Giáo án Tiếng Anh 7 thí điểm - Unit 2: Health

UNIT 2: HEALTH

Lesson 1: Getting Started–Going out, or staying in?

I. Objectives:

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

 +Understand the dialogue about health in detail

+ Use the lexical items related to the topic health issuess

II. Language Focus:

 1. Vocabulary: the lexical items related to the topic health issues.

 2. Structures: - Imperatives with more and less

 - Compound sentences

III. Method: Communicative approach

IV. Teaching aids: Course book, CD player, picture.

 

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re.
V. Procedures:
STAGES
TEACHER AND STUDENTS’ ACTIVITIES
CONTENTS
Warm-up
 5’
Brainstorming (3')
- Teacher elicits the topic from students.
? Work in two teams and write one by one word from students.
- Teacher monitors and gets feedback.
-T introduces the new lesson
Health
* Suggested answer:
 -sickness - do exercise
 - have - keep fit 
 - tired ........
Presentation
 12’
- Ask Ss to guess what the picture might show or what the conversation might be about.
- Ask Ss questions about the picture.
- Play the dialogue and has Ss follow along. Ss may track the dialogue with their fingers as they listen to the recording.
VOCABULARY
Teacher use different techniques to teach vocabulary (situation, realia, examples)
- Follow the seven steps of teaching vocab.
* Checking vocab: Slap the board.
-Guess what the picture might show or what the conversation might be about.
Questions:
What can you see in the picture?
What time is it?
What do you think about the people in the picture are talking about?
Who do you think is healthier?
VOCABULARY
- health
(n):
Sức khỏe
- junk food
(n)
Đồ ăn nhanh
- put on weight
(adj)
 Tăng cân 
-sunburn
(n):
 Cháy nắng
- healthy
(adj):
Khỏe mạnh
- avoid
(v)
Tránh 
- allergy
(n):
Dị ứng
-sickness
(n):
Bệnh tật
-advice
(n):
lời khuyên
-spot
(n): 
mụn nhọt
Practice
 18’
- Ask Ss to complete the task individually or in pairs.
- Check answers and ask Ss to use each item in a sentence.
- Ask Ss to read the conversation again and complete the table. 
-Write the table on the board while Ss are working individually.
- Correct the exercise as a class by asking Ss to come to the board and tick the correct column.
- Ask Ss to look at the pictures.As a class Ss can call out which word they think matches each picture.
- Ask Ss to write the words below each picture.
- Play the recording and Ss repeat.
- Correct the exercise with the whole class.
- Have Ss rank the health problems from the most common to the least common and share with a partner.
- Encourage Ss to give reasons for their ranking.
- Ask one student to read through the list of advice aloud.
- Encourage Ss to mimic advice.
- Ask Ss to complete the matching individually and then correct.
1. Listen and read
a. Can you find a word or phrase that mean: 
Key: 
Zooniverse
I don’t feel like it
Sound down
Putting on weight
Won’t take no for an answer
b. Read the conversation again. Who want to do the following things?
Key: 
Phong
Phong
Nick
Nick
Phong
2. Match the health problems in the box with the pictures. Then listen and repeat.
Key:
e
f
d
c
b
a
- Which problems do you think are the most common with your classmate?
- Rank the problems from the most common to the least common.
3. Can you match the correct advice with each person.
Key: 
c
d
e
b
a
Production
 8’
- Ask Ss to look at the picture and answer the questions.
- Correct their answers
4. Game
Take a card with a health problem or piece of advice.
Walk around and try to find the person with the card that matches yours.
Homework
 2’
- Write the answer in your notebook.
- Prepare next lesson 
(A closer look 1)
VI. Comments
Week:	Date of planning: 30/ /08/ 2015
Period: 10	Date of teaching: / /
UNIT 2: HEALTH
Lesson 2: A Closer Look 1
I. Objectives:
By the end of the lesson, students will be able to:
+Practise vocabulary related to health issues
+ Know how to pronounce the sounds /f/ and /v/ 
 +Find out the words with the sounds /f/ and /v/ 
II. Language Focus:
1. Vocabulary: the lexical items related to the topic health issues.
2. Structures:	- have a/an + N, have + N, 
-feel + adj to talk about health problems 
 -Sounds /f/, /v/
III. Method: Communicative approach
IV. Teaching aids: Course book, CD player, picture.
V. Procedures:
STAGES
TEACHER AND STUDENTS’ ACTIVITIES
CONTENTS
Warm-up
 5’
Giving advice
- T calls on one student to the board. He/she uses gesture to express the health problem. 
- Other ss ask him/her : Do you have (a/an)....? Do you feel....?
-Introduce the new lesson
Vocabulary
Presentation
 15’
Vocabulary 
-Teacher uses different techniques to teach vocabulary (situation, realia, examples)
- Follow the seven steps of teaching vocab.
* Checking vocab: What and where 
- T writes have a/an, have, feel on the board then asks ss to read the words from the first column. T write the words in a word web around have a/an . T repeats for the next two columns.
-cough 
(n/v):
ho
- headache
(n)
cơn đau đầu
-temperrature 
(n):
nhiệt độ
-earache
(n):
cơn đau tai
- sore throat
(n):
cơn đau họng 
-weak
(adj):
yếu
-patient
(n):
bệnh nhân 
-problem
(n):
vấn đề
1. Write the problem below the picture of each patient.
have a/an 
have
feel
cough
flu
sick
headache
stomachache
tired 
sore throat
toothache
weak
temperature
earache
Key:
1.Flu
2. Sunburn
3. Allergy
 4.Tired/ weak
Practice
 15’
- Ask Ss tocomplete the exercise individually.
- Correct the exercise as a class.
- Model the role-play in the book with a student.
- Divide class into pairs. Encourage Ss to think about how each person feels and will act. Give them 5 minutes to practice. 
- Ask some pairs perform their role-play for the class.
- Ask the class comprehension questions about what they just saw.
- Ask four Ss to model the example conversation.
- Divide class into groups and ask them to talk about a health problem.
- Drill the sounds /f/ and /v/ and asking Ss to think of any words they know with these sounds in them.
- Write Ss ideas on the board. Say the words in 5 and ask Ss to repeat.
- Play the recording and have Ss circle the words they hear.
2. Now, read the doctor’s notes about his patients and fill in the missing words.
Key: 
(a) sunburn
(the) flu
Tired, temperature
Sick, stomachache
Sore throat
3. Role-play the meeting with the doctor. Use the cues in 1, 2 or your own health problems.
(page 18)
Questions: 
- What was Mai’s problem?
- What advice did doctor Thao have?
4. Choose a health problem. Work in groups. Tell your group about the last time you had that problem.
Example:
A: I had flu 2 weeks ago.
B: Me too! I felt so weak.
C: Oh. I had a sore throat yesterday.
D: I had toothache. I think I ate too many sweets.
& Pronunciation 
/f/ and /v/
5. Listen and circle the word you hear.
Key:
Fat ferry
Vast
Vault
Save
Leave
Production
 8’
- Ask Ss to listen to the sentences once and repeat.
- Ask Ss to circle the words with /f/ and /v/ sounds.
- Have Ss listen to the recording again and give the correct answers to the entire class.
6. Listen and circle the word(s) with the /f/ or /v/ sounds. Then say the sentences.
Key:
Fat, food
Have, felt
Fatter 
Having, lifestyle
Give
Homework
 2’
- Learn vocabulary by heart.
- Practice the sounds /f/ and /v/ more.
- Prepare next lesson 
(A closer look 2)
VI. Comments
Week:	Date of planning: 30/ /08/ 2015
Period: 11	Date of teaching: / /
UNIT 2: HEALTH
Lesson 3: A Closer Look 2
I. Objectives:
	By the end of this lesson, students can use Imperatives with more and less and compound sentences correctly and appropriately.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic health issues.
	2. Structures:	- Imperatives with more and less
	- Compound sentences
III. Method: Communicative approach
IV. Teaching aids: Course book, CD player, pictures.
V. Procedures:
STAGES
TEACHER AND STUDENTS’ ACTIVITIES
CONTENTS
Warm-up
 5’
Call some ss to go to the board to write new words of the last lesson.
Presentation
 15’
 Vocabulary 
-Teacher uses different techniques to teach vocabulary (situation, realia, examples)
- Follow the seven steps of teaching vocab.
* Checking vocab: Slap the board.
- Give Ss simple classroom commands. Eg: stand up, sit down, open your book
- Write the word IMPERATIVE on the board and explain to Ss that the imperative can be use for direct commands, orders or suggestions.
- Ask Ss to red the yellow box. Check their comprehension by asking some comprehension questions.
- Ask Ss to look at the four pictures and call on Ss to tell the class what they see. Divide Ss into pairs and ask pairs to give advice to each person in the picture.
Vocabulary
-imperative
(n):
 mệnh lệnh
- tip
(n)
lời khuyên
-expert
(n):
chuyên gia
-stay in shape
(v):
 giữ dáng
-obesity
(adj):
béo phì 
-depression
(n):
sự chán nản
concentrate
(v):
tập trung 
-limit
(v):
hạn chế 
& Grammar
Imperatives with more and less.
Questions 
When I feel tired, should I sleep more or less?
What should I do if I am doing poorly in school?
What should I do if I want to lose weight? Put on weight?
1. Look at the pictures. Which health tips from the box above would you give each of these people?(page 19)
(Students’ answers)
Practice
 15’
- Ask Ssto look at the yellow box again.
- Ask Ss to think about which six health tips are the most important to teens.
- Have Ss discuss their ideas in pairs or groups of three.
- Ask Ss to read through the Teen Health website individually and complete the headings.
- Ask Ss if the ideas from the class and the ideas from the website are the same. 
- Encourage class discuss here about why some pieces of advice are more important than others.
- Ask Ss to read the first paragraph of the yellow box and ask a question.
- Ask Ss to read the second paragraph of the yellow box and ask a question again.
- Divide class up into 3 large groups. The 1st group is “Independent Clause 1”, the 2nd group is “Conjunction”, and the 3rd group is ”Independent Clause 2”. The whole class reaids the table aloud. Each group chorally chants their part of the sentence when T calls out the name of their group.
- Ask Ss to complete the exercise individually.
- Correct the exercise as class.
- Ask Ss to complete the exercise individually.
- Correct the exercise as class.
2. Top health tips for teens
Look at the health tips in the yellow box. Which six do you think are the most important to you and your classmates? Explain why?
3. Look at the article on the Teen Health website. Fill in the blanks to complete their top six health tips.
Key:
Do more exercise!
Sleep more
Eat less junk food 
Wash your hands more
Watch less TV
Spend less time playing computer games.
Compound sentences
- What do we call a sentence made by liking two simple sentences?
=> A compound sentence
- What does a coordinating conjunction do?
=> It joins two simple sentences.
4. Make compound sentences by joining the two simple sentences. Use the conjunction given. Remember to add comma.
Key:
I want to eat some food, but I have a sore throat.
The Japanese eat healthily, so they live for a long time.
I feel tired, and I feel weak.
You can go and see the doctor, or you can go to bed now and rest.
5. Math the beginnings of the sentences with the picture that completes them.
Key:
d
c
a
b
Production
 8’
- Ask Ss to complete the exercise individually.
- Call on some Ss to read the complete sentences.
6. Now, complete the second part of the compound sentences.
Hung washes his hands a lot, so
David eats lots of junk food, and
The doctor told Elena she should sleep more, or
My sister plays computer games, but
Homework
 2’
- Prepare next lesson 	(Communication)
VI. Comments
Week:	Date of planning: 31/ /08/ 2015
Period: 12	Date of teaching: / /
UNIT 2: HEALTH
Lesson 4: Communication
I. Objectives:
	By the end of this lesson, students can talk about health issues.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic health issues.
	2. Structures:	- Imperatives with more and less
	- Compound sentences
III. Method: Communicative approach
IV. Teaching aids: Course book, CD player.
V. Procedures:
STAGES
TEACHER AND STUDENTS’ ACTIVITIES
CONTENTS
Warm-up
 5’
T calls some ss to go to the board to write some compound sentences
Ex: I do morning exercise regularly, so I have a good health.
Presentation
 15’
- Have Sslook at extra vocabulary. Ask Ss to look up the words in their dictionaries.
- Write the words Healthy and Unhealthy on the board. Ask Ss brainstorm about things that are healthy or unhealthy.
Extra vocabulary:
Myth 
Sushi
Vitamins
Sleeping in
Vegetarians
Healthy
Unhealthy
Practice
 15’
- Divide the class into pairs and ask them to complete the exercise.
- Choose a few groups to share their answers their answers with the class.
- Encourage Ss to explain their choices.
- Ask Ss to close their books, listen and take note.
- Play the recording.
- Have Ss open their books and correct their answers using their notes (or from memory).
- Play the recording again for Ss to check a second time.
- Ask Ss to do this activity in pairs.
- Have a quick class poll and follow-up discussion.
- Divide Ss into groups and have them complete the exercise.
