Tiếng AnhLớp 7Unit 2. Healthy living

Giáo án Communication

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to: Use the expressions for giving health advice (e.g., “You should take a break and look away from the screen.”) in a short exchange.
Explain the three-step pattern of a helpful reply: acknowledge the problem, give safe general advice, and suggest adult help if the problem continues.
Apply clarification and repair expressions (“Could you say that again?”, “Do you mean…?”) when a listener is unsure of a detail.

2. Competences

a) General competences

Self-control and independent learning: Ss plan the information they need before speaking and check their own sentences against the three-step pattern.
Communication and collaboration: Ss take turns in pairs and groups, listen to their partners, ask for repetition, and paraphrase key details.
Problem-solving and creativity: Ss choose a realistic unhealthy habit at school and propose three practical tips to change it.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss give health advice in role-play, respond to a relevant question, repair a misunderstanding, and write a short healthy-habit poster.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the six topic words (sunburn, acne, dim light, active, avoid, healthy) and the structure “should + bare infinitive” correctly in context.

3. Personal qualities

Diligence: Ss complete the worksheet and the poster on time and check their answers carefully.
Responsibility: Ss give safe, general advice and always suggest asking an adult for help if a health problem continues.
Kindness: Ss listen patiently to their partners, give supportive advice, and avoid making fun of classmates’ habits.

II. Teaching aids and materials

1. Teacher

Lesson slides or board with the model dialogue: A: My eyes feel tired after screen time. B: You should take a break and look away from the screen.
Worksheet No. 1 (printed for each pair)
Vocabulary cards: sunburn (cháy nắng), acne (mụn trứng cá), dim light (ánh sáng yếu), active (năng động), avoid (tránh), healthy (lành mạnh)
Timer, sticky notes, large sheets of poster paper
NeoEdu learning page (lesson presentation, examples and interactive exercises): neoedu.vn/learn/7/english/unit-2-communication

2. Students

English 7 textbook, notebook, pen, pencil
Colored markers and sticky notes for the poster
Ruler and scissors (optional, for cutting poster parts)

III. Procedures

Activity 1: Warm-up · 5 minutes

Healthy Words Guessing

a) Aims

Ss activate prior knowledge about healthy living and recall the topic vocabulary before the new communication task.

b) Content

T writes the six words on the board: sunburn, acne, dim light, active, avoid, healthy. Ss work in pairs and say one situation or habit that each word relates to. Example question from T: “What can happen to your skin if you stay too long in the strong sun?”
Expected answer: “Sunburn.”

c) Expected outcomes

Ss match or describe the words in simple English, for example:

sunburn: skin becomes red and painful after too much sun
dim light: reading or using a screen in poor light
active: moving and playing a lot every day
avoid: staying away from something harmful
healthy: good for the body

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the six words on the board and asks: “What do these words have to do with staying healthy?” T gives 2 minutes for pair work.
Students
Ss read the words silently and listen to the instruction. They ask T if any word is unclear.
Teacher
Step 2: Task performance
T walks around, listens to pairs, and gives hints if needed (e.g., “Think about the sun.”).
Students
Pairs discuss and make short sentences with each word. Expected sentence: “Sunburn happens when we stay in the sun for too long.”
Teacher
Step 3: Report and discussion
T invites 3 pairs to share their sentences and asks the class: “Do you agree?”
Students
Selected pairs read their sentences aloud. Other Ss listen and give a thumbs-up or ask a question.
Teacher
Step 4: Conclusion and assessment
T confirms the meanings of the words and explains that these words will be used in the health-advice conversation. T writes the Vietnamese meanings next to the English words on the board.
Students
Ss copy the vocabulary list into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Giving Health Advice

a) Aims

Ss understand the communicative purpose of giving health advice and the three-step pattern of a helpful reply.

b) Content

T presents the model exchange:
A: My eyes feel tired after screen time.
B: You should take a break and look away from the screen.
T asks guiding questions:

“What is the problem?” Expected answer: “Eyes feel tired after screen time.”
“What advice does B give?” Expected answer: “Take a break and look away from the screen.”
“What makes this advice helpful?” Expected answer: “It acknowledges the problem and gives safe general advice.”
T then asks Ss to read the model in pairs and replace the problem with another safe health issue from the warm-up.

c) Expected outcomes

Ss write the key pattern in their notebooks:

Acknowledge the problem: “My eyes feel tired after screen time.”
Give safe general advice: “You should take a break and look away from the screen.”
Suggest adult help if it continues: “If it continues, you should tell an adult.”
Key note: Helpful advice is safe and general, and it always recommends adult help when a problem lasts.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the model dialogue on the board or on the NeoEdu page and asks: “What is the problem, and what is the advice?”
Students
Ss read the dialogue silently and answer T’s questions with a partner.
Teacher
Step 2: Task performance
T uses the ‘Think–Pair–Share’ technique: Ss think individually for 1 minute, then discuss with a partner. T listens and prompts: “Is the advice safe?”
Students
Ss identify the three parts of the reply. Expected answer: “The first part shows the problem, the second part gives advice, and the third part suggests an adult.”
Pairs practise the model with a different problem, e.g., “My skin hurts after playing outside all day.” Expected reply: “You should stay in the shade and wear a hat.”
Teacher
Step 3: Report and discussion
T calls on 2–3 pairs to perform their short dialogues and asks the class to check the three-step pattern.
Students
Pairs perform. Listeners say whether the reply includes the three parts and give feedback.
Teacher
Step 4: Conclusion and assessment
T summarises the pattern on the board and reads the key note aloud. T reminds Ss that advice must be safe and general, not a medical diagnosis.
Students
Ss copy the pattern and the key note into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Listen, Check and Repair

a) Aims

Ss learn how to ask for repetition, check understanding and paraphrase a key detail when a conversation is unclear.

b) Content

T introduces three repair expressions on the board:

“Could you say that again?” (asking for repetition)
“Do you mean…?” (checking understanding)
“Could you explain one detail, please?” (asking for clarification)
T models the strategy: Ss listen to a partner’s advice, say which detail is unclear, ask a focused question, and then paraphrase the answer in their own words.
Question from T: “If you did not hear the word ‘break’, what would you say?” Expected answer: “Could you say that again, please?”

c) Expected outcomes

Ss understand and can use the three repair expressions. Key repair steps:

Pause politely.
Say which detail is unclear.
Ask a focused question.
Confirm the answer by paraphrasing one key detail.
Example: A: Do you mean I should stop using the screen for a while? B: Yes, take a short break.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the repair steps on the board and asks Ss to think about a situation when they did not understand a partner.
Students
Ss listen to the instruction and recall a time they needed to ask a question in class or at home.
Teacher
Step 2: Task performance
T asks pairs to read the short exchange below and find the repair expression. T monitors and corrects pronunciation of “Could you say that again?” if needed.
A: You should take a break and look away from the screen.
B: Sorry, could you say that again?
A: Yes. Take a break and look at something far away.
Students
Pairs read the exchange aloud and identify the repair expression. Expected answer: “Could you say that again?”, followed by a paraphrase of the key detail.
Teacher
Step 3: Report and discussion
T asks 2 pairs to show their repair exchange and invites the class to say whether the paraphrase keeps the same meaning.
Students
Pairs present. Other Ss answer: “Yes, the meaning is the same” or “No, the detail is missing.”
Teacher
Step 4: Conclusion and assessment
T confirms that repair is a normal part of communication and that paraphrasing shows understanding. T writes the reminder on the board.
Students
Ss write the repair expressions and the four repair steps in their notebooks.

Activity 3: Practice · 12 minutes

Worksheet Practice

a) Aims

Ss consolidate the communicative functions of giving advice and repairing a conversation through relevant responses, ordering and matching tasks.

b) Content

Ss complete Worksheet No. 1 in pairs. T uses the NeoEdu interactive exercises for quick checking after pair work. Ss check their answers with another pair before T gives the answer key.

c) Expected outcomes

Answer key for Worksheet No. 1:

Exercise 1: C. You should take a break and look away from the screen. (Acknowledge the problem, give safe general advice, and suggest adult help if it continues.)
Exercise 2: B. Could you say that again, please? (A clarification request should be polite and identify the communication problem.)
Exercise 3: B, D, C, A. (My eyes feel tired after screen time. → You should take a break and look away from the screen. → Could you explain one detail, please? → Of course. Let me give an example.)
Exercise 4: a) True; b) False; c) True. (Communication involves relevance and listening, not only grammar.)
Exercise 5: ask for repetition – Could you say that again?; check understanding – Do you mean this?; invite a view – What do you think?
Key idea: A correct keyword does not make an irrelevant response correct. Use the complete context.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet No. 1 and explains the four parts (A: multiple choice, B: ordering, C: true/false, D: matching). T sets a time limit of 8 minutes.
Students
Ss read the instructions and ask T if any word is unclear.
Teacher
Step 2: Task performance
T monitors pairs, checks understanding of “relevant” and “clarification,” and reminds Ss to read the whole context before answering.
Students
Pairs complete the four parts and discuss their answers. Expected difficulty: some Ss choose C in Exercise 2 because it contains a question word; T asks them to look at the word “again.”
Teacher
Step 3: Report and discussion
T calls on different pairs to give answers to each exercise and asks the class to vote with hands or thumbs if they agree.
Students
Pairs give answers and explain their reasons in one sentence. Other Ss agree or ask a question.
Teacher
Step 4: Conclusion and assessment
T gives the answer key and explains the reasons for each answer. T emphasises: “A correct word does not make a response correct; the response must answer the real question.”
Students
Ss check and correct their worksheets and write the correct answers in their notebooks.

