- By the end of this lesson, students will be able to get some more words to talk about the health problems with have , have a/an; feel then practice to pronounce the sounds / f / and [r]
(1)Date of preparing: Period: 10 UNIT 2: HEALTH
LESSON 2: A CLOSER LOOK ( P 18 - 19 ) A OBJECTIVES:
- By the end of this lesson, students will be able to get some more words to talk about the health problems with have , have a/an; feel then practice to pronounce the sounds / f / and / v /
+ Vocabulary: sneeze, cough, sore throat, temperature, stomachache + Grammar: present simple, past simple
- Skills: Practice and develop listening and speaking skills
- Political thought and moral sense: educate students know how to stay healthy B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, pictures, posters, stereo and the CD record, projector
C METHODS: Look and write, gap-fill, role play, listen and circle. D PROCEDURE:
I Organization(1m) - Greeting
Class Date of teaching Absent students B7
B8
II Revision / Warmer: (5’) T shows some pictures
T asks Ss to write the problems below the pictures of each patient Ss work in two groups and write
(2)T corrects and praises the winner
Key: 1- put on weight ( Obesity) - flu 3- headache 4- stomachache 5- allergy 6- toothache III New lesson:
Activity 1: Vocabulary.(25’)
T shows the poster on the board
T explains the differences of have a/an, have, feel. eg: I have a cough
I have flu
I am sick/ I feel sick
have a/ an have feel
cough headache sore throat temperature
flu
stomachache toothache earache
sick tired weak
T asks Ss to look at the health problems on the board from Getting started and put in the correct colunm
Have a/ an: an alllergy, a spot, (a) sunburn, a sickness Have: spots, (the) flu.
Feel: sick.
T asks Ss to repeat all the words and checks meaning
* Filling in the missing words : ( p.18)
T asks Ss to read the doctor’s notes about his patients and complete the exercise individually
Key: 1.(a) sunburn (the) flu tired, temperature sick, stomachach sore throat
T asks Ss to read sentences
* Role play(Ex3- p18)
T asks one S to come to the front of the class T models the role play
T: Hi, Hung
(3)Ss work in pairs, choose a problem and make a role play Some pairs perform their role plays for the class
After each role-play T asks the class comprehension questions about what they just saw
Eg: What was Hung’s problem? What advice did Dr Thao have?
* Tell about the last time you had a health problem
T asks four Ss to model the example conversation (Ex4- p18) A: I had a headache last week
B:
T divides the class into groups and asks Ss to talk about a health problem T asks Ss to extend the conversation
T calls some groups report back to the class
Activity 2: Pronunciation.(11’) * Listen and circle ( Part p 18 )
- T models the two sounds with / f/ and / v/ - T shows the words and has some Ss read out - T asks Ss to listen and circle the words they hear - T plays the recording twice
- Ss listen and circle
- T gets Ss’ answers then corrects
+ Answer key:
1 fat 2.ferry vast vault save leave
* Listen and circle then say the words ( Part - p 18)
Tasks Ss to listen to the sentences once and repeat T asks ss to circle the words with /f/ and /v/ sounds
T has the Ss listen to the recording again and gives the correct answers to the entire class
Key: fast, food have, felt fatter having, lifestyle give IV Summary(1’)
- T asks students to repeat the main contents of the lesson: vocabulary and the sounds / f/ , / v/
V Homework(2’)
(4)- Practice the sounds / f/ , / v/
- Do the exercises: 1, in A p 10
- Prepare the new lesson: Unit 2: Lesson 3: A closer look * EVALUATION:
Date of preparing: Period: 11
UNIT 2: HEALTH
LESSON : A CLOSER LOOK (P 19 - 20) A OBJECTIVES:
- By the end of the lesson, students will be able to use and practice Imperatives with more and less, Compound sentences
+ Vocabulary: stay in shape, depression, concentrate, obesity + Grammar: Imperatives with more and less, Compound sentences - Skills: practice and develop speaking, listening and writing skills
- Political thought and moral sense: help Ss to know about healthy lifestyle and advice B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, cassette, CD record, pictures and the posters
C METHODS:
Chatting, complete the sentences, gap-fill, matching D PROCEDURE:
I Organization(1’) - Greeting
Class Date of teaching Absent students B7
B8
II Revision / warmer (5’): Chatting T asks some questions:
(5)3 What should you if you want to lose weight? Put on weight? (T elicits)Ss answer: 1- sleep more
2- sunbathe less
3- eat more fruit/ vegetables; eat less junk food; more exercise - eat more meat.
III New lesson
Activity : (17’) Imperatives with more and less T writes an example: “eat more fruit”
T writes the word Imperative on the board and explains to children that the Imperative can be used for direct commands, orders or suggestions ( or T asks Ss to remind the use of Imperative )
T asks Ss to look at the yellow Grammar box T asks Ss to read
T asks Ss to think which pieces of advice are most important to teens Ss discuss and give answers
T shows pictures (Ex1- p19) and asks Ss to give advice using Imperatives with more or less.
T corrects
* Vocabulary:
stay in shape : giữ dáng, giữ thể khỏe mạnh (translation) depression (n) : chán nản, buồn rầu (picture)
concentrate (v): tập trung ( translation) obesity (adj): béo phì ( picture)
T asks Ss to read through the Teen Health Website individually and complete the headings (Ex3-P19)
T checks Ss’ understanding by asksing them to show the key words from the website T models 1- Do more exercise ( staying in shape, play football, long walks)
Ss read and give feedback
2- Sleep more 4- Wash your hands more 3- Eat less junk food 5- Wash less TV
(6) Brainstorming
- T draws the net on the board
- T gives the instructions: write down as many Conjunction as possible. - T models the first one
and
- T checks Ss' understanding
- Ss think and prepare in about minute
- T divides the class into groups T gives the name -> checks
- One by one student from each group comes to the board and writes one answer - T corrects then praises the winner
+ Possible answers : and, or, but, so
T asks Ss what a conjunction does?
T asks Ss to read the first paragraph of the Yellow Box and asks :What we call a sentence made by linking two simple sentences?
Answer: A compound sentence
T asks Ss to read the second paragraph of the Yellow box and asks ;What does a coordinating conjunction do?
Answer: It joins two simple sentences
T divides the class into three groups G1- Independent clause1 G2- Conjunction
G3- Independent clause 2 T asks Ss to chant chorally
Ex:
T says : Independent clause1 G1: The Japanese eat a lot of rice T says: Conjunction
G2: and
T says: Independent clause 2 G3: they eat a lot of fish
Once they have finished, T asks the class: Where does the comma go in a compound sentence?
Answer: It goes after the first Independent clause
(7)Key
1- I want to eat some food, but I have a sore throat.
2- The Japanese eat healthily, so they live for a long time. 3- I feel tired, and I feel weak.
4- You can go and see the doctor, or you can go to bed now and rest. T corrects
(ex2,3- P20) T asks Ss to complete the exercise in pairs Key: 1d 2c 3a 4b
Ss read aloud
IV Summary: (1’)
- T asks students to repeat the main contents of the lesson V Homework: (2’)
- Learn by heart all the vocabulary
- Do the exercises: 5,6,7 in part B in the workbook p 11-12 - Prepare the new lesson: Unit 2: Lesson 4: Communication * EVALUATION:
-@ -Date of preparing: Period: 12 UNIT 2: HEALTH
LESSON : COMMUNICATION (P 21) A OBJECTIVES:
- By the end of the lesson, students will be able to talk about health facts or myths + Vocabulary: myth, vegetarian, recover, hurt, surprised
+ Grammar: Imperatives
- Skills: Practice and develop speaking,listening and writing skills
- Political thought and moral sense: educate students know health facts and the way to keep fit
B TEACHING AIDS:
(8)C METHODS:
Brainstorming, discussion, R.O.R, groupwork D PROCEDURE:
I Organization(1’) - Greeting
Class Date of teaching Absent students B7
B8
II Revision/ Warmer (5’)
Twrites the words Healthy and Unhealthy on the board
fresh food dirty food T asks Ss to writes in two groups
T corrects III New lesson
Activity : discuss and listen (26’)
* Vocabulary
- myth : việc hoang đường ( example) - vegetarian : người ăn chay (translation) - recover (v): hồi phục ( translation) - hurt (v) : đau ( stuation)
- surprised (adj): ngạc nhiên (drawing)
*Checking vocabulary: R.O.R *( Part 1,2 p 21)
T runs through the sentences
T asks Ss to work in pairs and think they are true or false Ss give feedback
T asks Ss to listen and check your answers
(9)Sentences Think Listen
1 T
2 F
3 F
4 F
5 F
6 F
T asks Ss to take notes when they listen Ss remind some main information
* Discussion : T asks Ss to read two questions (Ex3-p21) T runs through
T models
Ex: 1- I think sentence is the most surprised because Waking up at the same time
is better.
Ss the same
Ss answer (question 2)
Activity 2: Group work( 20’)
*Part 4- p21
T asks Ss to read the title T models :
True: Staying up late isn’t good for your health False: People who eat dirty food will live longer Ss work in groups and make sentences
*Part 5- p21
T asks each group choose one spokesperson, he/she can consult his/ her group Other group comment (one S from other group )
Ex:
A: I agree with your idea/ I don’t agree with your idea. B: Why?/ Why not?
A: Because IV Summary: (1’)
- T asks students to repeat the main contents of the lesson V Homework: (2’)
- Learn by heart all the vocabulary
(10)- Prepare the new lesson: Unit 2: Lesson 5: Skills * EVALUATION: