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Week  3                                                             Preparing date:17/9/2022
Period 9
    
Teaching date: 20/9/2022
UNIT 2: HEALTHY LIVING
Lesson 1: Getting started – Let's go out!
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Use the lexical items related to the topic Healthy living
- Identify and talk about the daily activities and decide if they are good or bad
for health
2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Be ready to talk about Healthy living
- Know some daily activities whether good or bad for health
II. MATERIALS
- Grade 7 textbook, Unit 2, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1.Warm-up (5”)
a.*Goal:To create an active atmosphere in the class before the lesson.
*Input: Brainstorming
*Outcome: words relating to health.
*Procedure:
- Teacher gives instructions.
- Teacher writes the word “HEALTH” on the board, divides the class into two
teams.
- Members of each team to think of words relating to health.
-In team, Ss take turn to come to the board and write one word.
-Teacher checks and corrects if Ss spell or pronounce the words / phrases
incorrectly.
The team which has more points or more correct answers will be the winner.
Then, teacher asks student a question: “What should we do to be stronger?”
Students can have their own answers.
After that, teacher says: “There are many ways to be stronger and the most
important thing is that: we should have a healthy living. And it's also our topic in
this unit.
b.Lead in

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*Goal: To lead in the topic of Healthy living
*Input:
1. Who are they?
2. What might they talk about?
3. What are the people in the picture on the wall doing?
4. Are they healthy activities?
*Outcome: Suggested answers:
1. They are Mi and Mark.
2. They are looking at the picture on the wall and talking about it.
3. The people in the picture are doing (exercising, boating, etc.) and mention some
things they need to avoid a health problem.
4. (Students' answers)
*Procedure: Teacher draws students' attention to the pictures in the textbook and
asks them some questions about the pictures.
Ss work out and answer questions in pairs.
Ss share their answers as a whole class.
T asks them to read and listen to the conversation to check their answers.
2. Presentation (7”)
a.Vocabulary
*Goal: To help students understand the text
*Input:
1. popular (a): [antonym]
2. fresh (a): [definition + picture]

3. join (v): [synonym + picture]

*Outcome: Ss say the words.
*Procedure: * Teacher introduces the vocabulary by:
+ showing the pictures illustrating the words
+ providing the synonym or antonym of the words
+ providing the definition of the words
Ss say the words.

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Other Ss correct if the previous answers are incorrect.
Teacher shows and says the words aloud and asks Ss to repeat them
b. LISTEN AND READ. (Ex 1, p. 18)
*Goal: To have students get to know the topic.
*Input: LISTEN AND READ. (Ex 1, p. 18)
*Outcome:
*Procedure:
- Teacher plays the recording, asks students to underline the words related to the
topic Healthy living. (Teacher may check the meaning of some words if necessary.)
- Teacher can play the recording more than once.Students listen and read.
-Teacher can invite some pairs of students to read aloud. Teacher refers to the
questions previously asked.Then, teacher confirms the correct answer.
3. Practice (20”)
Task 1: Tick the correct answers. (Ex 2, p. 19)
*Goal: To help students understand the main idea of the conversation.
*Input: (Ex. 2, p. 19)
*Outcome: Answer key: B
*Procedure: Teacher asks students to answer without reading the conversation
again. Ss work out and answer questions in pairs.
Teacher asks some students to explain why they did not choose the other two
options.
Teacher confirms the correct answer.
Task 2: Write a word or phrase from the box under its picture (Ex 3, p. 19)
*Goal: To help student learn some vocabulary from the conversation visually to
ensure their understanding of the context.
*Input: (Ex 3, p. 19)
*Outcome:
Answer key:
1. sunburn 2. Suncream 3. lunch box 4. Boating 5. cycling
*Procedure:
Teacher asks students to work independently to read the words, look at the pictures
and write the correct words / phrase under the pictures
Teacher allows students to share their answers before discussing as a class.
Teacher calls some students to check.
Teacher confirms the right answers and writes on the board.
Task 3: Complete each sentence with a word from the conversation. (Ex 4, p. 19)
*Goal: To help student develop the vocabulary about the topic.
*Input: (Ex 4, p. 19)
*Outcome:
Answer keys:
1. boating 2. Park 3. countryside 4. suncream 5. health
*Procedure:

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Teacher asks students to work independently to fill in each blank with a word from
the conversation.
Ss do exercise 3 individually.
Teacher asks them to tell where to find the words.
Teacher checks the answers as a class.
4. Production (10”)
Task 4: Survey: Good or bad for health (Ex 5, p. 19)
*Goal: To help student identify and talk about their daily activities and decide if
they are good or bad for their health.
*Input: Ex 5, p. 19)
*Outcome: Suggested answers:
Daily
How
Goo Bad
activities
often
d
Walking to Every
√
school
day
Eating
Rarely
√
breakfast
Going
Twice a √
swimming
week
Sleeping
12 hours
√
per day
Doing yoga Three
√
times a
week
…
…
…
…
*Procedure:
Teacher asks students to work in groups of 4 or 6 to take turns to ask and answer
about their daily activities, how often they do these activities and discuss if they are
good or bad for their health.Ss work in groups to ask and answer
- Teacher moves around to observe and offer help when needed.By the end of the
activity, one student from each group can stand up and report to the class.
Teacher checks and gives the correct answers.
IV.Wrap up and Homework (5')
*Goal: To consolidate what students have learnt in the lesson.
To prepare for the next lesson.
*Procedure:
Teacher asks students to talk about what they have learnt in the lesson.
- Prepare the vocabulary for the next lesson: A closer look 1.
- Start preparing for the Project of the unit.
Teacher randomly puts Ss in groups of 4 or 5 and asks them to choose a bad habit
that the students in your school often do and think about some tips to change that
habit. They have to find suitable photos or draw pictures to creat a poster about it.

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Students will show their posters and present their ideas in Lesson 7 – Looking back
and Project. (Teacher should check the progress of students' preparation after each
lesson.)
………………………………………………………………………………………
Week  4                                                              Preparing date:18/9/2022
Period 10
    
Teaching date: 21/9/2022
UNIT 2: HEALTHY LIVING
Lesson 2: A closer look 1
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Vocabulary:
+ use the lexical items related to the topic Healthy living
+ use the words about healthy activities and health problems
- Pronunciation: pronounce and recognize the sounds /f/ and /v/ in isolation
and in context
2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Be ready to know the words about healthy activities and health problems
- Develop self-study skills
II. MATERIALS
- Grade 7 textbook, Unit 2, A closer look 1
- Computer connected to the Internet
- TV/ Projector/ Pictures/ Cards
- sachmem.vn
III. PROCEDURES
1.Warm-up
*Goal: To activate students' prior knowledge and vocabulary related to the topic,
the targeted vocabulary, and its pronunciation.
To lead in the lesson about vocabulary and pronunciation.
*Input: Game: Face to face
*Outcome: Suggested answer:
- Going cycling/ swimming
- Walking
- Boating
- Eating breakfast
- Doing yoga/ aerobics
- Playing sports
- ….
*Procedure: Teacher divides class into 2 teams: Cats and Dogs.
- Teacher asks students to think of words or phrases related to “Healthy activities”
which they have learnt in the previous lesson or words they may know already. Ss

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have 3 minutes to think of the topic.Students in each team turn by turn stand up and
say 1 word or phrase related to the topic.In 90 seconds, the team has more right
answers will be the winner, and the team repeat the word which is mentioned
already or cannot give a word will be the loser.
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/.”
2. Presentation: Health problems
*Goal: To help students understand the text
*Input: 1. dim light (n): [visual + explanation]

2. lip balm (n): [visual + explanation]

3. chapped lips (n): [visual + explanation]

4. coloured vegetables (n): [visual + explanation]

5. red spots (n): [visual + explanation]

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*Outcome: Checking techniques:
“Rub out and remember”
*Procedure: Teacher introduces the vocabulary by:
+ providing the synonym or antonym of the words
+ providing the pictures of the words
- Teacher have students read the phrases aloud and correct their pronunciation if
necessary.
- Teacher asks students for the Vietnamese 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
3.Practice
Task 1: Match the phrase on the left with the correct pictures on the right
*Goal: To revise the words or phrases they have learnt.
*Input: (Ex 1, p. 20)
*Outcome:
Answer keys:
1. c 2. e 3. d 4. a 5. b
*Procedure:
Teacher asks students to work independently to do matching.Ss work individually.
Teacher has students to check their work with their partner.
Then, teacher call one student to do matching in front of the class and give correct
answer.
Task 2: Complete the sentences with the correct words and phrases.
*Goal: To help student use the words/ phrases in specific contexts.
*Input: (Ex 2, p. 20)
*Outcome:
Answer key:
1. coloured vegetables 2. Soft drinks 3. Fit 4. skin condition 5. sunburn
*Procedure:
Teacher asks students to read the words and phrases provided aloud and give them
their meaning if necessary.
Teacher asks Ss to work individually.
Then, teacher calls some students to check and asks them to explain their answers.
Teacher checks students 'answers as a class.
Task 3: Discuss and tick each activity in the table as H (Healthy) or U (Unhealthy).
*Goal: To help students talk about their daily activities and decide if each activity is
healthy or unhealthy.
*Input: (Ex 3, p. 20)
*Outcome:
Suggested answers:
Healthy: 1, 3, 4
Unhealthy: 2, 5
*Procedure:

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First, teacher asks students to read all the sentences in the table and find out any
words are new to them.
Then, teacher has students work in group of 4 - 6 to discuss whether each activity is
healthy or unhealthy.
Ss work in groups. Finally, teacher calls out some group to give and explain their
answers as a class.
Teacher listens and correct their answers.
*Pronunciation: /f/ and /v/
*Goal: To help students identify how to pronounce the final sounds /f/ and /v/ at the
end of the words.
*Input: Listen and repeat.
*Outcome: Ss imitate and practice the two sounds together
*Procedure: * 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:
*Goal: To help students practise pronouncing these sounds in words.
*Input: (Ex 4, p. 20)
*Outcome: students practise
*Procedure: Teacher has students read out the words first.Ss practice saying the
words independently
Teacher asks students to listen and try to repeat the words as a class, a group, and
individual.
Teacher may play the recording as many times as necessary and correct their
pronunciation
Task 5: Listen and repeat. Pay attention to the underlined words.
*Goal: To help students pronounce the final sounds /f/ and /v/ correctly in context.
*Input: (Ex 5, p. 20)
*Outcome: students pronounce the final sounds /f/ and /v/ correctly in context.
*Procedure:
Teacher has students read the sentences and tell them to pay attention to the
underlined words with sounds /f/ and /v/.
Ss read and underline the words
Teacher plays the recording for students to listen and repeat each sentence.
Teacher corrects their pronunciation if necessary.
- Teacher calls on some students to read the sentences individually.

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4. Production:
*Goal: To give students chance to apply what they have learnt.
*Input: Game: Tongue twister
1. Victoria fried some fresh fish.
2. Van fried the fish in half a vat of fat.
*Outcome: Ss practice saying the sentences
*Procedure:
Teacher asks students to focus on 2 sentences on the board and try to say it.
- Teacher models, then call some students to read and correct pronunciation if
necessary.Ss practice saying the sentences.
Teacher has students try to read the whole sentence as quick as possible without
making any mistakes.
Teacher corrects if necessary.
IV.Wrap up and Homework (5')
*Goal:
To consolidate what they have learnt in the lesson.
To revise what they have learnt.
*Procedure:
Teacher asks students to talk about what they have learnt in the lesson.
Teacher asks students to talk about next lesson: A closer look 2.
Find 5 more words with the sound /f/ and 5 more words with the sound /v/. Write
them down and practice pronouncing the words
……………………………………………………………………………………….
Week  4                                                              Preparing date:19/9/2022
Period 11
    
Teaching date: 27/9/2022
UNIT 2: HEALTHY LIVING
Lesson 3: A closer look 2
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
Know how to recognize and write simple sentences
Types of simple sentences
Examples
1. Having a subject and a verb
I read.
2. Having an object
I read science books.
3. Having an adverb
I read science books every weekend.
2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
Be responsible and hard working
II. MATERIALS

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- Grade 7 textbook, Unit 2, A closer look 2
- Computer connected to the internet
- TV/ Projector/Pictures, sets of word cards
- sachmem.vn
III. PROCEDURES
1.Warm-up
*Goal: To activate students' prior knowledge and vocabulary related to the targeted
grammar.
To introduce the targeted grammar of the lesson.
*Input:Game: Jumbled sentences
1. books / I / science / read /.
2. games / children / love / outdoor /.
3. their / every day / they / clean / house /.
4. night / watched / I / T.V / last /.
5. learn / words / every day / You / should / the / new /.
*Outcome:
Answer key:
1. I read science books.
2. Children love outdoor games.
3. They clean their house every day.
4. I watched T.V last night.
5. You should learn the new words every day.
*Procedure:
Teacher gives instructions.
In groups, Ss:
discuss to rearrange the words to make meaningful and completed sentences.The
group which can finish all the sentences first and has all correct answers will be the
winner
Teacher checks and corrects Ss' answer.
Teacher says: “This lesson today is going to tell you about “simple sentences”
II.Presentation:
Grammar: Simple sentences
*Goal:To introduce students the form of simple sentences.
*Input: It rained.
S V
I read science books.
S V
O
I watched T.V last night.
S
V
O
A
*Outcome:
1. Eg: I read
S V
2. Eg: I read science books.

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S V
O
3. Eg: I read science books every weekend.
S V
O
A
*Procedure:
Teacher draws students' attention to the sentences in the answers from the Warm-up
and writes 1 more example, then underlines the main parts of each sentence.Ss look
at the board and listen to the teacher's questions to identify each part of a
sentences.Ss answer the teacher's questions, then read REMEMBER box in Ss'
book.
Teacher tells Ss that a simple sentence has only one subject and one verb, some
simple sentences also have an object, some simple sentences also have an adverb.
II. Practice:
Task 1:
*Goal:To help students identify the correct form of simple sentences.
*Input: Tick the simple sentence. (Ex 1, p. 21)
*Outcome:
Answer key:
Simple sentences: 1, 2, 4
*Procedure:
Teacher asks students to do the exercise individually and then compare their
answers with a classmate.Ss do the task individually. Some Ss explain their choices.
Teacher confirms the correct answers.
Task 2:
*Goal: To help students identify the subject and the verb in a simple sentence.
*Input:Underline and write S for the subject and V for the verb in each simple
sentence below. (Ex 2, p. 21)
*Outcome:
Answer key:

*Procedure:
Teacher has students do this exercise individually by reading each sentence
carefully to look for the two main parts.
Ss do the task individually.Ss give and explain their answers.
Teacher confirms the correct answers.
Task 3:

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*Goal:To help student identify different parts of a simple sentence and put them in
the correct order to form a simple sentence.
*Input:Rearrange the words and phrases to make simple sentences. (Ex 3, p. 21)
*Outcome:
Answer key:
1. My sister never drinks soft drinks.
2. Acne affects 80% of young people.
3. He has bread and eggs for breakfast.
4. We don't eat much fast food.
5. Fruit and vegetables have a lot of vitamins.
*Procedure:
Teacher asks Ss to work in pairs. Ss work in pairs to do the task.
Teacher calls on Ss to read aloud the complete sentences.
Teacher confirms the correct answers.
4.Production:
Task 4:
*Goal:To give Ss further practice on writing out simple sentences from the prompts
given.
*Input: Write complete sentences from the prompts. You may have to change the
words or add some. (Ex 4, p. 21)
*Outcome:
Answer 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.
*Procedure:
eacher asks Ss to look at the prompts of each sentence and decide the two main parts
of the sentence. Ss do the task individually.Call on some students to read out their
answers.
Teacher confirms the correct answers. Choose some typical errors and correct as a
whole class without nominating the students' names.
Task 5:
*Goal:To allow Ss more advanced practice in forming a simple sentence from two
separate ones.
*Input: Discuss and write a simple sentence from the two given sentences. (Ex 5, p.
21)
*Outcome:
Answer 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.

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4. My mother read and downloaded the health tips.
*Procedure:
Teacher asks Ss to work in pairs to read the two separate sentences, discuss and
determine the two main parts for the new sentence.
Ss work in pairs.
Call on some Ss to write the sentences on the board.
Teacher corrects the answers.Choose some typical errors and correct as a whole
class without nominating the students' names.
IV.Wrap-up and Homework
*Goal: To consolidate what students have learnt in the lesson
To revise what they have learnt
*Procedure:
Teacher asks students to talk about what they have learnt in the lesson.
Do exercises in the workbook.
………………………………………………………………………………………
Week  4                                                              Preparing date:20/9/2022
Period 12
    
Teaching date: 28/9/2022
UNIT 2: HEALTHY LIVING
Lesson 4: Communication
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- learn how to ask for and give health tips
- practise using some grammar points and vocabulary related to the topic.
2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Be benevolent and responsible
II. MATERIALS
- Grade 7 textbook, Unit 2, Communication
- Computer connected to the internet
- TV/ Pictures/ Projector
- sachmem.vn
III. PROCEDURES
I.Warm-up
*Goal: To introduce the lesson.To lead in the lesson.
*Input:BRAINSTORMING
*Outcome:

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Suggested answers:
Asthma, a backache, a broken leg, a cold, a cough, an earache, a headache, a sore
throat, a toothache, sunburn, etc.
*Procedure:
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.The team which has more correct words will be the
winner.
Teacher leads students into the lesson by telling what they are going to learn: “We
are going to learn how to give tips for health problems”.
2.Presentation:
Task 1:
Everyday English:
*Goal: To introduce two ways to give tips on health problems and to allow Ss some
practice
*Input: Listen and read the dialogue. (Ex 1, p. 22)
*Outcome: Giving tips for health problems
Structure: to give advice:
- You should/ shouldn't …
- You can …
*Procedure:
Teacher plays the record for SS to listen and read the conversation about health
problem.
Ss listen and practice saying with their partners.
Teacher calls some pairs to read aloud.
Teacher corrects pronunciation if necessary.
Teacher asks Ss to pay attention to the highlighted parts and asks them some
questions to elicit the new structure:
- What do these sentences mean?
- When do we use these sentences?
-…
Ss answer teacher's questions to find out new structure to give tips for health
problems.
Some students give the new structure to the teacher.
Teacher corrects and writes on the board:
Task 2:
*Goal: To help students practise giving tips on health problems.
*Input: Make similar conversation. (Ex 2, p. 22)
*Outcome:
Suggested answers:
A: I am tired.

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B: You can drink some milk.
A: Yes.
B: And you should have a nap.
A: Thank you.
*Procedure:
Teacher has Ss look at the situation in Ex 2 to make similar dialogue:
1. I'm tired.
2. I have acne.
3. My hands are chapped.
Ss work in pairs to make similar dialogue.
Teacher calls some pairs to present it in front of the class.
Teacher gives feedback and some comments.
II. Practice: Tips for a healthy life
Task 3
*Goal: To provide students
with more knowledge about healthy living and help them practice the skill of
reading for the main idea.
*Input: : Read the passage and choose the correct title for it. (Ex 3, p, 22)
*Outcome: Answer key: A
*Procedure: Teacher asks Ss to read the passage independently and choose the
correct answer of the main idea.
Ss so the task individually.
Teacher calls some Ss to give their answer and explain it.
Teacher confirms the correct answers.
Task 4:
*Goal: To help students identify the main points in a reading and talk about them.
*Input: Discuss and make a list for the tips which help the Japanese live long lives.
(Ex 4, p. 22)
*Outcome:
Suggested answers:
(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.
(4) The Japanese work hard and do a lot of outdoor activities.
*Procedure:
Teacher has students work in groups to discuss and takes notes of the tips for a long
life that they find in the text.Ss work in groups. 2-3 groups share their lists.
Teacher confirms and corrects if necessary.
Task 5:
*Goal: To help students practise giving health tips on their own context
*Input: Discuss and make a list for the tips that the Vietnamese can do to live
longer. (Ex 5, p. 22)
*Outcome:

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Suggested answers:
1. avoid overeating
2. do more outdoor activities.
3. drink enough
water
4. sleep before 10 p.m
5. eat more nuts.
6. do more
exercises.
7. …
*Procedure:
Teacher asks students to work in groups of 4- 5.
Ss work in group of 4- 5 to discuss and come up with some tips for how the
Vietnamese can live longer.
Some groups share ideas with the whole class and other groups listen and add more
their ideas.
Teacher listens and corrects if necessary
IV.Wrap-up and Homework
*Goal: To consolidate what students have learnt in the lesson
To prepare for the next lesson: Skills 1.
*Procedure:
Teacher asks students to talk about what they have learnt in the lesson.
Do exercises in the workbook.
…………………………………………………………………………………….
Week  5                                                              Preparing date:30/9/2022
Period 13
    
Teaching date: 4/10/2022
UNIT 2: HEALTHY LIVING
Lesson 5: Skills 1
I. OBJECTIVES
By the end of this lesson, students will be able to gain:
1. Knowledge
+ Reading:
- read for specific information about acne
+ Speaking:
- talk about how to deal with some health problems.
2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
Be benevolent and responsible
II. MATERIALS
- Grade 7 textbook, Unit 2, Skills 1
- Computer connected to the internet
- TV/ Pictures, cards

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- sachmem.vn
III. PROCEDURES
1.Warm-up
*Goal: To introduce the topic of reading.
To lead in the lesson about Skills 1.
*Input: HANGMAN
*Outcome: S K I N C O N D I T I O N
*Procedure:
Teacher divides class into 2 teams and asks them to think of the word which has 13
letters in it related the topic “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 guesses the letter in the secret word.
Teacher corrects their answers.
- The team which can find or guess the secret first will be the winner.
Teacher leads students into the lesson by telling what they are going to learn: “We
are going to read a passage about one of the most common “Skin condition”
among teenagers.
2.Pre-Reading:
a.VOCABULARY
*Goal: To provide students with some lexical items before reading the text.
*Input:
.1. disease (n): [explanation]
2. serious (a): [explanation]
3. take care of (phr v): [symnonym]
4. pop (v): [visual + explanation]

*Outcome:
Concept check: Rub out and Remember.
*Procedure:
Teacher introduces the vocabulary by:
+ Providing the synonym or antonym of the words.
+ Providing the pictures of the words.
+ Providing the definition of the words
b. DISCUSSION
*Goal: To introduce words related to skin conditions to Ss and help Ss have a
general idea of what they are going to read.

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*Input: (Ex 1, p. 23)
*Outcome: Answer keys:
1. chapped skin
2. acne
3. sunburn
*Procedure:
Teacher asks Ss to work in pairs to look at some pictures in Ex 1 on page 23 to write
each word or phrase under the correct picture and discuss with their partners “Which
skin condition is the most common among teenagers”.
Ss work in pairs.
Teacher calls some Ss to check what they have discussed.
Teacher corrects.
3. While reading
Task 1:
*Goal: To help Ss develop their reading skill for specific information (scanning)
and help them focus on the problem of acne.
*Input: Read the passage and match the beginnings in A with the endings in B. (Ex
2, p. 23)
*Outcome:
Answer key:
1. b
2. d 3. a 4. c
*Procedure:
Teacher has Ss read the text in detail to do the exercise and asks them how to do this
kind of exercise.
Read the beginnings in A. They all start with 'acne' plus the verbs (is, affects,
causes).
Locate the part of the text where they find the information. They all appear right in
the first paragraph.
Read that part and do the matching.
Ss do the task independently.
Teacher tells Ss to compare their answers in pairs before calling some of them to
check.
Teacher confirms the correct answer and explains if necessary.
Task 2:
*Goal: To help Ss further develop their reading skill for specific information
(scanning).
*Input: Read the passage again and choose the correct answer A, B, or C. (Ex 3, p.
23)
*Outcome:
Answer key:
1. A 2. C 3. B 4. B 5. A
*Procedure:
Teacher asks Ss: reading each question, locating where the information appears in
the text, reading that part carefully and circling the correct answer.
Ss do the task independently.

19

Teachers has Ss compare their answers in pairs and call some Ss to give their ideas.
Teacher checks and confirms the correct answers.
Task 3:
*Goal: To check students' reading comprehension.
*Input: Retelling
*Outcome:
*Procedure:
Teacher asks Ss to work in groups and take turn to say 1 sentence which they can
remember from the passage they have read about “acne”.
Ss work in groups.
Teacher calls some groups to check.
Teacher corrects if necessary
4.Post reading* Speaking:
Pre-speaking Task 4:
*Goal: To help Ss talk about how they apply the tips in the reading to themselves
*Input: Read the passage again. Pick the tips which you can easily follow. Share
your ideas with your partner. (Ex 4, p. 23)
*Outcome: Ss talk about how they apply the tips in the reading to themselves
*Procedure:
Teacher asks Ss to work in pairs and tells them to focus on the tips for acne in the
text to talk about which tip they can easily follow.
Ss work in pairs. Teacher goes around and listens and gives help if necessary.
Teacher calls on some Ss to share their answers with the class. If there is a tip they
cannot follow, ask them to explain why not.
Teacher listens and gives comment.
While speaking Task 5:
*Goal: To provide Ss an opportunity to practise giving tips for health problems.
*Input: Read about the health problems below. Discuss and make notes of some
tips you can give each person. Then share your ideas with the class. (Ex 5, p. 23)
*Outcome:
Suggested answers:
1. Use some lip...