Week: 24
Period:93

Date of planning: 26/02/2026
Date of teaching: 03/03/2026:5A(Hskt)
02/03/2026:5B(Hskt)
02/03/2026:5C(Hskt)
UNIT 14: STYING HEALTHY
Lesson 2 - 1, 2, 3

I. OBJECTIVES
By the end of this lesson, pupils will be able to:
1. Knowledge:
- Understand and correctly repeat the sentences in two communicative contexts
in which characters ask and answer questions about the frequency of an activity;
- Correctly say the phrases and use How often does he / she ____? -____. to ask
and answer questions about the frequency of an activity;
- Use How does your ____ stay healthy? – He / She ____. and How often does
your ____?
– He / She ____. in a freer context;
- Use the phrases once a week, twice a week, three times a week and every day in
relation to the topic “Staying healthy”.
2. Skills: Listening, speaking.
3. Quality /Attitude:
- Raise their knowledge of using healthy food and drink.
- Show their awareness of doing morning exercise regularly.
4. Forming Competence:
- Critical thinking and creativity: learn how to ask and answer questions about
the frequency of an activity correctly and fluently.
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform pronunciation and speaking
tasks.
*For disabled pupil : He/She can practice reading vocab, following the
teacher's guide.
II. TEACHING AIDS
1. Student's preparation:
- Pupil's book Page 26, notebook...
2. Teacher's preparation:
- Pupil's book: Page 26
- Audio tracks 35,36
- Teacher's guide: Pages 227, 228, 229, 230
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 14)
- Computer, projector, …
III. TEACHING PROCEDURES

Teacher's activities
1. Warm up (5')
Game: Look and choose
- Tell pupils that they are
going to look at the picture and
choose the correct option A, B
or C.
- Model the first picture. Show
the picture and three options.
Have a volunteer choose the
correct option for the picture
given.
- Continue the game with other
pupils.
- Praise pupils if they
remember all the vocabulary
about staying healthy.
Pictures (do morning exercise,
play sports, drink fresh juice,
eat healthy food)
2. Presentation
Activity 1-1. Look, listen and
repeat. (6')
Goal: To understand and
correctly repeat the sentences
in two communicative contexts
in which characters ask and
answer questions about the
frequency of an activity.
Step 1: Ask pupils to look at
Pictures a and b, identify the
characters and predict who
they are talking about.
Step 2: Play the recording for
them to listen and check the
prediction.
Step 3: Play the recording
again, encourage pupils to
point at the characters while
listening.
Step 4: Play the recording
again, sentence by sentence,
for pupils to listen, point to the
sentences and repeat. Correct

Student's activities

Disabled Students

- Pupils listen to the - Pupils listen to
teacher's explanation.
the
teacher's
explanation
- Pupils follow the
teacher demonstrating
the activity.

Pupils
continue
playing the game.

- Pupils look at
Pictures a and b,
identify the characters
and predict who they
are talking about.
- Pupils listen to the
recording and check
the prediction.
- Pupils listen to the
recording again to
point at the characters
while listening.
- Pupils listen to the
recording
again,
sentence by sentence,
point to the sentences

- Pupils look at the
pictures

- Pupils listen to
the recording.

their pronunciation where
necessary.
Step 5: Draw pupils' attention
to the question How often does
he swim? and the answer
Every day. Explain that they
are used to talk about the
frequency of an activity.
Activity 2-2. Listen, point
and say. (10')
Goal: To correctly say the
phrases and use How often
does he / she ____? -____. to
ask and answer questions
about the frequency of an
activity.
- T elicits the new words
+ once: một lần
+ twice: hai lần
+ three time: ba lần
+ every day: hàng ngày
+ often: thường xuyên
- T models (3 times).
- T writes the words on the
board.
- Checking: Rub out and
remember
Step 1: Ask pupils to look at
Pictures a, b, c, and d and
describe what they can see in
each picture.
Step 2: Play the recording for
pupils to listen to and repeat
the phrases in chorus and
individually until they feel
confident. Use the flash cards
for do yoga / once a week, play
badminton / twice a week,
drink orange juice / three
times a week, eat vegetables /
every day to practise the
phrases.
Step 3: Draw pupils' attention
to the speech bubbles and
elicit the missing words in the

and repeat.
- Pupils look at the Pupils
question
and
the attention.
answer. Pupils listen to
the
teacher's
explanation.

- Ss listen and answer

pay

- Pupils listen and
repeat

- Ss listen and repeat
+ Choral repetition (3
times).
+ Individual repetition Practice
(3 ss)
vocabulary
- Ss take note
- Ss look, remember
and write

the

- Pupils look at - Pupils look at the
Pictures a, b, c and d pictures
and describe what they
can see in each picture.
- Pupils listen to and
repeat the phrases in
chorus
and
individually.

- Pupils follow the Pupils
teacher's instructions. attention
Pupils look at the

pay

question and answer by
pointing at Picture a. Ask
pupils to look at the picture
and choose the correct word he
or she in the speech bubbles.
Play the second part of the
recording for pupils to listen to
and repeat the sentences in
both bubbles a few times.
Repeat the same procedure
with Pictures b, c, and d.
Step 4: Let pupils point at the
pictures and say the sentences
in pairs. Go around the
classroom to offer help where
necessary.
Step 5: Invite a few pairs to
act out the exchanges in front
of the class.
3. Practice
Activity 3-3. Let's talk. (7')
Goal: To use How does your
____ stay healthy? – He / She
____. and How often does
your ____? – He / She ____.
in a freer context.
Step 1: Ask pupils to look at
the pictures and elicit the
activities. Remind pupils that
How does your ____ stay
healthy? – ____. and How
often does your ____? – ____.
are used to ask and answer
questions about someone's
healthy
habits
and
the
frequency with which they do
their healthy activity.
Step 2: Give pupils time to
work in pairs and take turns
pointing at the pictures and
asking
and
answering
questions about the character's
habits.
Step 3: Invite a few pairs to

picture and choose the
correct word he or she
in the speech bubbles.
Pupils listen to the
recording and repeat
the sentences in both
bubbles a few times.

- Pupils point at the - Pupils work in
pictures and say the pairs
sentences in pairs.
- A few pairs act out
the exchanges in front
of the class.

- Pupils look at the
pictures and elicit the
activities. Pupils listen
to
the
teacher's
explanation.

- Pupils look at the
pictures and elicit
the activity in each
picture.

- Pupils work in pairs - Pupils work in
and take turns pointing pairs
at the pictures and
asking and answering
questions about the
character's habits.
- A few pairs come to

come to the front of the the front of the
classroom and act out the classroom and act out
exchanges.
the exchanges.
Extension: Turn the questions
and
answers
into
a - Pupils talk about what
personalised talk. Have pupils their family members
talk about what their family do every day.
members do every day.
- Picture cues: four pictures,
each containing a character, an
activity
and a timetable
4. Wrap-up (5')
Game: Tic-Tac-Toe (ppt)
- Place several flash cards in - Pupils listen to the
the grid with nine squares.
teacher's explanation
- Divide the class into two
groups.
- Have two pupils from each - Pupils playy game
- Pupils play game
group choose a picture, then
ask and answer the question
about the frequency of an
activity.
Ex: Pupil A: How often does
he play badminton ?
Pupil B: He plays badminton
twice a week.
- If they ask and answer the
question correctly, they will
get points for their group.
- Continue with other pupils.
- The group with more points
wins the game.
IV. ADJUSTMENT:
.................................................................................................................................
.................................................................................................................................
..............................................................................................................................…
_____________________________________

Week: 24
Period:94

Date of planning: 26/02/2026
Date of teaching: 04/03/2026:5A(Hskt)
03/03/2026:5B(Hskt)
03/03/2026:5C(Hskt)
UNIT 14: STAYING HEALTHY
Lesson 2 - 4, 5, 6

I. OBJECTIVES
By the end of lesson, pupils will able to :
1. Knowledge:
- Listen to and understand a conversation in which the speakers talk about
someone's healthy activities and circle the correct answers;
- Complete two gapped exchanges with the help of picture cues;
- Review the target vocabulary related to the topic “Staying healthy” by playing
Frequency Game.
2. Skills: Listening , speaking , reading .
3. Attitudes/ Quality:
- Raise their knowledge of using healthy food and drink.
- Show their awareness of doing morning exercise regularly.
4. Forming competence:
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform listening, reading and writing
tasks.
*For disabled pupil : He/She can play a game: Frequency game with the
classmates.
II. TEACHING AIDS
1. Student's preparation: Pupil's book Page 27
2. Teacher's preparation:
- Pupil's book: Page 27
- Audio tracks 37
- Teacher's guide: Pages 230, 231, 232
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 14)
- Computer, projector, …
III. TEACHING PROCEDURES
Teacher's activities
Student's activities
Disabled Students
1. Warm up (5')
Game: Quiz Time
- Tell pupils they are going to - Pupils listen to the
- Pupils líten to the
answer different kinds of teacher's explanation.
teacher's
questions.
explanation

- Show the questions for the
class in turns.
- Ask pupils to answer the
questions individually.
- If they answer the questions
correctly, they will get gifts.
- Praise pupils if they play the
game well.
2. Practice
Activity 1-4. Listen and
circle. (10')
Goal: To listen to and
understand a conversation in
which the speakers talk about
someone's healthy activities
and circle the correct answers.
Step 1: Ask pupils to read the
questions and the answer
options. Have them work in
pairs to guess the correct
options that can be the
answers.
Check
comprehension.
Step 2: Play the recording all
the way through so that pupils
can become familiar with the
characters' voices. Then play
the recording for them to listen
and circle the correct options.
Step 3: Get pupils to swap
their books with a partner and
check their answers before
checking as a class. Then play
the recording and stop at the
sentence for the class to
double-check their answers.
Have pupils repeat the
information in the recording to
explain their answer in a full
sentence, for example, He's
doing a project. He eats
healthy food like fish and
vegetables.
He
drinks
lemonade twice a week. He
plays basketball three times a

- Pupils look at the
questions in turns.
- Pupils answer the
questions individually.
- Pupils get gifts.

- Pupils read the - Pupils read the
questions
and
the questions and work
options. Pupils work in in pairs
pairs to guess the
correct options that can
be the answers.
- Pupils listen to the
recording all the way
through and circle the
correct options.

- Listen to the
recording and
circle the correct
options.

- Pupils swap their - Swap their book
books with a partner
and check their answers
before checking as a
class. Then pupils listen
to the recording to
double-check
their
answers. Pupils repeat
the information in the
recording to explain
their answer.

week.
Four questions, each with two
answer options
Key: 1. b 2. a 3. b 4. a
Activity 2-5. Read and
complete. (8')
Goal: To complete two gapped
exchanges with the help of
picture cues.
Step 1: Complete the first
gapped exchange with the
class as an example. Have
pupils read the exchange and
guess the missing words. Then
draw pupils' attention to the
picture and elicit the answers
(orange juice; three times).
Step 2: Give pupils a time
limit to complete Exchange 2
independently. Go around the
classroom and help where
necessary.
Step 3: Get pupils to swap
books with a partner to check
their answers. Invite one pupil
to write the answers on the
board and check as a class.
Extension: Work in pairs. Ask
pairs to change one detail in
the exchange and role-play it.
Ask the class to listen and
write down the information
that is different. For example,
He drinks lemonade. instead of
He drinks orange juice.
- Two picture cues
- Two gapped exchanges to
complete
Key:
1. orange juice; three times
2 How often; week; vegetables
Activity 3-6. Let's play. (5')

- Pupils follow the
teacher demonstrating
the example. Pupils
read the exchange and
guess the missing
words.

- Pupils follow the
teacher

- Pupils complete the - Pupils complete
gapped Exchange 2 the task with the
independently.
teacher's help
- Pupils swap books - Swap book
with a partner and
check their answers as a
class. One pupil writes
the answers on the
board.
- Pupils work in pairs to
change one detail in the
conversation and roleplay. Pupils listen and
write
down
the
information that is
different.

Goal: To revise the target
vocabulary and structures
related to the topic “Staying
healthy”
by
playing
Frequency Game.
Step 1: Invite two teams, A
and B, to play the game. Tell
the teams the rules, using the
illustration as an example to
demonstrate how it works.
Team A asks a question using
How often _____? Team B
then picks a piece of paper
with a number on it, and uses
the number to answer the
question. For example, the
number one means once a
week or once a month. If the
question is asked correctly,
Team A gets
one point. If the answer is
correct, Team B gets one point.
If Team A fails to ask the
question correctly, Team A
does not get a point, and the
teacher then asks the question
correctly to Team B so that
they can still earn a point.
Then the teams swap roles –
Team B
asks and Team A answers.
Step 2: After two minutes, the
team with the most points
wins.
Step 3: The game continues
with other teams.

- Pupils work in two- - Pupils work in
teams to play the game. teams to play the
Pupils listen to the game.
rules. Pupils follow the
teacher demonstrating
the example.

- Pupils
winner.

praise

the - Pupils pay
attention.

Pupils
continue
playing the game.

3. Wrap-up (5')
* Option 1: Pass the ball
(ppt)
- Explain how to play the - Pupils listen to the - Pupils listen to
game. Give an example.
teacher's explanation
the teacher's
- Give a ball to one pupil.
explanation
- Play the music. Ask her/ him
to pass the ball to the second

one. The second pupil passes
the ball to the third one, and so
on.
- Stop the music. Ask the pupil - Pupils answer the - Pupils pay
who is holding the ball to ask a questions.
attention
question, then invite another
pupil to answer the question. If
they ask and answer the
questions correctly, they will
get stickers from the teacher.
E.g. Pupil A: How often does
your father play football?
Pupil B: He plays
football twice a week.
- Continue to play the game
until all the words are said.
- Praise pupils if they do the
activity well.
IV. ADJUSTMENT:
.................................................................................................................................
.................................................................................................................................
..............................................................................................................................…
_____________________________________
Week: 24
Period:95

Date of planning: 26/02/2026
Date of teaching: 04/03/2026:5A(Hskt)
04/03/2026:5B(Hskt)
04/03/2026:5C(Hskt)
UNIT 14: STAYING HEALTHY
Lesson 3 - 1, 2, 3

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
1. Knowledge
- Stress the correct words in Yes / No questions Does she 'eat 'healthy 'food? and
Is your 'brother a 'strong 'swimmer?;
- Identify and underline the missing stressed word in four questions, and to say
the questions with the correct sentence stress while listening;
- Say the chant with the correct pronunciation, word stress and rhythm.
2. Skills: Listening, writing and speaking.
3.Attitudes/ Quality:
- Raise their knowledge of using healthy food and drink.
- Show their awareness of doing morning exercise regularly.
4. Forming competence:

- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform pronunciation and listening
tasks.
*For disabled pupil : He/She practice reading , following the teacher's guide.
II. TEACHING AIDS
1. Student's preparation:
- Pupil's book: Page 28
- Notebook
2. Teacher's preparation:
- Audio tracks 38, 39, 40
- Teacher's guide: Pages 232, 233, 234
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 14)
- Computer, projector, …
III. TEACHING PROCEDURES
Teacher's activities
Student's activities
Disabled students
1. Warm up (5')
Sing the song ( Track 34 )
- Tell pupils they are going to - Pupils listen to the
sing the song.
teacher's explanation.
- Play the song for pupils to - Pupils listen and
listen and sing the song in sing the song in
chorus.
chorus.
- Play the song again for pupils - Pupils sing the song - Pupils listen and
to sing the song in chorus and in chorus and clap sing the song.
clap along with the recording.
along
with
the
- Invite some groups to the recording.
front of the class and perform - Pupils come to the
the song.
front of the class and
- Praise pupils to encourage
perform the song.
their performance.
2. Presentation
Activity 1-1. Listen and
repeat. (7')
Goal: To stress the correct
words in Yes / No questions
Does she 'eat 'healthy 'food?
and Is your 'brother a 'strong
'swimmer?
Step 1: Have pupils look at the - Pupils look at the - Pupils look at the
first question. Draw their first question. Pupils question.
attention to the stressed words look at the stressed
(eat, healthy and food). Explain words. Pupils listen to
that they are the most important the
teacher's

words in the question so they
need to be stressed. Check
comprehension.
Step 2: Play the recording for
pupils to listen and repeat, in
chorus and individually, until
they feel confident. Correct
their stress and pronunciation if
necessary. Repeat Steps 1 and
2 for the second question.
Step 3: Let pupils work in pairs
or groups, practising saying the
questions with correct sentence
stress. Go around the classroom
to offer help if necessary.
Step 4: Invite a few pupils to
listen to and repeat the
questions in front of the class.
Praise them when their
pronunciation is good.
3.Practice
Activity 2-2. Listen and
underline one more stressed
word. Then repeat. (10')
Goal: To identify and underline
the missing stressed word in
four questions, and to say the
questions with the correct
sentence stress while listening.
Step 1: Draw pupils' attention
to the four sentences. Explain
what pupils have to do. Check
comprehension.
Step 2: Play the recording for
pupils to listen and underline
one more stressed word in each
question. Play the recording
again for them to listen and
check.
Step 3: Tell pupils to swap
books with a partner, then
check their answers as a class.
Write the correct answers on

explanation.
- Pupils listen to the - Pupils listen to the
recording and repeat, recording.
in
chorus
and
individually.
Pupils
follow the teacher's
instructions.
- Pupils work in pairs - Work in pairs
or
groups,
say
questions with correct
stressed words and
pronunciation.
- A few pupils listen
to and repeat the
questions in front of
the class.

