Lesson plan English 7 (New) - Period 9 to 15, Unit 2: Health - School year 2014-2015

 in workbook.
- Prepare a closer look 1.
- Writes the word ‘HEALTH’ on the board
 - Ask Ss to call out words related to health 
Ex1.Listen and read
-Ask Ss to open their books to the picture. T can ask Ss prediction questions:
• What can you see in the picture?
• What time is it?
• What do you think the people in the picture are talking about?
• Who do you think is healthier?
- Elicit some new words
- Play the recording 
Ex: 1a. Can you find a word or phrase that mean:
a. Asks Ss to complete the task individually
- check answers and ask Ss to use each item in a sentence.
b. - asks Ss to read the conversation again and complete the table.
- write the table on the board while Ss are working individually, then correct the exercise as a class 
Ex2a-Ask Ss to look at the pictures and write the words below each pictures
-Play the recording and Ss repeat. 
-T corrects the exercise with the whole class.
b. -Ask Ss to rank the health issues from most common to least common and share with a partner. T should encourage Ss to give reasons for their rankings.
Ex3
 -Ask one S to read the list of advice aloud.
-Ask Ss to complete the matching activity individually and corrects the activity as a class.
+ Ex4: Game
 -T divides the class into two groups 
 - Give one group ‘problem’ cards, and one group ‘advice’ cards. 
-Ask Ss to walk and find the person with the card that matches theirs
- brainstorm words related to each list.
-Answer questions
-Guess the meantime and take note new vocabularies
- Work individually
Work
individually
- Ss to come to the board and tick the correct column.
-write the words below each picture - repeat
-Work in pairs
-Follow T instructions
-Work individually and check
-Stand two lines 
- One line walk to ask and answer each person of the other line
- Pairs that matches go out of the lines
Week: 3
Date of teaching: 1/9/2014
Period: 10	 
UNIT 2: HEALTH
Lesson 2: 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.
II. Teaching aids:
- Stereo, CD.
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance.
B. New lesson.
Time
The content
T’s activities
Ss’ activities
3’
5’
5’
5’
8’
10’
3’
4’
2’
1.Warm up
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 Getting Started, Activity 2
2. Activities.
1.Vocabulary.
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,
Ex1: Look at the pictures. Write the problem below the picture of each patient.
1. Flu	2. Sunburn
3. Allergy	4. Tired/Weak
Ex2: 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
Ex3: 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.
Ex4: Choose a health problem. Work in groups. Tell your group about the last time you had that problem.
E.x: 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.
2. Pronunciation
Ex5: Listen and circle the words you hear.
1. fat	 2. ferry	3. vas	
4. vault	5. save	6. leave
Ex6: Listen and circle the words with the /f/or /v/ sound. Then say the sentences.
1. Fast, food	 
2. have, felt	 
3. fatter 
4. having, lifestyle	
5. give
3. Homework
- Do exercises in workbook.
- Learn new vocabularies and structures by heart.
- Prepare a closer look 2.
VOCABULARY
-Writes have a/an, have, and feel on the board. 
-Ask Ss to read the words from the first column. 
-Write the words in a word web around have a/an. 
EX1: 
- Explain the noun ‘patient’ to make sure that Ss are familiar with it. 
-Ask Ss to do the exercise.
- Correct the exercise 
EX2: 
- Run through the exercise
- Ask Ss to complete the exercise individually. 
- Correct the exercise 
EX3: 
- Ask one S to come to the front of the class. 
- Model the role-play in the book with the St. Try to make it as fun and dramatic as possible. 
EX4:
- Ask four Ss to model the example conversation. 
-Divide the class into groups and asks Ss to talk about a health problem. 
Ex5:
- Say the words in 5 and ask the Ss to repeat. 
-Play the recording 
EX 6:
 - ask Ss to listen to the sentences once and repeat. T then asks Ss to circle the words with /f/ or /v/ sounds. T has the Ss listen to the recording again and gives the correct answers to the entire class.
-Encourage Ss to add more words
Work individually
Work individually
Work in pairs
Work in groups
-Ss circle the words they hear. 
Practice with the help of T
Week: 3
Date of teaching: 1/9/2014
Period: 11	 
UNIT 2: HEALTH
Lesson 3: A closer look 2
I. Objectives.
By the end of the lesson, Ss will be able to use: imperatives with more and less; form compound sentences and use them corretly.
II. Teaching aids:
Pictures 
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance: 
B. New lesson.
Time
Contents
Teacher’s activities
Ss’ activities
3’
4’
3’
4’
6’
3’
6’
5’
5’
5’
2’
1.Warm up.
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. Activities
Grammar
* Imperatives with more and less
Eg: - Relax more.
 - Watch less TV.
* Câu mệnh lệnh dùng để hướng dẫn, ra lệnh, yêu cầu hoặc gợi ý.
Ex1: Look at the pictures. Which advice would you give to each of these people? Use the imperatives with more or less above.
Suggested answers:
a. Spend less time reading
b. Spend less time mobile phone
c. eat less fat food
d. sleep more
Ex2: Top Health Tips for Teens
Ex3: Look at the article on the Teen Health website. Fill in the blanks to complete their top six health tips.
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.	
2. Compound sentences
Conjunction(liên từ): and, or, but, so.
Eg: Nam does morning exercise everyday, so he is well- built.
Simple sentence 1, Conj Simple sentence 2.= Compound sentence
* 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.
Ex1 : Make compound sentences by joining the two simple sentences. Use the conjunction given. Remember to add a comma.
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.
Ex2: Match the beginnings of the sentences with the picture that complete them.
1. a	2.c	3.a	4.b
Ex3: Now, complete the second part of the compound sentences.
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.Homework
-Learn by heart vocabulary and structures.
- Do exercise in Workbook
-Prepare: Communication
GRAMMAR
* Imperatives with more and less
Introduction: 
- write the word IMPERATIVE on the board and
-explain to children that the imperative can be used for direct, commands, orders or suggestions.
-ask Ss to open their books and read through the yellow box (tracking the words with their fingers) as T reads the text aloud. -check the Ss comprehension by asking some comprehension checking questions. Eg: 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?
Ex1: 
-ask Ss to look at the four pictures and calls on Ss to tell the class what they see. 
-divide the Ss into pairs and asks pairs to give advice to each person in the picture. 
Ex2: 
- ask Ss to look at the yellow Grammar Box again. 
-ask Ss to think for a moment about which 6 pieces of advice are most important to teens. 
-ask Ss to discuss their ideas in groups of three.
-ask a few groups to share their ideas. 
- take a quick class for the six important health tips.
 -write the ideas on the board.
Ex3: 
- ask Ss to read through the Teen Health Website and complete the headings. 
-ask Ss if the ideas from the class and the ideas from the website are the same. 
-Encourage class discussion here about why some pieces of advice are more important than others.
* Compound sentences
Introduction:
- write AND, OR, BUT, and SO on the board. T asks Ss what these words are called. 
-ask Ss to read the first paragraph of the Yellow Box and asks: What do we call a sentence made by linking two simple sentences?
-ask Ss to read the second paragraph of the Yellow Box and again: What does a coordinating conjunction do?
-Divide the class into three large groups. The first group is ‘Independent clause 1’, the second group is ‘Conjunction’, and the third group is ‘Independent Clause 2’. The whole class reads the table aloud. 
- Once Ss have finished T asks the class: ‘Where does the comma go in a comound sentence?’
Ex1: 
-ask Ss to complete the exercise 
-correct the exercise with the class.
Ex2: 
- ask Ss to complete the exercise individually. 
-correct the exercise.
Ex 3: T asks Ss to complete the exercise individually.
Follow T instruction
Work in pairs
Work in groups of three
Work
individually
-Follow T instructions
Ss: Conjunction ( Ss may answer in English or Vietnamese).
Answer A compound sentence.
Answer It joins two simple sentences.
-Each group chorally chants their part of the sentence when T calls out the name of their group.
AnswerIt goes after the first independent clause
-work individually
-work individually
-Work individually
Week: 3
Date of teaching: 1/9/2014
Period: 12	 UNIT 2: HEALTH
Lesson 4: Communication
I. Objectives.
By the end of the lesson, Ss will be able to talk about health facts or myths
II. Teaching aids:
- A CD, a CD player. 
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance:
B. New lesson.
Time
Contents
Teacher’s activities
Ss’activities
5’
4’
4’
5’
7’
10’
4’
2’
1.Warm up.
Healthy
Unheathy
Do exercise Stay up late
2. Activities
1. Vocabulary
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
Ex1. Work in pairs. Discuss these sentences. Do you think they are true or false? Tick (P) 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
Ex2: Listen to the radio show about “health facts or myth’s and check your answers in 1.
Ex3: 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?
Ex4: Work in groups. Think of some sentences about health that are not true. Then think of some that are fasle.
 Ex5: Test another group to see how many of your health myths they can spot.
3.Homework
- Learn by heart vocabulary and structures
-Do exercises in the Workbook.
-Prepare: Skills 1
Brainstorming: 
-write the words Healthy and Unhealthy on the board. 
VOCABULARY
T pre-teaches the vocabulary in the Extra Vocabulary Box 
Ex1:
-divide the class into pairs 
-ask 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. 
-choose a few groups to share their answers with the class.
Ex2: 
- ask Ss to close their books, listen, and take notes. 
-play the recording. T then plays the recording again for Ss to check a second time.
Ex3: 
- divide Ss into groups of four and has them complete the exercise
- Run through the exercise and set a time limit for Ss to do the exercise.
Ex4,5: When the time limit for exercise 4 is finished T puts groups together to quiz one another.
- each group chooses one spokesperson to consult his/her group, but the spokesperson is the only one who can answer.
-The class brainstroms about things that are healthy or unhealhty.
Ss follow the T instructions and do the exercise in pairs
- Ss listen and take notes.
-Work in groups of four
-Work in groups of four
-Present to the class
Week: 4
Date of teaching: 8/9/2014 
Period: 13	 UNIT 2: HEALTH
Lesson 5: Skill 1
I. Objectives.
By the end of the lesson, Ss will be able to read and talk about health issues and give advice on healthy living.
II. Teaching aids:
- A CD, a CD player, pictures
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance: 
B. New lesson.
Time
Contents
Teacher’s activities
Ss’ activities
3’
9’
5’
6’
20’
2’
1. Warm up
Calorie:
2. Activities
Ex1. Quickly read the text. Match the correct headings with the paragraphs.
1. b
2. a
3. c
Ex2: Find the following words/ phrases in the text. Discuss the meaning of each word/ phrase with a partner. Then check the meaning.
Essential - necessary
Pay attention - notice, be aware
Diet (n) - the food that you eat on a daily basis.
Diet (v) - meant a special eating routine to lose weight or accomplish another health goal.
Expert - someone who has studied a lot about a subject or topic and understands it well.
Stay in shape - stay healthy.
Ex3: Now answer the following questions.
1. A calorie is energy that helps us do our everyday activities.
2. If we eat too many calories we get fat.
3. To stay healthy you need between 1,600 and 2,500 calories.
4. Sports activities and running use a lot of calories.
5. People listen to his advice because he is an expert.
Ex4: Look at the table and discuss the following questions.
1. Why do you think some activities use more calories than others?
2. Which activity uses more calories: gardening or walking?
3. How many calories do you use doing aerobics for 2 hours?
4. What do you think happens when we have too few calories, but too many calories?
3.Homework
-Learn by heart vocabulary and structures
-Do exercises in the Workbook. 
-Prepare: Skills 2
-Divide class into 2 groups
- Write the word CALORIE on the board
- Have Ss Brainstorm any words that they associate with CALORIE on the board
-Choose the group winner
READING
Ex1: Ask Ss to complete the exercise. Then T corrects.
-Ask Ss work in groups of four to read the text quickly and find the following words/ phrases in the text.
-Elicit the meanings of the words from different groups
Ask Ss to read the text again and answer the questions individually
Have Ss compare the answer with a partner
Call on some Ss to write the answer on the board
Check and confirm the correct answers.
Ask Ss to work in groups of four. Ask them to look at the table and discuss the following questions.
Call some groups to present their answers
Ask Ss to complete the table individually
Call on some Ss to share their tables with the whole class
-Brainstorm 
-congratulate the group winner
-Work individually
-Work in groups of four
-Answer the questions individually
-Compare the answer with a partner
-Work in groups of four
Week: 4
Date of teaching: 8/9/2014
Period: 14	 UNIT 2: HEALTH
 Lesson 6: Skill 2
I. Objectives.
By the end of the lesson, Ss will be able to listen and write a reply giving advice to someone with a health problem.
