Week: 25
Period:97

Date of planning: 05/03/2026
Date of teaching: 10/03/2026:5A(Hskt)
09/03/2026:5B(Hskt)
09/03/2026:5C(Hskt)
UNIT 15: OUR HEALTH
Lesson 1 - 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
focused on asking and answering questions about someone's health.
- Correctly use the words and phrases toothache, headache, sore throat and
stomach ache and the sentence patterns What's the matter? - I have _____. to
ask and answer questions about someone's health.
- Correctly use the words for health problems in Act 2 and sentence patterns
What's the matter? and I have _____. to ask and answer questions about
someone's health in a freer context.
- Use the words toothache, headache, sore throat and stomach ache in relation
to the topic “Our health”.
2. Skills: Listening, speaking.
3. Quality /Attitude:
- Raise their knowledge of health.
- Show pupils how to take care of themselves and prevent of common diseases.
.
4. Forming Competence:
- Critical thinking and creativity: learn how to ask and answer questions about
someone's health 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 vocabulary, following the
teacher's guide.
II. TEACHING AIDS
1. Student's preparation:
- Pupil's book Page 30
- Notebook
2. Teacher's preparation:
- Pupil's book: Page 30
- Audio tracks 41, 42
- Teacher's guide: Pages 237, 238, 239
- Website hoclieu.vn

- Flash cards/ pictures and posters (Unit 15)
- Computer, projector, …
III. TEACHING PROCEDURES
Teacher's activities
Student's activities
1. Warm up (4')
Chant ( Track 40)
- Have pupils read the lyrics
- Pupils chant in chorus
of the chant.
- Play the recording and ask
pupils whole chant.
2. Presentation
Activity 1-1. Listen and
repeat. (6')
Goal: To understand and
correctly repeat the sentences
in two communicative contexts
focused on asking and
answering questions about
someone's health.
Step 1: Ask pupils to look at - Pupils look at
Pictures a and b, and identify Pictures a and b,
the characters and other identify the characters
details.
and other details.
Step 2: Ask pupils to look at - Pupils look at the
Picture a. Play the recording Picture a. Pupils listen
for them to listen to the entire to
the
entire
conversation several times.
conversation
several
Step 3: Play the recording times.
again, sentence by sentence, - Pupils listen to the
again,
for pupils to listen and repeat recording
individually and in chorus. sentence by sentence
Correct their pronunciation and repeat individually
where necessary. Repeat the and in chorus.
same procedure with Picture
b.
Step 4: Invite a few pairs to - A few pairs come to
the front of the class to listen the front of the class to
and repeat the sentences in the listen and repeat the
recording.
Check
their sentences
in
the
pronunciation,
and
give recording.
corrections and feedback
where
necessary.
Step 5: Direct pupils' - Pupils look at the
attention to the question question
and
the

Disabled Students

- Pupils chant in
chorus.

- Pupils listen to
the recording

What's the matter? and the answer. Pupils listen to
answer I have a headache. the
teacher's
Explain that they are a explanation.
question and an answer about
someone's health.
Activity 2-2. Listen, point
and say. (11')
Goal: To correctly use the
words and phrases toothache,
headache, sore throat and
stomach ache and the
sentence patterns What's the
matter? - I have _____. to ask
and answer questions about
someone's health
- T elicits the new words
+ toothache: đau răng
(Explain)
+ headache: đau đầu
+ sore throat: đau cổ
+ stomach ache: đau bụng
+ feel well: cảm thấy khỏe
- T models (3 times).
- T writes the words on the
board.
- Checking: Rub out and
remember
Step 1: Have pupils point at
Picture a, listen to the
recording and repeat the word
toothache. Repeat the same
procedure with Pictures b, c
and d. Have the class repeat
the words and phrases a few
times.
Step 2: Point at the question
pattern What's the matter?
Read it aloud and have pupils
repeat it several times. Repeat
the procedure with the answer
pattern I have ___.
Step 3: Point at Picture a and
have pupils listen and repeat
after the recording What's the

- Ss listen and repeat
- Pupils practise
+ Choral repetition (3 vocab
times).
+ Individual repetition
(3 ss)
- Ss take note
- Ss look, remember
and write
- Pupils point at Picture - Pupils listen to
a,
listen
to
the the
teacher's
recording and repeat instructions
the word toothache.
Pupils
follow
the
teacher's instructions
with Pictures b, c and
d. Pupils repeat the
words and phrases a
few times.
- Pupils follow the
teacher's instructions.
- Pupils listen and - Pupils listen to
repeat
after
the the recording
recording.
Pupils

matter?
- I have a toothache. Repeat
the same procedure with
Pictures b, c and d.
Step 4: Divide the class into
two groups to take turns
repeating the question and the
answer in Picture a until they
feel confident. Repeat the
same procedure with Pictures
b, c and d.

follow the
instructions.

teacher's

- Pupils work in two
groups to take turns
repeating the question
and the answer in
Picture a. Pupils follow
the
teacher's
instructions
with
Pictures b, c and d.
Step 5: Put pupils in pairs and - Pupils work in pairs - Pay attention
have them practise asking and and practise asking and
answering questions using the answering
questions
pictures. Invite a few pairs to using the pictures. A
point at the pictures and say
few pairs point at the
the questions and answers in
pictures and say the
front of the class. Give
questions and answers
corrections and feedback
in front of the class.
where necessary.
3. Practice
Activity 3-3. Let's talk. (7')
Goal: To correctly use the
words for health problems in
Act 2 and sentence patterns
What's the matter? and I have
_____. to ask and answer
questions about someone's
health in a freer context.
Step 1: Direct pupils'
attention to the phrase Phòng
Y tế (Clinic) to guess the
context of the picture. Ask
them about the health
problems that the characters
may have.
Step 2: Read the question in
the speech bubble aloud and
ask pupils to repeat it. Ask
pupils to look at the second
bubble and guess what the
answer should be.

- Pupils look at the - Pupils look at the
phrase Phòng Y tế context of the
(Clinic) to guess the pictures
context of the picture.
Pupils answer the
health problems that
the characters may
have.
- Pupils repeat the
question in the speech
bubble. Pupils look at
the second bubble and
guess what the answer
should be.

Step 3: Have some pairs roleplay by asking and answering
questions about the health
problems in the picture. Go
around the classroom to
observe and provide help.
Step 4: Invite some pairs to
role-play as a doctor and a
pupil to ask and answer
questions
about
health
problems in front of the class.
Give corrections and feedback
where
necessary.
Then,
encourage pupils to talk about
the other health problems that
they know.
4. Warm up (5')
* Option 1: Game: “Yes or
No”
- Tell the class how to play the
game. Ask pupils to play the
game individually.
- Prepare Yes and No boards
for pupils.
- Show a picture and a
sentence on the board. Have
pupils look at the picture and
the sentence.
- Ask pupils to raise the Yes
board if the picture and
sentence are matched.
- Ask pupils to raise the No
board if the picture and
sentence are not matched.
Have pupils say the correct
sentence aloud.
e.g. (picture of a boy with
toothache) - I have a
toothache.
The class raise the Yes board.
e.g. (picture of a girl with a
sore throat) - I have a stomach
ache.
The class raise the No board.
- Give stickers to the fastest

- Pupils work in pairs
to role-play by asking
and
answering
questions about the
health problems in the
picture.
- Some pairs role-play Pupils
as a doctor and a pupil attention
to ask and answer
questions about health
problems in front of the
class. Then, pupils talk
about the other health
problems that they
know.

- Pupils play game

pay

- Pupils play game

pupil with the correct answer.
* Start preparing for the
Project: Ask pupils to prepare
for the project on page 35 by
doing a survey about the
health problems that their
surrounding people have and
giving some advice to them.
Ask pupils to do the survey
while they learn Unit 15 so
that they can present a report
during Project time.
IV. ADJUSTMENT:
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_____________________________________
Week: 25
Period:98

Date of planning: 05/03/2026
Date of teaching: 10/03/2026:5A(Hskt)
10/03/2026:5B(Hskt)
10/03/2026:5C(Hskt)
UNIT 15: OUR HEALTH
Lesson 1 - 4, 5, 6

I. OBJECTIVES
By the end of lesson, pupils will able to :
1. Knowledge:
- Listen to and understand four communicative contexts in which characters ask
and answer questions about someone's health problems, and number the picture
in the order.
- Complete the target sentence patterns about health problems with the help of
picture cues.
- Sing the song What's the matter? with the correct pronunciation and melody.
2. Skills: Listening , speaking , reading and writing skills. .
3. Attitudes/ Quality:
- Raise their knowledge of health.
- Show pupils how to take care of themselves and prevent common diseases.
4. Forming competence:
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform listening and reading tasks.

*For disabled pupil : He/She can write about what pepole will do and have at
event.
II. TEACHING AIDS
1. Student's preparation: Pupil's book Page 31
2. Teacher's preparation:
- Pupil's book: Page 31
- Audio Track: 43,44
- Teacher's guide: Pages 240, 241, 242
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 15)
- Computer, projector, …
III. TEACHING PROCEDURES
Teacher's activities
Student's activities
Disabled Students
1. Warm up (5')
Game: “Matching pairs”
- Tell pupils that they are - Listen to the teacher's
going to find the pairs of explanation.
pictures and words as quickly
as possible.
- Divide the class into two - Work in two groups.
Pupils
pay
groups.
attention
- Stick the picture cards face - Look at the picture
down in the left column and cards and word cards
the word cards face down in on the board.
the right column on the board.
- Invite one pupil from each - Play the game.
group to play the game by
selecting a picture card and a
word card. If two cards are a
matching pair, ask the pupil to
say the word aloud and he/ she
will get one point for his/ her
group. If the cards do not
make a match, ask the pupil to
turn them face down again and
invite another pupil from
another group to take the next
turn.
- Let pupils play the game - Praise the winner.
- Pupils pay
until all pairs have been
attention
matched.
- The group with more points
wins the game.
Pictures cards (headache,
toothache,
sore
throat,

stomach ache)
Word cards (headache,
toothache, sore throat,
stomach ache)
2. Practice
Activity 1-4. Listen and
number. (10')
Goal: To listen to and
understand four
communicative contexts in
which characters ask and
answer questions about
someone's health problems,
and number the picture in the
order.
Step 1: Have pupils look at - Pupils look at Activity
Activity 4. Ask them How 4. Pupils listen to the
many pictures are there? And teacher's explanation.
What health problems can you
see in each picture? Explain
that they will write numbers 1
- 4 in the box of the picture in
the order they hear.
Step 2: Play the recording of
the first dialogue. Ask pupils
to find the correct picture and
write number 1 in the box.
Check their answers and give
feedback.
Step 3: Play the other
recordings. Ask pupils to work
individually, then work in
pairs for their peer-checks. Go
around the class and give
support if necessary.
Step 4: Check the answers as a
class. Correct the answers, if
necessary.
*Key: a. 3, b. 1, c. 2, d .4
Activity 2-5. Read and
complete. (8')
Goal: To complete the target
sentence patterns about health

- Pupils listen to the
recording of the first
dialogue. Pupils find
the correct picture and
write number 1 in the
box.
- Pupils listen to the
other recording. Pupils
work individually, then
work in pairs for their
peer-checks.

- Pupils listen to
the recording and
do the task with the
teacher's help

- Pupils check the
answers as a class.

- Copy answer on
their notebooks

problems with the help of
picture cues.
Step 1: Ask pupils to look at
the pictures and identify the
health problems that the
characters have.
Step 2: Have pupils read the
sentences in Question 1. Ask
them what is missing in the
sentence. Ask them to
complete the gap by finding
the information from the
picture. Give the correct
answer.
Step 3: Ask pupils to do the
other questions in the same
way individually, then in pairs
for their peer-checks. Go
around and give support if
necessary.
Step 4: Ask two pupils and
two pairs to read the sentences
aloud. Give feedback and
corrections if necessary.
Four picture cues showing
different health problems,
some sentences and exchanges
with the target sentences to
complete
Key:
1. headache
2. toothache
3. the matter; sore throat
4. What's ; have a stomach
ache
Activity 3-6. Let's sing. (5')
Goal: To sing the song What's
the matter? with the correct
pronunciation and melody.
Step 1: Have pupils read the
lyrics to familiarise themselves
with the language. Check
comprehension
and
give

- Pupils look at the - Pupils look at the
pictures and identify the pictures
health problems that the
characters have.
- Pupils read the - Pupils read the
sentences in Question sentences
1. Pupils answer what is
missing in the sentence.
Pupils complete the gap
by
finding
the
information from the
picture.
- Pupils do the other
questions in the same
way individually, then
in pairs for their peerchecks.
- Two pupils and two
pairs read the sentences
aloud.

- Pupils read the lyrics - Pupils listen to the
to
familiarise teacher's
themselves with the explanation.
language.

feedback.
Step 2: Have pupils listen to
the entire song, direct their
attention to the pronunciation.
Step 3: Play the recording of
the song once or twice for
pupils to listen and repeat, line
after line.
Step 4: When pupils feel
confident and get familiar with
the tune and melody, ask them
to sing the entire song while
clapping their hands.
Step 5: Invite a few groups to
the front of the class to sing
the song. The class may sing
along to reinforce the activity.

- Pupils listen to the
entire song.
- Pupils listen to the - Pupils listen to
song once or twice and the song then
repeat, line after line.
repeat
- Pupils sing the entire - Pupils sing with
song while clapping classmate
their hands.
- A few groups come to
the front of the class to
sing the song. Pupils
may sing along to
reinforce the activity.

3. Wrap up (5')
* Option 1: Game: “Lucky
gift boxes”
- Tell pupils they are going to - Pupils listen to the
look at the picture and ask and teacher's instruction
answer about health.
- Prepare pictures of common
diseases (toothache, headache,
sore throat, stomach ache) and
gift boxes.
- Have the class play the game
in pairs.
- Each pair chooses a gift box
they like, then asks and
answers questions about
health.
e.g. Pupil A: What's the
matter?
Pupil B: I have a
toothache.
- If they ask and answer
correctly, they will get gifts
from the gift boxes.
- Continue with other pairs.
IV. ADJUSTMENT:

- Pupils pay
attention

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_____________________________________
Week: 25
Period:99

Date of planning: 05/03/2026
Date of teaching: 11/03/2026:5A(Hskt)
11/03/2026:5B(Hskt)
10/03/2026:5C(Hskt)
UNIT 15: OUR HEALTH
Lesson 2 - 1, 2, 3

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
1. Knowledge
- Understand and correctly repeat the sentences in two communicative contexts
focused on giving advice for health problems.
- Correctly use the given phrases and sentence patterns You should _____. Thanks for your advice and response to advice about health problems.
- Correctly use the sentence patterns You should ____. and Thanks for your
advice. To advise and respond to advice about health problems in a freer
context.
- Use the phrases go to the dentist, have a rest, drink warm water and take some
medicine in relation to the topic “Our health”.
2. Skills: Listening, writing and speaking.
3.Attitudes/ Quality:
- Raise their knowledge of health.
- Show pupils how to give advice about health problems.
4. Forming competence:
- Critical thinking and creativity: learn how to ask and answer questions about
health problems 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 practice vocab, following the teacher's guide.
II. TEACHING AIDS
1. Student's preparation:
- Pupil's book: Page 32
- Notebook
2. Teacher's preparation:
- Audio tracks 45, 46
- Teacher's guide: Pages 242, 243, 244

- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 15)
- Computer, projector, …
III. TEACHING PROCEDURES
Teacher's activities
Student's activities
Disabled students
1. Warm up (5')
- Game: “Listen, complete and
sing”
- Tell pupils they are going to - Listen to the - Pupils listen to the
listen to the song and fill in the teacher's explanation. teacher's
gaps in the lyrics and sing it
explanation
with correct pronunciation,
rhythm, and melody.
- Have pupils listen to the song - Listen to the song
and fill in the gaps. Play the and fill in the gaps.
recording of the gapped Check the answers as
sentences twice for pupils to the class.
fill in. Then check the answers
as the class.
- Play the recording again and - Listen to the
have pupils sing the whole recording again and
song while clapping their sing the whole song
hands.
while clapping their
hands.
- Invite a few groups to the - Come to the front of
front of the class to sing the the class to sing the
song. The class may sing along song. The class may
and clap to reinforce the sing along and clap to
activity.
reinforce the activity.
The lyrics and the recording of
the song What's the matter?
Let's go out and play.
I'm sorry. I can't.
Why? What's the (1) ____?
I'm not very well.
I have a (2) ____.
Let's play and (3) _____.
I'm sorry. I can't.
Why? What's the matter?
I don't feel well.
I have a (4) ____.
Key:
1. matter, 2. headache,
3. sing, 4. sore throat

2. Presentation
Activity 1-1. Look, listen and
repeat. (7')
Goal: To understand and
correctly repeat the sentences
in two communicative contexts
focused on giving advice for
health problems.
Step 1: Ask pupils to look at
Pictures a and b, and identify
the characters in the pictures.
Have them say what they can
see in the thought bubbles.
Step 2: Ask pupils to look at
Picture a. Play the recording of
two exchanges for them to
listen to.
Step 3: Play the recording
again, sentence by sentence, for
pupils to listen and repeat
individually and in chorus.
Correct their pronunciation
where necessary. Repeat the
same procedure with Picture b.
Step 4: Invite a few pairs to the
front of the class to listen and
repeat the sentences in the
recording. Give corrections and
feedback where necessary.
Step 5: Direct pupils' attention
to the advice You should go to
the dentist? and the response
Thanks for your advice. Tell
pupils that they are advice and
a response about health
problems.
Activity 2-2. Listen, point and
say. (11')
Goal: To correctly use the
given phrases and sentence
patterns You should _____. Thanks for your advice and
respond to advice about health
problems.

- Pupils look at - Pupils look at the
Pictures a and b and pictures
identify the characters.
Pupils say what they
can see in the thought
bubbles.
- Pupils look at
Pictures a. Pupils
listen to the recording
of two exchanges.
- Pupils listen to the - Pupils listen
recording
again,
sentence by sentence
and
repeat
individually and in
chorus.
- A few pairs come to
the front of the class
to listen and repeat the
sentences
in
the
recording.
- Pupils look at the
advice
and
the
response. Pupils listen
to
the
teacher's
explanation.

- T elicits the new words
+ go to the dentist: đi gặp nha
sĩ
+ have a rest: nghỉ ngơi
+ drink warm water: uống
nước ấm
+ take some medicin: uống
thuốc
- T models (3 times).
- T writes the words on the
board.
- Checking: Rub out and
remember
Step 1: Have pupils point at
Picture a, listen to the
recording and repeat the phrase
go to the dentist several times.
Repeat the same procedure
with Pictures b, c and d. Have
the class repeat the phrases.
Step 2: Point at the advice
pattern You should ____. Read
it aloud and have pupils repeat
it. Follow the same procedure
with the response Thanks for
your advice.
Step 3: Point at Picture a and
have pupils listen and repeat
after the recording You should
go to the dentist. - Thanks for
your advice. Repeat the same
procedure with Pictures b, c
and d.
Step 4: Divide the class into
two groups to take turns
repeating the advice and the
responses for Pictures a - d
until they feel confident.
Step 5: Have pairs of pupils
practise
advising
and
responding to the advice with
the pictures. Invite a few pairs
to point at the pictures and say
the questions and the answers
in front of the class. Check

- Ss listen and repeat
- Pupils practice
+ Choral repetition (3 reading vocab.
times).
+ Individual repetition
(3 ss)

- Ss take note
- Ss look, remember
and write
- Pupils point at - Pupils look at the
Picture a, listen to the pictures and repeat
recording and repeat the phrases.
the phrase go to the
dentist several times.
Pupils repeat the
phrases.
- Pupils follow the
teacher's instructions.

- Pupils listen and
repeat
after
the
recording.
Pupils
follow the teacher's
instructions.
- Pupils work in two - Pupils practise
groups to take turns asking and
repeating the advice answering
and the responses for
Pictures a - d.
- Pairs of pupils
practise advising and
responding to the
advice
with
the
pictures. A few pairs
of pupils point at the
pictures and say the

their
pronunciation,
give questions and the
corrections and feedback where answers in front of the
necessary.
class.
3. Practice
Activity 3-3. Let's talk. (5')
Goal: To correctly use the
sentence patterns You should
____. and Thanks for your
advice.
to advise and respond to
advice about health problems
in a freer context.
Step 1: Draw pupils' attention
to the pictures and guess the
health problems that the
characters have. Read the
advice in the first speech
bubble aloud and ask pupils to
repeat it. Ask pupils to look at
the second bubble and identify
what the answer should be.
Step 2: Have pairs of pupils
practise
advising
and
responding to the advice about
health problems. Go around the
class and provide support when
necessary.
Step 3: Invite a few pairs to
practise
advising
and
responding to the advice about
health
problems.
Give
corrections and feedback where
necessary.
- Picture cues: a group of
characters with some health
problems
- Speech bubbles:
You should _________.
4. Wrap up (4')
* Option 1: Game: “Quiz
Time”
- Place some gapped sentences
and pictures.

- Pupils pay
attention to the
pictures

- Pupils look at the - Pupils look at the
pictures and guess the pictures
health problems that
the characters have.
Pupils
repeat
the
advice in the first
speech bubble. Pupils
look at the second
bubble and identify
what
the
answer
should be.
- Pairs of pupils
practise advising and
responding to the
advice about health
problems.
- A few pairs practise - Pupils work in
advising
and pairs to practise.
responding to the
advice about health
problems in front of
class.
- Pay attention

- Have pupils play the game
individually.
- Show a gapped sentence, a
picture and three options A, B
or C.
e.g. picture of “headache”/ You
should ____. - Thanks for your
advice.
A. play football
B.
take a rest
c. watch TV
- Invite a pupil to give the
answer.
- Continue with other
sentences.
- Praise pupils if they do the
game well.

- Play game

- Pupils play game
with classmate

IV. ADJUSTMENT:
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
___________________________________________
Week: 25
Period:100

Date of planning: 05/03/2026
Date of teaching: 11/03/2026:5A(Hskt)
13/03/2026:5B(Hskt)
13/03/2026:5C(Hskt)
UNIT 15: OUR HEALTH
Lesson 2 – 4, 5, 6

I.Objectives.
By the end of the lesson, pupils will be able to:
1. Knowledge:
- listen to and understand the communicative contexts in which characters talk
about health problems in the correct pictures.
- complete the target sentence patterns in two conversations about health
problems and advice for them with the help of picture cues.
- role-play by asking and giving advice about health problems
2. Skills: Listening, writing
3.Attitudes/ Quality:
- Raise their knowledge of health.
- Show pupils how to give advice about health problems.
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 listen and tick
II. TEACHING AIDS
1. Student's preparation:
- Pupil's book Page 33
- Note book, pen, pencil…
2. Teacher's preparation:
- Audio Track 47
- Teacher's guide: Pages 245, 246, 247
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 15)
- Computer, projector, …
III.TEACHING PROCEDURES
Teacher's activities
Student's activities
Disabled students
1. Warm up (5')
Sing the song ( Unit 15,
Lesson 1 : 4,5,6)
- Play the recording of the - Pupils sing the wholr
- Pupils sing the
song for pupils to listen and song
song with
repeat.
classmates
2. Practice
Activity 1- 4. Listen and
tick. (5')
Goal: To listen to and
understand the
communicative contexts in
which characters talk about
health problems in the correct
pictures.
Step 1: Have pupils look at
the pictures. Ask What health
problems can you see in each
picture? What advice can you
see in each picture?
Step 2: Tell pupils to look at
the pictures of Question 1,
and they will hear a
conversation between a boy
and girl about a health
problem. Ask pupils to tick

- Pupils look at the - Pupils attention.
pictures. Pupils answer
the questions.
- Pupils look at the
pictures of Question 1
and hear a conversation
between a boy and girl
about a health problem.
Pupils tick the correct

the
correct picture that shows the
boy's health problem and the
advice that the girl gives him.
Play the recording for the first
conversion twice.
Step 3: To the same with the
second conversation. Ask
pupils to tick the correct
picture that shows the girl's
health problem and the advice
that the boy gives her.

picture that shows the
boy's health problem and
the advice that the girl
gives him. Pupils listen to
the first conversion twice.

- Pupils listen to the
second conversation and
tick the correct picture
that shows the girl's
health problem and the
advice that the boy gives
her.
Step 4: Ask pupils to work in - Pupils work in pairs for
pairs for their peer-checks. their peer-checks.
Correct answers and give
feedback.
* Key: 1. a, 2. b
Activity 2-5. Read and
complete. (7')
Goal: To complete the target
sentence patterns in two
conversations about health
problems and advice for them
with the help of picture cues.
Step 1: Ask pupils to look at
the pictures and identify the
health problems that the
characters have.
Step 2: Have pupils read
Conversation 1. Ask them
what is missing from the
gaps. Have them complete the
gaps by finding the clues
from the context and the
picture. Repeat the same
procedure with Conversation
2.
Step 3: Get pupils to
complete the conversations
individually, then ask a few
pairs to read them aloud.
Check their answers, giving
corrections and feedback

- Pupils listen to
the recording and
tick the correct
picture.

- Pupils do the
task with teacher

- Pupils look at the - Pupils look at the
pictures and identify the pictures and
health problems that the identify the health
characters have.
problems.
Pupils
read
Conversation 1. Pupils
answer what is missing
from the gaps. Pupils
complete the gaps by
finding the clues from the
context and the picture.
- Pupils complete the - Pupils copy
conversations
answer on their
individually, then a few notebooks
pairs of pupils read them
aloud.

where necessary.
Step 4: Ask two pupils and - Two pupils and two
two pairs to read the pairs read the sentences
sentences
aloud.
Give aloud.
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