Aim: Pupils will be able to listen and tick; ask and answer questions about the health.. II.[r]
(1)Week :19 UNIT11 : What’s the matter with you? Planning Day:10/01/2016 Period :73 Lesson 1- Part 1,2/ p6 Teaching Day:11/01/2016 I.Aim: Pupils will be able to ask and answer questions about common health problems
II.Language focus:
Vocabulary about health problems
Sentences patterns: What ‘s the matter with you ? I’ve got a………
III Resources: Posters, flashcards, puppets, CD player, IV/ Procedures:
Stages Activities Work
arrangement Warm-up : Pupils display their homelink pictures Then they sing the
song they have learnt
Whole class
Part 1- Look , listen and repeat. Pre- task
- Introduce the topic: Tom is late for breakfast.Mrs green is coming to his room
- Teach vocabulary : matter : vấn đề a headache : đau đầu an earache : đau tai a backache: đau lưng .a toothache : đau a sore throat : viêm họng a stomachache : đau bụng a cold : cảm lạnh
Check by” Slap the board”
-Set the scense: ask Ps to identify the characters in the pictures and the books
- Play the CD Playing the recording times -Have Ss practice the dialogue
- Correct the pronunciation errors when necessary - Model the structure :
A: What ‘s the matter with you? B: I’ve got a headache
- Make some questions to check pupil’s comprehension of the language
Whole class chorus ,
(2)Part : Point, ask and
answer.
-Set the task
There is some useful vocabulary that can be used to talk about
• Model the task with the whole class Point to the picture 1and model the question and answer:
A: What ‘s the matter with you? B: I’ve got a headache
.Then have pupils look at the example and the last
-Ask some open pairs to repeat the step, using Pictures a, b, c ,d and f
Whole class
chorus , Group, Individual
Task cycle : - Have Ps look at the pictures ask and answer Technique : Teacher models the structure: T-Ps; Ps-T; P1-P2
- Do the task: Have Ss practice in pairs - Planning report :
+ Inviting some Ps to tell each pictures
Whole class Open pair Close pair Pair work Language
focus :
- Asking Ps to focus on the structure once again - Having Ps copy the structure in their notebooks
Whole class Follow-up: Chaingame
-Give the rules of the game -have ss the task
-Feedback
Whole class
Homelink: Learn by heart the new words and model sentences -Prepare Lesson 1:Part 3-4
Individually Comments
(3)I Aim: Pupils will be able to listen and tick; ask and answer questions about the health
II Language focus:
-Sentences patterns: A: What ‘s the matter with you? B: I’ve got a headache
-Vocabulary about health
III Resources: Posters, flashcards, puppets, CD player, IV Procedures
Stages Activities Work
arrangement Warm-up : - Covered pictures
T prepares the rules of the game
Ss ask and answer about the health problems
Whole class
Part 3: Listen and tick
Pre – listening While- listening
Post – listening
-You're going to listen and tick the correct picture about their illnesses
- Point to each picture and ask pupils to identify the health problems
the pictures according to the sequence what they hear - Ask Ps to explain how to
- Ask Ps to guess the result
Whole class Individual Work group Individual
.-Play the CD and have Ps tick to the correct pictures -Ask Ps to share their result to each other
Whole class Group work Individual -Have Ps to give the answer
- Ps to give the remarks and show the result
-Show the transcript on the board Ps to play roles Transcript:
1.Fried chicken, you?No,thanks mum.I can’t eat chicken today.Why not?What’s the matter with you?I’ve got a toothache.Oh, I see.How about some soup, dear? Yes, thanks mum.
2.Hello boys and girls.Today will have PE lesson
outdoor.Let’s go to the school gym.Excuse me, Mr Loc? May I stay in the classroom?What’s the matter
w.you,Linda?I’ve got backache.All right,you can stay here.
3.Lunch ready.Oh,where is Peter?He’s in his bedroom.What’s the matter w.him?He’s got a stomachache.All rigt, I go and see him now.
(4)4.Hello Green speaking.Hello Mr Green,can I speak to Mary please? I’m afraid she can’t talk in now, she’s got a sore throat.She now goes to the docter with her mother. Answers: 1.c 2.a 3.b 4.c
Part 4: Talk Pre- task :
.- Have Ps look at the pictures
- Ask them to identify the character and illnesses -Run through the questions (book page -7)
-Set the context and ask Ss to say the tittles of each picture -Point to picture a, ask Ps to practice asking and answering • Do the first example with the whole class in order to give them a clear idea of how the activity works
S1: What ‘s the matter with you? S2: I’ve got a sore throat.
-Correctthe pronunciation
Whole class
Task cycle : -Teacher models the structure T-Ss Ss-T S1- S2 - Doing the task : Have Ss practice in pairs
S1: What ‘s the matter with Minh? S2: He’s got a sore throat.
- Planning report :
+ Inviting some pairs to Ps to tell each picture + Correct pronunciation errors
+Having Ps repeat all question and answers in chorus to reinforce their pronunciation
Pair work
Whole class
Language focus :
- Asking Ps to focus on the structure once again - Having Ps copy the structure in their notebooks
Homelink: - Do exercise I-Prepare lesson Individually Comments
Week :19 UNIT11: What’s the matter with you? Planning Day:13/01/2016 Period :75 Lesson 2- Part 1,2/ p8 Teaching Day:14/01/2016 I Aim: Pupils will be able to pronounce the sound of the letters [a]
-Listen about the books
Read the sounds: arm/ɑ:m/ ear /iə/
(5)Phonic -listen III Resources:
Posters, flashcards, puppets, CD player IV.Procedures:
Stages Activities Work
arrangement Warm-up : Jumbled words
-Prepare some jumbled words -Have S play the game
Individual
1.Listen and repeat Pre- task :
-Have Ps look at the words
arm ear
-Introduce the sounds /ɑ:m/ /iə/
-Have Ps practice the sounds carefully -Read in individual
Whole class Read in chorus in group , individual 2: Listen
and read together Task cycle :
-Play the CD and have Ps read the text in chorus
-Ask Ps to give which sounds in Vietnamese are similar to, and then have Ps read words
+ Invite some pupils to read • Model the poem
Get pupils to clap as you read each line again Then ask pupils to repeat each line again
- Play the record twice: once for pupils to listen all the way through and once for them to clap as they hear the focused words
• Divide the class into two groups to take turns to say and clap the lines
Whole class individual Listen and repeat
In individual
• Call on a few groups to perform the task in front of the class
Get pupils to clap in the same way as you read the passage again Then ask pupils to repeat each line of the passage
Home link -Ps practice the sounds at home, exercise Individual
Comments Teacher
Week :19 UNIT11 : What’s the matter with you? Planning Day:13/01/2016 Period :76 Lesson 2- Part 3,4,5/ p9 Teaching Day:14/01/2016 I Aim: Pupils will be able to listen and number; ask and answer questions about the health
II Language focus:
(6)B: I’ve got a headache -Vocabulary about health
III Resources: Posters, flashcards, puppets, CD player, IV Procedures
Stages Activities Work
arrangement Warm-up : Jumbled words
-Prepare some jumbled words -Have S play the game
Individual
3 Group and say aloud.
• Ask pupils to look at the chart and the word box Recall the meaning of the words and the sound given
• Set time and let pupils the task independently
• Pupils check their answers in pairs Call on some pupils to report their answers to the class Have the whole class read in chorus all the words in each column
Answers: arm alarm farmer charm farm ear clear hear near dear
- correct the pronunciation
In chorus In group In individual
4 Listen and number Pre- listening
Have Ps identify the books in the pictures
Number the pictures according to the sequence what they hear
- Ask Ps to explain how to - Ask Ps to guess the result
Individual
While- listening
-play the CD and have Ps number the correct pictures -Ask Ps to share their result to each other
Whole class Pair work Post-
listening
-Have Ps to give the answer
- Ps to give the remarks and show the result Transcript:
1 Good morning doctor Hello Peter, sit down please What’s the matter with you? I’ve got a stomachache What did you eat this afternoon? I had some fish salad Oh, let’s me have a look
2 Good morning Mrs Smith What’s the matter with you? I’ve got a terrible backache Oh, I see May I help you with your back? Oh, you’re so kind Thank you Jim 3.Hi Jim, hi Tom Oh, What’s the matter with your voice? I’ve got a sore throat
4.Good morning, can I talk to Mr Black, please? Speaking, what can I for you? My son’s got a
(7)toothache Can I make appointment this afternoon? Well, yes, tell him to see me at two o’clock Ok, we will come Jack’s ill.Let’s go see her What’s the matter with her? She’s got a temperature She still stays at home a few day
Answers: 1b 2d 3e 4c 5.a -Have s look at the pictures and depict -Feedback
5.Fun time -Simon says…
Example: Simon says: “Clap your hands!” Whole class Home link -Ps practice the sounds at home, exercise
-Prepare lesson part 1-4
Individual
Comments Teacher
Week :20 UNIT11: What’s the matter with you? Planning Day:17/01/2016 Period :77 Lesson3- Part 1,2/ p10 Teaching Day :18/01/2016 I.Aim: Pupils will be able to ask and answer questions about common health problems
II.Language focus:
Vocabulary about health problems
Sentences patterns: I’ve got a sore throat
You should…/ you shouldn’t……… III Resources: Posters, flashcards, puppets, CD player, IV/ Procedures:
Stages Activities Work
(8)song they have learnt Part 1-
Look , listen and repeat. Pre- task
- Introduce the topic: Tom is late for breakfast.Mrs green is coming to his room
- Teach vocabulary :
.Should ≠ shouldn’t : nên ≠ không nên take a rest: nghỉ ngơi
eat sweet : ăn kẹo sore eye : đau mắt
use some eye drops : dùng thuốc nhỏ mắt carry : mang, khuân vác
Check by” Slap the board”
-Set the scense: ask Ps to identify the characters in the pictures and the books
- Play the CD Playing the recording times -Have Ss practice the dialogue
- Correct the pronunciation errors when necessary - Model the structure :
A: I’ve got a sore throat.
B: You should see the doctor. You shouldn’t eat ice-cream
- Make some questions to check pupil’s comprehension of the language
Whole class chorus ,
Group,Individ ual
Part : Point, ask and
answer.
-Set the task
There is some useful vocabulary that can be used to talk about
• Model the task with the whole class Point to the picture 1and model the question and answer:
A: I’ve got a sore throat
B: You should see the doctor You shouldn’t eat ice-cream
.Then have pupils look at the example and the last
-Ask some open pairs to repeat the step, using Pictures a, b, c ,d and f
Whole class
chorus , Group, Individual
(9)Technique : Teacher models the structure: T-Ps; Ps-T; P1-P2
- Do the task: Have Ss practice in pairs - Planning report :
+ Inviting some Ps to tell each pictures
Whole class Open pair Close pair Pair work Language
focus :
- Asking Ps to focus on the structure once again - Having Ps copy the structure in their notebooks
Whole class Follow-up: Chaingame
-Give the rules of the game -have ss the task
-Feedback
Whole class
Homelink: Learn by heart the new words and model sentences -Do exercises in W.B
Individually Comments
Week : 20 UNIT 11: What’s the matter with you? Planning Day:17/01/2016 Period : 78 Lesson 3- Part 3,4/ p11 Teaching Day :18/01/2016 I.
Aims: At the end of the period, pupils will be able to : + Expressing health problems and giving responses +write a message and an advice for friend
II
Language focus : *Vocabulary:
III.
Resources : Posters, flashcards, CD player and pieces of paper of the song. IV.
PROCEDURE
Stages Steps of Activities: Work
arrangement Warm-up : - Having Ps play Bingo with some words of verbs
which they have learned
Whole class Part
3-Read and do the
-Introducing the new lesson
-Having Ps look at the pictures on page 11 and guess what the text is about before they start their reading
(10)tasks -Setting up the context and elicit Ps’ responses to the questions about the title and pictures
-Encourage Ps to work out the meaning of new words to understand the meaning of the text
-Teaching vocab:
Stay health, before, after,healthy food,regularly : [pictures or gestures]
-Playing the recording or reading the passage, pausing at times to check Ps’ comprehension
Individually
Whole class
Task a: Tick Yes or No
-Getting Ps to read all the sentences in Task a and search for the corresponding information
independently
-Monitoring the activity and offering help as necessary -Getting Ps to check their answers in pairs
-Checking the answers with the whole class: Asking some individual Ps to say the answers to the class and explain how they come to these answers (maybe in Vietnamese)
*Answers: 1.Y 2.N 3.N 4.Y 5.Y
Individually
Pair work
Whole class Individually
Task b: Number the pictures to match the
right tips
+With the information given above, Sts should choose the right sentences or phrases to match pictures under +Asking Ps to work in pairs
+Calling on some individual Ps to say the answers to the class
Whole class
Individually Pair work Individually Part
Write a message and an advice
-Asking Ps to look at the model text, the guide and discuss how to the taks
-Eliciting Ps’ answers: What is this? Who wrote the messagel? Who will receive it? Who will send you an advice?What advice should you give your friend? -Getting the whole class to repeat the model a message and an advice,then read the guide and follow the model a message and advice for their draft writing
-Asking Ps to the writing task independently
-Monitoring the activity and offering help as necessary -Calling on some individual Ps to read aloud their messages and advice to the class
Whole class Group work Individually Whole class
(11)Home link: -Asking Ps to prepare Unit – lesson 1( part1-4) Individual