UNIT 12: AT THE CAFE
Lesson 2
I. Objectives:
* By the end of the lesson, students will be able to:
+ say the letter Q/q, the words question, square, quiz, the
phrases/sentences containing /k/ and square, question, quiz, the sentence
structure He's/She's _____ (verb +
–ing). in a chant.
+ listen and recognize the words square, quiz and the sentence
structure He's/She's _____ (verb + –ing).
+ write the letter Q/q and complete the words s_uare, _uiz, _uestion.
- Ss can develop some following competences:
+ Communicative and collaborative competence: act 3, act 4, act 5
+ Problem-solving competence: act 4, act 5
+ Self-studying and self-control competence: act 3, act 4, act 5
+ Problem-solving and creative competence: act 5
*Language focus:
-

Sound /k/
+ Vocabulary: question, square, quiz

+ Phrases/sentences with the sound /k/, the words question, square,
quiz, the sentence structure He's/She's _____ (verb + –ing).
- Differentiated teaching:

+ Incomplete Ss: can recognise target words while listening
+ Well-completed Ss: can the hear sentence tructure while listening
II. Materials:
-Teacher's: books, pictures, flashcards,CD.
-Students': books, crayons
III. Method:
-Communicative Language Teaching
-Total Physical Response
III. Teaching activities:
Activity 1: Warm up
-Play game: Board race
Write as many words “Qq” as possible in groups
Qq Qq Qq Qq Qq Qq Qq Qq Qq Qq
Activity 2:
-Content 3 : Listen and chant

- Procedure:
+ Have pupils look at the chant. Ask them to pay attention to the letter Q/q
and the word square
+ Ask pupils to listen and repeat the first line, saying Listen again and repeat,
please! Then play the recording for them to listen and repeat until they feel
confident.
+ Follow the same procedure with the other lines. Show pupils how to
chant and clap their hands.
+ Play the recording all the way through. Ask pupils to listen and repeat
the chant individually and in chorus, saying Listen and chant, please! Give further
support to those pupils who find it difficult

Activity 3:
-Content 4: Listen and tick

- Procedure:
+ Have pupils point to the pictures and say the words (say “Point and
say.”). When pupils answer correctly, confirm by saying “square/ circle/
question/ quiz”.
+ Play the recording and allow pupils time to complete the activity
+ Play the recording again, if necessary (say “Listen again.”)
+ Check the answers by asking “a or b?” When pupils answer
correctly, confirm by saying “1a. He's colouring a square.”/“2b. She's doing a
quiz.” and encourage them to repeat.

Activity 4:
-Content 5: Look and write

- Procedure:
+ Write the letter Q (upper case) on the board and say “Q” (/kjuː/).
+ Write the letter Q (upper case) on the board again, but this time more
slowly. Invite a few pupils to come to the front of the class and write the letter Q
(upper case) on the board
+ Repeat Steps 1 and 2 for q (lower case).
+ Draw pupils' attention to the writing grids (say “Look and write.”).
Allow pupils time to complete the activity. Go around the class to offer support
and feedback
+ Draw pupils' attention to the pictures and labels (say “Look and
write.”). Allow pupils time to complete the activity. Go around the class to offer
support and feedback.
 Consolidation:
- Content: Review phrases and the chant
+ Phrases: colouring a square, answering a question, doing a quiz
+ Chant
- Procedure:
+ Ask students to answer the following questions:
What have you learnt from the lesson today?

What are the core values of the lesson? ( if the teacher can take
from the lesson).
+ Praise some ss who are hard working/ active/ good…. as well as
encourage others to try more.
+ Give feedback
 Homework:
- Learn by heart the pattern.
- Review the song

Week 25
UNIT 12: AT THE CAFE
Lesson 3
I. Objectives:
* By the end of the lesson, students will be able to:
+ use the sentence structures What's he/she doing? and He's/She's _____
(verb + –ing). to ask and answer questions about what someone is doing.
+ sing a song with the structure What's he/she doing? and He's/She's _____
(verb + –ing).”
- Ss can develop some following competences:
+ Communicative and collaborative competence: act 6, act 7, act 8
+ Problem-solving competence: act 7
+ Self-studying and self-control competence: act 7, act 8
+ Problem-solving and creative competence: act 7
*Language focus:

- Vocabulary: colouring a square, answering a question, doing a quiz
- Strucrure: -What's he/she doing? and He's/She's __ (verb +–ing).” Differentiated teaching:
+ Incomplete Ss: can use the sentence structures
Is he/she___(verb+--ing)?and Yes, he/she is./ No, he/she
isn't.
+ Well-completed Ss: can use the sentence structures
Is he/she___(verb+--ing)?and Yes, he/she is./ No, he/she
isn't.
Replaces some phrases they've studied
II. Materials:
-Teacher's: books, pictures, flashcards,CD.
-Students': books, crayons
III. Method:
-Communicative Language Teaching
-Total Physical Response
-3Ps
III. Teaching activities:
Activity 1: Warm up
- Game: guessing pictures

answering a question

doing a quiz

colouring a square, ,

Activity 2:
-Content 6: Listen and repeat

- Procedure:
+ Draw pupils' attention to the picture (say “Look at the picture.”). Say
“What's she doing? She's colouring a square.”
+ Have pupils point to the sentences
+ Play the recording and encourage pupils to repeat (say “Listen and
repeat.”).
+ Have pupils repeat the sentences both individually and in chorus.
Correct their pronunciation if necessary, and praise them when their
pronunciation is good
Activity 3:
-Content 7: Let's talk

- Procedure:
+ Write What's he doing? and What's she doing? on the board.
Underneath the questions, write He's _____. and She's _____.
+ Have pupils look at Picture a (say “Look at Picture a.”). Say “What's she
doing?” and encourage them to answer using the full sentence structure. When
they answer correctly, confirm by saying “She's answering a question.”
+ Repeat Step 2 for Pictures b and c.
+ Have pupils work in pairs to look at each picture and practise asking and
answering questions about what the people are doing.
Go around the class to offer support and feedback.
+ Extension: Invite some pupils to point to the pictures and act out the
exchanges in front of the class.
Activity 4:
-Content 8: Let's sing

- Procedure:
+ Draw pupils' attention to the picture and encourage pupils to answer
using the full sentence structure

+ Play the recording of the song to familiarize pupils with the rhythm and
melody (say “Listen.”)..
+ Read the song line by line and encourage pupils to repeat (say “Listen and
repeat.”). Do this several times, with pupils repeating both individually and in
chorus. Correct their pronunciation if necessary, and praise them when their
pronunciation is good.
+ Say “Let's sing!”. Play the recording line by line and encourage pupils to
sing along..
+ Have pupils work in groups to make up actions for the song. Invite a few
groups to perform the song for the class
 Consolidation:
- Content: Review the structures and the song
- Procedure:
+ ask students to answer the following questions:
What have you learnt from the lesson today?
What are the core values of the lesson? ( if the teacher can take
from the lesson).
+ Praise some ss who are hard working/ active/ good…. as well as
encourage others to try more.
+ Give feedback
 Homework:
Review the structures and the song

Week 25

Unit 15: Our health
Lesson 1 (1, 2, 3)
A. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- understand and correctly repeat the sentences in two communicative contexts
focused on asking and answering questions about someone's health.
- correctly use the words and phrases toothache, headache, sore throat and
stomach ache and the sentence patterns What's the matter? - I have _____. to ask
and answer questions about someone's health.
- correctly use the words for health problems in Act 2 and sentence patterns What's
the matter? and I have _____. to ask and answer questions about someone's health
in a freer context.
- Vocabulary: toothache, headache, sore throat and stomach ache
- Structures:

A: What's the matter?
B: I have a headache.

