Giáo án NLS Tiếng Anh 7 Global Success Unit 5 Skills 1: Reading: A typical traditional food, Speaking: A popular food or drink

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

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

UNIT 5: FOOD AND DRINK

SKILLS 1

I. OBJECTIVES

1. Knowledge and skills

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

- Read for general and specific information about a popular food/dish (pho) through skimming and scanning techniques.

- Understand and use key vocabulary related to food characteristics and cooking methods (e.g., snack, taste, broth, stewing, boneless).

- Talk about a popular food or drink in their local area, including its main ingredients, how often, and when people have it.

2. Competences

General competences:

- Communication and collaboration: work effectively in pairs and groups to discuss questions, compare reading answers, and present local food profiles.

- Self-control and independent learning: actively read a blog post and complete reading comprehension and vocabulary matching tasks.

Specific competences:

- Master reading comprehension skills (predicting meanings, skimming, scanning).

- Enhance speaking fluency regarding culinary traditions and local food characteristics.

Digital competences:

- [2.1.TC1b]: Select appropriate digital communication means by submitting reading answers via interactive polling tools.

- [2.2.TC1a]: Apply suitable digital technologies to share data by casting digital tables and food profiles to the smart TV.

- [2.4.TC1a]: Select digital tools for collaborative processes by co-editing a shared online document to compile vocabulary meanings.

- [3.1.TC1a]: Indicate how to create and edit digital content by typing answers into an interactive online reading worksheet.

- [3.1.TC1b]: Express themselves through the creation of digital media by using graphic design tools to create a digital food poster.

- [5.2.TC1b]: Select digital tools to solve needs by utilizing auto-grading platforms for vocabulary checking.

- [6.1.TC1a]: Explain how simple AI systems work by interacting with an AI video simulating a traditional Vietnamese cooking vlog.

- [6.2.TC1a]: Use AI tools in daily study by using Generative AI to generate visual graphics for local food presentations.

- [6.4.TC1a]: Engage with AI interfaces by interacting with an AI voice chatbot to practice food descriptions.

3. Attributes

- Pride and Appreciation: Show love and appreciation for Vietnamese traditional culinary culture, especially pho.

- Responsibility: Share interesting information about local food and respect cultural diversity.

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: Work in pairs. Discuss the following questions. 

a. Objective: To help students understand and activate their knowledge of the topic (pho). b. Content: Students discuss three prompt questions about pho: (1) Is pho popular in your neighbourhood? (2) When can we have pho? (3) What are the main ingredients of pho? 

c. Product: Spoken responses sharing personal opinions and knowledge about pho. 

d. Organization:

Activity 2: Read Phong's blog. Match the underlined words in the text with their meanings. 

a. Objective: To get students acquainted with the reading skill: predicting the meaning of new vocabulary using context; and help students understand new vocabulary in the reading text. 

b. Content: Students scan Phong's blog passage to find five underlined words (snack, taste, broth, stewing, boneless) and match them with meanings (a - e). 

c. Product: Correct matching of vocabulary words to their definitions.

d. Organization:

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Activity 3: Read Phong's blog again and circle the correct answer A, B, or C. 

a. Objective: To help students develop their reading skill for main ideas (skimming) and specific information (scanning). 

b. Content: Students read the text again and answer 5 multiple-choice questions about pho. 

c. Product: Correct choice of options A, B, or C for all 5 comprehension questions. 

d. Organization:

Activity 4: Make notes about a popular food or drink in your area. Think about its main ingredients, how often and when you have it. 

a. Objective: To help students prepare ideas for the main speaking activity. 

b. Content: Students make individual notes about a local food or drink based on guided prompts. 

c. Product: Completed notes covering ingredients, frequency, and timing. 

d. Organization:

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Activity 5: Work in groups of 3 or 4. Take turns to talk about a popular food or drink in your area. 

a. Objective: To provide an opportunity for students to practise talking about a popular food or drink in their area. 

b. Content: Students take turns presenting their notes in groups. 

c. Product: Fluently delivered spoken presentations within groups. 

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: 

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4. APPLICATION

a. Objective: To help students apply reading and speaking insights into a creative group media creation task. 

b. Content: Students design a digital food profile infographic for a local specialty dish using graphic and AI design tools. 

c. Product: A digital infographic poster detailing a regional specialty dish, its ingredients, and serving times.

d. Organization:

Step 1: Teacher assigns learning tasks

- Task: 

+ Work in groups of 4 to design a digital infographic poster introducing a popular local dish (e.g., bun cha, banh mi, hu tieu).

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

+ Use Canva to using graphic tools to design a digital food preference infographic combining text and images.

Step 2: Students perform learning tasks

- Students collaborate on Canva, generating images with AI and writing descriptive paragraphs about the dish's ingredients, taste, and serving times. 

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

Step 3: Reporting and Discussion

- Teacher invites groups to display their digital infographics on the classroom screen. 

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

Step 4: Evaluation

- Teacher praises students for creativity, accurate language use, and cultural appreciation.

[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 digital food preference infographic.

* HOMEWORK

- Learn by heart new vocabulary items (snack, taste, broth, stewing, boneless).

- Write a short paragraph (50-60 words) describing a popular food or drink in your area based on your speaking notes.

- Prepare for the next lesson: Skills 2 (Unit 5).