KHBD Tiếng Anh Lớp 7 Global Success cả năm

 Week: 3rd UNIT 2: HEALTHY LIVING DP: Sept, 16th 
Period: 9 Lesson 1 - GETTING STARTED
 DT: Sept, 23rd 
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. Competences: 
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
 3. Quality:
- Be ready to talk about Healthy living
- Know some daily activities whether good or bad for health
II. Teaching aids: 
- Grade 7 textbook 
- Pictures/Projector
- sachmem.vn
III. Procedure:
1. WARM-UP: BRAINSTORMING
• Aim: to create an active atmosphere in the class before the lesson and introduce 
the topic
 flu
 Health 
 problem toothache
- Divide class into 2 teams.s
- T gives example first.
- Members of each team to think of words relating to health.
- In team, Ss take turn to come to the board and write one word.
- Teacher checks and corrects if Ss spell or pronounce the words / phrases 
incorrectly.
• - The team which has more points or more correct answers will be the winner.
• - Then, teacher asks student a question: “What should we do to be stronger?”
• Students can have their own answers.
After that, teacher says: “There are many ways to be stronger and the most 
important thing is that: we should have a healthy living. And it’s also our topic in 
this unit”. * Lead in: Teacher draws students’ attention to the pictures in the textbook and 
asks them some questions about the pictures.
1. Who are they?
2. What might they talk about?
3. What are the people in the picture on the wall doing?
4. Are they healthy activities?
Suggested answers:
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. 
- Ss share their answers as a whole class.
- T asks them to read and listen to the conversation to check their answers.To help 
students get the main idea of the text.
2. PRE-STAGE:
Aim: Present Ss necessary lexical items related to the Topic: Healthy living
a/ Vocabulary
Teacher elicits words from students
- popular (adj): phổ biến
- fresh (adj): trong lành, tươi
- join (v): = take part in : tham gia
- sunburn (n): sự cháy nắng
- sunburnt (adj): rám nắng
-T models -Ss-repeat 
-T writes down-Ss copy
* Checking vocab: R.O.R
b/ Activity 1: Listen and read. (Ex 1, p. 18)
*Aim: To have students get to know the topic 
- Teacher plays the recording, asks students to underline the words related to the 
topic Healthy living. (Teacher may check the meaning of some words if necessary.)
- Teacher can play the recording more than once.
- Students listen and read.
-Teacher can invite some pairs of students to read aloud.
- Teacher refers to the questions previously asked.
- Then, teacher confirms the correct answer.
3. DURING STAGE: 
Activity 2: Circle the correct answer. ( p. 19)
Aim: To help students understand the main idea of the conversation. - Teacher asks students to answer without reading the conversation again.
- Ss work out and answer questions in pairs. 
- Teacher asks some students to explain why they did not choose the other two 
options.
- Teacher confirms the correct answer.
Answer key: B
Activity 3: Write a word or phrase from the box under its picture. 
Aim: To help student learn some vocabulary from the conversation visually to 
ensure their understanding of the context.
- Teacher asks students to work independently to read the words, look at the 
pictures and write the correct words / phrase under the pictures
- Teacher allows students to share their answers before discussing as a class. 
- Teacher calls some students to check. 
- Teacher confirms the right answers and writes on the board.
Answer key:
 1. sunburn 2. sun cream 3. lunch box 4. boating 5. cycling
Activity 4: Complete each sentence with a word from the conversation.
*Aim: To help student develop the vocabulary about the topic.
- Teacher asks students to work independently to fill in each blank with a word 
from the conversation.
- Ss do exercise 3 individually.
- Teacher asks them to tell where to find the words.
- Teacher checks the answers as a class.
Answer keys:
 1. boating 2. park 3. countryside 4. sun cream 5. health
4. POST STAGE: 
Aim: To help student identify and talk about their daily activities and decide if they 
are good or bad for their health.
Activity 5: Survey: Good or bad for health.
- Teacher asks students to work in groups of 4 or 6 to take turns to ask and answer 
about their daily activities, how often they do these activities and discuss if they are 
good or bad for their health.
- Ss work in groups to ask and answer
- Teacher moves around to observe and offer help when needed.
- By the end of the activity, one student from each group can stand up and report to 
the class.
Suggested answers:
 Daily How often Good Bad Activities
 Walking to school Every day √
 Eating breakfast Rarely √
 Going swimming Twice a week √
 Sleeping 12 hours per day √
 Doing yoga Three times a week √
 Teacher checks and gives the correct answers
WRAP-UP:
Aim: To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
HOMEWORK: 
Aim: To revise the knowledge that students have gained in this lesson.
Teacher asks students to talk about what they have learnt in the lesson.
 - Learn vocabulary by heart.
 - Prepare lesson: A closer look 1
 * Feedback:
 Week: 4th UNIT 2: HEALTHY LIVING DP: Sept, 23rd
 Period: 10 Lesson 2: A CLOSER LOOK 1 DT: Sept, 25th 
 A. OBJECTIVES:
 1. Knowledge: 
 - Vocabulary: Students learn some new words/ phrases related to the topic 
 “Healthy living” and will be able to use the words about healthy activities and 
 health problems. 
 - Pronunciation: Students know how to pronounce correctly and recognize the 
 sounds /f/ and /v/ in isolation and in context.
 2. Competences:
 - Develop communication skills.
 - Be collaborative and supportive in pair work and teamwork.
 - Actively join in class activities
 3. Quality: 
 - Be ready to know the words about healthy activities and health problems.
 - Identify healthy and unhealthy activities.
 - Develop self-study skills.
 B. TEACHING AIDS:
 Grade 7 textbook- Unit 2, laptop, TV/ projector/ cassette, pictures, sachmem.vn
 C. PROCEDURE
I. WARM UP: Game “Face to face”
Aim: To activate students’ prior knowledge and some vocabulary related to the topic 
“Healthy living”
- T divides class into 2 teams: Cats and Dogs.
- T asks Ss to think of words or phrases related to “Healthy activities” which they have 
learnt in the previous lesson or words they may know already.
- Ss have 3 minutes to think of the topic.
- Ss in each team turn by turn stand up and say 1 word or phrase related to the topic.
- In 90 seconds, the team has more right answers will be the winner, and the team repeat 
the word which is mentioned already or cannot give a word will be the loser.
 Suggested answer:
- Going cycling/ swimming, walking, boating, eating breakfast, doing yoga/ aerobics, 
playing sports, . II. PRE-STAGE:
Aim: To teach Ss some words related to healthy activities and health problems.
1. Vocabulary:
+ dim light (n.phr) : ánh sáng lờ mờ 
+ lip balm (n.phr) : son dưỡng môi 
+ chapped lips (n.phr) : môi nứt nẻ 
+ coloured vegetables (n.phr) : rau có màu sắc
+ red spots (n.phr) : đốm đỏ 
+ skin condition (n.phr) : tình trạng da
- T uses different techniques to teach vocab (Using Pictures to teach Vocab.)
- Checking vocabulary: slap the board
2. Activity 1. Match the phrases with the pictures 
- Ss read the phrases and the pictures then do the matching. 
- T asks Ss read the phrases aloud. Correct their pronunciation if needed.
- T checks Ss’ answers as a class.
Suggested answer: 1- c, 2- e, 3- d, 4- a, 5- b. 
III. DURING-STAGE:
Aim: To use the words/ phrases they have just learned in specific contexts, talk about 
their daily activities and decide if each activity is healthy or unhealthy, practise 
pronouncing sounds /f/ and /v/ in words and sentences. 
Activity 2: Complete the sentences with the correct words and phrases.
- T asks Ss to read the words and phrases provided aloud and give them their meaning if 
necessary.
- T asks Ss to work individually.
- Then, T calls some Ss to check and asks them to explain their answers.
- T checks Ss’ answers as a class.
Suggested answer: 
1. coloured vegetables 2. Soft drinks 3. fit 4. skin condition 
5. sunburn
 Activity 3: Discuss and tick each activity in the table as H (healthy) or U (unhealthy)
- T has Ss work in group of 4 - 6 to discuss whether each activity is healthy or unhealthy.
- T calls out some groups to give and explain their answers as a class.
- T listens and corrects their answers.
Suggested answers: Healthy activities: 1, 3, 4
Unhealthy activities: 2, 5
IV. PRONUNCIATION:
Aim: help students identify how to pronounce the sounds /f/ and /v/ and practise 
pronouncing sounds /f/ and /v/ in words and sentences. 
- T writes on the board two words “fit” and “vegetables”.
- Then, T has Ss focus on the underlined letters “f” and “v”.
- T introduces 2 sounds /f/ and /v/ to Ss and instructs them how to pronounce these two 
sounds.
- T opens the record and asks them to listen and repeat.
- T asks Ss to give some words they know containing these sounds.
- T calls some Ss to read aloud again, others listen, then give comments.
 Activity 4: Listen and repeat. Pay attention to the sound /f/ and /v/. 
- T has Ss read out the words first.
- Ss practice saying the words independently.
- T asks Ss to listen and try to repeat the words as a class, a group, and individually.
- T may play the recording as many times as necessary and correct their pronunciation.
Activity 5. Listen and repeat. Pay attention to the underlined words.
- T has Ss read the sentences and tell them to pay attention to the underlined words with 
sounds /f/ and /v/.
- T plays the recording for Ss to listen and repeat each sentence.
- T corrects their pronunciation if necessary.
- T calls on some students to read the sentences individually.
V. POST-STAGE:
Aim: To give students chance to apply what they have learnt.
GAME: TONGUE TWISTER
1. Victoria fried some fresh fish.
2. Van fried the fish in half a vat of fat.
- T asks Ss to focus on 2 sentences on the board and try to say it.
- T models, then calls some Ss to read and corrects pronunciation if necessary.
- Ss practice saying the sentences.
- T has students try to read the whole sentence as quick as possible without making any 
mistakes.
- T corrects if necessary.
WRAP-UP: Aim: To consolidate what students have learnt in the lesson.
Teacher asks students to talk about what they have learnt in the lesson.
HOMEWORK:
- Learn vocabulary by heart.
- Prepare for the next lesson: Unit 2: Closer look 2.
FEEDBACK:
 Week 4th UNIT 2: HEALTHY LIVING DP: Sept, 23rd
 Period 11 Lesson 3: A CLOSER LOOK 2 DT: Sept, 27th
 A. OBJECTIVES: 1. Knowledge: Ss will be able to know how to recognize and write simple 
sentences
2. Competences: Ss will be able to:
- use simple sentences to talk about healthy living.
- be collaborative and supportive in pair work and team work
- actively join in class activities
3.Quality: Ss will be more aware of be responsible and hard working 
B. TEACHING AIDS: textbook, laptop, TV, extra boards, 
C. PROCEDURES:
 I. WARM-UP:
 * Aim: To activate students’ prior knowledge and vocabulary related to the targeted 
 grammar.
 Play game: JUMBLED SENTENCES
 1. books / I / science / read /.
 2. games / children / love / outdoor /.
 3. their / every day / they / clean / house /.
 4. night / watched / I / T.V / last /.
 5. learn / words / every day / You / should / the / new /.
 - T gives instructions.
 - T ask Ss to work in groups of 4, discussing to rearrange the words to make meaningful 
 and completed sentences.
 - The group which can finish all the sentences first and has all correct answers will be the 
 winner
 - T checks and corrects Ss’ answer.
 Answer key:
 1. I read science books.
 2. Children love outdoor games.
 3. They clean their house every day.
 4. I watched T.V last night.
 5. You should learn the new words every day.
 - T says: “This lesson today is going to tell you about “simple sentences”.
 II. PRE STAGE:
 * Aim: To introduce students the form of simple sentences
 SIMPLE SENTENCES
 - T draws students’ attention to the sentences in the answers from the Warm-up and 
 writes one more examples, then underlines the main parts of each sentence.
 - T wites some simple sentences on the board.
 It rained.
 S V I read science books.
S V O
I watched T.V last night.
S V O A
- T asks Ss to look at the board and listen to the teacher’s questions to identify each part 
of a sentence.
- Ss answer the teacher’s questions, then read REMEMBER box in Ss’ book.
- T tells Ss that a simple sentence has only one subject and one verb, some simple 
sentences also have an object and some simple sentences also have an adverb.
III. DURING STAGE:
*Aim: To help students identify the correct form of simple sentences, the subject and the 
verb in a simple sentence, and different parts of a simple sentence.
 Activity 1: Tick the simple sentences.
- T asks students to do the exercise individually and then compare their answers with a 
classmate.
- T call some Ss to explain their choices.
- T confirms the correct answers.
Answer key: Simple sentences: 1, 2, 4
 Activity 2: Underlined and write S for the subject and V for the verb in each simple 
sentence below.
- T has students do this exercise individually by reading each sentence carefully to look 
for the two main parts.
- Ss give and explain their answers.
- T confirms the correct answers.
 Activity 3: Rearrange the words and phrases to make simple sentences.
- Tasks Ss to work in pairs.
- Ss work in pairs to do the task.
- T calls on Ss to read aloud the complete sentences.
- T confirms the correct answers.
Answer key: