Tiếng AnhLớp 7Unit 2. Healthy living

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
Identify and use the topic words: sunburn (cháy nắng), acne (mụn trứng cá), dim light (ánh sáng yếu), active (năng động), avoid (tránh), healthy (lành mạnh).
Understand the opening exchange about tired eyes after screen time and explain the function of each turn.
Give general health advice that fits the problem stated by the partner, and suggest adult help if the problem continues.

2. Competences

a) General competences

Self-control and independent learning: Ss complete the word-matching and ordering tasks on their own before checking with a partner.
Communication and collaboration: Ss work in pairs to practise the model dialogue and create a new four-turn exchange, listening to and responding to their partner.
Problem-solving and creativity: Ss choose a suitable reply for each situation and adapt the model by changing a detail to express their own meaning.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and listen to a short exchange about health, respond appropriately to a health problem, and write a four-turn exchange giving health advice.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the topic words sunburn, acne, dim light, active, avoid and healthy, and use the sentence pattern 'You should + verb' to give advice.

3. Personal qualities

Diligence: Ss finish all exercises in the lesson and practise the dialogue repeatedly until they can say it fluently.
Kindness: Ss show care for a classmate's health problem by giving sincere, safe advice in their speaking task.

II. Teaching aids and materials

1. Teacher

Textbook English 7 (Global Success), Unit 2, Getting Started
Projector, slides with the opening exchange and the word bank
Worksheet 1 (printed for each pair)
NeoEdu lesson page: neoedu.vn/learn/7/english/unit-2-getting-started (lesson explanation, examples and interactive exercises)

2. Students

Textbook and notebook
Pens and pencils
Worksheet 1 (shared within each pair)

III. Procedures

Activity 1: Warm-up · 5 minutes

Healthy Living Quick Talk

a) Aims

Ss activate prior knowledge about healthy living and get ready to talk about health problems in English.

b) Content

T shows a picture of a girl rubbing her eyes in front of a computer, and asks: 'What is wrong with her?' Ss answer in English with simple words, then the teacher asks: 'What should she do?'

c) Expected outcomes

Ss give short answers such as 'Her eyes are tired.' and 'She should take a break.' The class agrees on the topic 'Healthy living' written on the board.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the picture and asks: 'What is wrong with the girl? What should she do?' T introduces the title 'Unit 2: Healthy living'.
Students
Ss look at the picture and listen to the questions carefully.
Teacher
Step 2: Task performance
T gives Ss 1 minute to think and then asks them to discuss with the person next to them.
Students
Ss discuss in pairs and prepare one or two short answers in English.
Teacher
Step 3: Report and discussion
T calls on 2 or 3 pairs to share their answers and writes useful words on the board.
Students
Ss report, for example: 'Her eyes are tired.' / 'She should take a break and look away from the screen.'
Teacher
Step 4: Conclusion and assessment
T praises the answers and states the lesson goal: to talk about health problems and give advice. T writes the question 'What is wrong?' and the advice 'You should…' on the board.
Students
Ss copy the lesson title and the two key structures into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Topic Words for Healthy Living

a) Aims

Ss recognise and understand the meaning of the topic words sunburn, acne, dim light, active, avoid and healthy.

b) Content

T presents the six words from the word bank: sunburn (cháy nắng), acne (mụn trứng cá), dim light (ánh sáng yếu), active (năng động), avoid (tránh), healthy (lành mạnh). T models the pronunciation, and Ss repeat in chorus and individually. Ss then match the words with their meanings in Worksheet 1 (Exercise 4).

