Giáo án Tiếng Anh 7 - Unit 2: Health

, extra board, radio
IV.Procedure:
Teacher’s activities
Students’activities
I. Warm up (4'): 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 
- Take part in the game
II.The new lesson 
 A.Vocabulary (6')
-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
have a/an 
have
feel
cough
flu
sick
headache
stomachache
tired 
sore throat
toothache
weak
temperature
earache
1. Look at the pictures. Write the problem below the picture of each patient (3')
- T asks ss to do the exercise individually 
- T corrects the exercise as a class
2. Now, read the doctor's note about his patient and fill in the missing words (5')
- T asks ss to do the exercise individually 
- T corrects the exercise as a class
3. Role- play the meeting with the doctor(7')
-T explains how to do this activity
then asks one student to come to the front of the class and models with him/her
- Ask ss to work in pairs 
- Call on some pairs to practise in front of the class then ask : What was Mia's problem? What advice did Dr Thao have?
4. Choose a health problem. Work in groups. Tell your group about the last time you had that problem ( 7')
- T asks 4 ss to model the example conversation then T divides the class into groups of 4 ss and asks ss to talk about a health problem
- T may ask ss to extend the conversation by trying to figure out what the most common health problem in the group and then report back to the class 
B. Pronunciation - 10'
- Teacher explains how to to pronounce the sounds /f/ and /v/ and models 
Đặc tính của âm /f/ là phụ âm vô thanh (voiceless consonant) âm môi răng, kết hợp răng hàm trên và môi dưới để phát âm (labio-dental). Đây là phụ âm xát (fricative). Cách phát âm: đặt sát răng hàm trên trên môi dưới, thổi luồng hơi đi ra qua môi, miệng hơi mở một chút. Trong khi đó âm /v/ vốn là phụ âm hữu thanh (voiced consonant) âm môi răng, kết hợp răng hàm trên và môi dưới để phát âm (labio-dental). /v/ là phụ âm xát (fricative). Nó được phát âm như sau: vị trí và cách phát âm tương tự như khi phát âm /f/, đặt hàm trên lên trên môi dưới, để luồng hơi đi ra qua môi và răng, miệng hơi mở một chút. Dùng giọng tạo ra phụ âm kêu.
 5. Lissten and circle the words you hear 
- Go through the words in the table
- Play the recording and have circle the words they hear 
6. Listen and circle the words the /f/ or /v/ souns. They say the sentences 
- T asks ss to listen to the sentences once and repeat then asks ss to circle the words with /f/ or/v/ sounds 
- T has ss listen to the recording again and gives the correct answers to the entire class 
- Do the exercise individually 
Key:
1. flu 2. sunburn 3. allergy
4. tired/weak 
Key:
1. (a) sunburn 2. the flu 3. tired, temperature 4. sick, stomachache 5. sore throat 
- Work in pairs to role-play
- Work in groups of 4 ss to practise 
Eg : 
A: I had flu two 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
- Listen to the teacher and look at the model 
- Listen and circle 
Key: 
 1. fat 2. ferry 3. vast 4. vault 
5. save 6. leave
- Listen , circle the words and say the sentences
 Key :
1. fast, food 2. have, felt 3. father
4. having, lifestyle 5. give 
III. Consolidation (2')
-Have a/an + N, have + N, feel + adj to talk about health problems 
- How to pronounce the sounds /f/ and /v/
? Recall some phrases which has the two sounds.
 IV. Homework (2')
 Learn by heart all the new words and structures.
-Guide ss how to do A1,2 P10
- Prepare: A closer look 2 
- Recall the lesson 
-Listen to the teacher 
Week 9
Period 11
Unit 2: HEALTH
A CLOSSER LOOK 2
Writing date: 22/ 9/ 2013
Teaching date: 26/ 9/ 2013
I.Objectives:
- By the end of the lesson, the students will be able to understand about imperative with more and less
II. Language content:
* Grammar: Imperatives with more and less
*Vocabulary: health tips 
III.Teaching aids:
- Textbooks, teaching plan, extra board, radio
IV.Procedure:
Teacher’s activities
Students’activities
I. Warm up (4'): 
- Play the game: Simon says 
- Introduce the new lesson
- Take part in the game
II.The new lesson 
A. Presentation(10')
1. Vocabulary 
-Teacher uses different techniques to teach vocabulary (situation, realia, examples)
- Follow the seven steps of teaching vocab.
* Checking vocab: Slap the board.
* Imperatives
- Ask ss to recall about the game Simon says to elicit the imperative
2. Imperatives with more and less
 Model sentence: Do more exercise
 Watch less TV
- T explains that the imperative can be use for direct command, orders or suggestions
- T asks ss to read through the yellow box 
B. Practice (20)
1. Look at the pictures. Which advice would you give to each of these people? Use the imperatives with more and less above
- T asks ss to look at the pictures and calls on ss to tell the class what they see. 
- T asks ss to work in pairs to practice and they can give the reasons for the advice
- Call on some pairs to practice
-imperative
(n):
 mệnh lệnh
- tip
(n)
lời khuyên
-expert
(n):
chuyên gia
-stay in shape
(v):
 giữ dáng /giữ cơ thể khoẻ mạnh
- obesity
(adj):
béo phì 
-depression
(n):
sự chán nản
concentrate
(v):
tập trung 
-limit
(v):
hạn chế 
* Imperatives with more and less
Model sentences: Do more exercise
 Watch less TV
 Don't play more games 
Usage: the imperative can be use for direct command, orders or suggestions
 Possible answers:
a. Drink more water/ sleep more
b. Spend less time playing computer games
c. Do more excise
d. Sunbathe less
2. Top Health Tip for teen 
- Ask ss to look at the yellow Grammar box again then work in groups of 4 ss to choose 6 pieces of advice are most important for teen .
- T let ss discuss thier idea in their groups
- Ask some groups represent their ideas
3. Look at the articles on the Teen Health website. Fill in the blanks to complete their top six health tips 
- T ask ss to read through the Teen Health website individually and complete the heading
-T may encourage class discussion about why some pieces of advice are more important than others 
 Grammar:
1. Compound sentences 
- T write the word : CONJUNTION on a big piece of paper
- T writes: AND, BUT, OR ,SO on the board then ask ss : What these words are called.
- T ask 2 ss to come and stand infront of the class. T brings out the paper with CONJUNCTION written on it and asks 2 ss each hold the paper with one hand 
- T asks what a conjunction does and ss can answer.
- T lets ss read the first paragraph of the Yellow Box and asks :
 What do we call a sentence made by linking two simple sentences ?
- T divides the class into 3 groups. The first group is Independent Clause 1. The second group is conjunction and the third group is conjunction 2.
 The whole class reads the table aloud 
- T asks ss to read through the yellow box 
2. Make compound sentences by jioning the two siple sentences. Using the conjunction give
- T asks ss to complete the exercise individually
- T corects the exercise with the class
3. Match the beginning of the sentences with the picture that completes them
- T has ss look at the pictures and go through the beginning of the sentences and work individually
4. Now complete the second part of the compound sentences 
- Ask ss to go through the first sentences and work individually to complete the sentences 
5. Read the qoute about health below, Explain each quot to your partner, Discuss the similarities and differences
- T asks ss to read the qoute aloud
-T asks comprehension questions : 
- Tasks ss to discuss the similarities and the differences
C. Production (6')
- Ask ss to work in groups of 4 ss to give the situation and give the imperative with less and more 
 III. Consolidation(3')
- T lets ss recall about the imperatives with less and more
IV. Home work (2')
-Learn by heart all the new words and structures.
-Guide ss how to do E 6,7 P12/13
- Prepare: Communication
-Look at the yellow Grammar box again then work in groups of 4 ss to choose 6 pieces of advice are most important for teen then discuss
-Read through the Teen Health website individually and complete the heading
- Discuss
Key: 
1. Do more exrcise
2. Sleep more
3. Eat less junk food
4. Wash your hand more
5 Watch less TV
6. Spend less time playing computer games
- It joins two simple sentences 
 Eg: T : Independent 1
G1: The Japanese eat alot of rice
...........
Compound sentences
 Compound sentences: When we want to join two ideas, we can link two simple sentences to form a compound sentences , we can use and (for addition), or (for choise), but(for a contrast), so ( for a result)
 Theere is usually is comma(,) after the first independent clause
Key
1. I want to eat some food, but I have a sore throat
2. The Japanese eat healthier , so they live for a long time
3. I feel tired and I feel weak
4. You can go and see the doctor, or you can go to bed now and rest
compound(n):ghép
-independent (adj): độc lập
-coodinate(v): kết hợp
-conjunction(n): liên từ
-clause(n): mệnh đề
-or( conj): hoặc là
-so(conj):vì vậy
-join(v): nối
- qoute(n): trích dẫn 
Where does someone ride when she rides on horseback?
 What does it mean to go some where on foot?
When you value something do you think it's important or not?
Week 9
Period 12
Unit 2: HEALTH
Communication
Writing date: 23/ 9/ 2013
Teaching date: 27/ 9/ 2013
I. Objective.
By the end of the lesson, Ss will be able to:
- Practice talking about some opinions are true and some are false about health
II. Language content. 
	 - Vocabulary: Extra vocabulary about health 
Grammar: compound sentences 
III. Preparation
	 - Teaching aids: Textbook, posters, picture 
	 - Work arrangement: T-WC, group work, pair work
	 - Anticipated problems: - The lesson is long, there may be not enough time for the Project 
IV. Procedure
Teacher's activities
Students' activities
I.Warm up (5') Noughts and crosses 
- T divides the class into 2 teams and asks ss to make sentences from the word(s) given in the table.
so
watch/less
and 
do/more
but
eat/more
spend/ less
eat/ less
or
- Take part in the game 
II.The new lesson
A. Presentation (13')
* Vocabulary
- Teacher follows the seven steps of teaching vocab
- Use different techniques to teach
-Check vocabulary : Slap the board
1. Discuss the sentences to choose true or false sentences 
- Go through the sentences
- Ask ss to work in pairs to decide which sentences are true or false
- T collects ss' ideas
B. Practice (19')
1. Listen to the radio show about health fact or myths and check your answers in 1
- T asks ss to listen to the recording to check their answer 
- Give feedback
- T confirms the correct answers 
 -myth 
(n):
điều hoang đường 
-vegetarian
(n):
người ăn chay
-fact
( n) :
sự thật
-recover 
(v):
hồi phục
- surprising
(adj)
 ngạc nhiên
- drop 
(v)
làm rơi
-pick up st
(v)
nhặt cái gì 
1. Discuss the sentences to choose true or false sentences 
- Work in pairsto decide which sentences are true or false
2. Listen to the radio show about health fact or myths and check your answers in 1
- Listen to the recording to check the answer 
Key: 
1- T, 2-F, 3-F, 4-F, 5-F, 6-F
 2.Discuss the following in groups
- T has ss work in groups to do this activity
- T calls on some groups to represent their ideas
3.Discuss the following in groups
 -Work in groups to do this activity
 Possible answer 
1. Number 3 makes me surprising most because I always think that fish , rice and vegetables are good for our health and now I know the amount is very important 
2. I know that when we have sore eyes we shouldn't eat sticky rice, egg. I heard this from my mother 
C. Production ( 9')
1. Think of some sentences about health that are true and some are false
 - T sets the time about 6 minutes for ss to work in groups of 4 ss to find out 
2. Test another group to see how many of your helth myths they can spot
- T asks ss to choose one spokesperson in each group to consult other group
III. Consolidation(2')
- T reminds ss some sentences about health are true which ss should follow and some sentences are not true and ss should avoid
IV. Home work (2')
 -Ask ss to learn by heart vocabulary and structures.
