Week 4 Teaching date: …..

Class: 7A Period: 11,12,13,14

UNIT 2: HEALTH
Lesson 1.1 - Vocabulary and Reading (Page 12)

I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- talk about a healthy and unhealthy lifestyle, using phrases: get some sleep, eat fruits and vegetables,
eat fast food, drink soda, healthy, unhealthy.
- practice reading and understanding general and specific information about Toby and Lisa’s healthy
living class survey.
- use indefinite quantifiers.
1.2. Competences
- improve communication, collaboration, analytical and critical thinking skills.
1.3. Attributes
- lead a healthy lifestyle and ditch bad ones.

II. TEACHING AIDS AND LEARNING MATERIALS

1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương
tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV
(if any), PowerPoint slides.
2. Students’ aids: Student’s book, workbook, notebook.

III. ASSESSMENT EVIDENCE

Performance Tasks Performance Products Assessment Tools
- Introduce some verb phrases - Ss’ answers in notebooks. - T’s feedback.
and adjectives about life style.
- Match the words with the - Ss’ answers. - T’s observation/ DCR.
pictures in a.
- Listen and repeat.
- Discuss which things are - Ss’ answers/ presentation. - T’s observation.
healthy and unhealthy.
- Read Toby and Lisa’s class - Ss’ answers.
- T’s feedback/Peers’
report and circle the correct
feedback.
answer.
- Read the questions and circle - Ss’ answers. - T’s feedback/Peers’
the correct answers. feedback.
 IV. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get
students' attention at the beginning of the class by enjoyable and short activities as well as to engage
them in the follow-up steps.
b) Content: Introducing some verb phrases and adjectives about life style.
c) Expected outcomes: Ss have general ideas about the topic of the new lesson: “health”.
d) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

 Game: CROSSWORD
- Explain the rules of the game. - Listen.
- Design the game “Crossword Puzzle” with words and
pictures about food and drink.
- Let Ss play the game, encourage Ss to guess the key - Take part in the game by answering the
word. questions in horizontal line (not in order) and
- If any S can give the correct key word, T hasn’t try to guess keyword in the vertical column.
confirmed yet, the game will be continued until the
keyword is opened (to check whether his/her answer is
correct or not and to let other Ss take part in the game
eagerly).
- Give a small gift to the Ss who is the fastest to give the
correct key word.
- Ask Ss an extra question: Which food / drink is good /
not good for your health?
- Give feedback and lead to the new lesson.

Keyword: HEALTH

B. New lesson (35’)

 Activity 1: Pre-Reading (Vocabulary) (12’)
a) Objective: Ss know some verb phrases about life style.
b) Content:
- Vocabulary study (get some sleep, eat fruits and vegetables, eat fast food, drink soda, healthy,
unhealthy).
- Speaking: Discuss which things are healthy and unhealthy.
c) Expected outcomes: Ss know how to pronounce the new words correctly and use them in
appropriate situations.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Match the words and phrases with the
pictures. Listen and repeat.
 Option 1 (If the teacher hasn’t used this part for
the Warm-up activity)
- Demonstrate the activity, using the example (using - Look and listen.
DCR).
- Have Ss match the words and phrases with the - Work individually.
pictures.
- Divide class into pairs and have them check their - Work in pairs.
answers with their partners.
- Call Ss to give answers (read or write). - Give answers.
- Check answers as a whole class (using DCR).
- Play audio (CD1 – Track 13). Have Ss listen and - Listen and repeat.
repeat. Answer keys
- Correct Ss’ pronunciation.

- Work in pairs.
Task b. Discuss which things are healthy and
unhealthy.
- Have Ss discuss in pairs which things are healthy - Give answers.
and unhealthy.
- Have Ss share their ideas in front of the class. - Read.
- Give feedback and evaluation. Answer keys
1. get some sleep
2. eat fast food
3. drink soda
- Have Ss give more activities related to lifestyle 4. eat vegetables
which are divided into 2 groups: healthy and 5. healthy food
unhealthy. 6. unhealthy food
- Give feedback and evaluation.

- Work in pairs.

