Course: Family and Friends 4 Prepared by: Do Thi Ngan

UNIT 12: WHAT’S THE MATTER?

PERIOD 3 – SKILLS TIME
I/ Objectives
- To revise vocabulary and structures seen previously; provide extra vocabulary
Skills development
- Reading: Read and understand an information leaflet; identify words and their meanings in a text
- Listening: Listen and identify details
- Speaking: Describe what you do to be healthy
- Writing: connect sentences using because and so; write an information leaflet (workbook)
II/ Procedures: ( 90 mins )

Part Teacher's activities

- Greeting
- Game: Hot potato
 Ss are divided into 2 teams
 Ss make a circle (members of the same team don’t stand next to each other)
 T gives 1 S a “hot potato”
 T plays the music and asks S to pass the “hot potato” to the one standing next to
1/ Warm-up
him/her
(5’)
 Ss keep passing it and stop when the music is paused
 T asks the S holding the hot potato to name 3:
Sweet foods, Sports with ball, Red fruits, Drinks, Team sports, …
 Ss give answers in 5 seconds. Slow and same answers aren’t accepted.
 Team getting more points wins
Lead-in
2/ Reading - Ask ss:
(40’) “How do you understand about Healthy/healthy food”
“What do you do to be healthy?”
“List the names of some healthy and unhealthy food”
- Prediction:
 Calls 1 s to read title and the subheading for the class
 Ask ss to look the pictures and tell what they can see
 T calls some ss to tell if the food in the pictures is good or bad for health
 Predict what they are going to read
Presentation
- T asks ss to have a quick look at the text, focus on the headings (words in
bold)
- T asks ss to find 3 ways to stay healthy
- T calls some ss for answers and write them on board
Listen and read:
- T tells ss that they are going to listen to a text
- T plays the recording

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Course: Family and Friends 4 Prepared by: Do Thi Ngan

- Ask ss to listen and follow the text

- Ask ss to listen again and underline new words (including the words in Ex3)
- T writes new words on board and lets ss guess the meanings
- T writes the guesses on board and asks ss to look up the words in the Dictionary in
the Workbook
- T explains more as necessary
- Ss read aloud the words
- Ss take turns to read aloud the text
Practice
Check understanding:
- Ask comprehensive questions to check understanding:
 What sports can you do to stay fit?
 What foods contain lots of sugar?
 What should you eat with every meal?
 What do you need calcium for?
- Ss do Ex4 and individually write the answers on board
Break time (5’)

Lead in:
- Ask ss to look at the pictures and tell what they can see (who, what they are
3/ Listening doing)
(10’) - Ask ss to predict what the listening is about.
Teach
Listen and number:
- T explains:
Ss will listen to a recording of 4 children talking about their lifestyles. Ss have to
number the pictures while listening
- T plays the recording for ss to do the exercise
- T plays the recording again and pauses after each dialogue for ss to check the
answers
Listen and write T/F:
- T explains: Ss will listen to the recording again and write T/F
- T plays the recording for ss to do the exercise
- T plays the recording again and pauses after each dialogue for ss to check the
answers
Post teach:
Activitie: Correct wrong information
- T write sentences on board:
 You should eat lots of sweets and chocolate.
 It isn’t healthy to do lots of exercise.
 Fizzy drinks are good for your teeth.
 Water and fruit juice are good for strong bones.
 It’s unhealthy to have salad for lunch.
- T calls individuals to correct the sentences.
Lead in:
4/ Speaking - Ask ss to focus on the speech bubbles
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Course: Family and Friends 4 Prepared by: Do Thi Ngan

Presentation:
(15’) - Explain the model for ss
- T asks 2 ss to read the speech bubbles for the class.
Practice:
Controlled activities:
- Ask ss to work in pairs and take turns to ask and answer about what they do to be
healthy.
- Check accuracy of ss: pronunciation, grammar, …
Guided activities:
Give advices:
- T creates a context by saying: “I’m too fat. I want to be thin and healthy. What
should I do?”
- Ss take turns to give an advice and explain about it.
Eg: You shouldn’t eat cakes because they contain too much sugar.
You should go swimming because it helps you get more energy.
Lead-in
5/ Writing - T asks ss to focus on the rules in the box.
(15’) - T asks 1 s to read the rules for the class.
Presentation:
- T introduce the words Because and So, explain the rules to use them
- Check understanding:
 T says “I take medicine because…” and has ss give some reasons; says “I want to
buy new clothes, so…” for ss to tell what you should do.
 Repeat with different sentences to be sure that ss understand Because and So
Practise:
Controlled activity:
- Ss do Ex4
- Check the answers.
Guided activity: Fill in the blanks
- T prepares handouts including sentences with blanks
- Ss have to read the sentences and complete them with Because or So
- T has ss finish the task individually
- T checks answers

6/ Wrap-up - Ask ss what they have learned in the lesson, remind them of the homework
- Goodbye
(5’)