II. Teaching aids:
- A CD, a CD player.
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance: 
B. New lesson.
Time
Contents
Teacher’s activities
Ss’ activities
4’
5’
4’
4’
4’
8’
5’
7’
2’
1. Warm up.
- Brainstorm with Ss as a class different words that come to mind when Ss think of the Olympic.
1. Listening
Ex1: Look at the picture below. Discuss the following questions with a partner.
1. What sports do people do in the Olympics?
2. The Olympic sport below is sometimes called “ the ironman event, Why?”
Ex2: Listen to the interview. Which problems did he have as a child?
sick
allergy
Ex3: Listen to the interview again. What advice does he give about preparing for the event?
Do more exercises
Sleep more
Eat more fruit/ vegetables
Ex4: Are the following sentences true (T) or false (F)
1. T 2. F 3. F 4. F 5. T
Ex5: Now discuss the following in groups.
1. Why is the triathlon a difficult event?
2. Can you think of other Olympic sports that are harder/ easier?
3. Would you like to try the triathlon one day? Why? Why not?
2. Writing
Ex6: Look at Dr. Law’s advice page. Can you match the problems with the answers?
1. c 2. b 3. A
Ex7: Work in pairs. Choose one of the problems Students A writes the problem, and students B writes the reply.
Anna: played outside all day/ has sunburn/ has a temprerature
Ngoc: feels weak/ feel tired/ sleeps in
Khang: ate too much/ has stomachache/ feels sick.
3.Homework
- Learn by heart vocabulary and structures
-Do exercises in the Workbook. 
-Prepare: Looking back
-T draw the Olympic rings on the board and ask Ss what these represent. 
Listening
Ex1: Ask Ss to discuss the question
Ex2: Listen to the recording and tick the health problems they hear.
Ex3: Ss listen to the recording again and choose the right response.
Ex4: Have Ss complete the task individually. T checks as a class
Ex5: Divide the class into groups and give them a time limit for discussion and feedback as a class. Make sure Ss understand the word “triathlon” in listening
Ex6: Ss work in dependently to finish exercise 6
Ex7: T divides Ss into A and B then puts them into pairs. Each Ss in the pair writes a health problem and other Ss write responses. When Ss have written their responses T may ask some pairs to share their problems and responses with the class.
-Brainstorm with a class
-Work in pairs
-Listen and do the task individually
-Listen and choose the right response 
- Work individually
-Work in groups of four
-Work individually
Work in pairs
Week: 4
Date of teaching: 8/9/2014
Period: 15	 	 UNIT 2: HEALTH
Lesson 7: Looking Back and Project
I. Objectives.
By the end of the lesson, Ss will be able to review the vocabulary and grammar items in unit 2; do a health survey.
II. Teaching aids:
- Extra- boards. 
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance
B. New lesson.
 Time
Contents
Teacher’s activities
Ss’ activities
6’
3’
3’
5’
5’
8’
10’
5’
1.Warm up.
* Brainstorming: Health problems
2. Activities
EX1: What health problems do you think each of these people has?
a. sunburn	
b. spots	
c. put on weight	
d. stomachche	
e. flu
EX2: Look at the pictures above. Write the health problem below each person.
1. spots
2. put on weight
3. sunburn	
4. stomachche/ sick	
5. flu
II. Grammar
Imperatives with more or less.
EX3: Complete the health tips below.
1. less	 2. more	3. more
4. Go outside	
5. Watch less TV	
6. Do more exercise
Compound sentences
EX4: Draw a line to link a simple sentence, to a coordinator, to another simple sentence.
Suggested answers:
1. I want to eat some junk food, but I am putting on weight.
2. I don’t want to be tired tomorrow, so I should go to bed early.
3. I have a temperature, and I feel tired.
4. I can exercise every morning, or I can cycle to school.
III- Communication
Ex5: Choose one of the following health problems. Role play a discussion. Student A is the patient. Student B is the doctor.
Example: A: Hi, doctor. I feel weak and sick.
B: Did you have enough calories? You should eat more, and I think you should get more exercise too.