Bài giảng Tiếng Anh 7 - Period 41 - Unit 5: Food and drink - Lesson 7: Looking back and project

 Preparing date: 4/12/2022
Teaching date: 7/12/2022
 PERIOD 41 : UNIT 5: FOOD AND DRINK 
 LESSON 7: LOOKING BACK AND PROJECT
I. AIMS
1. Knowledge
Students will be able to 
- Review and practice the vocabulary and grammar of Unit 5 fluently
- Apply what they have learnt (vocabulary and grammar) into practice through a project
1.1. Vocabulary: review the vocabularies which relate to the dishes, ingredients, units of 
measurement
1.2. Grammar: review the usage of: How much/How many, some /a lot of / lots of with: 
Countable/Uncountable nouns
2. Competences:
- Develop communication skills and creativity
- Develop presentation skill
- Develop critical thinking skill
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Quality
- Be more creative when doing the project
- Develop self-study skills
II. TEACHING AIDS
1. Students: Student’s book, workbook, notebook, posters (pictures, writing lesson) 
2. Teachers: Student’s book, workbook, lesson planning, projector, some real things, 
sachmem.vn
III. TEACHING PROCEDURES
1. Class organization/ Warm up
Bingo game: Let’s see a poster with many pictures which are related on the dishes or 
ingredients and write the words about the dishes or ingredients they can remember for 
each picture. 
-Explain the rules of the game:
+ Ask Ss to write again at least 6 words 
+ T reads 6 words at once. If they have 6 words the same as the teacher, they say loudly 
“ Bingo” and they are winners.
- T and Ss correct
*Lead to the first task: Let’s add more and more words or phrases in the following 
columns
2. New lesson
2.1Vocabulary:
a. Activity 1: Add the words and phrases in the correct columns. (Part 1page 58).
* Objective: Revise the vocabulary items they have learnt in the unit fluently
 Widen more vocabulary as much as possible
* Content: Remember and widen more the words and phrases which relate to the dishes, ingredients and units of measurement 
* Output: Complete the task correctly and Ss have a plenty of vocabulary items they 
have learnt in the unit
* Process:
- Run through the meaning of columns, check instructions
- Encourage students to find as many words or phrases as possible to add to the columns 
individually.
 Dishes Ingredients Units of measurement
 -pancakes -flour -gram (g)
 .. .. ..
- Have Ss do the task individually.
- Ask Ss to compare with their partners to find out who has more words and add any words 
they haven’t had into their tables.
- Give feedback as a class discussion.
*Lead to the next part: Look at the picture and answer my questions:
 What is the name of ingredients under each picture?
 What food/dish can you cook from these ingredients ? 
b. Activity 2: Read the recipe and write sentences (Part 2 page 58).
* Objective: Ss know how to prepare for a dish base on the units of ingredients
* Content: Ss read the recipe and write the sentences how many ingredients do they need 
for cooking a dish : Peter’s omelette
* Output: Ss can know how to prepare for an omelette base on the units of ingredients or 
other dishes.
* Process:
- Give a poster with 7 pictures of ingredients 
- Ask Ss to name the ingredients for each picture 
- Give the qualities with units of ingredients for each picture
- Have Ss to read the recipe and make sentence as in the example
- Make model: Show the picture: cold water : 2tbsp
 How to tell 
 We need two tablespoon of cold water.
- Have Ss do individually then compare their answers with their partners
- Ask some Ss read out their answers in front of the class
- Give feedback as a class discussion.
*Lead to the next task: We have just finished the way to talk about the units of 
ingredients .How to describe the quantities, let’s see the following sentences and show the 
words or phrases to describe the quantities
2.2. Grammar:
c. Activity 3: Complete the sentences. Write some, any, much, or a lot of/ lots of. (Part 
3 page 58) .
* Objective: Have Ss review the use of: some, any, much, a lot of, lots of correctly and 
 complete the exercise fluently.
* Content: Complete the sentences with: some, any, much, a lot of, lots of correctly * Output: Help Ss grasp again deeply about the use of quantities and can practice 
exercises correctly
* Process: 
-Give a poster include 4 sentences and ask Ss find out the words which show the quantities
-Ask Ss the use of quantities: some, any, much, a lot of, lots of.
*Form:
- Ask Ss to do the exercise individually first
- Have Ss check their answers with a partners before discussing the answers as a class.
- Give feedback as a class discussion.
*Answer keys:
 1. any 2. some 3. a lot of / lots of 4. a lot of/ lots of 5. any, some
*Lead to the next task: When we don’t know about the quantities, how do you ask?
Look at the picture 
d. Activity 4: Make questions with: How many/ How much for the underlined words 
in the following sentences. (Part 4 page 58).
* Objective: Have Ss review the way to ask about the quantities with countable nouns and 
uncountable nouns then complete the exercise fluently
* Content: Make questions with: How many/ How much for the underlined words in 
the sentences 
* Output: Complete the questions in the exercise about quantities correctly 
 Can make question about quantities with other countable nouns or uncountable 
nouns fluently
*Process:
-Ask Ss to look at the picture and make the question and answer about quantities 
 S1: How many eggs are there?
 S2: There are five.
 S2: How much salt do you need?
 S1: I need a teaspoon of salt]
 I need some salt
-Have Ss to revise the use of How many and How much with nouns and verbs “To be and 
V-ordinary”
Form:
- Ask Ss to do the exercise individually first, then they can check their answers with a 
partners before discussing the answers as a class.
*Answer keys: 
1. How many bottles of juice are there in the fridge? 
2. How much butter do you need for your pancakes?
3. How many bottles of fish sauce do you / we have?
4. How many chairs do you / we need (for the party)?
5. How much sugar did she put in her lemonade?
*Lead to the next task: To understand more about the dishes in the world.We are going to 
come to our project about eating habits in the world
Are you ready for your project at home?
Let’s see! 2.3. Project:
e. Activity 5: Work in groups. Design a poster about eating habits (Part 5 page 59) .
* Objective: Ask Ss to prepare a poster about eating habits in their area or in the world 
 they know (prepared last lessons) by writing and illustrating the meal by pictures 
* Content: Make their posters about eating habits in the area or a foreign country they 
know.
* Output: Know what information they should write and what pictures or photos they 
should use to illustrate the meals in their area or a foreign country they choose
* Process: 
- Check Ss’ preparation at home: There are 6 groups 
- Guide again the steps they have to prepare:
+ Name of the meals and mealtime
+ Name of the common food or drink for each meal
+ Pictures or photos to illustrate the meals
-Display a model poster after checking all the groups
*Lead to the next part: How to present your poster before the class.
Let’s listen to them.
f. Activity 6: Present your poster to the class. (Part 6 page 59)
* Objective: Ask Ss to display all the posters on the wall or notice board, each group 
 present their poster to the whole class fluently.
* Content: Display and present their poster about eating habits as: name main meals, 
 mealtimes, common/popular food or drink for each meal with the pictures or photos to 
 illustrate that meal.
* Output: Know what information they should write and what pictures or photos they 
should use to illustrate the meals in their area or a foreign country they choose
 Present their poster before the class confidently
* Process: -Ask all groups to display their posters on the wall or notice board.
 -Encourage Ss to present one, two or three meals in their present
- Have Ss present a model about eating habit in America (base on the above post
- Ask each group to choose two persons to present their poster. Others will go with the 
teacher to observe, listen and correct if necessary.
- Have the whole class vote on the best poster
- Remark and give the mark if they well done.
3. Consolidation
- Ask Ss to consolidate about what they have learnt in the lesson: vocabulary and grammar
- Encourage Ss do a project well
4. Homework
- Review vocabulary and grammar in unit 5
- Complete all the exercises in Workbook
- Prepare for Unit 6: Getting started
5. Teaching experience (handwriting):