Unit 2: HEALTHY LIVING

Lesson 2: A CLOSER LOOK 1

Week 4
Period: 10
Class Date of teaching Attendance

I. OBJECTIVES
1. Knowledge:
*Vocabulary:
- Vocabulary to talk about healthy living: dim light, lip balm, chapped lips,
red spots, coloured vegetables.
- pronounce and recognize the sounds /f/ and /v/ in isolation and in context
* Grammar:
- use the present simple tense
* Pronunciation:
Pronouncing the new words correctly: popular, fresh, join, outdoor activity,
luchbox, get sunburn.
2. Competencies:
a. General competencies:
- By the end of the lesson students will be able to know more the form
and use the present simple tense; Students can use Simple present tense to talk
about daily activies.
b. Specific competencies:
- Group work and independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
- Be ready to talk about Healthy living
- Know some daily activities whether good or bad for health
3. Qualities:
- Be ready to know the words about healthy activities and health problems
- Develop self-study skills
- The awareness about importance of living healthily.
- Ss have the good attitude to working in groups, individual work, and
pairwork, cooperative learning and working.
 II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE
ACTIVITY 1: WARM-UP GW/PW/IW)
1. Aim:
- Revise the old lesson.
- Do some activities to creat a friendly and relaxed atmostphere to warm up to the
new lesson…
- Help students have an overview about health
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the new class.
- Find out some information about health problems
3. Products:
- Interest and concentration of Sts on the class activities.
- A friendly and relaxed atmostphere to the new lesson
-Vocabulary about health
4. Implementation:
- Teacher instructs
- Sts do as required
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- Chatting
Step 2: Task performance
WARM-UP: ASKING QUESTION:
T writes the numbers 1-6 on the board and asks
the Ss if they can remember (without opening
their books) the vocabulary for health problems
from Getting Started.
Sts answer
Teacher leads students into the lesson by
telling them that “In today lesson, we are going
to learn more words to talk about Health
problems and two sounds /f/ and /v/.”
- Ask Ss to open their book and introduce what
they are going to study…
Step 3: Report and discussion
- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
To revise the words or phrases they have learnt.
To help student use the words/ phrases in specific contexts.
To help students talk about their daily activities and decide if each activity is healthy
or unhealthy.
2. Content:
- Lexical items about health problems and healthy living.
- individual work,pPair work to do the tasks
- Vocabulary about the topic
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- T sets the scene/ context for the reading and
vocabulary learning
- T ask the whole class to do the Tasks in A
Closer Look 1
Step 2: Task performance
VOCABULARY VOCABULARY
* Teacher introduces the vocabulary 1. dim light /dɪm lait/ (n.phr.): ánh sáng
by: lờ mờ
+ providing the synonym or antonym of the 2. lip balm /ˈlɪp ˌbɑːm/ (n.phr.): son
words dưỡng môi
+ providing the pictures of the words 3. chapped lips /tʃæpt lɪps / (n.phr.): môi
- Teacher have students read the phrases nứt nẻ
aloud and correct their pronunciation if
4. coloured vegetables / ˈkʌləd
necessary.
ˈvedʒtəbəl/ (n.phr.): rau có màu sắc
- Teacher asks students for the Vietnamese
5. red spots /red spɒt/ (n.phr.): đốm đỏ
meanings of these phrases.
 ** Ss say the words.
*** Other Ss correct if the previous
answers are incorrect.
**** Teacher shows and says the
words aloud and asks Ss to repeat them
Sts put down the new words .
TASK 1: MATCH THE PHRASES
TASK 1: MATCH THE PHRASES ON ON THE LEFT WITH THE
THE LEFT WITH THE CORRECT CORRECT PICTURES ON THE
PICTURES ON THE RIGHT. (Ex 1, p. 20)
RIGHT. (Ex 1, p.20)
* Teacher asks students to work
independently to do matching. Answer keys:
** Ss work individually. 1. c
2. e
*** Teacher has students to check
3. d
their work with their partner.
4. a
**** Then, teacher call one student to
5. b
do matching in front of the class and give
correct answer.
TASK 2: COMPLETE THE
SENTENCES WITH THE CORRECT
TASK 2: COMPLETE THE
WORDS AND PHRASES. (Ex 2, p. 20)
SENTENCES WITH THE CORRECT
WORDS AND PHRASES. (Ex 2, p. 20) Answer key:
* Teacher asks students to read the 1. coloured vegetables
words and phrases provided aloud and give 2. Soft drinks
them their meaning if necessary. 3. fit
** Teacher asks Ss to work 4. skin condition
individually. 5. sunburn
*** Then, teacher calls some students
to check and asks them to explain their
TASK 3: DISCUSS AND TICK EACH
answers.
ACTIVITY IN THE TABLE AS H
TASK 3: DISCUSS AND TICK EACH (HEALTHY) OR U (UNHEALTHY).
ACTIVITY IN THE TABLE AS H (Ex 3, p. 20)
(HEALTHY) OR U (UNHEALTHY). (Ex
3, p. 20)
 * First, teacher asks students to read H U
all the sentences in the table and find out
any words are new to them. 1. washing your hands often  ✓
- Then, teacher has students work in
(rửa tay thường xuyên)
group of 4 - 6 to discuss whether each
activity is healthy or unhealthy. 2. reading in dim light  ✓

** Ss work in groups. (đọc trong ánh sáng mờ)

*** Finally, teacher calls out some 3. eating tofu and coloured  ✓
group to give and explain their answers as a vegetables
class.
(ăn đậu phụ và rau của có màu
**** Teacher listens and correct their sắc)
answers.
4. brushing your teeth twice a  ✓
day

(đánh răng hai lần một ngày)

5. touching your face with dirty  ✓

hands

(chạm lên mặt với tay bẩn)

Step 3: Report and discussion

- Sts write down the new vocabulary
- T asks, Sts answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim:
To help students identify how to pronounce the final sounds /f/ and /v/ at the end of
the words.
To help students practise pronouncing these sounds in words
To help students pronounce the final sounds /f/ and /v/ correctly in context.
2. Content:
- To use Simple Present tense for daily activities
- To pronounce the final sounds /f/ and /v /correctly; Listen and repeat.
3. Products:
- Understand more about using the words in contexts.
- Pronouncing the final sounds /f/ and /v /correctly
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- T let Sts learn Task 4-5 – A Closer look 1
Step 2: Task performing
PRONUNCIATION
* Teacher writes on the board two
words “fit” and “vegetables”.
- Then, teacher has students focus on the
underlined letters “f” and “v”.
** Ss practice saying the word
individually.
*** Teacher calls some students to
read aloud.
**** Teacher corrects if necessary.
* After that, teacher says “In this
lesson we are going to learn how to
pronounce two sounds f and v”.
** Teacher asks Ss to watch Tiếng
Anh 7 - Pronunciation video Unit 2
(link YouTube)
*** Ss imitate and practice the two
sounds together.
**** Teacher explains if necessary.
TASK 4: LISTEN AND REPEAT. PAY
TASK 4: LISTEN AND REPEAT. PAY
ATTENTION TO THE SOUND /F/
ATTENTION TO THE SOUND /F/
AND /V/. (Ex 4, p. 20) AND /V/. (Ex 4, p. 20)
* Teacher has students read out the /f/ /v/
words first.
  food /fuːd/ (n): thức ăn   activity /ækˈtɪv.ə.ti/ (n): hoạt
** Ss practice saying the words
independently   breakfast /ˈbrek.fəst/ động
*** Teacher asks students to listen (n): bữa sáng   vitamin /ˈvɪt.ə.mɪn/
and try to repeat the words as a class, a   affect /əˈfekt/ (v): ảnh (n): vitamin
group, and individually. hưởng   avoid /əˈvɔɪd/ (v): tránh
  fit /fɪt/ (adj): cân đối   active /ˈæk.tɪv/ (adj): năng
**** Teacher may play the recording as many
động
times as necessary and correct their
pronunciation
TASK 5: LISTEN AND REPEAT. PAY
ATTENTION TO THE UNDERLINED TASK 5: LISTEN AND REPEAT.
WORDS. (Ex 5, p. 20) PAY ATTENTION TO THE
* Teacher has students read the UNDERLINED WORDS. (Ex 5, p. 20)
sentences and tell them to pay attention to 1. Coloured vegetables are good food.
the underlined words with sounds /f/ and /v/. 2. My favourite outdoor activity is cycling.
3. We need vitamin A for our eyes.
** Ss read and underline the words
4. Being active helps keep you fit.
*** Teacher plays the recording for 5. Jack never eats fish.
students to listen and repeat each sentence.
**** Teacher corrects their
pronunciation if necessary.
- Teacher calls on some students to read the
sentences individually.
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and
studying attitucde of Sts in class.

ACTIVITY 4: APPLICATION (5' )

1. Aim:
To consolidate what students have learnt in the lesson.
To reactivate the knowledge that students have gained
2. Content:
Make sentences using the new words and structures
Home assigment
3. Products:
Know more some words about healthy living
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they
have learnt.
- Ask Ss to say aloud some words they
remember from the lesson and make sentences
with them
- Home assigment
Step 2: Task performance
- Teacher summarizes the lesson

- T let Sts take note the home assignment

* Home assigment:
- Do more exercises in workbook.
Find 5 more words with the sound /f/ and
5 more words with the sound /v/. Write
them down and practice pronouncing the
words.
Step 3: Report and discussion
- T asks, Sts answer about hobbies
-Step 4: Judgement
T gives feedback and requires Sts do
homework.
IV. FEED-BACK:
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………….
……………………………………………………………………………………………….
………………………………………………………………………………………………..

Unit 2: HEALTHY LIVING

Lesson 3: A CLOSER LOOK 2

Week 4
Period: 11
 Class Date of teaching Attendance

I. OBJECTIVES
1. Knowledge:
*Vocabulary:
- Vocabulary to talk about health: acne, vegetarian, healthy, pimple, sport
centre, cheese cake, clean up, sweetened food, soybean.
* Grammar:
- use the present simple tense
* Pronunciation:
Pronouncing the new words correctly: acne, vegetarian, healthy, pimple,
sport centre, cheese cake, clean up, sweetened food, soybean.
2. Competencies:
a. General competencies:
- By the end of the lesson students will be able to know more the form
and use the present simple tense; Students can use Simple present tense to talk
about daily activies.
b. Specific competencies:
- Group work and independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
- Be ready to talk about Healthy living
- Know some daily activities whether good or bad for health
3. Qualities:
- To teach Ss the love of English; the love of their new school.
- The awareness about importance of living healthily.
- Ss have the good attitude to working in groups, individual work, and pairwork,
cooperative learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE
ACTIVITY 1: WARM-UP GW/PW/IW)
1. Aim:
 - To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
2. Content:
Review the previous lesson or have some warm-up activities to create a friendly and relaxed
atmosphere to inspire Ss to warm up to the new lesson.
3. Products:
- Interest and concentration of Sts on the class activities.
- A friendly and relaxed atmostphere to the new lesson
- Having a chance to speak English and focus on the topic of the lesson..
4. Implementation:
- Teacher instructs
- Sts do as required
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- game
Step 2: Task performance
+ Greeting
+ Game: Guessing game
Example:
- T divides the class into 4 teams.
A: water, grow, flowers,
- T calls on a S from each team to go to
vegetable.
the board in turn. That S thinks of a hobby and
says the keywords out loud. B: Is it gardening?
The other teams try to guess What the A: Yes, it is.
hobby is. They will get 1 point for each correct
answer. The team with the most points is the
winner.
- Teacher and students discuss as a class.
- Teacher asks students to say the words
aloud and makes sure they pronounce the words
correctly.
- Teacher can ask for translation to check
their understanding.
- Students (Ss) listen and learn how to do.
 - Invite some Ss to answer the questions.
- Introduce the three objectives of the
lesson. Write the objectives in the left corner of
the board.
- Ask Ss to open their book and introduce what
they are going to study….
- Ss Open their book and write .
Step 3: Report and discussion
- Sts join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
-To help Ss identify and remember the uses of the present simple.
-To help Ss practise the correct form of the present simple.
2. Content:
- To pracice using the present simple in context.
- Pair work to put the words in the correct columns
3. Products:
- Vocabulary about the topic
- Use of the present simple by choosing correct answer.
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for the listening and
reading.
- T ask the whole class to do the Tasks in A Closer
Look 2
Step 2: Task performance
*Pre-teach vocabulary:
+ Teacher uses different techniques to teach * Vocabulary:
vocabulary (situation, realia….) acne /ˈækni/ (n): mụn trứng cá
+ Follow the seven steps of teaching vocab. vegetarian /ˌvedʒəˈteəriən/(n): người ăn
chay
+ Check vocabualry.
 * T asks Ss to do the exercise individually
and then check their answers in pairs.
** Ss do the exercise individually.
*** T invites some Ss to share their
answers.
**** Confirm the correct answers.
- T gives explanations if necessary.
healthy /ˈhelθi/(adj): khỏe mạnh
pimple /ˈpɪmpl/ (n): mụn nhọt
sports centre /spɔːts ˈsɛntə /(n.phr):
trung tâm thể thao
cheesecake /ˈtʃiːzkeɪk/
clean up / kli:n ʌp /(phr.v): dọn dẹp
sweetened food /ˈswiːtnd fuːd/(n): đồ
ngọt
soybean / ˈsɔɪbiːn/(n): đậu nành

Grammar: Simple sentences

* Have Ss read the Remember! box a) I read.
about simple sentences. SV
- Explain to them by writing the first b) I science books.
example on the board. Underline the two main
S V O
parts (I read.).
c) I read science books
- Write the next example under it.
every weekend.
Underline the three parts ( I read science
S V O
books.).
A
- Do the same with the last example. Tell
** REMEMBER!
Ss that a simple sentence has only one subject
and one verb. * Simple sentences
- Ask them to determine the subject (S), – Some simple sentences have
the verb (V), the object (O) and the adverb (A) a subject and a verb.
of the sentences. Example: I read.
- Write the letters under the underlined – Some simple sentences also
parts like this. have an object.
Example: I read science books.
– Some simple sentences also
have an adverb.
Example: I read science books every
Task 1. Tick (√) the simple sentences.
weekend.
- Ask Ss to do the exercise individually Task 1. Tick (√) the simple
and then compare their answers with a
classmate. sentences.
- Call on some Ss to explain their choice. * Key:
- Ss to explain why sentences 3 and 5 are - Simple sentences: 1,2,4
not simple sentences. Write sentences 3 and 5
on the board. Underline the two subjects and
predicates. Circle the words ‘and’ and ‘but’.
+ Students (Ss) listen to the instructions
carefully and learn how to do the tasks.-
Confirm the correct answers as a class.
Task 2. Write S if the subject is missing from
the sentence and V if the verb is.
- Have Ss do this exercise individually.
Task 2. Write S if the subject is
- Ask them to read each sentence missing from the sentence and V if
carefully and look for the two main parts. This the verb is.
helps them decide which part is missing in each
* Key:
sentence.
1. V 2. S 3. V 4. S 5. V
- Call on some Ss to give and explain
their answers.
- Ss Listen carefully and learn how to do.
- Ss work individually
- Ss Give the answers
- T Confirms the correct answers.
- If time allows, ask Ss to complete the
sentences, adding the missing parts.
- Checks Ss' answers as a class.
Step 3: Report and discussion
- Sts write down the new vocabulary
- T asks, Sts answer some more questions about
the lesson
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim:
To help Ss identify the missing part in a simple sentence.
To help Ss identify different parts of a simple sentence and put them in the correct
order to form a simple sentence.
To give Ss further practice on writing out simple sentences from the prompts given.
2. Content:
Write S if subject is missing. V if the verb is.
Do the filling with the correct form of the verbs in brackets.
Rearrange the words and phrases to make simple sentences, using the words given.
3. Products:
- Understand more about using the TENSE in contexts.
- Ss can do exercises correctly. Further practice with the present simple.
- keys to Task 3-4-5
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Sts study the examples, consume the rules
and do the exercises
Step 2: Task performing
Task 3. Rearrange the words and phrases to Task 3. Rearrange the words and
make simple sentences. phrases to make simple sentences.
- Allow Ss to work in pairs or Keys:
individually. 1. My sister never drinks soft
- Call on 2 - 3 Ss to read aloud the drinks.
complete sentences. 2. Acne affects 80% of young
- Ss to work in pairs people.
- Ss do the tasks 3. He has bread and eggs for
- Confirm the correct answers. breakfast.
4. We don't eat much fast food.
5. Fruit and vegetables have a
lot of vitamins.
Task 4. Write complete sentences from the Task 4. Write complete sentences
prompts. You may have to change the words from the prompts. You may have
or add some.
- Have Ss look at the prompts of each
sentence and decide the two main parts of the
sentence.
- Have Ss do this exercise individually
before they share their answers with a partner.
- Ask some Ss to read out their answers.
- Ss Do the tasks and share the answer
- Comment and confirm the correct
answers.
- Check the answers as a class.
Task 5. Work in pairs. Discuss and write a
simple sentence from the two given sentences.
- Have Ss work in pairs.
- Guide them to read the two separate
sentences, discuss and determine the two main
parts for the new sentence.
- Then allow them some time to write the
sentences.
- Check the answers as a class.
to change the words or add some.
Key:
1. Tofu is healthy.
2. Many Vietnamese drink
green tea.
3. She does not use suncream.
4. My father does not exercise
every morning.
5. Most children have chapped
lips and skin in winter.
Task 5. Work in pairs. Discuss and
write a simple sentence from the
two given sentences.
Key:
1. We avoid sweetened food
and soft drinks.
2. My dad and I love outdoor
activities.
3. You should wear a hat and
suncream.
4. My mother read and
downloaded the health tips.

Step 3: Report and discussion

- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and studying
attitude of Sts in class.

ACTIVITY 4: APPLICATION (5' )

1. Aim:
To help Ss revise all they have learnt.
To give Home assigment
2. Content:
Make sentences using the the present simple and an adverb of frequency.
Home assigment
3. Products:
Review the old lesson
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they have
learnt.
- T asks some Ss to give a sentence about
themselves, using the present simple Verb of
liking
- Home assigment
Step 2: Task performance
- Teacher summarizes the lesson * Home assigment:
- T lets Sts take note the home assignment - Read again the conversation on
page 9.
- Do more exercises in workbook.
- Make more sentences using Simple
present tense
Step 3: Report and discussion
- T asks, Sts answer about leisure activities
-Step 4: Judgement
T gives feedback and requires Sts do homework.
IV. FEED-BACK:
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………….
……………………………………………………………………………………………….
………………………………………………………………………………………………..

Unit 2: HEALTHY LIVING

Lesson 4: COMMUNICATION
Week 4
Period: 12
Class Date of teaching Attendance

I. OBJECTIVES
1. Knowledge:
*Vocabulary:
- Vocabulary to talk about healthy living: protein, fat, diet, cooking oil,
eyedrops.
* Grammar:
- use the present simple tense
* Pronunciation:
Pronouncing the new words correctly: protein, fat, diet, cooking oil,
eyedrops.
2. Competencies:
a. General competencies:
- By the end of the lesson students will be able to know more the form
and use the present simple tense; Students can use Simple present tense to talk
about daily activies.
b. Specific competencies:
- Group work and independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
- Be ready to talk about Healthy living
- Know some daily activities whether good or bad for health
3. Qualities:
- To teach Ss the love of English; the love of their new school.
- The awareness about importance of living healthily.
- Ss have the good attitude to working in groups, individual work, and pairwork,
cooperative learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
 III. PROCEDURE
ACTIVITY 1: WARM-UP GW/PW/IW)
1. Aim:
- To revise the old lesson.
- To lead in the targeted vocabulary and pronunciation.
2. Content:
Review the previous leson or have some warm-up activities to creat a friendly and relaxed
atmostphere to inspire Ss to warm up to the new lesson
3. Products:
- Interest and concentration of Sts on the class activities.
- A friendly and relaxed atmostphere to the new lesson
- Developing the language skills by asking and answering questions about themselves.
4. Implementation:
- Teacher instructs
- Sts do as required
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting
Step 2: Task performance
+ Greeting
+ Greeting
+ GAME: BRAINSTORMING
+GAME: BRAINSTORMING
* Teacher divides class into 2 teams and asks
them to think of “health problems”.
* Ss have 1 min to think of the words related to
the topic or they can discuss with their partners.
* Each member from each team turn by turn
run to the board and write one word.
* Teacher corrects their answers. * Suggested answers:
- The team which has more correct words Asthma, a backache, a broken
will be the winner leg, a cold, a cough, an earache, a
headache, a sore throat, a toothache,
sunburn, etc.
- Tell Ss that they are going to learn how
to give tips for health problems.
- Ask Ss to open their book and introduce
what they are going to study….
- Ss Open their book and write
Step 3: Report and discussion
- Sts join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
To introduce two ways to give tips for health problems and to allow Ss some
practice.
2. Content:
To listen and read the conversation .Pay attention to the highlighted parts
3. Products:
Ss will be able to learn some tips for health problems
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context to reading and listening
- T ask the whole class to do the Tasks in
Communication- Page 11
Step 2: Task performance
Task 1. Listen and read the conversation. Pay Task 1. Listen and read the
attention to the highlighted parts conversation. Pay attention to the
Play the recording for Ss to listen and highlighted parts
read the conversation about a health problem. * Audio script - Track 71:
Tell them to pay attention to the A: My eyes are tired.
highlighted parts. Elicit the structures giving B: You can use eyedrops.
tips. Have Ss practise the conversation in pairs A: Yes.
+ Students (Ss) listen to the instructions B: And you shouldn't read in
carefully and learn how to do the tasks. dim light.
- Make similar dialogues, using A: Thank you.
suggestions
Structure: to give advice:
- You should/ shouldn’t …
Task 2. Make similar conversations for the - You can …
health problems below.
- Ask Ss to work in pairs to make similar
conversations, using the structures for giving
tips.
Comment on their performance.
- To give advice, you can use:
-You should / shouldn't...
-You can...
- Move around to observe and provide
help. Call on some pairs to perform in front of
the class.
- Comment on their performance.
Step 3: Report and discussion
- T asks, Sts answer some more questions about
the lesson
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim:
To provide Ss with more knowledge about healthy living and help them practise the
skill of reading for the main idea
To help Ss identify the main points in a reading and talk about them.
To help Ss practise giving health tips in their own context.
2. Content:
Read the passage and choose the tittle for it.
Discussing and make the tips for a healthy life.
Further practice to make a list of tips that the Vietnamese can do to live longer
3. Products:
Ss can choose the title for the passage.
To improve speaking skills. Discussing and present it to the class.
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Sts study the examples, consume the rules
and do the exercises
Step 2: Task performing
Task 3. Read the passage and choose the
correct title for it.
- Have Ss read the text and choose the
correct answer of the main idea for the text.
A. How to live long
B. What food to eat
- Ask Ss to explain their answers.
- Ss Work individually to do this activity
- Confirm the correct answers.
Task 4. Work in pairs. Discuss and make a
list of the tips which help the Japanese live
long lives. Present it to the class.
- Have Ss work in pairs.
- Ask Ss to discuss and take notes of the
tips for for Japanese people's long life that they
find in the text.
- Then call on 2 - 3 pairs to share their
lists.
- Ss Listen to the instructions clearly
- Ss Copy them
Task 5. Work in groups. Discuss and make a
list of tips that the Vietnamese can do to live
longer. Present it to the class. Does the class
Task 3. Read the passage and
choose the correct title for it.
Answer: A. How to live long (Cách để
sống lâu)
In this passage, the author mentions to
the way to live long including diet and
outdoor activities.
Task 4. Work in pairs. Discuss and
make a list of the tips which help
the Japanese live long lives.
Present it to the class.
* Suggested answer:
The Japanese live long lives. The main
reason is their diet.
(1) They eat a lot of fish and
vegetable.
(2) They cook fish with little cooking
oil. (3) They also eat a lot of tofu, a
product from soybeans. Tofu has
vegetable protein and vitamin B. It
doesn't have any fat.
(4) The Japanese work hard and do a
lot of outdoor activities too. This helps
them keep fit.
Task 5. Work in groups.
Discuss and make a list of tips that
the Vietnamese can do to live
agree with you? longer. Present it to the class. Does
- This is a task which allows Ss to apply the class agree with you?
what they have learnt so far in this unit (ideas,
vocabulary and grammar) to find tips for a long * Suggested answers:
life for Vietnamese people. 1. avoid overeating
- Ask Ss to form groups of 4 - 5. Allow 2. do more outdoor activities.
them some time to discuss and come up with
3. drink enough water
some tips for how the Vietnamese can live
longer. 4. sleep before 10 p.m

- Ask them to take notes of the group's 5. eat more nuts.

ideas. Then share them with the class. 6. do more exercises.
- Invite some Ss to present their work. 7. …
– Go to bed early and get
- Ss Listen carefully enough sleep.
- Ss Work in pairs. Check the answers. – Eat more fruit and
vegetables, and less fast food.
- Comment on their answers. – Drink enough water, but not
soft drink.
– Be active and exercise
everyday.
Step 3: Report and discussion
- Ss work independently and in groups – ...............
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and studying
attitude of Sts in class.

ACTIVITY 4: APPLICATION (5' )

1. Aim:
To consolidate what Ss have learnt in the lesson.
To give Home assigment
2. Content:
Revision of the lesson
Home assigment
3. Products:
Review the old lesson
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- T summarizes the lesson and let Sts tell what
the have learnt
T asks Ss to talk about what they have learnt
and ticked the objectives they can do in the
lesson.
- Home assigment \
Step 2: Task performance
- Teacher summarizes the lesson
- T has Ss tell what they have learnt * Home assigment:
- T lets Sts take note the home assignment - Practice talking about healthy
living.
- Do more exercises in
workbook.
- Prepare new lesson. SKIILS-
1/ P.23
Step 3: Report and discussion
- T asks, Sts answer about healthy living
-Step 4: Judgement
T gives feedback and requires Sts do homework.
IV. FEED-BACK:
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