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

Giáo án Skills 1

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • identify the main message of the text about Hoa and acne care.
  • find supporting details (who, where, when, why) and point to the sentence that gives the evidence.
  • explain one relevant opinion about healthy living, using evidence from the text.
  • use the key vocabulary: acne, avoid, healthy, gently, squeeze, health professional.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the text on their own first, underline the evidence for each answer and check their work against the text before sharing.
  • Communication and collaboration: Ss work in pairs and groups to compare answers, support their opinions with reasons and listen respectfully to classmates.
  • Problem-solving and creativity: Ss decide which detail best supports an answer and build a short opinion about a healthy-living issue from their own experience.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read for the main message and details, answer true/false and multiple-choice questions, discuss an opinion with a reason, and write a 35–50-word summary.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce and use the key vocabulary correctly and recognise simple sentences that state the reason, time and place in the text.

3. Personal qualities

  • Responsibility: Ss take care of their own skin and health by choosing gentle, safe habits and asking an adult for help when a problem continues.
  • Diligence: Ss complete the reading tasks carefully and rewrite their summary until it has the required length and clear organisation.
  • Honesty: Ss give answers based only on the text, separate what the text says from their own opinion, and do not invent events.
  • Kindness: Ss show respect for classmates who have acne or other skin problems and do not tease or blame anyone.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 7 (Global Success), Unit 2, Skills 1
  • Projector or interactive board with slides (reading text, pictures of healthy habits, answer key)
  • Pictures of daily habits: washing face, eating fast food, sleeping late, playing outdoors, applying sunscreen
  • Worksheet 1 printed for each pair
  • Timer, sticky notes or small cards for group reporting
  • NeoEdu online lesson (interactive reading and exercises): neoedu.vn/learn/7/english/unit-2-skills-1

2. Students

  • Textbook and notebook
  • Pencil, pen and highlighter (to underline evidence in the text)
  • A4 paper or small cards for the opinion task

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Healthy habits and key words

a) Aims

Ss activate prior knowledge about healthy living and get familiar with the key vocabulary: sunburn (cháy nắng), acne (mụn trứng cá), dim light (ánh sáng yếu), active (năng động), avoid (tránh), healthy (lành mạnh).

b) Content

T shows pictures of daily habits and asks: 'Which habits are healthy? Which habits can cause problems for your skin or your health?' T models the pronunciation of each key word and Ss repeat in chorus, then individually.
Questions: 'What do you do to stay healthy?' 'What should we avoid to protect our skin?'

c) Expected outcomes

Ss name at least two healthy habits with a reason, for example: 'Washing my face twice a day keeps my skin clean.' Ss pronounce the six key words correctly and use 'avoid' in one sentence, for example: 'We should avoid sunburn by wearing a hat.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the pictures and asks the question: 'Which habits are healthy, and which ones should we avoid?' T gives the instruction: 'Work in pairs. Name one healthy habit and one habit to avoid, and give a reason.'

    Students

    Ss look at the pictures and listen to the instruction carefully.

  2. Teacher

    Step 2: Task performance

    T walks around, helps pairs with vocabulary and checks the pronunciation of acne, sunburn and dim light.

    Students

    Ss discuss in pairs and write two or three ideas in their notebooks. Ss may say: 'Eating vegetables is healthy.' 'We should avoid staying in dim light when we read for a long time.'

  3. Teacher

    Step 3: Report and discussion

    T calls on three pairs to share their ideas and asks the class: 'Do you agree? Why?'

    Students

    Representative pairs report their ideas. Other Ss listen and say 'I agree' or 'I think...' with a reason.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises good reasons and writes the six key words on the board. T says: 'Today we will read a text about a student who takes care of her skin.'

    Students

    Ss copy the key words into their notebooks and say the words aloud after T.

Activity 2.1: Knowledge formation · 8 minutes

Reading for the main message

a) Aims

Ss identify the main message of the text and understand that the text gives advice about acne in a safe and kind way.

b) Content

Ss read the text 'Hoa reads advice about acne at the school health club after lunch on Monday...' once quickly, without stopping to check every word.
T asks: 'What is the main message of the text?' 'Who is the main person?' 'What does the club say about acne?'
Key idea: Acne is a common skin condition among teenagers. It is not a reason to blame or tease someone.

c) Expected outcomes

Main message: Hoa reads advice about acne at the school health club because she wants to care for her skin safely.
The advice: clean the skin gently, avoid squeezing spots, and ask an adult to help if the skin is painful or the problem continues.
Evidence sentence: 'Hoa learns to clean her skin gently and avoid squeezing spots.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the text once quickly. Then answer: What is the main message? Find one sentence that supports your answer.' T shows the reading text on the board.

    Students

    Ss listen to the instruction and read the text silently in 2 minutes.

  2. Teacher

    Step 2: Task performance

    T asks Ss to underline the sentence that gives the main message. T checks with individual Ss who are still reading.

    Students

    Ss work individually, underline the key sentence and write the main message in one sentence in their notebooks.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'What is the main message?' T asks a student to read the evidence sentence aloud.

    Students

    Ss answer, for example: 'The main message is that Hoa wants to care for her skin safely.' Another S reads the evidence: 'Hoa learns to clean her skin gently and avoid squeezing spots.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the main message and points out that main ideas are supported by evidence, not by general beliefs. T writes on the board: Main idea = Hoa cares for her skin safely.

    Students

    Ss copy the main idea and the evidence sentence into their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Scanning for supporting details

a) Aims

Ss scan the text to find specific details (who, where, when, why) and match each detail with the sentence that supports it.

b) Content

Ss complete Worksheet 1 'Scanning for details' in pairs. Ss scan the text for four details and write the exact sentence or phrase that gives the evidence.
T checks the vocabulary: health professional (chuyên gia y tế), squeeze (bóp, nặn), gently (nhẹ nhàng).

c) Expected outcomes

Detail 1 (who): Hoa. Evidence: 'Hoa reads advice about acne...'
Detail 2 (where): at the school health club. Evidence: 'at the school health club after lunch on Monday'
Detail 3 (when): after lunch on Monday. Evidence: 'after lunch on Monday'
Detail 4 (why): because she wants to care for her skin safely. Evidence: 'Hoa does this because she wants to care for her skin safely.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Scan the text for the four details. Write the evidence sentence for each answer, not just the answer.'

    Students

    Ss receive Worksheet 1 and read the four questions.

  2. Teacher

    Step 2: Task performance

    T monitors the pairs and reminds them: 'Do not write a general belief. Find the exact sentence in the text.'

    Students

    Pairs scan the text, circle the key words and write the answers and evidence on Worksheet 1.

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their answers. T asks the class: 'Does the evidence really support the answer?'

    Students

    Pairs read their answers and evidence aloud. Other Ss check and say 'Correct' or 'Not quite, the text says...'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and explains that a key word alone is not enough; the whole sentence must support the answer.

    Students

    Ss correct any mistakes on Worksheet 1 and keep it for the next practice.

Activity 3: Practice · 15 minutes

Checking comprehension: multiple choice and true or false

a) Aims

Ss answer multiple-choice and true/false questions about the text and check the evidence for each answer.

b) Content

Ss do Exercises 2–7 of the textbook individually, then check in pairs.
Exercise 2: According to the text, who is the main person? A. Alex; B. Mai; C. Hoa; D. An
Exercise 3: According to the text, what is the main activity? A. repairs a school bus; B. reads advice about acne; C. sorts donated books; D. takes a swimming test
Exercise 4: According to the text, where does the activity take place? A. at the school health club; B. in the classroom; C. at the school library; D. at the community hall
Exercise 5: According to the text, when does it take place? A. after lunch on Monday; B. on Monday morning; C. on Tuesday afternoon; D. on Friday evening
Exercise 6: According to the text, why does the person do this? A. she wants to care for her skin safely; B. to prepare for a school competition; C. to earn money for a class trip; D. to spend time with a visiting cousin
Exercise 7: Judge these statements. a) The main person is Hoa. b) The activity happens at an airport. c) The stated reason is that she wants to care for her skin safely.

c) Expected outcomes

Answer key:

  • Exercise 2: C (Hoa)
  • Exercise 3: B (reads advice about acne)
  • Exercise 4: A (at the school health club)
  • Exercise 5: A (after lunch on Monday)
  • Exercise 6: A (she wants to care for her skin safely)
  • Exercise 7: a) True; b) False; c) True
    Evidence: each answer is supported by the matching sentence in the text.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Do Exercises 2 to 7 in your textbook. For each answer, write the evidence from the text.' T sets a time limit of 8 minutes.

    Students

    Ss open their textbooks and read the questions silently.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss who are slow. T asks: 'Which sentence in the text supports your answer?'

    Students

    Ss answer individually and then compare answers with a partner in 3 minutes. They must explain the evidence for any different answer.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give answers to each exercise and asks for the evidence. T asks: 'Why is 'airport' not correct in Exercise 7b?'

    Students

    Ss answer, for example: 'Exercise 7b is false because the text says the activity is at the school health club, not at an airport.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and reminds the class: 'A correct keyword does not make an irrelevant answer correct. Look at the whole sentence.'

    Students

    Ss check their answers against the answer key and correct their mistakes in red pen.

Activity 4: Application · 10 minutes

Speak up: My opinion about healthy living

a) Aims

Ss give an opinion about a healthy-living issue, support it with one accurate detail from the text and a reason, and write a 35–50-word summary of the text.

b) Content

Part A (pair speaking, 5 minutes): T asks: 'Acne is a common skin condition among teenagers. What is your opinion about teenagers who have acne? Use one detail from the text and one reason.'
Part B (individual writing, 5 minutes): T asks Ss to write a summary of 35–50 words about Hoa. The summary must include the main topic, purpose and one important detail.

c) Expected outcomes

Part A sample: 'The text says acne is a common skin condition among teenagers. In my opinion, we should not tease anyone with acne, because it is common and it is not a reason to blame someone.'
Part B sample (40 words): Hoa reads advice about acne at the school health club because she wants to care for her skin safely. Acne is a common skin condition among teenagers. Hoa learns to clean her skin gently and avoid squeezing spots.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two tasks on the board and says: 'Speak first, then write. Remember to separate what the text says from your own opinion.' T models one short example.

    Students

    Ss listen and decide who will be Speaker A and Speaker B in the pair.

  2. Teacher

    Step 2: Task performance

    T walks around and listens to the pairs. T reminds Ss to say: 'The text says...' before giving their opinion. After 5 minutes, T asks Ss to start the individual summary.

    Students

    Pairs speak for about 2 minutes each. Then Ss write their 35–50-word summary in their notebooks and count the words.

  3. Teacher

    Step 3: Report and discussion

    T asks two or three Ss to read their opinion aloud and asks the class: 'Is the detail accurate? Is the summary 35–50 words?'

    Students

    Volunteers share their opinions and summaries. Other Ss say whether the detail matches the text and whether the word count is correct.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate details and clear opinions. T concludes: 'Acknowledge the problem, give safe general advice, and suggest adult help if the problem continues.' T writes this sentence on the board.

    Students

    Ss copy the key sentence into their notebooks and revise their summary if needed.

Worksheets

Worksheet 1: Scanning for details

Read the text again quickly. Answer the questions and write the evidence sentence from the text.

  • Question 1: Who is the main person? Answer: ______ Evidence: ______
  • Question 2: Where does the activity take place? Answer: ______ Evidence: ______
  • Question 3: When does it take place? Answer: ______ Evidence: ______
  • Question 4: Why does Hoa do this? Answer: ______ Evidence: ______
    Remember: Write the exact sentence from the text. Do not use a general belief as evidence.

Homework

  • Reread the text about Hoa and underline the sentence that gives the main message.
  • Finish the 35–50-word summary of the text in your notebook if you did not finish it in class. Count your words carefully.
  • Write three sentences about healthy habits, using the words avoid, healthy and gently. For example: 'We should avoid staying in dim light when we read.'
  • Practise pronouncing the key words: acne, sunburn, dim light, active, avoid, healthy.
  • Go to the NeoEdu lesson page (neoedu.vn/learn/7/english/unit-2-skills-1) to review the reading and do the interactive exercises.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.