- Present.
Suggested answers
Healthy: get some sleep, east fruit and
vegetables
Unhealthy: eat fast food, drink soda

 Activity 2: While - Reading (17’)

a) Objective: Students can develop their reading skill.
b) Content: Reading Toby and Lisa’s class report and choosing the correct answer, then reading Toby
and Lisa’s Healthy Living Class Survey and circling the correct answer.
c) Expected outcomes: Students can read and understand general and specific information about a
healthy living class survey.
d) Organization of the activity:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Read Toby and Lisa’s class report and
circle the correct answer
- Use DCR to show the task. Ask Ss to read two -Work individually.
options and find out key words.
- Have Ss read the class report individually. - Circle the correct answers.
- Have Ss circle the correct answers.
- Have some Ss share their answers with the class - Read answers, explain.
(read), explain for their answers.
- Give feedback. - Check answers.
- Give feedback and correct Ss’ answers if Answer keys
necessary.

Task b. Now, read and circle the correct answers.

- Use DCR to show the task. Have Ss read the - Read and underline.
questions, underline key words and guess the
answers.
- Have Ss read the text again and circle the correct - Do the task.
answers – underline or highlight the supporting
ideas.
- Have Ss check answers with their partners. - Check answers.
- Call Ss to give answers, explain. Answer keys
- Give feedback and evaluation.

 Activity 3: Post - Reading (6’)

a) Objective: Students can use the vocabulary and ideas from the reading text to develop their speaking
skill.
b) Content: Speaking: Do you have a healthy lifestyle? Why / Why not?
c) Expected outcomes: Students can talk about their own lifestyle and try to lead a healthy lifestyle.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task c. In pairs: Do you have a healthy lifestyle?
Why / Why not?
- Have Students work in pairs to talk about their - Discuss in pairs.
lifestyle and decide whether it is healthy or not.
- Call some Ss to share their ideas with the whole
class.
- Give feedback and evaluation. - Listen.
- For more practice, have Ss play a game with DHA.

C. Consolidation and homework assignments (5’)

* Consolidation:
- Verb phrases about lifestyle: get some sleep, eat fruits and vegetables, eat fast food, drink soda.
- Adjectives: healthy and unhealthy.
* Homework:
- Learn the new words by heart.
- Practice talking about lifestyle.
- Do the exercises in WB: Unit 2 - Lesson 1 - New words + Reading (pages 8,9).
- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 10).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn
- Prepare: Lesson 1.2 – Grammar (page 13 – SB).

D. Reflection
a. What I liked most about this lesson today:
………….………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………

UNIT 2: HEALTH
Lesson 1.2 - Grammar (Page 13)

I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- listen to 2 people asking and answering about eating pizza.
- use indefinite quantifiers to talk about how much people so something.
- review countable and uncountable nouns.
1.2. Competences
- improve speaking, listening skills.
- improve the use of English.
1.3. Attributes
- lead a healthy lifestyle and give up bad ones.

II. TEACHING AIDS AND LEARNING MATERIALS

 1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương
tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV
(if any), PowerPoint slides, handouts.
2. Students’ aids: Student’s book, Workbook, Notebook.

III. ASSESSMENT EVIDENCE

Performance Tasks Performance Products Assessment Tools
- Listen and repeat. - Ss’ performance. - T’s feedback.
- Circle the correct words. - Ss’ answers. - T’s feedback/Peers’
- Look at the table and answer feedback.
the questions. - Ss’ answers. - T’s feedback/Peers’
- Ask your partner about the feedback.
activities in task c. - Ss’ answers/ presentation. - T’s observation, T’s
feedback/Peers’ feedback.

IV. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get
students' attention at the beginning of the class by enjoyable and short activities as well as to engage
them in the follow-up steps.
b) Content: Reviewing countable and uncountable nouns / singular and plural nouns.
c) Expected outcomes: Ss review old grammar points which are very useful for them in the
new lesson.
d) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

 Option 1: Countable and Uncountable nouns
- Give a list of some nouns, have Ss divide them into 2
groups: Countable and Uncountable nouns. - Work in groups.
- Call Ss to give answers. - Read answers.
- Check Ss’ answers, give feedback.
*Noun list: pizza, exercises, water, junk food, cake, Answers keys
soda, salad, student, candy, juice - Countable nouns: exercises, student, candy,
cake
- Uncountable nouns: soda, water, salad, pizza,
 Lead to the new lesson junk food, juice