- - Guide ss how to do Ex A2,23 P 11 (Workbook)
- Prepare next lesson. Unit 2. Lesson 5 Skills 1
4. Think of some sentences about health that are true and some are false
- Work in groups
 Possible answer : 
 True : - We shouldn't quit our break fast because it is very important
 False : Women after bearing don't take a bath for along time 
.....
E.g:1. I find making pottery boring because we have to sit still and make things by hands.
2. I think dancing is ineresting because you can enjoy lovely melody of the music you like while you are dancing.
Week 9
Period 13
Unit 2: HEALTH
Skiils 1
Writing date: 23/ 9/ 2013
Teaching date: 28/ 9/ 2013
I. Objective.
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 content. 
	 - Vocabulary: Vocabulary about health 
Grammar: Simple present
III. Preparation
	 - Teaching aids: Textbook, posters, picture 
	 - Work arrangement: T-WC, group work, pair work
	 - Anticipated problems: - It will take a lot of time to count the calories
IV. Procedure
Teacher's activities
Students' activities
 I. Warm up (5') Brainstorming
- Elicit the topic from students
- Teacher model
- Ss add as many activities as possible.
- Teacher monitors and gets feedback.
- T introduce the new lesson 
..............
watching TV
Favorite activities
....................
.................
* ...
II .The new lesson 
A. Reading (20')
1. Pre - Reading
1.1. Vocabulary
- Teacher follows the seven steps of teaching vocab
- Use different techniques to teach.
Check vocabulary: What and where 
- calorie
(n)
ca lo 
- amount
(adj)
lượng 
- energy
 (adj)
năng lượng 
-chart
(n)
bảng biểu
 1. 2. Prequestions
* Set the scene: You are going to read the text about the calories. 
? What do we get calories from?
- T collects the answers
.
- Answer the question by guessing
2. While - reading 
 2.1.Check the answer 
- Ask ss to open the book page 40, read the texts in silient and check their guessing
Key:
- We get calories from the food we eat
 2.2.Match the correct headings with the paragraphs
- T asks ss to work individually to do this activity
 2.3Find the words / phrases in the text. Discuss the meaning then check the meaning 
- T asks ss to read the text again then work in pairs to do this exercise. Ss may use their dictionaries
2.4. Answer the questions 
- Ask ss to work in dividually to answer the questions 
- Let them share their answer with partner
- Call on 2 ss to write the answers on the board
- T confirms the correct answers 
1.Match the correct headings with the paragraphs
- Work individually
Key:
1-B, 2-A, 3-C
2.Find the words / phrases in the text. Discuss the meaning then check the meaning 
Key : 
-essential - necessary
-pay attention - notice, be aware
-diet(n)- the food you eat on adaily basics
-diet(v)- meant a special eating tountine to lose weight or accomplish another health goal
-expert- someone who has studied a lot about a subject or topic and understand it well
 3.Answer the questions 
1. A calories is energy that helps us do our every day activities 
2. If we eat too many calories we get fat
3. To stay healthy you need between 1600 and 2500 calories
4. Sports activities and running use a lot of calories 
5. People listen to his advice because he is an expert
 B. Speaking. (15') 
 1. Discussion
-Ask ss to look at the table and T explains the table
- T asks ss to work in pairs to discuss the activity and the calories by answering 4 questions
 - T walks around to monitor
2. Complete the chart
-Ask ss to look at the chart and T explains the chart
- Ask ss to work individually this activity
3 .Present your chart 
- Ask some ss to come to the front of the class to present 
4.. Discussion the following questions 
5. Complete the chart
 Eg
Activity
 Number of hours (per day)
 Total number of calories
Running 
2
1768
.............
.............
................
6. Present your chart 
-What activities you do
- How long you do them every day
- How many calories you use doing these activities 
III. Consolidation (3')
 - T aks ss to recall about activity and calories 
- Remember
IV. Homework (2')
- Learn by heart vocabulary and practice talking about your hobby.
- Guide ss how to do ex C1,P13, D3 P 15(Workbook)
- Prepare next lesson. Unit 2. Lesson 6 Skills 2
- Listen and take note the assignments
Week 9
Period 14
Unit 2: HEALTH
Skiils 2
Writing date: 24/ 9/ 2013
Teaching date: 28/ 9/ 2013
I. Objective.
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 content. 
 - Vocabulary: Vocabulary about hobbies
Grammar: Simple present, simple past.....
III. Preparation
	 - Teaching aids: Textbook, posters, tape and radio
	 - Work arrangement: T-WC, group work, pair work
	 - Anticipated problems: Weak students may not give the response 
IV. Procedure
Teacher's activities
Students' activities
 I. 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 sports do you like?
II The new lesson
* Vocabulary (4')
Teacher follows the seven steps of teaching vocab
- Use different techniques to teach.
-Check vocabulary: What and where 
A. Listening (17')
1. Pre - listening 
1.1. Discuss the questions 
- Go through the questions 
- T asks ss to work in pairs to discuss them
2. While-listening
2.1 . Listen the the interview. Which problems did he have as a child?
- Go through the questions 
- Play the recording twice and ask ss to circle the problems they hear
- Ask ss to compare the answers with a patrner
- Give feedback and confirm the correct answer 
* Vocabulary 
triathlon
(n)
môn thể thao thi đấu 3 môn phối hợp
maintain
(v)
duy trì
count
(v)
tính toán
pattern 
(n)
mẫu 
1. Discuss the questions 
-Work in pairs to discuss the questions
 2 . Listen the the interview. Which problems did he have as a child?
- Listen to the recording and circle the problems 
 Key : 
sick, allergy
 2.2 . Listen the the interview again . What advice does he give about preparing for event ?
- Go through the phrases in the box
- Ask ss to listen to the recording again and choose the right response
- Ask ss to compare the answers with a patrner
- Give feedback and confirm the correct answer 
 2.3 .Are the following sentences true of false ?
- Go through 5 sentences
- Ask to listen to the recording then choose the true/ false sentences
-Ask ss to compare the answers with a patrner
- Ask 1 student to write his/he answer on th board
- Confirm the correct answer 
3. Post- listening 
 Discuss in groups 
- Go through the questions .
- T divides the class in to groups and give them 5 minutes to do it
B. Writing (15)
 2. Gap fill (2P13)
* Set the sence: You are going to listen to an interview of A 4!Teen reporter about Mi's hobbies. 
? Run through all the information in 1-6
? Listen and fill in the gaps then compare with your partner.
3.Listen the the interview again . What advice does he give about preparing for event ?
- Listen to the recording again and choose the right response 
Key : 
 Do more exercise, sleep more, eat more fruits/ vegetables
4 .Are the following sentences true of false ?
-Listen to the recording then choose the true/ false sentences
Key : 
1-T, 2-F, 3-F, 4-F, 5-T
5.Discuss the following in groups 
III. Consolidation (2')
-Sum up the main content of the lesson.
iV. Homework (2')
- Learn by heart vocabulary and structures.
- Guide ss how to do E D1,23 P15 (Workbook)
- Prepare next lesson. Unit 2. Lesson 7: Looking back
6.Match the problems with the answers
-Read the the questions and the advice then match 
Key: 
1-c, 2-b, 3-a
7.Underline the ways Dr Dan gives the advice
 - Key : 
 You should...
 You can .......
 It will be good if you......
 Do st more/ less ........
8. Write the problem and response
- Work in pairs to write the health problem and the reponse
V. Homework (2')
- Learn by heart vocabulary and structures.
- Ex E1,2 P9 (Workbook)
- Prepare next lesson. Unit 1. Lesson 7: Looking back
- Remember
- Listen and take note the assignments
Week 9
Period 15
Unit 2: HEALTH
Looking back
Writing date: 25/ 9/ 2013
Teaching date: 28/ 9/ 2013
I. Objective.
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 content.