UNIT 2: YOUR BODY AND YOU
LESSON 1: GETTING STARTED
AN APPLE A DAY
I. OBJECTIVES:
A. Aim: By the end of this lesson, students will be able to
- Get to know the topic, vocabulary about how eating can affect one’s health, and the use of will.
- Practice asking and answering the questions about eating can affect one’s health.
B. Knowledge:
C. Skills:
II. PREPARATION:
III. PROCEDURE
Teacher’s activities
Students’ activities
I. WARM-UP (5 mins.)
AN APPLE A DAY KEEPS THE DOCTOC AWAY
Show the picture and ask Ss to tell the meaning of the picture.
Give feedback: An apple a day keeps the doctor away.
Lead in the lesson: You will read and find out what the saying “An apple a day keeps the doctor away” means and get to know some words related to the human body and illness.
II. LISTEN AND READ (15mins.)
Play the audio and ask Ss to read silently.
Call 1 or 2 pairs to read the dialogue.
Correct pronunciation if necessary.
III. ANSWER QUESTIONS (10mins.)
Ask Ss to work in pairs, to practice asking and answering the questions.
Ask some pair to report their answers
Give the correct answers:
1. Better health, good body condition, stronger resistance to illness…
2. Lose weight, build healthy bones, and prevent diseases like cancer.
3. Memory or brain
4. He feels uncertain about the benefits of apple juice.
IV. LISTEN AND REPEAT (7mins.)
a. Listen and circle the word
Ask Ss to listen carefully and circle the words they hear.
Call some Ss to read their circled words
Play the tape again and check:
Keys: Prevent diseases, bones, weight, brain, boost, healthy.
b. Categorize
Ask Ss to work in groups of 4
Have Ss classify the words into the corresponding categories
Give feedback:
Noun
Adjective
Verb
Disease Bones
Balance weight
Skeleton brain
System lungs
Nervous
Healthy
Prevent
Balance
Boost
VI. DISCUSSION (8mins.)
Explain the common saying “Laughter is the best medicine.”
Ask Ss to work in pairs and discuss a time when laughter was the best medicine for them.
Ask Ss to report their answer
Look at the picture and tell its meaning
Pay attention
Listen carefully
Listen carefully and read silently
-Read the dialogue
Work in pairs, ask and answer the questions
Correct answers
Listen and circle words
Read the words
Check answers
Work in groups of 4
Classify into corresponding categories
Receive feedback
Pay attention
Work in pair, discuss the question
Report answers
UNIT 2: YOUR BODY AND YOU
LESSON 2: LANGUAGE
I. OBJECTIVES:
A. Aim: By the end of this lesson, students will be able to
- Know to use some words related the topic.
- Know how to use Will and Be going to in proper situations and how to use them in some certainly different ones.
- Know when to use passive.
B. Knowledge:
C. Skills:
II. PREPARATION:
IV. PROCEDURE:
Teacher’s activities
Students’ activities
I. Vocabulary (10mins.)
1. Your body
Pre-teach some of the words using the pictures
a. Look at the phrases below and match each with its definition.
Ask Ss to work to match the items in the left column with the ones in the right column in 3 minutes, then discuss with their partners.
Give feedback:
Circulatory system-c
Skeletal system-e
Digestive system-d
Nervous system-a
Respiratory System-b
Picture 1: Circulatory system Picture 2: Digestive system
Picture 3: Respiratory system Picture 4: Skeletal system
Picture 5: Nervous system
b. Practice saying the names of systems
Have Ss to work in pairs to practice saying the names of the systems
Remind Ss to pay attention to the stresses syllables.
2. Which system do the followings belong to?
Tell Ss to work in groups of 4, classify the words into the corresponding systems.
Help Ss to find the right meanings.
Call some Ss to give answers
Give feedback:
Circulatory system: heart, blood, pump
Skeletal system: stomach, intestine
Digestive system: breath, air, lung
Nervous system: spine, bone, skull
Respiratory System: brain, nerves, thinking
II. Pronunciation (10mins)
1. Listen and repeat:
Play the tape and have Ss to listen and repeat the words.
