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

Giáo án Lesson 3

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I. Objectives

1. Language and specific competences

  • By the end of the lesson, Ss will be able to:
  • ask and answer the question 'What should I do?' and give advice with should and should not
  • say 'I have a + health problem' with the words headache, toothache, sore throat and stomach ache
  • stress the key words in questions about health problems and advice
  • read a short passage about Tom's sore throat and find the health problem
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for the advice in a dialogue, role-play a short conversation, read Tom's passage and write a three-row survey table.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary of Unit 15, the structure 'What should I do?', should/should not with has, and sentence stress in health questions.

2. General competences

  • Self-control and independent learning: Ss read the passage alone first, then check their answers with the teacher and the NeoEdu exercises.
  • Communication and collaboration: Ss work in pairs and groups to ask and answer, complete the survey and give feedback to each other.
  • Problem-solving and creativity: Ss match health problems with suitable advice and make a survey using imaginary health situations.

3. Personal qualities

  • Responsibility: Ss know to tell an adult when they feel unwell and do not suggest taking medicine, even in role-play and in the survey.
  • Kindness: Ss give polite and caring advice to their partners and classmates during pair work and presentations.

II. Resources and materials

1. Teacher

  • Projector, speaker and Lesson 3 slides with pictures of a headache, a toothache, a sore throat, a stomach ache and a dentist
  • Flashcards of the eight vocabulary items: headache, toothache, sore throat, stomach ache, dentist, rest, warm water, should
  • Audio recording of the Lesson 3 listening exercise (Exercise 5)
  • Worksheet 1 (reading) and Worksheet 2 (survey card), printed for each group
  • Imaginary health situation cards for the survey (one card per group member)
  • NeoEdu lesson page for interactive exercises: neoedu.vn/learn/5/english/unit-15-lesson-3
  • Timer and reward stickers

2. Pupils

  • English 5 Student's Book, Unit 15, Lesson 3
  • Notebook, pencil, eraser, coloured pens for underlining
  • A small whiteboard or a sheet of paper for the survey

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Health chant and quick review

Aims

  • Ss recall the names of common health problems from earlier units and get ready for the lesson.

Content

  • T shows picture cards of common health problems and leads a short chant with actions. Ss repeat the words and make the actions.
  • Ss answer the teacher's question: What's the matter? with I have a + health problem.

Expected outcomes

  • Ss say at least three health problems correctly and chant with actions.

Procedure

  1. Teacher

    T shows a picture of a boy holding his head and asks: What's the matter?

    Pupils

    Ss look at the picture and answer: I have a headache.

  2. Teacher

    T leads the chant: Headache, toothache, sore throat, stomach ache. Rest and drink warm water. T and Ss do actions for each problem.

    Pupils

    Ss chant and do the actions together, then repeat faster in a second round.

  3. Teacher

    T praises the class and writes the four health problems on the board.

    Pupils

    Ss copy the words into their notebooks.

Activity 2.1: Exploration · 15 minutes

Look, listen and repeat: What should I do?

Aims

  • Ss understand and use the structure What should I do? to ask for advice, and the answer You should go to the dentist.

Content

  • T presents the dialogue: A: What should I do? B: You should go to the dentist. T uses flashcards and the NeoEdu slide to explain the meaning of should (nên) and should not (không nên).
  • T sets up a Chain Dialogue game: Ss stand in a circle and pass a health card, asking What should I do? and answering with advice.
  • Ss complete a mini-chart of four problems and advice in their notebooks.

Expected outcomes

  • Ss can say the dialogue with the structures What should I do? / You should... and I have a + health problem.
  • Ss complete the mini-chart: headache - rest; toothache - go to the dentist; sore throat - rest and drink warm water; stomach ache - tell an adult.

Procedure

  1. Teacher

    T shows the flashcards and says each word. Ss repeat in chorus and individually. T asks: What should I do if I have a toothache?

    Pupils

    Ss listen, repeat and answer: You should go to the dentist.

  2. Teacher

    T models the dialogue with a student: A: I have a sore throat. What should I do? B: You should rest and drink warm water. T explains should not with an example: You should not drink ice-cold juice.

    Pupils

    Ss listen and repeat the sentences. Some Ss say: You should not drink ice-cold juice.

  3. Teacher

    T explains the game rules: Ss pass the card around the circle. The S with the card asks What should I do? and the next S answers with advice. T monitors and helps with pronunciation.

    Pupils

    Ss play in groups of six. Predicted answers: I have a headache. / You should rest and tell an adult.

  4. Teacher

    T calls on three groups to say one dialogue in front of the class.

    Pupils

    Three volunteers say the dialogue. Other Ss listen and give a thumbs-up if the sentences are correct.

  5. Teacher

    T reminds Ss: This is language practice. When you are really sick, tell an adult and follow the doctor's advice.

    Pupils

    Ss complete the mini-chart in their notebooks and repeat the key sentence once more.

Activity 2.2: Exploration · 8 minutes

Listen, point and say: stressed words in health questions

Aims

  • Ss recognise and imitate the stressed words in the questions about health problems and advice.

Content

  • T plays the model sentences and asks Ss to listen and clap on the stressed words: What is the matter? and What should I do about my headache?
  • Ss point at the stressed words in their books. Stressed words: What, matter, do, headache. Lighter words: should, I, my.
  • T notes that the stress pattern changes with the content word in each sentence, and that should, I and my are usually lighter when not contrasted.

Expected outcomes

  • Ss mark the stressed words in the two sentences and say them with the correct rhythm.
  • Ss say the two sentences in pairs, clapping on the stressed words.

Procedure

  1. Teacher

    T plays the recording for the first sentence and asks Ss to listen carefully and point at the words they hear clearly.

    Pupils

    Ss listen and point at What and matter.

  2. Teacher

    T plays the second sentence, claps on the stressed words and asks Ss to repeat in chorus. T corrects the rhythm.

    Pupils

    Ss clap and repeat: What should I DO about my HEADache?

  3. Teacher

    T asks pairs to say the two sentences and clap on the stressed words. T checks on the NeoEdu pronunciation exercise if time allows.

    Pupils

    Pairs present. Other Ss give feedback on the rhythm.

  4. Teacher

    T summarises the stress rule: stress the question word, the action and the health problem.

    Pupils

    Ss write the stressed words in their notebooks.

Activity 2.3: Exploration · 10 minutes

Reading: Tom has a sore throat

Aims

  • Ss read the passage, find the main idea and answer detailed questions about Tom's health problem and the advice he receives.

Content

  • Ss use Worksheet 1 with the passage: Tom has a sore throat today. He tells his mother. She asks him to rest and drink warm water. He does not drink ice-cold juice. If he does not feel better, she will take him to a doctor.
  • Step 1: Ss read once to find the main character and topic.
  • Step 2: Ss read again and underline the time, place and activity words (today, rest, drink, doctor).
  • Step 3: Ss answer the questions. Ss do not guess information that is not in the text.

Expected outcomes

  • Ss complete Worksheet 1.
  • Answers: 1. Tom. 2. A sore throat. 3. Rest and drink warm water. 4. Ice-cold juice. 5. She will take him to a doctor. Time word: today. Activity words: rest, drink.

Procedure

  1. Teacher

    T hands out Worksheet 1 and asks Ss to read the passage once, without stopping, to find who and what the topic is.

    Pupils

    Ss read silently and answer: Tom; a health problem / a sore throat.

  2. Teacher

    T asks Ss to read again, underline time, place and activity words, and then answer the questions in pairs.

    Pupils

    Ss underline today, rest, drink, doctor and answer the questions in pairs. Predicted answer for Question 2: Tom has a sore throat.

  3. Teacher

    T calls on pairs to read out their answers and checks each answer with the text.

    Pupils

    Pairs report. Other Ss check the answers against the passage.

  4. Teacher

    T summarises the key phrase sore throat and the advice rest and drink warm water.

    Pupils

    Ss write the key phrase in their notebooks.

Activity 3: Practice · 12 minutes

Let's talk and quick match game

Aims

  • Ss practise the vocabulary, the structures and the listening and reading skills from the lesson through interactive games.

Content

  • Exercise 2: Choose the phrase that means headache. A. headache; B. sore throat; C. rest.
  • Exercise 3: Choose the phrase that means toothache. A. stomach ache; B. toothache; C. warm water.
  • Exercise 4: Match the words to their meanings. headache - đau đầu; toothache - đau răng; sore throat - đau họng; stomach ache - đau bụng.
  • Exercise 5: Listen and choose the sentence you hear. A. You should go to the dentist. B. I have a toothache. C. Could you say that again, please?
  • Exercise 6: Fill in the blank with the word that means đau bụng: I have a ___. Answer: stomach ache.
  • Exercise 7: Put the lines in order to make a natural dialogue.
  • Exercise 10: Which words carry the key meaning in What is the matter? Answer: What, matter.
  • Ss play a quick match game: T shows a word, Ss show the meaning with a card and say the sentence.

Expected outcomes

  • Ss complete the exercises with the answers: 2 - A; 3 - B; 4 - headache-đau đầu, toothache-đau răng, sore throat-đau họng, stomach ache-đau bụng; 5 - A; 6 - stomach ache; 7 - Hello! / Can we talk? / What should I do? / You should go to the dentist. / Thank you for telling me.; 10 - A.

Procedure

  1. Teacher

    T shows the exercises on the NeoEdu page or the slides and explains the instructions for each one.

    Pupils

    Ss read the instructions and check the vocabulary they need.

  2. Teacher

    T asks Ss to work in pairs for Exercises 2 to 4, then plays the audio for Exercise 5 twice.

    Pupils

    Ss do the exercises in pairs. Predicted answers: 2 - A (headache); 3 - B (toothache); 5 - A (You should go to the dentist).

  3. Teacher

    T runs the quick match game: T says a word, Ss hold up the meaning card and say a full sentence.

    Pupils

    Ss play in teams. Predicted sentence: I have a stomach ache. / You should rest.

  4. Teacher

    T checks Exercises 6, 7 and 10 with the class and gives the correct answers.

    Pupils

    Ss say the answers. Ss who are correct get a sticker.

  5. Teacher

    T highlights the correct sentence order in the dialogue and reminds Ss about the stress in What is the matter?

    Pupils

    Ss repeat the dialogue in pairs.

Activity 4: Application · 20 minutes

Health problems and advice survey

Aims

  • Ss use should and should not and has in a short survey about imaginary health situations to give advice in English.

Content

  • Ss work in groups of three. Each S draws one imaginary health situation card and does not reveal any real illness.
  • Ss complete Worksheet 2: a three-row table with Name, Health problem and Advice. Sample from the lesson: An | toothache | tell an adult and go to the dentist.
  • Ss prepare a 4 to 5 sentence presentation: Our survey uses three imaginary health situations. An has a toothache, so he should tell an adult and go to the dentist. Mai has a sore throat, so she should rest and ask an adult for help. Ben has a headache, so he should also tell an adult. These are language examples, not instructions to take medicine.
  • Each group presents. Listeners say one thing they understood and ask one question.
  • Self-check before presenting: the product has all required parts; the spoken words match the data; the sentences are complete and use the right tense; the group shares safely.
  • T assesses with a 4-point rubric: product and information (1 point); data and presentation are consistent (1 point); words, sentences and tense are correct (1 point); clear delivery and answering a question (1 point). Teacher assessment is not automatic.

Expected outcomes

  • A group survey card with three rows (Name - Health problem - Advice), using has and should/should not.
  • A 4 to 5 sentence group presentation that answers one question from the audience.
  • Rubric: four points as stated above.

Procedure

  1. Teacher

    T explains the survey task, shows Worksheet 2 and reminds Ss that the situations are imaginary and that they must tell an adult when really sick.

    Pupils

    Ss listen and ask questions if needed. Ss draw one health card each.

  2. Teacher

    T monitors groups and helps them with has and should/should not. T encourages Ss to use the sample sentences.

    Pupils

    Ss fill in the survey card and write the presentation. Predicted sentence: Mai has a sore throat, so she should rest and ask an adult for help.

  3. Teacher

    T invites two or three groups to present in front of the class and reminds listeners to ask one question.

    Pupils

    Groups present. Listeners say what they understood and ask a question, for example: Why should Ben tell an adult?

  4. Teacher

    T gives feedback with the rubric and praises the groups. T reminds Ss to tell an adult whenever they are ill.

    Pupils

    Ss listen to the feedback and note their score.

Worksheets

Worksheet 1: Reading - Tom has a sore throat

Read the passage: Tom has a sore throat today. He tells his mother. She asks him to rest and drink warm water. He does not drink ice-cold juice. If he does not feel better, she will take him to a doctor.

  • Step 1: Who is the main character? ___
  • Step 2: Underline the time word, the place word and the activity words.
  • Question 1: Who is the main character? ___
  • Question 2: What is Tom's health problem? ___
  • Question 3: What does his mother ask him to do? ___
  • Question 4: What does he not drink? ___
  • Question 5: What will his mother do if he does not feel better? ___

Worksheet 2: Health problems and advice survey

Use three imaginary health situations. Do not write your own illness.

  • Name | Health problem | Advice (write one row for each person)
  • Row 1: ___ | ___ | ___
  • Row 2: ___ | ___ | ___
  • Row 3: ___ | ___ | ___
    Sample: An | toothache | tell an adult and go to the dentist
    Write 4 to 5 sentences for your group presentation. Use has and should/should not.
    Checklist: Are all the parts complete? Are the sentences complete and in the right tense? Did you share safely?

Homework

  • Say the four sentences: I have a headache / toothache / sore throat / stomach ache, and practise the question What should I do? with a family member.
  • Write three sentences of advice using should and should not, for example: You should rest. You should not drink ice-cold juice.
  • Re-read the Tom passage and answer the five questions in Worksheet 1 again in your notebook.
  • Practise the stressed words in What is the matter? and What should I do about my headache? and record yourself on your phone if possible.
  • Remember: these are language practice activities only. When you really feel sick, tell an adult and follow the advice of a doctor. Do not take medicine on your own.

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