Tác giả: Tràn Thị Chiến
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Mô tả: Date of planning: 07/12/2024 Period 43 UNIT 5: FOOD and DRINKS Lesson 1.2 - Grammar (Page 37) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - listen to 2 people asking and answering about food and quantities. - use “How much” and “How many” to ask about food /drinks and quantities. - talk about ingredients. 1.2. Competences - improve speaking, listening skills. - improve the use of English. 1.3. Attributes - help family with the cooking. - eat healthily. 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, handouts. III. ASSESSMENT EVIDENCE Performance Tasks Performance Products Assessment Tools - Listen and repeat. - Ss’ performance. - T’s feedback. - Circle the correct words. - Ss’ answers. - T’s feedback/Peers’ feedback. - Look at the table of ingredients you need. Read the answers and write the questions. - Ss’ answers. - T’s feedback/Peers’ feedback. - Speak: What ingredients are in your fridge? How much/many? - Ss’ answers/ presentation. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURES Class Date of planning Absentstudents 7A 7B 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 countable and uncountable nouns / Weight things. c) Expected outcomes: Ss review old grammar points which are very useful for them in the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: Countable and uncountable nouns. - Give Ss some nouns of food and drinks. - Have Ss work in pairs to divide them into 2 groups: Countable and uncountable nouns. - Call Ss to give answers. - Check Ss’ answers, give feedback. *Suggested nouns: apple, sugar, lemon, tomato, juice, salt, egg, spaghetti, cake, lemonade, beef, … - Have Ss make sentences, using the words given by the teacher. - Lead to the new lesson.  Option 2: Heaviness - Bring to class a small scale, prepare some real objects or food / drinks (apple, milk, lemon, sugar, …). - Have Ss weigh each object, write its heaviness on the board and practice reading it. - Observe and support if necessary. - Check Ss’ answers, give feedback. - If T can’t use a real scale and real objects / food / drinks, try pictures. *Illustration - Lead to the new lesson. - Work in pairs. - Give answers. Answers keys - Countable nouns: apple, lemon, tomato, egg, cake - Uncountable nouns: sugar, juice, salt, spaghetti, lemonade, beef - Make sentences. - Weigh things, then write answers and read them. - Listen and write the new lesson. B. New lesson (35’)  Activity 1: Presentation (10’) a) Objective: Introduce: “How much” and “How many”. b) Content: - Listen and repeat. - Introduce the grammar points. c) Expected outcomes: Ss know the new grammar points “How much” and “How many” and use them in some exercises that follow. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Listen and repeat. - Have Ss look at the picture using DCR. - Play audio (CD1 – Track 50) and have Ss listen and read the speech bubbles. - Play the audio again and have Ss listen and repeat. Grammar box  Option 1: - Have Ss look at the grammar explanation and read “How much”, “How many”. - Have Ss look at the box and read examples of different forms. -Explain more about countable and uncountable nouns. - Ask Ss to make more sentences using “How much”, “How many” to ask about amount and quantity of food. - Give feedback and evaluation.  Option 2: - Have Ss look at the sentences in the speech bubbles in Task a and read them again. - Have Ss make comments on the types of noun (plural or singular) used after “How much” and “How many”. - Give feedback. - Then, lead to the grammar box, briefly explain the way to use “How much” and “How many”. - Have Ss read the grammar box again. - Ask Ss to make more sentences using “How much”, “How many” to ask about amount and quantity of food. - Give feedback and evaluation. - Look. - Listen, then read. - Listen and repeat. - Look and read. - Read examples of different forms. - Listen. - Give more examples. - Look and read. - Comment. - Give more examples. - Listen.  Activity 2: Practice (19’) a) Objective: Students can use “How much”, “How many” to do the given exercises. b) Content: - Circle the correct words. - Look at the table of ingredients you need. Read the answers and write the questions. c) Expected outcomes: Students can get used to the form and usage of “How much”, “How many” and use them correctly. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task b. Circle the correct words. - Demonstrate the activity on DCR, using the example. - Have Ss read the sentences and circle the correct words. - Have Ss work in pairs to check each other’s work. - Have some Ss share their answers with the whole class. - Give feedback, correct Ss’ answers if necessary. Task c. Look at the table of ingredients you need. Read the answers and write the questions. - Demonstrate the activity on DCR using the example. - Have students write the questions. - Have pairs check each other's work. - Have some students share their answers with the class. - Look and listen. - Work individually. - Work in pairs. - Read answers. Answer keys - Look and listen. - Work individually. - Work in pairs. - Read answers. Answer keys  Activity 3: Production (6’) a) Objective: Students master the grammar point they study in the lesson. b) Content: Speaking: What ingredients are in your fridge? How much/many? c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar point in the lesson in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task d. In pairs: What ingredients are in your fridge? How much/many? - Divide class into pairs. - Have Ss take turns asking their partner about what ingredients are in their fridge. How much/many? - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. - Have conversation in pairs. - Present. - Listen. Suggested answers C. Consolidation and homework assignments (5’) * Consolidation: * Homework: - Make 2 questions using How much/many. - Do the exercises in WB: Grammar (page 27). - Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 29). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Lesson 1.3 – Pronunciation and Speaking (page 38 – 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: ………………………………………………………………………………… *********************** Date of planning: 07/12/202 Period 44 UNIT 5: FOOD and DRINKS Lesson 1.3 – Pronunciation and Speaking (Page 38) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - pronounce the cluster /sp/ correctly. - ask and answer about ingredients and recipes. - ask for repetition. - prepare ingredients to make lemon pancake, spaghetti and beans. 1.2. Competences - improve listening and speaking skills. 1.3. Attributes - help family with the cooking. - eat healthily. 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 - Listen to the words and focus on the underlined letters. - Ss’ performance and answers. - T’s observation. - Listen to the /sp/ sound. Find and note down three more words with the same sound. - Ss’ performance and answers. - T’s feedback/Peers’ feedback. - Read the words in Task c with the sound notes in Task a. - Ss’ performance. - T’s feedback/Peers’ feedback. - Ask and answer using the recipes. - Ss’ performance. - T’s feedback/Peers’ feedback. - Speak: Ask and answer about the ingredients to make lemon pancakes, spaghetti and beans. - Ss’ performance / Presentation. - T’s observation, T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization(1’) Class Date of plan 7A 7B 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: Introduce /sp/ cluster / guess food dish from the ingredients. c) Expected outcomes: Ss have good preparation for the new lesson. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: /sp/ cluster - Give class a sentence: The special spaghetti for the sportsmen in Spanish is very spicy. - T reads this sentence as a model, ask Ss to pay attention to the words with the letters “sp”. - Have Ss practice reading this sentence, try to read it as fluently as possible. - Call some Ss to read again. - Give feedback, and give a small present for the best Ss that can read this sentence smoothly and correctly. - Lead to the new lesson: the /sp/ sound.  Option 2: Ingredients and dishes - Have Ss close all books. - Give some groups of ingredients. - Have Ss look at the ingredients and guess the name of the dish. - Call Ss to read answers. - Give feedback. - Lead to the new lesson. *Illustration:  Option 3: Introduce /sp/ sound - Play the video clip. - Have Ss watch, listen and repeat, then listen again and sing together. *Link: https://www.youtube.com/watch?v=tHFNNAh4FII - Lead to the new lesson: the /sp/ sound. - Listen. - Read. - Listen. - Close books. - Work in pairs, then give answers. Answer keys Dish 1:Beef Noodles Dish 2:Apple Pie Dish 3: Lemon Pancake - Watch the video clip, listen and repeat, then sing together. B. New lesson (35’)  Activity 1: Pre-Speaking: Pronunciation (10’) a) Objective: Introduce: /sp/ sound. b) Content: - recognize /sp/ sound and know how to pronounce it. - listen and check, find more words with the same sound. - practice. c) Expected outcomes: Ss distinguish /sp/ sound and know how to pronounce it correctly in their speaking. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a + b. Listen to the words and focus on the underlined letters. - Briefly explain cluster /sp/ using DCR. - Play the recording (CD1, track 51). - Ask Ss to listen and focus on the underlined letters. - Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature. Task c + d. Listen to the /sp sound. Find and note down three more words with the same sound. - Play the recording (CD 1 – Track 52), have Ss listen to the /sp sound, then find and note down three more words with the same sound. - Call Ss to give answers. - Give feedback and evaluation. - Then have Ss practice saying the words they have just added. - Call some Ss to read the words in front of the class. - Ask some Ss to make sentences with the words containing /sp / sound. - Give feedback and evaluation. - Listen, take notes. - Listen again and repeat. - Listen to the /sp sound, then find and note down three more words with the same sound. - Give answers. - Practice. - Read. - Make sentences. Suggested answers Some more words with /sp/ sound: space, sport, speak, Spanish, spam, spell, spin, spoil, splash, split, spider, special, …  Activity 2: While-speaking (20’) a) Objective: Students can talk about ingredients of many different dishes. b) Content: - Ask and answer, using the recipes. - Student B, turn to page 119, File 3. Student A, you’re helping your friend cook lemon pancakes. Look at the recipe for lemon pancakes and answer Student B's questions. Then, swap roles and talk about the ingredients and recipe of the dish: spaghetti and beans. c) Expected outcomes: Ss produce the new language successfully. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES *PRACTICE Ask and answer using the recipes. - Demonstrate the activity by asking and answering with a student. - Have pairs take turns to ask and answer using the recipes. - Remind Ss to pronounce words with /sp/ sound correctly. - Have some pairs demonstrate the activity in front of the class. - Give feedback and evaluation. *SPEAKING: What Do We Need? Task a. In pairs: Student B, turn to page 119, File 3. Student A, you’re helping your friend cook lemon pancakes. Look at the recipe for lemon pancakes and answer Student B's questions. - Demonstrate the activity by practicing the role-play with a student. - Divide the class into pairs. - Have Student A stay on the page and Student B turn to page 119, File 3 and do the task. - Remind Ss to use languages to ask for repetition. - Observe, give help if necessary. - Have students do the role-play. - Give feedback and evaluation. Task b. Swap roles. Student A, ask Student B what you need to make spaghetti and beans, then write the recipe in your notebook. - Have pairs swap roles. - Have pairs ask and answer about what they need to make spaghetti and beans, then write the recipe in their notebook. - Observe, give support. - Have pairs do the role-play in front of the class. - Make comment and evaluation. - Observe, listen. - Work in pairs. - Present. - Observe, listen. - Work in pairs. - Role play. - Swap roles. - Work in pairs. - Role play.  Activity 3: Production (5’) a) Objective: Check Ss’ writings. b) Content: Share their recipes with the class. c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES SPEAKING: What do we need? Extra Task: Share the recipes with the class. - Have some Ss write their recipes on the board. (If time is not enough, T may capture the recipes Ss have written and show them on the screen.) - Check Ss’ answers. - Have other Ss in class make comment and vote for the best recipe. - Give feedback and evaluation. - Announce the winner. - Write / present answers. - Make comment and vote for the best recipe. C. Consolidation and homework assignments (5’) * Consolidation: - How to make /sp/ sound: This cluster is a combination of the /s/ and /p/ sounds. Begin with the /s/ sound — it should be a voiceless stream of air from your mouth. Be careful not to include an “e” sound before the /s/ begins. As you produce /s/, the tip of your tongue should be close to, but not completely touching, the top of your mouth. To make the /p/, press your upper and lower lips together, briefly stopping the air. Then, release the air. - Words with /sp / sound: space, sport, speak, Spanish, spam, spell, spin, spoil, splash, split, spider, special … * Homework: - Make 2 sentences with words containing the /sp/ sound. - Complete the recipe for those who haven’t finished it in class. - Prepare: Unit 5 - Lesson 2 – New words and Reading (page 39 – SB). - Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (pages 28 & 29). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… c. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… ******************* Date of planning: 07/12/2024 Period 45 UNIT 5: FOOD and DRINKS Lesson 2.1 - Vocabulary and Reading (Page 39) I. OBJECTIVES By the end of the lesson, Ss will be able to: 1.1. Language knowledge and skills - know some words about containers and quantities of food and drinks (a bunch of bananas, a bag of flour, a bottle of oil, a can of beans, a carton of eggs, a stick of butter, a carton of milk, a box of spaghetti). - talk about containers and quantities of food and drinks in their kitchen. - read a paragraph about Pete and his mom mentioning different containers and quantities of food and drinks to understand general and specific information. 1.2. Competences - improve communication, collaboration, analytical and critical thinking skills. 1.3. Attributes - help family with the cooking. - eat healthily. 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 - Fill in the blanks. - Ss’ answers. - T’s feedback/Peers’ feedback. - Listen and repeat. - Ss’ answers/ presentation. - T’s observation / feedback. - Say which of these you have in your kitchen. - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the paragraph about Pete. What did his mom want him to do? - Ss’ answers. - T’s feedback/Peers’ feedback. - Read the paragraph and complete the table. - Ss’ answers. - T’s feedback/Peers’ feedback. - What different containers do they mention in the reading? What other ones do you know? - Ss’ answers. - T’s feedback/Peers’ feedback. IV. PROCEDURES -Organization(1’) Class Date of teaching Absent students 7A 7B 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: Introduce some words about containers and quantities of food and drinks (a bunch of bananas, a bag of flour, a bottle of oil, a can of beans, a carton of eggs, a stick of butter, a carton of milk, a box of spaghetti). c) Expected outcomes: Ss have general ideas about the topic of the new lesson: containers and quantities of food and drinks. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Option 1: - Use the “New words” part a.– page 39 for the warm-up activity. - Show pictures and words using DCR, have Ss fill in the blanks (in pairs). - Call Ss to give answers. - Give feedback and show correct answers using DCR. - Lead to the new lesson. - Play the audio (CD1 – Track 53), have Ss listen and repeat. - Correct Ss’ pronunciation if necessary.  Option 2: Containers - Show pictures, have Ss do the matching activity in pairs. - Call Ss to give answers. - Give feedback. - Introduce the new lesson: containers and quantities of food and drinks. *Illustration: - Work in pairs to fill in the blanks. - Give answers. - Listen. Answer keys - Work in pairs. - Give answers. Suggested answers 1D 2A 3F 4C 5E 6B B. New lesson (35’)  Activity 1: Pre-Reading (Vocabulary) (12’) a) Objective: Ss know some words about containers and quantities of food and drinks. b) Content: - Vocabulary study: Fill in the blanks: Words about containers and quantities of food and drinks (a bunch of bananas, a bag of flour, a bottle of oil, a can of beans, a carton of eggs, a stick of butter, a carton of milk, a box of spaghetti). - Listen and repeat. - Speaking: Say which of these you have in your kitchen. c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in appropriate situations. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Fill in the blanks. Listen and repeat.  Option 1 (If the teacher hasn’t used this part for the Warm-up activity.) - Demonstrate the activity on DCR, using the example. - Have Ss look at the pictures and phrases, then fill in the blanks. - Divide class into pairs and have them check their answers with their partners. - Call Ss to give answers (read or write). - Check answers as a whole class using DCR. - Play audio (CD1 – Track 53). Have Ss listen and repeat. - Correct Ss’ pronunciation.  Option 2: Brainstorming (If the teacher has used part a. for the Warm-up activity.) - Have Ss review the words they have known in the warm-up activity by thinking of other food and drinks that can go with words of containers and quantities. - Call Ss to give answers (read or write). - Check answers as a whole class. - Call some Ss to read the words again. - Correct Ss’ pronunciation if necessary. *Illustration: Task b. Say which of these you have in your kitchen. - Have students say which foods they have in their kitchen. - Have Ss share their answers in front of the class. - Give feedback and evaluation. - Look and listen. - Work individually. - Work in pairs. - Give answers. - Listen and repeat. Answer keys - Work in groups. - Give answers. - Read. Expected answers - A bag of: chocolate, candies, sugar, … - A bunch of: banana, grapes, flowers, … - A box of: chocolate, candies, pens, … - A bottle of: cooking oil, water, soda, … - A carton of: milk, yoghurt, juice, … - A can of: fish, soda, candies, … - Work in pairs. - Present. Sample answers  Activity 2: While - Reading (17’) a) Objective: Students can develop their reading skill. b) Content: - Read the paragraph about Pete. What did his mom want him to do? - Read the paragraph and complete the table. c) Expected outcomes: Students can read a paragraph and understand more about containers and quantities of food and drinks. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task a. Read the paragraph about Pete. What did his mom want him to do? - Have Ss read 3 options and guess the answer. - Ask Ss to scan the paragraph, then choose the best answer. - Remind Ss to underline or highlight the keywords or supporting ideas for their answers. - Have some Ss share their answers with the class (read), explain for their answers. - Give feedback. - Give feedback and correct Ss’ answers if necessary. Task b. Now, read the paragraph and complete the table. - Have Ss look at the paragraph and the table. - Have Ss work in pairs to compete the table. - Elicit answers from different pairs. - Give feedback and evaluation. -Work individually. - Read answers, explain. - Check answers. Answer keys - Work in pairs to compete the table - Write answers. - Read answers. Answer keys  Activity 3: Post - Reading (6’) a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking skill. b) Content: Speaking: What different containers do they mention in the reading? What other ones do you know? c) Expected outcomes: Students can talk about other containers and quantities of food and drinks. d) Organization of the activity: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Task c. In pairs: What different containers do they mention in the reading? What other ones do you know? - Have Students work in pairs to answer the questions. - Go round and give help if necessary. - Call some Ss to share their ideas with the whole class. - Give feedback and evaluation. - Discuss in pairs. - Present. - Listen. C. Consolidation and homework assignments (5’) * Consolidation: - Words about containers and quantities of food and drinks (a bunch of bananas, a bag of flour, a bottle of oil, a can of beans, a carton of eggs, a stick of butter, a carton of milk, a box of spaghetti). * Homework: - Learn the new words by heart. - Practice talking about containers and quantities of food and drinks. - Do the exercises in WB: New words + Reading (Pages 28, 29). - Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 30). - Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn - Prepare: Unit 5 - Lesson 2.2 – Grammar (page 40 – SB). D. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… d. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: …………………………………………………………………………………………