Giáo án Tiếng anh thí điểm 7

- By the end of the lesson, students will be able to listen and talk about different types of Vietnamese food, drink, and recipes.. + Vocabulary: sticky rice, sauce, sausage, yoghurt, t[r]

Date of preparing: Oct 21st 2017 Period: 35 UNIT 5: VIETNAMESE FOOD AND DRINK

LESSON : A CLOSER LOOK (P 51 - 52) A OBJECTIVES:

- By the end of the lesson, students will be able to use and practice “a/ an, some and any” to talk about quantity; “How much and How many” to ask about quantity; distinguish countable nouns and uncountable nouns

+ Vocabulary:

+ Grammar: - a/ an, some and any to talk about quantity

- How much and How many to ask about quantity - distinguish countable nouns and uncountable nouns - Skills: Practice and develop speaking, listening and writing skills

- Political thought and moral sense: educate students to know more about foods and drinks in Viet Nam and educate them to love the subject more

- Competence: Ss can listen comprehension and speak English more fluently

B TEACHING AIDS:

- Textbook, teacher’s book, lesson plan, board, chalks and the projector

C METHODS:

Brainstorming, Grids, Gap-fill, Game, Pair-working

D PROCEDURE: I Organization(1’)

- Greeting

Class Date of teaching Absent students 7A

7B

I Oganization:

II Revision / warm er (4’)

* Brainstorming.

- T draws the net on the board

- T gives the instructions: write down as many foods and drinks as possible - T models the first one

meat - T checks Ss' understanding

- Ss think and prepare in about minute

- T divides the class into groups T gives the name -> checks

- One by one student from each group comes to the board and writes one answer - T corrects then praises the winner

+ Possible answers :

vegetables, bread, meat, beef, pepper, pork, rice, eggs, water, juice, lemon juice, orange juice, coffee

III New lesson:

Step1: Activity 1: Countable and uncountable nouns ( 12’) * Grammar Box.

- T asks Ss to study the “Grammar Box p 51” T draws Ss’ attention to the

difference between countable and uncountable nouns and the use of measurement phrases, by analysing the examples in the “Grammar Box p 51”

- T asks Ss to gives some more examples T also reminds Ss that they should use a good dictionary to check if a noun is countable or uncountable

+ Notes: For uncountable nouns we can use phrases like a bottle of, a piece of, a

bar of, a glass of, a kilo of, and a bag of, etc.

* Grids (Part p 51)

- T shows the pictures in part p 51 then runs through - T draws the table on the board then runs through - T asks Ss to put the nouns into the right columns

- T models one and checks Ss’ understanding

Countable Uncountable

banana bread

- Ss individually then they compare with their partners - T gets Ss’ answers then corrects

+ Answer key:

Countable Uncountable

banana apple

bread pork beef turmeric pepper spinach Step2: Activity 2: A/ An/ Some/ Any (14’)

* Grammar Box.

- T asks Ss to study the “Grammar Box p 52” T draws Ss’ attention to the use of

“ a, an, some, and any” by analysing the structures and examples in the “Grammar Box

- T asks Ss to gives some more examples T also reminds Ss of the special use of some in an offer or a request

* Game: Give me an egg ( Part p 52)

- T demonstrates the game to the class first -> Checks Ss’ understanding

- T asks Ss to work in groups One team says words related to food or drink The other teams adds some or a / an

+ Example:

Team 1: egg Team 2: an egg

Team 1: flour Team 2: some flour

- T controls and corrects * Gap-fill (Part 3- p 52)

- T shows the poster that has the contents of part p 52 then T runs through - T gives the instructions: Fill the blanks with a/ an, some, or any in the following conversation

- T models any

- T checks Ss’ understanding

- Ss individually then compare with their partners

- T asks one by one student comes to the board and writes the answers - T corrects

+ Answer key:

1 any a some an some

4 any

Step 3: Activity 3: How many? How much? (12’) * Grammar Box.

- T asks Ss to study the “Grammar Box p 52” T helps Ss distinguish the use of “

How many? and How much?” by analysing the instruction and examples in the

Grammar Box T also asks some more able Ss to give some more examples * Gap-fill ( Part p 52)

- T shows the poster then T runs through

3 bananas are there on the tables? sandwiches are there in your bag? water is there in the bottles?

- T gives the instructions: Fill each blank with “How many” or “ How much” - T models one

How many

- T checks Ss’ understanding - Ss individually then compare - T gets Ss’ answers then corrects + Answer key:

1 How many

2 How much

3 How many

4 How many

5 How much

* Pair-working ( Part p 52)

- T shows the poster that has the contents of part p 52 then T runs through - T gives the instructions: You work in pairs, use the suggested words to make questions with “How many/ How much” to interview your partner

- T gives one example:

milk/ drink/ every morning

How much milk you drink every morning? - T checks Ss’ understanding

- Ss work in pairs

- T goes around to see and helps Ss - T call some pairs to act out

- T asks other students to give comments then corrects + Answer key:

1 How much water you drink every morning? How much rice you eat for dinner?

3 How many vegetables you eat every day? How many apples you eat every day?

IV Summary(1’)

- T asks Ss to repeat the main contents of the lesson

V Homework(1’)

- Do the exercises: and 5, 6, in part B p 37, 38

- Prepare the new lesson: Unit 5: Lesson 4: Communication

*.EVALUATION:

LESSON : COMMUNICATION (P 53) A.OBJECTIVES:

- By the end of the lesson, students will be able to listen and talk about different types of Vietnamese food, drink, and recipes

+ Vocabulary: sticky rice, sauce, sausage, yoghurt, tuna, ham + Grammar:

- Skills: practice and develop listening and speaking skill

- Political thought and moral sense: educate students have healthy foods and drinks and they will be interested in learning English more

- Competence: Ss can develop and use skills fluently

B.TEACHING AIDS:

- Textbook, teacher’s book, lesson plan, board, chalks, projector

C METHODS:

Chatting, matching, open-prediction, listen and check, grids and reporting

II Revision: D PROCEDURE: I Organization(1’)

- Greeting

Class Date of teaching Absent students 7A

7B

* 15 minute - test

1 Choose the best answer for each following sentence (5,0 pts) a I haven’t got ( some/ no/ any ) bread left for breakfast

b She’s got ( some/ a lot / any ) nice photos of our classmates c Have you got ( any/ a lot/ a ) butter in your fridge?

d This morning, I didn’t have (some/ no/ a) cup of coffee as usual e There (isn’t any/ isn’t some/ aren’t any) yoghurt in this carton 2 Write the answers for these questions (5,0 pts)

1 How many meals you often have a day? What you have for breakfast?

3 What time you usually have breakfast?

4 What is your favourite food? When you often eat it? What is your favourite drink? When you often drink it? + Answer key and point - Each right answer Ss get one point. a any d a

c any Ss’ answers + Answer key:

III New lesson:

Step1: Activity 1: Part p 53 (10’)

* Vocabulary:

- sticky rice (n): xôi (picture) - sauce (n): nước sốt (example) - sausage (n): xúc xích (picture) - yoghurt (n): sữa chua (picture) - tuna (n): cá ngừ (picture) - ham (n): thịt giăm (transaltion) + Checking vocabulary: Matching.

* Open prediction ( part p 53) + Sets the scene:

- T shows the picture of a celebrity chef, Austin Nguyen then asks Ss some questions

Who is he ? - Austin Nguyen

What does he do? - He’s a celebrity chef

- T says: Now you are going to listen to a celebrity chef, Austin Nguyen talking about his favourite food

- T asks Ss to look at the picture of the chef and predict which food or dishes in Extra vocabulary he might like.

- T models - sticky rice

- T checks Ss’ understanding

- Ss predict individually then compare - T gets Ss’ predictions

* Listen and check

- T asks Ss to listen and check their predictions - T play the recording twice

- Ss listen and check their predictions - Ss individually then compare - T gets Ss’ answers then corrects + Answer key:

Step 2: Activity 2: Part 2- p 53 (10’) * Grids

- T shows the poster then runs through

Questions Your

answers

Student 1

Student 2

Student 3

1 What’s your favourite food? How does it taste?

3 What’s your favourite drink?

4 When you often drink it? What foreign food/ drink you like?

6 What new food you want to try?

7 What food you hate? What food can you cook?

- T asks Ss to answer the questions individually then they compare with their partners to find out what they have in common with their partners

- Ss individually then compare with their partners

- When Ss finish, T asks them to move around and ask different classmates every question in the table ( avoiding those whom they have shared their answers with in 1) T reminds Ss to write the names of the people they interview and note the answers in the table

- Ss - T controls

- When Ss have finished the interview, T may have Ss practise reporting the results of their interview in pairs or in groups ( including the information about

themselves)

Step3: Activity 3: Part p 53 (7’) * Reporting

- T calls on some Ss to report the results of their interviews before the whole class - After each Ss has finished his/ her report, T invites some comments from other Ss -> T makes comments and corrects the common errors