- Skills: speaking and listening
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 and independent learning: perform pronunciation and speaking tasks.
3. Attitude/ Qualities:
- Raise their knowledge of health.
- Show ss how to take care of themselves and prevent of common diseases.
B. TEACHING AIDS:
- Teacher: Teacher's guide Pages 237, 238, 239, audio Tracks 41, 42, website
hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector.
- Students: Students' book Page 30, notebooks, workbooks, school things.
C. PROCEDURES:
Teacher's activities

Students' activities

1.Warm- up: (3')
Sing a song: Head, shoulders, knees and
toes
*Aims: to create a friendly and active
atmosphere in the class to beginning the
lesson.
*Procedure:
- Show the video on the screen.
https://www.youtube.com/watch?
v=WX8HmogNyCY

- Sing and dance the song together.

- Ask Ss to listen, sing and dance the song.
- Say “Open your book page 30” and look
at “Unit 15, Lesson 1 (1,2,3)”.

- Ss listen and open their books

2. Presentation (15')
Activity 1. Vocabulary.
*Aims: Ss will be able to know the
vocabulary in the new lesson.
*Procedure:
-T elicits the new words
+ toothache: đau răng

(mime)

+ headache: đau đầu

(mime

+ sore throat: đau họng (mime)

-Ss listen and answer

+ stomach ache: đau dạ dày (mime)
+ matter: vấn đề

(translation)

+ feel: cảm thấy

(translation)

- T models (3 times).

- T writes the words on the board.
- Checking: Rub out and remember

- - Ss listen and repeat
+ Choral repetition (3 times).

Activity 2. Look, listen and repeat:
*Aims: Ss will be able to understand and

+ Individual repetition (3 ss)
- Ss take note

correctly repeat the sentences in two
communicative contexts focused on asking
and answering questions about someone's
health.

- Ss look, remember and write

*Procedure:
- Have Ss look at Pictures a and b and
identify the characters and other details.
+ Who are they?
+ Where are they?
+ What are they talking about?
-Look at the pictures and say
+In picture a:
Lucy's mother: Are you OK, Lucy?
- Play the audio twice (sentence by
sentence). Correct their pronunciation
where necessary.

Lucy: I don't feel well.

- Have Ss to practice the dialogue

Lucy's mother: What's the matter?

- T invites a few pairs to the front of the
class to practice.

Lucy: Ouch! I have a headache.

+ In picture b:

- T checks pronunciation for ss.

Activity 3

Listen, point and say.

*Aims: Ss will be able to correctly use the
words and phrases toothache, headache,
sore throat and stomach ache and the

-Ss listen and repeat in chorus
(twice)

sentence patterns What's the matter? - I
have _____. to ask and answer questions
about someone's health.

-Ss work in pairs to practice
-Ss come to the front of the
classroom to practice.
-Ss listen

*Procedure:
* Structures:
- T asks Ss look at picture b in activity 1
and helps Ss know the structure from the
dialogue.
- T introduces new structures for Ss.
- T explains, models and gives meaning.
- Have Ss repeat the model sentences.

3.Practice: (7')

- Ss look at the picture and answer.

*Drill pictures
- Have Ss look at the picture and elicit
-Ss listen
-Ss listen and repeat
-Ss repeat to the structures

- Have Ss point at pictures, listen and run
through all the pictures.
- Have Ss point at the bubbles, listen and
run through model sentences.
- Have Ss to practise:
+ T asks the first picture, Ss answer
+ Ss asks the second picture, T answers
+ Group A asks the third picture, group B

- Ss look, listen and repeat
+Picture a: a boy with toothache
+ Picture b: a girl with a headache
+ Picture c: a boy with a sore
throat
+ Picture d: a girl with a stomach
ache

answers
+ Group B asks the last picture, group A

-Ss point at pictures, listen and repeat

- Ask Ss to work in pairs to practise asking
and answering the question What's the
-Ss point at the bubbles, listen and
matter? - I have _____.
repeat
- T controls and corrects.
- Invite a few pairs to point at the pictures
and say the questions and answers in front
of the class.

-Ss practice in chorus
-Ss practice in chorus

4. Production: (6')
-Ss work in pairs to practise asking

Activity 4.

Let's talk.

and answering the question

*Aims: Ss will be able to correctly use the
words for health problems in Act 2 and
sentence patterns What's the matter? and I
have _____. to ask and answer questions
- Pairs of Ss point at the pictures and
about someone's health in a freer context. say in front of the class
*Procedure:
- Have ss look at the picture and ask them
the health problems that the characters
may have.

- Elicit the answer in the speech bubble
and write it on the board. Get Ss to say the
completed sentences.
- Have Ss role-play to practise asking the
questions and giving their answers in
pairs, using the structures What's the
matter? and I have _____.
- Invite a few pairs to point at the pictures
and ask and answer questions.
-Ss look at the picture and answer
5. Fun corner and wrap- up (4')
+ A clinic at a primary school
Game: Board race
where some pupils are waiting to
have their health problems checked
- Explain how to play the game. Give an
by the doctor.
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 ss can
hear.
- Say “Run” and then the student from
each group has to run quickly to find and
choose the flashcard the teacher said. Ask
the student with the correct flashcard to
say the word.

- Ss say the completed sentences.

-Ss work in pairs to ask and answer

- The group with the most flashcards at the
end is the winner. Praise the winner.
-Ss perform in front of the class.

- Ss listen

-Ss listen and play the game

-Ss praise the winner.
D. ADJUSTMENTS (if necessary):
………………………………………………………………………………………
….…..……………………………………………………………………………...
……

Week 25

Unit 15: Our health
Lesson 1 (4, 5, 6)
A. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- listen to and understand four communicative contexts in which characters ask and
answer questions about someone's health problems, and number the picture in the
order.
- complete the target sentence patterns about health problems with the help of
picture cues.

- sing the song What's the matter? with the correct pronunciation and melody.
- Vocabulary: Review
- Skills: speaking, listening, reading and writing.
2. Competences:
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control and independent learning: perform listening and reading tasks.
3. Attitude/ Qualities:
- Show ss how to take care of themselves and prevent common diseases.
B. TEACHING AIDS:
- Teacher: Teacher's guide Pages 240, 241, 242; audio Tracks 43, 44; website
hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector.
- Students: Student's book Page 31, notebooks, workbooks, school things.
C. PROCEDURES:
Teacher's activities

Students' activities

1.Warm- up and review: (5')
Game:

Yes or No

*Aims: to revise the learned structures.
*Procedure:
- Tell the class how to play the game.
- Prepare Yes and No boards for ss.
- Show a picture and a sentence on the
board. Have ss look at the picture and

- Ss listen to the teacher's instruction

the sentence.
- Ask ss to raise the Yes board if the
picture and sentence are matched.
- Ask ss to raise the No board if the
picture and sentence are not matched.
Have ss say the correct sentence aloud.

- Ss play the game

Ex: (picture of a girl with headhache) I have a headache.
The class raise the Yes board.
Ex: (picture of a boy with a sore throat)
- I have a toothache.
The class raise the No board.

- Continue playing the game.

- Give stickers to the fastest student
with the correct answer.
- Say “Open your book page 31” and
look at “Unit 15, Lesson 1 (4,5,6)”.
2.Practice: (25')
Activity 1. Listen and number:
*Aims: Ss will be able to listen to and
understand four communicative contexts
- Ss open their books
in which characters ask and answer
questions about someone's health
problems, and number the picture in the
order.
*Procedure:
- Have ss look at the picture and elicit

the someone's health problems in the
pictures.
+ How many pictures are there?
+ What health problems can you see in
each picture?

-Look at the pictures and say:
- T ask Ss to guess the answers.
+ T writes Ss'guessing on the board.
- Listen to the tape:

+ Picture a: a boy with a sore throat
+ Picture b: a boy with a stomach ache
+ Picture c: a boy with a headache

+ Play the recording

+ Picture d: a boy with toothache

+ Play the recording again for pupils to
do the task.
+ Play the recording a third time for
pupils to check their answers.
- Get Ss to swap books with their
partner, then check answers as a class.
+ Write the answers on the board for Ss
to correct their answers. Then checks
Ss' guessing.

-Ss guess the answers

- Ss listen to the tape

- Have ss explain the answers.
Key: a. 3, b. 1,

c. 2,

d .4

- Ss listen again and do the task.

Activity 2. Read and complete.
*Aims: Ss will be able to complete the

- Ss listen and check their answers

target sentence patterns about health
problems with the help of picture cues.
*Procedure:
- Get Ss to look at the pictures and
identify the health problems that the
characters have.

- Ss swap books with their partner, then
check answers as a class

-Ss check the guessing

-Ss explain the answers

- Have Ss look at the four incomplete
exchanges and elicits the options
- T models with sentence 1
+ Have Ss circle the correct answer
(headache)
+ Have Ss look at the picture and
identify the needed information (I have
a headache).
- Have Ss work in groups and complete
the sentences 2, 3 and 4.
- Get Ss to swap books with a partner
and check their answers before checking
as a class.

-Ss look at the picture and say

-T gives feedbacks.
Key:
1. headache
2. toothache
3. the matter; sore throat
4. What's ; have a stomach ache
Activity 3. Let's sing
*Aims: Ss will be able to sing the song
What's the matter? with the correct
pronunciation and melody.

-Ss look at the exchanged and pay
attention
-Ss look and say the correct answer

-Ss listen and pay attention

*Procedure:
- Introduce the title and lyrics of the
song: What's the matter?

-Ss complete the sentences

-Ss swap books with a partner and
check their answers before checking as
a class.
-Ss listen
- Play the recording for Ss to listen to
the whole song.
+ Have them repeat the title and lyrics
line by line.
- Play the recording all the way through
for Ss to listen to pronunciation and
melody of the song.
- Play the recording line by line for Ss
to listen, repeat
- Play the recording for Ss to sing and
do actions.

- Ask Ss to practice singing and doing
actions in pairs or groups.
- Invite groups to the front of the
classroom to perform the song
-T gives feedback.
3. Fun corner and wrap- up (5')
Game:

- Ss listen and pay attention

Pass the bag

- Explain that ss are going to look at the
picture and say the sentence about
health.
- Put some flashcards (toothache,
headache, sore throat, stomach ache) in
a bag.
- Have ss make two circles.
- Ask ss to pass the bag around the
circle while music plays.
- When the music stops, ask the student
holding the bag to take out a flashcard
in the bag and say a sentence, ex. I have
a stomach ache.
- Praise ss to encourage their
performance.

-Ss listen to the song

- Ss listen and repeat line by line
without the action.

-Ss listen to melody of the song

- Ss listen and sing line by line.

- Ss sing and do actions.

+ Ss work in groups (two groups) to
sing.
-Ss perform in front of the class.
-Ss listen

- Ss listen

-Ss listen and play the game

-Ss praise the winner.
D. ADJUSTMENTS (if necessary):
………………………………………………………………………………………
….…..……………………………………………………………………………...
……

Week 25

Unit 15: Our health
Lesson 2 (1, 2, 3)
A. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- understand and correctly repeat the sentences in two communicative contexts
focused on giving advice for health problems.
- correctly use the given phrases and sentence patterns You should _____. - Thanks
for your advice and response to advice about health problems.
- correctly use the sentence patterns You should ____. and Thanks for your advice
to advise and respond to advice about health problems in a freer context.
- Vocabulary: go to the dentist, have a rest, drink warm water, take some
medicine, advice, rinse your mouth, salt water.
- Structures:

A: You should go to the dentist.

