Kế hoạch bài dạy Tiếng Anh 7 - Tuần 3 - Unit 2: Healthy living

Nội dung text: Kế hoạch bài dạy Tiếng Anh 7 - Tuần 3 - Unit 2: Healthy living

1. Week 3 Period: 09 UNIT 2: HEALTHY LIVING Lesson 1: GETTING STARTED Let’s go out! I. OBJECTIVES 1. Knowledge: *Vocabulary: - Vocabulary to talk about healthy living: * Grammar: - use the present simple tense * Pronunciation: Pronouncing the new words correctly 2. Competencies: a. General competencies: - By the end of the lesson students will be able to know more the form and use the present simple tense; Students can use Simple present tense to talk about daily activies. b. Specific competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Be ready to talk about Healthy living - Know some daily activities whether good or bad for health 3. Qualities: - To teach Ss the love of English; the love of their new school. - The awareness about importance of living healthily. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP GW/PW/IW) 1. Aim: - To activate Ss’ knowledge on the topic of the unit. - To set the context for the listening and reading part. -To enhance Ss’ skills of cooperating with team mates. 2. Content: - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class. 3. Products: - Interest and concentration of Sts on the class activities. - Introducing themselves to make more new friends. 4. Implementation: - Teacher instructs - Sts do as required TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - Chatting Step 2: Task performance BRAINSTORMING + Greeting * Teacher gives instructions. +GAME: BRAINSTORMING
2. - Teacher writes the word “HEALTH” on the board, divides the class into two teams. 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. - Teacher checks and corrects if Ss spell or HEALTH pronounce the words / phrases incorrectly. - 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. Teacher leads in the unit. * Teacher draws students’ attention to the pictures Suggested answers: in the textbook and asks them some questions about 1. They are Mi and Mark. the pictures. 2. They are looking at the picture on the Sts answer the questions and take note if necessary. wall and talking about it. Ss work out and answer questions in pairs. 3. The people in the picture are doing Ss share their answers as a whole class. (exercising, boating, etc.) and mention - T asks them to read and listen to the conversation some things they need to avoid a health to check their answers. problem. Step 3: Report and discussion 4. (Students’ answers) - Sts work in group to introduce themselves - Sts join in the discussion Step 4: Judgement - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: - To set the context for the introductory; - To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learned. - To help Ss well-prepared for the listening and reading tasks. - To help students understand the main idea of the conversation. 2. Content: Learn some new words. Read the conversation and find out new words. 3. Products: - Vocabulary about the topic - Understanding the conversation; topic of the lesson, grammar points 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T sets the scene/ context for the listening and reading. Step 2: Task performance *Teach vocabulary: + Teacher uses different techniques to teach vocab 1. Vocabulary (situation, regalia, translation.) - popular (a) /ˈpɒpjələr/: liked, enjoyed, Teacher introduces the vocabulary. or supported by many people (phổ biến)
3. Teacher explains the meaning of the new vocabulary - fresh (a) /freʃ/: new or different (tươi, by pictures. mới) Teacher checks students’ understanding with the - join (v) /dʒɔɪn/: to connect or fasten “Rub out and remember” technique. things together (tham gia) Teacher checks students’ pronunciation and gives 2. Practice feedback. Teacher reveals that these four words will appear in the reading text and asks students to open their textbook to discover further + Follow the seven steps of teaching vocab. + Check vocabulary. + Sts Take note - Call on some groups of Ss to read the conversation aloud. TASK 1: LISTEN AND READ(Ex 1, TASK 1: LISTEN AND READ. (Ex 1, p. 18) p. 18) * Teacher plays the recording, asks students to underline the words related to the topic Healthy Mi: This is a nice picture, Mark. living. (Teacher may check the meaning of some Mark: That’s my dad and I boating at words if necessary.) Yen So Park. Mi: I also see a lot of people exercising - Teacher can play the recording more than once. there. - Students listen and read. Mark: Yes, it’s a popular place for Teacher can invite some pairs of students to read people in my neighborhood. aloud. Mi: Outdoor activities are good for our Teacher refers to the questions previously asked. health. My family often goes cycling in Then, teacher confirms the correct answer. the countryside. It’s quiet, and there's a lot of fresh air. Mark: It sounds interesting. Mi: Yes, it’s lots of fun. We also bring fruit, water, and a lunch box with us. Mark: I’d love to join you next time. Mi: Sure. Bring along a hat and suncream. Mark: Why suncream? Mi: It’s really hot and sunny at noon, so you might get sunburn. Mark: I see. TASK 2: CIRCLE THE CORRECT ANSWER. TASK 2: CIRCLE THE CORRECT (Ex. 2, p. 19) ANSWER. (Ex. 2, p. 19) Teacher asks students to answer without reading What are Mark and Mi talking about? the conversation again. A. Healthy problems Ss work out and answer questions in pairs. B. Healthy activities Teacher asks some students to explain why they did C. Sports and games not choose the other two options. Suggested answer: Teacher confirms the correct answer. Answer: B Step 3: Report and discussion - Sts write down the new vocabulary Because the dialogue mentions cycling - T asks, Sts answer some more questions about the and boating and they are good for our conversation health. So the answer is B. Healthy Step 4: Judgement activities.
4. - T gives feedback on the reaction of Sts ACTIVITY 3: PRACTICE (20' - GW/PM/IM) 1. Aim: -To have Ss get specific information of the text. - To introduce the grammar point of this unit: the present simple. - To help student learn some vocabulary from the conversation visually to ensure their understanding of the context. - To help student develop the vocabulary about the topic. - To help student identify and talk about their daily activities and decide if they are good or bad for their health. 2. Content: Understand the conversation; grammar points; present simple tense More lexical items related to the topic: HEALTH 3. Products: Know more new words. Understand the conversation; topic of the lesson Vocab, grammar points Knowledge about health problems and healthy living 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T let Sts learn Task 2 – Getting Started - Unit 2 Step 2: Task performing TASK 3: WRITE A WORD OR PHRASE TASK 3: WRITE A WORD OR FROM THE BOX UNDER ITS PICTURE (Ex 3, PHRASE FROM THE BOX UNDER p. 19) ITS PICTURE (Ex 3, p. 19) Teacher asks students to work independently to read the words, look at the pictures and write the correct words / phrase under the pictures Teacher allows students to share their answers before discussing as a class. Teacher calls some students to check. Teacher confirms the right answers and writes on the board Sts work individually to do the task. Answer key: 1. sunburn 2. suncream 3. lunch box 4. boating 5. cycling TASK 4: COMPLETE EACH TASK 4: COMPLETE EACH SENTENCE SENTENCE WITH A WORD FROM WITH A WORD FROM THE THE CONVERSATION. (Ex 4, p. 19) CONVERSATION. (Ex 4, p. 19) Suggested answers:
5. Teacher asks students to work independently to fill 1. In the picture, Mark and his father in each blank with a word from the conversation. are boating. Ss do exercise 3 individually. 2. The people in Mark’s neighbourhood Teacher asks them to tell where to find the words. love to go to the park. Teacher checks the answers as a class. 3. Mi’s family often goes cycling in the countryside. 4. - I don’t want to get sunburn. - Wear a hat and use suncream. 5. Fruit and water are good for our health. TASK 5: SURVEY: GOOD OR BAD FOR TASK 5: SURVEY: GOOD OR BAD HEALTH. (Ex 5, p. 19) FOR HEALTH.(Ex 5, p. 19) Teacher asks students to work in groups of 4 or 6 to Suggested answers: take turns to ask and answer about their daily Daily How Good Bad activities, how often they do these activities and activities often discuss if they are good or bad for their health. Walking to Every √ Ss work in groups to ask and answer school day - Teacher moves around to observe and offer help Eating Rarely √ when needed. breakfast By the end of the activity, one student from each Going Twice a √ group can stand up and report to the class. swimming week Teacher checks and gives the correct answers. Sleeping 12 hours √ per day Doing yoga Three √ times a Step 3: Report and discussion week - Ss work independently - Share the answers Step 4: Judgement - T gives feedback on the answers. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To consolidate what Ss have learnt in the lesson. To review the lesson and prepare for the next lesson. To give Home assignment 2. Content: Home assigment 3. Products: Know more some words about hobbies Take note Home assigment 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering (Home assignment) - Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say aloud some words they remember from the lesson. - Home assignment * Home assignment: Step 2: Task performance - Read again the conversation
6. -T asks Ss to talk about what they have learnt in the - Do more exercises in workbook. lesson. - Name a list of bad habits and think about - An overview about the topic Health tips to change those. - Vocabulary to talk about healthy living - T let Sts take note the homework Step 3: Report and discussion - T says something about the class time. -Step 4: Judgement T gives feedback and requires Sts do homework. IV. FEED-BACK: ......... ......... .........