Kế hoạch bài dạy Tiếng Anh 7 - Tiết 35, Bài 5: Food and drink, Lesson 1: Getting started

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 7 - Tiết 35, Bài 5: Food and drink, Lesson 1: Getting started

1. Period 35 : 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: - use the words related to the topic Food and Drink; - pronounce the sounds [ɔ] and [ɔ:] correctly; - use some, a lot of, and lots of to talk about quantity; - ask and answer about prices; - read for specific information about a typical traditional food; - talk about a popular food or drink; - listen for specific information about eating habits; - write a paragraph describing eating habits. 1. Knowledge: - To introduce the topic “ Food and Drink ”. To practice listening and reading. - An overview about the topic Food and Drink - Vocabulary to talk about food and drink + Vocabulary: Use the words related to the topic Food and Drink: - roast (v) , fry (v) , shrimp (n) , lemonade (n) , mineral (adj) - Ask and answer about prices; + Grammar: - Use some, a lot of, and lots of to talk about quantity; 2. Competence: Students will be able to practice listening and reading skills . - Develop communication skills and cultural awareness. - Be cooperative and supportive in pair work and teamwork. - Actively join in class activities. 3. Qualities: - Develop healthy eating habits and awareness of balanced diets. - Be proud of the homeland - Develop self-study skills. II. TEACHING AIDS: - Teacher: Grade 7 text book, laptop, projector / TV/ pictures and cards..... - Students : Text books, studying equipment . - Computer connected to the Internet. - Sach mem.vn III. PROCEDURES: Notes: In each activity, each step will be represented as following: * Deliver the task. * Implement the task. * Discuss. * Give comments or feedback. 1. WARM UP & INTRODUCTION ( 3’- 5’) Aims: - To create an active atmosphere in the class before the lesson; - To lead into the new unit. * Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson. * Outcome: Having a chance to speak English.
2. * Organisation : Teacher’s instructions Teacher’s Student’s activities Content + Greeting + Greeting + Asking questions + Asking questions. - Review the previous unit before Ss open their books. T may organise a short vocabulary game, e.g. Pass the Ball or - T_Ss. Slap the Board, etc. to revise the words Ss + Students (Ss) listen and learn how to have learnt in Unit 4. do the tasks. - Lead to the new unit. - Write the unit title Food and Drink on the board. Elicit any information Ss know about food and drink by asking what they know about different types of food and drink. - After Ss answer, ask them to open their books to page 50. Draw their attention to the THIS UNIT INCLUDES box and introduce what they are going to learn in Unit 5. - Ask Ss to open their book to page 50 - 51 and introduce what they are going to study . - Open the book and write the tittle of the lesson. 2. PRESENTATION/ NEW LESSON ( 12’- 15’) ACTIVITY 1: Aims: To set the context for the introductory conversation; - To introduce the topic of the unit. * Content: Learn some new words . Read the conversation and find out new words. * Outcome: Knowing more new words. Understanding the conversation; topic of the lesson, grammar points * Organisation : Teacher’s instructions.. Teacher’s Student’s activities Content 1. Listen and read: (Ex 1, p. 50) 1. Listen and read: *Teach vocabulary: - T_Ss + Teacher uses different techniques to teach vocab (situation, realia, translation.) + Teacher introduces the vocabulary by: - providing the pictures - eliciting the definition of the words
3. + Teacher do the “Rub out and remember” checking technique. + Teacher checks students’ pronunciation and gives feedback. - Teacher reveals that these words will appear in the reading text and asks students to open their textbook to discover further. * Teacher asks Ss to look at the picture (p.50-51) and answer the questions: *Vocabulary * Set the context for the listening and 1. roast (v) /rəʊst/: quay, nướng reading text. Have Ss look at the picture (thịt ) and answer some questions, e.g. Where is 2. fry (v) /fraɪ/: rán Mark's family? What are they doing? Who 3. shrimp (n) /ʃrɪmp/: con tôm are they to? 4. lemonade (n) /ˌleməˈneɪd/: nước - T can also ask Ss to share any recent ex- chanh periences of eating at a restaurant: Have 5. mineral (adj) /ˈmɪnərəl/: khoáng chất you ever been to a restaurant? Where and when? What food and drink did you have there? - Encourage Ss to answer, but do not * What is Mark's family doing? confirm whether their answers are right or A. Ordering food for dinner. wrong. Ask them to talk a bit about types B. Preparing for their dinner. of food and drink they know. C. Talking about their favourite food. - Play the recording twice for Ss to listen and read along. Have Ss underline the words that are related to the topic of the unit while they are listening and reading. - T asks them to read and listen to the conversation and check their answers. 3. PRACTICE ( 15’) ACTIVITY 2: Aim: To help Ss understand the main idea of the text. * Content: Listen and read the conversation. Answer the question. * Outcome: Understanding more the content of the conversation. * Organisation : Teacher’s Student’s activities Content 2. What is Mark’s family doing? 2. What is Mark’s family doing? - First, ask Ss to give the answers without - T_Ss reading the conversation again. - Work individually. - Then have Ss underline the words / - Give the answers phrases in the conversation that are related * Key: A to the topic and check their answers. + Ask Ss what exactly Jack's family is doing. Now confirm the correct answer.
