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
 3. join (v) /dʒɔɪn/ to connect or fasten things together tham gia

Assumptions
Anticipated difficulties Solutions
1. Students may lack knowledge and experiences about Prepare some handouts.
the topic.
2. Students may not have sufficient listening, speaking - Play the recording, the replay depends on student’s
and co-operating skills. need.
- Encourage students to work in pairs, in groups so that
they can help one another.
- Provide feedback and help if necessary.

Board Plan
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 BRAINSTORMING 5 mins
active atmosphere * Teacher gives instructions. T-Ss
in the class before - Teacher writes the word “HEALTH” on the board, divides the class
the lesson. into two teams.
- To introduce the
topic. weak strong

HEALTH

sick ill
** 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. Teamwork
**** Teacher checks and corrects if Ss spell or pronounce the words Teamwork
/ phrases incorrectly. T-Ss
- 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 To lead in the topic * Teacher draws students’ attention to the pictures in the textbook T-Ss 2 mins
of Healthy living. 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. Pair work
*** Ss share their answers as a whole class. Ss
**** T asks them to read and listen to the conversation to check T-Ss
their answers.
PRESENTATION To help students VOCABULARY 5 mins
understand the * Teacher introduces the vocabulary by: T-Ss
text. + 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]

** Ss say the words. Ss

*** Other Ss correct if the previous answers are incorrect. Ss
**** Teacher shows and says the words aloud and asks Ss to repeat T-Ss
them.
To have students LISTEN AND READ. (Ex 1, p. 18)
get to know the * Teacher plays the recording, asks students to underline the words T-Ss
topic. 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. Pair work
*** Teacher refers to the questions previously asked. T-Ss
**** Then, teacher confirms the correct answer. T-Ss
PRACTICE/ To help students TASK 1: CIRCLE THE CORRECT ANSWER. (Ex. 2, p. 19) 5 mins
CONTROLLED understand the * Teacher asks students to answer without reading the conversation T-Ss
PRACTICE main idea of the again. Pair work
conversation. ** Ss work out and answer questions in pairs. T-Ss
*** Teacher asks some students to explain why they did not choose T-Ss
the other two options.
**** Teacher confirms the correct answer.
Answer key: B

To help student TASK 2: WRITE A WORD OR PHRASE FROM THE BOX UNDER ITS 6 mins
learn some PICTURE (Ex 3, p. 19)
vocabulary from * Teacher asks students to work independently to read the words, T-Ss
the conversation look at the pictures and write the correct words / phrase under the
visually to ensure pictures Ss-Ss
their ** Teacher allows students to share their answers before discussing
understanding of as a class. T-Ss
the context. *** Teacher calls some students to check. T-Ss
**** Teacher confirms the right answers and writes on the board.

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 * Teacher asks students to work independently to fill in each blank T-Ss
the topic. with a 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
LESS identify and talk * Teacher asks students to work in groups of 4 or 6 to take turns to T-Ss mins
CONTROLLED about their daily ask and answer about their daily activities, how often they do these
PRACTICE activities and activities and discuss if they are good or bad for their health.
decide if they are ** Ss work in groups to ask and answer Group
good or bad for - Teacher moves around to observe and offer help when needed. work
their health. *** By the end of the activity, one student from each group can
stand up and report to the class. Ss
Suggested answers:
Daily How often Good Bad
activities
Walking to Every day √
school
Eating Rarely √
breakfast
Going Twice a √
swimming week
Sleeping 12 hours √
per day
Doing yoga Three √
times a
week
… … … …
 **** Teacher checks and gives the correct answers.
T-Ss
CONSOLIDATIO To consolidate Teacher asks students to talk about what they have learnt in the T-Ss 2 mins
N what students lesson.
have learnt in the
lesson.
HOMEWORK To prepare for the - Prepare the vocabulary for the next lesson: A closer look 1. T-Ss 1 min
next lesson. - Start preparing for the Project of the unit.
Teacher randomly puts Ss in groups of 4 or 5 and asks them to
choose a bad habit that the students in your school often do and
think about some tips to change that habit. They have to find
suitable photos or draw pictures to creat a poster about it. Students
will show their posters and present their ideas in Lesson 7 – Looking
back and Project. (Teacher should check the progress of students’
preparation after each lesson.)
 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
2. lip balm (n.phr.) /ˈlɪp ˌbɑːm/ a type of cream that is used to keep the lips soft son dưỡng môi
 or to help sore lips feel better
3. chapped lips /tʃæpt lɪps / chapped skin is sore, rough, and broken, môi nứt nẻ
(n.phr.) especially because of cold weather
4. red spots (n.phr.) /red spɒt/ a small, usually round area of colour that is đốm đỏ
differently coloured or lighter or darker than
the surface around it
5. coloured / ˈkʌləd a plant, root, seed, or pod that is used as food, rau có màu sắc
vegetables (n.phr.) ˈvedʒtəbəl/ especially in dishes that are not sweet and has
colours such as: red, green, etc.

Assumptions
Anticipated difficulties Solutions
1. Students may lack knowledge about some lexical Provide students with the meaning and pronunciation of
items. some lexical items.
2. Students may may not have sufficient listening, - Play the recording many times if necessary. Play the
speaking and co-operating skills. recording, the replay depends on the ss’ need.
- Encourage students to work in pairs, in groups so that
they can help each other.
- Provide feedback and help if necessary.
3. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessive talking student’s practise.
- Continue to define expectations in small chunks (before
every activity).
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
**** Give comments or feedback
 Stage Stage aim Procedure Interaction Time
WARM-UP To activate GAME: FACE TO FACE: 5 mins
students’ prior * Teacher divides class into 2 teams: Cats and Dogs. T - Ss
knowledge and - Teacher asks students to think of words or phrases related to
vocabulary related “Healthy activities” which they have learnt in the previous lesson or
to the topic, the words they may know already.
targeted ** Ss have 3 minutes to think of the topic Ss-Ss
vocabulary, and its *** Students in each team turn by turn stand up and say 1 word or Ss
pronunciation. phrase related to the topic.
**** In 90 seconds, the team has more right answers will be the T-Ss
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
- ….
LEAD-IN To lead in the Teacher leads students into the lesson by telling them that “In today T-Ss 1 min
lesson about lesson, we are going to learn more words to talk about Health
vocabulary and problems and two sounds /f/ and /v/.”
pronunciation.
VOCABULARY VOCABULARY T-Ss 21
* Teacher introduces the vocabulary by: mins
+ 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]

4. coloured vegetables (n): [visual + explanation]

 5. red spots (n): [visual + explanation]

Ss
Ss-Ss
** Ss say the words. T-Ss
*** Other Ss correct if the previous answers are incorrect.
**** Teacher shows and says the words aloud and asks Ss to repeat
them

Checking techniques:
“Rub out and remember”
To revise the TASK 1: MATCH THE PHRASES ON THE LEFT WITH THE CORRECT
words or phrases PICTURES ON THE RIGHT. (Ex 1, p. 20)
they have learnt. * Teacher asks students to work independently to do matching. T-Ss
** Ss work individually. Ss
*** Teacher has students to check their work with their partner. Ss-Ss
**** Then, teacher call one student to do matching in front of the
 class and give correct answer. T-Ss
Answer keys:
1. c
2. e
3. d
4. a
5. b
To help student TASK 2: COMPLETE THE SENTENCES WITH THE CORRECT WORDS
use the words/ AND PHRASES. (Ex 2, p. 20)
phrases in specific * Teacher asks students to read the words and phrases provided T-Ss
contexts. aloud and give them their meaning if necessary.
** Teacher asks Ss to work individually. Ss
*** Then, teacher calls some students to check and asks them to T-Ss
explain 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 TASK 3: DISCUSS AND TICK EACH ACTIVITY IN THE TABLE AS H
talk about their (HEALTHY) OR U (UNHEALTHY). (Ex 3, p. 20)
daily activities and * First, teacher asks students to read all the sentences in the table T-Ss
decide if each and find out any words are new to them.
activity is healthy - Then, teacher has students work in group of 4 - 6 to discuss
or unhealthy. whether each activity is healthy or unhealthy.
** Ss work in groups. Group
*** Finally, teacher calls out some group to give and explain their work
 answers as a class. T-Ss
**** Teacher listens and correct their answers.
Suggested answers: T-Ss
Healthy: 1, 3, 4
Unhealthy: 2, 5
PRONUNCIATIO To help students PRONUNCIATION 10
N identify how to * Teacher writes on the board two words “fit” and “vegetables”. T-Ss mins
pronounce the - Then, teacher has students focus on the underlined letters “f” and
final sounds /f/ “v”. Ss
and /v/ at the end ** Ss practice saying the word individually. T-Ss
of the words. *** Teacher calls some students to read aloud. T-Ss
**** Teacher corrects if necessary.
T-Ss
* After that, teacher says “In this lesson we are going to learn how
to pronounce two sounds f and v”. T-Ss
** Teacher asks Ss to watch Tiếng Anh 7 - Pronunciation video Unit
2
(link YouTube) Ss
T-Ss
*** Ss imitate and practice the two sounds together.
**** Teacher explains if necessary.
To help students TASK 4: LISTEN AND REPEAT. PAY ATTENTION TO THE SOUND /F/
practise AND /V/. (Ex 4, p. 20)
pronouncing these * Teacher has students read out the words first. T-Ss
sounds in words. ** Ss practice saying the words independently Ss
*** Teacher asks students to listen and try to repeat the words as a T-Ss
class, a group, and individually.
**** Teacher may play the recording as many times as necessary
and correct their pronunciation T-Ss
 To help students TASK 5: LISTEN AND REPEAT. PAY ATTENTION TO THE UNDERLINED
pronounce the WORDS. (Ex 5, p. 20)
final sounds /f/ * Teacher has students read the sentences and tell them to pay T-Ss
and /v/ correctly in attention to the underlined words with sounds /f/ and /v/.
context. ** Ss read and underline the words Ss
*** Teacher plays the recording for students to listen and repeat T-Ss
each sentence.
**** Teacher corrects their pronunciation if necessary. T-Ss
- Teacher calls on some students to read the sentences individually.
PRODUCTION/ To give students GAME: TONGUE TWISTER 5 mins
LESS chance to apply 1. Victoria fried some fresh fish.
CONTROLLED what they have 2. Van fried the fish in half a vat of fat.
PRACTICE learnt. * Teacher asks students to focus on 2 sentences on the board and T-Ss
try to say it.
- Teacher models, then call some students to read and correct
pronunciation if necessary.
** Ss practice saying the sentences. Ss
*** Teacher has students try to read the whole sentence as quick as T-Ss
possible without making any mistakes.
**** Teacher corrects if necessary. T-Ss
CONSOLIDATIO To consolidate Teacher asks students to talk about what they have learnt in the T-Ss 2 mins
N what students lesson.
have learnt in the
lesson.
HOMEWORK To revise what Find 5 more words with the sound /f/ and 5 more words with the T-Ss 1 min
they have learnt. sound /v/. Write them down and practice pronouncing the words.
 UNIT 2: HEALTHY LIVING
Lesson 3: A closer look 2

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
Know how to recognize and write simple sentences
Types of simple sentences Examples
1. Having a subject and a verb I read.
2. Having an object I read science books.
3. Having an adverb I read science books every weekend.
2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
Be responsible and hard working

II. MATERIALS
- Grade 7 textbook, Unit 2, A closer look 2
- Computer connected to the internet
- TV/ Projector/Pictures, sets of word cards
- sachmem.vn

Assumptions
Anticipated difficulties Solutions
1. Students may lack knowledge and experiences about Prepare some hand-outs.
the topic.
 2. Some students may excessively talk in the class. - Define expectation in explicit detail.
- Have excessive talking student’s practise.
- Continue to define expectations in small chunks (before
every activity).

Board Plan
Date of teaching
Unit 2: Healthy living
Lesson 3: A closer look 2
*Warm-up
Game: Jumbled sentences
I. Grammar: Simple sentences
1. Eg: I read
S V
2. Eg: I read science books.
S V O
3. Eg: I read science books every weekend.
S V O A
II. Practice:
Task 1: Tick the simple sentence. (Ex 1, p. 21)
Task 2: Underline and write S for the subject and V for the verb in each simple sentence below. (Ex 2, p. 21)
Task 3: Rearrange the words and phrases to make simple sentences. (Ex 3, p. 21)
Task 4: Write complete sentences from the prompts. You may have to change the words or add some. (Ex 4, p. 21)
Task 5: Discuss and write a simple sentence from the two given sentences. (Ex 5, p. 21)
*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 activate GAME: JUMBLED SENTENCES 5
students’ prior 1. books / I / science / read /. mins
knowledge and 2. games / children / love / outdoor /.
vocabulary related 3. their / every day / they / clean / house /.
to the targeted 4. night / watched / I / T.V / last /.
grammar. 5. learn / words / every day / You / should / the / new /.
* Teacher gives instructions. T-Ss
** In groups, Ss: Group work
- discuss to rearrange the words to make meaningful and completed
sentences.
*** The group which can finish all the sentences first and has all Group work
correct answers will be the winner
**** Teacher checks and corrects Ss’ answer. T-Ss
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.

LEAD-IN To introduce the Teacher says: “This lesson today is going to tell you about “simple T-Ss 1 min
 targeted grammar sentences”.
of the lesson.
PRESENTATION To introduce SIMPLE SENTENCES 9
students the form * Teacher draws students’ attention to the sentences in the answers T-Ss mins
of simple from the Warm-up and writes 1 more example, then underlines the
sentences. main parts of each sentence.
It rained.
S V
I read science books.
S V O
I watched T.V last night.
S V O A
** Ss look at the board and listen to the teacher’s questions to T-Ss
identify each part of a sentences.
*** Ss answer the teacher’s questions, then read REMEMBER box in T-Ss
Ss’ book.
****Teacher tells Ss that a simple sentence has only one subject T-Ss
and one verb, some simple sentences also have an object, some
simple sentences also have an adverb.
PRACTICE/ To help students TASK 1: TICK THE SIMPLE SENTENCES. (Ex 1, p. 21) 15
CONTROLLED identify the correct * Teacher asks students to do the exercise individually and then T-Ss mins
PRACTICE form of simple compare their answers with a classmate.
sentences. ** Ss do the task individually. Ss
*** Some Ss explain their choices. Ss
****Teacher confirms the correct answers. T-Ss
Answer key:
Simple sentences: 1, 2, 4

To help students TASK 2: UNDERLINE AND WRITE S FOR THE SUBJECT AND V FOR
identify the subject THE VERB IN EACH SIMPLE SENTENCE BELOW. (Ex 2, p. 21)
and the verb in a * Teacher has students do this exercise individually by reading each T-Ss
simple sentence. sentence carefully to look for the two main parts.
** Ss do the task individually. Ss
*** Ss give and explain their answers. Ss
**** Teacher confirms the correct answers. T-Ss
Answer key:

To help student TASK 3: REARRANGE THE WORDS AND PHRASES TO MAKE SIMPLE
identify different SENTENCES. (Ex 3, p. 21)
parts of a simple * Teacher asks Ss to work in pairs. T-Ss
sentence and put ** Ss work in pairs to do the task. Pair work
them in the correct *** Teacher calls on Ss to read aloud the complete sentences. T-Ss
order to form a **** Teacher confirms the correct answers. T-Ss
simple sentence. Answer key:
1. My sister never drinks soft drinks.
2. Acne affects 80% of young people.
3. He has bread and eggs for breakfast.
4. We don’t eat much fast food.
 5. Fruit and vegetables have a lot of vitamins.
PRODUCTION/ To give Ss further TASK 4: WRITE COMPLETE SENTENCES FROM THE PROMPTS. YOU 12
LESS practice on writing MAY HAVE TO CHANGE THE WORDS OR ADD SOME. (Ex 4, p. 21) mins
CONTROLLED out simple * Teacher asks Ss to look at the prompts of each sentence and T-Ss
PRACTICE sentences from the decide the two main parts of the sentence.
prompts given. ** Ss do the task individually. Ss
*** Call on some students to read out their answers. T-Ss
**** Teacher confirms the correct answers. T-Ss
- Choose some typical errors and correct as a whole class without
nominating the students’ names.
Answer key:
1. Tofu is healthy.
2. Many Vietnamese drink green tea.
3. She does not use suncream.
4. My father does not exercise every morning.
5. Most children have chapped lips and skin in winter.

To allow Ss more TASK 5: DISCUSS AND WRITE A SIMPLE SENTENCE FROM THE TWO
advanced practice GIVEN SENTENCES. (Ex 5, p. 21)
in forming a simple * Teacher asks Ss to work in pairs to read the two separate T-Ss
sentence from two sentences, discuss and determine the two main parts for the new
separate ones. sentence. Pair work
** Ss work in pairs. T-Ss
*** Call on some Ss to write the sentences on the board. T-Ss
**** Teacher corrects the answers.
- Choose some typical errors and correct as a whole class without
nominating the students’ names.
Answer key:
1. We avoid sweetened food and soft drinks.
 2. My dad and I love outdoor activities.
3. You should wear a hat and suncream.
4. My mother read and downloaded the health tips.
CONSOLIDATIO To consolidate Teacher asks students to talk about what they have learnt in the T-Ss 2
N what students lesson. mins
have learnt in the
lesson.
HOMEWORK To revise what Do exercises in the workbook. T-Ss 1 min
they have learnt.
 UNIT 2: HEALTHY LIVING
Lesson 4: Communication

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- learn how to ask for and give health tips
- practise using some grammar points and vocabulary related to the topic.
2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Be benevolent and responsible

II. MATERIALS
- Grade 7 textbook, Unit 2, Communication
- Computer connected to the internet
- TV/ Pictures/ Projector
- sachmem.vn

Assumptions
Anticipated difficulties Solutions
1. Students may lack knowledge about the topic. Provide students with information about the knowledges
they do not know.
2. Students may not have sufficient reading, speaking - Encourage students to work in pairs, in groups so that
and co-operating skills. they can help each other.
- Provide feedback and help if necessary.
 3. Some students may excessively talk in the class. - Define expectation in explicit detail.
- Have excessive talking students practise.
- Continue to define expectations in small chunks (before
every activity).

Board Plan
Date of teaching
Unit 2: Healthy living
Lesson 4: Communication
*Warm-up
BRAINSTORMING
I. Everyday English:
1. Giving tips for health problems
 Structure: to give advice:
- You should/ shouldn’t …
- You can …
Task 1: Listen and read the dialogue. (Ex 1, p. 22)
Task 2: Make similar conversation. (Ex 2, p. 22)
II. Practice: Tips for a healthy life
Task 3: Read the passage and choose the correct title for it. (Ex 3, p, 22)
Task 4: Discuss and make a list for the tips which help the Japanese live long lives. (Ex 4, p. 22)
Task 5: Discuss and make a list for the tips that the Vietnamese can do to live longer. (Ex 5, p. 22)
*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 introduce the GAME: BRAINSTORMING 5
lesson. mins

HEALTH
PROBLEMS

* Teacher divides class into 2 teams and asks them to think of T-Ss
“health problems”.
** Ss have 1 min to think of the words related to the topic or they Ss-Ss
can discuss with their partners.
*** Each member from each team turn by turn run to the board Ss
and write one word.
**** Teacher corrects their answers. T-Ss
- The team which has more correct words will be the winner
Suggested answers:
Asthma, a backache, a broken leg, a cold, a cough, an earache, a
headache, a sore throat, a toothache, sunburn, etc.
LEAD-IN To lead in the Teacher leads students into the lesson by telling what they are going T-Ss 1 min
lesson. to learn: “We are going to learn how to give tips for health
problems”.

EVERYDAY To introduce two TASK 1: LISTEN AND READ THE DIALOGUE. (Ex 1, p. 22) 10
ENGLISH ways to give tips * Teacher plays the record for SS to listen and read the conversation T-Ss mins
on health about health problem.
problems and to ** Ss listen and practice saying with their partners. Ss-Ss
allow Ss some *** Teacher calls some pairs to read aloud. T-Ss
practice. **** Teacher corrects pronunciation if necessary. T-Ss

* Teacher asks Ss to pay attention to the highlighted parts and asks T-Ss
them some questions to elicit the new structure:
- What do these sentences mean?
- When do we use these sentences?
-…
** Ss answer teacher’s questions to find out new structure to give Ss
tips for health problems.
*** Some students give the new structure to the teacher. T-Ss
**** Teacher corrects and writes on the board: T-Ss
Structure: to give advice:
- You should/ shouldn’t …
- You can …

To help students TASK 2: MAKE SIMILAR CONVERSATION. (Ex 2, p. 22) 7

practise giving tips * Teacher has Ss look at the situation in Ex 2 to make similar T-Ss mins
on health dialogue:
problems. 1. I’m tired.
2. I have acne.
3. My hands are chapped. Pair work
** Ss work in pairs to make similar dialogue. T-Ss
*** Teacher calls some pairs to present it in front of the class. T-Ss
**** Teacher gives feedback and some comments.
Suggested answers:
A: I am tired.
 B: You can drink some milk.
A: Yes.
B: And you should have a nap.
A: Thank you.
TIPS FOR A To provide TASK 3: READ THE PASSAGE AND CHOOSE THE CORRECT TITLE FOR 5
HEALTHY LIFE students IT. (Ex 3, p, 22) mins
with more * Teacher asks Ss to read the passage independently and choose the T- Ss
knowledge about correct answer of the main idea.
healthy living and ** Ss so the task individually. Ss
help them practice *** Teacher calls some Ss to give their answer and explain it. T-Ss
the skill of reading **** Teacher confirms the correct answers. T-Ss
for the main idea. Answer key: A
To help students TASK 4: DISCUSS AND MAKE A LIST FOR THE TIPS WHICH HELP THE 5
identify the main JAPANESE LIVE LONG LIVES. (Ex 4, p. 22) mins
points in a reading * Teacher has students work in groups to discuss and takes notes of T-Ss
and talk about the tips for a long life that they find in the text.
them. ** Ss work in groups. Group work
*** 2-3 groups share their lists. Group work
**** Teacher confirms and corrects if necessary. T-Ss
Suggested answers:
(1) They eat a lot of fish and vegetable.
(2) They cook fish with little cooking oil.
(3) They also eat a lot of tofu.
(4) The Japanese work hard and do a lot of outdoor activities.
To help students TASK 5: DISCUSS AND MAKE A LIST FOR THE TIPS THAT THE 6
practise giving VIETNAMESE CAN DO TO LIVE LONGER. (Ex 5, p. 22) mins
health tips on their * Teacher asks students to work in groups of 4- 5. T-Ss
own context. ** Ss work in group of 4- 5 to discuss and come up with some tips Group work
 for how the Vietnamese can live longer.
*** Some groups share ideas with the whole class and other groups Group work
listen and add more their ideas.
**** Teacher listens and corrects if necessary. T-Ss
Suggested answers:
1. avoid overeating
2. do more outdoor activities.
3. drink enough water
4. sleep before 10 p.m
5. eat more nuts.
6. do more exercises.
7. …
CONSOLIDATIO To consolidate Teacher asks students to talk about what they have learnt in the T-Ss 1 min
N what students lesson.
have learnt in the
lesson.
HOMEWORK To prepare for the Do exercises in the workbook. T-Ss 1 min
next lesson:
Skills 1.
 UNIT 2: HEALTHY LIVING
Lesson 5: Skills 1

I. OBJECTIVES
By the end of this lesson, students will be able to gain:
1. Knowledge
+ Reading:
- read for specific information about acne
+ Speaking:
- talk about how to deal with some health problems.
2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
Be benevolent and responsible

II. MATERIALS
- Grade 7 textbook, Unit 2, Skills 1
- Computer connected to the internet
- TV/ Pictures, cards
- sachmem.vn
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. disease (n) /dɪˈziːz/ (an) illness of people, animals, plants, etc., bệnh tật
caused by infection or a failure of health
rather than by an accident
2. serious (a) /ˈsɪəriəs/ severe in effect; bad nghiêm trọng
3. take care of (phr v) /teik keər əv/ to protect someone or something and chăm sóc
provide the things that that person or thing
needs
4. pop (v) /pɒp/ to (cause something to) make a short nặn, bóp
explosive sound, often by breaking
something

Assumptions
Anticipated difficulties Solutions
1. Students may lack knowledge about some lexical Provide students with the meaning and pronunciation of
items. words.
2. Students may not have sufficient reading, speaking - Let students read the text again (if necessary).
and co-operating skills. - Create a comfortable and encouraging environment for
students to speak.
- Encourage students to work in pairs, in groups so that
they can help each other.
- Provide feedback and help if necessary.
3. Some students may excessively talk in the class. - Define expectation in explicit detail.
- Have excessive talking students practise.
- Continue to define expectations in small chunks
 (before every activity).

Board Plan
Date of teaching
Unit 2: Healthy living
Lesson 5: Skills 1
*Warm-up
HANGMAN
I. Reading:
1. Vocabulary
a. disease (n): bệnh tật
b. serious (a): nghiêm trọng
c. take care of (phr v): chăm sóc
d. pop (v): nặn, bóp
2. Discussion: (Ex 1, p. 23)
3. Practice
Task 1: Read the passage and match the beginnings in A with the endings in B. (Ex 2, p. 23)
Task 2: Read the passage again and choose the correct answer A, B, or C. (Ex 3, p. 23)
Task 3: Retelling
II. Speaking:
Task 4: Read the passage again. Pick the tips which you can easily follow. Share your ideas with your partner. (Ex 4,
p. 23)
Task 5: Read about the health problems below. Discuss and make notes of some tips you can give each person.
Then share your ideas with the class. (Ex 5, p. 23)
*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 introduce the GAME: HANGMAN 5
topic of reading. mins

SKINCONDITION

* Teacher divides class into 2 teams and asks them to think of the T-Ss
word which has 13 letters in it related the topic “health problems”.
** Ss have 1 min to think of the words related to the topic or they Group work
can discuss with their partners.
*** Each member from each team turn by turn guesses the letter in Group work
the secret word.
**** Teacher corrects their answers. T-Ss
- The team which can find or guess the secret first will be the
winner.
LEAD-IN To lead in the Teacher leads students into the lesson by telling what they are going T-Ss 2
lesson about Skills to learn: “We are going to read a passage about one of the most mins
1. common “Skin condition” among teenagers.
PRE-READING To provide VOCABULARY 8
(PRE-TEACH students with - Teacher introduces the vocabulary by: T-Ss mins
VOCABULARY) some lexical items + Providing the synonym or antonym of the words.
before reading the + Providing the pictures of the words.
text. + Providing the definition of the words.
1. disease (n): [explanation]
2. serious (a): [explanation]
3. take care of (phr v): [symnonym]
4. pop (v): [visual + explanation]

Concept check: Rub out and Remember.

To introduce words DISCUSSION (Ex 1, p. 23)

related to skin * Teacher asks Ss to work in pairs to look at some pictures in Ex 1 on T-Ss
conditions to Ss page 23 to write each word or phrase under the correct picture and
and help Ss have a discuss with their partners “Which skin condition is the most
general idea of common among teenagers”.
what they are ** Ss work in pairs. Pair work
going to read. *** Teacher calls some Ss to check what they have discussed. T-Ss
**** Teacher corrects. T-Ss
Answer keys:
 1. chapped skin
2. acne
3. sunburn
WHILE-READING To help Ss develop TASK 1: READ THE PASSAGE AND MATCH THE BEGINNINGS IN A
their reading skill WITH THE ENDINGS IN B. (Ex 2, p. 23)
for specific * Teacher has Ss read the text in detail to do the exercise and asks T-Ss
information them how to do this kind of exercise.
(scanning) and - Read the beginnings in A. They all start with ‘acne’ plus the verbs
help them focus on (is, affects, causes).
the problem of - Locate the part of the text where they find the information. They
acne. all appear right in the first paragraph. - - Read that part and do the
matching. Ss
** Ss do the task independently Pair work
*** Teacher tells Ss to compare their answers in pairs before calling
some of them to check. T-Ss
**** Teacher confirms the correct answer and explains if necessary.
Answer key:
1. b
2. d
3. a
4. c
To help Ss further TASK 2: READ THE PASSAGE AGAIN AND CHOOSE THE CORRECT 9
develop their ANSWER A, B, OR C. (Ex 3, p. 23) mins
reading skill for * Teacher asks Ss: reading each question, locating where the T-Ss
specific information appears in the text, reading that part carefully and
information circling the correct answer.
(scanning). ** Ss do the task independently. Ss
*** Teachers has Ss compare their answers in pairs and call some Ss Pair work
to give their ideas.
 **** Teacher checks and confirms the correct answers. T-Ss
Answer key:
1. A
2. C
3. B
4. B
5. A
POST-READING To check students’ TASK 3: RETELLING. 3
reading * Teacher asks Ss to work in groups and take turn to say 1 sentence T- Ss mins
comprehension. which they can remember from the passage they have read about
“acne”. Group works
** Ss work in groups. T-Ss
*** Teacher calls some groups to check. T-Ss
**** Teacher corrects if necessary
PRE-SPEAKING To help Ss talk TASK 4: READ THE PASSAGE AGAIN. PICK THE TIPS WHICH YOU 5
about how they CAN EASILY FOLLOW. SHARE YOUR IDEAS WITH YOUR PARTNER. mins
apply the tips in (Ex 4, p. 23) T-Ss
the reading to * Teacher asks Ss to work in pairs and tells them to focus on the tips
themselves. for acne in the text to talk about which tip they can easily follow. Pair works
** Ss work in pairs. Teacher goes around and listens and gives help
if necessary. T-Ss
*** Teacher calls on some Ss to share their answers with the class.
If there is a tip they cannot follow, ask them to explain why not. T-Ss
**** Teacher listens and gives comment.
WHILE- To provide Ss an TASK 5: READ ABOUT THE HEALTH PROBLEMS BELOW. DISCUSS 7
SPEAKING opportunity to AND MAKE NOTES OF SOME TIPS YOU CAN GIVE EACH PERSON. mins
practise giving tips THEN SHARE YOUR IDEAS WITH THE CLASS. (Ex 5, p. 23)
for health * Teacher has Ss work in groups and asks them to take turns to give T-Ss
 problems. tips for each health problem.
** Ss work in groups to do the task. Teacher goes around, listens Group works
and gives help if necessary.
*** Teacher calls on some groups to share their answers with the T-Ss
class. T-Ss
**** Teacher comments.
Suggested answers:
1. Use some lip balm.
Use coconut oil or body lotion.
2. Eat less fast food, meat, and ice cream.
Eat more fruit and vegetable.
3. Get enough sleep, 7 - 8 hours a day.
Don't go to bed too late.
4. Keep warm and stay in bed.
Drink plenty of water and eat light food.
5. Avoid washing your hair every day.
Take vitamins.
POST-SPEAKING To help students - Have students give comments on their friends and vote for the Ss-Ss 3
improve next time. most interesting and informative presentation. mins
- Teacher gives feedback and comments. T-Ss
CONSOLIDATIO To consolidate Teacher asks students to talk about what they have learnt in the T-Ss 2
N what students lesson. mins
have learnt in the
lesson.
HOMEWORK To prepare for the Do exercises in the workbook. T-Ss 1 min
next lesson Skills 2.
 UNIT 2: HEALTHY LIVING
Lesson 6: Skills 2

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
+ Listening
- use the lexical items related to the topic Healthy living
- listen for specific information about some advice about healthy habits
+ Writing: write some advice to avoid viruses.
2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
Be benevolent and responsible

II. MATERIALS
- Grade 7 textbook, Unit 2, Skills 2
- Computer connected to the internet
- Pictures
- sachmem.vn

Assumptions
Anticipated difficulties Solutions
1. Students may lack knowledge and experiences about the Prepare some hand-outs.
topic.
 2. Students may not sufficient listening, writing and co- - Play the recording, replay depends on students’ need.
operating skills. - Encourage students to work in pairs, in groups so that they
can help each other.
- Provide feedback and help if necessary.
3. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessive talking students practise.
- Continue to define expectations in small chunks (before
every activity).

Board Plan

Date of teaching
Unit 2: Healthy living
Lesson 6: Skills 2
*Warm-up
Chatting
I. Listening
Task 1: Discuss and tick the habits you think are good for your health. (Ex 1, p. 24)
Task 2: Listen and tick the habits mentioned. (Ex 2, p. 24)
Task 3: Listen again and answer the questions with no more than THREE words. (Ex 3, p. 25)
Task 4: Discuss and make notes of the tips from the listening. Then share them with the class. (Ex 4, p. 25)
II. Writing:
Task 5: Discuss and brainstorm ideas.
Task 6: Write a passage of about 70 words to give advice on how to avoid viruses. (Ex 5, p. 25)
*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 activate CHATTING: 5
students’ prior * Teacher writes on the board the word “Healthy habits” and asks Ss T-Ss mins
knowledge and some questions:
vocabulary related + What does this word mean?
to the lesson + What do we do to have “healthy habits”?
+ Can you name some “healthy habits?”
** Ss think of these questions and discuss with their partners if Group work
needed. T-Ss
*** Teacher calls some students to give their answers. T-ss
**** Teacher listens and give comments.

LEAD-IN To introduce the - Teacher introduces students the content of the lesson: “In the T-Ss 1 min
new lesson. lesson today, we are going to listen to the professor talking about
healthy habits”.

PRE-LISTENING To help Ss TASK 1: DISCUSS AND TICK THE HABITS YOU THINK ARE GOOD FOR 3
brainstorm the YOUR HEALTH. (Ex 1, p. 24) mins
topic and prepare * Teacher asks Ss to work in pairs to discuss if these sentences are T-Ss
for the listening good or bad for their health.
text. ** Ss work with their partner to do the task. Pair work
*** Teacher calls on some Ss to answer. T-Ss
**** Teacher gives comments and leads Ss to task 2. T-Ss
Suggested answers:
 Good for health: 2, 3
To help Ss develop TASK 2: LISTEN AND TICK THE HABITS MENTIONED. (Ex 2, p. 24)
their skill of * Teacher has students guess if these habits are mentioned in the T-Ss
listening for listening text. If they say yes for a habit, put a tick next to the word.
specific Then, teacher plays the recording once for students to check their
information. guesses. Ss
** Ss work independently to guess then listen to the recording once
to check their guess. T-Ss
*** Teacher calls on some students to give the answers the have
listened.
WHILE- To help students TASK 2: LISTEN AND TICK THE HABITS MENTIONED. (Ex 2, p. 24 - 10
LISTENING develop their skill continue) T-Ss mins
of listening for **** Teacher plays the recording again and confirms the correct
specific answers for their prediction.
information. Answer key:
Habits mentioned in the listening text: 1, 3, 4, 6
Audio script – Tracks 12 + 13:
“Healthy habits help us keep fit and avoid disease. Here is some
advice. Eat more fruit and vegetable, especially coloured ones like
carrots and tomatoes. They provide a lot of vitamins. Eat meat,
eggs, and cheese, but not too much. You may put on weight. Drink
enough water, but not soft drinks. Be active and exercise every day.
Do outdoor activities like cycling, swimming, or playing sports. They
keep you fit. Go to bed early and get about 8 hours of sleep daily, so
you will not feel tired. Keep your room tidy and clean. Open
windows to let in fresh air and sunshine on fine days.”
To help Ss further TASK 3: LISTEN AGAIN AND ANSWER THE QUESTIONS WITH NO
develop their skill MORE THAN THREE WORDS. (Ex 3, p. 25)
 of listening for * Teacher has Ss read the questions and determine what T-Ss
specific information they need for answering the questions. Remind them
information. answer the questions with no more than THREE words. Then,
teacher plays the recording once or twice more for Ss to do the
exercise.
** Ss work independently to listen again and determine what Ss / Pair
information they need. After that, Ss can share their answers in work
pairs.
*** Teacher calls on some pairs to give answers. T-Ss
**** Teacher confirms the correct ones and plays the recording T-Ss
again if needed, stopping at the places where students are having
difficulties.
Suggested answers:
1. disease
2. (lots of) vitamins
3. 8 / eight hours
4. tidy and clean
PRE-WRITING To help Ss make TASK 4: DISCUSS AND MAKE NOTES OF THE TIPS FROM THE 5
simple notes of LISTENING. THEN SHARE THEM WITH THE CLASS. (Ex 4, p. 25) mins
what they have * Teacher tells Ss to work in groups to discuss and make notes of the T-Ss
listened to. tips and write in full sentences.
e.g. Don’t eat too much meat and cheese.
** Ss work in groups. Teacher moves around and offers help if Group work
needed. T-Ss
*** Teacher invites some Ss to share their answers. T-Ss
**** Teacher confirms the correct answers.
To help Ss prepare TASK 5: DISCUSS AND BRAINSTORM IDEAS. 5
ideas to write a * Teacher writes on the board “Covid-19” and asks Ss to give ideas T-Ss mins
passage. on what they have known about it and asks them to look at the
 pictures and explains if needed
** Ss think of it and can discuss with their partners. Ss-Ss
*** Teacher calls on some Ss to raise their ideas. T-Ss
**** Teacher listens and confirms. T-Ss
Suggested answers: happened in 2019, it caused by virus, many
people died of it, …
WHILE-WRITING To help Ss practise TASK 6: WRITE A PASSAGE OF ABOUT 70 WORDS TO GIVE ADVICE 10
writing a passage ON HOW TO AVOID VIRUSES. (Ex 5, p. 25) mins
to give advice on * Teacher tells Ss that they are going to write a passage to give T-Ss
how to avoid advice on how to avoid viruses
viruses.

** Ss work independently to do the task and try to add more tips if Ss

they can.
Teacher goes around and help if necessary. T-Ss
POST-WRITING To peer check, TASK 6: WRITE A PASSAGE OF ABOUT 70 WORDS TO GIVE ADVICE 2
cross check and ON HOW TO AVOID VIRUSES. (Ex 5, p. 25 - continue) mins
final check *** Teacher asks Ss to share their writing with their partners. Then, Ss-Ss
students’ writing. call on some Ss to show their writing in front of the class.
**** Teacher checks ideas, grammar, vocabulary and gives T-Ss
comments.
Suggested answers:
 We can do a lot of things to avoid viruses. First, always keep your
surroundings clean. Sweep your house, clean your furniture, and
change your pillow covers and bedsheets often. Remember to take a
bath daily. Wash your hands with soap regularly. Drink a lot of water
and eat more fruit and vegetable. Exercise three times a day for at
least 15 minutes each time. When you go out, wear a mask and
avoid crowds.
CONSOLIDATIO To consolidate Teacher asks students to talk about what they have learnt in the T-Ss 2
N what students lesson. mins
have learnt in the
lesson.
HOMEWORK To allow students Rewrite the passage on the notebook. T-Ss 1 min
finalize their
passage after being
checked by friends
and the teacher.
 UNIT 2: HEALTHY LIVING
Lesson 7: Looking back & Project

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- review the vocabulary and grammar of Unit 2
- apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Be benevolent and responsible
- Develop self-study skills

II. MATERIALS
- Grade 7 textbook, Unit 2, Looking back & Project
- Computer connected to the internet
- TV/ Pictures, A0 paper
- sachmem.vn

Assumptions
Anticipated difficulties Solutions
1. Students may not have sufficient speaking, writing and - Encourage students to work in pairs, in groups so that they
co-operating skills when doing project. can help each other.
- Provide feedback and help if necessary.
2. Some students may excessively talk in the class. - Define expectation in explicit detail.
 - Have excessive talking students practise.
- Continue to define expectations in small chunks (before
every activity).

Board Plan
Date of teaching
Unit 2: Healthy living
Lesson 7: Looking back & Project
*Warm-up
Brainstorming
I. Looking back
Task 1: Complete the sentences with the verbs below. (Ex. 1, p. 26)
Task 2: Make Write the words below next to their definitions (Ex. 2, p. 26)
Task 3: Tick the simple sentences (Ex. 3, p. 26)
Task 4: Change the following sentences into simple ones. (Ex 4, p. 26)
II. Project
Build healthy habits
Task 5: Posters exhibition
*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 help students BRAINSTORMING 3
revise the * Teacher asks Ss to think of what they have learnt already in Unit T-Ss mins
vocabulary items 2. Pair work
they have learnt in ** Ss work in pairs to do the task. T-Ss
the unit. *** Teacher calls some students to retell. T-Ss
- To enhance **** Teacher confirms and leads them to do all the exercises in
students’ skills of books.
cooperating with
team mates.
LOOKING BACK To help Ss revise TASK 1: COMPLETE THE SENTENCES WITH THE VERBS BELOW. (Ex 16
the vocabulary 1, p. 26) mins
items (verbs) they * Teacher has Ss work individually read the verbs in the box and see T-Ss
have learnt in the if they still remember their meanings.
unit. ** Ss do this activity individually, then compare their answers with Ss
their partners.
*** Teacher asks for Ss’ answers. T-Ss
**** Teacher confirms the correct ones T-Ss
Answer key:
1. keep
2. affects
3. avoid
4. are
5. exercise
To help Ss revise Task 2: Write the words below next to their definitions (Ex 2, p.
the vocabulary 26) T-Ss
items (adjectives) * Teacher has Ss work individually read the adjectives in the box
they have learnt in and see if they still remember their meanings.
the unit. ** Ss do this activity individually, then compare their answers with Ss
their partners.
*** Teacher asks for Ss’ answers. T-Ss
 **** Teacher confirms the correct ones. T-Ss
Answer key:
1. active
2. healthy
3. tidy
4. fit
5. dirty
To help Ss revise TASK 3: TICK THE SIMPLE SENTENCES. (Ex 3, p. 26)
simple sentences. * Teacher asks Ss again What is a simple sentence? and tell them to T-Ss
do Ex 3 in the workbook.
** Ss do the exercise individually and swap with their partners. Ss
*** Teacher calls some Ss to check their answer. T-Ss
**** Teacher confirms the correct answer. T-Ss
Answer key:
Simple sentences: 2, 3, 5

To help Ss revise TASK 4: CHANGE THE FOLLOWING SENTENCES INTO SIMPLE ONES.
simple sentences. (Ex 4, p. 26)
* Teacher asks Ss to write a simple sentence by identifying the main T-Ss
parts of the new sentence.
** Ss work individually to do the task. Ss
*** Teacher calls 1 - 2 Ss to write on the board. T-Ss
**** Teacher checks and confirms their answer. T-Ss
Answer key:
1. Both you and your brother are active.
2. Your room looks dark and untidy.
3. The Japanese work hard and exercise regularly.
4. My mother eats a lot of fruit and vegetable.
PROJECT To help Ss identify TASK 5: POSTERS EXHIBITION 22
a bad habit for * Ask Ss to read the instructions again (T has already assigned the Group work mins
 healthy living in project since the first lesson of the Unit and check their progress
their school and after each lesson). Let students have some time to check their
offer some tips to posters for the final time and make any adjustments if neccessary.
change that habit. ** T has groups show their posters and present the hobbies to the T-Ss
class. Remember to have the “show and tell” session and vote for
the best poster.
*** Students vote for the best poster. Ss-Ss
**** Teacher gives feedback. T-Ss
CONSOLIDATIO To consolidate Teacher asks students to talk about what they have learnt in the T-Ss 3
N what students lesson. mins
have learnt in the
lesson.
HOMEWORK To prepare for the Prepare for the next lesson: Unit 3 – Getting started. T-Ss 1 min
next lesson.

* Pictures' source: From Internet