Giáo án Tiếng Anh Lớp 7 (Global Success) - Unit 2: Healthy Living

 UNIT 2: HEALTHY LIVING
 Lesson 1: Getting started – Let’s go out!
I. OBJECTIVES
By the end of this lesson, students will be able to:
 1. Knowledge
 - Use the lexical items related to the topic Healthy living
 - Identify and talk about the daily activities and decide if they are good or bad for health
 2. Core competence
 - Develop communication skills and creativity
 - Be collaborative and supportive in pair work and teamwork
 - Actively join in class activities
 3. Personal qualities
 - Be ready to talk about Healthy living
 - Know some daily activities whether good or bad for health
II. MATERIALS 
- Grade 7 textbook, Unit 2, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis 
 Form Pronunciation Meaning Vietnamese equivalent 
 1. popular (a) /ˈpɒpjələr/ liked, enjoyed, or supported by many phổ biến
 people
 2. fresh (a) /freʃ/ new or different tươi, mới 
 Date of teaching
 Unit 2: Healthy living
 Lesson 1: Getting started – Let’s go out!
 *Warm-up
 Brainstorming
 I. Vocabulary
 1. popular (a): phổ biến
 2. fresh (a): tươi, mới
 3. join (v): tham gia
 II. Practice
 Task 1: Tick the correct answers. (Ex 2, p. 19)
 Task 2: Write a word or phrase from the box under its picture (Ex 3, p. 19)
 Task 3: Complete each sentence with a word from the conversation. (Ex 4, p. 19)
 III. Production
 Task 4: Survey: Good or bad for health (Ex 5, p. 19)
 *Homework
 III. PROCEDURES
 Notes:
 In each activity, each step will be represented as following: 
 * Deliver the task
 ** Implement the task
 *** Discuss
 **** Give comments or feedback
 Stage Stage aim Procedure Interaction Time
WARM-UP - To create an active BRAINSTORMING 5 mins
 atmosphere in the * Teacher gives instructions. T-Ss 
 1. They are Mi and Mark.
 2. They are looking at the picture on the wall and talking about it.
 3. The people in the picture are doing (exercising, boating, etc.) and 
 mention some things they need to avoid a health problem.
 4. (Students’ answers)
 ** Ss work out and answer questions in pairs. Pair work
 *** Ss share their answers as a whole class. Ss
 **** T asks them to read and listen to the conversation to check their T-Ss
 answers.
PRESENTATION To help students VOCABULARY 5 mins
 understand the text. * Teacher introduces the vocabulary by: T-Ss
 + showing the pictures illustrating the words
 + providing the synonym or antonym of the words
 + providing the definition of the words
 1. popular (a): [antonym] 
 2. fresh (a): [definition + picture]
 3. join (v): [synonym + picture] 
 Answer key:
 1. sunburn
 2. suncream
 3. lunch box
 4. boating
 5. cycling
 To help student TASK 3: COMPLETE EACH SENTENCE WITH A WORD FROM THE 
 develop the CONVERSATION. (Ex 4, p. 19)
 vocabulary about the * Teacher asks students to work independently to fill in each blank with a T-Ss
 topic. word from the conversation.
 ** Ss do exercise 3 individually. Ss
 *** Teacher asks them to tell where to find the words. T-Ss
 **** Teacher checks the answers as a class. T-Ss
 Answer keys:
 1. boating
 2. park
 3. countryside
 4. suncream
 5. health
 PRODUCTION/ To help student TASK 4: SURVEY: GOOD OR BAD FOR HEALTH. (Ex 5, p. 19) 10 mins
LESS CONTROLLED identify and talk * Teacher asks students to work in groups of 4 or 6 to take turns to ask and T-Ss
 PRACTICE about their daily answer about their daily activities, how often they do these activities and 
 activities and decide discuss if they are good or bad for their health.
 if they are good or ** Ss work in groups to ask and answer Group work
 bad for their health. - Teacher moves around to observe and offer help when needed.
 *** By the end of the activity, one student from each group can stand up Ss
 and report to the class.
 Suggested answers:
 Daily How often Good Bad
 activities 
 UNIT 2: HEALTHY LIVING
 Lesson 2: A closer look 1 
I. OBJECTIVES
By the end of this lesson, students will be able to: 
 1. Knowledge 
 - Vocabulary: 
 + use the lexical items related to the topic Healthy living
 + use the words about healthy activities and health problems
 - Pronunciation: pronounce and recognize the sounds /f/ and /v/ in isolation and in context
 2. Core competence
 - Develop communication skills
 - Be collaborative and supportive in pair work and teamwork
 - Actively join in class activities
 3. Personal qualities
 - Be ready to know the words about healthy activities and health problems
 - Develop self-study skills
II. MATERIALS 
- Grade 7 textbook, Unit 2, A closer look 1
- Computer connected to the Internet
- TV/ Projector/ Pictures/ Cards
- sachmem.vn
Language analysis 
 Form Pronunciation Meaning Vietnamese equivalent 
 1. dim light (n.phr.) /dɪm lait/ not giving or having much light ánh sáng lờ mờ 
Board Plan
 Date of teaching
 Unit 2: Healthy living
 Lesson 2: A closer look 1 
*Warm-up
Game: Face to face
I. Vocabulary: Health problems
1. dim light (n.phr.): ánh sáng lờ mờ
2. lip balm (n.phr.): son dưỡng môi
3. chapped lips (n.phr.): môi nứt nẻ
4. coloured vegetables (n.phr.): rau có màu sắc
5. red spots (n.phr.): đốm đỏ
Task 1: Match the phrase on the left with the correct pictures on the right (Ex 1, p. 20)
Task 2: Complete the sentences with the correct words and phrases. (Ex 2, p. 20) 
Task 3: Discuss and tick each activity in the table as H (Healthy) or U (Unhealthy). (Ex 3, p. 20)
II. Pronunciation: /f/ and /v/
Task 4: Listen and repeat. (Ex 4, p. 20)
Task 5: Listen and repeat. Pay attention to the underlined words. (Ex 5, p. 20)
III. Production:
Game: Tongue twister
*Homework
III. PROCEDURES
Notes:
In each activity, each step will be represented as following: 
* Deliver the task
** Implement the task
*** Discuss 
VOCABULARY VOCABULARY T-Ss 21 mins
 * Teacher introduces the vocabulary by:
 + providing the synonym or antonym of the words
 + providing the pictures of the words
 - Teacher have students read the phrases aloud and correct their 
 pronunciation if necessary. 
 - Teacher asks students for the Vietnamese meanings of these phrases.
 1. dim light (n): [visual + explanation]
 2. lip balm (n): [visual + explanation]
 3. chapped lips (n): [visual + explanation] 
 **** Then, teacher call one student to do matching in front of the class T-Ss
 and give correct answer.
 Answer keys: 
 1. c
 2. e
 3. d
 4. a
 5. b
To help student use TASK 2: COMPLETE THE SENTENCES WITH THE CORRECT WORDS AND 
the words/ phrases PHRASES. (Ex 2, p. 20) 
in specific contexts. * Teacher asks students to read the words and phrases provided aloud and T-Ss
 give them their meaning if necessary.
 ** Teacher asks Ss to work individually. Ss
 *** Then, teacher calls some students to check and asks them to explain T-Ss
 their answers.
 **** Teacher checks students ‘answers as a class. T-Ss
 Answer key: 
 1. coloured vegetables
 2. Soft drinks
 3. fit
 4. skin condition
 5. sunburn
To help students talk TASK 3: DISCUSS AND TICK EACH ACTIVITY IN THE TABLE AS H (HEALTHY) 
about their daily OR U (UNHEALTHY). (Ex 3, p. 20)
activities and decide * First, teacher asks students to read all the sentences in the table and find T-Ss
if each activity is out any words are new to them.
healthy or unhealthy. - Then, teacher has students work in group of 4 - 6 to discuss whether each 
 activity is healthy or unhealthy.
 ** Ss work in groups. Group work