38

Date: 30/9/2023
Period: 11 Unit2: HEALTH
Week: 4
Lesson 1.1: Vocabulary and Reading - Page: 12
Time allotted: 45 minutes
I. OBJECTIVES
By the end of the lesson, students will be able to:
1. Competences:
- improve communication, collaboration, analytical and critical thinking skills.
2. Knowledge
- 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.
3. Attribute
- lead a healthy lifestyle and ditch bad ones.
II. INSTRUCTIONAL RESOURCES
- Teacher’s aids: student book and teacher’s book, class CDs.
- Students’ aids: Student books, notebooks, workbooks.
III. PROCEDURES
Activity 1: Warm up (5 minutes)
- Aim: 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.
- Content/Performance Task: Introducing some verb phrases and adjectives about life style.
- Outcome/Performance Product: Ss have general ideas about the topic of the new lesson:
“health”.
- Implementation and Assessment Tools: observation, Students’ answers.
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 - Take part in the game by answering the
key word. questions in horizontal line (not in order)
- If any S can give the correct key word, T hasn’t and try to guess keyword in the vertical
confirmed yet, the game will be continued until the column.
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
 39

Activity 2: Pre-Reading (Vocabulary) (12’)

- Aim: Ss know some verb phrases about life style.
- Content/Performance Task:
+ Vocabulary study (get some sleep, eat fruits and vegetables, eat fast food, drink soda, healthy,
unhealthy).
+ Speaking: Discuss which things are healthy and unhealthy.
- Outcome/Performance Product: Ss know how to pronounce the new words correctly and use
them in appropriate situations.
- Implementation and Assessment Tools: observation, students’ answers.
Task b: Suggested three more hobbies: playing sports, arranging flowers, making origami, …
TEACHER’S ACTIVITIES STUDENTS’
ACTIVITIES
Task a. Match the words and phrases with the
pictures. Listen and repeat.
- Demonstrate the activity, using the example (using - Look and listen.
DCR).
- Have Ss match the words and phrases with the pictures. - Work individually.
- Divide class into pairs and have them check their
answers with their partners. - Work in pairs.
- Call Ss to give answers (read or write).
- Check answers as a whole class (using DCR). - Give answers.
- Play audio (CD1 – Track 13). Have Ss listen and repeat.
- Correct Ss’ pronunciation.
Answer keys

Task b. Discuss which things are healthy and

unhealthy. - Listen and repeat.
- Have Ss discuss in pairs which things are healthy and
unhealthy. - Work in pairs.
- Have Ss share their ideas in front of the class. - Present.
- Give feedback and evaluation.
Suggested answers
Healthy: get some sleep, east fruit and vegetables
Unhealthy: eat fast food, drink soda
- Have Ss give more activities related to lifestyle which
are divided into 2 groups: healthy and unhealthy.
- Give feedback and evaluation.
 Activity 3: While - Reading (17’)
- Aim: Students can develop their reading skill.
- Content/Performance Task: Speaking: 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.
- Outcome/Performance Product: Students can read and understand general and specific
information about a healthy living class survey.
- Implementation and Assessment Tools: pairwork.
 40

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 options -Work individually.
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), - Read answers, explain.
explain for their answers.
- Give feedback. - Check answers.
- Give feedback and correct Ss’ answers if necessary.
Answer keys

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

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

 Activity 4: Post - Reading (6’)

- Aim: Students can use the vocabulary and ideas from the reading text to develop their speaking
skill.
- Content/Performance Task: Speaking: Do you have a healthy lifestyle? Why / Why not?
- Outcome/Performance Product: Students can talk about their own lifestyle and try to lead a
healthy lifestyle.
- Implementation and Assessment Tools:
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 lifestyle - Discuss in pairs.
and decide whether it is healthy or not.
- Call some Ss to share their ideas with the whole class.
- Give feedback and evaluation.
- For more practice, have Ss play a game with DHA. - Listen.
IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT:
- Verb phrases about lifestyle: get some sleep, eat fruits and vegetables, eat fast food, drink
soda.
- Adjectives: healthy and unhealthy.
 41

* 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).
V. TEACHING EXPERIENCES
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
 42

Date: 30/9/2023
Period: 12 Unit2: HEALTH
Week: 4 Lesson 1.2: Grammar - Page: 13
Time allotted: 45 minutes
I. OBJECTIVES
By the end of the lesson, students will be able to:
1. Competence:
- improve speaking, listening skills.
- improve the use of English.
2. Knowledge
- 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.
3. Attribute
- lead a healthy lifestyle and give up bad ones.
II. INSTRUCTIONAL RESOURCES
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III. PROCEDURES
Activity 1: Warm up (5 minutes)
- Aim: 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.
- Content/Performance Task: Reviewing countable and uncountable nouns / singular and plural
nouns.
- Outcome/Performance Product: Ss review old grammar points which are very useful for them in
the new lesson.
- Implementation and Assessment Tools: Ss’ answers.
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
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,
apples, sandwiches, cheese, candies, cereal
Answers keys
- Singular nouns: milk, chocolate, juice, cheese, cereal
- Plural nouns: bananas, carrots, apples, sandwiches,
candies
- Lead to the new lesson.
Activity 2: Presentation (10 minutes)
- Aim: Introduce indefinite quantifiers.
- Content/Performance Task:
+ Listen and repeat.
+ Go through the grammar point.
 43

- Outcome/Performance Product: Ss know about indefinite quantifiers and use it in some

exercises that follow.
- Implementation and Assessment Tools: Ss’ observation
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 read - Listen, then read.
the speech bubbles.
- Play the audio again and have Ss listen and repeat. - Listen and repeat.
Grammar box
- 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.
Activity 3: Practice (20 minutes)
- Aim: Students can use the indefinite quantifiers to do the given exercises.
- Content/Performance Task:
+ Circle the correct words.
+ Look at the table and answer the questions.
- Outcome/Performance Product: Students can get used to the use of the indefinite quantifiers and
use them correctly.
- Implementation and Assessment Tools: Ss’ answers.
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 words. - Work individually.
 44

- Have Ss work in pairs to check each other’s work. - Work in pairs.

- Have some Ss share their answers with the whole class. - Read answers.
- Give feedback, correct Ss’ answers if necessary.
Answer keys

Task c. Look at the table and answer the questions

- Demonstrate the activity, using the example (using - Look and listen.
DCR).
- Have Ss look at the table and answer the questions. - Work individually.
- Have Ss check answers with their partners.
- Call Ss to write answers. - Work in pairs.
- Check Ss’ answers, give feedback and evaluation.
Answer keys - Write answers.

Activity 4: Production (7 minutes)

- Aim: : Students master the grammar point they study in the lesson.
- Content/Performance Task: Speaking: Ask your partner about the activities in Task c.
- Outcome/Performance Product: Ss produce the new language successfully, and they can use
indefinite quantifiers in everyday speaking and writing.
- Implementation and Assessment Tools: Ss’ performance.
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 - Have conversation in pairs.
the activities in Task c.
- Have some pairs demonstrate the activity in - Present.
front of the class.
- Give feedback and evaluation. - Listen.
IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT:
- 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).
V. TEACHING EXPERIENCES
 45

Date: 03/10/2023
Period: 13 Unit2: HEALTH
Week: 5
Lesson 1.3: Pronunciation and Speaking - Page: 14
Time allotted: 45 minutes
I. OBJECTIVES
By the end of the lesson, students will be able to:
1. Competence:
- improve listening and speaking skills.
2. Knowledge
- 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.
3. Attribute
- lead a healthy lifestyle and give up bad ones.
II. INSTRUCTIONAL RESOURCES
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III. PROCEDURES
Activity 1: Warm up (5 minutes)
- Aim: 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.
- Content/Performance Task: Review Wh- questions.
- Outcome/Performance Product: Ss remember old knowledge and use them in other speaking
activities.
- Implementation and Assessment Tools: Ss’ answers.
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
1. much / you / every week / do / How / fast food / eat? answers.
2. exercise / do / do / everyday / you / much / How?
3. water / How / do / drink / much / every day / you?
4. How / you / get / much / do / sleep / every night?
- Call Ss to read answers.
- Give feedback.
- Introduce intonation of Wh-questions.
Lead to the new lesson.
 Activity 2: Pre-Speaking: Pronunciation (10’)
- Aim: Introduce intonation for Wh-questions.- Content/Performance Task:
+ recognize the intonation for Wh-questions.
+ listen and check, find mistakes.
+ practice.
- Outcome/Performance Product: Ss distinguish and use intonation for Wh-questions correctly in
their speaking.
 46

- Implementation and Assessment Tools: Ss’ observation,

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), have
Ss listen and cross out the option that doesn’t follow the - Listen and cross out
sound feature in “a”.
- Call Ss to give answers. - Give answers
- Play the recording again and check answers as a whole - Listen again and check
class. - Work in pairs.
Answer keys

- Then have Ss practice saying the examples with a - Present.

partner, using the pronunciation feature.
- Call some Ss to read questions in front of the class.
- Ask Ss to make some more wh-questions and practice - Practice.
reading them with falling tone.
 Activity 3: While-speaking (20’)
- Aim: Students can talk about how much they do something for a healthy lifestyle, using
indefinite quantifiers.
- Content/Performance Task:
+ 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.
- Outcome/Performance Product: Ss produce the new language successfully.
- Implementation and Assessment Tools: Ss’ answers.

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

PRACTICE
Ask and answer
- Use DCR to show the task. - Observe, listen.
- Demonstrate the activity by asking and answering with a
student. - Work in pairs.
- Have pairs ask and answer, using the pictures.
- Have Ss pay attention to the time expressions and the
indefinite quantifiers in the box. - Present.
- Have some pairs demonstrate the activity in front of the
class.
 47

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 (+) answer, add points,
for each (-) answer, subtract points.
- Use DCR to show the task.
- Demonstrate the activity by practicing the activity with a - Observe and listen.
student.
- Divide the class into groups of 3. - Work in groups of 3.
- Have Ss complete the survey for themselves.
- Have Ss ask and answer to complete the survey with - Complete the survey.
their partners.
- Observe, give help if necessary.

 Activity 4: Production (5’)

- Aim: Students report to the class about the survey results.
- Content/Performance Task: Answering: Who has the healthiest lifestyle?
- Outcome/Performance Product: Ss produce the new language successfully in everyday speaking
and writing.
- Implementation and Assessment Tools: Ss’ performance.
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 their - Discuss.
group.
- Have some Ss share their findings with the class (scores - Present.
included).
- Give feedback and evaluation. - Listen.
IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT:
Wrap-up:
- 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

V. TEACHING EXPERIENCES
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
 48

Date: 3/10/2022
Period: 14 Unit2: HEALTH
Week: 5
Lesson 2.1: New words + Listening - Page: 15
Time allotted: 45 minutes
I. OBJECTIVES
By the end of the lesson, students will be able to:
1. Competences:
- improve communication, collaboration, and critical thinking skills.
2. Knowledge
- 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.
3. Attribute
- entertain themselves after study hard.
- know how to make plans for an informal meeting.
II. INSTRUCTIONAL RESOURCES
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III. PROCEDURES
Activity 1: Warm up (5 minutes)
- Aim: 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.
- Content/Performance Task: Introduce words about places of entertainment.
- Outcome/Performance Product: Ss get to know some new words they are going to study in the
lesson.
- Implementation and Assessment Tools: Ss’ answers.
TEACHER’S ACTIVITIES STUDENTS’
ACTIVITIES
 Health problems and advice
- Give Ss some phrases about health problems and -Work in pairs.
equivalent advice, but not in order.
- Have Ss work in pairs to match health problems with
suitable advice.

- Give answers.
- Call Ss to give answers.
- Give feedback and evaluation. - Listen.
Lead to the new lesson
 Activity 2: Pre-Listening (Vocabulary) (12’)
 49

- Aim: Ss get to know words and phrase about health problems and how to give advice.
- Content/Performance Task:
+ 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).-
Outcome/Performance Product Ss know how to pronounce the new words correctly and use them
in appropriate situations.
- Implementation and Assessment Tools: Ss’ answers,
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Number the pictures. Listen and repeat.
- Demonstrate the activity, using the example (using
DCR). - Look and listen.
- Have Ss number the pictures.
- Divide class into pairs and have them check their - Work individually.
answers with their partners. - Work in pairs.
- Call Ss to give answers (read or write).
- Check answers as a whole class. - Give answers.
- Play audio (CD1 – Track 17). Have Ss listen and repeat.
- Correct Ss’ pronunciation. - Listen and repeat.
Task b. In pairs: Discuss more health problems and
advice and note them down.
- Have Ss work in pairs to discuss more health problems - Work in pairs.
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 reference.
- Have some pairs share their ideas with the class. - Present.
- Give feedback and evaluation.
 Activity 3: While - Listening (17’)
- Aim: Students Students can develop their listening skill.
- Content/Performance Task: 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.
- Outcome/Performance Product: Students can listen and understand general and specific
information about making plans for an informal meeting with friends.
- Implementation and Assessment Tools: Ss’ answers.
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
- Read and guess.

Task b. Now, listen and fill in the blanks - Do the task.

- Have Ss read the through the uncompleted sentences in
task b, guess what types of words / parts of speech that
 50

will be possible for each blank (using DCR). - Check answers.

- Play the audio again (CD1 - Track 18).
- Have Ss listen and fill in the blanks.
- Have Ss check answers with their partners.
- Call Ss to give answers.
- Give feedback and show correct answers.
Answer keys

 Activity 4: Post - Listening (6’)

- Aim: Students can use the vocabulary and the content in listening part to develop their
speaking skill.
- Content/Performance Task: Speaking: What do you do when you are sick?
- Outcome/Performance Product Students can have a free-talk about things to do when hanging
out with friends.
- Implementation and Assessment Tools: Ss’ performance.
TEACHER’S ACTIVITIES STUDENTS’
ACTIVITIES
Conversation skill
- Have Ss look at the Conversation box and read (using - Look and read.
DCR).
- Play audio (CD 1 - Track 19), have Ss listen and repeat. - Listen and 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.
- Observe and give help if necessary.
- Call some pairs to share their ideas with the class. - Work in pairs.
- Give feedback and evaluation.
- For more practice, have Ss play a game with DHA. - Present.

IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT:
Wrap-up:
- Words about places of entertainment: sports center, bowling alley, theater, ice rink, water
park, market, fair.
- Language to start a friendly conversation: What’s up? / What’s going on? / Hi there! / Hey!
…
* Homework
 51

- Learn the new words by heart.

- Practice making a plan. Unit2: HEALTH
- Do the exercises in WB: New Lesson words2.2: and Listening
Grammar (pages 4,5). 16
– Page:
- Do the vocabulary exercise in Tiếng Anh 7 i-Learn
Time allotted: 45 minutes Smart World Notebook (page 6).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on
www.eduhome.com.vn
- Prepare: Lesson 2.2 – Grammar (page 8 – SB).
V. TEACHING EXPERIENCES
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................

Date: 5/10/2023
Period: 15
Week: 5
 52

I. OBJECTIVES
By the end of the lesson, students will be able to:
1. Competence:
- improve speaking, listening and writing skills
- improve the use of English.
2. Knowledge
- listen to 2 people asking and answering about a health problem and advice.
- use “should” and “shouldn’t” to ask for and give advice.
3. Attribute
- know how to ask for advice and give advice.
- lead a healthy life.
II. INSTRUCTIONAL RESOURCES
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III. PROCEDURES
Activity 1: Warm up (5 minutes)
- Aim: 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.
- Content/Performance Task: Review vocabulary about health problems / Introduce “should”.
- Outcome/Performance Product: Ss review words about health problems and Ss have general
ideas about the grammar point they are going to study in the new lesson.
- Implementation and Assessment Tools: Ss’ answers.
TEACHER’S ACTIVITIES STUDENTS’
ACTIVITIES
 Option 1: Health problems
- Have Ss look at the pictures and give names of health
problems. - Work in pairs.

- Call Ss to give answers. - Give answers.

- Check Ss’ answers, give feedback and lead to the new
lesson.
Answers keys
1. headache
2. stomachache
3. fever
4. sore eye
5. earache
6. cough
- Have Ss make sentences, using the vocabularies above. - Read sentences.
 53

 Lead to the new lesson.

 Activity 2: : Presentation (10’)

- Aim: Introduce “should” and “shouldn’t”.
- Content/Performance Task:
+ Listen and repeat
+ Introduce “should” and “shouldn’t” (affirmative, negative and interrogative form).
- Outcome/Performance Product: Ss know how to use “should” and “shouldn’t” to do some
following exercises.
- Implementation and Assessment Tools: Ss’ answers,
TEACHER’S ACTIVITIES STUDENTS’
ACTIVITIES
Task a. Listen and repeat
- Have Ss look at the picture (using DCR). - Look.
- Play audio (CD1 – Track 20) and have Ss listen and read - Listen, then read.
the speech bubbles.
- Play the audio again and have Ss listen and repeat. - Listen and repeat.

Grammar box
- Have Ss look at the grammar explanation (using DCR). - Look and read.

- Have Ss look at the box and read examples of different

forms. - Look and read.

- Explain more about the form and the usage of “should” - Listen and take notes.
and “shouldn’t”, have Ss pay attention to the negative and
the question form.
Form:
(+) S + should + VB.I …
(-)S + shouldn’t + VB.I …
(?)Should + S+ VB.I …
Usage: to ask for and to give advice.
*Note: VB.I = verb in bare infinitive form
- Have some Ss read aloud the sentences in the Grammar - Read.
Box.
- Ask Ss to give more examples using “should” and - Give examples.
“shouldn’t”.
 Activity 3: Practice (19’)
- Aim: Students can use “should” and “shouldn’t” to ask for and give advice.
 54

- Content/Performance Task:
+ Use the prompts to give advice for each problem.
+ Fill in the blanks using “should” and “shouldn’t”.
- Outcome/Performance Product: Students can apply “should” and “shouldn’t” to ask for and give
advice in their speaking.
- Implementation and Assessment Tools: Ss’ answers.
TEACHER’S ACTIVITIES STUDENTS’
ACTIVITIES
Task b. Use the prompts to give advice for each
problem.
- Demonstrate the activity, using the example (using - Look and listen.
DCR).
- Have Ss use the prompts to give advice for each - Work individually.
problem (in individual). - Work in pairs.
- Have Ss work in pairs to check each other’s work. - Write answers on the board.
- Have some Ss share their answers with the whole class.
Answer keys

- Give feedback, correct Ss’ answers if necessary. - Look and listen.

Task c. Fill in the blanks using “should” and
“shouldn’t”
- Demonstrate the activity, using the example (using
DCR). - Work individually.
- Have Ss fill in the blanks using “should” and
“shouldn’t”.
- Have Ss check answers with their partners. - Work in pairs.
Answer keys

- Read answers.
- Call Ss to read answers.
- Check Ss’ answers, give feedback.
 Activity 4: Production (6’)
- Aim Students master the grammar point they study in the lesson.
 55

- Content/Performance Task: Speaking: Ask for and give your partner advice using the prompts.
Unit2: HEALTH
- Outcome/Performance Product: Ss produce the new language successfully, and they can apply
“should” and “shouldn’t” Lesson
in speaking2.3: and Pronunciation
writing. and Speaking - Page: 17
- Implementation and Assessment Tools: Ss’Time allotted: 45 minutes
performance.
TEACHER’S ACTIVITIES STUDENTS’
ACTIVITIES
Task d. In pairs: Ask for and give your partner
advice using the prompts.
- Use DCR to show the task.
- Divide class into pairs.
- Have Ss ask for and give their partner advice using the -Listen and take notes.
prompts.
- Encourage Ss to use more words about health problems - Have conversation in pairs.
and give advice with their own ideas.
- Have some pairs demonstrate the activity in front of the - Present.
class.
- Give feedback and evaluation. - Listen.
IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT:
Wrap-up:
- “should” and “shouldn’t”
* Homework
- Make 2 sentences, use “should” and “shouldn’t to ask for / give advice.
- Do the exercises in WB: Grammar (page 11).
- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 13).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on
www.eduhome.com.vn
- Prepare: Lesson 2 – Pronunciation and Speaking (page 17 – SB).
V. TEACHING EXPERIENCES
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................

Date: 8/10/2022
Period: 16
Week: 6
 56

I. OBJECTIVES
By the end of the lesson, students will be able to:
1. Competences:
- improve listening and speaking skills.
1. Knowledge
- recognize and practice the sound changes in phrase “Do you…?”.
- practice a conversation about health problem and then ask for / give advice.
- ask about someone else’s health.
- offer help politely.
3. Attribute
- know how to ask for advice and give advice.
- lead a healthy life.
- know how to take care of themselves.
II. INSTRUCTIONAL RESOURCES
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III. PROCEDURES
Activity 1: Warm up (5 minutes)
- Aim: 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.
- Content/Performance Task: : “Do you…?”
- Outcome/Performance Product: Ss have good preparation for the new lesson.
- Implementation and Assessment Tools: Ss’ answers.
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
- Divide class into 4 groups.
- Have Ss in each group write as many as possible
questions beginning with “Do you…?. - Take part in the class activity in
- Set a limit time (about 2-3 minutes). groups.
- Have 4 group representatives write answers on the board,
or hang their extra-boards on the main board to check.
- Check Ss’ answers, give feedback and evaluation.
- Announce the winner.
- Give a small present or extra marks to the winner.
Introduce the new lesson: sound change in the phrase: - Listen.
“Do you…?”
 Activity 2: Pre-Speaking: Pronunciation (10’)
- Aim: Introduce sound change in the phrase: “Do you…?”
- Content/Performance Task:
+ recognize the sound change in the phrase: “Do you…?”
+ listen and check, find mistakes.
+ practice.
- Outcome/Performance Product: Ss distinguish sound change in the phrase: “Do you…?”and use
it naturally in their speaking.
- Implementation and Assessment Tools: Ss’ answers,
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a + b. Notice the sound changes of the
underlined words.
 57

- Listen.
- Play the recording (CD1, track 21) using DCR.
- Ask Ss to listen and notice how sound changes of the
underlined words.
- Play the recording again, have Ss listen and repeat with - Listen again and repeat.
a focus on the pronunciation feature.

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

doesn’t follow the sound feature, then read the
sentences with the sound changes of the phrase “Do
you..?” to a partner.
- Play the recording (CD 1 – Track 22) using DCR, have
Ss listen and cross out the option that doesn’t follow the - Listen and cross out.
sound feature in “a”.
- Call Ss to give answers.
Answer keys - Give answers.

- Play the recording again and check answers as a whole

class. - Listen again and check.
- Then have Ss practice saying the examples with a
partner, using the pronunciation feature. - Work in pairs.
- Call some Ss to read the sentences in front of the class.
- Ask Ss to make some more questions with the phrase - Present.
“Do you..?” and practice reading them with the right
sound feature of the lesson. - Give answers.
 Activity 3: While-speaking (19’)
- Aim: Students can ask for advice and give advice.
- Content/Performance Task:
+ Practice the conversation between a doctor and a patient. Swap the roles and repeat.
+ Role-play: A doctor is giving advice to a sick patient, using questionnaire.
+ Swap the roles, answer the questions in the questionnaire and write down the advice.
- Outcome/Performance Product: Ss produce the new language successfully.
- Implementation and Assessment Tools: Ss’ answers,
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
PRACTICE
Practice the conversation. Swap the roles and
repeat.
- Use DCR to show the task.
- Demonstrate the activity by practicing the role-play - Observe, listen.
with a student.
- Have pairs practice the conversation. - Work in pairs to practice the
- Remind Ss the way to offer help politely at the conversation.
 58

beginning of the conversation and give + ask for

advice with “should” and “shouldn’t”.
- Have Ss swap roles and repeat, using the ideas on the
right. - Swap roles and continue the task.
- Have some pairs demonstrate the activity in front of
the class. - Present.
- Give feedback and evaluation.

SPEAKING: How Are You Feeling Today?

Task a. Student B, go to page 118 - file 2. Student
A, you’re a doctor giving advice to a sick patient.
Ask your patient questions, complete the
questionnaire, and give advice if you need to for
each question.
- Use DCR to show the task.
- Demonstrate the activity by practicing role-play with - Observe and listen.
a student.
- Have Ss work in pairs.
- Have student B go to page 118 - file 2.
- Have students ask and answer to complete the - Work in pairs to ask and answer to
questionnaire. complete the questionnaire.
- Have some students share the ideas with the class.
- Observe, give help if necessary.
Task b. Swap roles. Student A, now you’re the
patient. Answer the doctor’s questions and write
down their advice.
- Have students swap roles and repeat. - Swap roles and repeat.
- Observe, give help if necessary.
- T may call 1-2 pairs to present their role-play in front
of the class. - Present.
- Give feedback and evaluation.

 Activity 4: Production (6’)

- Aim: Help Ss remember questions about health beginning with “Do you…?
- Content/Performance Task: Retell some questions about health beginning with “Do you…?”
that the doctor uses to ask his / her patient.
- Outcome/Performance Product: Ss produce the new language successfully in everyday speaking
and writing.
- Implementation and Assessment Tools: Ss’ performance.
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Extra Task. Retell some questions about
health beginning with “Do you…? that the
doctor uses to ask his / her patient.
- Have Ss close all books and notebooks.
- Ask Ss to retell some questions about health - Close all books and notebooks.
beginning with “Do you…?” that the doctor
uses to ask his / her patient. - Remember and retell.
- Pay attention to the way to pronounce the - Give answers.
sound change in the phrase “Do you…?”.
 59

- Give feedback and evaluation. - Listen.

IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
Unit2: HEALTH
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT:
Wrap-up: Lesson 3.1: Listening and Reading - Page: 18
Time allotted: 45 minutes

* Homework
- Make 2 questions with the phrase “Do you…?”and practice reading them.
- Complete the questionnaire for those who haven’t finished it in class.
- Prepare: Lesson 3 – Listening and Reading (page 18– SB).
- Review the vocabulary and grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook
(pages 12 & 13).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on
www.eduhome.com.vn
- Prepare: Lesson 3 – Listening+ Reading (page 18 – SB).
V. TEACHING EXPERIENCES
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................

Date: 10 /10/2023
Period: 17
Week: 6
 60

I. OBJECTIVES
By the end of the lesson, students will be able to:
1. Competences:
- improve communication, collaboration, analytical and critical thinking skills.
2. Knowledge
- talk about healthy and unhealthy food.
- practice listening and understanding general and specific information about food in cafeteria.
- read a request letter for gist and detail.
3. Attribute
- choose healthy food for themselves.
- lead a healthy life.
II. INSTRUCTIONAL RESOURCES
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III. PROCEDURES
Activity 1: Warm up (5 minutes)
- Aim: 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.
- Content/Performance Task: Words about food and drinks.
- Outcome/Performance Product: Ss have general ideas about extreme sports, which they are
going to listen and read in the new lesson.
- Implementation and Assessment Tools: Ss’ answers.
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
- Use some real pictures taken from school canteen to - Look and discuss.
show to Ss.
- Have Ss look at the pictures of their own canteen /
cafeteria to talk about what food and drinks they can buy
there. - Give answers.
- Ask Ss to state which are healthy and which are
unhealthy. - Present.
- Call some Ss to share their ideas with the whole class.
- Give feedback and evaluation. - Listen.
- Lead to the new lesson.
 Activity 2: Pre-Listening (17’)
- Aim: Students can develop their listening skill.
- Content/Performance Task: Listening to an interview with James Olive about food and drinks.
- Outcome/Performance Product: Students can practice listening and understanding general +
specific information about food and drinks.
- Implementation and Assessment Tools: Ss’ answers,
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Listen to an interview with James Olive.
Where is the interview taking place?
- Use DCR to show the task.
- Have Ss read the questions and guess the answers. - Read.
- Play audio (CD1 - Track 23).
- Have Ss listen and choose the correct answers. - Listen and choose the correct
- Call Ss to give answer, explain. answers.
 61

- Check answers as a whole class using DCR.

Answer keys

Task b. Now, listen and circle.

- Use DCR to show the task.
- Have Ss read through the content of Task b first.
- Read.
- Play the audio again (CD1 - Track 23).
- Have Ss listen and circle the correct answers.
- Listen and circle the correct
- Have Ss check answers with their partners.
answers.
- Call Ss to give answers, explain.
- Exchange answers.
- Check answers as a whole class using DCR.
Answer keys
- Give answers.

 Activity 3 Reading (18’)

- Aim: Students can develop their reading skill.
- Content/Performance Task: Read a request letter and circle the correct answers.
- Outcome/Performance Product: Students can read a request letter for gist and detail, and they
can talk about the food and drinks at their school canteen / cafeteria.
- Implementation and Assessment Tools: Ss’ answers,
TEACHER’S ACTIVITIES STUDENTS’
ACTIVITIES
Task a. Read Tony’s letter and circle who you think
Mrs. Clancy is.
- Use DCR to show the task.
- Have Ss read the question and guess the answer. - Read and guess.
- Ask Ss to read the letter quickly and circle the correct - Scan the letter for general idea.
answer.
- Call 1 S to give answer. - Give answer.
- Check answers as a whole class using DCR.
Answer keys

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

- Have DCR to show the task. - Read and underline the key
- Have Ss read the questions and underline the key words. words.
- Have Ss read the letter again and answer the questions.
- Have Ss check their answers with a partner.
- Call Ss to give answers. - Read the letter again for detail.
- Check answers as a whole class using DCR.
 62

Answer keys - Exchange answers.

- Give answers.
Unit2: HEALTH
Lesson 3.2: Speaking +writing - Page: 19
Time allotted: 45 minutes

Task c. Speaking: In pairs: What can you buy in your

school cafeteria?
- Have Ss discuss the questions in pairs. - Discuss in pairs.
- Call Ss some s to share their answers with the whole - Present.
class.
- Give feedback and evaluation.
IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT:
Wrap-up:
- Vocabulary: Healthy food: fruit, mineral water, egg, bread, mineral …
* Homework
- Practice talking about the food and drinks in your school canteen or cafeteria.
- Do the exercises in WB: Listening and Reading (page 12).
- Do the vocabulary exercise in Tiếng Anh 7 i-Learn Smart World Notebook (page 14).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on
www.eduhome.com.vn
- Prepare: Lesson 3 – Writing and Speaking (page 19 – SB).
V. TEACHING EXPERIENCES
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................

Date: 12 /10/2023
Period: 18
Week: 6
 63

I. OBJECTIVES
By the end of the lesson, students will be able to:
1. Competences:
- improve communication, collaboration, writing and critical thinking skills.
2. Knowledge
- study format of a request letter.
- discuss healthy food (food which help Ss to study better).
- write a request letter to ask for better food in the school cafeteria.
3. Attribute
- choose healthy food for themselves.
- lead a healthy life.
- make a polite request for better things in everyday life.
II. INSTRUCTIONAL RESOURCES
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III. PROCEDURES
Activity 1: Warm up (5 minutes)
- Aim: 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.
- Content/Performance Task: Food names / Introduce: Request.
- Outcome/Performance Product: Ss remember names of some food that they are going to talk
about in the lesson.
- Implementation and Assessment Tools: Ss’ answers.
TEACHER’S ACTIVITIES STUDENTS’
ACTIVITIES
- Divide class into groups.
- Give Ss a list of food.
- Have Ss work in groups to divide foods into 4 groups: - Take part the games in groups.
vegetables, fruit, dairy and protein.
- Ask Ss in 4 groups to give answers.
- Ask Ss extra question: Which food is good for your - Give answers.
brain?
- Have Ss give answers.
- Give feedback and evaluation. - Listen.
- Lead to the new lesson.
*Suggested food list: lettuce, banana, cheese, apple,
broccoli, yoghurt, egg, butter, ham, carrots, watermelon,
milk, potatoes, beef, cream, pork, guava…
 Activity 2: Pre-Writing (Speaking) (10’)
- Aim: Ss prepare for what they are going to write about.
- Content/Performance Task:
+ Speaking: Look at the pictures. Discuss which foods you think would help you study better.
Why or why not? Can you buy any of these at your school?
+ Complete the table about your school.
- Outcome/Performance Product: : Ss know more vocabularies about food and apply the language
from speaking to their writing.
 64

- Implementation and Assessment Tools: Ss’ observation.

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Look at the pictures. Discuss which foods you
think would help you study better. Why or why not?
Can you buy any of these at your school?
- Use DCR to show the task.
- Have Ss observe the pictures, then work in pairs to - Look and discuss.
which foods you think would help you study better,
explain for their answers.
- Have some Ss share their ideas with the class. - Give answers.
- Give feedback and evaluation.
Task b. Complete the table about your school
- Use DCR to show the task.
- Have Ss complete the table about their school. - Complete the table.
- Go round and give help if necessary.
- Have some pairs share their ideas with the class. - Present.
- Give feedback and evaluation.
 Activity 3: While - Writing (20’)
- Aim: Students can develop their writing skill.
- Content/Performance Task:
+ Read about writing request letter. Read Tony’s letter (page 18) again and fill in the labels.
+ Number the sentences of a request letter.
+ Write a request letter to your school’s principal asking for better food in your cafeteria.
- Outcome/Performance Product: Students can write a request letter, using vocabulary about food
and polite language.
- Implementation and Assessment Tools: Ss’ answers,
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Read about writing request letter. Read
Tony’s letter (page 18) again and fill in the labels.
- Briefly explain the Writing skill box (using DCR). - Listen.
- Have Ss read the Writing skill box and Tony’s letter
again (page 18), then fill in the labels. -Work in pairs.
- Have Ss check their answers with a partner. - Exchange their answers with a
- Call Ss to give answers. partner.
- Check answer as a whole class. - Give answers.
Answer keys

Task b. Number the sentences (1-7) of a request letter.

- Use DCR to show the task.
- Have Ss read the sentences, then number 1-7.
- Have Ss check their answers with a partner. - Read and number the sentences.
- Call Ss to give answers.
- Check answer as a whole class. - Exchange answers.
 65

- Give answers.
Answer keys

*Let’s Write: Now, write a request letter to your

school’s principal asking for better food in your
cafeteria. Use the feedback form to help you.
- Draw Ss’ attention to the feedback form (using DCR). - Look and listen.
- Have Ss use their notes in speaking part and the form of
the request letter to write a request letter to ask for better - Do the writing part.
food in the school cafeteria.
- Have some Ss write their letter on the board.
Suggested writing -Write.

 Activity 4: : Post - Writing (5’)

- Aim: Help Ss realize their mistakes in writing and correct them.
- Content/Performance Task: Correcting Ss’ writings.
- Outcome/Performance Product: Students know whether their letters follow the model and use
the correct structures and language, whether their writings are interesting and understandable or
not.
- Implementation and Assessment Tools: Ss’ performance, Ss answers.
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
- Give feedback, correct Ss’ mistakes. - Look, listen and correct mistakes.
- Use the feedback form to give evaluation.
Focus on:
+ the format, the structures.
+ the understandability.
+ the coherence and cohesion.
 66

IV. WRAP-UP ACTIVITY, RECALL Unit2: THEHEALTH CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT:
Wrap-up: Review - Page: 86,87
- Format of a request letter: Time allotted: 45 minutes
* Homework
- Remember how to write a request letter.
- Finish the writing part.
- Do the exercises in WB: Writing (page 13).
- Complete the grammar notes in Tiếng Anh 7 i-Learn Smart World Notebook (page 15).
- Play consolation games in Tiếng Anh 7 i-Learn Smart World DHA App on
www.eduhome.com.vn
- Prepare: Unit 2 – Review.
V. TEACHING EXPERIENCES
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................

Date: 13/10/2023
Period: 19
Week: 7

I. OBJECTIVES
 67

By the end of the lesson, students will be able to:

1. Competences:
- improve speaking, listening, reading and writing skills.
- improve the use of English.
2. Knowledge
- review phrases about leading a healthy lifestyle (eat fruits and vegetables, get some sleep, take
medicine, take vitamins, keep warm, …).
- review words about health problems (have a sore throat, headache, toothache, …).
- review grammar: Indefinite quantifiers, should, shouldn’t.
- pronoun some sounds correctly: /e/, /a/, /aɪ/, /æ/, / eɪ/.
3. Attribute
- have positive attitude in English language learning so that they actively participate in all
classroom activities.
- review the old lesson and have good preparation for any assessment.
II. INSTRUCTIONAL RESOURCES
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, ISB software,
projector/interactive whiteboard/TV.
- Students’ aids: Student books, notebooks, workbooks.
III. PROCEDURES
Activity 1: Warm up (5 minutes)
- Aim: 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.
- Content/Performance Task: Reviewing vocabulary.
- Outcome/Performance Product: Ss are ready for the new lesson.
- Implementation and Assessment Tools: Ss’ answers.
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Chatting: How to stay healthy?
- Ask Ss a question: How do you do to stay healthy? - Give answers.
- Have Ss give some solutions / activities to keep
them fit and healthy
- Have Ss read their answers. - Listen.
- Give feedback and evaluation.
Lead to the new lesson.
 Activity 2: Listening (7’)
- Aim: Help Ss improve their listening skill.
- Content/Performance Task: Listen to a doctor talking to a group of students about staying
healthy. Listen and fill in the blanks.
- Outcome/Performance Product: Ss listen in details and get familiar with the listening test
format.
- Implementation and Assessment Tools: Ss’ observation.
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
You will hear a doctor talking to a group of
students about staying healthy. Listen and fill
in the blanks.
- Use DCR to show the task.
- Have Ss read through the listening part. - Read in silence.
- Demonstrate the activity by using the example.
- Play the audio (CD 2 – Track 35). - Listen and then give answers.
 68

- Have Ss check answers with pairs and then give

answers.
- Check answers as a whole class.

Answer keys

 Activity 3: Reading (7’)

- Aim: Students can improve their reading skill.
- Content/Performance Task: Read the article about how to stay healthy and choose the correct
answer.
- Outcome/Performance Product: Ss read for comprehension and get familiar with the reading test
format.
- Implementation and Assessment Tools: Ss’ answers.
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Read the article about how to stay healthy
and choose the correct answer (A, B or C)
- Use DCR to show the task. - Observe and listen.
- Demonstrate the activity by using the example.
- Have Ss read the article and choose the correct - Work individually.
answer, underline the supporting ideas for their
answers.
- Call Ss to give answers, explain. - Give answers, explain.
- Give feedback and evaluation.
Answer keys

 Activity 4: : Vocabulary (7’)

- Aim: Ss can review vocabulary about health.
- Content/Performance Task: Filling in the blanks with the correct words from the box.
- Outcome/Performance Product: Ss produce the new language successfully, and they can use
these words in speaking and writing.
- Implementation and Assessment Tools: Ss answers.
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Fill in the blanks with the words from the
box.
- Use DCR to show the task. - Read the sentences.
- Have Ss read the sentences. - Work in pairs.
- Ask Ss to work in pairs to fill in the blanks
with the words from the box. - Give answers.
 69

- Have Ss give answers, tell the meaning of the

words /phrase again.
- Check answers as a whole class.
Answer keys

 Activity 5: : Grammar (10’)

- Aim Ss can review the use of English: Ss can review the use of English: Indefinite quantifiers,
should and shouldn’t.
- Content/Performance Task: Unscrambling the sentences;
- Outcome/Performance Product: Ss produce the new language successfully, and they can use the
grammar points in speaking and writing.
- Implementation and Assessment Tools: Ss answers.
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Circle the correct words
- Use DCR to show the task.
- Have Ss retell the way to use indefinite - Review old knowledge.
quantifiers: some, any, much, a lot of, lots of, a
little. - Work individually.
- Ask Ss to work individually to circle the
correct answer. - Work in pairs.
- Have Ss work in pairs to check each other’s
work. - Give answers.
- Call Ss to give answers, explain for their
choice.
- Check answers as a whole class.

Answer keys

Task b. Unscramble the sentences.

- Use DCR to show the task. - Do the task.
- Have Ss read the sentences and unscramble the
words to make a meaningful sentence. - Exchange answers.
- Ask Ss to work in pairs to check each other’s
work. - Write answers on the board.
- Have Ss write answers on the board.
- Check Ss’ answers, give feedback.
Answer keys
 70

 Activity 5: : Pronunciation (4’)

- Aim Ss can review the word stress and vowels.
- Content/Performance Task: Circling the word that has the underlined part pronounces
differently from the others; Circling the word that has different stress from the rest.
- Outcome/Performance Product: Ss produce the new language successfully.- Implementation and
Assessment Tools: Ss answers.
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Circle the word that has the
underlined part pronounced differently from
the others. - Listen.
- Have Ss distinguish the sound /e/, /a/, /aɪ/, /æ/
and /eɪ/.
- Use DCR to show the task. - Work individually.
- Ask Ss to work individually to circle the - Work in pairs.
answer.
- Have Ss work in pairs to check each other’s - Give answers.
work.
- Call Ss to give answers, pronounce the words
again.
- Give feedback, correct Ss’ pronunciation if
necessary. Answer keys

Task b. Circle the word that differs from the

other three in the position of primary stress
in each of the following questions.
- Use DCR to show the task. - Listen.
- Remind Ss some basic rules of putting stress - Work individually.
on words with 2 or 3 syllables. - Work in pairs.
- Ask Ss to work individually.
- Have Ss work in pairs to check each other’s - Give answers.
work.
- Call Ss to give answers, pronounce the words
again.
- Give feedback, correct Ss’ pronunciation if
necessary.

Answer keys
 71

IV. WRAP-UP ACTIVITY, RECALL THE CORE VALUES OF THE LESSON; GIVE
INSTRUCTIONS ON SELF-STUDYING - HOMEWORK / ASSIGNMENT:
Wrap-up:
Grammar of Unit 2: The indefinite quantifiers and should/shouldn’t.
* Vocabulary of Unit 2: Vocabulary about health problems and phrases about keep fit and stay
healthy.
* Homework:
- Review vocabulary, grammar of unit 2.
- Do the exercises in WB: Review of Unit 2 (page 63).
- Prepare: Unit 3 – New words and Reading (page 20 – SB).
V. TEACHING EXPERIENCES
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................