UNIT 2 TIẾNG ANH 7 (THÍ ĐIỂM)

Grade 7: LESSON PLAN
Period 9: UNIT 2: HEALTH
Lesson 1: GETTING STARTED
GOING OUT OR STAYING IN ?
Date of preparation : September 3th, 2014
Date of teaching : September 4th, 2014
Classes : 7A1
I.Aims and Objectives:
+ Language content:
- To introduce some new words relating to health
- To familiarize students with the ways to stay healthy.
+ Language function: To help student talk about health problem.
+ Educational aim: To make students aware of the importance of keep fit.
* Educational factor: to make them take part in outdoor activities
II. Language Contents:
a- Vocabulary: flu, weight, sunburnt, junk food
b- Structures: - present simple: S + V(singular/ plural) …
- future simple: S + will + V(bare)
III. Techniques: pairwork, groupwork, individual work, question-answer
IV. Teaching aids: pictures, cassette, tape/ CD
V. Procedures:
1.Stabilization(1’) Greeting and checking attendance
2.Checking up(5’): Call on some sts to talk about their hobbies.
3. New lesson:
Time Teaching steps
4’
10’
1.Warm-up:
- Plays the video clip about the song “the healthy habits song”
- Leads to the new lesson
2. Pre- practice:

a- Vocabulary:
- Teaches vocabulary:
+flu (picture) [flu:] (n): bệnh cúm
+weight (translation) ['weit] (n): trọng lượng, sức nặng
+sunburnt (picture ) ['sʌnbə:nt] (adj): rám nắng, sạm nắng
+junk food (picture) [dʒʌηk fu:d] (n): đồ ăn nhanh, quà vặt
1
15’
EX: I eat junk food all the time.
* Checking understanding of new words, using “slap the board”.
b- Structures:
- Reviews: modal verbs.
Ex: I might get sunburnt outside.
3- Controlled-practice:
3.1. Listen and read:
- Asks student to listen to the tap and read.
- Calls 3 students to read, helps them correct their pronunciation.
a. Can you find a word or phrase that means:
-Has them work in groups to do the task
*Key:
1. the name of a computer game: Zooniverse
2. I don’t want to: I don’t feel like it
3. feeling sad: weak and tired
4. becoming fatter: putting on weight
5. I don’t accept it: I won’t take no for an answer
b. Read the conversation again. Who wants to do the following things?
- Gives students 2 minutes to find the answers: (pairs)
*Key:
Nick Phong
1. Stay at home x

2. Play computer games x
3. Go out x
4. Go swimming x
5. Avoid getting sunburnt x
3.2a. Match the health problems in the box with the pictures. Then listen and
repeat.
- Has students match the health problems in the box with the pictures.
- Asks students to listen and repeat, then correct.
- Asks some students to read again.
3.2b. Which problems do you think are most common with your classmates? Rank
the problems from the most common (1) to the least common (6). Then share with
a partner :
- Has students rank the problems from the most common (1) to the least common (6).
- Asks them share with a partner
3.3. Now look at the advice. These people have the wrong advice. Can you match
the correct advice with each person
-Lets them work in pairs to do the task
*Key:
1-c: Wear a hat.
2-d: Wash your hands regularly.
3-e: Be careful with what you eat and drink.
2
5’
3’
2’
4-d: Exercise regularly.
5-a: Wash your face regularly.
4- Free-practice:
3.4: Game:
- Guides students how to play the game:

+ Take a card with a health problem or a piece of advice.
+Walk around and try to find the person with the card that matches yours.
Ex: A: I have spots.
B: Oh, I’m sorry. My advice is “Wear a hat”. / Yes! My advice is “Wash your face
regularly.”
- Asks students to go around the class to play the game.
5. Consolidation:
- Asks students to complete the sentences:
A: I / think / I / weight
B: advice / be/ “Be/ what / you /eat/drink.”
*Key: 1. I think I am putting on weight.
2. My advice is “Be careful with what you eat and drink.”
6. Homework:
-Asks the students to:
+ Learn new words and structures.
+ Prepare A closer look 1.
7. Remarks:
* Self-evaluation:
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3
Grade 7: LESSON PLAN
Period 10: UNIT 2: HEALTH
Lesson 2: A CLOSER LOOK 1
Date of preparation : September 6th, 2014

Date of teaching : September 8th, 2014
Classes : 7A1
I.Aims and Objectives:
+ Language content:
- To introduce some new words relating to the health.
- To help student how to use / f / and / v /
+ Language function: To help student talk about the health problems.
+ Educational aim: To make students aware of the importance of keeping fit
* Educational factor: to help students know how to keep fit.
II. Language Contents:
a- Vocabulary: toothache, headache, sore throat, earache, temperature, stomachache
b- Pronunciation: / f / and / v /
III. Techniques: pairwork, groupwork, individual work, question-answer, game
IV. Teaching aids: pictures, cassette, tape/ CD
V. Procedures:
1- Stabilization: (1m)
a- Warm up: Greeting.
b- Checking absence: Who’s absent today?
2- Checking up the previous knowledge: (5ms)
Questions: Key: Marks:
1. Write new words: bệnh cúm, trọng lượng,
quà vặt, sạm nắng
2. Complete the sentences:
a. If you (be) …… tired, you should (stay)
……… at home.
b.Be careful with what you (eat)………and
(drink)…………
3. Listen and answer the questions:
a. What is your advice if your friend has
spots?

b. What will you do if you have flu?
1. Write new words: flu, weight, junk food,
sunburnt
2. Complete the sentences:
a. are; stay
b. eat; drink
3. Listen and answer the questions:
*Possible answers:
a. “Wash your face regularly”
b. Drink a lot of water,…
4ms
4ms
2ms
3- New lesson:
Time Teaching steps
3’
5’
A. VOCABULARY
1.Warm-up:
- Holds game: Network: Asks 2 teams to write all health problems they can.
- Introduces the new lesson to students.
2. Pre- practice:
a- Vocabulary:
- Teaches vocabulary:
+toothache (using picture) ['tu:θeik] (n): sự đau răng; bệnh đau răng
+headache (using picture) ['hedeik] (n): chứng nhức đầu
4
10’
3’
1’

+sore throat (using picture) [sɔ: θrout] (n) bệnh viêm họng
+earache (using gestures) ['iəreik] (n) bệnh đau tai
+temperature (using picture) ['temprət∫ə] (n) cơn sốt
+stomachache (using gestures) ['stʌmək'eik] (n) sự đau bụng
EX: I have stomachache .
- Checking understanding of new words, using “what and where”.
3- Controlled-practice:
-Writes: have a/an, have, and feel on the board.
-Asks the Ss to read the words from the first column.
-Writes the words in the words web around have a/an
-Repeats this for the next column.
Exercise 1: Look at the pictures. Write the problem below the picture of each patient.
-Explains the word patient to the Ss.
-Asks them to work individually, then corrects
*Key:
1. flu 2. sunburn 3. allergy 4. tired/weak
Exercise 2: Now read the doctor’s notes about his patients and fill in the missing words.
- Asks them to work individually, then corrects
*Key:
1. (a) sunburn
2. (the) flu
3. tired, temperature
4. sick, stomachache
5. sore throat
Exercise 3: Role-play the meeting with the doctor. Use the cue in 1,2 or your own health
problems
-Has a student to go to the front of the class.
-Modals the role-play in the book with the student.
-Has them work in pairs.
-Goes around the class and does them favors.

-Calls some pairs to perform their role-plays for the class.
-Asks the class comprehension questions about what they just saw.
EX: What was Mai’s problems?
What advice did Dr. Tuan have?
4- Free-practice:
Exercise 4: Choose a health problem. Work in groups. Tell your group about the last time
you had that problem.
-Calls four Ss to model the example first.
-Asks them to work in groups to talk about a health problem.
-Let them extend the conversation by trying to figure out what the most common health
problems in the group and report back to the class.
B. PRONUNCIATION:
1. Lead –in:
-Says: “ I had the very bad flu last week.
- Asks: from the sentence can you extract the words with / v / and / f /
2. Pre-practice:
5
5’
5’
3’
2’
2’
- Asks students to listen and repeat / f / and / v /
-Assk them to think of any words which these sounds in them.
3. Controlled-practice:
Exercise 5:
-Plays the recording and has the Ss circle the words they hear
- Asks students to listen and tick the words they hear.
*Key:
1. fat 2. ferry 3. vast 4. vault 5. save 6. leave

Exercise 6:
- Asks students to listen to the sentences once and repeat.
- Has the circle the words with / f / and / v / sounds.
-Lets them listen again and corrects
*Key:
1. fast food, 2. have, felt 3. father 4. having , lifestyle 5. give
4. Free-practice:
- Holds a game in which students of 2 teams who write as many as possible the words with
/ f / and / v / sounds in 2 minutes will be the winner.
5. Consolidation:
- Helps sts to summarize the content of the lesson
6.Homework:
-Asks the students to:
+ Learn by heart the words with sounds / f / and / v / and the words for diseases
+ Do execises 1,2/ page 6.
+ Prepare for :A closer look 2.
VI. Remarks:
* Self-evaluation:
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6
Grade 7: LESSON PLAN
Period 11: UNIT 2: HEALTH
Lesson 3: A CLOSER LOOK 2
Date of preparation : September 6th, 2014

Date of teaching : September 8th, 2014
Classes : 7A1
I- Aims and objectives:
- To provides students with some new words about health
- To help students master the grammatical points “imperatives with more and less” and “compound
sentence”.
+ Language function: to use “imperatives with more and less” and “compound sentence” to talk
about
health problems.
+ Educational aim: To make students stay healthy
* Educational factor: To teach students some ways of staying healthy.
II. Language Contents:
a- Vocabulary: (no)
b- Structure: - imperatives with more and less
- compound sentence
III. Techniques: pairwork, groupwork, individual work, question-answer, game, matching
IV. Teaching aids: pictures, cassette, tape/ CD
V. Procedures:
1- Stabilization: (1m)
a- Warm up: Greeting.
b- Checking absence: Who’s absent today?
2- Checking up the previous knowledge: (5ms)
Questions: Key: Marks:
1. Write new words: bệnh đau răng, chứng
nhức đầu, bệnh viêm họng, bệnh viêm tai
2. Write the sound / f / and / v /
1. fat 2. ferry 3. vast 4. vault
5. save 6. leave
3. Listen and answer the questions:
a. What is your advice if your friend has spots?

b. What will you do if you have flu?
1. Write new words: toothache, headache,
sore throat, earache
2. Complete the sentences:
/ f / : fat, ferry,
/ v / : vault, vast, leave, save
3. Listen and answer the questions:
*Possible answers:
a. “Wash your face regularly”
b. Drink a lot of water,…
4ms
4ms
2ms
3- New lesson:
Time Teaching steps
3’
6’
A. Imperatives with more and less:
1.Warm-up:
- Gives Ss simple class commands
EX: Stand up. / Sit down. / Open the door. /…
-Introduces the new lesson
2. Pre- practice:
* Imperatives with more and less:
-Gives Ss a picture of a fat person
7
7’
3’
1’
3’

- Asks students a question “What should the boy do if he wants to lose weight?”
*Possible answers: He should eat less. / He should sleep less./ …
- Says:
+Eat less
+Sleep less.
+Eat less junk food.
+Do more exercise.
a. Form:
V +O + more/less + N
b. Use: We can use the imperative for direct commands, orders or suggestions.
3- Controlled-practice:
Exercise 1. Look at the pictures. Which health tips from the box above would you give to each of
these people:
- Asks students to do the task in pairs.
-Calls on some pairs to share with the class.
*Key:
a. Eat more fruit/ vegetables. / Sleep more. /Wash your hands more.
b. Watch less TV. / Spend less time playing computer games.
c. Do more exercise. / Eat less junk food.
d. Sunbathe less.
Exercise.2. Top health tips for teens
-Asks Ss to look at the yellow box again and think about which six heath tips are the most important
for teens.
-Has them discuss in pairs, then share with the class.
Ex: I think the tip “ Watch less TV” is the most important because most students in my class spends
much time watching TV .
Exercise.3 Look at the article on the Teen Health website. Fill in the blanks to complete their top six
health tips.
- Asks students to read through the Teen Health website individually and complete the heading.
-Corrects and give them the key

1. Do more exercise 2.Sleep more. 3. Eat less junk food. 4. Wash your hands more.
5. Watch less TV. 6. Spend less time playing computer games.
4-Free-practice:
- Conducts the game “Hot seat”
B. Compound sentences:
1.Warm-up:
- Turns on the fans and says: It’s so hot, so I turn on the fan.
-Introduces the new lesson
2. Pre- practice:
* Compound sentences:
-Write the sentence on the board and asks them to draw the form
a. Form:
8
7’
3’
4’
2’
Simple sentence, + and /or /but /so + Simple sentence,
b. Use: when we want to join two ideals, we can link two simple sentences to form compound
sentences. We can do this using a coordinating conjunction like and ( for addition), or (for choice),
but (for contrast), or so (for a result)
-Asks them to read the Examples in the textbook.
3- Controlled-practice:
Exercise 4. Make compound sentences by joining the two simple sentences. Use the conjunction
given. Remember to add a comma.
- Asks students to do the task individually.
-Calls on some Ss to go to the board and complete the sentences.
-Corrects
*Key:
a. I want to eat some food, but I have a sore throat.

b. Japanese eats healthily, so they live for a long time.
c. I feel tired, and I feel weak.
d. You can go and see the doctor, or you can go to bed now and rest.
Exercise.5 Match the beginnings of the sentences with the picture that completes them.
- Asks students to do the task individually.
-Calls on some Ss to go to the board and complete the sentences.
-Corrects
*Key: 1d, 2c, 3a, 4b
4-Free-practice:
Exercise.6 Now, complete the second part of the compound sentences.
- Asks students to do the task individually.
-Calls on some Ss to go to the board and complete the sentences.
-Corrects
*Possible answers
1. …………………………………, so he seldom has stomachache.
2………………………………… , and he puts on weight.
3. …………………………………., or she should do more exercise.
4. …………………………………., she still studies well.
5. Consolidation :
- Conducts the games “shark attack”
6. Homework:
-Asks the students to:
+ Learn the structures by heart.
+ Do exercises B1,2,3,4,5,6,7/ page 10,11,12
+ Prepare for Communication.
7. Remarks:
*. Self- evaluation:
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9
Grade 7: LESSON PLAN
Period 12: UNIT 2: HEALTH
Lesson 4: COMMUNICATION
Date of preparation : September 9th, 2014
Date of teaching : September 11th, 2014
Classes : 7A1
I. Aims and Objectives:
+ Language content:
- To provides students with some new words about health.
- To help student review present simple tense, future simple tense.
+ Language function: to use present simple and future simple tense to express their opinions about
health problems.
+ Educational aim: To make students eat more fruit and vegetable to keep fit.
II. Language Contents:
a- Vocabulary: myth, sushi, vitamin, vegetarians, recover.
b- Structures:
III. Techniques: pairwork, groupwork, individual work, question-answer, rub out and remember
IV. Teaching aids: pictures, cassette, tape/ CD
V. Procedures:
1- Stabilization: (1m)
a- Warm up: Greeting.
b- Checking absence: Who’s absent today?
2- Checking up the previous knowledge: (5ms)
Questions: Key: Marks:
1. Write new words: bệnh đau răng, chứng nhức

đầu, bệnh viêm họng, bệnh viêm tai
2. Write sentences, using words given:
1. you / put / weight / so / I /think /you / should /
eat / junk food.
2. I / want / eat / some food/ but / I / sore throat
3. Listen and answer the questions:
a. Why do the Japanese live for a long time?
b. What will happen if you eat too many sweets?
1. Write new words: toothache, headache,
sore throat, earache
2. Complete the sentences:
1. You are putting on weight, so I think you
should eat less junk food.
2. I want to eat some food but I have a sore
throat.
3. Listen and answer the questions:
*Possible answers:
a. Because they eat healthily.
b. I will have a toothache.
4ms
4ms
2ms
3- New lesson:
Time Teaching steps
3’
6’
1.Lead-in :
- Holds the game: “Hot seat”
- Introduces students to the new lesson.
2. Pre- practice:

a- Vocabulary:
- Teaches new words:
+ myth (explanation) [miθ] chuyện hoang đường
+ vitamin (Example) ['vitəmin; 'vaitəmin] (n) Vi-ta-min (một trong nhiều chất hữu cơ có trong những
thức ăn, cần thiết cho sức khoẻ con người và những động vật khác); sinh tố
+ vegetarian (explanation) [,vedʒi'teəriən] (n) người ăn chay
10
20’
5’
3’
2’
+ recover (translation) [ri:'kʌvə] (v khỏi bệnh, bình phục, lại sức
Ex: Sleeping well helps you recover from a hard working day.
- Checks understanding “Rub out and remember?”
3- Controlled-practice:
Exercise 1: Work in pairs. Discuss and write F (fact) or M for (myths) for each statement.
-Asks them to work in pairs to complete the exercise.
- Has them share their answer.
- Encourages them to explain their choices.
Exercise 2: Listen to the radio show about health facts or myths and check your answers in 1
- Asks students to close their book and listen to the recording.
- Then, asks students to open their books and correct their answers using their notes (or from
memory).
-Lets them listen to the recording for the second time and corrects.
- Invites some groups to present. Gives keys.
1. F 2. M 3. F 4. F 5. M 6.M
Exercise 3: Discuss the following in groups.
-Has them discuss in groups then calls some representatives to present their answers.
- Corrects
4- Free-practice:

Exercise 4: Work in groups. Think of some ideas about health that are true. Then think of some that
are false.
- Has them work in groups to do the task.
Ex:
+You can avoid some disease by keeping youself clean. ( T)
+ You will turn orange when you eat a lot of oranges. (F)
+ You will be sick if you eat dirty vegetables. (F)
+ You hair will be longer when you eat the top of a sugar cane.(F)
5. Consolidation :
-Reminds sts the facts about health
6. Homework:
-Asks the students to:
+ Learn the structures by heart.
+ Do exercises C/ page 13,14,15
+ Prepare for Skills 1
7. Remarks:
*. Self- evaluation:
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11
Grade 7: LESSON PLAN
Period 13: UNIT 2: HEALTH
Lesson 5: SKILLS 1
Date of preparation : September 13th, 2014
Date of teaching : September 15th, 2014

Classes : 7A1
I. Aims and Objectives:
+ Language content:
- To provides students with some new words relating to health.
+ Language function: Students will be able to talk about health issues and give advice on healthy
living
+ Educational aim: To make students play sports in order to have good health.
II. Language Contents:
a- Vocabulary: calorie (n), diet (n), expert (n), stay in shape
b- Structures:
III. Techniques: pairwork, groupwork, individual work, question-answer
IV. Teaching aids: pictures, cassette, tape/ CD
V. Procedures:
1- Stabilization: (1m)
a- Warm up: Greeting.
b- Checking absence: Who’s absent today?
2- Checking up the previous knowledge: (5ms)
Questions: Key: Marks:
1. Write new words: bệnh cúm, trọng lượng, quà
vặt, sạm nắng
2. Complete the sentences:
a. If you (be) … tired, you should (stay)… at
home.
b.Be careful with what you (eat)…and (drink)
…………
3. Listen and answer the questions:
a. What is your advice if your friend has spots?
b. What will you do if you have flu?
1. Write new words: flu, weight, junk food,
sunburnt

2. Complete the sentences:
a. are; stay
b. eat; drink
3. Listen and answer the questions:
*Possible answers:
a. “Wash your face regularly”
b. Drink a lot of water,…
4ms
4ms
2ms
3- New lesson:
Time Teaching steps
2’
4’
A. Reading:
1.Lead-in :
Activity 1
- game: brainstorms
fish
- Introduces the students to the lesson. “Today we will learn about how to stay healthy.”
2. Pre- reading:
*- Vocabulary:
- Teaches vocabulary:
- calorie (n)
- diet (n)
12
CALORIE
8’
3’
5’

10’
- expert (n)
- stay in shape
- Checks understanding “matching”
- Ask students to guess what the reading will be about.
- Ask students to work in pairs and complete the exercise.
- Correct the exercise with the whole class.
2. While-reading:
Activity 1. Quickly read the text. Match the correct headings with parapraph.
- Ask students to work in pairs and complete
the exercise.
-Corrects and give them the key
Key: 1. b 2. a 3. c
Activity 2. Find the words/ phrases in the text.
- Asks students work in groups of four to read the text quickly and find the following words/ phrases in
the text.
- Elicits the meanings of the words from different groups.
-Asks the to give the answers and corrects
+ diet: the food that you eat on a daily basis
+ expert: someone who has studied a lot about a subject or topic and understands it well.
+ tip: an advice on how to do something quickly and successfully, usually from one’s own
experience.
+ junk food: usually convenience food like Mc Donald, KFC …
+stay in shape: be fit and healthy.
Activity 3. Answer the following questions.
- Ask students to read the text again and answer the questions individually.
- Have students compare the answer with a partner.
- Call on some students to write the answers on the board.
- Check and confirm the correct answers.
*Key:

1. A calorie is energy that helps us do our everyday activities.
2. If we eat too many calories, we can get fat.
3. To stay healthy you need between 1,600 and 2,500 calories.
4. Sports activities and running use a lot of calories.
5. People listen to his advice because he is a diet expert.
3. Post-reading.
- Asks them to talk about what they will do to have a healthy life.
B. Speaking:
1. Lead-in:
- Asks students to discuss “ If we do aerobics for three hours, how many calories will use?”
2. Pre- speaking:
- Explains some questions.
1. Why do you think some activities use more calories than others?
2. Which activities use more calories: gardening or working?
3. How many calories do you use doing aerobics for two hours?
4. What do you think happens when we have too few calories, but use too many calories?
3. While-speaking:
Activity 4:
- Ask students to work in groups of four. Ask them to look at the table and discuss the following
questions.
13
3’
3’
1’
- Call some groups to present their answers.
- Ask students to complete the table individually.
- Call on some students to share their tables with the whole class.
Activity 5:
- Asks students to complete the table individually.
4- Post-speaking:

Activity 6
- Asks students to share their table with their classmate.
5. Consolidation :
- Asks sts
1. What is a calorie ?
2. Where can you get calories ?
3. What will happen if you don’t get enough calories?
6. Homework:
-Asks the students to:
+ Do exercises C 1,2/ page 6; D1,2,3/ Page 15,16
+ Prepare for Skill 2.
7. Remarks:
*. Self- evaluation:
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14
Grade 7: LESSON PLAN
Period 14: UNIT 2: HEALTH
Lesson 6: SKILLS 2
Date of preparation : September 13th, 2014
Date of teaching : September 15th, 2014
Classes : 7A1
I. Aims and Objectives:
+ Language content:
- To help students review some words about health.

- To help students listen to get specific information about health problems and advice, and
- To make them master how to write a reply giving advice to someone with a health problem.
+ Language function: To make students know how to give and write a reply giving advice to
someone with a health problem.
+ Educational aim: To make students stay healthy.
II. Language Contents:
a- Vocabulary: Vocabulary: health problems
b- Structures: a paragraph
III. Techniques: pairwork, groupwork, individual work, question-answer, brainstorm
IV. Teaching aids: pictures, cassette, tape/ CD
V. Procedures:
1- Stabilization: (1m)
a- Warm up: Greeting.
b- Checking absence: Who’s absent today?
2- Checking up the previous knowledge: (5ms)
Questions: Key: Marks:
1. Write new words: chế độ ăn kiêng , chuyên gia
,giữ dáng , lời khuyên
2. Listen and answer the questions:
a. What is a calorie ?
b. Where do you get calories ?
c. What is a healthy number of calories per day ?
d. Which activity uses more calories : walking and
sleeping ?
1. Write new words: diet, expert , stay in
shape, tip
3. Listen and answer the questions:
*Possible answers:
a. A calorie is energy that helps us do our
daily activities

b. we get calories from the food we eat
c. between 1.600 to 2.500
d. walking
4ms
6ms
3- New lesson:
Time Teaching steps
2’
4’
A.LISTENING:
1. Lead-in:
- Give them the Olympic rings and asks them what these represent.
- Brainstorms with Ss as a class different words that come to mind when Ss think of the Olympics.
- Introduces students to the new lesson.
2. Pre- Listening:
Activity 1: Look at the picture below. Discuss the following questions with partner.
- Asks students to have a look at picture and discuss.
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8’
3’
2’
2’
3’
10’
3’
2’
3. While- Listening:
Activity 2: Listen to the interview with an ironman. Tick the problems he had as a child.
- Lets students listen twice.
- Asks students to answer (play the tape again) and check.

*Key: sick, allergy
Activity 3: Listen to the interview again. What advice does he give about preparing for event?
- Lets students listen again.
- Asks students to answer (play the tape again) and check.
*Key: Do more exercise, sleep more, eat more fruit/vegetables
Activity 4: Are the following sentences true (T) or false (F)?
- Asks students to do the task individually
- Calls some Ss to give their answers and corrects.
*Key:
1.T, 2. F, 3.F, 4.F, 5T
4. Post- Listening:
Activity 5: Discuss in groups.
- Asks students to discuss in groups about 2minutes.
- Calls some representatives represent their answers.
B. WRITING:
1. Lead-in:
- Gestures and says “ I have a headache. Can you give me an advice?”
- Introduces students to the new lesson.
2. Pre- writing:
- Explains: To give advice you can use:
+ You should….
+You can…
+ It will be good if you…
+Do something more/less…
3. While- writing
Activity 6: Look at Dr. Law’s advice page. Can you match the problems with the answers?
- Asks students to finish the task individually.
- Corrects and gives them the key
1. c, 2.b, 3a
4. Post- writing

Activity 6
-Has Ss work in pairs to do the task.
-Calls some pairs to share their problems and responses with the class.
5. Consolidation :
- Lets sts summarize the content of the lesson
6. Homework:
-Asks the students to:
+ Do exercises E1, 2, 3.
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+ Prepare for Looking back and project.
7. Remarks:
* Self- evaluation:
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Grade 7: LESSON PLAN
Period 15: UNIT 2: HEALTH
Lesson 7: LOOKING BACK AND PROJECTS
Date of preparation : September 16th, 2014
Date of teaching : September 18th, 2014
Classes : 7A1
I. Aims and Objectives:
- To help the Ss review words relating to health.
- To help student review imperatives with more and less as well as compound sentences.
+ Language function: Students will be able to talk about health problems, give health advice

+ Educational aim: To make students know how to stay healthy.
II. Language Contents:
a- Vocabulary: (review)
b- Structures: (review)
III. Techniques: pairwork, groupwork, individual work, question-answer
IV. Teaching aids: pictures, cassette, tape/ CD
V. Procedures:
1- Stabilization: (1m)
a- Warm up: Greeting.
b- Checking absence: Who’s absent today?
2- Checking up the previous knowledge: (5ms)
Questions: Key: Marks:
. Listen and answer the questions:
a. What will you do if you have flu?
b. I play computer games a lot and my eyes feel
really dry. What should I do?
c. I have some spots. What can I do?
d. What do you do to have good health?
. Listen and answer the questions:
a. Drink more water./ Sleep more
b. You should try to rest your eyes.
c. You should wash your face more.
d. funny.
e. Eat sensibly and do more exercise
10 ms
3- New lesson:
Time Teaching steps
8’ A. Vocabulary:
1. Lead-in:
- Holds game: Network: Asks 2 teams to write all health problems

- Introduces the new lesson to students.
2. Pre- practice:
-Reminds Ss of health problems.
3. Controlled- practice:
Activity 1. What health problems do you think each of these people has?
- Ask students to complete this task individually.
- Call students to write the answers on the board.
- Correct the exercise with the whole class
Key: a. sunburn b. spots c. put on weight d. stomachache e. flu
Activity 2: Look at the pictures. Write the health problems below each person.
- Ask students to complete this task individually.
- Correct the exercise with the whole class.
Key: 1. spots 2. put on weight 3. sunburn 4. stomachache/ sick 5. flu
4. Free-Practice:
-Games: “hot seat”
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B. Grammar
1. Lead-in:
- Holds game: Network: Asks 2 teams to write all health tips
- Introduces the new lesson to students.
2. Pre- practice:
Structures:
- Reviews :
A.Imperatives with more and less:
-Gives Ss a picture of a fat person
- Asks students a question “What should the boy do if he wants to lose weight?”
*Possible answers: He should eat less. / He should sleep less./ …
- Says:
+Eat less

+Sleep less.
+Eat less junk food.
+Do more exercise.
a. Form:
V + (o) + more/less + (n)
b. Use: We can use the imperative for direct commands, orders or suggestions.
B. * Compound sentences:
-Write the sentence on the board and asks them to draw the form
a. Form:
Simple sentence, + and /or /but /so+ Simple sentence,
b. Use: when we want to join two ideals, we can link two simple sentences to form compound
sentences. We can do this using a coordinating conjunction like and ( for addition), or (for choice),
but (for contrast), or so (for a result)
3- Controlled-practice:
Activity 3: Complete the health tips.
- Ask students to complete this task individually.
- Correct the exercise with the whole class.
Key: 1. less 2. more 3. more 4. Go outside 5. watch … TV 6. Do … exercise
Activity 4: Draw a line to link the sentences and a coordinator to form meaningful sentences.
- Ask students to complete this task individually.
- Call students to write the answers on the board.
- Correct the exercise with the whole class.
Key:
1. I want to eat some junk food, but I am putting on weight.
2. I don’t want to be tired tomorrow, so I should go to bed early.
3. I have a temperature, and I feel tired.
4. I can exercise every morning, or I can
cycle to school.
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6’
3’
2’
Activity 5:
- Has students write the true sentences about them.
4. Free-Practice:
-Games: “shark attack”
C. Communication:
1. Lead-in:
-Asks Ss “ Where will you go if you have a very bad toothache?”
- Introduces the new lesson to students.
2. Pre- practice:
-Reminds Ss of health problems.
3. Controlled- practice:
Activity 5. Role-play.
- Ask students to work in pairs. Each student is the patient and other student is the doctor. Ask
them to choose one of the health problems to role-play a discussion.
Activity 6: Facts or Myths?
- Ask students to complete this task in pairs
- Correct the exercise with the whole class.
4. Free-Practice:
PROJECT:
- Asks students to do a survey about people’s health.
- Asks them to present their results.
5. Consolidation :
- Reminds sts the main ideas of the lesson
6. Homework :
- Asks the students to:
+ redo all exercises
+ do exercises in unit 1,2 ( exercise book )

+ Make mindmap for unit 1,2
7. Remarks:
* Self- evaluation:
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