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

Giáo án Looking Back

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

  • Ss can:
  • identify S/V
  • write simple
  • give advice
  • /f/ vs /v/
  • topic words

2. Competences

a) General competences

  • Self-control and independent learning: Ss review Unit 2 independently by checking their own sentences against the model patterns and correcting their own mistakes.
  • Communication and collaboration: Ss work in pairs to check answers, share ideas and role-play giving healthy-living advice politely.
  • Problem-solving and creativity: Ss repair incorrect sentences, choose suitable advice for given health problems and create their own short advice dialogues.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and imitate the /f/ and /v/ contrast, read and answer questions on simple sentences, speak to give advice in a role-play and write correct sentences.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss apply the rules of simple sentences, subject-verb agreement (Mai and Lan are active), the imperative for advice, the words active, avoid, healthy and sunburn, and the /f/ and /v/ sounds.

3. Personal qualities

  • Diligence: Ss complete all review exercises on time and check their own work carefully.
  • Responsibility: Ss take their role in pair work seriously and correct their own mistakes.
  • Honesty: Ss admit the mistakes they make in sentence building and in pronunciation and accept feedback from peers and the teacher.
  • Kindness: Ss give supportive, polite advice to their partners when role-playing a health problem and remind them to ask an adult for help if the problem continues.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard with slides of the lesson content and exercises
  • Audio recording of the words fan, van, leaf, leave
  • Picture cards of healthy habits (exercising, drinking water, sleeping well, wearing a hat)
  • Worksheet 1 printed for each pair
  • NeoEdu learning page for Unit 2 review: neoedu.vn/learn/7/english/unit-2-looking-back (interactive exercises)

2. Students

  • Student's book English 7 (Global Success), Unit 2
  • Notebook, pencil, eraser, ruler
  • Small whiteboard or sheet of paper for pair work
  • Smartphone or tablet to access the NeoEdu review exercises if the teacher allows

III. Procedures

Activity 1: Warm-up · 5 minutes

Healthy habits brainstorm

a) Aims

Warm-up: activate Ss' prior knowledge of the topic healthy living and prepare them for the review of Unit 2.

b) Content

Ss look at the picture cards (exercising, drinking water, sleeping well, wearing a hat) and answer the question: “What do you do to stay healthy?” Ss use short sentences with the words healthy, active and avoid.

c) Expected outcomes

Ss give 4 to 5 sentences, for example:

  • “We exercise every day.”
  • “Mai drinks water after sport.”
  • “She is active in the morning.”
  • “I avoid junk food.”
    T writes the topic words healthy, active and avoid on the board.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture cards and asks: “What do you do to stay healthy? Tell me in one or two sentences.” T introduces the aim of the lesson: to review simple sentences, pronunciation and topic language of Unit 2.

    Students

    Ss listen carefully and look at the pictures.

  2. Teacher

    Step 2: Task performance

    T gives Ss 1 minute to think, then asks them to share their ideas with a partner.

    Students

    Ss think silently and discuss with a partner, using the words healthy, active and avoid if they can.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 or 4 Ss to report and writes their sentences on the board. T corrects gently if needed.

    Students

    Ss read their sentences aloud. Possible answers: “We exercise every day.” / “I avoid junk food.” / “She is active.”

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the answers and says: “Today we will check how well you can build simple sentences, pronounce /f/ and /v/ and use topic words.”

    Students

    Ss write the lesson title in their notebooks: Looking Back – Unit 2.

Activity 2.1: Knowledge formation · 8 minutes

Simple sentences: structure and repair

a) Aims

Systematise the structure of simple sentences: subject + verb, subject + verb + object, subject + be + adjective, and imperatives for advice.

b) Content

T displays three patterns on the board:

  • subject + verb: “We exercise”
  • subject + verb + object: “Mai drinks water”
  • subject + be + adjective: “She is active”
    Ss then consider: “Mai and Nam walk to school” (one shared verb phrase, still a simple sentence) and “Wear a hat.” (an imperative for advice).
    Question for Ss: “Is ‘Because my sister sleeps’ a complete sentence? Why not?”

c) Expected outcomes

Ss copy the table into their notebooks:

  • Pattern 1: subject + verb (We exercise.)
  • Pattern 2: subject + verb + object (Mai drinks water.)
  • Pattern 3: subject + be + adjective (She is active.)
  • Imperative for advice (Wear a hat.)
    Key idea: a simple sentence has one main clause. Do not join unrelated clauses with just a comma.
    Expected answer: “Because my sister sleeps” is not complete because it has no main clause.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three patterns on the board and asks Ss to read the examples aloud. T asks: “Which part is the subject? Which part is the verb?”

    Students

    Ss read the examples and listen to T's questions.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and identify the subject and the finite verb in “Mai and Nam walk to school” and “A short walk helps me relax.”

    Students

    Ss discuss in pairs. Expected answers: “Mai and Nam” / “walk”; “A short walk” / “helps”.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to share. T asks: “Is ‘Because my sister sleeps’ a complete sentence?”

    Students

    Ss answer: “No, it is not complete because it has no main clause; it needs a main clause after it.”

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the patterns, emphasises the key rule (one main clause; no comma splice) and models an imperative for advice: “Wear a hat.” T reminds Ss: a correct keyword does not make an irrelevant answer correct; always use the complete context.

    Students

    Ss copy the summary and the key rule into their notebooks.

Activity 2.2: Knowledge formation · 6 minutes

Pronunciation: /f/ and /v/

a) Aims

Recognise and pronounce the voiceless /f/ and the voiced /v/ and distinguish them in words.

b) Content

T models the sounds:

  • /f/: air passes between the lower lip and upper teeth, no voice (fan)
  • /v/: same position, with voice (van)
    Ss touch their throat to feel the vibration in van. Ss listen to and repeat fan, van, leaf and leave, paying attention to the final sounds in leaf and leave.

c) Expected outcomes

Ss complete a short table in their notebooks:

  • /f/ (voiceless): fan, leaf
  • /v/ (voiced): van, leave
    Ss identify the target label of van: /v/.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the lip position for /f/ and /v/ and asks Ss to put a hand on their throat.

    Students

    Ss watch and follow T's model.

  2. Teacher

    Step 2: Task performance

    T plays the audio. Ss listen and repeat chorally, then individually. T monitors and corrects.

    Students

    Ss listen, repeat and feel the vibration on their throat for /v/ but not for /f/.

  3. Teacher

    Step 3: Report and discussion

    T asks: “Which word has the voiced sound?” and “Which label fits van?”

    Students

    Ss answer: “van” has the voiced sound; the label for van is /v/.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: /f/ is voiceless (fan) and /v/ is voiced (van). T reminds Ss to keep the final sound in leaf and leave.

    Students

    Ss write the two sounds and example words in their notebooks.

Activity 2.3: Knowledge formation · 6 minutes

Topic vocabulary and giving advice

a) Aims

Recall topic vocabulary of healthy living and the steps of giving safe advice to someone with a health problem.

b) Content

T presents the words: active (năng động), avoid (tránh), healthy (lành mạnh), sunburn (cháy nắng). Ss match each word with its meaning and make one sentence with each word.
T introduces the advice steps: acknowledge the problem, give safe general advice, and suggest adult help if it continues.
Technique: Think-Pair-Share.

c) Expected outcomes

Ss write the matching list:

  • active – năng động
  • avoid – tránh
  • healthy – lành mạnh
  • sunburn – cháy nắng
    Ss write one example sentence with each word, for example: “Stay active every day.” / “Avoid staying in strong sunlight.”

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four words on the board and asks Ss to think of the meaning of each one. T explains the three advice steps.

    Students

    Ss read the words and listen to the advice steps.

  2. Teacher

    Step 2: Task performance

    T asks Ss to match the words with the Vietnamese meanings and make one sentence with each word. T gives them 2 minutes.

    Students

    Ss think individually, then pair up to compare their sentences.

  3. Teacher

    Step 3: Report and discussion

    T calls on several pairs to read their sentences and checks the meaning of sunburn with the class.

    Students

    Ss share sentences. Possible answers: “Put on a hat to avoid sunburn.” / “Stay active and eat healthy food.”

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings and the advice steps. T notes that the advice must be safe and general.

    Students

    Ss copy the matching list and the advice steps into their notebooks.

Activity 3: Practice · 12 minutes

Quick check: sentences, grammar and sounds

a) Aims

Consolidate simple sentences, subject-verb agreement, polite requests, sentence building and the /f/-/v/ contrast through a quick quiz.

b) Content

Ss complete Worksheet 1 individually in 5 minutes, then check in pairs for 3 minutes. Items:

  1. Choose the complete simple sentence about sleep.
  2. Repair the sentence: Mai and Lan is active.
  3. Which advice is suitable before going into strong sunlight?
  4. Identify the subject in “A short walk helps me relax.”
  5. Recall the meaning of active, avoid and healthy.
  6. Choose the correct meaning of “sunburn”.
  7. Choose from please / yesterday / loudly to complete: “Could you say that again, ___?”
  8. Rebuild the sentence: We / eat / fresh vegetables / every day.
  9. Which target label fits “van”?

c) Expected outcomes

Answer key:

  1. A – My sister sleeps eight hours a night. (A subject and finite verb form a complete main clause.)
  2. B – Mai and Lan are active. (Two people form a plural subject.)
  3. A – Put on a hat and use suitable sun protection. (A hat protects the skin from strong sunlight.)
  4. A – A short walk. (The noun phrase before the verb is the subject.)
  5. active – năng động; avoid – tránh; healthy – lành mạnh
  6. C – cháy nắng
  7. please (Please makes the request polite.)
  8. We eat fresh vegetables every day.
  9. C – /v/ (Van begins with voiced /v/.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and explains the instructions. T sets a time limit of 5 minutes for individual work.

    Students

    Ss receive the worksheet and read the instructions.