Activity 4: Application · 10 minutes

Healthy-Habit Campaign Poster

a) Aims

Ss apply the communicative functions and topic vocabulary to create a healthy-habit campaign poster for their school.

b) Content

Ss work in groups of four. Each group chooses one common unhealthy habit at school (e.g., using screens for a long time during break, skipping breakfast, or sitting in dim light while reading). Ss explain its effects in general terms, without diagnosing anyone, and write three practical tips using “You should…” or “Try to…”.
T’s guiding questions:

“What is one habit many students have at school?”
“What can this habit cause, in general?”
“What are three simple tips to change it?”

c) Expected outcomes

Each group produces a poster with:

A title (e.g., “Take a Break from the Screen!”)
One unhealthy habit
A short explanation of its general effects (e.g., “Using a screen too long can make your eyes feel tired.”)
Three practical tips (e.g., “You should take a break every 30 minutes.” / “Try to read in bright light.” / “Avoid eating too many sweets.”)
One follow-up question and one answer for a classmate, using the repair expressions.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the poster task and shows a sample poster outline on the board. T reminds Ss to keep the advice safe and to avoid naming or judging any student.
Students
Ss listen, form groups of four, and choose a group leader and a note-taker.
Teacher
Step 2: Task performance
T circulates and asks guiding questions, e.g., “Is this tip safe?” or “Should you suggest asking an adult here?”
Students
Groups brainstorm the habit, write the effects, draft three tips, and design the poster on large paper. Expected tip: “You should drink water instead of sweet drinks.”
Teacher
Step 3: Report and discussion
T invites each group to present its poster in 1 minute and asks the class: “Can you ask a question about one tip?”
Students
Groups present. Classmates ask a clarification question (e.g., “Do you mean we should stop using screens completely?”) and the presenting group repairs the detail by paraphrasing.
Teacher
Step 4: Conclusion and assessment
T gives feedback on content, language and cooperation, then reminds Ss to suggest adult help if a health problem continues. T writes the lesson’s key sentence on the board: “Acknowledge the problem, give safe general advice, and suggest adult help if it continues.”
Students
Ss copy the key sentence and note one improvement for their poster.

Worksheets

Worksheet No. 1

Part A. Choose the correct answer.

A partner says: “My eyes feel tired after screen time.” Choose a relevant response.

A. That is my examination number.
B. The question has no meaning in English.
C. You should take a break and look away from the screen.
D. I am returning this lost umbrella.

Which phrase politely asks the speaker to repeat?

A. Could you give an example, please?
B. Could you say that again, please?
C. Could you explain why, please?
D. Could you tell me when, please?

Part B. Put the lines in the logical order (write the letters in order).

A. Of course. Let me give an example.
B. My eyes feel tired after screen time.
C. Could you explain one detail, please?
D. You should take a break and look away from the screen.

Part C. Write T (True) or F (False).
a) Respond to the actual question.
b) Interrupt whenever you know one word.
c) Ask for clarification if you are unsure.

Part D. Match each communicative action with the correct expression.

ask for repetition
check understanding
invite a view

a) Do you mean this?
b) What do you think?
c) Could you say that again?

Homework

Finish the healthy-habit campaign poster with your group. Check that it includes one habit, its general effects, and three practical tips using “You should…” or “Try to…”.
Write a short dialogue of 4–6 lines with a new health problem (e.g., sunburn or dim light). Include one clarification question and one paraphrase.
Practise the model dialogue at home with a family member. Ask them to say which detail is unclear so you can use “Could you say that again?” or “Do you mean…?”.
Review the six topic words (sunburn, acne, dim light, active, avoid, healthy) and write one sentence with each word in your notebook.
Prepare for the next lesson by reading the Unit 2 Communication page on NeoEdu: neoedu.vn/learn/7/english/unit-2-communication.

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