Tiếng AnhLớp 5Phần 18. Unit 15: Our health

Giáo án Lesson 1

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (70 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to:
Name and pronounce the eight words and phrases of the topic: headache, toothache, sore throat, stomach ache, dentist, rest, warm water, should.
Ask and answer the question 'What is the matter?' and respond with 'I have a + health problem'.
Give simple advice with 'should' + bare infinitive and 'should not' for things to avoid.
Pronounce the sounds /k/ in 'headache', /θ/ in 'toothache' and the silent 'l' in 'should' (/ʃʊd/).
Communicative competence in English through listening, speaking, reading and writing: Ss listen to a short dialogue and choose the correct sentence, speak with a partner using 'What is the matter?' and 'should', and write a four-turn dialogue.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce target words as a whole phrase, recognise the meanings of eight words, and use 'I have a...', 'should' and 'should not' correctly.

2. General competences

Self-control and independent learning: Ss read the words, cover the meanings and recall them alone, then check their own answers against the key.
Communication and collaboration: Ss work in pairs and groups to role-play short conversations about health, taking turns and giving each other feedback.
Problem-solving and creativity: Ss choose the correct answer in listening and matching tasks, put dialogue lines in logical order, and create their own health dialogue.

3. Personal qualities

Responsibility: Ss understand that they should tell an adult when they feel unwell, and they practise this in the role-play.
Kindness: Ss give polite, supportive advice to their partner when playing the role of a friend who is sick.

II. Resources and materials

1. Teacher

Laptop, projector and speakers
Audio recording for Lesson 1 dialogue and listening task (exercise 4)
Flashcards with pictures and words: headache, toothache, sore throat, stomach ache, dentist, rest, warm water, should
Mini whiteboard and markers
NeoEdu online lesson page with lecture, examples and interactive exercises: neoedu.vn/learn/5/english/unit-15-lesson-1
Worksheet 1 and Worksheet 2 (printed for each pair)

2. Pupils

Textbook English 5 (Unit 15, Lesson 1)
Exercise book, pencil, eraser
Set of word cards (8 cards per group)
Worksheet 1 and Worksheet 2

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Health Chain Game

Aims

Ss activate prior knowledge about parts of the body and common health problems and get ready for the lesson.

Content

Ss play a chain game in teams: the T shows a picture of a body part (head, tooth, throat, stomach) and Ss say a sentence with 'I have a...' or 'My ... hurts'.

Expected outcomes

Ss name at least four body parts and use the structure 'I have a...' correctly in the game.

Procedure

Teacher's activities

Pupils' activities

Teacher
T divides the class into four teams and explains the rule: each team sends one student at a time to say a sentence about a pictured body part. T shows the picture of a head and asks: Where is it?
Pupils
Ss listen carefully and form teams. Ss answer: It is the head.
Teacher
T shows pictures of a tooth, a throat and a stomach one by one and monitors the game, helping Ss with pronunciation.
Pupils
Ss take turns: 'My tooth hurts.' / 'I have a sore throat.' Team members check each other's sentences.
Teacher
T asks: What is the matter with you when your head hurts?
Pupils
Ss answer: I have a headache.
Teacher
T praises the teams and writes the title of the lesson on the board: Our health. T says: Today we will learn how to ask about health problems.
Pupils
Ss repeat the title and open their textbooks at Unit 15, Lesson 1.

Activity 2.1: Exploration · 15 minutes

Vocabulary: Learning Health Words

Aims

Ss recognise the meaning and pronunciation of eight target words and phrases through pictures, repetition and the cover-and-say technique.

Content

Ss look at flashcards, listen and repeat the words as whole phrases, then play Cover the meaning and say it again in groups. Ss match words with Vietnamese meanings in the textbook (Look, listen and repeat).

Expected outcomes

Ss pronounce all eight items correctly as phrases and match each word with its meaning: headache (đau đầu), toothache (đau răng), sore throat (đau họng), stomach ache (đau bụng), dentist (nha sĩ), rest (nghỉ ngơi), warm water (nước ấm), should (nên).

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the flashcards one by one and says each phrase slowly, then at normal speed. T says: Listen and repeat. Please cover the meaning and say it again.
Pupils
Ss listen to the model and repeat the phrases chorally, then individually.
Teacher
T guides the pronunciation: headache has the sound /k/ (ch); toothache has the sound /θ/; should has a silent l, pronounced /ʃʊd/. T asks: Which word has a silent letter?
Pupils
Ss repeat the key sounds. Expected answer: should, because the l is silent.
Teacher
T asks groups to play Cover the meaning: one student shows a card, the other says the Vietnamese meaning or the English word. T asks: What does sore throat mean?
Pupils
Ss play in groups of four and answer: sore throat means đau họng.
Teacher
T summarises: We learn these words as whole phrases, for example stomach ache, not stomach and ache separately. T highlights the note: do not add an extra /ə/ sound after the final consonant.
Pupils
Ss write the eight words in their exercise books and read them once more.

Activity 2.2: Exploration · 15 minutes

Dialogue: What Is the Matter?

Aims

Ss understand the functions of 'What is the matter?', 'I have a...' and 'should' in a short dialogue, and recognise the structure in context.

Content

Ss listen to the dialogue: A: What is the matter? B: I have a toothache. Then T explains the structures: 'I have a + health problem'; 'should + bare infinitive' gives advice; 'should not' shows what to avoid. Ss read the dialogue in pairs.

Expected outcomes

Ss can identify the question, the answer and the advice in the dialogue, and make one sentence with 'should' and one with 'should not' in their notebooks.

Procedure

Teacher's activities

Pupils' activities

Teacher
T plays the audio of the dialogue twice and asks: What is the problem?
Pupils
Ss listen and answer: He/She has a toothache.
Teacher
T writes the structures on the board: I have a + health problem. You should + verb. You should not + verb. T asks: Which verb follows should? Is it in the base form?
Pupils
Ss answer: The verb is in the base form, for example go, rest, drink. Ss copy the structures.
Teacher
T asks pairs to practise the dialogue and then add advice: What should I do? - You should go to the dentist. T monitors and corrects the use of the auxiliary in questions.
Pupils
Ss practise in pairs: A: What is the matter? B: I have a headache. A: What should I do? B: You should rest.
Teacher
T reminds Ss: 'should' is used to give advice, not to replace a doctor. If you feel unwell, tell an adult. T asks: Who should you tell when you feel sick?
Pupils
Ss answer: I should tell my parents or my teacher. Ss note the lesson summary in their books.

Activity 3.1: Practice · 12 minutes

Listen, Choose and Match

Aims

Ss consolidate vocabulary and listening skills through matching, choosing and gap-filling tasks.

Content

Ss do exercises 1 to 5 in the textbook: exercise 1 and 2 choose the correct word for the meaning; exercise 3 matches words with meanings; exercise 4 listens and chooses the sentence heard; exercise 5 fills the gap with stomach ache.

Expected outcomes

Answer key: 1-B (headache); 2-C (toothache); 3: headache - đau đầu; toothache - đau răng; sore throat - đau họng; stomach ache - đau bụng; 4-A (I have a toothache.); 5-stomach ache.

Procedure

Teacher's activities

Pupils' activities

Teacher
T reads the instructions of exercises 1 and 2 and gives Ss one minute to choose individually.
Pupils
Ss read the options silently and write their answers in their exercise books.
Teacher
T plays the audio for exercise 4 once and asks Ss to listen for the key words I have a toothache. T reminds: check the verb and key words, do not guess from the topic only.
Pupils
Ss listen and tick A. I have a toothache. Ss match the words in exercise 3 with a partner.
Teacher
T asks a few Ss to read their answers and gives feedback. T asks: Why is the answer to exercise 2 C and not B?
Pupils
Expected answer: toothache means đau răng, warm water means nước ấm. Ss self-check and correct their work.
Teacher
T confirms the key and asks Ss to write the correct answer for exercise 5 on the board.
Pupils
Ss write stomach ache, keeping the two words together.

Activity 3.2: Practice · 13 minutes

Let's Talk: Health Dialogue in Pairs

Aims

Ss use the question 'What is the matter?' and the structures with 'should' in a meaningful conversation with a partner.

Content

Ss do exercise 6 (put the lines of a dialogue in order), exercise 7 (choose the question with the correct purpose) and exercise 8 (role-play a dialogue of at least four turns, using two questions from the lesson). Ss use Worksheet 2 for exercise 6.

Expected outcomes

Answer key: exercise 6: Hello! Can we talk? - What is the matter? - I have a toothache. - Thank you for telling me. Exercise 7: B (What is the matter?). Exercise 8: Ss write and perform a dialogue with at least four turns, for example: What is the matter? - I have a headache. - What should I do? - You should rest.

Procedure

Teacher's activities

Pupils' activities

Teacher
T distributes Worksheet 2 and asks pairs to arrange the four lines of exercise 6 in a logical order.
Pupils
Ss read the lines and number them 1 to 4 in pairs.
Teacher
T explains exercise 7 and asks: Which question helps you ask about a health problem? Why not What should I do?
Pupils
Ss choose B and explain: What is the matter? asks about the problem, while What should I do? asks for advice.
Teacher
T asks pairs to write their dialogue for exercise 8 on a card. Then T asks two pairs to perform in front of the class. Peer evaluators use the four criteria: correct question (1 point), two suitable answers (1 point), vocabulary and structures (1 point), clear speech and role change (1 point).
Pupils
Pairs write the dialogue and then perform. Evaluators give points and comments.
Teacher
T gives feedback on pronunciation and structures and reminds Ss to keep the auxiliary in questions (What should I do?).
Pupils
Ss correct their own cards and write the final version in their exercise books.

Activity 4: Application · 10 minutes

Fun Corner: Health Helper Role-play

Aims

Ss apply the language to a real-life situation at school and learn to tell an adult when they feel unwell.

Content

Ss play a health helper game in groups of four: one student is a sick pupil, one is a friend, one is a teacher or nurse, and one is an observer. Each group acts out a short scene such as a headache during class, using What is the matter?, I have a..., You should... and You should not.... Then the group writes one home message to a family member about their health.

Expected outcomes

Each group performs a short role-play and writes one sentence to a family member, for example: I have a sore throat. I should rest at home and tell my mother. Homework: Ss tell a family member one health problem and one piece of advice in English.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows a picture of a pupil with a stomach ache in class and asks: What is the matter? What should he do?
Pupils
Ss answer: He has a stomach ache. He should tell the teacher and rest.
Teacher
T gives roles to each group and monitors the role-plays. T reminds them to use the question What is the matter? and to tell an adult when they feel sick.
Pupils
Groups act out their short scenes. The sick pupil says: I have a headache. The teacher says: You should rest and drink warm water.
Teacher
T asks groups to share the written message. T asks: Who should you tell when you are sick?
Pupils
Ss read their message aloud. Expected answer: I should tell my parents or my teacher.
Teacher
T wraps up the lesson: We learned What is the matter?, I have a..., should and should not. T reminds Ss that these phrases are for practice and that they must tell an adult when they feel unwell. T assigns homework.
Pupils
Ss repeat the key sentence: I have a toothache. You should go to the dentist. Ss write the homework in their notebooks.

Worksheets

Worksheet 1: Vocabulary and Listening

Exercise 1: Choose the correct word or phrase for the meaning 'đau đầu'.

A. sore throat
B. headache
C. rest

Exercise 2: Choose the correct word or phrase for the meaning 'đau răng'.

A. stomach ache
B. warm water
C. toothache

Exercise 3: Match each word with its meaning.

headache - đau đầu
toothache - đau răng
sore throat - đau họng
stomach ache - đau bụng

Exercise 4: Listen and choose the sentence you hear.

A. I have a toothache.
B. You should go to the dentist.
C. Could you say that again, please?

Exercise 5: Fill in the gap with one item from the vocabulary list for 'đau bụng'.

I have a {{1}}. (Answer: stomach ache)

Worksheet 2: Dialogue Ordering and Role-play

Exercise 6: Put the lines of the dialogue in order (1-4).

___ Hello! Can we talk?
___ What is the matter?
___ I have a toothache.
___ Thank you for telling me.

Exercise 7: Which question is used to ask about a health problem?

A. What should I do?
B. What is the matter?
C. Who is your doctor?

Exercise 8: Work in pairs. Write a dialogue with at least four turns, using two questions from the lesson. Then practise it with your partner and swap roles.
Peer checklist: correct question (1 point); two suitable answers (1 point); vocabulary and structures (1 point); clear speech and role change (1 point).

Homework

Practise saying the eight words and phrases aloud, covering the meaning first and then checking it. Pay attention to the sounds /k/ in headache, /θ/ in toothache and the silent l in should.
Write two sentences about a health problem you had before, for example: I have a sore throat. I should rest and drink warm water.
Ask a family member 'What is the matter?' in English and report to the class next lesson what advice they gave you using should or should not.
Remember: when you feel unwell, tell an adult (parent or teacher) right away. English practice in class does not replace advice from a doctor.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.