 Option 2: Singular nouns and Plural nouns

- Give a list of some nouns, have Ss divide them into 2 - Work in groups.
groups: Singular nouns and Plural nouns.
- Call Ss to give answers. - Read answers.
- Check Ss’ answers, give feedback.
*Noun list: bananas, chocolate, carrots, milk, juice, Answers keys
apples, sandwiches, cheese, candies, cereal - Singular nouns: milk, chocolate, juice,
cheese, cereal
 Lead to the new lesson. - Plural nouns: bananas, carrots, apples,
sandwiches, candies

B. New lesson (35’)

 Activity 1: Presentation (10’)
a) Objective: Introduce indefinite quantifiers.
b) Content:
- Listen and repeat.
- Go through the grammar point.
c) Expected outcomes: Ss know about indefinite quantifiers and use it in some exercises that follow.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Listen and repeat
- Have Ss look at the picture (using DCR). - Look.
- Play audio (CD1 – Track 14) and have Ss listen and - Listen, then read.
read the speech bubbles.
- Play the audio again and have Ss listen and repeat. - Listen and repeat.
Grammar box
 Option 1:
- Have Ss look at the grammar explanation (using
DCR).
- Look and read.

- Read.

- Have Ss look at the box and read examples of

different forms.
- Read examples of different forms.

- Ask Ss to give more examples using indefinite - Give more examples.

quantifiers.

 Option 2:
- Have Ss close books. - Close all books.
- Show some model sentences (using DCR), ask Ss to
look at the nouns in blue and decide which are - Look and give answers.
countable and which are uncountable.

- Then have Ss pay attention to the bold words, make

comment on the way they use the bold words with - Give answers.
countable or uncountable nouns.
Introduce: indefinite quantifiers.
- Show grammar box, have Ss look and read. - Look and read.

- Ask Ss to make more examples using indefinite - Give more examples.

quantifiers.
- Give feedback and evaluation.
 Activity 2: Practice (19’)
a) Objective: Students can use the indefinite quantifiers to do the given exercises.
b) Content:
- Circle the correct words.
- Look at the table and answer the questions.
c) Expected outcomes: Students can get used to the use of the indefinite quantifiers and use them
correctly.
d) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Task b. Circle the correct words
- Demonstrate the activity, using the example (using - Look and listen.
DCR).
- Have Ss read the sentences and circle the correct - Work individually.
words. - Work in pairs.
- Have Ss work in pairs to check each other’s work. - Read answers.
- Have some Ss share their answers with the whole Answer keys
class.
- Give feedback, correct Ss’ answers if necessary.
Task c. Look at the table and answer the questions
- Demonstrate the activity, using the example (using
DCR).
- Have Ss look at the table and answer the questions. - Look and listen.
- Have Ss check answers with their partners.
- Call Ss to write answers. - Work individually.
- Check Ss’ answers, give feedback and evaluation. - Work in pairs.
- Write answers.
Answer keys

 Activity 3: Production (6’)

a) Objective: Students master the grammar point they study in the lesson.
b) Content: Speaking: Ask your partner about the activities in Task c.
c) Expected outcomes: Ss produce the new language successfully, and they can use indefinite
quantifiers in everyday speaking and writing.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task d. In pairs: Ask your partner about the
activities in Task c
- Divide class into pairs.
- Have Ss take turns asking their partner about the - Have conversation in pairs.
activities in Task c.
- Have some pairs demonstrate the activity in front - Present.
of the class.
- Give feedback and evaluation. - Listen.

- For more practice, have Ss play a game with DHA.

C. Consolidation and homework assignments (5’)

* Consolidation:
- Indefinite quantifiers: a little, not much, some, lots of / a lot of, not any.

* Homework:
- Make 3 sentences, use Indefinite quantifiers.
- Do the exercises in WB: Grammar (page 9).
- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 11).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn
- Prepare: Lesson 1 – Pronunciation and Speaking (page 14 – SB).

D. Reflection
a. What I liked most about this lesson today:
…………………………………………………………………………………………
c. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………

UNIT 2: HEALTH
Lesson 1.3 – Pronunciation and Speaking (Page 14)

I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- use intonation for Wh-questions correctly.
- ask and answer about how much people do something for a healthy lifestyle, using indefinite
quantifiers.
- conduct a survey about healthy lifestyles.
1.2. Competences
- improve listening and speaking skills.
1.3. Attributes
- lead a healthy lifestyle and give up bad ones.

II. TEACHING AIDS AND LEARNING MATERIALS

1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương
tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV
(if any), PowerPoint slides, handouts.
2. Students’ aids: Student’s book, workbook, notebook.

III. ASSESSMENT EVIDENCE

Performance Tasks Performance Products Assessment Tools
- Listen to the questions and - Ss’ performance and - T’s observation.
notice how the intonation falls. answers.
- Listen and cross out the
 sentence doesn’t follow the - Ss’ answers. - T’s feedback/Peers’
note: intonation for Wh- feedback.
questions falls.
- Read the questions with the - Ss’ performance.
rising intonation to a partner. - T’s feedback/Peers’
- Ask and answer about how feedback.
much people do something for a - Ss’ performance.
healthy lifestyle, using - T’s feedback/Peers’
feedback.
indefinite quantifiers.
- Complete the survey about
healthy lifestyles for - Ss’ performance / - T’s observation, T’s
themselves, then ask 2 more Presentation. feedback/Peers’ feedback
friends about theirs, then write
score.

IV. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get
students' attention at the beginning of the class by enjoyable and short activities as well as to engage
them in the follow-up steps.
b) Content: Review Wh- questions.
c) Expected outcomes: Ss remember old knowledge and use them in other speaking activities.
d) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

 Option 1: Rearranging
- Have Ss work in pairs, rearrange the words given to
make meaningful questions. - Work in pairs, then give answers.

1. much / you / every week / do / How / fast food / eat? Answer keys
2. exercise / do / do / everyday / you / much / How? 1. How much fast food do you eat every week?
3. water / How / do / drink / much / every day / you? 2. How much exercise do you do every day?
4. How / you / get / much / do / sleep / every night? 3. How much water do you drink every day?
- Call Ss to read answers. 4. How much sleep do you get every night?
- Give feedback.
- Introduce intonation of Wh-questions.
Lead to the new lesson.
Lead to the new lesson. - Listen.

B. New lesson (35’)

 Activity 1: Pre-Speaking: Pronunciation (10’)
a) Objective: Introduce intonation for Wh-questions.
b) Content:
- recognize the intonation for Wh-questions.
- listen and check, find mistakes.
- practice.
 c) Expected outcomes: Ss distinguish and use intonation for Wh-questions correctly in their speaking.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a + b. Listen to the sentence and notice how
the intonation falls.
- Play the recording (CD1, track 15) (using DCR). - Listen.
- Ask Ss to listen and notice how the intonation falls.
- Play the recording again, have Ss listen and repeat
with a focus on the pronunciation feature. - Listen again and repeat.

Task c + d. Listen and cross out the question that

doesn’t follow the sound feature, then read the
questions with the falling intonation to a partner.
- Play the recording (CD 1 – Track 16) (using DCR), - Listen and cross out
have Ss listen and cross out the option that doesn’t
follow the sound feature in “a”.
- Call Ss to give answers. - Give answers
- Play the recording again and check answers as a - Listen again and check
whole class. Answer keys

- Then have Ss practice saying the examples with a

partner, using the pronunciation feature. - Work in pairs.
- Call some Ss to read questions in front of the class.
- Ask Ss to make some more wh-questions and - Present.
practice reading them with falling tone. - Give answers.
 Activity 2: While-speaking (20’)
a) Objective: Students can talk about how much they do something for a healthy lifestyle, using
indefinite quantifiers.
b) Content:
- ask and answer about how much they do something for a healthy lifestyle, using indefinite quantifiers.
- do a survey about healthy lifestyle, fill in the survey for yourself, then ask 2 friends about their
lifestyles, write scores.
c) Expected outcomes: Ss produce the new language successfully.
d) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

PRACTICE
Ask and answer
- Use DCR to show the task.
- Demonstrate the activity by asking and answering - Observe, listen.
with a student.
- Have pairs ask and answer, using the pictures. - Work in pairs.
- Have Ss pay attention to the time expressions and
the indefinite quantifiers in the box.
- Have some pairs demonstrate the activity in front of - Present.
the class.

SPEAKING: Who Has the Healthiest Lifestyle?

Task a. You’re doing a survey about healthy
lifestyles. In threes: Fill in the survey for yourself,
then ask two friends about theirs. For each (+) - Observe and listen.
answer, add points, for each (-) answer, subtract
points. - Work in groups of 3.
- Use DCR to show the task.
- Demonstrate the activity by practicing the activity - Complete the survey.
with a student.
- Divide the class into groups of 3.
- Have Ss complete the survey for themselves.
- Have Ss ask and answer to complete the survey
with their partners.
- Observe, give help if necessary.

 Activity 3: Production (5’)

a) Objective: Students report to the class about the survey results.
b) Content: Answer: Who has the healthiest lifestyle?
c) Expected outcomes: Ss produce the new language successfully in everyday speaking and writing.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
SPEAKING: Who has the healthiest lifestyle?
Task b. Answer the question: Who has the
healthiest lifestyle?
- Have Ss discuss who has the healthiest lifestyle in - Discuss.
their group.
- Have some Ss share their findings with the class - Present.
(scores included).
- Give feedback and evaluation. - Listen.

C. Consolidation and homework assignments (5’)

* Consolidation:
- Intonation falls for Wh-questions.

* Homework:
- Make 2 Wh-questions, then practice reading them.
- Complete the survey for those who haven’t finished it in class.
- Prepare: Unit 2 - Lesson 2 – New words and Listening (page 15 – SB).
- Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook
(pages 10 & 11).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn

D. Reflection
a. What I liked most about this lesson today:
 …………………………………………………………………………………………
d. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………

UNIT 2: HEALTH
Lesson 2.1 – New words and Listening (Page 15)

I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- give advice and persuade someone to have a healthy lifestyle.
- practice listening to a conversation between a student and his doctor (for general and specific details).
- offer help politely and practice offering help.
1.2. Competences
- improve communication, collaboration, and critical thinking skills.
1.3. Attributes
- give advice and persuade someone to have a healthy lifestyle.
- lead a healthy lifestyle for themselves.

II. TEACHING AIDS AND LEARNING MATERIALS

1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương
tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV
(if any), PowerPoint slides.
2. Students’ aids: Student’s book, workbook, notebook.

III. ASSESSMENT EVIDENCE

Performance Tasks Performance Products Assessment Tools
- Activate some health problems - Ss’ answers. - T’s feedback.
that Ss may know.
- Number the pictures. - Ss’ answers. - T’s observation/ DCR.
- Listen and repeat. - Ss’ performance. - T’s feedback/Peers’
- Discuss more health problems feedback.
and advice and note them down. - Ss’ answers/ presentation. - T’s feedback/Peers’
- Listen to Jacob visiting his feedback.
doctor. Circle the reason for - Ss’ answers.
- T’s feedback/Peers’
Jacob’s visit.
 - Listen and fill in the blanks. feedback.
- Speak: What do you do when - Ss’ answers. - T’s feedback/Peers’
you’re sick? Why? feedback.
- Ss’ answers/ presentation. - T’s observation and
feedback / DCR

IV. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get
students' attention at the beginning of the class by enjoyable and short activities as well as to engage
them in the follow-up steps.
b) Content: Introduce words about health problems and advice.
c) Expected outcomes: Ss get to know some new words they are going to study in the lesson.
d) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

 Option 1: Number the pictures. Listen and
repeat.
- Use the “New words” part a.– page 15 for the warm-
up activity.
- Show pictures and words (using DCR), have Ss look - Work in pairs.
at the pictures and read phrases from 1-8, then number
the pictures (in pairs). - Give answers.
- Call Ss to give answers.
- Give feedback and show correct answers.
- Lead to the new lesson. - Listen.
- Play the audio (CD1 – Track 17), have Ss listen and - Listen and repeat.
repeat.
- Correct Ss’ pronunciation if necessary.

Answer keys

 Option 2: Health problems and advice

- Give Ss some phrases about health problems and
equivalent advice, but not in order.
- Work in pairs.
- Have Ss work in pairs to match health problems with
suitable advice.
 - Give answers.

- Listen.
Answer keys
- Call Ss to give answers.
- Give feedback and evaluation.
Lead to the new lesson

B. New lesson (35’)

 Activity 1: Pre-Listening (Vocabulary) (12’)
a) Objective: Ss get to know words and phrase about health problems and how to give advice.
b) Content:
- Vocabulary study (feel weak, have a sore throat, get some rest, take vitamins, have a fever, take
medicine, stay up late, keep warm).
- Speaking: Discuss more health problems and advice and note them down (page 15).
c) Expected outcomes: Ss know how to pronounce the new words / phrases correctly and use them
when talking about health problems and giving advice.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Number the pictures. Listen and repeat.
 Option 1 (If the teacher hasn’t used this part for
the Warm-up activity.)
- Demonstrate the activity, using the example (using - Look and listen.
DCR).
- Have Ss number the pictures. - Work individually.
- Divide class into pairs and have them check their - Work in pairs.
answers with their partners.
- Call Ss to give answers (read or write). - Give answers.
- Check answers as a whole class.
- Play audio (CD1 – Track 17). Have Ss listen and - Listen and repeat.
repeat. Answer keys
- Correct Ss’ pronunciation.

 Option 2: Filling in the blanks (If the teacher has

used part a. for the Warm-up activity.)
- Have Ss review the words they have known in the - Work in pairs.
warm-up activity by filling in the blanks (T uses
different pictures from those in the textbook). - Give answers.
- Call Ss to give answers (read or write).
- Check answers as a whole class.
- Call some Ss to read the words again. - Read.
- Correct Ss’ pronunciation if necessary. Answer keys
1. take medicine
2. keep warm
3. have a sore throat
4. stay up late
5. have a fever
6. get some rest

Task b. In pairs: Discuss more health problems

and advice and note them down.
- Have Ss work in pairs to discuss more health
problems and advice and note them down.
- T can ask Ss to use the health problems and advice
they have known in the Warm-up activity as a - Work in pairs.
reference.
- Have some pairs share their ideas with the class.
- Give feedback and evaluation.

- Present.
Suggested ideas

 Activity 2: While - Listening (17’)

a) Objective: Students can develop their listening skill.
b) Content: Listen to a conversation between Jacob and his doctor, circle the reason for Jacob’s visit
and then listen again to fill in the blanks.
c) Expected outcomes: Students can listen and understand general and specific information about a
health problem and how to overcome it.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Listen to Jacob’s visiting the doctor.
Circle the reason for Jacob’s visit.
- Have Ss read the sentence, guess the answer (using -Work individually.
DCR).
- Play audio (CD1 - Track 18). - Listen.
- Have Ss listen and circle the correct answer. - Circle the correct answers.
- Check answer as a whole class. Answer keys
Task b. Now, listen and fill in the blanks
- Have Ss read the through the uncompleted
sentences in task b, guess what types of words / - Read and guess.
parts of speech that will be possible for each blank
(using DCR).
- Play the audio again (CD1 - Track 18). - Do the task.
- Have Ss listen and fill in the blanks.
- Have Ss check answers with their partners.
- Call Ss to give answers. - Check answers.
- Give feedback and show correct answers. Answer keys

 Activity 3: Post - Listening (6’)

a) Objective: Students can use the vocabulary and the content in listening part to develop their
speaking skill.
b) Content: Speaking: What do you do when you are sick?
c) Expected outcomes: Students can have a free-talk about how to overcome sickness.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Conversation skill
- Have Ss look at the Conversation box and read - Look and read.
(using DCR).
- Play audio (CD 1 - Track 19), have Ss listen and - Listen and repeat.
repeat.
- Ask Ss to find more ways to offer help. - Give answers.

Task c. What do you do when you are sick?

Why?
- Have Ss work in pairs to discuss. - Work in pairs.
- Observe and give help if necessary.
- Call some pairs to share their ideas with the class. - Present.
- Give feedback and evaluation.

- For more practice, have Ss play a game with DHA.

C. Consolidation and homework assignments (4’)

* Consolidation:
- Words about health problems and giving advice: feel weak, have a sore throat, get some rest, take
vitamins, have a fever, take medicine, stay up late, keep warm.
- Language to offer help: What can I do for you? / How can I help? / May I help you? …

* Homework
- Learn the new words by heart.
- Practice asking and answering about giving advice for a health problem.
- Do the exercises in WB: New words + Listening (pages 10, 11).
- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 12).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on www.eduhome.com.vn
- Prepare: Lesson 2 – Grammar (page 16 – SB).

D. Reflection
a. What I liked most about this lesson today:
…………………………………………………………………………………………
e. What I learned from this lesson today:
…………………………………………………………………………………………