Kế hoạch bài dạy Tiếng Anh 7 - Tuần 4 - Unit 2: Healthy living - Lesson 4

Nội dung text: Kế hoạch bài dạy Tiếng Anh 7 - Tuần 4 - Unit 2: Healthy living - Lesson 4

1. Week 4 Period: 12 UNIT 2: HEALTHY LIVING Lesson 4: COMMUNICATION I. OBJECTIVES 1. Knowledge: *Vocabulary: - Vocabulary to talk about healthy living: protein, fat, diet, cooking oil, eyedrops. * Grammar: - use the present simple tense * Pronunciation: Pronouncing the new words correctly: protein, fat, diet, cooking oil, eyedrops. 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 activities. 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 revise the old lesson. - To lead in the targeted vocabulary and pronunciation. 2. Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson 3. Products: - Interest and concentration of Sts on the class activities. - A friendly and relaxed atmostphere to the new lesson - Developing the language skills by asking and answering questions about themselves. 4. Implementation: - Teacher instructs - Sts do as required TEACHER AND STUDENTS' ACTIVITIES CONTENTS
2. Step 1: Task delivering - Chatting Step 2: Task performance + Greeting + Greeting + GAME: BRAINSTORMING +GAME: BRAINSTORMING * Teacher divides class into 2 teams and asks them to think of “health problems”. * Ss have 1 min to think of the words related to the topic or they can discuss with their partners. HEALTH * Each member from each team turn by turn run to the PROBLES board and write one word. MS * Teacher corrects their answers. - The team which has more correct words will be the winner. - Tell Ss that they are going to learn how to give tips * Suggested answers: for health problems. Asthma, a backache, a broken leg, a - Ask Ss to open their book and introduce what they are cold, a cough, an earache, a headache, going to study . a sore throat, a toothache, sunburn, etc. - Ss Open their book and write Step 3: Report and discussion - Sts join in the discussion and do as required Step 4: Judgement - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: To introduce two ways to give tips for health problems and to allow Ss some practice. 2. Content: To listen and read the conversation .Pay attention to the highlighted parts 3. Products: Ss will be able to learn some tips for health problems 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T sets the scene/ context to reading and listening 1. Vocabulary - T ask the whole class to do the Tasks in 2. Practice Communication- Page 11 Step 2: Task performance Task 1. Listen and read the conversation. Pay Task 1. Listen and read the attention to the highlighted parts conversation. Pay attention to the Play the recording for Ss to listen and read the highlighted parts conversation about a health problem. * Audio script - Track 71: Tell them to pay attention to the highlighted parts. A: My eyes are tired. Elicit the structures giving tips. Have Ss practise the B: You can use eyedrops. conversation in pairs A: Yes.
3. + Students (Ss) listen to the instructions carefully and B: And you shouldn't read in dim learn how to do the tasks. light. - Make similar dialogues, using suggestions A: Thank you. Task 2. Make similar conversations for the health Task 2. Make similar conversations problems below. for the health problems below. - Ask Ss to work in pairs to make similar conversations, using the structures for giving tips. Structure: to give advice: Comment on their performance. - You should/ shouldn’t - To give advice, you can use: - You can -You should / shouldn't... -You can... - Move around to observe and provide help. Call on some pairs to perform in front of the class. - Comment on their performance. Step 3: Report and discussion - T asks, Sts answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Sts ACTIVITY 3: PRACTICE (20' - GW/PM/IM) 1. Aim: To provide Ss with more knowledge about healthy living and help them practise the skill of reading for the main idea To help Ss identify the main points in a reading and talk about them. To help Ss practise giving health tips in their own context. 2. Content: Read the passage and choose the tittle for it. Discussing and make the tips for a healthy life. Further practice to make a list of tips that the Vietnamese can do to live longer 3. Products: Ss can choose the title for the passage. To improve speaking skills. Discussing and present it to the class. 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T let Sts study the examples, consume the rules and do the exercises Step 2: Task performing Task 3. Read the passage and choose the correct Task 3. Read the passage and title for it. choose the correct title for it. - Have Ss read the text and choose the correct answer Answer: A. How to live long (Cách of the main idea for the text. để sống lâu) A. How to live long In this passage, the author mentions B. What food to eat to the way to live long including diet - Ask Ss to explain their answers. and outdoor activities.
4. - Ss Work individually to do this activity - Confirm the correct answers. Task 4. Work in pairs. Discuss and make a list of Task 4. Work in pairs. Discuss and the tips which help the Japanese live long lives. make a list of the tips which help Present it to the class. the Japanese live long lives. Present - Have Ss work in pairs. it to the class. - Ask Ss to discuss and take notes of the tips for for * Suggested answer: Japanese people's long life that they find in the text. The Japanese live long lives. The - Then call on 2 - 3 pairs to share their lists. main reason is their diet. - Ss Listen to the instructions clearly (1) They eat a lot of fish and - Ss Copy them vegetable. (2) They cook fish with little cooking oil. (3) They also eat a lot of tofu, a product from soybeans. Tofu has vegetable protein and vitamin B. It doesn't have any fat. (4) The Japanese work hard and do a lot of outdoor activities too. This helps them keep fit. Task 5. Work in groups. Discuss and make a list of Task 5. Work in groups. Discuss tips that the Vietnamese can do to live longer. and make a list of tips that the Present it to the class. Does the class agree with Vietnamese can do to live longer. you? Present it to the class. Does the - This is a task which allows Ss to apply what they class agree with you? have learnt so far in this unit (ideas, vocabulary and grammar) to find tips for a long life for Vietnamese * Suggested answers: people. - Go to bed early. - Ask Ss to form groups of 4 - 5. Allow them some - Drink more water. time to discuss and come up with some tips for how the - Get daily exercise. Vietnamese can live longer. - Eat vegetables. - Ask them to take notes of the group's ideas. Then - Laugh a lot. share them with the class. - Drink less soft drink and eat less - Invite some Ss to present their work. fastfood - Ss Listen carefully – Go to bed early and get enough - Ss Work in pairs. Check the answers. sleep. – Eat more fruit and vegetables, and - Comment on their answers. less fast food. – Drink enough water, but not soft Step 3: Report and discussion drink. - Ss work independently and in groups – Be active and exercise everyday. - Share the answers – ............... Step 4: Judgement - T gives feedback on the answers and studying attitude of Sts in class. ACTIVITY 4: APPLICATION (5' )
5. 1. Aim: To consolidate what Ss have learnt in the lesson. To give Home assignment 2. Content: Revision of the lesson Home assigment 3. Products: Review the old lesson Take note Home assigment 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering (Home assignment) - T summarizes the lesson and let Sts tell what the have learnt T asks Ss to talk about what they have learnt and ticked the objectives they can do in the lesson. - Home assigment Step 2: Task performance - Teacher summarizes the lesson * Home assigment: - T has Ss tell what they have learnt - Practice talking about healthy living. - T lets Sts take note the home assignment - Do more exercises in workbook. - Prepare new lesson. SKIILS-1/ P.23 Step 3: Report and discussion - T asks, Sts answer about healthy living -Step 4: Judgement T gives feedback and requires Sts do homework. IV. FEED-BACK: .......... .......... ..........