Giáo án Tiếng Anh 5 - Week 25 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 5 - Week 25 - Năm học 2024-2025

1. Week: 25 Date of planning: 08/03/2025 Period: 97 Date of teaching: 10/03 – 14/03 UNIT 15: OUR HEALTH Lesson 1(1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about someone’s health problem; - correctly say the words and use What’s the matter? – I have a _____. to ask and answer questions about common health problems; - use What’s the matter? – I have a ___. in a freer context; - use the words toothache, headache, sore throat and stomach ache in relation to the topic “Our health”. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about someone’s health correctly and fluently. - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform pronunciation and speaking tasks. 3. Attributes - Raise their knowledge of health. - Show pupils how to take care of themselves and prevent common diseases. II. MATERIALS - Pupil’s book: Page 30 - Audio tracks 41, 42 - Teacher’s guide: Pages 237, 238, 239 - Website hoclieu.vn - Flashcards/ pictures and posters (Unit 15) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise Unit 14 by asking the class to present the project from Lesson 3. b. Content - Project Presentation c. Expected outcomes - Pupils can present their healthy lifestyle in class fluently. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Project Presentation - Tell pupils they are going to - Pupils listen to the A pupil’s healthy lifestyle present their healthy lifestyle in teacher’s explanation. and a speech bubble: This class. is my healthy lifestyle. I - Have pupils work in groups to - Pupils work in groups to eat a lot of fruit. practise their presentation. Go practise their _______.
2. around the classroom and offer presentation. help where necessary. - Invite a few pupils to show their healthy habits and present - Pupils show their in front of the class. healthy habits in front of - Praise good performances. the class. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: EXPLORATION (5 minutes) a. Objectives - To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about someone’s health problem. b. Content - Activity 1. Look, listen and repeat. c. Expected outcomes - Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about someone’s health problem. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 41) Step 1: Ask pupils to look at - Pupils look at Pictures a - Context a: Lucy lying Pictures a and b, and identify and b, identify the in her bed. Her mother the characters and any other characters and any other sitting next to her. details they can describe. details. Lucy’s mother: Are you Step 2: Ask pupils to look at - Pupils look at the OK, Lucy? Picture a. Play the recording of Picture a. Pupils listen to Lucy: I don’t feel well. the first dialogue several times the recording of the first - Context b: Lucy’s for them to listen. dialogue several times. mother asks Lucy about Step 3: Play the recording - Pupils listen to the her health again, sentence by sentence, for recording again, sentence Lucy’s mother: What’s pupils to listen and repeat, by sentence and repeat the matter? individually and in chorus. individually and in Lucy: Ouch! I have a Correct their pronunciation chorus. headache. where necessary. Repeat the same procedure with Picture b and the second dialogue. Step 4: Invite a few pairs to the front of the classroom to - A few pairs come to the listen to and repeat the front of the class to listen sentences in the recording. and repeat the sentences Check their pronunciation, and in the recording. give feedback where necessary. - Pupils look at the Step 5: Draw pupils’ attention question and the answer. to the question What’s the Pupils listen to the matter? and the answer I have teacher’s explanation. a headache. Explain that they
3. are a question and an answer about someone’s health problem. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes) a. Objectives - To correctly say the words and use What’s the matter? – I have a _____. to ask and answer questions about common health problems. b. Content - Activity 2. Listen, point and say. c. Expected outcomes - Pupils can correctly say the words and use What’s the matter? – I have a _____. to ask and answer questions about common health problems. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 42) Step 1: Have pupils point at - Pupils point at Picture - Picture and word cues: Picture a, listen to the first part a, listen to the first part a. a boy with a toothache, of the recording and repeat the of the recording and and the word toothache word toothache. Repeat the repeat the word b. a girl with a headache, same procedure with Pictures toothache. Pupils follow and the word headache b, c and d. Have the class the teacher’s instructions c. a boy with a sore repeat the words a few times. with Pictures b, c and d. throat, and the words Step 2: Point at the question Pupils repeat the words a sore throat pattern What’s the matter? few times. d. a girl with a stomach Read it aloud and have pupils - Pupils follow the ache, and the words repeat it several times. Repeat teacher’s instructions. stomach ache the same procedure with the - Speech bubbles: answer pattern I have a ___. What’s the matter? Step 3: Point at Picture a and I have a _____. have pupils listen to the next - Pupils point at Picture a Audio script: part of the recording and repeat and listen to the next part a. toothache What’s the matter? – I have a of the recording and b. headache toothache. Repeat the same repeat. Pupils follow the c. sore throat procedure with Pictures b, c teacher’s instructions. d. stomach ache and d. a. Step 4: Divide the class into - Pupils work in two A: What’s the matter? two groups to take turns groups to take turns B: I have a toothache. repeating the question and the repeating the question b. answer in Picture a until they and the answer in Picture A: What’s the matter? feel confident. Repeat the same a. Pupils follow the B: I have a headache. procedure with Pictures teacher’s instructions c. b, c and d. with Pictures b, c and d. A: What’s the matter? Step 5: Put pupils in pairs and - Pupils work in pairs and B: I have a sore throat. have them practise asking and practise asking and d. answering questions using the answering questions A: What’s the matter?
4. pictures. Invite a few pairs to using the pictures. A few B: I have a stomach ache. point at the pictures and say the pairs point at the pictures questions and answers in front and say the questions and of the class. Give feedback answers in front of the where necessary. class. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To use What’s the matter? – I have a ___. in a freer context. b. Content - Activity 3. Let’s talk. c. Expected outcomes - Pupils can use What’s the matter? – I have a ___. in a freer context. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s talk. Step 1: Draw pupils’ attention - Pupils look at the - Picture cue: a clinic at a to the phrase Phòng Y tế phrase Phòng Y tế primary school where (School Clinic) to guess the (School Clinic) to guess some pupils are waiting context of the picture. Ask the context of the picture. for the doctor them about the common health Pupils answer the health - Speech bubbles: problems that the characters problems that the What’s the matter? may have. characters may have. _____. Step 2: Read the question in - Pupils repeat the Suggested answers: the speech bubble aloud and question in the speech What the matter? – I ask pupils to repeat it. Ask bubble. Pupils look at the have a stomach ache / a pupils to look at the second second bubble and guess headache / a toothache / bubble and guess what the what the answer should a sore throat / answer should start with (I be. backache. have a ____). Step 3: Have some pairs role- - Pupils work in pairs to play by asking and answering role-play by asking and questions about the health answering questions problems in the picture. Go about the health around the classroom to problems in the picture. observe and provide help. Step 4: Invite some pairs to - Some pairs role-play as role-play as a doctor and a a doctor and a pupil to pupil to ask and answer ask and answer questions questions about common health about health problems in problems in front of the class. front of the class. Then, Give corrections and feedback pupils talk about the where necessary. other health problems Extension: Encourage pupils to that they know. brainstorm some other common health problems, then talk with
5. each other using the sentence pattern they have learned in this lesson. e. Assessment - Performance products: Pupil’s interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Yes or No (ppt) - Tell the class how to play the game. Ask pupils to play the game individually. - Prepare Yes and No boards for pupils. - Show a picture and a sentence on the board. Have pupils look at the picture and the sentence. - Ask pupils to raise the Yes board if the picture and sentence are matched. - Ask pupils to raise the No board if the picture and sentence are not matched. Have pupils say the correct sentence aloud. E.g. (picture of a boy with a toothache) - I have a toothache. The class raises the Yes board. E.g. (picture of a girl with a sore throat) - I have a stomach ache. The class raises the No board. - Give stickers to the fastest pupil with the correct answer. * Option 2: Game: Board race - Explain how to play the game. Give an example. - Divide the class into two groups. - Stick the flashcards (toothache, headache, sore throat, stomach ache) on the board. - Say the word twice so that the pupils can hear. - Say “Run” and then the pupil from each group has to run quickly to find and choose the flashcard the teacher said. Ask the pupil with the correct flashcard to say the word. - The group with the most flashcards at the end is the winner. Praise the winner. * Preparation for the project: Ask pupils to prepare for the project on page 35 by doing a survey about common health problems that people have and creating some advice for them. Ask pupils to do the survey while they study Unit 15 so that they can present their survey results and their advice on a poster at Project time. Pupils could also include some information about the people they surveyed and the reasons why they have those common health problems. Week: 25 Period: 98 UNIT 15: OUR HEALTH Lesson 1 (4,5,6) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - listen to and understand four communicative contexts in which characters ask and answer questions about people’s health problems, and number the pictures;
6. - complete four gapped exchanges with the help of picture cues; - sing the song What’s the matter? with the correct pronunciation, rhythm and melody. 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening and reading tasks. 3. Attributes - Raise their knowledge of health. - Show pupils how to take care of themselves and prevent common diseases. II. MATERIALS - Pupil’s book: Page 31 - Audio tracks 43, 44 - Teacher’s guide: Pages 240, 241, 242 - Website hoclieu.vn - Flashcards/ pictures and posters (Unit 15) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the vocabulary about some common diseases. b. Content - Game: Matching pairs c. Expected outcomes - Pupils can remember and say the vocabulary about some common diseases correctly. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Game: Matching pairs - Tell pupils that they are going - Pupils listen to the Pictures cards (headache, to find the pairs of pictures and teacher’s explanation. toothache, sore throat, words as quickly as possible. stomach ache) - Divide the class into two - Pupils work in two Word cards (headache, groups. groups. toothache, sore throat, - Stick the picture cards face - Pupils look at the stomach ache) down in the left column and the picture cards and word word cards face down in the cards on the board. right column on the board. - Invite one pupil from each - Pupils play the game. group to play the game by selecting a picture card and a word card. If two cards are a matching pair, ask the pupil to say the word aloud and he/ she will get one point for his/ her group. If the cards do not make a match, ask the pupil to turn them face down again and invite another pupil from another group to take the next
7. turn. - Pupils praise the - Let pupils play the game until winner. all pairs have been matched. - The group with more points wins the game. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To listen to and understand four communicative contexts in which characters ask and answer questions about people’s health problems, and number the pictures. b. Content - Activity 4. Listen and number. c. Expected outcomes - Pupils can understand four communicative contexts in which characters ask and answer questions about people’s health problems, and number the pictures. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and number. (Track 43) Step 1: Have pupils look at - Pupils look at Activity Picture cues: Activity 4. Ask them How 4. Pupils listen to the a. a boy with a sore many pictures are there? and teacher’s explanation and throat What health problems can you answer the questions. b. a boy with a stomach see in each picture? Give ache pupils prompts for their c. a boy with a headache guesses, such as The boy has a d. a boy with a toothache pain in his head. The boy has a Audio script: pain in his stomach. Encourage 1. pupils to say, for example, The A: You look tired today. boy has a pain in his head. He What’s the matter? has a headache. The boy has a B: I have a stomach ache. pain in his stomach. He has a 2. stomach ache. Explain that A: You don’t look well they will write numbers 1 – 4 today. What’s the matter? in the boxes of the pictures in B: I have a headache. the order that they hear them. 3. Step 2: Play the recording of - Pupils listen to the A: You’re very quiet the first dialogue. Ask pupils to recording of the first today. What’s the matter? find the correct picture and dialogue. Pupils find the B: I have a sore throat. write number 1 in the box. correct picture and write 4. Check their answers and give number 1 in the box. A: You’re eating slowly. feedback. - Pupils listen to the other What’s the matter? Step 3: Play the other recording. Pupils work B: I have a toothache. recordings. Ask pupils to work individually, then work * Key: 1. b, 2. c, 3. a, 4. independently, then have them in pairs for their peer- d swap books to check answers. checks. Go around the classroom and
8. give support if necessary. Step 4: Check the answers as a - Pupils check the class. Correct the answers, if answers as a class. necessary. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To complete four gapped exchanges with the help of picture cues. b. Content - Activity 5. Read and complete. c. Expected outcomes - Pupils can complete four gapped exchanges with the help of picture cues. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Read and complete. Step 1: Ask pupils to look at - Pupils look at the - Four picture cues the pictures and identify the - Four gapped exchanges pictures and identify the health health problems that the to complete problems that the characters characters have. Key: have. - Pupils read the complete 1. headache Step 2: Have pupils read the sentence in Question 1. 2. toothache complete sentence in Question Pupils answer what is 3. the matter; sore throat 1. missing in the second 4. matter; have a Ask them what type of word is sentence. Pupils complete stomach ache missing in the second sentence the gap by finding the (a health problem). Ask them to information from the complete the gap using the picture. information in the picture (a girl - Pupils do the other having a headache). Give the questions in the same correct answer. way individually, then in Step 3: Ask pupils to do the pairs for their peer- other questions independently, checks. and then to check answers in pairs. Go around and give - Two pupils and two support if necessary. Ask pairs read the sentences questions to have pupils aloud. explain their answers. For example, for Question 1, ask “How do you know the answer is “headache”? – Because she’s holding her head and she’s tired. Step 4: Ask two pupils and two pairs to read the sentences aloud. Give feedback and corrections if necessary.
9. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To sing the song What’s the matter? with the correct pronunciation, rhythm and melody. b. Content - Activity 6. Let’s sing. c. Expected outcomes - Pupils can sing the song What’s the matter? with the correct pronunciation, rhythm and melody. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Let’s sing. (Track 44) Step 1: Have pupils read the - Pupils read the lyrics to The lyrics and the lyrics to familiarise themselves familiarise themselves recording of the song with the language. Check with the language. What’s the matter? comprehension and give feedback. Step 2: Have pupils listen to - Pupils listen to the the entire song, drawing their entire song. attention to the pronunciation, rhythm and melody. Step 3: Play the recording of - Pupils listen to the song the song once or twice for once or twice and pupils to listen to and practise practise singing it, line singing it, line by line. after line. Step 4: When pupils feel confident and are familiar with - Pupils sing the entire the melody, ask them to sing song while clapping their the entire song while clapping hands. their hands. Step 5: Invite a few groups to the front of the class to sing the - A few groups come to song. The rest of the class may the front of the class to sing along to reinforce the sing the song. Pupils may activity. sing along to reinforce the activity. e. Assessment - Performance products: Pupil’s interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Lucky gift boxes (ppt) - Tell pupils they are going to look at the pictures and ask and answer about health problems. - Prepare pictures of common diseases (toothache, headache, sore throat, stomach ache) and gift boxes.
10. - Have the class play the game in pairs. - Each pair chooses a gift box they like, then asks and answers questions about health problems. E.g. Pupil A: What’s the matter? Pupil B: I have a toothache. - If they ask and answer correctly, they will get gifts from the gift boxes. - Continue with other pairs. * Option 2: Game: Pass the bag - Explain that pupils are going to look at the pictures and say the sentence about health problems. - Put some flash cards (toothache, headache, sore throat, stomach ache) in a bag. - Have pupils make two circles. - Ask pupils to pass the bag around the circle while music plays. - When the music stops, ask the pupil holding the bag to take out a flash card in the bag and say a sentence, e.g. I have a stomach ache. - Praise pupils to encourage their performance. Week: 25 Period: 99 UNIT 15: OUR HEALTH Lesson 2 (1,2,3) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - understand and correctly repeat the sentences in two communicative contexts focusing on giving and responding to advice about common health problems; - correctly say the phrases and use You should _____. – Thanks for your advice. to give and respond to advice about common health problems; - use What’s the matter? – I have a _____. and You should ____. – Thanks for your advice. in a freer context; - use the phrases go to the dentist, have a rest, drink warm water and take some medicine in relation to the topic “Our health”. 2. Competences - Critical thinking and creativity: learn how to give and respond to advice about common health problems correctly and fluently. - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform pronunciation and speaking tasks. 3. Attributes - Raise their knowledge of health. - Show pupils how to give advice about health problems. II. MATERIALS - Pupil’s book: Page 32 - Audio tracks 45, 46 - Teacher’s guide: Pages 242, 243, 244, 245 - Website hoclieu.vn - Flashcards/ pictures and posters (Unit 15)
11. - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To motivate the class by completing and singing the song “What’s the matter?”. b. Content - Karaoke Show c. Expected outcomes - Pupils can complete and sing the song correctly. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Karaoke Show - Tell pupils they are going to - Pupils listen to the The lyrics and the listen to the song and fill in the teacher’s explanation. recording of the song gaps in the lyrics and sing it What’s the matter? with correct pronunciation, Let’s go out and play. rhythm, and melody. I’m sorry. I can’t. - Have pupils listen to the song - Pupils listen to the song Why? What’s the (1) and fill in the gaps. Play the and fill in the gaps. ____? recording of the gapped Check the answers as the I’m not very well. sentences twice for pupils to class. I have a (2) ____. fill in. Then check the answers as the class. Let’s play and (3) _____. - Play the recording again and - Pupils listen to the I’m sorry. I can’t. have pupils sing the whole recording again and sing Why? What’s the matter? song while clapping their the whole song while I don’t feel well. hands. clapping their hands. I have a (4) ____. - Invite a few groups to the - Pupils come to the front front of the class to sing the of the class to sing the Key: 1. matter, song. The class may sing along song. The class may sing 2. headache, 3. sing, and clap to reinforce the along and clap to 4. sore throat activity. reinforce the activity. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: EXPLORATION (5 minutes) a. Objectives - To understand and correctly repeat the sentences in two communicative contexts focusing on giving and responding to advice about common health problems. b. Content - Activity 1. Look, listen and repeat. c. Expected outcomes - Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on giving and responding to advice about common health problems. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 1. Look, listen and repeat. (Track 45) Step 1: Ask pupils to look at - Pupils look at Pictures a - Context a: Mary and
12. Pictures a and b, and identify and b and identify the Nam talking in the school the characters. Have them say characters. Pupils say playground. Nam holding what they can see in the what they can see in the his cheek thought bubble in Picture B thought bubble. Mary: How are you (Nam at the dentist’s). today, Nam? Step 2: Ask pupils to look at - Pupils look at Pictures Nam: I don’t feel very Picture a. Play the recording of a. Pupils listen to the well. I have a toothache. the first dialogue several times recording of the first - Context b: Mary for the pupils to listen. dialogue several times. advising Nam to go to Step 3: Play the recording - Pupils listen to the the dentist again, sentence by sentence, for recording again, sentence Mary: You should go to pupils to listen and repeat, by sentence and repeat the dentist, Nam. You individually and in chorus. individually and in should go as soon as Correct their pronunciation chorus. possible. where necessary. Repeat the Nam: OK, I will. Thanks same procedure with Picture b. for your advice. Step 4: Invite a few pairs to the front of the classroom to listen - A few pairs come to the to and repeat the sentences in front of the class to listen the recording. Give feedback and repeat the sentences where necessary. in the recording. Step 5: Draw pupils’ attention to the advice You should go to - Pupils look at the the dentist. and the response advice and the response. Thanks for your advice. Tell Pupils listen to the pupils that the first sentence is teacher’s explanation. a way to give advice about a common health problem and the second sentence is a response to receiving advice. e. Assessment - Performance products: Pupils’ answers and pronunciation - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes) a. Objectives - To correctly say the phrases and use You should _____. – Thanks for your advice. to give and respond to advice about common health problems. b. Content - Activity 2. Listen, point and say. c. Expected outcomes - Pupils can correctly say the phrases and use You should _____. – Thanks for your advice. to give and respond to advice about common health problems. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 2. Listen, point and say. (Track 46) Step 1: Have pupils point at - Pupils point at Picture - Picture and word cues: Picture a, listen to the first part a, listen to the first part a. a dentist checking her of the recording and repeat the of the recording and patient’s teeth, and the
13. phrase go to the dentist several repeat the phrase go to phrase go to the dentist times. Repeat the same the dentist several times. b. a girl having a rest, procedure with Pictures b, c Pupils repeat the phrases. and the phrase have a and d. Have the class repeat all rest the phrases until they feel c. a cup of warm water, confident. - Pupils follow the and the phrase drink Step 2: Point at the advice teacher’s instructions. warm water pattern You should ____. Read d. some medicine, and it aloud and have pupils repeat the phrase take some it. Repeat the same procedure medicine with the response Thanks for - Pupils listen to the next your advice. part of the recording and Step 3: Point at Picture a and repeat. Pupils follow the - Speech bubbles: have pupils listen to the next teacher’s instructions. You should ____. part of the recording and repeat Thanks for your advice. You should go to the dentist. – Audio script: Thanks for your advice. Repeat a. go to the dentist the same procedure with - Pupils work in two b. have a rest Pictures b, c and d. groups to take turns c. drink warm water Step 4: Divide the class into repeating the advice and d. take some medicine two groups to take turns the responses for Pictures a. repeating the advice and the a - d. A: You should go to the responses for Pictures a, b, c - Pairs of pupils practise dentist. and d until they feel confident. advising and responding B: Thanks for your Step 5: Have pairs of pupils to the advice with the advice. practise advising and pictures. A few pairs of b. responding to advice using the pupils perform a dialogue A: You should have a pictures. Invite a few pairs to in front of the class. rest. perform a dialogue in front of B: Thanks for your the class. Check their advice. pronunciation and give c. feedback where necessary. A: You should drink warm water. B: Thanks for your advice. d. A: You should take some medicine. B: Thanks for your advice. e. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Questions & Answers 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To use What’s the matter? – I have a _____. and You should ____. – Thanks for your advice. in a freer context. b. Content
14. - Activity 3. Let’s talk. c. Expected outcomes - Pupils can use What’s the matter? – I have a _____. and You should ____. – Thanks for your advice. in a freer context. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 3. Let’s talk. Step 1: Draw pupils’ attention - Pupils look at the - Picture cues: characters to the pictures and guess the pictures and guess the with common health health problems that the health problems that the problems characters have. Read the first characters have. Pupils - Speech bubbles: speech bubble aloud and ask repeat the advice in the What’s the matter? pupils to repeat it. Ask pupils first speech bubble and – _____. to look at the second speech repeat. Pupils look at the You should ____. – bubble and identify what the second bubble and _____. start of the answer should be (I identify what the answer have a). Do the same with the should be. other pair of speech bubbles. Step 2: Have pairs of pupils - Pairs of pupils practise practise asking about health advising and responding problems and giving advice. to advice about health Go around the class and problems. provide support when necessary. - A few pairs practise Step 3: Invite a few pairs to advising and responding practise the exchanges in front to advice about health of the class. Make corrections problems in front of the and give feedback where class. necessary. - Pupils brainstorm some Extension: If you didn’t do so other common health earlier, encourage pupils to problems that they may brainstorm some other common know, then give their health problems that they may health advice for them. know, such as flu, a cold, a fever and backache, etc., then give their health advice for them. e. Assessment - Performance products: Pupil’s interaction and performance - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Quiz Time (ppt) - Place some gapped sentences and pictures. - Have pupils play the game individually. - Show a gapped sentence, a picture and three options A, B or C. E.g. picture of “headache”/ You should ____. - Thanks for your advice. A. play football B. have a rest C. watch TV - Invite a pupil to answer.
15. - Continue with other sentences. - Praise pupils if they do the game well. * Option 2: Game: Questions and answers - Tell pupils how the game is played. Give an example. - Put pupils into pairs. - Encourage the pupils to play rock, paper, scissors. The loser gives advice. The winner responds to the advice. E.g. Pupil A: You should drink warm water. Pupil B: Thanks for your advice. - Praise pupils to encourage their performance. Week: 25 Period: 100 UNIT 15: OUR HEALTH Lesson 2 (4,5,6) I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - listen to and understand two communicative contexts in which characters talk about health problems, and tick the correct pictures; - complete two gapped exchanges with the help of picture cues; - role-play asking for and giving health advice about common health problems. 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening, reading and writing tasks. 3. Attributes - Raise their knowledge of health. - Show pupils how to give advice about health problems. II. MATERIALS - Pupil’s book: Page 33 - Audio track 47 - Teacher’s guide: Pages 245, 246, 247 - Website hoclieu.vn - Flashcards/ pictures and posters (Unit 15) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) a. Objectives - To revise the sentence patterns You should _____. - Thanks for your advice. b. Content - Game: Spin c. Expected outcomes - Pupils can correctly say the sentence patterns You should _____. - Thanks for your advice. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT
16. Game: Spin - Tell pupils that they are going - Pupils listen to the Pictures (a headache, a to give advice about health and teacher’s explanation. toothache, a stomach get points from the spin. ache, a sore throat) - Divide the class into two - Pupils work in two Sentence patterns: groups. groups. What’s the matter? - Have a pair of pupils from - Pupils choose a I have _____. each group to choose a number, number, look at the You should _____. look at the picture, ask and picture, ask and answer Thanks for your advice. answer the question, then give the question, then give advice about health. advice about health. - If they say the sentences - Pupils spin to get points correctly, they will spin to get for their group. points for their group. - The group with more points wins the game. - Praise the winner. - Pupils praise the winner. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: PRACTICE (5 minutes) a. Objectives - To listen to and understand two communicative contexts in which characters talk about health problems, and tick the correct pictures. b. Content - Activity 4. Listen and tick. c. Expected outcomes - Pupils can understand two communicative contexts in which characters talk about health problems, and tick the correct pictures. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 4. Listen and tick. (Track 47) Step 1: Have pupils look at the - Pupils look at the - Picture cues: pictures. Ask What health pictures. Pupils answer 1a. Nam with a problems can you see in each the questions. headache, and Nam picture? What advice can you having a rest in bed see in each picture? 1b. Nam with a Step 2: Tell pupils to look at - Pupils look at the headache, and Nam the pictures for Question 1, and pictures for Question 1 watching TV tell them they will hear a and hear a conversation 1c. Nam with a conversation between a boy between a boy and girl toothache, and Nam and a girl about a health about a health problem. having a rest in bed problem. Ask pupils to tick the Pupils tick the correct 2a. Lucy with a picture that shows the boy’s picture that shows the toothache, and Lucy health problem and the health boy’s health problem and taking some medicine advice that the girl gives him. the advice that the girl 2b. Lucy with a
17. Play the recording of the first gives him. Pupils listen toothache, and Lucy conversation twice. to the first conversation having her teeth checked Step 3: Repeat the same twice. by the dentist procedure with the second - Pupils listen to the 2c. Lucy with a conversation. Ask pupils to tick second conversation and headache, and Lucy the picture that shows the girl’s tick the correct picture taking some medicine common health problem and that shows the girl’s Audio script: the advice that the boy gives health problem and the 1. her. advice that the boy gives A: You don’t look well. Step 4: Ask pupils to swap her. What’s the matter, Nam? books and check each other’s - Pupils work in pairs for B: I have a headache. answers. Check answers as a their peer-checks. A: Don’t watch lots of class. TV. You should have a rest. B: OK, I will. Thanks for your advice. 2. A: You look tired. What’s the matter with you? B: I have a toothache. It hurts. A: You should go to the dentist. B: That’s a good idea. Thanks for your advice. * Key: 1. a, 2. b e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 3. ACTIVITY 2: PRACTICE (10 minutes) a. Objectives - To complete two gapped exchanges with the help of picture cues. b. Content - Activity 5. Read and complete. c. Expected outcomes - Pupils can complete two gapped exchanges with the help of picture cues. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 5. Read and complete. Step 1: Ask pupils to look at - Pupils look at the - Two picture cues the pictures and identify the - Two gapped exchanges pictures and identify the health problems that the to complete characters’ health problems. characters have. * Key: Step 2: Have pupils read - Pupils read Exchange 1. 1. the matter; a Exchange 1. Ask them what is Pupils answer what is headache; some medicine missing from the gaps. Have missing from the gaps. 2. a toothache; should go them complete the gaps using Pupils complete the gaps to the dentist
18. clues from the context and the by finding the clues from picture. Repeat the same the context and the procedure with Exchange 2. picture. Step 3: Get pupils to complete - Pupils complete the the conversations conversations independently, then ask a few individually, then a few pairs to read them aloud. Check pairs of pupils read them their answers, giving feedback aloud. where necessary. Step 4: Ask two pairs to read - Two pairs read the the exchanges aloud. Give exchanges aloud. feedback if necessary. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes) a. Objectives - To role-play asking for and giving health advice about common health problems. b. Content - Activity 6. Let’s play. c. Expected outcomes - Pupils can role-play asking for and giving health advice about common health problems. d. Organisation TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES CONTENT Activity 6. Let’s play. Step 1: Tell pupils to form - Pupils listen to the A picture of Mai and pairs and role-play as a doctor teacher’s explanation. Nam role-playing as a and a patient. Encourage them Pupils ask and give doctor and a patient to ask for and give advice about advice about health health problems. Use the problems. illustration as an example to demonstrate how to play the game. Give them three minutes to complete their role-plays. Go around the classroom and give support when necessary. Step 2: When the time is up, - Three pairs perform ask three pairs to perform in their roles in front of the front of the class. Ask the class class. The other pupils to vote for the best vote for the best performance. performance. Step 3: Reward the pair with - Pupils praise the pair the most votes. with the most votes. e. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers
19. 5. FUN CORNER AND WRAP-UP (7 minutes) * Option 1: Game: Spotlight (ppt) - Tell pupils they are going to guess what the picture is and then make a dialogue based on the picture. - Divide the class into 2 teams. - Invite one pair from each team. - Spotlight a picture and a pair of pupils from Team 1 guess what the picture is. If their guess is correct, they have to exchange dialogue. E.g. Pupil A: What’s the matter? Pupil B: I have a sore throat. Pupil A: You should drink warm water. Pupil B: Thanks for your advice. - Check pupils’ pronunciation and give them scores if they do the task well. - If their guess is not correct, invite a pair from the other team. * Option 2: Pass the balls - Give two different coloured balls to two pupils, a red ball (ask the question) and a yellow ball (answer the question). - Ask pupils to listen to music and pass the balls. - Stop music suddenly. - Have the pupil with a red ball make a question. Have the pupil with a yellow ball answer the question. E.g. Pupil A: You should take a rest. Pupil B: Thanks for your advice. - Praise pupils if they do the activity well.