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Giáo án Tiếng Anh 7
Tiếng AnhLớp 7Unit 2. Healthy living

Giáo án A Closer Look 2

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify the three basic patterns of simple sentences: subject + verb (“We exercise”), subject + verb + object (“Mai drinks water”), and subject + be + adjective (“She is active”).
    • Find the subject of a simple sentence, even when the subject contains several words.
    • Use the present simple with the correct form of be and of the verb (He is tired; They walk every morning).
    • Use imperatives to give health advice and avoid joining two unrelated clauses with just a comma.

2. Competences

a) General competences

  • Self-control and independent learning: Ss work out the subject, the verb and the pattern of each sentence by themselves before checking with a partner.
  • Communication and collaboration: Ss discuss sentence patterns in pairs and groups, and explain their answers clearly to the class.
  • Problem-solving and creativity: Ss reorder jumbled words, judge whether sentences are complete, and write their own safe health advice.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read the health text, talk about healthy habits, and write a short paragraph of 60–80 words giving advice to reduce the spread of viruses.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary sunburn, acne, dim light, active, avoid and healthy, and apply the simple sentence patterns and the present simple correctly in context.

3. Personal qualities

  • Diligence: Ss complete every exercise in the lesson and check their own grammar before submitting.
  • Responsibility: Ss give safe, sensible health advice in their writing and recognise that no routine promises that a person will never become ill.
  • Honesty: Ss assess their own answers truthfully and admit mistakes when the teacher gives the answer key.
  • Kindness: Ss support classmates who find sentence patterns difficult by explaining patiently in pairs or groups.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board with slides of the lesson content and example
  • Pictures of people exercising, eating fresh vegetables, wearing a hat, and washing hands
  • Worksheet 1 (copied for each pair)
  • NeoEdu lesson page with interactive exercises: neoedu.vn/learn/7/english/unit-2-a-closer-look-2
  • Timer and small cards in two colours for the sentence-sorting game

2. Students

  • Textbook English 7 (Global Success), Unit 2
  • Notebook, pen, pencil and eraser
  • Mini whiteboard and marker (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

What Keeps You Healthy?

a) Aims

Ss recall healthy habits and vocabulary from the unit and get ready to notice the structure of simple sentences.

b) Content

Ss look at pictures of people exercising, eating fresh vegetables, wearing a hat and washing hands. Ss answer the question “What do you do to stay healthy?” using one short sentence each, for example “I exercise every morning.”

c) Expected outcomes

A list of about five healthy habits written on the board, such as “We exercise”, “Wear a hat”, “Wash your hands”, “Eat fresh vegetables”, “Get enough rest”, together with the words healthy, active and avoid.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the pictures and asks: “What do you do to stay healthy? Give me one sentence.” T models: “I drink water every day.”

    Students

    Ss look at the pictures and think of one healthy habit they do or can do.

  2. Teacher

    Step 2: Task performance

    T walks around and helps Ss with words they do not know. T writes useful verbs on the board.

    Students

    Ss say their sentences to a partner. Ss may answer “I exercise”, “I eat fresh vegetables”, “I wash my hands before meals”.

  3. Teacher

    Step 3: Report and discussion

    T invites 4–5 Ss to say their sentences to the class and writes them on the board.

    Students

    Ss read their sentences aloud. Other Ss listen and repeat the words healthy, active, avoid.

  4. Teacher

    Step 4: Conclusion and assessment

    T points out that all the sentences are short and complete, and says: “Today we will look closely at how simple sentences are built.”

    Students

    Ss note the title of the lesson in their notebook.

Activity 2.1: Knowledge formation · 12 minutes

Three Patterns of Simple Sentences

a) Aims

Ss identify the three basic patterns of simple sentences and find the subject, even when the subject has several words.

b) Content

T presents the key idea: a simple sentence contains one main clause. T writes three examples on the board: “We exercise” (subject + verb), “Mai drinks water” (subject + verb + object), “She is active” (subject + be + adjective). T then writes “Mai and Nam walk to school” and asks Ss to decide whether it is still one simple sentence. Ss work in pairs with Worksheet 1, Part A.

c) Expected outcomes

Ss complete Part A of Worksheet 1:

  • Pattern 1 (S + V): We exercise.
  • Pattern 2 (S + V + O): Mai drinks water.
  • Pattern 3 (S + be + adj): She is active.
  • “Mai and Nam walk to school” is a simple sentence with one shared verb phrase “walk to school”.
  • Key takeaway: a subject or object can contain several words, but the sentence still has one main clause.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the three examples and asks: “How many verbs are there in each sentence? What comes after the verb?” T gives Worksheet 1, Part A to each pair.

    Students

    Ss read the examples silently and get ready to answer T’s questions.

  2. Teacher

    Step 2: Task performance

    T asks pairs to label the subject, verb and object or adjective in each sentence, and to decide whether “Mai and Nam walk to school” is simple. T monitors and gives hints such as “Look at the word after be.”

    Students

    Ss work in pairs. Expected answer: “We” is the subject, “exercise” is the verb; “Mai” is the subject, “drinks” is the verb, “water” is the object; “She” is the subject, “is” is the verb, “active” is the adjective. For “Mai and Nam walk to school”, Ss say: “Yes, it is simple because Mai and Nam is one subject and walk is one shared verb.”

  3. Teacher

    Step 3: Report and discussion

    T calls on one pair to report Pattern 1 and Pattern 2, and another pair to report Pattern 3 and the sentence with “Mai and Nam”. T asks the class: “Do you agree?”

    Students

    Pairs present their answers. Other Ss say “I agree” or “I think the subject is…” and give reasons.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises on the board: Simple sentence = one main clause. Pattern 1: S + V. Pattern 2: S + V + O. Pattern 3: S + be + adj. T stresses that “Mai and Nam” is one subject, so the sentence is still simple.

    Students

    Ss copy the three patterns into their notebook with one example each.

Activity 2.2: Knowledge formation · 12 minutes

Imperatives and Avoiding Comma Splices

a) Aims

Ss use imperatives to give clear health advice and recognise that two unrelated clauses cannot be joined with just a comma.

b) Content

T reads the sentence “Wear a hat.” and asks Ss to identify the verb and whether there is a subject. T then writes “Do not join unrelated clauses with just a comma” and shows the wrong example “Wash your hands, these habits can help.” Ss work in groups of four using a sentence-sorting game: they sort cards into “Complete simple sentence” and “Needs correction” and fix the wrong ones.

c) Expected outcomes

Ss’ group chart with two columns:

  • Imperative advice: Wear a hat. / Wash your hands with soap and water before meals. / Use your own drinking bottle instead of sharing one.
  • Corrected sentence: “Wash your hands, these habits can help.” becomes “Wash your hands. These habits can help.” or “Wash your hands because these habits can help.”
  • Key takeaway: imperatives have no subject shown; two unrelated clauses need a full stop or a connector.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the game. Each group receives 8 cards, and T asks them to sort the cards into two piles and to correct the faulty ones.

    Students

    Ss listen and form groups of four. Each group takes an envelope of sentence cards.

  2. Teacher

    Step 2: Task performance

    T circulates and asks guiding questions such as “Is there a subject in this sentence?” and “Are these two ideas related?”

    Students

    Groups discuss and sort the cards. Expected answers: “Wear a hat.” is a correct imperative; “Wash your hands, these habits can help.” needs correction; the group writes the corrected version.

  3. Teacher

    Step 3: Report and discussion

    T asks a representative from each group to read one correct sentence and one corrected sentence, and asks the class: “Why is the comma not enough?”

    Students

    Each representative reads aloud. Other groups say whether they agree and give reasons, for example “Two different ideas need a full stop.”

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and writes on the board: Imperative = verb + rest, no subject needed (Wear a hat.). Do not join unrelated clauses with just a comma; use a full stop or a connector.

    Students

    Ss write the rule in their notebook and add one imperative from the lesson.

Activity 3: Practice · 10 minutes

Checking Sentence Patterns

a) Aims

Ss apply the rules of simple sentences, subject identification and the present simple to complete exercises.

b) Content

Ss complete Worksheet 1, Parts B and C, in pairs. Part B contains multiple-choice and fill-in items from the textbook exercises. Part C asks Ss to reorder words and to judge the grammar of sentences.
Worksheet 1 Part B:

  1. Choose a complete simple sentence: A. In the evening. B. My brother well. C. My brother sleeps well. D. Because my brother sleeps.
  2. Mai and Lan ___ active. A. be B. are C. is D. am
  3. Choose sensible advice for strong sunlight: A. Wear a hat. B. Read in dim light. C. Skip all meals. D. Touch your face repeatedly.
  4. The subject in “Fresh vegetables help us” is: A. help B. us C. vegetables help D. Fresh vegetables
  5. Use the present simple: He ___ (be) tired. They ___ (walk) every morning.
    Worksheet 1 Part C:
  6. Put the words in order: We / eat / fresh vegetables / every day.
  7. Judge the grammar: a) My brother sleeps well. b) My brother well.

c) Expected outcomes

Answers to Worksheet 1:

  1. C – a subject and a finite verb form a complete main clause.
  2. B – are (two people form a plural subject).
  3. A – Wear a hat, because a hat protects the skin from strong sunlight.
  4. D – Fresh vegetables is the noun phrase before the verb.
  5. is / walk – “He is tired”; “They walk every morning”.
  6. We eat fresh vegetables every day.
  7. a) Đ (correct); b) S (incorrect; there is no finite verb).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the instructions of Parts B and C and gives one minute to read silently. T reminds Ss: “Find the subject first, then choose the pattern.”

    Students

    Ss read the questions and note the key words.

  2. Teacher

    Step 2: Task performance

    Pairs work together. T monitors and checks the answers of weaker pairs. T may use the NeoEdu page for extra interactive practice when pairs finish early.

    Students

    Pairs answer the questions. Expected difficult point: some Ss may choose D in Item 1 because the sentence looks long; T asks, “Does it have a main verb?”

  3. Teacher

    Step 3: Report and discussion

    T shows the answers on the projector and asks pairs with different answers to explain their reasoning.

    Students

    Pairs compare their answers with the key and explain any mistakes.

  4. Teacher

    Step 4: Conclusion and assessment

    T emphasises: a complete simple sentence needs a subject and a finite verb; the present simple uses is for he/she/it and base verbs for they/we/you.

    Students

    Ss correct their worksheets with a different colour pen.

Activity 4: Application · 6 minutes

Writing Safe Health Advice

a) Aims

Ss write a short paragraph giving safe advice about habits that reduce the spread of viruses, using simple sentences and imperatives.

b) Content

Ss write 60–80 words of advice about habits that reduce the spread of viruses. The paragraph must include handwashing, not sharing bottles, and asking an adult for help when unwell. Ss use at least three imperatives and check that each sentence is complete.

c) Expected outcomes

A paragraph of 60–80 words. A model answer for reference only:
“We can build habits that help reduce the spread of viruses. Wash your hands with soap and water before meals and after using the toilet. Use your own drinking bottle instead of sharing one. If you feel unwell, tell an adult and follow local health advice. Keep a comfortable routine with enough rest. These habits can help, but no routine promises that a person will never become ill.”
Teacher assessment (10 points): task and content 4; relevant organisation 2; grammar and vocabulary 3; spelling and punctuation 1.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the task on the board and reminds Ss to include handwashing, not sharing bottles, and asking an adult for help. T shows the scoring criteria.

    Students

    Ss read the task and the criteria and plan three or four ideas in their notebook.

  2. Teacher

    Step 2: Task performance

    Ss write individually for about 4 minutes. T walks around and checks that each sentence has a subject and a verb.

    Students

    Ss write their paragraph. Expected sentences: “Wash your hands with soap and water.” / “Do not share your drinking bottle.” / “Tell an adult if you feel unwell.”

  3. Teacher

    Step 3: Report and discussion

    T invites two or three Ss to read their paragraphs aloud and asks the class to check one sentence each for completeness.

    Students

    Ss read their paragraphs. Classmates say whether the sentence is complete and suggest corrections.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives brief feedback on content, grammar and vocabulary, and reminds Ss that the model is only one possible answer.

    Students

    Ss revise their paragraph and keep it for homework.

Worksheets

Phiếu học tập số 1

Worksheet 1: Simple Sentences
Part A. Identify the pattern of each sentence (S + V / S + V + O / S + be + adj):

  • We exercise.
  • Mai drinks water.
  • She is active.
  • Mai and Nam walk to school. Is this a simple sentence? Why?

Part B. Choose the correct answer:

  1. Choose a complete simple sentence. A. In the evening. B. My brother well. C. My brother sleeps well. D. Because my brother sleeps.
  2. Mai and Lan ___ active. A. be B. are C. is D. am
  3. Choose sensible advice for strong sunlight. A. Wear a hat. B. Read in dim light. C. Skip all meals. D. Touch your face repeatedly.
  4. The subject in “Fresh vegetables help us” is: A. help B. us C. vegetables help D. Fresh vegetables
  5. Use the present simple. He ___ (be) tired. They ___ (walk) every morning.

Part C. Put the words in order and judge the sentences:
6. We / eat / fresh vegetables / every day.
7. Judge: a) My brother sleeps well. b) My brother well. (Write Đ for correct, S for incorrect.)

Homework

  • Finish the paragraph of 60–80 words giving safe advice about habits that reduce the spread of viruses. Include handwashing, not sharing bottles and asking an adult for help when unwell. Check that every sentence has a subject and a finite verb.
  • Go to neoedu.vn/learn/7/english/unit-2-a-closer-look-2 and complete the interactive exercises on simple sentences and the present simple.
  • Write three simple sentences about your own healthy habits, using the three patterns: S + V, S + V + O, and S + be + adj. Underline the subject in each sentence.

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