Giáo án tiếng Anh 7 Global Success học kì 1 tích hợp Năng lực số

Date of planning:…………..

Date of teaching: ………..…

WEEK:

Period .... : UNIT 2 : HEALTHY LIVING

Lesson 1: GETTING STARTED

Let’s go out!

Vocabulary

- Healthy activities

- Health problems

Pronunciation:

- Sounds: /f/ and /v/

Grammar

- Simple sentences

Skills:

- Reading about acne.

- Talking about how to deal with some health problems.

- Listening to some advice about healthy habits.

- Writing a paragraph of some advice to avoid viruses.

Everyday English

- Asking for and giving health tips.

1. WARM UP & INTRODUCTION ( 3’- 5’)

Aims:

- To create a friendly and atmosphere in the class before the lesson;

- To lead into the new unit

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire SS to warm up to the subject and new lesson.

* Outcome: Introducing themselves to make more new friends.

* Organisation : Teacher’s instructions …

Teacher’s Student’s activities

Content

+ Greeting

+ Revision

- Review the previous unit before SS opens their books.

- Organise a short vocabulary game to revise the words Ss learnt in Unit 1. For example, T can show pictures of different hobbies and Ss say the words, or T says a verb (e.g. build) and Ss say the nouns going with it (e.g. a dollhouse, a model, etc.).

- Lead to the new unit. Write the unit title Healthy Living on the board.

- Ask SS to guess what they are going to learn about in this unit. Then write healthy activities and health problems and ask Ss to give any words or phrases they know related to them.

- Ask SS to open their book to page 24 - 25 and introduce what they are going to study….

+ Greeting + Revision

- T_Ss

- Students (Ss) listen and learn how to introduce themselves.

- Introduce themselves

+ Students (Ss) listen and learn how to do the tasks.

+ build : a dollhouse, ...

+ make : a model...

+ collect: dolls, coins...

- Answer the teacher’s questions

- Open their book and write .

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

ACTIVITY 1:

Aims:

- To set the context for the introductory conversation;

- To introduce the topic of the unit.

- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learned.

* Content: Learn some new words . Read the conversation and find out new words.

* Outcome: Knowing more new words. Understanding the conversation; topic of the lesson, grammar points…

* Organisation : Teacher’s instructions...

Teacher’s Student’s activities

Content

1. Listen and read:

*Teach vocabulary:

+ Teacher uses different techniques to teach vocab (situation, realia, translation.)

+ Follow the seven steps of teaching vocab.

+ Check vocabulary.

+ Take note

** Set the context: Have Ss look at the conversation and the picture and answer some questions, e.g. What might Mi and Mark be talking about? Where are the people in the picture? What are they doing? Are they healthy activities? Encourage SS to answer, but do not confirm their answers.

- Play the recording twice for Ss to listen and read along. Then invite some pairs of Ss to read the conversation aloud.

- Refer to the questions previously asked. Confirm the correct answers: Mi and Mark are talking about the picture. They are at Yen So Park. They are boating, exercising, fishing, and walking. The activities are healthy. They also mention some things (hat, suncream) they need to avoid a health problem (sunburn).

- Call on some groups of SS to read the conversation aloud.

For students with disabilities

Teacher:

- Shows the textbook picture and four clear word or picture cards: boating, walking, suncream, and sunburn.

- Says each word slowly, then plays or reads 2-3 selected lines of the conversation and pauses after each line.

- Asks two choice questions, such as “Are they boating or cycling?” and “What helps prevent sunburn?”, and points to the choices.

Students:

- Look at the picture and point to the activity or object named by the teacher.

- Repeat at least two words or phrases after the teacher.

- Follow the selected lines in the book and answer the two questions by pointing or using one word.

1. Listen and read

- T_Ss

* Vocabulary

- health (v): sức khỏe

- healthy living (n): sống khỏe mạnh.

- healthy activities (n):

- problem (n) vấn đề

- boat (v): đi thuyền.

- popular (adj):được nhiều người ưa thích; phổ biến,

- fresh (adj): tươi, mới

- bring (v) mang

- suncream (n) kem chống nắng

- sunburn (n) sự cháy nắng

- Listen carefully and read aloud.

3. PRACTICE ( 15’)

ACTIVITY 2:

Aim: To help Ss understand the main idea of the conversation.

* Content: Listen and read the conversation. True/ false activities, filling in the gaps.

* Outcome: Knowing more new words. Understand the conversation; topic of the lesson,…

* Organisation : Teacher’s instructions.…..

Teacher’s Student’s activities

Content

2. What are Mark and Mi talking about?

- Ask SS to answer without reading the conversation again.

- Ask them to explain why they did not choose the other two options. Then confirm the correct answer.

- Key: B

For students with disabilities

Teacher:

- Read the three answer options slowly and highlight the key words, picture, healthy activities, and health problems.

- Reminds the student to look at the park picture and the repeated activities in the conversation.

- Provides two final choices, A or B, if the student needs additional support.

Students:

- Listen to the options and look again at the conversation picture.

- Choose option B with the teacher's help.

- Say or repeat the short phrase “healthy activities”.

2. What are Mark and Mi talking about?

- T_Ss

- Work independently.

- Give the answers

- Key: B

ACTIVITY 3:

Aim: To help SS learn some vocabulary from the conversation visually (in pictures) to ensure their understanding of the text.

* Content: Write a word under the picture. Understanding more vocabulary.

* Outcome: Ss know more some words and phrases about healthy activities and health problems;

* Organisation :

3. Write a word or phrase from the box under its picture.

Ask SS to read the words / phrases (and find where they appear in the text if necessary) and look at the pictures. Ask them to write the correct words / phrases under the pictures. Then ask Ss to say the words / phrases aloud.

- Make sure they pronounce the words / phrases correctly.

- Check the answers as a class.

For students with disabilities

Teacher:

- Prepares four selected pictures and four matching word or phrase cards from Activity 3.

- Models one match, reads each card slowly, and points to the distinguishing detail in each picture.

- Plays the relevant audio or reads the answers so the student can check the matches.

Students:

- Match the four selected words or phrases with the correct pictures.

- Listen and check each answer.

- Repeat at least two completed words or phrases clearly.

3. Write a word or phrase from the box under its picture.

- T_ Ss

- Listen to the instructions clearly

- Ss to work independently

- Copy them

Key: 1. sunburn 2. suncream

3. outdoor lunch 4. boating 5. cycling

ACTIVITY 4:

Aim: To help Ss develop the vocabulary about the topic.

* Content:To complete the sentences with a word in from the conversation.

* Outcome: Ss know the use of words and phrases about healthy activities and health problems;

* Organisation :

4. Complete each sentence with a word from the conversation.

- Ask SS to work independently to fill in each blank with a word from the conversation. Allow - Ss to refer to the conversation if needed.

- If needed, tell them where to find the words.

- Check the answers as a class.

For students with disabilities

Teacher:

- Selects two short sentences and underlines the clue near each blank.

- Gives two word choices for each blank and guides the student to locate the same word in the conversation.

- Reads each completed sentence once and checks spelling.

Students:

- Read or listen to the two selected sentences.

- Choose the correct word for each blank and copy it.

- Read one completed sentence after the teacher.

4. Complete each sentence with a word from the conversation.

- T_ Ss.

- Ss do themselves

* Key:

1. boating 2. park

3. countryside 4. suncream

5. Health.

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

ACTIVITY 5:

Aim: To help SS identify and talk about their daily activities and decide if they are good or bad for their health.

* Content: Playing games: Good or bad for health.

* Outcome: Playing games. Talk about daily activities.

* Organisation : Teacher’s instructions

Teacher’s Student’s activities

Content

5. GAME: Good / bad for health?

Work in groups. Each student names two daily activities. The class decides whether each activity is good / bad for health. Give a reason if possible.

- Allow Ss one minute to think about their daily activities and write them down.

- Call on Ss in turn to say aloud one activity. Other Ss decide whether it is good or bad for their health.

- If T thinks an answer is not correct, T allows the class to discuss it before confirming the answer.

PROJECT LAUNCH: "Digital Health Campaign"

- Deliver the task: T organizes SS into groups of 4. The unit project requires them to choose a bad habit students in the school often do and offer tips to change it.

- Digital Homework Instruction: Instead of a traditional paper poster, groups will create a Digital Infographic (using Canva or Padlet). At home, the assigned researchers must use Google Scholar or official health websites to find accurate, scientific data regarding the bad habit (e.g., the effects of lacking sleep) to ensure the tips are factually grounded.

For students with disabilities

Teacher:

- Shows two familiar daily-activity pictures and two cards labelled GOOD and BAD.

- Models one answer, for example “Walking is good for health”, and accepts a short reason or picture choice.

- For the project, help the student choose one unhealthy habit and one suitable tip from two picture options.

Students:

- Put each daily activity under GOOD or BAD.

- Say one short answer, such as “It is good/bad for health.”

- Choose one unhealthy habit and one simple health tip for the group project with the teacher's help.

5. GAME: Good / bad for health?

- Do the task

* Suggested answers:

5. WRAP-UP & HOME WORK (2’)

+ Write healthy activities, health problems on the board.

Ask SS to say aloud some words / phrases they remember from the lesson related to each category. Quickly write these words / phrases under the categories.

Ask if SS can add some more under each category.

If there is a projector in the classroom, show the conversation and highlight the key words related to the topic.

* HOME WORK

- Start preparing for the Project of the unit.

- Do more exercises in the workbook.

- Prepare the vocabulary for the next lesson: A CLOSER LOOK 1.

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