Giáo án NLS Tiếng Anh 7 Global Success Unit 5 Skills 2: Listening, Writing: Eating habits

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

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

UNIT 5: FOOD AND DRINK

SKILLS 2

I. OBJECTIVES

1. Knowledge and skills

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

- Listen for specific information about eating habits in an area.

- Make notes and write a paragraph of about 70 words about the eating habits in their area.

2. Competences

General competences:

- Communication and collaboration: Work in groups to discuss eating habits and share writing ideas.

- Self-control and independent learning: Actively listen for specific details and complete individual writing tasks.

Specific competences:

- Develop listening comprehension skills regarding daily routines and meals.

- Organize ideas and apply topic-related vocabulary to write a descriptive paragraph.

Digital competences:

- [2.1.TC1b]: Select appropriate digital communication means by using a live digital polling tool to vote for the healthiest diet.

- [2.2.TC1a]: Apply suitable digital technologies to share data by casting digital writing drafts to the smart TV for peer review.

- [2.4.TC1a]: Select digital tools for collaborative processes by co-editing a shared digital whiteboard to record group discussion notes.

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

- [5.2.TC1b]: Select digital tools to solve needs by utilizing auto-grading analytics on an online platform for True/False listening checks.

- [6.1.TC1a]: Explain how simple AI systems work by interacting with an AI diet-analyzer chatbot to evaluate daily food intake.

- [6.2.TC1a]: Use AI tools in daily study by using a Generative AI writing assistant to suggest vocabulary and check grammar for their paragraphs.

3. Attributes

- Responsibility: Be mindful of personal health and eating habits.

- Hard work: Be focused and active during listening and writing tasks.

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 help Ss understand and activate their knowledge of the topic. 

b. Content: Teacher organizes a game called "Our eating habits". 

c. Product: Students share their meals from the previous day and evaluate the healthiest diet using an AI tool.

d. Organization:

Step 1: Teacher assigns learning tasks

- Put Ss in small groups.

- Ss tell one another everything they ate and drank yesterday.

- Ask Ss to use an AI chatbot on their devices to input their group's meals. 

- As a group they decide who has the healthiest diet.

- Groups share the AI's feedback with the class and submit the winner's name via a digital polling tool. 

Step 2: Students perform learning tasks

- Students discuss their meals.

- Students interact with the AI chatbot, asking it to rank the diets based on nutritional value. 

- 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 reviews the results on the screen and leads into the lesson about eating habits.

[6.1.TC1a]: Students explain how simple AI systems work by interacting with an AI diet-analyzer chatbot to evaluate daily food intake. 

[2.1.TC1b]: Students select appropriate digital communication means by using a live digital polling tool to vote for the healthiest diet.

2. PRESENTATION

Activity 1: Work in groups. Discuss the following questions. 

a. Objective: To help Ss understand and activate their knowledge of the topic. 

b. Content: Students discuss what time people in their area have meals and what they often eat. 

c. Product: Group notes on local eating habits.

d. Organization:

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Activity 2: Listen to Minh talking about the eating habits in his area. Circle the food and drink you hear. 

a. Objective: To help Ss understand what the monologue is about; to help Ss develop their skill of listening for specific information.

b. Content: Students listen and circle items from a given list: eel soup, cakes, green tea, coffee, toast. 

c. Product: Correctly circled food and drink items. 

d. Organization:

Activity 3: Listen again and tick T (True) or F (False). 

a. Objective: To help Ss develop their skill of listening for specific information. 

b. Content: Students listen and evaluate 5 statements about Minh's area as True or False. 

c. Product: Correct T/F answers.

d. Organization:

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Activity 4: Make notes about the eating habits in your area. 

a. Objective: To help Ss prepare ideas for their writing. 

b. Content: Students complete a table with Time and Food and drink for Breakfast, Lunch, and Dinner. 

c. Product: Completed notes using abbreviations. 

d. Organization:

Activity 5: Write a paragraph of about 70 words about the eating habits in your area. Use the information in Activity 4 to help you. 

a. Objective: To help Ss practise writing a paragraph about the eating habits in their area. 

b. Content: Students write a full paragraph based on their notes. 

c. Product: A complete, 70-word descriptive paragraph. 

d. Organization:

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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: 

Task 1: Reorder the words to make complete sentences about eating habits.

Step 1: Teacher assigns learning tasks

- Teacher writes 5 jumbled sentences on the board.

- Sets a time limit of 4 minutes. 

Step 2: Students perform learning tasks

- Students work individually in their notebooks to rearrange the words into meaningful sentences. 

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

Step 3: Reporting and Discussion

- Teacher calls 5 students to write their answers on the board. 

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

xStep 4: Evaluation

- Teacher checks and confirms the correct answers: 1. People in my area often have three meals a day; 2. We usually have lunch at around 11:30 a.m; 3. People often eat noodles or bread for breakfast; 4. Dinner is the main meal of the day; 5. I think the food in my area is healthy.

Task 2: Choose the best answer A, B, or C. 

Step 1: Teacher assigns learning tasks

- Teacher hands out a printed 5-question multiple-choice quiz or writes it on the board.

Q1. What do people in your area often have _______ breakfast? 

A. in B. for C. at

Q2. We normally talk about everyday activities _______ the meal. 

A. during B. between C. on

Q3. Dinner often _______ at around 7:00 p.m. in my family. 

A. start B. starting C. starts

Q4. We usually have rice with a lot of _______ vegetables and seafood. 

A. fresh B. new C. early

Q5. I think the food here is fabulous. It's very _______ and delicious. 

A. health B. healthy C. healthily

- Sets a time limit of 3 minutes. 

- Teacher calls on students to read their chosen answers aloud. 

Step 2: Students perform learning tasks

- Students work independently to choose the best option. 

- 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 confirms correct answers and briefly explains the grammar/vocabulary rules: 1. B, 2. A, 3. C, 4. A, 5. B.

Mission 2 (OPTIONAL): Choose the best answer A, B, C, or D.

Step 1: Teacher assigns learning tasks

- Teacher sends link the quiz on website kenhhoctap: https://kenhhoctap.edu.vn/bai-tap/quiz-global-success-7-textbook-unit-5-food-and-drink-25086 for students to perform.

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work individually to solve the exercise online.

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

Step 3: Reporting and Discussion

- Teacher invites students to share their answers.

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

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves on to the application stage.

4. APPLICATION

a. Objective: To apply the vocabulary and concepts of eating habits into a creative, real-world context. 

b. Content: Students design a "Healthy Daily Menu" for a teenager. 

c. Product: A visually appealing daily menu featuring breakfast, lunch, dinner, and snacks with healthy food choices.

d. Organization:

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