Week: 4
Unit 2: HEALTHY LIVING
Period: 11
Lesson 3: A CLOSER LOOK 2
Date of teaching: 30/9/2024
I. OBJECTIVES:
1. Competences: 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 activities.
- 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.
2. 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.
3. Attributes:
- To teach students the love of English; the love of their new school.
- The awareness about importance of living healthily.
- Students have the good attitude to working in groups, individual work, and pair
work, cooperative learning and working.
II. INSTRUCTIONAL RESOURCES
- Grade 7 textbook
- T.V
- hoclieu.vn
- A laptop connected to the internet
III. PROCEDURES
1. Activity 1: WARM UP (5 minutes)
Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
Content/Performance tasks:
- Review the previous lesson or have some warm-up activities to create a friendly
and relaxed atmosphere to inspire students to warm up to the new lesson.
Outcome/Performance Products:
- Having a chance to speak English and focus on the topic of the lesson.
Example:
A: water, grow, flowers, vegetable.

B: Is it gardening?
A: Yes, it is.
Implementation:
+ Greeting
+ Game:
Guessing game
- Teacher divides the class into 4 teams.
- Teacher calls on a student from each team to go to the board in turn. That student
thinks of a hobby and says the keywords out loud.
The other teams try to guess What the 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 listen and learn how to do.
- Invite some students to answer the questions.
- Introduce the three objectives of the lesson. Write the objectives in the left corner
of the board.
- Ask students to open their book and introduce what they are going to study.
- Students open their book and write.
Assessment Tools: observation
2. Activity 2: PRESENTATION (10 minutes)
Task 1:
Aims:
-To help students identify and remember the uses of the present simple.
Content/Performance Tasks:
- To practice using the present simple in context.
Outcome/Performance Product:
- Vocabulary about the topic.
* Vocabulary:
- Acne /ˈækni/ (n): mụn trứng cá
- Vegetarian /ˌvedʒəˈteəriən/(n): người ăn chay
- 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

a) I read.
S V
b) I read science books.
S V
O
c) I read science books every weekend.
S V
O
A
** REMEMBER!
* Simple sentences
– Some simple sentences have a subject and a verb.
Example: I read.
– Some simple sentences also have an object.
Example: I read science books.
– Some simple sentences also have an adverb.
Example: I read science books every weekend.
Key to Task 1:
1,2,4
Implementation:
Task 1. Tick (√) the simple sentences.
- Ask students to do the exercise individually and then compare their answers with
a classmate.
- Call on some students to explain their choice.
- Students to explain why sentences 3 and 5 are not simple sentences. Write
sentences 3 and 5 on the board. Underline the two subjects and predicates. Circle
the words 'and' and 'but'.
+ Students listen to the instructions carefully and learn how to do the tasksConfirm the correct answers as a class.
Assessment Tool: observation
Task 2:
Aims:
-To help students practice the correct form of the present simple.
Content/Performance Tasks:
- Pair work to put the words in the correct columns
Outcome/Performance Product:
- Use of the present simple by choosing correct answer.
* Key to Task 2:
1. V 2. S 3. V 4. S 5. V
Implementation:
Task 2. Write S if the subject is missing from the sentence and V if the verb is.

- Have students do this exercise individually.
- Ask them to read each sentence carefully and look for the two main parts. This
helps them decide which part is missing in each sentence.
- Call on some students to give and explain their answers.
- Students listen carefully and learn how to do.
- Students work individually.
- Students give the answers.
- Teacher confirms the correct answers.
- If time allows, ask students to complete the sentences, adding the missing parts.
- Checks students' answers as a class.
- Assessment Tool: observation
3. Activity 3: PRACTICE (20 minutes)
Task 3:
Aims:
To help students identify the missing part in a simple sentence.
Content/Performance Tasks:
- Write S if subject is missing. V if the verb is.
Outcome/Performance Products:
- Understand more about using the TENSE in contexts.
Keys:
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.
- Implementation:
Task 3. Rearrange the words and phrases to make simple sentences.
- Allow students to work in pairs or individually.
- Call on 2 - 3 students to read aloud the complete sentences.
- Students to work in pairs.
- Students do the tasks.
- Confirm the correct answers.
Assessment Tools: Fill the blanks
Task 4:
Aims:
To help Ss identify different parts of a simple sentence and put them in the correct
order to form a simple sentence.

- Content/Performance Tasks:
To give students further practice on writing out simple sentences from the prompts
given.
Outcome/Performance Products:
- Do the filling with the correct form of the verbs in brackets.
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.
Implementation:
Task 4. Write complete sentences from the prompts. You may have to change
the words or add some.
- Have Ss look at the prompts of each sentence and decide the two main parts of
the sentence.
- Have students do this exercise individually before they share their answers with a
partner.
- Ask some students to read out their answers.
- Students do the tasks and share the answer.
- Comment and confirm the correct answers.
- Check the answers as a class.
Assessment Tools: Fill the blanks
4. Activity 4: PRODUCTION (7 minutes)
* Task 5:
Aim:
- To give students further practice on writing out simple sentences from the
prompts given.
Content/Performance Tasks:
- Rearrange the words and phrases to make simple sentences, using the words
given.
Outcome/Performance Products:
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.

Implementation:
Task 5. Work in pairs. Discuss and write a simple sentence from the two given
sentences.
- Have students 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.
- Teacher comments.
Assessment Tools: Observation
IV. WRAP-UP ACTIVITY, GIVE INSTRUCTIONS ON SELF-STUDYING HOMEWORK / ASSIGNMENT (5 minutes)
* Ask students to complete the self-assessment table.
- Identify any difficulties, weak areas, and provide further practice
* HOME WORK
- Read again the conversation.
- Do more exercises in workbook.
- Make more sentences using simple present tense.
- Prepare: Unit 4 Communication
- Review the words about healthy living.
Comments:
Attendance:

Class 7A1:
Class 7A2:
Class 7A3: