C.METHODS - Chatting, open - predictions, listen and check, matching and writeit up.. Introduction: T shows the flag the Olympic rings on the board and ask Ss what these represent. - T[r]
Trang 1Date of preparing: Period: 13
UNIT 2: HEALTH LESSON 5 : SKILLS 1 ( P 22 )
A OBJECTIVES:
- By the end of the lesson, students will be able to read for general and specific 3 paragraphs associate with CALORIE then talk about how many calories you use doing activities
+ Vocabulary: energy, diet, expert, advice,essential, pay attention
+ Grammar: present simple
- Skills: develop and practice reading and speaking skills
- Political thought and moral sense: educate students should take part in suitable
activities and know healthy number of calories for their activities
B TEACHING AIDS: - Textbook , teacher’s book , lesson plan , board , chalks,
pictures and posters
C METHODS: Brainstorming, slap the board, matching, comprehension questions,
discussion
D PROCEDURE:
I Organization(1’)
- Greeting
Class Date of teaching Absent students
B7
B8
II Revision / Warmer: (5’)
Brainstorming:
- T draws the net on the board
- T gives the instructions: write down as many activities as possible
- T models the first one
riding a bike
Sports and activities
Trang 2
- T checks Ss' understanding
- Ss think and prepare in about 1 minute
- T divides the class into 2 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 : running, sleeping, watching TV, walking, gardening, aerobics,
swimming, cycling,
III New lesson:
Step 1 : Pre-reading(10’)
* Vocabulary.
- energy (n): năng lượng ( example)
- diet (n): ăn kiêng ( example)
- expert (n): chuyên gia ( definition)
- advice(n): lời khuyên ( example)
- essential (adj): cần thiết (translation)
- pay attention : chú ý (translation)
* Checking vocabulary: Slap the board
* Matching: (Ex 1- p22)
- Before the Ss start reading, T asks the class if anyone can guess what the reading will
be about
- After eliciting a few guesses, T asks the Ss to complete the exercise
- For weaker Ss T may want to put the Ss in pairs
- T corrects
Key: 1 B 2 A 3 C
Step 2 : While - reading(16’)
* Activity 1: Find the words/ phrases (Ex2- p22)
- T puts the Ss in pairs and has them complete Exercise 2
- The Ss may use their dictionaries, but should be encouraged to write the meaning of the word as simply as possible and in their own words
- T elicits the meanings of the words from different groups
Key:
essential – necessary
Pay attention – notice, be aware
diet(n) – the food that you eat on a daily basis
Trang 3diet(v) – meant a special eating toutine to lose weight or accomplish another health goal
expert – someone who has studied a lot about a subject or topic and understands it well
stay in shape – stay healthy
* Activity 2:Questions ( Part 3 p 22)
- T asks Ss to read the text again and complete the activity individually
- T then corrects the answers with the class
Key: 1 A calorie is energy that helps us do our everyday activities.
2 If we eat too many calories we get fat.
3 To stay healthy you need between 1,600 and 2,500 calories.
4 Sports activities and running use a lot of calories.
5 People listen to his advice because he is an expert.
Step 3: Post reading (Speaking)-Ex4,5,6-p22(10’)
- T draws Ss attention to the table and explains that activities are listed next to the number of calories used in one hour
- T may ask comprehension questions such as:
‘If I do aerobics for 3 hours, how many calories will use?’
- T puts Ss in pairs, or groups of 3 and asks them to discuss the questions
- T walks around the room monitoring
Possible answer:
1 Because you have to work harder.
2 Gardening uses more calories than walking.
3 I use 660 calories doing aerobics for 2 hours.
4 We will feel tired and sick.
- When Ss have finished discussing the questions T asks them to move on to exercise 5
- T asks Ss to complete the table and think about how many calories each activity will take
- If the activity they like to do is not on the table Ss can guess the number of calories
by comparing with the table in 4
- Ss can share their table with their groups and, if time allows, with the class
Ex: I spend 8 hours sleeping everyday I use 480 calories
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: 1, 2, 3 in part D in the workbook P 13,14,15
Trang 4- Prepare the new lesson: Unit 2: Lesson 6: Skills 2.