  2. Teacher

    Step 2: Task performance

    T walks around, checks progress and gives hints without giving the answers directly. After 5 minutes, T asks Ss to check their answers with a partner for 3 minutes.

    Students

    Ss answer individually, then compare and explain their answers to their partner. Ss may say, for example: “Because it has a subject and a verb, so it is complete.”

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to give answers to items 1 to 9 and asks others to agree or disagree.

    Students

    Ss give answers and give reasons. Possible answer: “Item 2 is B because Mai and Lan is a plural subject, so we use are.”

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key on the board and explains any item with mistakes. T emphasises: subject-verb agreement and a complete main clause.

    Students

    Ss correct their worksheet and note the mistakes in their notebooks.

Activity 4: Application · 8 minutes

Healthy advice role-play

a) Aims

Apply simple sentences, imperatives, topic vocabulary and the advice steps to a real-life health situation.

b) Content

Pairs role-play a short conversation. Student A describes a health problem, for example: “I stay up late and I feel tired.” or “I got sunburnt at the beach.”
Student B: (1) acknowledges the problem, (2) gives two safe general pieces of advice using imperatives or simple sentences, and (3) suggests asking an adult or doctor if the problem continues.
Sample dialogue:
A: I got sunburnt at the beach yesterday.
B: Oh, that sounds painful. Put on cream and drink more water. If it does not get better, ask a doctor for help.
After the role-play, Ss swap roles.

c) Expected outcomes

Each pair produces one dialogue of 6 to 8 lines that includes:

  • at least one simple sentence with a subject and a finite verb
  • at least one imperative for advice (for example: “Wear a hat.”)
  • at least one topic word (active, avoid, healthy or sunburn)
  • a suggestion to ask an adult for help if the problem continues.
    Homework product: 5 correct simple sentences about healthy living in the notebook.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the situation and shows the sample dialogue on the slide. T reminds Ss of the three advice steps and of the rule: one main clause per sentence.

    Students

    Ss read the sample and listen to the instructions.

  2. Teacher

    Step 2: Task performance

    T gives pairs 4 minutes to prepare and practise. T may open the NeoEdu review page for additional exercises if time allows. T moves around and helps Ss with pronunciation of /f/ and /v/ and with sentence structure.

    Students

    Ss prepare their dialogue together, practise and swap roles. Ss may say, for example: “I stay up late. You should go to bed early and avoid using your phone at night. If you still feel tired, tell your parents.”

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 pairs to perform in front of the class. T asks the class: “Is the advice safe? Is the sentence complete?”

    Students

    Pairs perform. Classmates comment on the sentences and the advice.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective performances and gives feedback on sentence structure, pronunciation and the advice steps. T sets homework and summarises the lesson.

    Students

    Ss note the feedback and write the homework in their notebooks.

Worksheets

Worksheet 1

Used in the Practice activity (Quick check: sentences, grammar and sounds).

Part A. Choose the correct answer (A, B, C or D).

  1. Choose the complete simple sentence about sleep.
  • A. My sister sleeps eight hours a night.
  • B. Because my sister sleeps.
  • C. Eight hours every night.
  • D. My sister very tired.
  1. Repair this sentence: Mai and Lan is active.
  • A. Mai and Lan be active.
  • B. Mai and Lan are active.
  • C. Mai and Lan is active.
  • D. Mai and Lan am active.
  1. Which advice is suitable before going into strong sunlight?
  • A. Put on a hat and use suitable sun protection.
  • B. Stay in direct sunlight all afternoon.
  • C. Avoid drinking any water outdoors.
  • D. Rub already sunburnt skin hard.
  1. Identify the subject in “A short walk helps me relax.”
  • A. A short walk
  • B. helps
  • C. me
  • D. relax
  1. Choose the correct meaning of “sunburn”.
  • A. năng động
  • B. lành mạnh
  • C. cháy nắng
  • D. mụn trứng cá

Part B. Fill in the blanks and answer the questions.
5. Match the words with their meanings: active, avoid, healthy.

  • active: ___
  • avoid: ___
  • healthy: ___
    (Choose from: lành mạnh, tránh, năng động)

  1. Choose from please / yesterday / loudly to complete the polite request: Could you say that again, ___?

  2. Rebuild the sentence: We / eat / fresh vegetables / every day.

  3. Which target label fits “van”?

  • A. /f/
  • B. /ə/
  • C. /v/

Homework

  • Write 5 correct simple sentences about healthy living in your notebook. Use at least one sentence of each pattern: subject + verb, subject + verb + object, subject + be + adjective.
  • Add one imperative for advice to your sentences, for example: “Wear a hat.” Make sure each sentence has one main clause and no comma splice.
  • Practise saying fan, van, leaf and leave aloud. Touch your throat when you say van and check that you feel the vibration.
  • Check your answers in Worksheet 1 and correct any mistakes. Then do the review exercises on the NeoEdu page: neoedu.vn/learn/7/english/unit-2-looking-back.
  • Prepare to talk about one healthy habit you have. Be ready to give a short piece of advice to a classmate who has a health problem, and suggest asking an adult for help if the problem continues.

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