Giáo án NLS Tiếng Anh 7 Global Success Unit 5 Getting started: At a Vietnamese restaurant
Giáo án NLS Tiếng Anh 7 Global Success Unit 5 Getting started: At a Vietnamese restaurant. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 7.
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Planning: ..../..../.....
Teaching: ..../..../.....
UNIT 5: FOOD AND DRINK
GETTING STARTED
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Understand the main idea of the introductory conversation at a Vietnamese restaurant.
- Identify and use words and phrases related to food and drink.
- Talk about their favourite food and drink.
2. Competences
General competences:
- Self-control and independent learning: actively participate in reading the text and categorising vocabulary.
- Communication and collaboration: work in pairs to role-play the conversation and discuss favourite foods.
Specific competences:
- Develop listening and reading skills for specific information.
- Accurately apply food and drink vocabulary in asking and answering questions.
Digital competences:
- [2.1.TC1b]: Select appropriate digital communication means by submitting answers via a live digital polling tool.
- [2.2.TC1a]: Apply suitable digital technologies to share data by casting digital menus to the smart TV for presentation.
- [3.1.TC1a]: Indicate how to create and edit digital content by dragging and dropping digital text boxes into categorized columns.
- [5.2.TC1b]: Select digital tools to solve needs by utilizing an interactive online quiz with auto-grading analytics.
- [6.1.TC1a]: Explain how simple AI systems work by interacting with AI-generated visuals related to lesson topics.
- [6.2.TC1a]: Use AI tools in daily study by using Generative AI to create custom illustrative elements for a digital menu.
- [6.4.TC1a]: Engage with AI interfaces by interacting with an AI voice chatbot to practice conversational phrases.
3. Attributes
- Responsibility: Show awareness of healthy eating habits and traditional Vietnamese cuisine.
- Hard work: Be focused and active in acquiring new vocabulary.
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
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2. PRESENTATION
Activity 1: Listen and read.
a. Objective: To set the context for the introductory conversation and introduce the topic of the unit.
b. Content: Ss listen and read the conversation "At a Vietnamese restaurant".
c. Product: Ss understand the context, read along, and underline topic-related words.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher sets the context by having Ss look at the picture and answering questions: Where is Mark’s family? What are they doing? Who are they talking to?.
- Teacher encourages Ss to share recent experiences of eating at a restaurant. - Teacher plays the recording twice for Ss to listen and read along. Have Ss underline the words related to the topic of the unit. - Teacher invites some pairs of Ss to read the conversation aloud. Step 2: Students perform learning tasks - Students look at the picture and answer the teacher's questions. - Students listen to the audio and read the conversation silently. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher checks pronunciation and intonation. - Teacher moves to next content. | Audio script: Waiter: Good evening. What can I get you today? Mark's mum: We'd like rice with some pork cooked in fish sauce. Oh, could we also have an order of roast chicken and fried vegetables? Mark: And I'd like some fried tofu and spring rolls too. Waiter: OK. Would you like canh chua? It's a kind of Vietnamese soup. We often have it with rice. Mark's dad: Let me see ... I think we'll try some canh chua. Waiter: With shrimp or fish? Mark's dad: With shrimp, please. Waiter: Would you like anything to drink? We have a lot of drinks: juice, lemonade, green tea, mineral water, ... Mark's mum: Mineral water for me, green tea for my husband, and juice for my children. Waiter: What kind of juice would you like? Mark's sister: Do you have winter melon juice? Waiter: Let me see. Er, yes. How many cans would you like? Mark's sister: One ... No, wait, two please. By the way, how much is a can of winter melon juice? Mark: The menu says it's 10,000 dong. Waiter: That's right. I'll be right back with your order. |
Activity 2: What is Mark's family doing?
a. Objective: To help Ss understand the main idea of the text.
b. Content: Ss answer a multiple-choice question about the main action in the text.
c. Product: Correct answer identified.
d. Organization:
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Activity 3: Find the words and phrases about food and drink in the conversation and write them in the correct columns.
a. Objective: To develop Ss’ knowledge of the vocabulary for food and drink.
b. Content: Ss categorize vocabulary from the text into "Food" and "Drink" columns.
c. Product: Correctly sorted food and drink vocabulary.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher provides a link to an interactive digital board (E.g. Google Jamboard).
- Teacher asks Ss to drag and drop digital text boxes into categorized columns (Food / Drink) on their devices without looking at the book. - Teacher asks some Ss to read out their answers. - With a weaker class, ask for translations to ensure understanding. Step 2: Students perform learning tasks - Ss work individually on their screens to categorize the words, then check answers with partners. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher projects the correct columns and confirms the answers. - Teacher moves to next content. | Key: - Food: rice, pork, fish sauce, roast chicken, fried vegetables, fried tofu, spring rolls, canh chua (soup), shrimp, fish - Drink: juice, lemonade, green tea, mineral water, winter melon juice | [3.1.TC1a]: Students indicate how to create and edit digital content by dragging and dropping digital text boxes into categorized columns on a shared whiteboard. |
Activity 4: Read the conversation again and tick (v) T (True) or F (False).
a. Objective: To help Ss deeply understand the text.
b. Content: Ss read 5 statements and decide if they are True or False based on the text.
c. Product: Correct True/False choices.
d. Organization:
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Activity 5: Work in pairs. Ask your partner about his or her favourite food and drink.
a. Objective: To help Ss practise talking about their favourite food and drink.
b. Content: Ss work in pairs to ask and answer using given prompts.
c. Product: Fluent spoken exchanges about food and drink.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks each student to think of questions to ask about favourite food/drink. - Teacher introduces an AI voice chatbot (e.g., ChatGPT Voice). - Task: interact with an AI voice chatbot to practice conversational phrases (e.g., asking "What is your favourite food?"). - Demonstrate the activity first with a strong student. - Call on some pairs to perform in front of the class. Step 2: Students perform learning tasks - Students practice speaking questions to the AI chatbot for 2 minutes to check pronunciation. - Ask Ss to work in human pairs. T goes round to help weaker Ss. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher corrects pronunciation and praises good pair work. - Teacher moves to next content. | [6.4.TC1a]: Students engage with AI interfaces by interacting with an AI voice chatbot to practice conversational phrases before role-playing with a partner. |
3. PRACTICE
a. Objective: To consolidate the vocabulary and grammar in the lesson.
b. Content: Students complete a fill in each blank task and a multiple-choice quiz.
c. Products: Correctly completed exercises.
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4. APPLICATION
a. Objective: To apply the target vocabulary in a creative and practical context combining menu design and AI tools.
b. Content: Students carry out a task called "My Dream Digital Menu".
c. Product: A short digital menu presenting their favourite foods and drinks.
d. Organization:
Step 1: Teacher assigns learning tasks
- Task:
+ Work in groups of 3. Design a small digital menu for a restaurant you want to open.
+ Use Canva or Bing Image Creator to use Generative AI to create custom illustrative elements for a digital menu (e.g., prompt: "a bowl of Vietnamese beef noodle soup in watercolor style").
+ Include at least 3 food items and 2 drink items using the vocabulary learned today (e.g., fried tofu, winter melon juice) along with prices.
Step 2: Students perform learning tasks
- Students brainstorm their restaurant name and menu items.
- Students generate AI images and arrange them digitally on their devices.
- The teacher observes, guides, and supports the students (if necessary).
Step 3: Reporting and Discussion
- Teacher invites group representatives to cast digital menus to the smart TV for presentation.
- Groups present their menus: "Welcome to our restaurant. We have delicious roast chicken and winter melon juice..."
- Other students can comment or offer alternative opinions (if any).
Step 4: Evaluation
- Teacher praises the groups for their creativity, digital skills, and correct vocabulary usage.
[6.2.TC1a]: Students use AI tools in daily study by using Generative AI to create custom illustrative elements for a digital menu to enhance their visual presentation.
[2.2.TC1a]: Students apply suitable digital technologies to share data by casting digital menus to the smart TV for presentation to the whole class.
* HOMEWORK
- Learn all the new food and drink vocabulary by heart.
- Write a short paragraph (3-4 sentences) about what you usually have for dinner.
- Prepare for the next lesson: A Closer Look 1.
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