* EVALUATION:
Date of preparing: Period: 14
UNIT 2: HEALTH LESSON 6: SKILLS 2 (P 23)
A OBJECTIVES:
- By the end of the lesson, students will be able to listen to get specific information about health problem and advice then write a reply giving advice to someone with a health problem
+ Vocabulary: event, triathlon,maintain
+ Grammar: present simple, should, can
- Skills: develop and practice listening and writing skills
- Political thought and moral sense: educate students should take part in sports
activities
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, posters and pictures, cassette and the CD record, projector
C.METHODS - Chatting, open - predictions, listen and check, matching and writeit
up
D PROCEDURE:
I Organization(1’)
- Greeting
Class Date of teaching Absent students B7
B8
II Revision / Warmmer: (5’)
* Chatting ( Part 1 p 23)
Trang 5Introduction: T shows the flag the Olympic rings on the board and ask Ss what these represent
- T divides the class into pairs and asks them to discuss the questions
- If there is time T can ask Ss about their answers to question 2 and extend the exercise
by asking other questions
Eg:
1 What kind of person can do the iron man?
2 What kind of skills does a person need to do the iron man?
III New lesson :
A Listening
Step 1: Pre – listening: (5’)
* Open- prediction ( Part 2,3 p 23 ).
- T sets the scene: You are going to listen to an interview about health problems he had
as a child and advice he gives about preparing for the event
- T runs through
- T asks Ss to guess the word/ phrase
- T models one
1 headache - sleep more.
- T check students’ understanding
- T explains quickly : Event (n): sự kiện
Triathlon (n): cuộc thi thể thao 3 môn phối hợp
Maintain (v) : duy trì
- Ss guess individually then they compare with their partners
- T gets Ss’ predictions and writes on the board
Step 2 While - listening(10’)
Trang 6* Activity 1: Listen and check ( part 2 p 13 )
- T gives the instructions: Listen to the tape then check your predictions
- T checks Ss’ understanding
- T plays the recording twice
- T asks Ss to listen to the recording and circle the health problem they hear
- T asks Ss to listen to the recording again and choose the right response
- Ss listen individually then compare with their partners
- T gets Ss’ answers then corrects
+ Answer key:
Health problem: Sick, allergy
Advice: Do more exercise, sleep more, eat more fruits/vegetables
* Activity 2: True or false
T runs through the sentences
T asks Ss to listen again and decide T or F
Key:
1.T
2 F - Taking up sports was hard 3 F - He takes part in this event around the world 4 F - In this event, you swim, run and ride a bike
5 T Step 3 Post - listening(5’) * Discussion: T runs through questions T divides the class into groups and gives them time limit for discussion and feedback as a class B Writing Step 1: Pre - writing ( 5’) * Matching - T asks Ss if they remember who Dr Dan is (answer: he’s a diet expert) - T asks Ss to read the questions and advice, then underline the different ways Dr Dan gives advice Ex: I think you should
It’s good to
You can
You should
-When the majority of the class has finished, T can correct the answers then discuss different ways to give advice
Key: 1 c 2 b 3 a
Step 2: While - writing ( 12’)
Trang 7* Write it up:
- T divides Ss into A and B then puts them into pairs
- T asks one Student A to write a health problem on a piece of paper (using the prompts from the book)
- T then asks Student A to pass the paper to Student B and Student B can write a response
- For advanced classes T may want to ask both Ss to write questions and then swap so both can write answers
- When Ss have written responses T may ask some Ss to share their questions and responses with the class
Ex:
A:I eat too much so I’m putting on weight.
B: You should do more exercise and eat less.
IV Summary (1’)
- T asks students to repeat the main contents of the lesson
V Homework: (2' )
- Finish your writing
- Do the exercises: 1, 2 in part E in the workbook p 16
- Prepare the new lesson: Unit 2: Lesson 7 : Looking back + project
* EVALUATION:
-@ -
Date of preparing: Period: 15
UNIT 2: HEALTH LESSON 7: LOOKING BACK + PROJECT ( P 24 - 25)
A OBJECTIVES:
- By the end of the lesson, students will be able to review some vocabulary and the use
of “ imperratives with more and less, compound sentences ” then practice speaking more in “Communication”
+ Vocabulary:
+ Grammar: Review the use of “imperratives with more and less, compound sentences
”
- Skills: develop and practice speaking and writing skills
Trang 8- Political thought and moral sense: advice students to know how to stay healthy.
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, posters and pictures and the projector
C METHODS:
- Picture drill, gap-fill, matching ,role-play, discussion
D PROCEDURE:
I Organization(1’)
- Greeting
Class Date of teaching Absent students
B7
B8
II Revision / Warmer: (5’)
Picture drill
- T shows some pictures and asks the Ss what they see in each picture
- After a brief discussion time, Ss can complete the exercise in two teams
- T corrects the exercise with the class checking for spelling
Key: 1 sunburn 2 putting on weight 3 sunburn 4 stomachache/sick 5 flu
III New lesson :
Step 1: Activity 1: Vocabulary (7’)
* Health issues and advice( part 1 p 24)
T runs through sentences
T models: a sunburn
- T asks Ss to complete this task in pairs
- T encourages Ss to write down their answers
- T corrects the exercise on the board to check spelling
Key: a sunburn b spots c put on weight d stomachache e flu
Step 2 Activity 2: Grammar (10’)
* Gap - fill ( part 3 p 24 )
- T shows the poster which has the contents of part 3 in the text book p 24, then T runs through
Trang 9- T gives the instructions: complete the health tips below
- T models the first one
1 less
- T checks Ss’ understanding
- Ss do individually then compare with their partners
- T corrects
+ Answer key:
1 less 2 more 3 more 4 Go outside… 5 Watch less TV… 6 Do more exercise…
* Matching (part 4 p24)
- T runs through sentences
- T models: 1 I want to eat some junk food, but I am putting on weight.
- T asks Ss to complete this task in pairs
Suggested answers:
1 I want to eat some junk food, but I am putting on weight.
2 I don’t want to be tired tomorrow, so I should go to bed early.
3 I have a temperature, and I feel tired.
4 I can exercise every morning, or I can cycle to school.
Step 3 Activity 3: Communication (14’)
* Role - play (part 5 p24)
- T divides the Ss into pairs
- T asks one pair to come up and role-play the example in the book
Ex:
A: Hi, doctor I have sunburn.
B: You should wear a sun hat when you go out.
A: OK Thank you doctor.
- T asks the Ss to create their own role-plays from the sample problems in the book
- T chooses a pair or two to do their role-plays in front of the class
* Discussion( part 6 p24)
- T runs through sentences
- Ss remain in the same pairs as in exercise 5 and discuss the sentences in 6
- T sets a time limit and after a few minutes Ss can report back to the class
- The class can decide what’s true and what’s a myth
- Ss can complete the Now I can! table Based on the results T can review any sections
that the class had difficulty with
Step 3 Activity 3: Project (5’)
- T divides the class into groups and each group comes up with questions to find out more about health and health habits of the people around them
Trang 10- Ss can ask other groups in class or ask people outside of the class (other
students/teachers in school, family members, friends).
- The groups discuss the main health problems they discovered and what they would like to do to fix them
- T may assign extension activities (i.e making a poster, a song, etc.) for homework or extra points
(If done at home, some Ss can make a brief report about the health problems they discovered and tell their groups/the class about what they found)
IV Summary.(1’)
- T asks students to repeat the main contents of the lesson
IV Homework: (2’)
- Learn by heart all the vocabulary and grammar
- Finish the project (p 25) at home
- Prepare the new lesson: Unit 3 Lesson 1: Getting started
* EVALUATION: