Giáo án NLS Tiếng Anh 7 Global Success Unit 5 Communication: Everyday English: Asking and answering about prices; Your favourite food and drink

Planning: ..../..../.....

Teaching: ..../..../.....

UNIT 5: FOOD AND DRINK

COMMUNICATION

I. OBJECTIVES

1. Knowledge and skills

By the end of the lesson, students will be able to:

- Ask and answer about prices using structures like How much is... and How much are....

- Ask and answer questions about someone's favourite food and drink.

- Interview classmates and report the results to the class.

2. Competences

General competences:

- Communication and collaboration: work in pairs or groups to practice asking about prices and interviewing peers.

- Self-control and independent learning: actively listen to audio tracks and complete tasks.

Specific competences:

- Improve speaking and listening skills related to food menus, prices, and personal preferences.

- Successfully conduct a mini-interview and report findings clearly.

Digital competences:

- [2.1.TC1b]: Select appropriate digital communication means by submitting answers through an online polling tool.

- [2.2.TC1a]: Apply suitable digital technologies to share data by casting digital interview summaries to the smart TV.

- [2.4.TC1a]: Select digital tools for collaborative processes by co-editing a shared digital document for peer interviews.

- [3.1.TC1a]: Indicate how to create and edit digital content by typing prices and conversation lines into an interactive digital form.

- [5.2.TC1b]: Select digital tools to solve needs by utilizing an online quiz tool with auto-grading features.

- [6.1.TC1a]: Explain how simple AI systems work by interacting with an AI-generated dialogue simulation for price inquiry.

- [6.2.TC1a]: Use AI tools in daily study by using Generative AI to create visual menus for role-play activities.

- [6.4.TC1a]: Engage with AI interfaces by interacting with an AI chatbot to practice interview questions.

3. Attributes

- Responsibility: Show interest in culinary culture, traditional dishes, and healthy food choices.

- Kindness and Cooperation: Respect peers' personal food preferences during interviews.

II. RESOURCES AND MATERIALS

1. Teacher's aids

- Textbook Global Success 7, Teacher's Book, Lesson Plan.

- Computer, projector/smart TV.

- Digital tools (Mentimeter, Google Docs/Jamboard, Quizizz, Kahoot, Canva, kenhhoctap, etc.), and AI tools (AI Video Generator, ChatGPT Voice, Canva AI Image Generator, etc.).

2. Students' aids

- Textbook, notebooks, pens.

- Smartphones, tablets, or laptops (for accessing digital learning platforms and AI tools).

III. PROCEDURES

1. WARM-UP

a. Objective: To create an engaging atmosphere, activate food and restaurant vocabulary, and lead into the lesson topic. 

b. Content: Teacher organizes a mini-game called "Going out for a meal". 

c. Product: Students brainstorm restaurant types and food preferences collaboratively.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher puts students in small groups.

- Teacher asks students to imagine they are all going out for a meal and agree on which kind of restaurant to go to, giving reasons for their choices.

- Teacher displays a short AI-generated video showing different restaurants to set the context. 

Step 2: Students perform learning tasks

- Students discuss in groups, choose a restaurant type, and note down quick reasons. 

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher invites 1-2 groups to share their restaurant choice with the class. 

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher provides feedback and transitions to the main lesson: "Today we will learn how to ask and answer about prices and discuss favorite foods and drinks."

[6.1.TC1a]: Students explain how simple AI systems work by interacting with an AI video simulating restaurant price inquiries during the warm-up. 

[2.1.TC1b]: Students select appropriate digital communication means by submitting feedback via live polling tools.

2. PRESENTATION

Activity 1: Listen and read the conversation. Pay attention to the questions and answers. 

a. Objective: To introduce ways to ask and answer about prices in English. 

b. Content: Students listen to Track 34 and read the dialogue between Mark and Mi. 

c. Product: Correct understanding of price inquiry structures (How much is... ? / How much are... ?).

d. Organization:

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Activity 2: Work in pairs. Take turns to ask and answer about the prices of the food and drink on the menu. 

a. Objective: To help Ss practise asking and answering about prices using the menu (Ly's Restaurant Breakfast Menu). 

b. Content: Ss role-play asking about prices of items like beef noodle soup, eel soup, toast, milk, water, and green tea from the menu. 

c. Product: Accurate spoken dialogues regarding menu prices. 

d. Organization:

Activity 3: Listen to the conversation and answer the following questions. 

a. Objective: To teach Ss the questions they can ask to interview someone about their favourite food and drink, and help Ss revise vocabulary related to the topic. 

b. Content: Ss listen to Track 35 (Peter interviewing Nam) and answer 5 comprehension questions. 

c. Product: Correct answers to the 5 listening questions.

d. Organization:

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Activity 4: Work in groups. Interview two of your friends about their favourite food and drink. Write their answers in the table below. Now report your results to the class. 

a. Objective: To help Ss practise asking and answering about their friends' favourite food and drink, get information to report on it, and practise reporting results. 

b. Content: Ss use the 5 interview questions from Activity 3 to interview two classmates, record answers in a table, and present them to the class. 

c. Product: Completed interview tables and oral reports about peers' food habits. 

d. Organization:

3. PRACTICE

a. Objective: To consolidate the vocabulary and grammar in the lesson. 

b. Content: Students complete a complete the sentences task and a multiple-choice quiz. 

c. Products: Correctly completed exercises.

Mission 1: 

…………………………………………..

…………………………………………..

…………………………………………..

4. APPLICATION

a. Objective: To apply communication skills about food preferences and prices into a creative group presentation. 

b. Content: Students design and present a "Food & Price Market Stall" poster. 

c. Product: A digital poster featuring menu items with prices and a mini role-play dialogue.

d. Organization:

Step 1: Teacher assigns learning tasks

- Task: 

+ Work in groups of 4 to design a digital menu poster for a food stall using Canva, including items, prices, and a favorite food profile.

+ Use Generative AI tools to using Generative AI to generate visual graphics for food report presentations.

+ Prepare a short role-play where one student acts as a vendor stating prices and another acts as a customer. 

Step 2: Students perform learning tasks

- Students compile their menu items, set prices using How much is/are, and rehearse their dialogues. 

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher invites groups to present their stalls and perform the dialogue in front of the class. 

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher praises students for fluency, creativity, and correct use of price structures and vocabulary.

[6.2.TC1a]: Students use AI tools in daily study by using Generative AI to generate visual graphics for food report presentations. 

[3.1.TC1b]: Students express themselves through the creation of digital media by using graphic tools to design a food preference infographic. 

[2.2.TC1a]: Students apply suitable digital technologies to share data by casting digital survey tables to the smart TV.

* HOMEWORK

- Learn by heart the new vocabulary and structures for asking about prices.

- Write a short paragraph (50-60 words) about your family member's favorite food, drink, and what they can cook.

- Prepare for the next lesson: A closer look 1 (Unit 5).