- Pupils look at the - Pupils look at the
four sentences. Pupils four sentences.
listen to the teacher's
explanation.
- Pupils listen to the
recording
and
underline one more
stressed word in each
question. Pupils listen
to the recording again
and check.
- Pupils swap books
with a partner, then
check the answers as a
class. Pupils look at

- Pupils listen to the
recording.

- Pupils swap books
with partner.

the board. Then discuss with
pupils if they can spot a pattern
to what words are stressed in
Yes / No questions (keywords
such as the main
verb, frequency words and
nouns).
Step 4: Get pupils to work in
pairs or groups, reading the
questions aloud with the
correct stress. Go around the
classroom and correct their
pronunciation if necessary.
Step 5: Invite a few pupils to
read the questions in front of
the class. Praise them when
they read the sentences
correctly.
Activity 3-3. Let's chant. (5')
Goal: To say the chant with the
correct pronunciation, word
stress and rhythm.
Step 1: Have pupils read the
lyrics of the chant. Then get
them to look at the pictures to
reinforce their understanding.
Check comprehension.
Step 2: Play the recording all
the way through for pupils to
listen to
the whole chant. Encourage
them to listen carefully to the
stressed words. Play it again
line by line, for pupils to listen
and repeat. Draw their attention
to the pronunciation and
rhythm. Encourage them to
clap while chanting.
Step 3: Divide the class into
two groups to take turns
listening to and repeating the
chant, while the rest of the
class claps along.

the correct answers on
the board.

- Pupils work in pairs - Pupils work in
or groups, read the pairs to practise.
questions aloud with
correct word stress.
- A few pupils read
aloud the questions in
front of the class.

- Pupils read the lyrics - Pupils read the
of the chant. Pupils lyrics of the chant
look at the picture to
reinforce
their
understanding.
- Pupils listen to the
whole chant. Pupils
listen carefully to the
stressed words. Pupils
listen to the recording
again line by line and
repeat. Pupils clap
while chanting.

- Pupils work in two - Pupils repeat the
groups to take turns chant.
listening and repeating
the chant, while the
rest of the class claps
along.

Extension: If time allows,
invite a few groups to say the
chant in front of the class. The
rest of the class chant and clap
along.

- A few groups say the
chant in front of the
class. The rest of the
class chant and clap
along

4. Wrap-up (5')
* Option 1: Game: Discussion
- Divide the class into four
groups.
- Have pupils from each group
discuss what activities they do
to stay healthy.
- Give time for pupils to do the - Play game
task.
- Have the presenter of each
group come to the front to
present what they have
discussed.
- Give comments and praise
pupils.
* Option 2: Game: Pass the
bag
- Explain that pupils are going
to look at the picture and say
the sentence about staying
healthy and the frequency of an
activity.
- Put some flash cards (do
morning exercise, play sports,
drink fresh juice, eat healthy
food, do yoga, play badminton,
drink orange juice, eat
vegetables) in a bag.
- Have pupils make two circles.
- Ask pupils to pass the bag
around the circle while music
plays.
- When the music stops, have
the pupil holding the bag take
out a flash card in the bag and
ask a question, e.g. How does
your mother stay healthy? or
How often does your mother
eat vegetables?

- Play game

- Teacher invites another pupil
to answer the question.
- Praise pupils to encourage
their performance. Give gifts if
they ask and answer the
question correctly.
IV. ADJUSTMENT:
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
___________________________________________
Week: 24
Period:96

Date of planning: 26/02/2026
Date of teaching: 06/03/2026:5A(Hskt)
06/03/2026:5B(Hskt)
06/03/2026:5C(Hskt)
UNIT 14: STAYING HEALTHY
Lesson 3 – 4, 5, 6

I.Objectives.
By the end of the lesson, pupils will be able to:
1. Knowledge:
- read and show understanding of the text by choosing the correct answer
options to complete the sentences;
- write a paragraph of about 40 words about healthy habits;
- make a healthy circle and present their healthy lifestyles to the class.
2. Skills: Listening and speaking.
3.Attitudes/ Quality:
- Raise their knowledge of using healthy food and drink.
- Show their awareness of doing morning exercise regularly.
4. Forming competence:
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform reading and writing tasks.
*For disabled pupil : He/She can play a game, following the teacher's guide.
II. TEACHING AIDS
1. Student's preparation: Pupil's book Page 29
2. Teacher's preparation:
- Teacher's guide: Pages 234, 235, 236
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 14)
- Computer, projector, …
III.TEACHING PROCEDURES