B: Thanks for your advice.
- Skills: speaking and listening
2. Competences:
- Critical thinking and creativity: learn how to ask and answer questions about
health problems correctly and fluently.
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
3. Attitude/ Qualities:
- Raise their knowledge of health.
- Show ss how to give advice about health problems.
B. TEACHING AIDS:
- Teacher: Teacher's guide Pages 242, 243, 244; audio Tracks 45, 46, website
hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector.
- Students: Students' book Page 32, notebooks, workbooks, school things.
C. PROCEDURES:
Teacher's activities

Students' activities

1.Warm- up and review: (4')
Game:

Lucky gift boxes

*Aims: to revise the sentence structures
about health.
*Procedure:
- Tell ss they are going to look at the
picture and ask and answer about health.
- Prepare pictures of common diseases

- Ss listen to teacher's instruction

(toothache, headache, sore throat,
stomach ache) and gift boxes.
- Have the class play the game in pairs.
- Each pair chooses a gift box they like,
then asks and answers questions about
health.
- If they ask and answer correctly, they
will get gifts from the gift boxes.

- Ss play the game
Ex:
A: What's the matter?
B: I have a toothache.

- Continue with other pairs.
- Say “Open your book page 32” and
look at “Unit 15, Lesson 2 (1,2,3)”.
- Ss open their books
2. Presentation (16')
Activity 1. Vocabulary.
*Aims: Ss will be able to know the
vocabulary in the new lesson.
*Procedure:
-T elicits the new words
+ go to the dentist: đi khám nha sĩ
(picture)
+ have a rest: nghỉ ngơi

(situation)

+ drink warm water: uống nước ấm
(example)
+ take some medicine: uống thuốc
(mime)
+ advice: lời khuyên

(translation)

-Ss listen and answer

+ rinse your mouth: súc miệng (mime)
+ salt water: nước muối

(realia)

- T models (3 times).

- T writes the words on the board.
- Checking: Rub out and remember

Activity 2. Look, listen and repeat:

- - Ss listen and repeat

*Aims: Ss will be able to understand and + Choral repetition (3 times).
correctly repeat the sentences in two
+ Individual repetition (3 ss)
communicative contexts focused on
giving advice for health problems
*Procedure:

- Ss take note

- Have Ss look at Pictures a and b and
identify the characters in the pictures.

- Ss look, remember and write

- Play the recording for them to listen.
- Play the recording again (sentence by

-Look at the pictures and get to know
the characters in the pictures.
+ In picture a:

sentence) for Ss to listen and repeat
Correct their pronunciation where
necessary.
- Invite a few pairs to the front of the
classroom to listen to and repeat the
sentences.
- T checks pronunciation for ss.
Activity 3. Listen, point and say.
*Aims: Ss will be able to correctly use
the given phrases and sentence patterns
You should _____. - Thanks for your
advice and respond to advice about
health problems.

Mary: How are you today, Nam?
Nam: I don't feel very well. I have a
toothache.
– In picture b:
Mai: You should go to the dentist,
Nam. You should go as soon as
possible.
Nam: Okay, I will. Thanks for your
advice.
-Ss listen
-Ss listen and repeat in chorus

*Procedure:
* Structures:
- T asks Ss look at picture b and helps Ss
- Pairs of Ss listen and repeat
know the structure from the dialogue.
- T introduces new structure for Ss.
- T explains, models and gives meaning.
- Have Ss repeat the structures.

3.Practice: (6')

-Ss listen

*Drill pictures
- Have Ss look at the pictures and check
comprehension.
-Ss look at the picture and answer.

-Ss listen
-Ss listen and repeat
-Ss repeat to the structures.
- Have Ss point at pictures, listen and run
through all the pictures.
- Have Ss point at the bubbles, listen
and run through model sentences.
- Have Ss to practise:
+ T asks the first picture, Ss answer
+ Ss asks the second picture, T answers

- Ss look, listen and answer

+ Group A asks the third picture, group
B answers

a: a dentist checking her patient's
teeth

+ Group B asks the last picture, group A

b: a girl having a rest

- Ask Ss to work in pairs to practise
asking and answering the question You
should _____. - Thanks for your advice

c: a cup of warm water

- T controls and corrects.
- Invite a few pairs to point at the
pictures and say the questions and

d: some medicine

answers in front of the class.
- T gives feedbacks.

-Ss point at pictures, listen and repeat

4.Production: (5')
Activity 4.

Let's talk.

*Aims: Ss will be able to correctly use
the sentence patterns You should ____.
and Thanks for your advice. to advise
and respond to advice about health
problems in a freer context.
*Procedure:
- Ask questions to help them identify
the context.

- Elicit the answer in the speech bubble
and write it on the board. Get Ss to say
the completed sentences.
- Have Ss role-play to practise advising
and responding to the advice in pairs,
using the picture cue: What's the matter?
- ____ and You should ___.- Thanks for
your advice
- Invite a few pairs to point at the
pictures and ask and answer questions.
- Invite some pairs of ss to ask and
answer questions about health problems

-Ss point at the bubbles, listen and
repeat

-Ss practice in chorus

-Ss practice in chorus

-Ss work in pairs to practise asking
and answering the question

- Pairs of Ss point at the pictures and
say in front of the class

5. Fun corner and wrap- up (4')
Game:

Questions and answers

- Tell ss how the game is played. Give an -Ss look at the picture and answer
example.
+ a group of characters with some
- Put ss into pairs.
health problems
- Encourage the ss to play rock, paper,
scissors. The loser gives advice. The
winner replies for the advice.
- Praise ss to encourage their
performance.
- Ss say the completed sentences.

-Ss work in pairs to ask and answer

-Ss perform in front of the class.

- Ss ask and answer

-Ss listen to the teacher

- Ss play the game
Ex:
A: You should drink warm water.
B: Thanks for your advice.

D. ADJUSTMENTS (if necessary):
………………………………………………………………………………………
….…..……………………………………………………………………………...
……

Week 25

Unit 15: Our health
Lesson 2 (4, 5, 6)
A. OBJECTIVES:
By the end of the lesson, Ss will be able to:

1. Knowledge:
- listen to and understand the communicative contexts in which characters talk
about health problems in the correct pictures.
- complete the target sentence patterns in two conversations about health problems
and advice for them with the help of picture cues.
- role-play by asking and giving advice about health problems
- Vocabulary: Review
- Skills: speaking, listening, reading and writing.
2. Competences:
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
3. Attitude/ Qualities:
- Show pupils how to give advice about health problems.
B. TEACHING AIDS:
- Teacher: Teacher's guide Pages 245, 246; audio Tracks 47; website hoclieu.vn,
posters, laptop, pictures, textbook, lesson plan, TV or projector.
- Students: Pupil's book Page 33, notebooks, workbooks, school things.
C. PROCEDURES:
Teacher's activities
1.Warm- up and review: (4')
Play a game: Quiz Time
*Aims: to revise the sentence structure
*Procedure:

Students' activities

- Place some gapped sentences and pictures.
- Have ss play the game individually.

- Ss pay attention.

- Show a gapped sentence, a picture and
three options A, B or C.
Ex: picture of “headache”/ You should
____. - Thanks for your advice.
A. play football B. take a rest
TV

-Ss play the game

C. watch

- Invite a student to give the answer.
- Continue with other sentences.

- Ss congratulate to the winner

- Praise ss if they do the game well.
- Say “Open your book page 33” and look at - Ss open their books
“Unit 15, Lesson 2 (4,5,6)”.
2. Practice: (27')
Activity 1. Listen and tick:
*Aims: Ss will be able to listen to and
understand the communicative contexts in
which characters talk about health
problems in the correct pictures
*Procedure:
- Have ss look at the pictures and ask
+ What health problems can you see in each
picture?
+ What advice can you see in each picture?

- Look at the pictures and say:
1. a. Nam with a headache and

Nam having a rest in a bed
1.b. Nam with a headache and Nam
watching TV
1.c. Nam with toothache and Nam