1. Work in pairs. Discuss and write F or M for each statement.
Key:
F
M
F
F
M
M
2. Listen to the radio show about heath facts or myths and check your answers in 1.
3. Discuss the following in groups.
Which sentence are you most surprised by? Why?
Do you know any health facts or myths in Viet Nam?
4. Work in groups. Think of some ideas about health that are true. Then think of some that are false.
Example:
You can avoid disease by keeping yourself clean. (This is true)
You will turn orange when you eat a lot of oranges. (This is false)
Production
 8’
- Ask Ss to test another group to see how many of your health myths they can spot.
5. Test another group to see how many of your health myths they can spot.
Homework
 2’
- Prepare next lesson:
(Skills 1)
VI. Comments
Week:	Date of planning: 31/ /08/ 2015
Period: 13 	Date of teaching: / /
UNIT 2: HEALTH
Lesson 5: Skills 1
I. Objectives:
By the end of the lesson, Ss will be able to:
- use lexical items related to health
- read for general and specific information about the calories for our health .
- talk about activity and calories 
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic health issues.
	2. Structures:	- Imperatives with more and less
	- Compound sentences
III. Method: Communicative approach
IV. Teaching aids: Course book, CD player.
V. Procedures:
STAGES
TEACHER AND STUDENTS’ ACTIVITIES
CONTENTS
Warm-up
 5’
Brainstorming
- Elicit the topic from students
- Teacher model
- Ss add as many activities as possible.
- Teacher monitors and gets feedback.
Favorite activities
Presentation
 10’
- Write the word CALORIE on the board.
- Translate into Vietnamese if necessary.
- Ask Ss brainstorm any words that they associate with CALORIE.
- Ask Ss to guess what the reading will be about.
- Ask Ss to complete the exercise.
- Check and confirm the correct answers.
CALORIE
& Reading
1. Quickly read the text. Match the correct headings with the paragraphs.
Key:
b
a
c 
Practice
 20’
- Put Ss in pairs and have them complete exercise 2.
- Encourage Ssto write the meaning of the words as simply as possible and in their own words.
- Elicit the meanings of the words from the different groups.
- Ask Ss to complete the exercise individually.
- Correct the answers with the class.
- Draw attention to the table and explain that the activities are listed next to the number of calories use in one hour.
- Put ss in groups of three and ask them to discuss the questions.
- Ask Ss to complete the exercise individually.
- Check and confirm the correct answers.
2. Find the following words/ phrases in the text. Discuss the meaning of each word with a partner. Then check the meaning.
Key:
diet (n) – the food that you eat on a daily basis.
Expert – some who has study a lot about a subject or topic and understand it well.
Tip – an advice on how to do something quickly and successfully, usually from one’s own experience.
Junk food – usually convienience food like Mc Donald, KFC
Stay in shape – be fit and healthy.
3. Now answer the following questions.
Key: 
A calorie is energy that help us do our everyday activities.
If we eat too many calories, we can get fat.
To stay healthy you need between 1,600 and 2,500 calories.
& Speaking
4. Look at the table and discuss the following questions.
(Page 22)
5. Choose two or three activities you like to do. Complete the table about those activities.
Activity
Number of hours (per day)
Total number of calories.
Production
 8’
- Ask Ss to share their tables with the class.
6. Present your table to the class. Try to include the following information.
(Page 22)
-What activities you do?
- How long you do them every day?
- How many calories you use doing these activities?
Homework
 2’
- Prepare the next lesson :
(Skills 2)
VI. Comments
Week:	Date of planning: 01/ /09/ 2015
Period: 14 	Date of teaching: / /
UNIT 2: HEALTH
Lesson 6: Skills 2
I. Objectives:
By the end of the lesson, Ss will be able to:
- Ue lexical items related to health .
- Listen to an interview to get specific information about sport and health .
- Write the reply for the health problem.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic health issues.
	2. Structures:	- Imperatives with more and less
	- Compound sentences
III. Method: Communicative approach
IV. Teaching aids: Course book, CD player, poster.
V. Procedures:
STAGES
TEACHER AND STUDENTS’ ACTIVITIES
CONTENTS
Warm-up
 5’
Brainstorming
 - Elicit the topic from students
- Teacher model
- Ss add as many activities as possible.
- Teacher monitors and gets feedback.
- T introduces the new lesson
Which sport do you like?
Presentation
 10’
- Draw the Olympic rings on the board and ask Ss what these represent.
- Brainstorm with Ss as a class different words that come to mind when Ss think of the Olympics.
- Ask Ss to discuss the questions.
Olympics
& Listening
1. Look at the picture. Discuss the questions with a partner.
What sports do people do in the Olympics?
The Olympic sport below is sometimes called “the Ironman event”. Why?
Practice
 20’
- Play the recording. Ask Ss totick the problems an ironman had as a child.
- Allow Ss share their answers before listening to the recording a final time to check.
- Correct their answer.
- Ask Ss to listen again and choose the right response.
- Ask Ss to complete the task individually.
- Check and confirm the correct answer.
- Divide the class into groups and give a time limit for discussion and feedback as a class.
- Make sure Ss understand the word “triathlon” in the listening.
- Ask Ss to work individually to finish this activity.
- Check and confirm the correct answer.
2. Listen to the interview with an ironman. Tick the problems he had as a child.
Key:
Sick, allergy
3. Listen to the interview again. What advice does he give about preparing for the event?
Key:
Eat more healthy food
Sleep more
Do more exercises
4.Are the following sentences true or false?
Key: 
T
F
F
F
T 
5. Discuss in groups.
(page 23)
& Writing
6. Look at Dr. Law’s advice page. Can you match the problems with the answers?
Key:
c
b
a
To give advice, you can use:
You should
You can
It will be good if you
Do something more/less
Production
 8’
- Ask Ss to work in pair to write a health problems and responses.
- Ask some pairs to share their problems and response with the class.
7. Work in pairs. Choose one of the problems. Student A writes the problem, and student B writes the reply.
Homework
 2’
- Write in your exercise book.
- Prepare next lesson :
(Looking back)
VI. Comments
Week:	Date of planning: 01/ /09/ 2015
Period: 15 	Date of teaching: / /
UNIT 2: HEALTH
Lesson 7: Looking Back
I. Objectives:
By the end of the lesson, Ss will be able to:
- Revise unit 2 with vocabulary , grammar 
- Recycle the language from the previous sections.
- Consolidate and apply what they have learnt in Unit 2 by doing various activities and exercises.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic health issues.
	2. Structures:	- Imperatives with more and less
	- Compound sentences
III. Method: Communicative approach
IV. Teaching aids: Course book, CD player, pictures.
V. Procedures:
STAGES
TEACHER AND STUDENTS’ ACTIVITIES
CONTENTS
Presentation
 15’
- T divides the students into two teams
 - Call on one student to come to the front of the class read sentence by sentence in 1 and use gesture to express in 5 minutes.
- The members in two teams must go to the board and write the health problems. 
- T teams with more and correct health problems is the winner 
- Ask Ss what they see in each picture.
- After a brief discussion, Ask ss to complete the exercise individually.
- Correct as a class
1. What the health problems do you think each of the people has?
Key : a. sunburn
 b. spot
 c. put on weight 
 d. stomacheache
 e. flu
2. Write the health problem below each person.
Key:
Spots
Putting on weight
Sunburn
Stomachache/ sick
Flu
Practice
 15’
- Ask Ss to complete the task individually.
- Check and confirm the correct answer.
- Ask Ss to do exercise 4in pairs.
- Have Ss compare their answers with a partner.
- Check their answers.
- Ask Ss to divide Ss into pairs.
- Ask one pair to come up and role-play the example in the book.
- Ask Ss to create their own role-ply from the sample problems in the book.
& Grammar
3. Complete the health tips below.
Key:
Less
More
More
Go outside
Watch TV
Do exercise.
4. Draw a line to link the sentences and a coordinator to form meaningful sentences.
Key: 
I want to eat some junk food, but I am putting on weight.
I don’t want to be tired tomorrow, so I should go to bed early.
I have temperature, and I feel tired.
I can exercise every morning, or I can cycle to school.
& Communication
5.Choose one of the following health problems .R

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