Help Ss make a clear distinction of the clusters in the pair /pr/ and /gl/
2. Read these sentences aloud
Ask Ss to read the sentences aloud.
Ask Ss to underline the consonant clusters in focus.
Ask Ss to practice the sentences a few times.
III. Grammar (25 mins.)
1. Will and Be going to
Give some examples:
1. She’ll give me a book when I finish cleaning the floor.
2. Nam (seeing an elderly lady with heavy bags) Don’t worry, I will carry it for you.
3. The screw is stuck. It won’t loosen.
4. The forecast says it will be raining tomorrow.
5. I’m going to travel around the world.
6. Viet Nam is going to become a new industrialised country in the 21st century.
Give explanations:
Will can be used to express:
1. Promises- example 1
2. Offers and requests for help: example 2
3. Refusal of things: example 3
4. Predictions about the future: example 4
Be going to is used for:
5. Plans, intentions
6. Making some predictions
Exercise: (Activity 4 in textbook)
Ask Ss to complete the sentences with the right form of will and be going to. Remind Ss that sometimes both can be used.
Call some Ss to give answers
Give feedback:
1. Will/be going to
2. Won’t
3. Will/ is…going to
4. Are going to
5. Will
6. Are…going to
7. Will
8. Am not going to
2. Passive
Ask Ss to read about the usage of the passive voice.
Provide some explanations if necessary to help Ss understand the rules.
Have Ss to read the surprising facts about human body first, then practice using the passive voice.
Key:
1. Is consumed by the brain
2. are damaged
3. is pumped through our body everyday
4. are produced by humans only.
Take note
Do matching
Discuss answers
Receive feedback
Work in pairs
Practice saying
Focus on stress
Work in groups of 4, classify words
Give answers
Listen and repeat the words
Read aloud
Underline
Take note
Pay attention
Complete sentences
Give answers
Read usage
Pay attention
Do exercise
UNIT 2: YOUR BODY AND YOU
LESSON 3: READING
I. OBJECTIVES:
A. Aim: By the end of this lesson, students will be able to
- Practice reading sub skills such as skimming for an overview and scanning for specific information.
- Understanding more about acupuncture
- Know some words about acupuncture
B. Knowledge:
C. Skills:
II. PREPARATION:
IV. PROCEDURE:
Teacher’s activities
Students’ activities
I. Warm-up:
HANG-MAN GAME
Divide the class into 2 big groups
Give instructions
Conduct the game
A C U P U N C T U R E
Lead in the lesson “Today, we’ll read the passage about acupuncture.”
II. New lesson
1. Pre-reading:
Activity 1: Look at the picture, do you know anything about acupuncture?
Ask if someone know something about acupuncture
Give the brief description
Pre-teaching vocabulary:
1. Harmony between…and
2. Sore (adj)
+ Soreness (noun)
3. Blood (noun)
+ Bleed (v)
4. Side effect (noun)
3.While-reading:
Activity 1: Read the text quickly and find words which are closest in meaning to the following.
Ask Ss to read the text quickly and pick out words or phrases that are new to them.
Help Ss to look for the meanings of these words
Give feedback
1. Ailments
2. Ease
3. Acupoints
4. Precaution
5. Alternative
6. Treatment
7. Evidence
8. Promote
Activity2: Read the text and answer the following questions
Ask Ss to read the text again in depth to find necessary information to give answers to the questions.
Call some Ss to give answers
Give feedback:
1. Promoting harmony between humans and the world around them and balance between ying and yang.
2. There are more than 2000 nowadays.
3. They are soreness, slight bleeding or discomfort.
4. Those who have electrical or electronic medical devices inside them.
4.Post-reading: Discuss with your friend the question “Do you want to use acupuncture as a treatment? Why and why not?”
Ask Ss to work in groups of 4, discuss the question above.
Call out some ideas.
Give assistance if necessary.
Give feedback.
Work in group
Listen carefully
Answer the question
Answer T’s questions and take note
Read the text quickly and do the task
Find the meanings
Receive feedback
Read the text again and answer questions.
Give answers
Take note
Work in groups
Discuss the questions
Give answers
UNIT 2: YOUR BODY AND YOU
LESSON 4: SPEAKING
I. OBJECTIVES:
A. Aim: By the end of this lesson, students will be able to
- Talk about how to get rid of bad habbits
B. Knowledge:
C. Skills:
II. PREPARATION:
III. PROCEDURE:
Teacher’s activities
Students’ activities
I. Warm-up: (5 mins.)
WHAT HABIT IS IT?
Ask Ss to work in group A and B
Ask Ss to look at the picture and name the habits in the pictures, which group that has more answer will become the winner.
Give the feedback:
Picture 1: Staying up late
Picture 2: watching TV all day
Picture 3: littering
Picture 4: eating what you like
Lead in the new lesson: These are bad habits that you should get rid of. Today we will practice talking about how to get rid of bad habits.”
Picture 1:
Picture 2:
Picture 3:
Picture 4:
II. New lesson (40 mins.)
Activity 1: Which of the following habits are good and which are bad for you?
Ask Ss to work in pairs
Have Ss to look at the list of habits and decide which ones are good and which one are bad.
Have Ss to explain their choice.
Give feedback:
+ Good habits: being thankful, keeping a routine, doing regular exercise, never giving up, saving money, reading regularly
+ Bad habits: staying up late, watching TV all day, littering, arriving just in time, leaving things until the last minute, eating what you like.
Activity 2: Why some of the habits above are good for you and Why some are bad for you?
Ask Ss to work in groups of 4, discuss the question above.
Have Ss suggested ways to stop the bad habits from their own experience.
Give the useful structure if necessary:
I THINK ….IS GOOD/BAD SINCE IT MAKES ME…
Activity 3: Read the text and answer questions: Do you think you could follow it? Why or why not?
Ask Ss read the text quickly and choose the things they think they can of can’t follow.
Ecourage Ss to explain their decision to the class.
Have Ss to read the phrase in the Watch out! Box and try to find out the meaning of the idiom.
Activity 4: Make a list of Dos and Don’ts in order to kick that habits
Ask Ss to work on pairs to choose one bad habit and make a list
Have Ss share their lists with each other and report to the class.
Give feedback.
Work in group
Look at the pictures
Tell the name of the habits
Pay attention
Work in pairs
Look at picture
Do the task
Explain the choice
Work in groups of 4
Give the ways
Read quickly
Explain answers
Read watch out! Box
Work in pairs
Do the task
Share list with friends
UNIT 2: YOUR BODY AND YOU
LESSON 5: LISTENING
I. OBJECTIVES:
A. Aim: By the end of this lesson, students will be able to
- practice listening for gist about choosing a healthy diet
B. Knowledge:
C. Skills:
II. PREPARATION:
IV. PROCEDURE:
Teacher’s activities
Student’s activities
Activity 1: Fill Your plate with some foods
Ask Ss to work individually and fill their plate with the foods that they usually have for lunch and dinner.
Call to give answers
Ask more questions “Do you care about the nutritional value?”
Activity 2: look at the pictures. What do you think the listening about?
Ask Ss to talk about what they think the listening may be about.
Have ss respond briefly to give their opinions on the listening they are going to do.
Have Ss to listen one more time if necessary to build up Ss’s confidence in their listening capability.
Pre-teaching vocabulary:
1. Food pyramid
2. Complex >< simple
3. Top >< bottom
4. Diet
5. Plate
6. Half ><quarter
Activity 3: True-False statements
Ask Ss to read the statements and guess if it’s true or false.
Have Ss listen the recording once or twice before answering the questions.
Call on Ss to check their answers.
Give feedback
1. T 2. T 3.F 4.T 5.F
Activity 4: Divide plate into sections and label which food should be in each situation.
Ask Ss to listen again and divide the plate into sections with the right labels of the foods they hear.
Ask Ss to exchange answers
Check the answers:
+ Half: vegetables, fruits
+ Quarter: whole grains
+ Quarter: fish, poultry, beans and nuts
Activity 5: Write some sentences to describe the plate you have just made in
Ask Ss to work individually and write some sentences to describe the plate the have just drawn in.
Correct some writing.
Give feedback.
Work individually
Fill the plate
Answer questions
Give the thought
Listen
Pay attention and take note
Read the statement and gues if it’s true or false.
Listen to the recording and answering questions
Check answer
Listen again
Divide the plate into sections
Exchange answers
Check answers
Write some sentences to describe the plate
UNIT 2: YOUR BODY AND YOU
LESSON 6: WRITING
I. OBJECTIVES:
A. Aim: By the end of this lesson, students will be able to
- Write a request-for-help letter about their diets as they are going to do important things
- Write a short letter, with details or examples as supporting idea, to give advice on what to eat before important occasions.
B. Knowledge:
C. Skills:
II. PREPARATION:
III. PROCEDURE:
Teacher’s activities
Students’ activities
Elicit answers: I have learnt how to write to ask for advice about advice about proper dining/eating. I can write to give advice on things to eat for special occasions.
UNIT 2: YOUR BODY AND YOU
LESSON 7: COMMUNICATION AND CULTURE
I. OBJECTIVES:
A. Aim: By the end of this lesson, students will be able to
- Practice speaking and writing about systems of body getting benefits from some activities
- Study some information about how traditional healthcare practices and beliefs vary in Vietnam and Indonesia.
B. Knowledge:
C. Skills:
II. PREPARATION:
III. PROCEDURE:
Teacher’s activities
Students’ activities
UNIT 2: YOUR BODY AND YOU
LESSON 8: Looking back and project
I. OBJECTIVES:
A. Aim: By the end of this lesson, students will be able to
- Listen and repeat the sentences to consolidate their recognition and production of the learnt consonant clusters.
- Revise the words they have learnt in the last period
- Review 2 grammatical points: passive and Will/Be going to
- Practice speaking through doing a survey.
B. Knowledge:
C. Skills:
- Develop speaking through doing a survey.
II. PREPARATION:
III. PROCEDURE:
Teacher’s activities
Students’ activities
I. Looking back: (30 mins.)
1. Pronunciation:
Ask Ss to listen to the recording and then repeat
Call some Ss to read aloud in front of class
Ask Ss to underline the words that contain these consonant clusters /pl/, /pr/, /gl/ and /gr/
Give feedback
1. The prince plays a prime role in producing the special food.
2. Alice glances through the window and prays for magic.
3. The Grimm brothers’ fairy tales have their grounding in the fairy world.
4. The growth of the grass in the ground is carefully monitored.
2. Vocabulary: Complete the sentences with a word or phrase about the body.
Have Ss to complete the sentences using words they learnt previously in the unit.
Call some Ss to give answers
Give feedback:
1. Brain
2. Lung/heart
3. Digestive
4. Skeletal
5. Respiratory
6. Stomach
7. Nervous
3. Grammar: Underline the word in italics that best completes the sentence.
Ask Ss to underline the part that is appropriate
Call some Ss to give answers
Give feedback:
1. Will become
2. Are broken down and converted
3. Is going
4. Are stimulated
5. Is used
6. Won’t go
7. Are supported by
8. Is going to rain
II. Project (15 mins.)
Instruct how to conduct a survey, explain to Ss that they should ask their classmates the given questions to complete the survey.
Have Ss use the information to write a report.
Ask Ss to report their findings to the class.
Listen carefully and repeat the sentences
Underline the consonant clusters
Complete the sentences
Give answers
Do the task
Give answers
Conduct a survey
Report the information