Date of planning:………………….

Period 35 : UNIT 5: FOOD AND DRINK

Lesson 1: GETTING STARTED
Date of teaching: ………..……….
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. PROCEDURE:
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.
* Organisation : Teacher’s instructions …
Teacher’s Student’s activities Content
+ Greeting + Greeting
+ Asking questions + Asking questions.
- Review the previous unit before Ss open - T_Ss.
their books. T may organise a short + Students (Ss) listen and learn how to do the
vocabulary game, e.g. Pass the Ball or Slap tasks.
the Board, etc. to revise the words Ss have
learnt in Unit 4.
- 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

- Open the book and write the tittle of the
and introduce what they are going to study….
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
+ Teacher do the “Rub out and remember”
checking technique.
+ Teacher checks students’ pronunciation and
gives feedback.
- Teacher reveals that these words will appear *Vocabulary
in the reading text and asks students to open 1. roast (v) /rəʊst/: quay, nướng (thịt…)
their textbook to discover further. 2. fry (v) /fraɪ/: rán
* Teacher asks Ss to look at the picture (p.50- 3. shrimp (n) /ʃrɪmp/: con tôm
51) and answer the questions: 4. lemonade (n) /ˌleməˈneɪd/: nước chanh
* Set the context for the listening and reading 5. mineral (adj) /ˈmɪnərəl/: khoáng chất
text. Have Ss look at the picture and answer
some questions, e.g. Where is Mark's family?
What are they doing? Who are they to? * What is Mark's family doing?
- T can also ask Ss to share any recent ex- A. Ordering food for dinner.
periences of eating at a restaurant: Have you
ever been to a restaurant? Where and when? B. Preparing for their dinner.
What food and drink did you have there? C. Talking about their favourite food.
- Encourage Ss to answer, but do not confirm
whether their answers are right or wrong. Ask
them to talk a bit about types of food and
drink they know.
- 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 / phrases - Give the answers
in the conversation that are related to the topic * Key: A
and check their answers.
+ Ask Ss what exactly Jack's family is doing.
Now confirm the correct answer. (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 food 3. Find the words and phrases about food
and drink in the conversation and write and drink in the conversation and write
them in the correct columns. them in the correct columns.
- Have Ss quickly write the words they think - T_ Ss
are about food and drink in the two columns - Listen to the instructions clearly
Food and Drink individually without looking - Ss to work individually.
at the book. Then ask Ss to open their books * Key:
and check their answers with their partners. Food Drink
- Ask some Ss to read out their answers or
write them on the board. With a weaker class,
rice, pork, fish juice, lemonade,
ask for translations of the words / phrases to
sauce, roast green tea, mineral
make sure they understand them.
chicken, fried water, winter melon
- Check the answers as a class.
vegetables, fried juice,
tofu, spring rolls,
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 tick (✓)
T (True) or F (False). 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 the * Suggested keywords in the statements:
statements, underlining the key words, 1. Mark's family is at a Vietnamese restaurant.
reading the text while paying attention to the 2. Mark wants fried tofu and beef for dinner.
key words, deciding if each sentence is true or 3. They don't order canh.
false). 4. Mark's mum wants mineral water.
- Set a time limit for Ss to do the activities. 5. His mum doesn't allow her children to drink
When the time is up, have Ss share their juice during dinner.
answers in pairs. - Scan the conversation to locate the
- Invite some pairs to answer and confirm the underlined key words
correct ones. For strong classes, ask Ss to - Read intensively to tick True or False
correct the false sentences. * Key: 1. T 2. F 3. F 4. T 5. F
- Check the answers as a class. 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 your
partner about his or her favourite food and partner about his or her favourite food and
drink. drink.
- Ask each student to think of the questions he + Listen to the instructions carefully and do
/ she may use to ask about his / her partner's the tasks.
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 ask
Ss to work in pairs. B: It’s pho bo – beef noodle soup.
- T goes round to help weaker Ss. A: When do you usually have it?
- Call on some pairs to perform in front of the B: In the morning
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. 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

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