Kế hoạch bài dạy Tiếng Anh Lớp 7 Global Success theo CV5512 - Unit 2: Healthy living

 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 and - Play the recording, the replay depends on student’s 
 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: LEAD-IN To lead in the topic * Teacher draws students’ attention to the pictures in the textbook and T-Ss 2 mins
 of Healthy living. 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 their T-Ss
 answers.
PRESENTATION To help students VOCABULARY 5 mins
 understand the text. * Teacher introduces the vocabulary by: T-Ss
 + 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] To help student learn TASK 2: WRITE A WORD OR PHRASE FROM THE BOX UNDER ITS PICTURE 6 mins
some vocabulary (Ex 3, p. 19) 
from the * Teacher asks students to work independently to read the words, look at T-Ss
conversation visually the pictures and write the correct words / phrase under the pictures
to ensure their ** Teacher allows students to share their answers before discussing as a Ss-Ss
understanding of the class. 
context. *** Teacher calls some students to check. T-Ss
 **** Teacher confirms the right answers and writes on the board. T-Ss
 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 the * Teacher asks students to work independently to fill in each blank with a T-Ss
topic. 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 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.) 3. chapped lips /tʃổpt lɪps / chapped skin is sore, rough, and broken, mụi 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 cú 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 WARM-UP To activate students’ GAME: FACE TO FACE: 5 mins
 prior knowledge and * Teacher divides class into 2 teams: Cats and Dogs. T - Ss
 vocabulary related to - Teacher asks students to think of words or phrases related to “Healthy 
 the topic, the activities” which they have learnt in the previous lesson or words they may 
 targeted vocabulary, know already.
 and its ** Ss have 3 minutes to think of the topic Ss-Ss
 pronunciation. *** Students in each team turn by turn stand up and say 1 word or phrase Ss
 related to the topic.
 **** In 90 seconds, the team has more right answers will be the winner, T-Ss
 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 lesson Teacher leads students into the lesson by telling them that “In today T-Ss 1 min
 about vocabulary lesson, we are going to learn more words to talk about Health problems 
 and pronunciation. and two sounds /f/ and /v/.”
VOCABULARY VOCABULARY T-Ss 21 mins
 * Teacher introduces the vocabulary by:
 + 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] ** Ss say the words. Ss
 *** Other Ss correct if the previous answers are incorrect. Ss-Ss
 **** Teacher shows and says the words aloud and asks Ss to repeat them T-Ss
 Checking techniques: 
 “Rub out and remember”
To revise the words TASK 1: MATCH THE PHRASES ON THE LEFT WITH THE CORRECT PICTURES 
or phrases they have ON THE RIGHT. (Ex 1, p. 20)
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 use TASK 2: COMPLETE THE SENTENCES WITH THE CORRECT WORDS AND 
the words/ phrases PHRASES. (Ex 2, p. 20) 
in specific contexts. * Teacher asks students to read the words and phrases provided aloud and T-Ss
 give them their meaning if necessary.
 ** Teacher asks Ss to work individually. Ss ** Teacher asks Ss to watch Tiếng Anh 7 - Pronunciation video Unit 2 T-Ss
 (link YouTube)
 *** Ss imitate and practice the two sounds together. Ss
 **** Teacher explains if necessary. T-Ss
 To help students TASK 4: LISTEN AND REPEAT. PAY ATTENTION TO THE SOUND /F/ AND 
 practise pronouncing /V/. (Ex 4, p. 20)
 these sounds in * Teacher has students read out the words first. T-Ss
 words. ** Ss practice saying the words independently Ss
 *** Teacher asks students to listen and try to repeat the words as a class, a T-Ss
 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 final WORDS. (Ex 5, p. 20)
 sounds /f/ and /v/ * Teacher has students read the sentences and tell them to pay attention T-Ss
 correctly in context. to the underlined words with sounds /f/ and /v/.
 ** Ss read and underline the words Ss
 *** Teacher plays the recording for students to listen and repeat each T-Ss
 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 CONTROLLED chance to apply what 1. Victoria fried some fresh fish.
 PRACTICE they have learnt. 2. Van fried the fish in half a vat of fat.
 * Teacher asks students to focus on 2 sentences on the board and try to T-Ss
 say it.
 - Teacher models, then call some students to read and correct 
 pronunciation if necessary.
 ** Ss practice saying the sentences. Ss 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 WARM-UP To activate students’ GAME: JUMBLED SENTENCES 5 mins
 prior knowledge and 1. books / I / science / read /.
 vocabulary related to 2. games / children / love / outdoor /.
 the targeted 3. their / every day / they / clean / house /.
 grammar. 4. night / watched / I / T.V / last /.
 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 correct Group work
 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 of sentences”.
 the lesson.
PRESENTATION To introduce SIMPLE SENTENCES 9 mins
 students the form of * Teacher draws students’ attention to the sentences in the answers from T-Ss
 simple sentences. the Warm-up and writes 1 more example, then underlines the main parts 
 of each sentence.
 It rained.
 S V
 I read science books.
 S V O