Kế hoạch bài dạy Tiếng Anh Lớp 7 Global Success theo CV5512 - Unit 5: Food and drink

 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 khống chất 
 some foods and is important for good health
Assumptions 
 Anticipated difficulties Solutions
 - Students may not be able to recognise food ingredients and - Use pictures/ photos or videos of all food ingredients 
 have experience of cooking. and ways of cooking to show them in the class. 
 - Students may not know how to work in teams. - 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
 1. roast (v) /rəʊst/: quay, nướng (thịt) 
 2. fry (v) /fraɪ/: rán 
 3. shrimp (n) /ʃrɪmp/: con tơm 
 4. lemonade (n) /ˌleməˈneɪd/: nước chanh 
 5. mineral (adj) /ˈmɪnərəl/: khống 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 *** 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 “khống chất” into English S-S
 ** Ss says the word T-S
 **** Teacher gives the correct answer "mineral”
 LEAD-IN/ - To get students TASK 1: ANSWER THE QUESTIONS. (Ex 2, p.51) T-S 3 mins
PRE-READING interested in the topic * Teacher asks Ss to look at the picture (p.50-51) and answer the questions: 
 & LISTENING - To set the context + What do your family usually 
 - To help Ss understand eat for dinner?
 the main idea of the text + 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. 
 PRACTICE - To practise reading and TASK 2: FIND THE WORDS AND PHRASES ABOUT FOOD AND DRINK IN THE 7 mins
 listening for specific CONVERSATION AND WRITE THEM IN THE CORRECT COLUMNS. (Ex 3, p.51) T-S
 information * Teacher asks Ss to work individually to read and listen to the conversation 
 - To practise scanning and find the words and phrases and then share their answers with their 
 - To develop Ss' partners who sit next to them. 
 vocabulary for food and ** Ss do exercise 3 individually S-S 5. F (Mineral water for me, green tea for my husband, and juice for my 
 children)
PRODUCTION - To help Ss be able to talk TASK 4: WORK IN PAIRS. THINK ABOUT YOUR FAVOURITE FOOD AND 10 mins
 about favourite food DRINK. THEN ASK YOUR PARTNER ABOUT HIS OR HER FAVOURITE FOOD 
 and drink AND DRINK. (Ex 5, p.51) T-S
 - To develop teamwork * Teacher gives Ss clear instructions in order to make sure Ss can role-play 
 skills effectively. 
 - To give students - Teacher divides Ss into 2 main groups and call them Vietnamese tour 
 authentic practice in guides and French visitors who visit Vietnam for the first time. 
 using target language + 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
 - T observes Ss while they are role playing, note their language errors S-S
 ** 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
 WRAP-UP To help Ss memorise the Teacher asks students to talk about what they have learnt in the lesson: 3 mins
 target language and - Vocabulary of Food and Drink 
 skills that they have - Reading for specific information and details 
 learned - Scanning 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 lơ)
 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 2. Students may have underdeveloped listening, speaking and- - Play the recording many times if any necessary.
 co-operating skills. - Encourage students to work in pairs, in groups so 
 that they can help each other.
 - Provide feedback and help if necessary.
Board Plan
 Date of teaching
 Unit 5: FOOD AND DRINK
 Lesson 2: A closer look 1
 * Warm-up:
 I. Vocabulary
 1. kilo (kg) /ˈkiːləʊ/: kí lơ
 2. teaspoon /ˈtiːspuːn/: thìa cà phê 
 3. litre /ˈliːtə/: lít 
 4. tablespoon /ˈteɪbəlspuːn/: thìa canh 
 5. gram /ɡrỉm/: gờ-ram 
 6. millimetre /ˈmɪlɪmiːtə(r)/: mi-li-mét 
 7. omelette /ˈɒmlət/: trứng ốp lết 
 8. pancake /ˈpỉnkeɪk/: bánh kếp 
 9. spring rolls /sprɪŋ rəʊlz/: nem rán 
 10. onion /ˈʌnjən/: hành tây 
 11. pepper /ˈpepə/: hạt tiêu 
 12. butter /ˈbʌtə/: bơ 
 Task 1: Match the phrases with the pictures. Then listen, check, and repeat the phrases.
 Task 2: Write the words and phrases in the correct columns. Add any other dishes and ingredients you know.
 Task 3: Work in pairs. Ask and answer about the ingredients for Linh’s apple pie, using the quantities in the recipe.
 II. Pronunciation
 Task 4: Listen and repeat the words. Pay attention to the sounds /ɒ/ and /ɔ:/.
 Task 5: Listen and repeat, paying attention to the underlined words. Tick (✓) the sentences with the /ɒ/ sound.
 * Homework 2. fridge, cooker, microwave, toaster 
 3. cow, chicken, sheep, fish S-S
 4. bacon, egg, tomato, toast 
 5. rice, wheat, potato, pasta 
 6. bread, cake, pie, pizza
VOCABULARY To revise and help Ss TASK 1: MATCH THE PHRASES WITH THE PICTURES. THEN LISTEN, CHECK, 4 mins
 understand the AND REPEAT THE PHRASES. (Ex 1, p.52)
 measurement words * Teacher gives Ss instruction, lets Ss have time to work individually, in pairs T-S
 and phrases often used and then supports them if necessary. 
 with food and drink a. a kilo (kg) of
 b. a teaspoon (tsp) of
 c. a litre (l) of
 d. a tablespoon (tbsp) of
 e. 200 grams (g) of
 f. 400 millilitres (ml) of 
 ** Ss quickly match the phrases with the pictures individually.
 *** Ss then swap their answers with their partners to check their answers by 
 listening to the recording at the same time. 
 S
 **** Teacher observes, checks, gives correct answers as well as pauses the 
 S-S
 recording after each phrase and asks them to repeat chorally and 
 individually. 
 T-S
 + Teacher corrects Ss’ pronunciation. 
 + With weaker classes, teacher may ask for translations to check Ss’ 
 understanding.
 Answer key: Activity 2 – Who is faster?
 * Teacher sticks 4 group boards on which there are two columns of Dishes T-S
 and Ingredients, at four corners in the class, hands out four sets of six word 
 cards to each group and explains the rules of the game. T-S 
 ** Ss receive the signal of the teacher, quickly sort the words and stick them 
 onto the correct columns on their group's board at the corner of the class. 
 *** The fastest group which has the most appropriate words in the columns 
 will be the winner. 
 **** Teacher asks Ss to check their answers and share the names of other S-S
 dishes and ingredients they know with their partners before showing the 
 correct answers. 
 Key: 
 Dishes Ingredients T-S
 spring rolls butter
 omelette onions
 pancake pepper
To get Ss to practise TASK 3: WORK IN PAIRS. ASK AND ANSWER ABOUT THE INGREDIENTS FOR 10 mins
asking and answering LINH’S APPLE PIE, USING THE QUANTITIES IN THE RECIPE. (Ex 52, 
about the ingredients Role-play: "How to make an apple pie?"
for a dish using 
 * Teacher divides the class into two groups named 
measurement words T-S
 Mums and Daughters/ Sons and assign Mums, only 
and phrases they have 
 using the information from the table, to prepare 
learnt. ingredients for an apple pie that they are going to 
 S-S
 instruct their daughters/ sons and daughters/ sons to 
 prepare some questions to ask their Mums how to 
 make the apple pie. 
 - After that, teacher pairs Ss to make conversation, To help Ss practise TASK 5: LISTEN AND REPEAT, PAYING ATTENTION TO THE UNDERLINED 8 mins
 pronouncing the WORDS. TICK (✓) THE SENTENCES WITH THE /ɒ/ SOUND. (Ex 5, p.52)
 sounds /ɒ/ and /ɔ:/ * Teacher asks Ss to listen twice and asks Ss to tick (√) the sentences with T-S
 correctly in context. the /ɒ/ sound. 
 ** Ss do as instructed individually S
 *** Ss share their answers with Ss who sit next to them. S-S
 **** Then Teacher plays the recording again, checks and asks Ss to repeat T-S
 and provides further practice if needed.
 Key: 
 √: 1, 2, 4 
 Audio script – Track 33: 
 1. I hate hot dogs. 
 2. It’s a very big pot. 
 3. Put the forks here. 
 4. This soup is very hot. 
 5. I like pork cooked with vegetables.
 WRAP-UP To help students to - Teacher asks Ss to summarise what they have learnt in the lesson by asking 2 mins
 recall information them some questions. 
 they’ve learned during + What food have we learned to make today?
 class and reflect on + What ingredients do we need to make it? How many/ How much of 
 gaps in their them do we need? 
 knowledge + What sounds do we learn today? 
HOMEWORK To reactivate the Teacher asks Ss to make sentences about the quantity of ingredients for a 2 mins
 knowledge that dish using the words and phrases they have learnt in the lesson in their 
 students have gained. workbook.
 UNIT 5: FOOD AND DRINK
 Lesson 3: A closer look 2