4. (They are ordering food for dinner). - Check the answers as a class. ACTIVITY 3: Aim: To develop Ss' knowledge of the vocabulary for food and drink. * Content: Complete the sentences with suitable word or phrases. * Outcome: Ss know more the use of words and phrases in context. * Organisation : 3. Find the words and phrases about 3. Find the words and phrases about food and drink in the conversation and food and drink in the conversation write them in the correct columns. and write them in the correct columns. - Have Ss quickly write the words they - T_ Ss think are about food and drink in the two - Listen to the instructions clearly columns Food and Drink individually - Ss to work individually. without looking at the book. Then ask Ss * Key: to open their books and check their Food Drink answers with their partners. - Ask some Ss to read out their answers or rice, pork, fish juice, lemonade, write them on the board. With a weaker sauce, roast green tea, class, ask for translations of the words / chicken, fried mineral water, phrases to make sure they understand vegetables, fried winter melon them. tofu, spring rolls, juice, - Check the answers as a class. canh (soup), shrimp, fish, ACTIVITY 4: Aim: To help Ss deeply understand the text. * Content: Read the conversation again and tick T/F. * Outcome: Ss understand more the content of the conversation. * Organisation : 4. Read the conversation again and tick 4. Read the conversation again and (✓) T (True) or F (False). tick (✓) T (True) or F (False). - Have Ss look at the statements in this - T_ Ss. Work individually. activity. - Ss do the tasks - Ask them how to do it. Give them some * Key: strategies to do the exercise. (E.g. reading * Suggested keywords in the statements: the statements, underlining the key words, 1. Mark's family is at a Vietnamese reading the text while paying attention to restaurant. the key words, deciding if each sentence is 2. Mark wants fried tofu and beef for true or false). dinner. - Set a time limit for Ss to do the activities. 3. They don't order canh. When the time is up, have Ss share their 4. Mark's mum wants mineral water. answers in pairs. 5. His mum doesn't allow her children to - Invite some pairs to answer and confirm drink juice during dinner. the correct ones. For strong classes, ask Ss - Scan the conversation to locate the to correct the false sentences. underlined key words
5. - Check the answers as a class. - Read intensively to tick True or False * Key: 1. T 2. F 3. F 4. T 5. F 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) 4. PRODUCTION/ FURTHER PRACTICE ( 8’) ACTIVITY 5: Aim: To help Ss practise talking about their favourite food and drink. * Content: Further practice. Think about their own food and drink. * Outcome: Ss can remember the words. Ask and answer about their favourite Food and drink. * Organisation : Teacher’s Student’s activities Content 5. Work in pairs. Think about your 5. Work in pairs. Think about your favourite food and drink. Then ask your favourite food and drink. Then ask partner about his or her favourite food your partner about his or her and drink. favourite food and drink. - Ask each student to think of the questions + Listen to the instructions carefully and he / she may use to ask about his / her do the tasks. partner's favourite food and drink. Example: - Demonstrate the activity to the class first. A: What’s your favourite food? - Ask a strong student to help you. Then B: It’s pho bo – beef noodle soup. ask Ss to work in pairs. A: When do you usually have it? - T goes round to help weaker Ss. B: In the morning - Call on some pairs to perform in front of .......... the class. 5. WRAP-UP & HOME WORK (2’) - Ask one or two Ss to tell the class what they have learnt. Ask Ss to say aloud some words / phrases they remember from the lesson. If there is a projector in the classroom, show the conversation, highlight the key words related to the topic. * HOME WORK - Talk about your favourite food (for a minute) - 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.
6. Help them set a deadline for each task. (Teacher should check the progress of students’ preparation after each lesson.) - Do more exercises in workbook. - Prepare new lesson: Lesson 2: A CLOSER LOOK _1