Week Preparing date Teaching date PERIOD UNIT 2 HEALTHY LIVING LESSON 1 GETTING STARTED I OBJECTIVES 1 Knowledge Students will be able to Introduce the topic of the unit Know more about healthy living[.]
Week: …… Preparing date: …………………… Teaching date: …………………… PERIOD … - UNIT 2: HEALTHY LIVING LESSON 1: GETTING STARTED I OBJECTIVES Knowledge: Students will be able to: - Introduce the topic of the unit - Know more about healthy living - Listen and read for specific information about healthy activities and healthy problems 1.1 Vocabulary: Use the words related to the topic healthy living 1.2 Grammar: - Use simple sentence Competences: By the end of the lesson students will be able to develop communication skills and creativity, be collaborative and supportive in pair work and teamwork, and actively join in class activities Quality: - To know whether some daily activities are good or bad for health - To have a good behavior toward health II TEACHING AIDS Students: Student’s book, workbook Teachers: Students’ book, workbook, tape script, projector, pictures III TEACHING PROCEDURES Class organization/ Warm up: Let Ss brainstorm about the topic “ health” New lesson: 2.1 Vocabulary: - popular (a): phổ biến - fresh (a): tươi, - join (v): tham gia 2.2 Activities: a Activity 1: Listen and read * Aim: - To set the context for the introductory text - To introduce the topic of the unit * Content: Listen and read the conversation to complete the task related to the topic of the unit * Output: Complete the task * Process: - Set the context for the listening and reading: ask Ss to look at the title of the conversation and the picture Ask them some questions like: Who are they? What might they talk about? What are the people in the picture on the wall doing? Are they healthy activities? - Encourage Ss to give their answers, but not confirm whether their answers are right or wrong - Play the recording twice for Ss to listen and read along Have Ss underline the words that are related to the topic of the unit while they are listening and reading - Invite some pairs of Ss to read the dialogue aloud - Have Ss say the words in the text that they think are related to the topic Tet Quickly write the words on one part of the board b Activity 2: * Aim: To help Ss get the main idea of the text * Content: Read again the conversation and answer the question * Output: Understanding more main idea of the text * Process: - 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 c Activity 3: * Aim: To help Ss learn some vocabulary from the conversation visually (in pictures) to ensure their understanding of the text * Content: Look at the pictures and fill in the words or phrases * Output: Improving their vocabularies * Process: - Ask Ss to read the words / phrase (and find where they appear in the text if necessary) and look at the pictures - Ask them to write the correct words / phrase under the pictures - Ask Ss to say the words / phrase aloud Make sure they pronounce the words / phrase correctly - Check the answers as a class K e y : sunburn 2.suncream outdoor lunch boating cycling d Activity 4: * Aim: To help Ss develop the vocabulary about healthy activities and healthy problems * Content: Learn more words about healthy living * Output: Learning more words relating to healthy living * Process: - 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 Key: boating park countryside suncream health e 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 game and talk about good and bad activities for health * Output: Understanding good and bad activities for health * Process: - 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 Consolidation: Teacher asks students to talk about what they have learnt in the lesson Homework: - Do exercises in the workbook - Prepare for the next lesson: Unit 2: A closer look Teaching experience: Week: Preparing date: …………………… Teaching date: …………………… PERIOD… - UNIT 2: HEALTHY LIVING LESSON 2: A CLOSER LOOK I OBJECTIVES Knowledge: Students will be able to: - Introduce topic of the lesson healthy living - Teach/ introduce some more words related to the topic - Learn how to pronounce the sounds /f/ and /v/ correctly 1.1 Vocabulary: - Use the words related to the topic healthy living - To pronounce the sounds /f/ and /v/ correctly 1.2 Grammar: - Use simple sentence Competences: By the end of the lesson students will be able to know more words about healthy living and learn how to pronounce the sounds /f/ and /v/ correctly To practice pronouncing these sounds Quality: - To know whether some daily activities are good or bad for health - To have a good behavior toward health II TEACHING AIDS Students: Student’s book, workbook Teachers: Students’ book, workbook, tape script, projector, pictures III TEACHING PROCEDURES Class organization/ Warm up: Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson New lesson: 2.1 Vocabulary: - dim light (n.phr.): ánh sáng lờ mờ - lip balm (n.phr.): son dưỡng môi - chapped lips (n.phr.): môi nứt nẻ - coloured vegetables (n.phr.): rau có màu sắc - red spots (n.phr.): đốm đỏ 2.2 Activities: a Activity 1: * Aim: To revise the words or phrases they have learnt * Content: Look at the pictures and match * Output: Learning some new words and complete the task * Process: - Have Ss read the phrases and the matching If it is difficult, ask Ss to match the phrases they can easily recognise first: coloured vegetables, chapped lips, dim light Two left phrases in the list (lip balm and red spots) are different as one is singular and the other plural In this way Ss can complete the task - Have Ss read the phrases aloud Correct their pronunciation if needed - Check the answers as a class - T may ask Ss for the Vietnamese equivalents of these phrases Key 1.c e 3.d a b b Activity 2: * Aim: To help Ss use the words / phrases in specific contexts * Content: Understand the contexts and Doing more exercises to revise the words * Output: Ss can use the words correctly in contexts * Process: - Ask Ss to read the words and phrases provided Remind Ss of their meanings if needed - Ask Ss to work individually Then ask them to explain their answers - Check the answers as a class Key: coloured vegetables Soft drinks fit skin condition sunburn c Activity 3: * Aim: To help Ss talk about their daily activities and decide if each activity is healthy or unhealthy * Content: Doing exercise by discussing and mark each activity good or bad * Output: Decide if each activity is healthy or unhealthy * Process: - Ss should have no difficulty comprehending the meanings of the sentences since there is only one new word (tofu) Ask Ss to work in pairs Allow them time to discuss and complete the task - Check the answers as a class Suggested answers: Healthy: 1,3,4 Unhealthy: 2, d Activity 4: *Aim: To help Ss identify how to pronounce the sounds /f/ and /v/ and practise pronouncing these sounds in words * Content: Pronounce the sounds /f/ and /v/ correctly by listening and repeating words * Output: Ss can pronounce the sounds /f/ and /v/ correctly * Process: Have some Ss read out the words first Then play the recording for them to listen and repeat the words as a class, a group, and individually Play the recording as many times as necessary Audio script: activity vitamin avoid food Active breakfast affect fit e Activity 5: * Aim: To help Ss pronounce sounds /f/ and /v/ correctly in sentences * Content: Pronounce the sounds /f/ and /v/ correctly by listening and repeating words * Output: Ss can pronounce the sounds /f/ and /v/ correctly * Process: Have Ss read the sentences Tell them to pay attention to the underlined words with sounds If/ and /v/ - Play the recording for Ss to listen and repeat each sentence Correct their pronunciation if needed Call on some Ss to read the sentences individually Note: This activity may also be turned into a competition to see who / which group can read the poem best and with the most expression Audio script: Coloured vegetables are good food My favourite outdoor activity is cycling We need vitamin A for our eyes Being active helps keep you fit Jack never eats fish Consolidation: Ask Ss to summarise what they have learnt in the lesson Homework: - Practice making sentences with new words - Do more exercises in workbook - Prepare next lesson: Unit 6: A closer look Teaching experience: Week: Preparing date: …………………… Teaching date: …………………… PERIOD …… - UNIT 2: HEALTHY LIVING LESSON 3: A CLOSER LOOK I OBJECTIVES Knowledge: Students will be able to: - To introduce topic of the lesson healthy living - To teach grammar, the simple sentences 1.1 Vocabulary: - Use the words related to the topic healthy problems - To pronounce the sounds f/ and /v/ correctly 1.2 Grammar: - Use simple sentences - Use the subject (S), the verb (V), the object (O) and the adverb (A) of the sentences Write the letters under the underlined parts like this Competences: By the end of the lesson students will be able to learn how to use simple sentences Quality: - To educate about how to deal with some healthy problems - Having a good behavior toward healthy living II TEACHING AIDS Students: Student’s book, workbook Teachers: Students’ book, workbook, tape script, projector, pictures III TEACHING PROCEDURES Class organization/ Warm up: *Warm-up Game: Jumbled sentences New lesson: a Activity 1: * Aim: To help Ss identify simple sentences * Content: Using the simple sentences for healthy problems * Output: Ss can use the simple sentences to talk about healthy living * Process: - Ask Ss to the exercise individually and then compare their answers with a classmate - Call on some Ss to explain their choice - Ask Ss to explain why sentences and are not simple sentences Write sentences and on the board Underline the two subjects and predicates Circle the words and’ and but’ - Confi rm the correct answers as a class - Grammar: Simple sentences - Eg: I read S V - Eg: I read science books S V O - Eg: I read science books every weekend - S V O A b Activity 2: * Aim: To help Ss identify the missing part in a simple sentence * Content: Doing exercise using simple sentences * Output: Ss can use the simple sentences * Process: - Have Ss 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 Ss to give and explain their answers Confirm the correct answers - If time allows, ask Ss to complete the sentences, adding the missing parts Key: c Activity 3: * Aim: To help Ss identify different parts of a simple sentence and put them in the correct order to form a simple sentence * Content: To make sentences using simple sentence * Output: Ss understand more about simple sentence * Process: -Allow Ss to work in pairs or individually - Call on - Ss to read aloud the complete sentences Confirm the correct answers Key: My sister never drinks soft drinks Acne affects 80% of young people He has bread and eggs for breakfast We don't eat much fast food Fruit and vegetables have a lot of vitamins d Activity 4: * Aim: To give Ss further practice on writing out simple sentences from the prompts given * Content: The use of simple sentences Doing exercise using simple sentence * Output: Leaning how to use simple sentence correctly * Process: - Have Ss this exercise individually before they share their answers with a partner - Ask some Ss to read out their answers Confirm the correct answers Key: Tofu is healthy Many Vietnamese drink green tea She does not use suncream My father does not exercise every morning Most children have chapped lips and skin in winter e Activity 5: * Aim: To allow Ss more advanced practice in forming a simple sentence from two separate ones * Content: Make sentences with words provided using simple sentence * Output: Ss can use simple sentence correctly in real contexts * Process: 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 Key: We avoid sweetened food and soft drinks My dad and I love outdoor activities You should wear a hat and suncream My mother read and downloaded the health tips Consolidation: - Summarise the main points of the lesson - Call on some Ss to make simple sentences if time allows Homework: - Do more exercises in workbook - Prepare next lesson: Unit 2: Communication Teaching experience: Week: Preparing date: …………………… Teaching date: …………………… PERIOD ………… - UNIT 2:HEALTHY LIVING LESSON 4: COMMUNICATION 10 I OBJECTIVES Knowledge: - learn how to ask for and give health tips - practise using some grammar points and vocabulary related to the topic 1.1 Vocabulary: - Use the words related to the topic healthy living - To pronounce the sounds /f/ and /v/ correctly 1.2 Grammar: - Use modal verb : can/ can’t /should/ shouldn’t for advice Competences: By the end of the lesson students will be able to pratice listening and reading the conversation between two people about tips for healthy life Ss also know what they should or shouldn’t for their health Quality: To educate the love and preservation of healthy living Having a good behavior toward the tips for healthy life II TEACHING AIDS Students: Student’s book, workbook Teachers: Students’ book, workbook, tape script, projector, pictures III TEACHING PROCEDURES Class organization/ Warm up: BRAINSTORMING Giving tips for health problems Structure: to give advice: - You should/ shouldn’t … - You can … New lesson: a Activity + 2: * Aim: To introduce two ways to give tips for health problems and to allow Ss some practice * Content: Giving tips for health problems * Output: Ss learn how to use the words and how to give tips tips for health problems * Process: - Play the recording for Ss to listen and read the conversation about a health problem - Tell them to pay attention to the highlighted parts Elicit the structures giving tips Have Ss practise the conversation in pairs B: And you shouldn't read in dim light A; Thank you Audio script - Track 11: A: My eyes are tired 11 B: You can use eyedrops A: Yes - 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 Tips for a healthy life b Activity 3: * Aim: To provide Ss with more knowledge about healthy living and help them practise the skill of reading for the main idea * Content: Do the correct title for the passage * Output: Ss learn more about giving tips for healthy life * Process: Have Ss read the text and choose the correct answer of the main idea for the text Ask Ss to explain their answers Confirm the correct answers ! Ke*:A ) c Activity 4: * Aim: To help Ss identify the main points in a reading and talk about them * Content: Read how people in Japan live longer * Output: Know more about which help the Japanese live long lives * Process: : 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 - pairs to share their lists 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 12 tofu, a product from soybeans Tofu has vegetable protein and vitamin B It doesn't have any fat (4) The Japanese work hard and a lot of outdoor activities too This helps d Activity If * Aim: To help Ss practise giving health tips in their own context * Content: Telling Ss work in groups and talking about living tips that the Vietnamese can to live longer * Output: Know more about tips for a healthy life * Process: This is a task which allows Ss to apply what they have learnt so far in this unit (ideas, vocabulary and grammar) to find tips fora long life for Vietnamese people - Ask Ss to form groups of - Allow them some time to discuss and come up with some tips for how the Vietnamese can live longer - Ask them to take notes of the group's ideas Then share them with the class Consolidation: Have Ss say what they have learnt in the lesson Homework: - Practice talking about giving tips for healthy problems - Do more exercises in workbook - Prepare next lesson: Unit 2: Skill Teaching experience: 13 14 Week: Preparing date: …………………… Teaching date: …………………… PERIOD …… - UNIT 2: HEALTHY LIVING LESSON 5: SKILLS I OBJECTIVES Knowledge: Students will be able to: - Introduce topic of the lesson Healthy living - Teach reading for general and specific information about acne - Practice speaking about how to deal with some health problems 1.1 Vocabulary: - Use the words related to the topic Healthy living - To pronounce the sounds /f/ and /v/ correctly 1.2 Grammar: - Use simple sentences Competences: By the end of the lesson students will be able to practice reading for general and specific information about acne and practice about how to deal with some health problems Quality: - The responsibility of own’s health - The knowledge of healthy living II TEACHING AIDS Students: Student’s book, workbook Teachers: Students’ book, workbook, tape script, projector, pictures III TEACHING PROCEDURES Class organization/ Warm up: Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson New lesson: 2.1 Vocabulary: - ‘acne (n): Mụn trứng cá - a‘ffect (v): Tác động, làm ảnh hưởng đến - a‘void (v): tránh - di‘sease (n): Bệnh - pop (v): Nặn mụn Activities: Reading a Activity 1: Reading * Aim: 15 - To introduce words related to skin conditions to Ss and help Ss have a general idea of what they are going to read * Content: Reading the passage for specific information * Output: Ss can decide which skin condition is the most common among teenagers * Process: - AskSs to look at the pictures first and ask if they know the skin condition shown in each picture This does not cause difficulty since these problems are popular for teenagers - Then ask them to read the words / phrase and the matching - Ask Ss to share their answers Confirm the correct answers Key: chapped skin acne sunburn b Activity 2: * Aim: To help Ss develop their reading skill for specific information (scanning) and help them focus on the problem of acne * Content: Match the beginnings in A with the endings in B * Output: Ss can remember the things appear in the passage * Process: - Have Ss read the text in detail to the exercise - Elicit answers from Ss If needed, tell them to follow these steps: + 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 the matching - Tell Ss to compare their answers in pairs before giving the answers to T Key: 1.b d a c c Activity 3: * Aim: To help Ss further develop their reading skill for specific information (scanning) * Content: knowledge of acne * Output: Ss know more about acne * Process: - Ask Ss to apply the techniques they use for 2: reading each question, locating where the information appears in the text, reading that part carefully and circling the correct answer - Have Ss compare their answers in pairs - Check and confirm the correct answers - Ask them to explain their answers Key: 1.A 2.C B B A d Activity 4: Speaking * Aim: To help Ss talk about how they apply the tips in the reading to themselves * Content: Pick the tips which Ss can easily follow * Outcome: Ss can follow some suggested tips * Process: 16 - Ask Ss to work in pairs Tell them to focus on the tips for acne in the text - Allow them some time to talk about which tip they can easily follow - Go around and listen Give help if needed - Then call on some Ss to share their answers with the class - If there is a tip they cannot follow, ask them to explain why not - This activity helps prepare Ss for e Activity 5: * Aim: To provide Ss an opportunity to practise giving tips for health problems * Content: Make notes of some tips Ss can give each person * Outcome: Present Ss’ideas in class * Process: - These health problems are common and Ss are expected to have some ideas about how to deal with them Have Ss work in groups - Ask them to take turns to give tips for each health problem - Go around and listen Give help if needed - Then call on some groups to share their answers with the class Suggested tips: Use some lip balm Use coconut oil Eat less fast food, beef, and ice cream Eat more fruit and vegetable Get enough sleep, - hours a day Don't go to bed too late Keep warm and stay in bed Drink plenty of water and eat light food Avoid washing your hair every day Take vitamins Consolidation: - Have Ss summarise what they have learnt in the lesson with the two language points: what words / phrases / sentences they can remember; what tips Ss can follow to have healthy living - If there is time, T can instruct them to draw a mind map to summarise the main points of the lesson Homework: - Practice telling about Ss’ tips to live healthily - Do more exercises in workbook - Prepare next lesson: Unit 2: Skill 5.Teaching experience 17 Week: Preparing date: …………………… Teaching date: …………………… PERIOD: … - UNIT 2: HEALTHY LIVING LESSON 6: SKILLS I OBJECTIVES Knowledge: Students will be able to: - Introduce topic of the lesson Healthy living - Teach listening and reading 1.1 Vocabulary: - Use the words related to the topic Healthy living - To pronounce the sounds /f/ and /v/ correctly 1.2 Grammar: - Use simple sentences Competences: By the end of the lesson students will be able to pratice listening and writing a paragraph of some advice to avoid viruses Quality: - To help Ss have some advice to avoid viruses - To have some information about healthy habits II TEACHING AIDS Students: Student’s book, workbook Teachers: Students’ book, workbook, tape script, projector, pictures III TEACHING PROCEDURES Class organization/ Warm up: Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson New lesson: a Activity 1: Listening * Aim: To help Ss brainstorm the topic and prepare for the listening text * Content: Discuss and tick (√) the habits Ss think are good for Ss’ health * Output: Ss know some good habits * Process: - Ask Ss to work in pairs - Ask them to read the sentences and discuss if they are good or bad for their health - Call on some Ss to share their answers Suggested answers: Good for health: - b Activity 2: * Aim: To help Ss develop their skill of listening for specific information * Content: Listen and tick (√) the habits mentioned * Output: Ss are able to listen and tick the things they hear correctly * Process: 18 - Have Ss read the categories of habits This helps them have some ideas of what they are going to listen to and the information they need for answering the questions - Play the recording twice for Ss to the exercise For stronger classes, ask Ss to take notes of the information to explain their answers - Have Ss share their answers in pairs - Invite some pairs to answer and confirm the correct ones - Play the recording again if needed, stopping at places where students are having difficulties Key: Categories mentioned: 1, 2, 4, 5, c Activity 3: * Aim: To help Ss further develop their skill of listening for specific information * Content: Listen and give short answers to the questions * Output: Ss are able to listen and give the correct answers * Process: - Have Ss read the questions and determine what information they need for answering the questions Remind them that the questions ask for short answers - Play the recording once or twice more for Ss to the exercise - Have Ss share their answers in pairs - Invite some pairs to answer and confirm the correct ones - Play the recording again if needed, stopping at the places where students are having difficulties Key: disease (a lot of) vitamins 3.8/eight hours/hrs tidy and clean When the weather is fine / On fine days Audio script: - Tracks 12 + 73: Healthy habits help us keep fit and avoid disease Here is some advice Eat more fruit and vegetables, especially coloured ones like carrots and tomatoes They provide a lot of vitamins Eat meat, eggs, and cheese, but not too much You may put on weight Drink enough water, but not soft drinks Be active and exercise every day Do outdoor activities like cycling, swimming, or playing sports They keep you fit Go to bed early and get about hours of sleep daily, so you will not feel tired Keep your room tidy and clean Open windows to let in fresh air and sunshine on fine days d Activiy 4: Writing * Aim: To help Ss make simple notes of what they have listened to * Content: Discuss and make notes of the tips from the listening * Output: Ss are able to make notes and share Ss’note with the class * Process: - Tell Ss to work in groups 19 - Ask them to discuss and make notes of the tips they can remember from the listening Encourage Ss to write in full sentences, e.g Don't eat too much meat and cheese - Move around and offer help if needed - Invite some Ss to share their answers e Activiy 5: * Aim: To help Ss practise writing a passage to give advice on how to avoid viruses * Content: Write a passage of about 70 words to give advice on how to avoid viruses * Output: Ss are able to write a passage * Process: - T can write the words flu, COVID 19, etc on the board as examples of diseases caused by viruses This helps them have an idea about the kind of disease they are seeking advice about - Ask Ss to look at the pictures and read the advice Check their understanding Then allow them some time to write out the passage Encourage Ss to add some more tips - Go round and offer help if needed - Call on some Ss to read aloud their writings Check them as a class Sample answer: We can a lot of things to avoid viruses First, always keep your surroundings clean Sweep your house, clean your furniture, and change your pillow covers and bedsheets often Remember to take a bath daily Wash your hands with soap regularly Drink a lot of water and eat more fruit and vegetables Exercise three times a day for at least 15 minutes each time When you go out wear a mask and avoid crowds Consolidation: - Have Ss summarise what they have learnt with the two skills - T can instruct them to draw a mind map to summarise the main points of the lesson Homework: - Finish writing a diary entry Copy in the note books - Do more exercises in workbook - Prepare next lesson: Unit 2: Looking back and Project Teaching experience: 20 ... 2 .1 Vocabulary: - dim light (n.phr .): ánh sáng lờ mờ - lip balm (n.phr .): son dưỡng môi - chapped lips (n.phr .): mơi nứt nẻ - coloured vegetables (n.phr .): rau có màu sắc - red spots (n.phr .): ... lesson: 2 .1 Vocabulary: - ‘acne (n): Mụn trứng cá - a‘ffect (v): Tác động, làm ảnh hưởng đến - a‘void (v): tránh - di‘sease (n): Bệnh - pop (v): Nặn mụn Activities: Reading a Activity 1: Reading... 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 12 tofu, a product from soybeans Tofu has