteɪbəlspuːn/
the amount that a tablespoon can hold as a unit for measuring liquid
khối lượng đựng trong một thìa canh
5. gram
/ɡræm/
the basic unit for measuring weight
gờ-ram 
6. millimetre
/ˈmɪlɪmiːtə(r)/
a unit of length that is equal to 0.001 metres
mi-li-mét
7. omelette 
 /ˈɒmlət/
eggs mixed together and cooked in hot fat
trứng ốp lết 
8. pancake
/ˈpænkeɪk/
a thin flat round cake made from flour, milk, and eggs
bánh kếp 
9. spring rolls
 ... oast 
** Ss listen to the recording, tick the words or phrases they hear from the monologue.
*** Two or three Ss are nominated to write their answers on the board after the first listening. 
**** Teacher plays the recording again for Ss to check the answers. If time is limited, T may only play the monologue once. T may pause at the sentences that include the words or phrases Ss need circle.
Key:
eel soup, green tea 
T-S
4 mins
To help develop their skill of listening for specific information. 
Task 3: LISTEN AGAIN AND TICK (✓) T (True) or F (False).
* Teacher has Ss look at the statements in this activity, asks them how to do it and gives them some strategies to do the exercise. (e.g. reading the sentences, underlining the key words, listening to the text, paying attention to the key words, deciding if each sentence is true or false). 
** Ss individually do exercise as instructed. (For strong classes, Ss can take notes of the information to explain why a sentence is false.) 
*** Ss swap their answers with their partners for checking. 
**** Teacher nominates Ss to read their answers aloud, checks and gives 
them the correct ones. 
Key: 1. F 2. T 3. F 4. T 5. T 
Audio script - Tracks 36 + 37: 
People in my area often have three meals a day: breakfast, lunch and dinner. For breakfast, we usually have pho or eel soup with bread. Sometimes we have instant noodles or xoi (sticky rice). Lunch often starts at 11:30 a.m. Most of us have lunch at home. We often have rice, fish, meat, and vegetables. Dinner is the main meal of the day. It’s also the time when family members gather at home, so it takes a bit longer than the other meals. It often starts at around 7:30 p.m. We usually have rice with a lot of fresh vegetables and seafood or meat. We normally talk about everyday activities during the meal. Then we have some fruit and green tea. I think the food in my area is fabulous. It’s very healthy and delicious. 
T-S
S-S
S-S
T-S
6 mins
PRE-WRITING
To help Ss prepare ideas for their writing. 
TASK 4: MAKE NOTES ABOUT THE EATING HABITS IN YOUR AREA. (Ex 4, p.57)
* Teacher asks Ss to make notes, brainstorm or cluster ideas to write about the eating habits in their area, using the following questions. (Ss can use the language in the listening exercise.)
+ What time do they have breakfast, lunch and dinner? 
+ What food and drink do they have then?
** Ss do not have to write full sentences and they can use abbreviations.
*** Then Ss share their notes with their partners. 
**** T may ask some strong students to read out the notes to the whole class. 
T-S
S-S
S-S
T-S
7 mins
WHILE-WRITING
To help Ss practise writing a paragraph about the eating habits in their area. 
TASK 5: WRITE A PARAGRAPH OF ABOUT 70 WORDS ABOUT THE EATING HABIRS IN YOUR AREA. USE THE INFORMATION IN 4 TO HELP YOU. (Ex 5, p.57)
* Teacher suggests Ss think and write, using the notes they have done in Exercise 4.
** Ss write the first draft individually and listen to their classmates' and Teacher's feedbacks and comments, and then write the final writing. 
*** Then, they share their writings with the others, using marking criteria to give each other peer-feedbacks.
Teacher observes Ss, notes some useful expressions and structures the Ss have used and some errors they have made for later comments and correction. 
**** T may display all or some of Ss’s final writings on the wall / notice board and mark them. 
T-S
S-S
S-S
T-S
12 mins
WRAP-UP
To help students to recall information they’ve learned during class and reflect on gaps in their knowledge
- Teacher has Ss summarise what they have learnt in the lesson with the two skills.
+ Listen for specific information abou food and drink
+ Write a paragraph describing eating habits
 If there is time, have them draw a mind map to summarise the main points of the lesson.
T-S
3 mins
WRAP-UP
To help students further practise writing about the unit topic.
- Teacher asks Ss to write a paragraph about their favourite food and upload on given drive link.
1 min
UNIT 5: FOOD AND DRINK
Lesson 7: Looking back & Project
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 5
- Apply what they have learnt (vocabulary and grammar) into practice through a project
 2. Core competence
- Develop communication skills and creativity
- Develop presentation skill
- Develop critical thinking skill
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
 3. Personal qualities
- Be more creative when doing the project
- Develop self-study skills
II. MATERIALS
- Grade 7 textbook, Unit 5, Looking back & Project
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- sachmem.vn
Board Plan
Date of teaching
Unit 5: FOOD AND DRINK
Lesson 7: Looking back & Project
* Warm-up:
I. Looking back
Vocabulary
Task 1: Add the words and phrases in the correct columns.
Task 2: Read the recipe and write sentences.
Grammar
Task 3: Complete the sentences. Write some, any, much, or a lot of/ lots of.
Task 4: Make questions with How many/ How much for the underlined words in the following sentences.
II. Project 
Task 1: Work in groups. Design a poster about eating habits.
Task 2: Present your poster to the class.
* Homework
Assumptions 
Anticipated difficulties
Solutions
1. Ss may have underdeveloped speaking, writing and co-operating skills when doing the project.
- Encourage Ss to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.
2. Some Ss might excessively talk in the class.
- Define expectation in explicit detail.
- Have excessive talking Ss practise.
- Continue to define expectations in small chunks (before every activity). 
III. PROCEDURES
Notes:
In each activity, each step will be represented as following: 
* 	Deliver the task
** 	Implement the task
*** 	Discuss
**** 	Giving comments or feedback
Stage
Stage aim
Procedure
Interaction
Time
WARM-UP
LEAD-IN
- To create an active atmosphere in the class before the lesson
Game: What can you make?
* Teacher puts Ss in small groups, shows some ingredients on the screen and gives thorough instructions.
** Ss work in their teams to decide what food they can cook, using the ingredents provided.
*** Students then share their ideas with other groups.
**** Teacher corrects students’ answers if they make any mistakes and suggests some food they can make using the given ingredients.
T-S
S-S
S-S
T-S
4 mins
VOCABULARY
To help Ss revise the vocabulary items they have learnt in the unit. 
TASK 1: ADD THE WORDS AND PHRASES YOU HAVE LEARNT IN THE CORRECT COLUMNS. (Ex 1, p.58)
* Teacher encourages students to find as many words or phrases as possible to add to the columns individually.
** Students do the task individually.
*** Ss compare with their partners to find out who has more words and add any words they haven’t had into their tables.
**** Teacher gives feedback as a class discussion.
T-S
S-S
S-S
T-S
4 mins
To help Ss revise the vocabulary items they have learnt in the unit. 
TASK 2: READ THE RECIPE AND WRITE SENTENCES AS IN THE EXAMPLE.
* Teacher has Ss do this activity individually.
** Ss read the recipe and write about 7 sentences.
 *** Ss then compare their answers with their partners. Some strong ones are nominated to read out their answers in front of the class. 
**** Teacher gives feedback as a class discussion.
Suggested answers: 
We need 5 eggs. We need 2 tomatoes. 
We need 2 tablespoons of cold water. 
We need 40 grams of butter. 
We need 5 grams of onion. 
We need 1 teaspoon of salt. 
We need 1 teaspoon of pepper.
T-S
S-S
S-S
T-S
4 mins
GRAMMAR
To help Ss revise the use of some, any, much and a lot of / lots of
TASK 3: COMPLETE THE SENTENCES. WRITE SOME, ANY, MUCH, OR A LOT OF/ LOTS OF. (Ex 3, p.58)
* Teacher gives instructions.
** Ss do the exercise individually first. 
*** Then they can swap and check their answers with a partner before discussing the answers as a class. Remind Ss to record their original answers so they can use that information in their Now I can  statement. 
**** Teacher gives feedback as a class discussion.
Key: 
1. any 2. some 3. a lot of/ lots of 4. a lot of/ lots of 5. any, some
T-S
S-S
S-S
T-S
4 mins
To help Ss revise the use of How much and How many.
TASK 4: MAKE QUESTIONS WITH HOW MANY/ HOW MUCH FOR THE UNDERLINED WORDS IN THE FOLLOWING SENTENCES. (Ex 4, p. 58)
* Teacher gives instructions.
** Ss do the exercise individually first. 
*** Then they can swap and check their answers with a partner before discussing the answers as a class. Remind Ss to record their original answers so they can use that information in their Now I can  statement. 
**** Teacher gives feedback as a class discussion.
Key: 
1. How many bottles of juice are there in the fridge? 
2. How much butter do you need for your pancakes?
3. How many bottles of fish sauce do you / we have?
4. How many chairs do you / we need (for the party)?
5. How much sugar did she put in her lemonade?
T-S
S-S
S-S
T-S
4 mins
PROJECT
To allow students to apply what they have learnt (vocabulary and grammar) into practice through
a project.
Posters exhibition:
* Teacher has students display all or some of the posters on the wall or notice board and ask each group to present their poster to the whole class. When all groups have presented their posters, T may have the whole class vote for the best poster. 
Choose eating habits in Ha Noi or in another area or country and design a poster for it, including:
- what typical food they eat for the meals 
- what ingredients they need to cook 
- how they cook 
- how they serve the meals 
- pictures or photos for illustration
Organise an exhibition.
Vote for the best poster.
** Students do the project in groups before and present during lesson 7
*** Students listen to the others, vote for the best poster and finally complete the self-assessment by completing the statement Now I can  so that they can identify any difficulties and weak areas and provide further practice as the whole groups and individuals. 
**** Teacher gives feedback.
22 mins
WRAP-UP
To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
T-Ss
2 mins
HOMEWORK
To prepare for the next lesson.
Prepare for the next lesson: Unit 6 – Lesson 1. Getting started.
T-Ss
1 min