Giáo án Tiếng Anh Lớp 7 - Tuần 4 - Bản đẹp 2 cột

Period: 10
UNIT 2: HEALTH
 A closer look 1
I. Objectives By the end of the lesson, Ss will be able to use lexical items related to health issues and advice on healthy living; pronounce the sounds / f / and / v / correctly 
1. Knowledge, Skills, Attitude: 
a. Knowledge: 
- Vocabulary: the lexical items related to the topic health issues.
- Grammar:	- Imperatives with more and less
	- Compound sentences
	- Pronounce the sounds / f / and / v /
b. Skills: listening, speaking, reading and writing.
c. Attitude: Ss know how to take care of yourself.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
T writes the numbers 1-6 on the board and asks the Ss if they can remember (without opening their books) the vocabulary for health problems from
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
Aims: Ss can use have and feel health prolems.
- T writes have a/an, have, and feel on the board. 
T asks a S to read the words from the first column. 
T writes the words in a word web around have a/an. T encourages ss to add more words( from the six words in Warm up stage). - Ss repeat this for the next two columns.
- T asks Ss if they can make a movement for each of the different health problems. The Ss should say the health problem while doing the movement. For Example: ‘I have a cough’ (Ss pretend to cough).
Have a/ an: cough, headache, sorethroat, temprature, an allergy, a spot, (a) sunburn, a sickness ..
Have: (the) flu, stomachache, toothache, earache, spots 
Feel: sick, tired, weak, 
Aims: Ss can look at the pictures and tell health prolems.
Look at the pictures. Write the problem below the picture of each patient.
- T explains the noun ‘patient’ to make sure that Ss are familiar with it. 
- T asks Ss to do the exercise individually.
- Ss look at the pictures. Write the problem below the picture of each patient.
 - T corrects the exercise as a class.
- T asks Ss to complete the exercise individually. 
- Ss give answers.
- T corrects the answers.
- Ss read aloud all the sentences.
1. Look at the pictures. Write the proplem below the picture of each patient.
1. Flu	2. Sunburn
3. Allergy	4. Tired/Weak
Role- play the meeting with the doctor. Use the cues in 1.2 or your own health problems.
Aims: Ss can read symptoms to tell the sickness.
-T models 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. 
- some pairs perform their role-play for the class.
- T asks the class comprehension questions about what they just saw.
- four Ss model the example conversation.
- Divide class into groups and ask them to talk about a health problem.
- T remarks.
2. Now, read the doctor’s notes about his patients and fill in the missing words.
1. (a) sunburn	2. the flu
3. tired, temperature	
4. sick, stomachache	
5. sore throat
3. Role-play the meeting with the doctor.
Hi, doctor Thao.
Hi, Hung
I was outside all day yesterday. I feel very hot and my face is red.
I see. I think you have a sunburn.
4. Choose a health problem. Work in groups. Tell your group about the last time you had that problem.
E.g: 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.
Aims: Ss can pronounce correctly the sounds /f/ and /v/ in isolation and in context.
- T drills the sounds /f/ and /v/ and asking Ss to think of any words they know with these sounds in them.
- T writes Ss, ideas on the board. Say the words in 5 and asks Ss to repeat.
- T plays the recording and hs Ss circle the words they hear.
- Ss do individually.
- T gives feedback. 
- T asks Ss to listen to the sentences once and repeat.
- Ss circle the words with /f/ and /v/ sounds.
- Ss listen to the recording again and give the correct answers to the entire class.
- T gives feedback.
PRONUNCIATION
f/ and /v/
5. Listen and circle the word you hear.(5’)
Key:
Fat ferry
Vast
Vault
Save
Leave
6. Listen and circle the words with the /f/or /v/ sound. Then say the sentences.(5’)
1. Fast, food	 
2. have, felt	 
3. fatter 
4. having, lifestyle	
5. give
3. Consolidation 4’
Practice sounds /f/ and /v/
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Period: 11
UNIT 2: HEALTH
A closer look 2
I. Objectives
By the end of the lesson, Ss will be able to use: health tips for teens imperatives with more and less; form compound sentences and use them corretly.
1. Knowledge, Skills, Attitude: 
a. Knowledge:
- Vocabulary: the lexical items related to the topic health issues.
- Grammar: 	- Imperatives with more and less
	- Compound sentences
b. Skills: listening, speaking, reading and writing.
c. Attitude: Ss know how to take care of yourself.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
T can give Ss simple classroom commands. Eg: stand up, sit down, raise your hand, open your book, close your book. Ss do the command as the T says it.
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
Grammar
Aims: Ss can practice imperatives with more and less correctly
* Imperatives with more and less
- Teacher writes the word IMPERATIVE on the board and explains to children that the imperative can be used for direct, commands, orders or suggestions.
- T asks Ss to read the yellow box. Checks their comprehension by asking some comprehension questions.
- Ss listen and answer the questions.
comprehension questions.
- Ss listen and answer the questions.
Imperatives with more and less
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?
Look at the pictures. Which health tips from the box above would you give each of these people?(page 19
Aims: Ss can give usefull health tips
- T asks Ss to look at the four pictures and calls on Ss to tell the class what they see. 
- T divides the Ss into pairs and asks pairs to give advice to each person in the picture. In more advanced classes Ss can also give reasons for the advice. 
- Ss practise in pairs and give advice to each person in the picture. Ss can also give reasons for the advice. 
- T gives Ss 2-3 minutes to come up with ideas for advice and then T calls on some groups to share with the class.
- Some groups share with the class.
- T remarks.
(Students’ answers)
Suggested answers:
a. EX: Oh, I feel so sick. I have cough and flu.
You should sleep more and take medicine.
b. Should watch less Tv
c. Should eat less fat food do more exercise.
d. You should sunbath less.
Top Health Tips for Teens
- T asks Ss to look at the yellow box again.
- Ss think about which six health tips are the most important to teens.
- T has Ss discuss their ideas in groups of three.
- Ss discus their ideas in groups of three.
- T asks a few groups to share their ideas. T takes a quick class poll to see which 6 pieces of advice the class thinks are most improtant. T writes the ideas on the board.
Ss’ ideas.
3: Look at the article on the Teen Healthwebsite. Fill in the blanks to complete their top six health tips.
- T asks 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.
- Ss do individually and complete the headings.
- Ss give the answers.
- T give feedback.
1. Do more exercise!	
2. Sleep more!
3. Eat less junk food	
4. Wash your hands more.
5. Watch less TV
6. Spend less time playing computer games
3. Compound sentences
Aims: Ss can use coordinating conjunctions to combine sipmle sentences.
- T asks Ss to read the first paragraph of the yellow box and ask a question.
- T asks Ss to read the second paragraph of the yellow box and ask a question again.
- T divides 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 reads the table aloud. Each group chorally chants their part of the sentence when T calls out the name of their group.
- Ss complete the exercise individually.
- T corrects the exercise as class.
- 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.
* Game :
Example:
To says: Independent Clause 1
Group 1 says: The Japanese eat a lot of rice.
T says: Conjunction
Group 2 says: AND
T says: Independent Clause 2
Group 3 says: They eat a lot of fish.
4: Make compound sentences by joining the two simple sentences. Use the conjunction given. Remember to add a comma.
- T asks Ss to complete the exercise individually. T corrects the exercise as a class.
1. I want to eat some food, but I have a sore throat.
2. The Japanese eat healthily, 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.
5. Match the beginnings of the sentences with the picture that comlete them.
- T asks Ss to complete the exercise individually.
- T Corrects the exercise. 
1. a	2.c	3.a	4.b
6. Now, complete the second part of the compound sentences.
- T asks Ss to complete the exercise individually. T corrects the exercise as a class.
1, so he doesn’t have flu
2. , and he doesn’t do exercise
3. , or she should try to relax more
4. , she does exercise, too.
3. Consolidation 4’
Ss practice the compound sentences.
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Period: 12
UNIT 2: HEALTH
Communication
I. Objectives
By the end of this lesson, students can talk about health issues.
1. Knowledge, Skills, Attitude: 
a. Knowledge:
- Vocabulary: the lexical items related to the topic health issues.
- Grammar: 	- Imperatives with more and less
	- Compound sentences
b. Skills: listening, speaking, reading and writing.
c. Attitude: Ss know how to take care of yourself.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
* Brainstorming: T writes the words Healthy and Unhealthy on the board. The class brainstroms about things that are healthy or unhealty.
Do exercise Stay up late
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
EXTRAVOCABULARY
Aims: Ss can know health facts or myths
T explains the vocabulary in the Extra Vocabulary Box 
myth (n): huyền thoại, việc hoang đường
sushi (n): su- si
vitamin (n): Vitamin
sleeping in (n): ngủ nhiều, ngủ nướng
vegetarian (n): Người ăn chay
- T divides the class into pairs and asks them to complete the exercise by ticking the sentences they think are true and putting a cross next to the sentences they think are false. T gives the Ss 2-3 minutes to complete the exercise. 
- Ss work in pairs. Then give the answers in front of class.
- T chooses a few groups to share their aswers with the class.
- First, T asks Ss to close their books, listen, and take notes. 
- T plays the recording. 
- Ss open their books and correct their answers using their notes (or from memory). 
- T plays the recording again for Ss to check a second time.
Ex1. Work in pairs. Discuss these sentences. Do you think they are true or false? Tick ( ) the sentences you think are true. Put a cross (x) next to ones you think are false.
1. T	2.F	3.F	4.F	5.F	6.F
2. Listen to the radio show about “health facts or myth’s and check your answers in 1.
- Ss listen and take notes.
Aims: Ss can think of some ideas about health that are true or false.
T asks Ss to work in pairs, as suggested in the student’s book.
- T divides Ss into groups and has them complete the exercise.
- T sets a time limit.
- When the time limit for exercise 4 is finished.
- T puts groups together to quiz one another. In order to keep things organised, each group chooses one spokesperson for the group. The spokesperson can consult his/her group, but the spokesperson is the only one who can answer.
- Ss work in groups.
- T gives answers.
- T gives feedbacks.
3. Discuss the following in groups.
1. Which sentence are you most surprised by? Why?
2. Do you know any health facts or myths about health in Viet Nam? Where did you hear them?
4: Work in groups. Think of some sentences about health that are not true. Then think of some that are fasle.
 5: Test another group to see how many of your health myths they can spot.
3. Consolidation 4’
Ss tell health facts or myths.
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Signature
Week 4: ........................................................