IV Summary (1’)

V Homework (1’)

- Learn by heart the vocabulary and practice reporting at home - Do all exercises 1, in part C in the workbook p 39

- Prepare the new lesson: Unit 5: Lesson 5: Skills

* EVALUATION:

-@ -Date of preparing: Oct 27th 2017 Period: 37 UNIT 5: VIETNAMESE FOOD AND DRINK

- By the end of the lesson, students will be able to read for specific information about pho, a popular food in Viet Nam and talk about different types of

Vietnamese food, drink, and recipes

+ Vocabulary: slice, bone, broth, stew, boneless

- Skills: develop and practice reading and speaking skills

- Political thought and moral sense: educate students know more about Vietnamese traditional food and drink and they will be interested in learning English more - Competence: Ss can introduce foreigner about different types of Vietnamese food and drink

B TEACHING AIDS:

- Textbook , teacher’s book , lesson plan , board , chalks, pictures and posters

C METHODS:

Chatting, pre-questions, read and check, guess the meanings of the words, comprehension questions, gap - fill and pair- working

D PROCEDURE: I Organization(1’)

- Greeting

Class Date of teaching Absent students 7A

7B

II Revision / Warmer:

*Chatting: (4’)

- T asks Ss some questions

- Have you ever had Pho? - When you usually have it?

- Do you like to have it? Why? / Why not? - Ss answer freely

III.New lesson :

Step 1: Pre – reading12’) * Pre-questions

+ Set the scene: T shows the picture and asks Ss questions - What dish you think it is? - Pho

- T says: “ You are going to read a text about Pho - T shows out three questions then runs through - Which place is famous for Pho ?

- What are the ingredients for it ? - T asks Ss to predict the answers for these questions

- T checks Ss’ understanding

- Ss work in pairs to answer the questions - T gets Ss’ predictions

Step 2: While-reading (18’) * Activity 1:Read and check

- T asks Ss to scan the text then answer the questions - Ss individually then compare with their partners - T gets Ss’ answers then corrects

+ Answer key:

Ha Noi

rice, bones of cows, beef, chicken bones, chicken meat *Activity 2: Guess the meaning of the words ( Part p 54 )

- T shows the words and runs through

stewing, bones, broth, boneless, slice

- T asks Ss scan the passage to find the above words and underline

- T asks Ss to work out the meanings of these words by using the context of the passage If they are weak, T may asks for translation to check if they understand + Answer key:

- variety (n): nhiều - pot (n): nồi, soong - broth (n): nước xuýt, canh - stew (v): hầm - boneless (adj): không xương - bone (n): xương

* Activity 3: Comprehension questions

- T shows the questions then runs through 1 When can we enjoy pho?

2 What are the noodles made from?

3 How is the broth for bo ( beef noodles soup) and ga ( chicken noodle soup ) made?

4 How is the chicken meat served with ga ?

- T gives the instructions: Read again the text then answer the questions - T checks Ss’ understanding

+ Answer key:

We can enjoy for all kind of meals during a day, from breakfast to dinner, and even for a late night snack

They are made from the best variety of rice

The broth for bo is made by stewing the bones of cows for a long time in a large pot

4 It is boneless and cut into thin slices Step 3: Post-reading.( Speaking)(8’) * Pair - working ( Part 3P 54 )

- T shows the list of ingredients and runs through

- T asks Ss to work in pairs to asks and answer questions about the ingredients (T reminds the use of “ a/ an, some/ any; How much/ How many)

- T models

A: I want to cook an omelet What ingredients I need? B: You need

A: How much/ How many ? - T checks Ss’ understanding

- Ss work in pairs

- T may go around to help weaker Ss

- After Ss finish, T calls on some pairs to practise in front of the class - T asks other Ss to give comments, then T gives her comments

* Gap - fill ( Part p 54 - 55 ).

- T shows the pictures and the phrases in part p 54 - 55 then runs through - T asks Ss to use the phrases to complete the instructions

- T models one d

- Ss individually then compare with their partners - T gets Ss’ answers then corrects

+ Answer key:

1- d; - e; - a; - b; - c

- T calls on some students to practise giving instructions in front of the class on how to make an omelet

- T asks other Ss to give comments

- T gives her comments and may give marks

IV Summary(1’)

- T asks Ss to repeat the main contents of the lesson

V Homework(1’)

- Learn by heart all the vocabulary

- Read the passage fluently then translate into Vietnamese - Prepare part at home

- Prepare the new lesson: Unit 5: Lesson 6: Skills