NeoEdu
Giáo án Tiếng Anh 5
Tiếng AnhLớp 5Phần 18. Unit 15: Our health

Giáo án Lesson 2

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:
    • Pronounce and use the words headache, toothache, sore throat, stomach ache, dentist, rest, warm water and should.
    • Understand and use the structure What should I do? to ask for advice, and You should / You should not to give advice.
    • Use I have a + health problem to describe a health problem.
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to a dialogue and choose the correct answer (Ex. 4), ask and answer What is the matter? and What should I do? in role plays (Ex. 8), and write a short dialogue of at least 4 turns.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the /k/ in headache, the /θ/ in toothache and the silent l in should (/ʃʊd/); use should before a base verb and should not for things to avoid; match 4 words with their meanings.

2. General competences

  • Self-control and independent learning: Ss read and repeat the new words and sentences on their own, then check their own pronunciation with a partner before practising.
  • Communication and collaboration: Ss work in pairs and groups to ask, answer and role-play health-related dialogues, and listen carefully to their partners before responding.
  • Problem-solving and creativity: Ss choose suitable advice for a given health problem and create new short dialogues with their own information.

3. Personal qualities

  • Diligence: Ss practise pronunciation and dialogues regularly, repeat until they say each sentence fluently and correctly.
  • Responsibility: Ss tell an adult or the teacher when they feel unwell, and understand that this practice lesson does not replace medical advice.
  • Kindness: Ss show care for their partners by giving friendly, helpful advice and by listening patiently when a partner speaks.

II. Resources and materials

1. Teacher

  • Lesson 2 slides or board with the dialogue, the target words and pictures
  • Flashcards or picture cards of headache, toothache, sore throat, stomach ache, dentist, rest, warm water
  • Audio recording for the dialogue and Exercise 4
  • Mini whiteboard or sticky notes for quick checks
  • Digital learning resource on NeoEdu: neoedu.vn/learn/5/english/unit-15-lesson-2 (lesson presentation, examples and interactive exercises, used in Activities 2, 3 and 4)

2. Pupils

  • Notebook, pencil, eraser
  • Small whiteboard and marker (optional)
  • Pair role-play cards with a health problem and a place to write the advice
  • Worksheet No. 1 (one per pair)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Mime and Guess

Aims

Ss get ready for the lesson, recall the greeting and the topic Our health, and predict the meaning of the new health words.

Content

T mimes a health problem (holding the head, the mouth, the throat or the stomach). Ss guess the problem in English, then T introduces the topic Our health and writes the title on the board.

Expected outcomes

Ss name at least 3 health problems in English and understand the topic of the lesson.

Procedure

  1. Teacher

    T greets the class and says: Today we are going to talk about our health. T mimes a headache and asks: What is the matter? Ss guess.

    Pupils

    Ss greet T and watch the mime. Ss guess and answer: Headache! / You have a headache!

  2. Teacher

    T mimes toothache, sore throat and stomach ache. T gives the correct English word after each guess and models the word with the class.

    Pupils

    Ss stand up or raise hands, mime with T, and repeat: toothache, sore throat, stomach ache.

  3. Teacher

    T asks a few Ss to mime a problem for the class to guess in English.

    Pupils

    Volunteer Ss mime a problem; the class guesses: You have a toothache. / You have a sore throat.

  4. Teacher

    T praises Ss and says: Today we will learn how to ask for advice when we are not well.

    Pupils

    Ss listen and write the lesson title Our health in their notebooks.

Activity 2.1: Exploration · 15 minutes

Look, Listen and Repeat: New Words and Pronunciation

Aims

Ss recognise the meaning and the correct pronunciation of the 8 new words, especially the /k/ in headache, the /θ/ in toothache and the silent l in should.

Content

T shows the flashcards and the NeoEdu presentation. Ss listen to each word, repeat it in chorus and then individually. Ss learn each phrase as a whole (for example sore throat, stomach ache, warm water). Ss cover the Vietnamese meaning, look at the picture and say the word again. Pronunciation focus: /k/ in headache (ch is read as /k/), /θ/ in toothache, and should /ʃʊd/ with silent l. Ss do not add an extra /ə/ sound after final consonants.

Expected outcomes

Ss say all 8 words with correct pronunciation 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

  1. Teacher

    T shows the picture of each word and says it slowly the first time: head-ache, tooth-ache. T asks Ss to listen carefully to the sound of ch in headache.

    Pupils

    Ss look at the pictures and listen to T. Ss notice that ch is read as /k/ in headache.

  2. Teacher

    T cues: Repeat after me. T says each word, Ss repeat in chorus, then T says the phrase again so Ss say the whole phrase together (sore throat, stomach ache, warm water). T shows the silent l in should and asks Ss to say /ʃʊd/ without the l. T corrects the /θ/ sound in toothache and the /ə/ extra sound at the end of words.

    Pupils

    Ss repeat in chorus, then in small groups. Possible Ss response: Headache, /k/ ... Should, /ʃʊd/. Ss try the /θ/ sound by putting the tongue between the teeth.

  3. Teacher

    T asks Ss to cover the meaning with a card, look at the picture and say the word. T asks: What is this? (pointing at the dentist picture).

    Pupils

    Ss cover the Vietnamese meanings and say the words. Possible answer: Dentist! Ss who answer correctly raise their hands.

  4. Teacher

    T reviews the 8 words and says: Remember, learn the phrases together, for example sore throat, not each word separately.

    Pupils

    Ss say the 8 words once more, all together, with correct pronunciation.

Activity 2.2: Exploration · 15 minutes

Listen, Point and Say: Asking for Advice

Aims

Ss understand and use the structure What should I do? and the answer You should go to the dentist, and understand that should + base verb gives advice while should not gives a warning.

Content

T plays the dialogue (A: What should I do? / B: You should go to the dentist.) and models it with a volunteer. T explains the structure: I have a + health problem; should + base verb for advice; should not for things to avoid. Ss practise the dialogue with picture cards, then ask and answer in pairs. Ss use the NeoEdu presentation to check the examples.

Expected outcomes

Ss say the dialogue fluently with correct intonation and can explain in English or Vietnamese the difference between should and should not. Ss can point to the correct picture when they hear the sentence.

Procedure

  1. Teacher

    T writes the dialogue on the board: A: What should I do? B: You should go to the dentist. T asks: Who is speaking first? What is A asking?

    Pupils

    Ss read the dialogue silently. Possible answer: A is asking for advice. B is giving advice.

  2. Teacher

    T plays the audio and asks Ss to point to the picture of the dentist. T models the dialogue with a volunteer, then Ss practise in pairs using the picture cards (point and say). T explains: should + base verb for advice, should not + base verb for things to avoid.

    Pupils

    Ss listen, point to the pictures and repeat in pairs. Possible Ss response: A: What should I do? B: You should rest. A: Thank you.

  3. Teacher

    T asks 3 pairs to perform the dialogue in front of the class and gives feedback on pronunciation and intonation.

    Pupils

    Pairs perform the dialogue. The class listens and gives a thumbs up if the pair pronounces well.

  4. Teacher

    T summarises the structures on the board: I have a + health problem. should + base verb: advice. should not: things to avoid. T adds: When you are not well, tell an adult.

    Pupils

    Ss copy the structures into their notebooks and say the rule in their own words.

Activity 3: Practice · 20 minutes

Let's Talk and Practice Exercises

Aims

Ss consolidate the vocabulary, the structures and the listening skill through the exercises from the lesson, and practise asking for and giving advice in new situations.

Content

Ss complete Worksheet No. 1 (Exercises 1-3, 5, 6 and 7) in pairs. Then Ss listen to the audio for Exercise 4. Finally, Ss role-play Exercise 8 in pairs: one student asks What is the matter? and What should I do?, the partner answers with a health problem and gives advice, with at least 4 turns. Ss change roles and replace the name, the place and the activity with their own information.

Expected outcomes

Answer key:

  1. C (dentist)
  2. A (rest)
  3. dentist - nha sĩ; rest - nghỉ ngơi; warm water - nước ấm; should - nên
  4. C (You should go to the dentist.)
  5. should
  6. Hello! Can we talk? / What should I do? / You should go to the dentist. / Thank you for telling me.
  7. C (What should I do?)
  8. Sample dialogue: A: What is the matter? B: I have a toothache. A: What should I do? B: You should go to the dentist.
    Ss perform the role play with at least 4 turns, speak clearly and change roles.

Procedure

  1. Teacher

    T distributes Worksheet No. 1 and explains the instructions for Exercises 1-7. T reminds Ss to use the target words and check with the NeoEdu exercises if needed.

    Pupils

    Ss read the instructions and ask questions if needed. Possible question: Which word means nha sĩ? Answer: dentist.

  2. Teacher

    T plays the audio for Exercise 4 twice and monitors the pairs. T gives hints for Exercise 5 and 6 when Ss are stuck: Look at the verb after should.

    Pupils

    Ss complete the exercises in pairs and check the answers together. Ss listen to the audio and choose the correct sentence (C).

  3. Teacher

    T calls on some Ss to read the answers for Exercises 1-7. T then asks two pairs to demonstrate Exercise 8 for the class.

    Pupils

    Ss read their answers. Demonstrating pairs perform the role play: What is the matter? - I have a toothache. What should I do? - You should go to the dentist. Thank you! The class gives feedback.

  4. Teacher

    T reviews the common mistakes: do not omit the auxiliary verb in questions (What should I do?), and do not copy the sample information when a task asks for personal information.

    Pupils

    Ss correct their worksheets and change roles in pairs to practise the role play again with their own information.

Activity 4: Application · 15 minutes

Fun Corner: Health Advice Cards

Aims

Ss apply the structures in a real-life situation, make health advice cards for a school health corner, and remember to tell an adult when they feel unwell.

Content

Ss work in groups of four. Each group receives 4 health situation cards (for example, I have a sore throat / I have a stomach ache). Each student asks What should I do? and the group gives advice with You should... or You should not... Each group writes its advice on a poster and presents it to the class. T closes the lesson by reminding Ss that this is language practice only and that they must tell a parent or teacher when they feel unwell.

Expected outcomes

Each group has a poster with 4 health problems, questions and advice in English, and each student can say at least 2 pieces of advice in full sentences.

Procedure

  1. Teacher

    T divides the class into groups of four and gives each group the situation cards and a poster sheet. T explains the task and the timing (10 minutes).

    Pupils

    Ss form groups, read the situation cards and choose a group leader to manage the task.

  2. Teacher

    T monitors the groups and helps Ss with the structures: You should rest. You should drink warm water. You should go to the dentist. You should not eat a lot of sweets.

    Pupils

    Ss discuss, write the question What should I do? and the advice on the poster. Possible Ss response: I have a toothache. You should go to the dentist. You should not eat sweets.

  3. Teacher

    T invites each group to present one card. T asks the class: Is the advice good? Why?

    Pupils

    Each group presents its poster in English. The class listens and comments on the advice.

  4. Teacher

    T praises the groups and says: Remember, this lesson is for practising English. When you are sick, tell an adult, and go to a doctor or dentist. T writes the key structures on the board and asks Ss to repeat them.

    Pupils

    Ss repeat the key structures and promise to tell an adult when they feel unwell.

Worksheets

Worksheet No. 1

Exercise 1. Choose the word or phrase that means nha sĩ.

  • A. warm water
  • B. toothache
  • C. dentist

Exercise 2. Choose the word or phrase that means nghỉ ngơi.

  • A. rest
  • B. should
  • C. sore throat

Exercise 3. Match each word with its meaning.

  • dentist - nha sĩ
  • rest - nghỉ ngơi
  • warm water - nước ấm
  • should - nên

Exercise 4. Listen and choose the sentence you hear.

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

Exercise 5. Use one item from the vocabulary list that means nên: {{1}}

Exercise 6. Put the lines in order to make a natural conversation.

  • Thank you for telling me.
  • What should I do?
  • Hello! Can we talk?
  • You should go to the dentist.

Exercise 7. You want to ask what you should do. Choose the correct question.

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

Exercise 8. Work in pairs. Role-play a conversation with at least 4 turns, using What is the matter? and What should I do? Write the dialogue, then say it to your partner. Change roles and use your own information.

Scoring guide for Exercise 8 (teacher use): asking the right function (1 point); two suitable answers (1 point); correct vocabulary and structures (1 point); clear speech and role change (1 point).

Homework

  • Practise the dialogue What is the matter? / What should I do? with a family member, using your own health problem, and say it fluently at least 3 times.
  • Write a short dialogue of at least 4 turns about a health problem of your own (for example, a sore throat), using should and should not correctly.
  • Say the 8 new words aloud, covering the meanings, and check your pronunciation of headache, toothache and should.
  • Remember: this is practice for English only. If you feel unwell at home, tell your parents or another adult straight away.

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.