Tài liệu Giáo án tiếng anh 5 thí điểm học kì 2 năm học 2017 2018

Unit 11: What’s the matter with you? Lesson 2.1 Week: 19 Period: 73 Date of teaching: Monday, January 9th 2017 Teacher’s and students’ activities Sts and T greet each other T asks sts to sing the song Sts sing the song. Contents I/ Class order: Greeting and checking attendance Warm up: sing What’s the matter with you? T introduces the new lesson and gives new words T reads new words a few times, sts repeat. T asks Sts to read. T corrects their pronunciation. II/ New lesson: * New words: dentist, take a rest carry sweet T explains the model sentences then asks Sts to translate and try to practice with their friends. Model sentences: A: you should go to the doctor. B: Yes, I will. Thanks. A: you shouldn’t carry heavy things. B: OK, I won’t. Thanks. Have the class look at the pictures. Introduce the story by pointing at each character and ask the Sts answer some questions. Play the recording all the way through for the class to listen and follow in their books. Play it again for them to repeat line by line. If there is enough time, sts can role play to say aloud. Tell the class that they are going to practise asking and answering the sentence patterns of the lesson. Point at each picture and ask the question for pupils to answer chorally. Have pupils practise asking and answering in pairs. Monitor the activity and offer help, if necessary. Invite one or two pairs to speak to check their performance. 1 Look, listen and repeat. Mai: Where’s Nam? I can’t see him here. Quan: He’s sitting over there, in the corner of the gym. Mai: Hi, Nam. Why aren’t you practising karate? Nam: I don’t feel well. I have a backache. Mai: Sorry to hear that. You should go to the doctor now, Nam Nam: OK, I will. Thanks, Mai Doctor: You should take a rest and shouldn’t play sports for a few days Nam: Thank you, doctor 2 Point and say. a. go to the doctor You should go to the doctor Yes, I will. Thanks. b. go to the dentist You should go to the dentist Yes, I will. Thanks. c. take a rest You should take a rest Yes, I will. Thanks. d. eat a lot of fruit You should eat a lot of fruit Yes, I will. Thanks. e. carry heavy things You shouldn’t carry heavy things OK, I won’t. Thanks f. eat a lot of sweets You shouldn’t eat a lot of sweets OK, I won’t. Thanks Language notes: • We can say go to the doctor/dentist or go to the doctor’s/dentist’s. • Pupils should say thank you/thanks when they receive advice. Tell the class that they are going to practise further by asking and answering sentence patterns of the lesson. Get pupils to work in groups. Remind them to use the questions and answers in their books. Set a time limit for the class to practise. Monitor the activity and offer help, if necessary. Invite a few pupils to repeat their interviews to the class. Then give feedback. 3 Let’s talk Your friend is not well. Tell him/her what he/she should/shouldn’t do. I have a/an . You should . Yes, I will. Thanks. You shouldn’t __________. OK, __________. Thanks. T asks Sts to focus on the structure once again and retells the content of the lesson III/ Consolidation: Focusing on the structure once again. Retelling the content of the lesson Teacher asks Sts to learn at home and prepare for the next part. IV/ Assignments: Learn the lesson by heart Prepare for the next part Unit 11: What’s the matter with you? Lesson 2.2 Week: 19 Period: 74 Date of teaching: Wednesday, January 12th 2017 Teacher’s and students’ activities Sts and T greet each other Spend a few minutes having the class revise the story in Activity 1. Invite four pupils to act out the story. Contents I/ Class order: Greeting and checking attendance Warm up: Activity 1 II/ New lesson: Tell pupils that they are going to listen to the 4. Listen and complete. recording and do the task. Play the recording all Key: 1 Quan: should go to the doctor the way through for pupils to listen. Play it 2 Tony: shouldn’t go to school again for them to do the task. Get them to 3 Phong: shouldn’t eat ice cream compare their answers before checking as a 4 Mrs Green: shouldn’t carry heavy things class. Play the recording again to confirm the Audio script answers. Give explanations for answers which 1. Quan: I don’t feel very well. pupils find difficult. Mai: What’s the matter with you? Quan: I have a stomach ache. Mai: Sorry to hear that. You should go to the doctor now, Quan. Quan: OK, I will. Thanks 2. Tony’s mother: You don’t look very well. What’s the matter with you? Tony: I have a fever. Tony’s mother: Let me see. Oh, you’re very hot. You shouldn’t go to school today. 3. Mai: Let’s have ice cream. Nam: Great idea! Phong: Sorry, I can’t. Mai: What’s the matter with you, Phong? Phong: I have a bad toothache. Mai: Oh, then you shouldn’t eat ice cream. How about milk? Phong: Good idea. Thanks, Mai 4. Nam: Hi, Mrs Green. What’s the matter with you? Mrs Green: I have a backache. Nam: Sorry to hear that. Oh, you shouldn’t carry heavy things. Let me help you. Mrs Green: Thanks, Nam. That’s very kind of you. Tell the class that they are going to read and do the task. Give them a few seconds to read the sentences. Remind them to focus on the context to select the appropriate words. Set a time limit for pupils to do the task independently. Monitor the activity and offer help, if necessary. Get 5. Read and complete. Then say aloud. Quan: Where’s Phong? Mai: He can’t go to school today. Quan: Why not? What’s the (1) matter with him? Mai: He (2) has a bad cough and is going to them to compare their answers in pairs before checking as a class. Sts read aloud T tells sts that they are going to play the game. T reminds sts how to play the game and let the game begin. T announces the winner. see the (3)doctor this morning. Quan: Oh, really? Poor him! Mai: What’s the matter with you, Tony? Tony: I have a pain in my (4) stomach. Mai: Oh, dear. You should take a (5) rest. now and go to the doctor later. Tony: Yes, I will. Thanks, Mai 6. Let’s play. What’s the mattter with you? (Charades) T asks Sts to focus on the structure once again and retells the content of the lesson III/ Consolidation: Focusing on the structure once again. Retelling the content of the lesson Teacher asks Sts to learn at home and prepare for the next part. IV/ Assignments: Learn the lesson by heart Prepare for the next part Unit 11: What’s the matter with you? Lesson 3.1 Week:19 Period: 75 Date of teaching: Thursday, January 13th 2017 Teacher’s and students’ activities Sts and T greet each other T spend a few minutes revising the previous lesson by inviting some pupils to role-play the conversations in Lesson 2, Activity 5. Tell the class that they are going to practise saying questions and answers with the correct intonation.. Play the recording all the way through for pupils to listen and follow in their books. Then play it again for them to repeat all the words and sentences twice. Contents I/ Class order: Greeting and checking attendance Warm up: Lesson 2, Activity 5. II/ New lesson: 1. Listen and repeat 1. What’s the matter with you? I have a headache. v 2. What’s the matter with you? I have a toothache. v 3. What’s the matter with you? I have a stomach ache v v v v Language note: Wh-questions usually have a falling intonation, which can be marked with an arrow like this at the end. 2. Listen and circle a or b. Then ask and Tell pupils that they are going to listen to the answer. recording and do the task. Play the recording all Key: 1 b 2 b 3 a 4 a the way through for pupils to listen. Play it Audio script again for them to do the task. Get them to 1. What’s the matter with you? I have a compare their answers before checking as a headache. class. Play the recording again to confirm the 2. What’s the matter with you? I have a answers. Give explanations for answers which backache. pupils find difficult. 3. What’s the matter with you? I have a stomach ache. 4. What’s the matter with you? I have a pain in my stomach. 3. Let’s chant. What’s the matter with you? Tell the class that they are going to say the chant. Have them read the chant and check their comprehension. Play the recording all the way through for pupils to listen and follow in their books. Then play it again for them to repeat line by line. Have them practise chanting and doing actions in groups. Invite two or three groups to say the chant and do actions. T asks Sts to focus on the structure once again and retells the content of the lesson What’s the matter with you? I have a toothache. You should go to the dentist. You shouldn’t eat lots of sweets. What’s the matter with you? I have a headache. You should go to the doctor. You shouldn’t watch too much TV III/ Consolidation: Focusing on the structure once again. Retelling the content of the lesson Teacher asks Sts to learn at home and prepare for the next part IV/ Assignments: Learn the lesson by heart Prepare for the next part Lesson Plan Teacher: Văn Ngọc Trân Day: 16/1/2017 Class: 5 Unit 11: What’s the matter with you? Lesson 3.2 Week: 19 Period: 76 Date of teaching: Friday, January 16th 2017 Teacher’s and students’ activities Sts and T greet each other T asks sts to chant and do the actions Tell the class that they are going to read and do the task. Give them a few seconds to read the sentences. Remind them to focus on the context to select the appropriate words. Set a time limit for pupils to do the task independently. Monitor the activity and offer help, if necessary. Get them to compare their answers in pairs before checking as a class. Contents I/ Class order: Greeting and checking attendance Warm-up: chant What’s the matter with you? II/ New lesson: 4. Read and match. Then say. Key: 1 f 2 d 3 e 4 a 5 c 6 b How to stay healthy 1. Wash your hands 2. Eat 3. Do 4. Brush 5. Keep your nails 6. Take a. your teeth twice a day. b. a shower every day. c. short and clean. d. healthy foods. e. morning exercise regularly. f. before having meals. 5. Write your advice. Tell the class that they are going to write some advice for the characters. Have them read the questions and check their understanding. Set a time limit for them to do the task. Monitor the activity and offer help, if necessary. Get them to swap and read their writing before inviting one or two pupils to read their answers aloud and give feedback. Suggested answers: 1 Tony should brush his teeth after meals. He shouldn’t eat ice cream. 2 Quan should keep warm. He shouldn’t go out. 3 Phong should eat healthy foods. He shouldn’t eat too much chocolate. 4 Phong should keep warm. He shouldn’t talk too much or eat ice cream Tell the class that they are going to do a project. 6. Project They should work in groups to discuss. Set a Talk about two health problems and give time limit for them to do the task. Invite a few groups to present their project to the class and talk about them. If there is not enough time, give the activity as homework and talk about that in the next lesson as a warm-up activity. Have the class read the statements and check their comprehension. Give them time to colour the stars and invite a few pupils to read the statements aloud. Give further support to pupils who find it difficult to achieve certain objectives. T asks Sts to focus on the structure once again and retells the content of the lesson Teacher asks Sts to learn at home and prepare for the next part advice. 7. Colour the stars. Now I can ... • ask and answer questions about common health problems and give advice.  • listen to and understand texts about common health problems.  • read and understand texts about common health problems.  • write advice on common health problems.  III/ Consolidation: Focusing on the structure once again. Retelling the content of the lesson IV/ Assignments: Learn the lesson by heart Prepare for the next part Lesson Plan Teacher: Văn Ngọc Trân Day: 17/1/2017 Class: 5 Unit 12: Don’t ride your bike too fast. Lesson 1.1 I/ Objectives: By the end of the lesson students can: - Asking and answering questions about possible accidents at home - Asking and answering questions about accident prevention II/ Language contents: 1/ Grammar: Don’t ...! - OK, I won’t. Why shouldn’t I ...? - Because ... 2/ Vocabularies: knife, matches, stairs, stove, arm, leg, climb, run down, fall off, break, cut, burn 3/ Pronunciation: Intonation Don’t play with the knife! v OK, I won’t. v Why shouldn’t I play with the knife? v Because you may cut yourself v III/ Techniques: Eliciting and suggestion IV/ Teaching aids: Pictures, text book, cassette player and lesson plan V/ Procedures: Week: 20 Period: 77 Date of teaching: Monday, January 17th 2017 Teacher’s and students’ activities Sts and T greet each other Have the class report the results of the class health survey from Unit 11, Lesson 3, Activity 6. Introduce the new lesson by writing the unit title on the board and have pupils repeat it twice. T introduces the new lesson and gives new words T reads new words a few times, sts repeat. T asks Sts to read. T corrects their pronunciation. T explains the model sentences then asks Sts to Contents I/ Class order: Greeting and checking attendance Warm up: Unit 11, Lesson 3, Activity 6. II/ New lesson: * New words: Knife matches stairs stove climb run down cut burn Model sentences: translate and try to practice with their friends. A: Don’t play with matches B: OK. I won’t. Have the class look at the pictures. Introduce the story by pointing at each character and ask the Sts answer some questions. Play the recording all the way through for the class to listen and follow in their books. Play it again for them to repeat line by line. If there is enough time, sts can role play to say aloud. 1. Look, listen and repeat. Tom: What are you doing, Mary? Mary: I’m cutting the cabbage Tom: Don’t play with the knife! You may cut yourself. Mary: OK Tom: What are you doing with the stove? Mary: I want to cook the cabbage. Tom: Don’t touch the stove! You may get a burn. OK, I won’t. Tell the class that they are going to practise asking and answering the sentence patterns of the lesson. Point at each picture and ask the question for pupils to answer chorally. Have pupils practise asking and answering in pairs. Monitor the activity and offer help, if necessary. Invite one or two pairs to speak to check their performance. 2. Point and say a. play with matches Don’t play with matches OK, I won’t. b. ride your bike too fast Don’t ride your bike too fast OK, I won’t. c. climb the tree Don’t climb the tree OK, I won’t. d. run down the stairs Don’t run down the stairs OK, I won’t. Tell the class that they are going to practise further by asking and answering sentence patterns of the lesson. Get pupils to work in groups. Remind them to use the questions and answers in their books. Set a time limit for the class to practise. Monitor the activity and offer help, if necessary. Invite a few pupils to repeat their interviews to the class. Then give feedback. 3. Let’s talk. Ask and answer questions about accidents at home and give advice. What are you doing ? I want to Don’t OK, I won’t. T asks Sts to focus on the structure once again and retells the content of the lesson III/ Consolidation: Focusing on the structure once again. Retelling the content of the lesson Teacher asks Sts to learn at home and prepare for the next part. IV/ Assignments: Learn the lesson by heart Prepare for the next part Lesson Plan Teacher: Văn Ngọc Trân Day: 18/1/2017 Class: 5 Unit 12: Don’t ride your bike too fast. Lesson 1.2 Week: 20 Period: 78 Date of teaching: Wednesday, January 18th 2017 Teacher’s and students’ activities Sts and T greet each other T spends a few minutes revising the previous lesson by inviting one or two pairs of pupils to talk about accidents at home and give advice in front of the class, using Don’t ...! and OK, I won’t Contents I/ Class order: Greeting and checking attendance Warm up: Revising the last lesson II/ New lesson: 4. Listen and tick. Tell pupils that they are going to listen to the recording and do the task. Play the recording all Key: 1 b 2 c 3 a 4 b Audio script the way through for pupils to listen. Play it 1. Mother: What are you doing with the knife, again for them to do the task. Get them to Mary? compare their answers before checking as a Mary: I’m cutting the fruit. class. Play the recording again to confirm the Mother: Don’t play with the sharp knife! You answers. Give explanations for answers which may cut yourself! pupils find difficult. Mary: OK, I won’t, Mum. 2. Phong: I’m going to run down the stairs. Tom: Don’t do it! Phong: Why not? Tom: It’s dangerous. Phong: OK. 3. Linda: Hey, Trung. Where are you going? Trung: I’m riding to the sports centre. Linda: Don’t ride your bike too fast! Trung: Don’t worry. I won’t. 4. Mai: What are you doing here, Nam? Nam: Look. I’m going to climb the tree to pick some apples. Mai: Don’t climb the tree! Nam: OK, I won’t. Tell the class that they are going to read and do the task. Give them a few seconds to read the sentences. Remind them to focus on the context to select the appropriate words. Set a time limit for pupils to do the task independently. Monitor the activity and offer help, if necessary. Get 5. Read and complete. One day, Peter was bored. He was in his (1) room and his mother was (2) cooking in the kitchen. She asked loudly “Where are you, Peter?” He (3)answered, “I’m upstairs, Mum.” His mother heard him them to compare their answers in pairs before checking as a class. Tell the class that they are going to sing a song. Have them read the lyrics and teach the unfamiliar words. Check comprehension. Play the recording all the way through for pupils to listen and follow in their books. Play it again for them to repeat line by line. When the class are familiar with the melody, ask them to sing along with the music before having them practise singing and doing actions in groups. Invite a group to sing the song and do actions. running down and said “Don’t (4) run down the stairs!” Peter replied “OK, I (5) won’t do it again, Mum.” 6. Let’s sing. Don’t do that! What are you doing? I’m going to run down the stairs. Don’t do that! It’s dangerous. Really? Yes! OK, I won’t. What are you doing? I’m going to climb that tree over there. Don’t do that! It’s dangerous. Really? Yes! OK, I won’t. What are you doing? I’m going to ride my bike down this busy road. Don’t do that! It’s dangerous. Really? Yes! OK, I won’t. T asks Sts to focus on the structure once again and retells the content of the lesson III/ Consolidation: Focusing on the structure once again. Retelling the content of the lesson Teacher asks Sts to learn at home and prepare for the next part. IV/ Assignments: Learn the lesson by heart Prepare for the next part Lesson Plan Teacher: Văn Ngọc Trân Day: 19/1/2017 Class: 5 Unit 12: Don’t ride your bike too fast. Lesson 2.1 Week: 20 Period: 79 Date of teaching: Thursday, January 19th 2017 Teacher’s and students’ activities Sts and T greet each other T asks sts to sing the song Sts sing the song. T introduces the new lesson and gives new words T reads new words a few times, sts repeat. T asks Sts to read. T corrects their pronunciation. Contents I/ Class order: Greeting and checking attendance Warm up: Let’s sing: Don’t do that! II/ New lesson: * New words: arm leg Model sentences: T explains the model sentences then asks Sts to A: Why shouldn’t I play with the knife? translate and try to practice with their friends. B: Because you may cut yourself Have the class look at the pictures. Introduce the story by pointing at each character and ask the Sts answer some questions. Play the recording all the way through for the class to listen and follow in their books. Play it again for them to repeat line by line. If there is enough time, sts can role play to say aloud. Tell the class that they are going to practise asking and answering the sentence patterns of the lesson. Point at each picture and ask the question for pupils to answer chorally. Have pupils practise asking and answering in pairs. Monitor the activity and offer help, if necessary. Invite one or two pairs to speak to check their performance. 1. Look, listen and repeat. Look. What are these children doing, class? They’re looking at the apples on the tree What is this boy doing? He’s climbing the apple tree. Should he do that? No, he shouldn’t. Why shouldn’t he climb the tree? Because he may fall and break his leg. 2. Point and say. a. play with the knife/ Why shouldn’t I play with the knife Because you may cut yourself b. play with the stove/ get a burn Why shouldn’t I play with the stove Because you may get a burn c. ride too fast/ fall off your bike Why shouldn’t I ride too fast Because you may fall off your bike d. run down the stairs/ break your arm Why shouldn’t I run down the stairs Because you may break your arm Tell the class that they are going to practise further by asking and answering sentence patterns of the lesson. Get pupils to work in groups. Remind them to use the questions and answers in their books. Set a time limit for the class to practise. Monitor the activity and offer help, if necessary. Invite a few pupils to repeat their interviews to the class. Then give feedback. 3. Let’s talk. Ask and answer questions about why someone shouldn’t do something. What is he/she doing? He/She is __________. He/She shouldn’t do that! Why shouldn’t he/she …? Because he/she may __________. T asks Sts to focus on the structure once again and retells the content of the lesson III/ Consolidation: Focusing on the structure once again. Retelling the content of the lesson Teacher asks Sts to learn at home and prepare for the next part. IV/ Assignments: Learn the lesson by heart Prepare for the next part Lesson Plan Teacher: Văn Ngọc Trân Day: 20/1/2017 Class: 5 Unit 12: Don’t ride your bike too fast. Lesson 2.2 Week: 20 Period: 80 Date of teaching: Friday, January 20th 2017 Teacher’s and students’ activities Sts and T greet each other T spends a few minutes revising the previous lesson by inviting a few pairs of pupils to act out the story in Activity 1. Contents I/ Class order: Greeting and checking attendance Warm up: Activity 1. II/ New lesson: 4. Listen and complete with one word. Key: 1 sharp 2 wall 3 burn 4 arm Tell pupils that they are going to listen to the recording and do the task. Play the recording all Audio script 1. Mother: You shouldn’t use that knife! the way through for pupils to listen. Play it Tony: Why not? again for them to do the task. Get them to Mother: Because it’s very sharp. compare their answers before checking as a Tony: OK, Mum. Sorry. class. Play the recording again to confirm the 2. Linda: Hey, Nam. You shouldn’t climb the answers. Give explanations for answers which wall! pupils find difficult. Nam:Why not? Linda: Because you may fall and break your leg. Nam: OK, I won’t. 3. Peter: You shouldn’t play with the stove, Mai. Mai: Why not? Peter: Because you may get a burn. Mai: Right. Thank you, Peter. 4. Linda: Tom, don’t ride too fast! Tom: Why not? Linda: Because you may fall off your bike and break your arm. Tom: OK. I’ll slow down. Tell the class that they are going to read and do the task. Give them a few seconds to read the sentences. Remind them to focus on the context to select the appropriate words. Set a time limit for pupils to do the task independently. Monitor the activity and offer help, if necessary. Get them to compare their answers in pairs before checking as a class. 5. Read and complete. Tom: What are you holding in your hand? Phong: A (1) knife Tom: Oh, no. It’s dangerous. (2) Don’t play with it! Phong: (3) Why shouldn’t I play with it? Tom: Because you may cut (4) yourself. Phong: I can (5) see that. Thank you, Tom. 6. Let’s play. T tells sts that they are going to play the game. T reminds sts how to play the game and let the game begin. T announces the winner. T asks Sts to focus on the structure once again and retells the content of the lesson III/ Consolidation: Focusing on the structure once again. Retelling the content of the lesson Teacher asks Sts to learn at home and prepare for the next part. IV/ Assignments: Learn the lesson by heart Prepare for the next part Lesson Plan Teacher: Văn Ngọc Trân Day: 6/2/2017 Class: 5 Unit 12: Don’t ride your bike too fast. Lesson 3.1 Week: 21 Period: 81 Date of teaching: Monday, February 6th 2017 Teacher’s and students’ activities Sts and T greet each other T spends a few minutes revising the previous lesson by having the class play Spelling bee with words such as: don’t, play, ride, knife, stove, should, shouldn’t, because, may and fall. At the end of the game, have them make sentences with Don’t ... and Because .. Tell the class that they are going to practise saying sentences with falling intonation. Play the recording all the way through for pupils to listen and follow in their books. Then play it again for them to repeat all the sentences twice. Contents I/ Class order: Greeting and checking attendance Warm up: game: Spelling bee II/ New lesson: 1. Listen and repeat 1. Don’t play with the knife! v OK, I won’t. 2. Don’t play with matches. OK, I won’t. 3. Why shouldn’t I play with the knife? Because you may cut yourself. 4. Why shouldn’t I play with the stove? Because you may get a burn. 2. Listen and circle a or b. Then say the sentences aloud. Tell pupils that they are going to listen to the recording and do the task. Play the recording all Key: 1 a 2 a 3 b 4 b Audio script the way through for pupils to listen. Play it 1. Don’t play with the knife! again for them to do the task. Get them to 2. Don’t climb the wall! compare their answers before checking as a 3. Why shouldn’t he ride his motorbike too class. Play the recording again to confirm the fast? answers. Give explanations for answers which 4. Why shouldn’t she play with the stove? pupils find difficult. 3. Let’s chant Why shouldn’t he do that? Tell the class that they are going to say the chant. Have them read the chant and check their Look at Jim. What’s he doing? comprehension. Play the recording all the way He’s riding his bike too fast. through for pupils to listen and follow in their books. Then play it again for them to repeat line Should he ride it too fast? by line. Have them practise chanting and doing No, he shouldn’t. actions in groups. Invite two or three groups to Why not? He may fall off his bike. say the chant and do actions. Look at Mary. What’s she doing? She’s playing with a cat on the street. Should she play with the cat? No, she shouldn’t. Why not? It may scratch her face T asks Sts to focus on the structure once again and retells the content of the lesson Teacher asks Sts to learn at home and prepare for the next part III/ Consolidation: Focusing on the structure once again. Retelling the content of the lesson IV/ Assignments: Learn the lesson by heart Prepare for the next part Lesson Plan Teacher: Văn Ngọc Trân Day: 8/2/2017 Class: 5 Unit 12: Don’t ride your bike too fast. Lesson 3.2 Week: 21 Period: 82 Date of teaching: Wednesday, February 8th 2017 Teacher’s and students’ activities Sts and T greet each other T asks sts to chant and do the actions Tell the class that they are going to read and do the task. Give them a few seconds to read the sentences. Remind them to focus on the context to select the appropriate words. Set a time limit for pupils to do the task independently. Monitor the activity and offer help, if necessary. Get them to compare their answers in pairs before checking as a class. Tell the class that they are going to write sentences about accidents that may happen to Tony, Linda and Quan.. Have them read the questions and check their understanding. Set a time limit for them to do the task. Monitor the Contents I/ Class order: Greeting and checking attendance Warm up: chant Why shouldn’t he do that? II/ New lesson: 4. Read and do the tasks. 1. Circle the best title Key: b a. Common accidents c. How to be safe at home b. Preventing children from falling Falling is a common type of accident for young children at home. Your baby brother or sister may fall off a bed or a sofa. He or she may also fall down the stairs. The following tips can help to keep your baby brother or sister safe: • Make sure he or she can’t roll off the bed. • Make sure he or she can’t open any windows. • Don’t let him or her go near the stairs. • Don’t let him or her out on the balcony. 2. Tick True (T) or False (F). Key: 1 T 2 F 3 T 4 F 5 F 1. Babies may roll off a sofa. 2. You shouldn’t stop your baby brother or sister when he or she climbs the stairs. 3. You should make sure he or she can’t roll off the bed. 4. Do not open any windows at home. 5. Allow him or her to play on the balcony alone sometimes 5. Write what may happen. 1. Tony’s playing with a sharp knife. He may cut himself 2. Linda’s playing with a neighbour’s cat. It may scratch her face 3. Quan’s riding his bike too fast. He may fall activity and offer help, if necessary. Get them to off his bike and break his arm swap and read their writing before inviting one or two pupils to read their answers aloud and give feedback. 6. Project Tell the class that they are going to do a project. Make a poster about home accidents and how They should work in groups to discuss. Set a to avoid them. time limit for them to do the task. Invite a few groups to present their project to the class and talk about them. If there is not enough time, give the activity as homework and talk about that in the next lesson as a warm-up activity. 7. Colour the stars. Now I can ... Have the class read the statements and check  ask and answer questions about preventing their comprehension. Give them time to colour accidents at home.  the stars and invite a few pupils to read the listen to and understand texts about preventing statements aloud. Give further support to pupils accidents at home.  who find it difficult to achieve certain  read and understand texts about preventing objectives. accidents at home.  write about possible accidents.  T asks Sts to focus on the structure once again and retells the content of the lesson III/ Consolidation: Focusing on the structure once again. Retelling the content of the lesson Teacher asks Sts to learn at home and prepare for the next part IV/ Assignments: Learn the lesson by heart Prepare for the next part