Tác giả: Tràn Thị Chiến
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
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Mô tả: Date of planning: 30.12.2023 Period 52 UNIT 5: FOOD and DRINKS Lesson 3.1 - Listening and Reading (Page 42) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - talk about unusual foods in Vietnam. - practice listening and understanding a recording about an unusual dish in Hà Giang Province (for general and specific information). - read and understand a food blog post. *Students with disabilities talk about unusual foods in Vietnam 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - choose healthy food for meals. - respect the culture and customs of other provinces all over the country. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Let’s Talk: What unusual foods can you think of? What's the strangest? - Ss’ answers / presentation. - T’s feedback/Peers’ feedback. - A tour guide is talking to a group of tourists in Hà Giang Province. Where are the people? - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and choose the best word(s) to complete the sentences. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the blog post and match the pictures to the underlined words. - Ss’ answers. - T’s feedback/Peers’ feedback. - Now, read and fill in the blanks. - Ss’ answers. - T’s feedback/Peers’ feedback. -Speaking: Which strange foods do you want to try? - Ss’ answers / presentation. - T’s observation/ DCR and T’s feedback. IV. PROCEDURES -Organization(1’) Class Date of teaching Absent students 7A 7B 7C A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by giving enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Introduce an unusual dish: Dried worms. c) Expected outcomes: Ss have general ideas about the topic “unusual foods in Vietnam”, which they are going to listen and read in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Let’s Talk! What unusual foods can you think of? What's the strangest? - Use the “Let’s talk!” part in the textbook– page 42 for warm-up activity. - Ask Ss to work in pairs to answer the question: What unusual foods can you think of? What's the strangest? - Call Ss to share their answers with the whole class. - Give feedback and evaluation. - Lead to the new lesson.  Option 2: - Show a video clip about an unusual dish: Dried worms. - Have Ss watch and answer some questions: 1. Do you know the name of this dish? Have you ever tried it? 2. Do you know where in Vietnam is this dish famous? 3. Do you like insects? - Call Ss to give answers. - Check and give comment. - Lead to the new lesson. *Link: https://www.youtube.com/watch?v=ux3vd0zIg78 - Work in pairs to discuss. - Present. - Watch the video clip, then answer T’s questions. - Give answers. - Listen. B. New lesson (35’)  Activity 1: Listening (17’) a) Objective: Students can develop their listening skill. b) Content: Listen to a conversation about an unusual dish in Hà Giang Province: A tour guide is talking to a group of tourists in Hà Giang Province. Where are the people? Then, listen and choose the best answer. c) Expected outcomes: Students can practice listening and understanding general + specific information about an unusual dish. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. A tour guide is talking to a group of tourists in Hà Giang Province. Where are the people? - Have Ss read the question. - Play audio (CD1 - Track 57). - Have Ss listen and circle the correct answer. - Call Ss to give answer, explain. - Play the audio again and check the answer as a whole class using DCR. Task b. Now, listen and choose the best word(s) to complete the sentences. - Have Ss read through the content of Task b first. - Play the audio again (CD1 - Track 57). - Have Ss listen and choose the best word(s) to complete the sentences. - Have Ss check answers with their partners. - Call Ss to give answers, explain. - Check answers as a whole class using DCR. - Listen and take notes. - Read. - Listen and circle the correct answer. - Give answer, explain. Answer keys - Read. - Listen and choose the best word(s) to complete the sentences. - Exchange answers. - Give answers. Answer keys  Activity 3: Reading (18’) a) Objective: Students can develop their reading skill. b) Content: - Read the blog post and match the pictures to the underlined words. - Now, read and fill in the blanks. c) Expected outcomes: Students can read a blog post about an unusual dish for gist and detail, and they can talk about strange foods they want to try. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read the blog post and match the pictures to the underlined words. - Have Ss read Task a. - Ask Ss to look at the pictures, then read the blog post quickly to guess the meaning of the underlined words. - Have Ss match the pictures to the underlined words. - Call Ss to give answer. - Check the answers as a whole class using DCR. Task b. Now, read and fill in the blanks. - Have Ss read the content in Task b and underline the key words. - Have Ss read the blog post again and fill in the blanks. - Have Ss check their answers with a partner. - Call Ss to give answers. - Check the answers as a whole class using DCR. Task c. Speaking: In pairs: Which strange foods do you want to try? - Have Ss discuss the questions in pairs. - Call some Ss to share their answers with the whole class. - Give feedback and evaluation. - Read and guess the meaning of the underlined words. - Do the matching. - Give answer. Answer keys - Read and underline the key words. - Read the text again for details. - Exchange answers. - Give answers. Answer keys - Discuss in pairs. - Present. C. Consolidation and homework assignments (5’) *Consolidation: - Vocabulary: insects, fry, spices, garlic, crunchy, taste, tasty. *Homework - Find out more special and unusual foods in Vietnam. - Do the exercises in WB: Listening and Reading (page 30). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 32). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 3 – Writing and Speaking (page 43 – SB). D. Reflection a. What I liked most about this lesson today: …………………………………………………………………………………What I learned from this lesson today: ………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… ********************* Date of planning: 30.12.2023 Period 53 UNIT 5: FOOD and DRINKS Lesson 3.2 – Speaking and Writing (Page 43) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know format of writing food blog posts. - talk about local dishes. - write a food blog post. *Students with disabilities copy a food blog post. 1.2. Competences - improve communication, collaboration, writing and critical thinking skills. 1.3. Attributes - choose healthy food for meals. - respect the culture and customs of their locals. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Speaking: Look at the pictures. Can you buy these dishes in your hometown? Would you like to try them? Why (not)? Is your hometown famous for any other dishes? Which ones? - Ss’ answers / presentation. - T’s feedback/Peers’ feedback. - Choose one of the foods in the pictures or your own idea, then make notes. - Ss’ answers. - T’s feedback/Peers’ feedback. - Writing: Read about writing food blog posts. Then, read Long's blog and circle the six points listed below. - Ss’ answers. - T’s feedback/Peers’ feedback. - Number the sentences (1–6). Use the skill box to help you. - Ss’ answers. - T’s feedback/Peers’ feedback. - Now, write a food blog post using the information above or your own ideas. Write 60 to 80 words. - Ss’ answers. - T’s observation and feedback. IV. PROCEDURES -Organization (1’) Class Date of planning Abssent students 7A 7B 7C A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Review old vocabulary. c) Expected outcomes: Ss know about the topic that they are going to talk and write about in new the lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Option 1: Fill in the blanks. - Have Ss work in pairs to fill in the blanks, using the words from the box. (T may use handouts or show the exercise on the screen). - Have Ss give answers. - Give feedback and evaluation. - Lead to the new lesson.  Option 2: Kim’s Game - Have Ss close all books and notebooks. - Show pictures of unusual dishes and things relating to cooking, have Ss see them in 30 seconds and try to remember all. - After 30 seconds, call Ss to list what they have seen. - Check Ss’ answers, give feedback and evaluation. - Lead to the new lesson. - Work in pairs: fill in the blanks. - Give answers. - Listen. Answer keys 1 chef 2 insects 3 fry 4 tasty 5 crunchy - Close all books and notebooks. - Look and remember. - Read answers. - Listen. B. New lesson (35’)  Activity 1: Pre-Writing (Speaking) (8’) a) Objective: Ss prepare for what they are going to write about. b) Content: - Speaking: Look at the pictures. Can you buy these dishes in your hometown? Would you like to try them? Why (not)? Is your hometown famous for any other dishes? Which ones? - Choose one of the foods in the pictures or your own idea, then make notes. c) Expected outcomes: Ss have more ideas and language for their writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. In pairs: Look at the pictures. Can you buy these dishes in your hometown? Would you like to try them? Why (not)? Is your hometown famous for any other dishes? Which ones? - Divide the class into pairs. - Have students discuss in pairs using the questions. - Go round and support Ss if necessary. - Have some students share their ideas with the class. - Give feedback and evaluation. Task b. Choose one of the foods in the pictures or your own idea, then make notes. - Have students look at the pictures, choose one of them or use their own dishes to make notes: - Go round and give help if necessary. - Have Ss exchange their answers. - Have some pairs read their answers. - Give feedback and evaluation. - Work in pairs. - Present. - Look and make notes. - Exchange. - Present.  Activity 2: While - Writing (22’) a) Objective: Students can develop their writing skill. b) Content: - Read about writing food blog posts. Then, read Long's blog and circle the six points listed below. - Number the sentences (1–6). Use the skill box to help you. - Now, write a food blog post using the information above or your own ideas. Write 60 to 80 words. c) Expected outcomes: Students can write a food blog post, using right format and rich vocabularies. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read about writing food blog posts. Then, read Long's blog and circle the six points listed below. -Briefly explain the Writing skill box and have some Ss read it aloud. - Have Ss read Long’s blog again (page 42) and circle the six points listed in the writing box. - Have Ss check their answers with a partner. - Call Ss to give answers. - Check the answers as a whole class using DCR. Task b. Number the sentences (1–6). Use the skill box to help you. - Have students read the prompts. - Have students number the sentences (1–6), using the skill box to help. - Have students check their answers with a partner. - Check the answers as a whole class using DCR. *Let’s Write: Now, write a food blog post using the information above or your own ideas. Write 60 to 80 words. - Draw Ss’ attention to the feedback form. - Have Ss use their notes in speaking part and the instruction in the Writing box to write a food blog post. - Go round, observe and give help if necessary. - Have some Ss write their email on the board. - Listen. -Work in pairs. - Exchange their answers with a partner. - Give answers. Answer keys - Read the prompts and number the sentences (1–6). - Exchange answers. - Read answers. Answer keys - Look and listen. - Do the writing part. -Write.  Activity 3: Post - Writing (5’) a) Objective: Help Ss realize their mistakes in writing and correct them. b) Content: Correcting Ss’ writings. c) Expected outcomes: Students know whether their writings follow the model and use the correct structures and language, whether their writings are interesting and understandable or not. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES - Give feedback, correct Ss’ mistakes. - Use the feedback form to give evaluation. Focus on: + the format, the structures + the understandability + the coherence and cohesion + the spelling - Look, listen and correct mistakes. Suggested writing You'll Love Grilled Frog! In Ho Chi Minh City, it's common to see people eat ếch nướng. It's a frog and we usually grill it on a barbecue. We cook the whole frog, and eat it with fried rice. It tastes like a mix of chicken and fish. The meat is soft and it's healthy, too. If you come to Ho Chi Minh City, you have to try it! C. Consolidation and homework assignments (5’) * Consolidation: - Writing Skill: * Homework - Remember how to write a food blog post. - Finish the writing part. - Do the exercises in WB: Writing (page 31). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 33). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 5 – Review pages 94, 95. D. Reflection a. What I liked most about this lesson today: …………………………………………………………………………………What I learned from this lesson today: ………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………… ******************* Date of planning: 30.12.2023 Period 54 UNIT 5: FOOD and DRINKS Lesson 4 – Review (Pages 94, 95) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - review words about containers and quantities of food and drinks (bunch, carton, flour, butter, fridge, supermarket, spaghetti, tablespoon, etc.) and talk about them. - review grammar: Indefinite and definite articles; much and many; countable and uncountable nouns. - review how to make shopping list. - pronoun some sounds correctly: “s” endings, /ei/ and /æ/. - put stress on nouns with two and three syllables. *Students with disabilities review words about containers and quantities of food and drinks (bunch, carton, flour, butter, fridge, supermarket, spaghetti, tablespoon, etc.) and talk about them, Indefinite and definite articles; much and many; countable and uncountable nouns. 1.2. Competences - improve speaking, listening, reading and writing skills. - improve the use of English. 1.3. Attributes - have positive attitude in English language learning so that they actively participate in all classroom activities. - review the old lesson and have good preparation for the first semester test. II. TEACHING AIDS AND LEARNING MATERIALS 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV (if any), PowerPoint slides, handouts. 2. Students’ aids: Student’s book, workbook, notebook. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listening: You will hear Justin and his dad talking in the kitchen. For each question, choose the correct answer (A, B, or C) You will hear the conversation twice. - Ss’ answers. - T’s feedback/Peers’ feedback. - Reading: Read the text. Choose the best word (A, B, or C) for each space. - Ss’ answers. - T’s feedback/Peers’ feedback. - Vocabulary: Match the words with the descriptions. - Ss’ answers. - T’s feedback/Peers’ feedback. - Grammar: Fill in the blanks with a, an, the, much, or many. - Ss’ answers. - T’s feedback/Peers’ feedback. -Pronunciation: Circle the word that has the underlined part pronounced differently from the others. + Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Ss’ answers/ presentation. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization(1’) Class Date of teaching Absent students 7A 7B 7C A. Warm up: (5’) a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get students' attention at the beginning of the class by enjoyable and short activities as well as to engage them in the follow-up steps. b) Content: Review vocabulary. c) Expected outcomes: Ss are ready for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Leave Me Out! - Give some words about food and container with incorrect spelling. - Have Ss look at each incorrect word and leave out 1 letter to make the word correct. - Call Ss to give answers, then pronounce the words and give meaning. - Correct Ss’ pronunciation if necessary. - Lead to the new lesson. *Illustration: 1. bunnch 2. tablespoony 3. brutter 4. cartion 5. fryidge 6. spagheetti  Option 2: Touch and Guess - T can divide class into 2 groups to play this game or let the whole class take part the game. - Prepare some real objects / food such as a banana, a carton of milk, a bar of chocolate, some candies, a tablespoon, a teaspoon, a tomato, an egg, a lemon, … - Put these things in a bag or a box in order that Ss can’t see them. - Have some Ss volunteer to touch the things in the box / bag, then explain the objects in English. - Have the whole class guess and give name of the things in the box / bag. - Score marks or give present to each Ss who has the right answer. - Lead to the new lesson. *Illustration: Possible things in the box / bag - Do the task. - Give answers. - Listen. Answer keys 1. bunch 2. tablespoon 3. rutter 4. carton 5. fridge 6. spaghetti - Take part in the games. - Listen. B. New lesson (35’)  Activity 1: Listening (7’) a) Objective: Help Ss improve their listening skill. b) Content: - You will hear Justin and his dad talking in the kitchen. For each question, choose the correct answer (A, B, or C) You will hear the conversation twice. c) Expected outcomes: Ss listen in details and get familiar with the listening test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES You will hear Justin and his dad talking in the kitchen. For each question, choose the correct answer (A, B, or C) You will hear the conversation twice. - Have Ss read through the listening part. - Demonstrate the activity on DCR by using the example. - Play the audio (CD 2 – Track 38). - Have Ss check answers with pairs and then give answers. - Check answers as a whole class using DCR. - Read in silence. - Listen and then give answers. Answer keys  Activity 2: Reading (7’) a) Objective: Students can improve their reading skill. b) Content: - Read the text. Choose the best word (A, B, or C) for each space. c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Read the text. Choose the best word (A, B, or C) for each space. - Demonstrate the activity on DCR by using the example. - Have Ss look and read, then choose the correct answer, underline the supporting ideas for their answers. - Call Ss to give answers, explain. - Give feedback and evaluation. - Observe and listen. - Work individually. - Give answers, explain. Answer keys  Activity 3: Vocabulary (7’) a) Objective: Ss can review vocabulary about community services. b) Content: Match the words with the descriptions. c) Expected outcomes: Ss produce the new language successfully, and they can use these words in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Match the words with the descriptions. - Have Ss read the phrases and words. - Ask Ss to work in pairs to match the words with the descriptions. - Have Ss give answers, tell the meaning of the words /phrase again. - Check answers as a whole class using DCR. - Read the phrases and words. - Work in pairs to match. - Give answers. Answer keys  Activity 4: Grammar (10’) a) Objective: Ss can review the use of English: How much / How many / indefinite and definite articles. b) Content: - Fill in the blanks with a, an, the, much, or many. c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar points in speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Fill in the blanks with a, an, the, much, or many. - Ask Ss to work individually to fill in the blanks with a, an, the, much, or many. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, explain for their choice. - Check answers as a whole class using DCR. - Work individually. - Work in pairs. - Give answers. Answer keys  Activity 5: Pronunciation (4’) a) Objective: Ss can review the word stress and vowels, last consonant of “s” endings. b) Content: - Circle the word that has the underlined part pronounces differently from the others. - Circle the word that differs from the other three in the position of primary stress in each of the following questions. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Circle the word that has the underlined part pronounced differently from the others. - Have Ss distinguish the sound: /“s” endings, /ei/ and /æ/. - Ask Ss to work individually to circle the answer. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary. Task b. Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Remind Ss some basic rules of putting stress on nouns with 2 or 3 syllables. - Ask Ss to work individually. - Have Ss work in pairs to check each other’s work. - Call Ss to give answers, pronounce the words again. - Give feedback, correct Ss’ pronunciation if necessary. - Listen. - Work individually. - Work in pairs. - Give answers. Answer keys - Listen. - Work individually. - Work in pairs. - Give answers. Answer keys C. Consolidation and homework assignments (5’) * Consolidation: * Grammar of Unit 5: Indefinite and definite articles; much and many; countable and uncountable nouns. * Vocabulary of Unit 5: Words about containers and quantities of food and drinks (bunch, carton, flour, butter, fridge, supermarket, spaghetti, tablespoon, …). * Homework: - Review vocabulary, grammar of unit 5. - Do the exercises in WB: Review of Unit 5 (page 66). - Do exercises in Tiếng Anh 7 i-Learn Smart World Notebook: Review Units 1-5 (pages 34 & 35). - Do the Semester 1 Test in Tiếng Anh 7 i-Learn Smart World Notebook (pages 68 & 69). - Have good preparation for the first semester test. - Prepare: Unit 6 – New words and Listening (page 44 – SB). D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………………