Teacher's activities
1. Warm up (5')
Let's chant ( Track 40 )
- Play the chant for pupils to
listen.
- Play the chant again for
pupils to listen and chant
along. Encourage them to
clap their hands while
chanting.
- Call on two or more groups
to take turns listening to and
repeating the chant, while the
rest of the class claps their
hands.
- Praise pupils if they perform
well.
2. Practice
Activity 1- 4. Read and
circle. (5')
Goal: To read and show
understanding of the text by
choosing the correct answer
options to complete the
sentences.
Step 1: Tell pupils the goal of
the
activity – explain that they
should
read the text and complete the
sentences by choosing the
correct answer options. Check
comprehension.
Step 2: Do Sentence 1 as an
example. First, have pupils
read the gapped sentence and
the three options. Then, have
pupils find the information
about the food Peter eats in
the text. Ask where in the text
they can find the information.
Elicit that pupils need to find
the keyword fish in the
reading text and read the
words after that to find the

Student's activities

Disabled students

- Pupils listen to the - Pupils listen
chant.
- Pupils listen to the chant
again and chant along.
Clap their hands while
chanting.
- Pupils take turns
listening to and repeating
the chant, while the rest
of the class claps their
hands.

- Pupils listen to the
teacher's explanation.

- Pupils follow the
- Pupils follow the
teacher demonstrating the teacher
example. First, pupils
read the gapped sentence
and the three options.
Then, pupils find the
information about what
the food Peter eats in the
text. Pupils listen to the
teacher's explanation.

information. Ask pupils to
choose the correct option to
complete Sentence 1.
Step 3: Set a time limit for
pupils to do the rest of the
task
independently.
Go
around the classroom and
offer help where necessary.
Step 4: Get pupils to swap
their books with a partner and
check their answers before
checking as a class. Have
pupils
read
aloud
the
sentences in the reading text
that helped them find the
correct
information.
For
example, Peter likes fish and
vegetables. Peter drinks lots
of water and fresh juice. He
exercises every morning. He
does judo on Tuesdays and
Thursdays.
Extension: Have pupils write
one sentence to compare
Peter's lifestyle with their
own using and or but. For
example, Peter's favourite
juice is apple juice, but I like
coconut water. Peter and I do
morning exercise every day.
- A short text about Peter's
healthy lifestyle
- Four gapped sentences, each
with three answer options
Key: 1. a 2. b 3. c 4. b

- Pupils do the task - Pupils do the
independently.
task with teacher

- Pupils swap their books - Copy answer on
with a partner and check their notebooks
their answers before
checking as a class.
Pupils read aloud the
sentences in the reading
text that helped them find
the correct information.

- Pupils write one
sentence to compare
Peter's healthy lifestyle
and their own lifestyle
using and or but.

Activity 2-5. Let's write. (7')
Goal: To write a paragraph of
about 40 words about healthy
habits.
Step 1: Tell the class the goal - Pupils listen to the
of the activity – explain that teacher's explanation.
they
should
read
and
complete the table before
writing a paragraph about

- Pupils listen to
the teacher's
explanation

their healthy habits. Check
comprehension.
Step 2: Have pupils read the
first row and elicit some
activities they usually do to
stay
healthy
and
the
frequency of these activities.
Have them read the healthy
habit in the second row and
complete the first gap with
their own answers.

- Pupils read the first row - Pupils read
and elicit some activities
they usually do to stay
healthy and the frequency
of these activities. Then
pupils read the healthy
habit in the second row
and complete the first gap
with their own answers.

Step 3: Give pupils time to
complete
the
table
independently. Go around the
classroom and offer help
where necessary.
Step 4: Have pupils use the
information in the table to
write about their healthy
habits.
Tell pupils that they should
write about 40 words. Go
around the classroom and
offer help where necessary.
Step 5: Have some pupils
read their paragraphs aloud.
Give
feedback
where
necessary.
A table with two columns to
help pupils write about their
healthy habits
Suggested answer:

- Pupils complete the
table independently.

I have some healthy habits. I
eat vegetables every day. My
favourite vegetables are
carrots and tomatoes. I like
drinking fresh juice. I drink
orange juice twice a week. I
play basketball three times a
week. I want to stay healthy.

- Pupils complete
the task with
teacher

Pupils
use
the
information in the table to
writ