Period: 10
UNIT 2: HEALTH
A closer look 1
I. Objectives By the end of the lesson, Ss will be able to use lexical items related to health issues and advice on healthy living; pronounce the sounds / f / and / v / correctly
1. Knowledge, Skills, Attitude:
a. Knowledge:
- Vocabulary: the lexical items related to the topic health issues.
- Grammar: - Imperatives with more and less
- Compound sentences
- Pronounce the sounds / f / and / v /
b. Skills: listening, speaking, reading and writing.
c. Attitude: Ss know how to take care of yourself.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents

T writes the numbers 1-6 on the board and asks the Ss if they can remember (without opening their books) the vocabulary for health problems from



2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents

Aims: Ss can use have and feel health prolems.
- T writes have a/an, have, and feel on the board.
T asks a S to read the words from the first column.
T writes the words in a word web around have a/an. T encourages ss to add more words( from the six words in Warm up stage). - Ss repeat this for the next two columns.
- T asks Ss if they can make a movement for each of the different health problems. The Ss should say the health problem while doing the movement. For Example: ‘I have a cough’ (Ss pretend to cough).
Have a/ an: cough, headache, sorethroat, temprature, an allergy, a spot, (a) sunburn, a sickness…..
Have: (the) flu, stomachache, toothache, earache, spots……
Feel: sick, tired, weak,……


Aims: Ss can look at the pictures and tell health prolems.
Look at the pictures. Write the problem below the picture of each patient.
- T explains the noun ‘patient’ to make sure that Ss are familiar with it.
- T asks Ss to do the exercise individually.
- Ss look at the pictures. Write the problem below the picture of each patient.
- T corrects the exercise as a class.
- T asks Ss to complete the exercise individually.
- Ss give answers.
- T corrects the answers.
- Ss read aloud all the sentences.
1. Look at the pictures. Write the proplem below the picture of each patient.

1. Flu 2. Sunburn
3. Allergy 4. Tired/Weak



Role- play the meeting with the doctor. Use the cues in 1.2 or your own health problems.

Aims: Ss can read symptoms to tell the sickness.
-T models the role-play in the book with a student.
- Divide class into pairs. Encourage Ss to think about how each person feels and will act. Give them 5 minutes to practice.
- some pairs perform their role-play for the class.
- T asks the class comprehension questions about what they just saw.
- four Ss model the example conversation.
- Divide class into groups and ask them to talk about a health problem.
- T remarks.

2. Now, read the doctor’s notes about his patients and fill in the missing words.
1. (a) sunburn 2. the flu
3. tired, temperature
4. sick, stomachache
5. sore throat
3. Role-play the meeting with the doctor.
Hi, doctor Thao.
Hi, Hung
I was outside all day yesterday. I feel very hot and my face is red.
I see. I think you have a sunburn.
4. Choose a health problem. Work in groups. Tell your group about the last time you had that problem.
E.g: A: I had flu two weeks ago.
B: Me too, I felt so weak.
C: Oh. I had a sore throat yesterday.
D: I had toothache. I think I ate too many sweets.

Aims: Ss can pronounce correctly the sounds /f/ and /v/ in isolation and in context.
- T drills the sounds /f/ and /v/ and asking Ss to think of any words they know with these sounds in them.
- T writes Ss, ideas on the board. Say the words in 5 and asks Ss to repeat.