c) Expected outcomes

Ss match the words correctly: sunburn – cháy nắng; acne – mụn trứng cá; dim light – ánh sáng yếu. Ss can also say: active – năng động; avoid – tránh; healthy – lành mạnh. Ss copy the six words with meanings into their notebooks.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the word bank on the projector and says each word with its meaning. T asks Ss to listen and repeat. Then T gives Worksheet 1 to each pair and explains Exercise 4.
Students
Ss listen, repeat the words after T in chorus and then individually, and read the instructions of Exercise 4.
Teacher
Step 2: Task performance
T monitors and helps pairs. T asks guiding questions: 'Which word means cháy nắng? Do you know a sunburn situation?'
Students
Ss discuss in pairs and match the words with their meanings. Possible answers: 'Sunburn means cháy nắng.' / 'Dim light is ánh sáng yếu.'
Teacher
Step 3: Report and discussion
T calls on different pairs to give their matches and asks the class to check with the answer key on the slide.
Students
Ss report their answers. The class responds: 'Yes, that is right.' or 'No, the answer is…'
Teacher
Step 4: Conclusion and assessment
T confirms the correct matches and reminds Ss that acne, sunburn and dim light describe health problems, while active, avoid and healthy describe healthy habits.
Students
Ss correct their worksheet and write the six words with meanings in their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Understanding the Opening Exchange

a) Aims

Ss understand the opening exchange about tired eyes and the communicative purpose of each turn.

b) Content

T reads the model exchange aloud: Alex: My eyes feel tired after screen time. / Mai: You should take a break and look away from the screen. / Alex: Thank you for explaining. / Mai: You are welcome. T asks: 'What is Alex's problem? What does Mai do? Is Alex asking a question?' Ss then read the dialogue in pairs, switching roles.

c) Expected outcomes

Ss explain that: Alex states a health problem (tired eyes) and does not ask a question; Mai gives general advice (take a break and look away from the screen); Alex thanks Mai; Mai responds politely. Key idea: acknowledge the problem, give safe general advice, and suggest adult help if it continues.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the model dialogue on the slide and reads it aloud with expression. T asks the three guiding questions.
Students
Ss listen and follow the dialogue in their textbooks.
Teacher
Step 2: Task performance
T asks pairs to practise the dialogue, switching roles. T walks around and corrects pronunciation and intonation.
Students
Ss practise the dialogue in pairs. Possible answer to 'What is Alex's problem?': 'His eyes feel tired after using a screen.'
Teacher
Step 3: Report and discussion
T invites two pairs to perform the dialogue in front of the class and asks: 'Does Mai answer the problem? Why is her reply suitable?'
Students
Ss perform. Possible answer: 'Mai answers the problem because she gives advice about the tired eyes.'
Teacher
Step 4: Conclusion and assessment
T summarises the function of each turn and writes the key idea on the board: 'Acknowledge the problem, give safe general advice, and suggest adult help if it continues.' T also points out the pattern 'You should + verb'.
Students
Ss write the key idea and the pattern 'You should + verb' in their notebooks.

Activity 3: Practice · 8 minutes

Checking Understanding with Worksheet 1

a) Aims

Ss consolidate the topic words and the structure of the opening exchange through guided exercises.

b) Content

Ss complete Worksheet 1 in pairs: Exercise 1: Choose the correct communicative purpose of Mai's first reply. Exercise 2: Choose the reply that fits Alex's opening statement. Exercise 3: Decide whether each statement about the exchange is True or False. Exercise 4: Write the English word meaning 'mụn trứng cá' from the word bank. Exercise 5: Put the original conversation in the correct order.

c) Expected outcomes

Answer key:

Exercise 1: A. giving health advice (Mai gives general advice to take a break and look away from the screen.)
Exercise 2: B. 'You should take a break and look away from the screen.' (It acknowledges the problem and gives safe advice.)
Exercise 3: a) False (Alex starts with a statement, not a question). b) False (Mai replies after Alex speaks). c) True (Alex thanks Mai after her advice.)
Exercise 4: acne (The target word is acne.)
Exercise 5: Alex: My eyes feel tired after screen time. / Mai: You should take a break and look away from the screen. / Alex: Thank you for explaining. / Mai: You are welcome.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives instructions for Worksheet 1 and sets a time limit of 5 minutes for the exercises.
Students
Ss read the instructions and the questions of Worksheet 1.
Teacher
Step 2: Task performance
T monitors and reminds Ss that a correct keyword is not enough; the reply must fit the context.
Students
Ss work in pairs to complete the five exercises and explain their choices. Possible answer: 'B is correct because it gives advice about the tired eyes, while A and C do not fit the problem.'
Teacher
Step 3: Report and discussion
T calls on some pairs to read their answers and checks the answer key on the slide.
Students
Ss report the answers and compare with the key. They correct their mistakes.
Teacher
Step 4: Conclusion and assessment
T points out the common mistake: choosing a reply only because it contains a familiar word. T emphasises using the complete context.
Students
Ss note the correct answers and the reminder in their notebooks.

Activity 4: Application · 10 minutes

Giving Health Advice in a New Exchange

a) Aims

Ss create and perform their own four-turn exchange giving health advice, using at least one topic word.

b) Content

Working in pairs, Ss create a new four-turn exchange in which one partner describes a health problem (for example: sunburn, acne, dim light, or tired eyes) and the other partner gives safe general advice. Ss must use at least one topic word and respond meaningfully to their partner. Ss can also practise the exchange on the NeoEdu lesson page at neoedu.vn/learn/7/english/unit-2-getting-started.

c) Expected outcomes

Each pair writes and performs a four-turn exchange. Example product:
A: My face is red and hurts after the beach.
B: You should stay out of the sun and use a cream. (Sunburn is a health problem; the advice is general.)
A: Thank you for telling me.
B: You are welcome. If it continues, you should ask an adult for help.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and writes the criteria on the board: communicative purpose, suitable response, topic language, clear delivery. T gives an example of a new exchange.
Students
Ss listen and note the four criteria.
Teacher
Step 2: Task performance
T gives pairs 4 minutes to write and rehearse their exchanges, and reminds them to change a detail of the model to express their own meaning.
Students
Ss write and rehearse their four-turn exchanges, using at least one topic word such as sunburn, acne, dim light, active, avoid or healthy.
Teacher
Step 3: Report and discussion
T invites 2 or 3 pairs to perform in front of the class. The class listens and gives feedback on the response and the use of topic words.
Students
Ss perform. Other Ss respond: 'Your advice is good because…' or 'Can you use a different word?'
Teacher
Step 4: Conclusion and assessment
T praises effective exchanges and reminds Ss of the key idea: acknowledge the problem, give safe general advice, and suggest adult help if it continues. T assigns homework.
Students
Ss write down the key idea and the new exchange in their notebooks.

Worksheets

Worksheet 1

Exercise 1: What communicative purpose does Mai's first reply serve?

A. giving health advice
B. asking for a reason
C. making a suggestion
D. expressing a preference

Exercise 2: Which reply fits Alex's opening statement?

A. The missing bag is blue.
B. You should take a break and look away from the screen.
C. I cannot answer because you did not ask a question.
D. Thank you for the birthday present.

Exercise 3: Read the opening exchange. Write True or False.

a) Alex asks a question.
b) Mai replies before Alex speaks.
c) Alex thanks Mai.

Exercise 4: Word bank: sunburn, acne, dim light, active, avoid, healthy. Write the English word meaning 'mụn trứng cá': ____

Exercise 5: Put the original conversation in the correct order.

Mai: You are welcome.
Alex: Thank you for explaining.
Alex: My eyes feel tired after screen time.
Mai: You should take a break and look away from the screen.

Exercise 6: Match the topic words with their meanings.

sunburn – ____
acne – ____
dim light – ____
(cháy nắng; mụn trứng cá; ánh sáng yếu)

Homework

Write a new four-turn exchange in which one person describes a health problem (for example: sunburn, acne, or dim light) and the other person gives safe general advice. Use at least one topic word from the lesson.
Practise the model dialogue and your new exchange aloud with a family member, and change at least one detail to express your own meaning.
Review the six topic words (sunburn, acne, dim light, active, avoid, healthy) and write one sentence with each word in your notebook.
Revisit the NeoEdu lesson page at neoedu.vn/learn/7/english/unit-2-getting-started to do the interactive exercises for Getting Started.

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