P6 t1 myhealth+188

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çHealth and Safety:- Food and Drinks, Sports and Games, Hobbies and Recreation.é
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1. Pupils sing a song : çSay Little Hené
American Folk-Songs, Mrs. Alice Price
Say little hen,
When, when, when
Will you lay me an egg for my tea?
Say little hen,
When, when, when
Will you try to supply what I need?
Climb up on your nest,
Do your little best,
Get it of your chest,
I will do the rest.
Say little hen,
When, when, when,
Will you lay me an egg for my tea?
Discuss about the song.
Do you like eggs? It the egg good for your health? etc.
2. The teacher encourage pupils to make up rhymes, such as :-
Eleven, twelve, we take care of health
Thirteen, fourteen, we clean ourselves
Fifteen, sixteen, we eat beans and rice
Seventeen, eighteen, food clean and spice
Nineteen, twenty, how lucky our lives.
P.W.
3. Pupils explore ways to stay healthy and safety
- Look at a classroom display of books about good health and
safety practices.
- Pupils discuss how exercise helps them stay healthy and safety.
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4. Pupils draw the Web of Health and Safety. Example:-
Discuss about the mind mapping above.
5. Teacher invites the doctor or nurse to speak to the class about
staying healthy and safety.
6. Pupils watch a film, a video-cassette or picture about tooth care and
discuss the importance of brushing regularly.
7. Pupils illustrate posters showing safety tips, such as using crosswalks
and buckling seat belts in cars.
Pupils write slogans to go with each poster.
8. Pupils explore how to be healthy and safety.
Pupils design the healthy & safety projects (work project).
Each group of children helps each other with work projects, such
as cleaning themselves, working in the school garden, Thai dancing
and playing in the field. They set the table time for morning exercise
and playing sports everyday, hiking and swimming on Saturday and
Sunday. Walking to school and watering plants & flowers. Pairs
group or pupils group discuss different types of teamwork for class-
mate. Pupils report about the project.
9. Pupils consider how helping themselves to be healthy and safety.
- Pupils discuss how playing and doing exercise in team easier and
happier than playing and doing alone.
Pupils listen to stories and tales with the theme of helping one
another.
10. Teacher invites speakers from the health and safety office or the
doctors to speak about how their organization help the people healthy
and safety.
11. Pupils interview teachers, parents or the community persons who are
- Good
- Fresh
- Enough
Good Health
Games Sports Drinks Food
- Football
- Seek & Hide
- Khima-songmueng
- Tennis
- Badminton
- Baseball
- Swimming
- Pure water
- Orange juice
- Fruit juice

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healthy and report to the class about the rewards of healthy and
safety persons.
12. Pupils make up rhymes, poems or songs and then Role-Playing.
13. Pupils show how they are safety and healthy.
Pupils design posters showing how they like to spend time with
others doing exercise and playing sports such as Thai-dancing,
Arobic dancing, playing pingpong, football, volleyball and tennis and
so on etc.
14. Pupils give speeches telling about grandparents, parents and the
family members, they enjoy spending time with friends and others
doing exercise and playing sports and games everyday or every
week.
Pupils report how to be safety if you are in displine. They discuss
and dictate the classroom rules for health and safety.
15. Reading & Comprehension.
çGood Health and How to Maintain It.é
from Comptonûs Encyclopedia and Fact-Index
Health One of manûs most valuable assets is good health. Good
health is more than merely not being sick. It is a general physical
mental condition which permits a person to lead a happy, useful and
successful life. Good health does not depend on physical soundness.
Many handicapped persons, for example, have learned to lead
rewarding lives. These people are considered to be healthy.
Two Health Fields
The subject of health is usually divided into two special fields
› personal health and public health. The two overlap in many ways.
Personal health concerns the physical and mental well-being of the
individual. Public health deals with the maintenance and improvement
of health in a community or of the public as a whole.
Public Health
Public health activities are planned, directed, and carried out by
various government and private agencies. Many of these agencies and
their activities are discussed in the article Health Agencies.
Personal Health
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Good personal health, like many other human traits, depends
partly upon heredity. Unfortunately some people are not born with
strong minds and bodies. No one can develop strength beyond his
capacity or cultivate his mind beyond its limits.
Answer these questions:-
1. What is the meanings of good health?
2. Are you good health? Why?
3. What is the public health?
4. What is the personal health?
5. How many meals do you have a day?
6. What is the important meal? (breakfast)
7. Are you over weight?
8. Is it good for you?
9. Should you do if you are over weight?
10. What is essential to good health, first of all?
(Sleep and Rest.)
16. Reading & Vocabulary Study:-
Home Safety
(from Comptionûs Encyclopedia and Fact Index)
Home should be the safest place of all, but carelessness makes
it one of the most dangerous. Because we keep on using tables and
chairs as ladders, misusing kitchen appliances, and leaving things on
the stairs for someone to trip over, more persons are killed in home
accidents than in all the factory, mine, railroad, and farm accidents
put together.
Answer these questions and fill the blanks:-
1. Which one should be the safest place of all? (Home or Farm)
Why?
2. Most of the accidents at home, there are..........(please tell...)
3. Do you think are you safe at home or not? Why?
4. How to set the home for safety?
5. What makes it one of the most dangerous?
After Reading, drill and spell all vocabularies.
17. Reading and Studying Vocabulary.

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School Safety
Many School (in America) have Junior Safety Councils or other
student organizations which act as steering committees for safety
work through that school. Safety patrols from the upper grades
prevent traffic accidents by directing pupils to cross the streets near
the schools at the right times and places. (A series of pamphlets
on how to organize councils and patrols may be obtained for a small
sum from the National Safety council.
Every child must co-operate by forming the right habits, learning
the proper skills, and thinking of the other fellow. Pencils, pens,
scissors, and other sharp articles should be kept with ends pointing
into the desk. Falls can be reduced by keeping schoolroom furniture
in orderly arrangement, desk, drawers shut, and feet beneath the
desks. About 10 percent of accidents in the school occur in halls
and on stairs. Reduce the hazards of falls by walking, not running.
Answer these questions:-
1. What is the Junior Safety Council?
2. What is the duty?
3. Who are the safety patrols in school?
4. What are their duties?
5. What are the proper skills, should be learned in school?
6. How many percents are there occur in halls and on stairs in the
school?
7. How to reduce the hazards of falls?
8. What are the most accidents in your school?
18. In stories, somethings cause other things is happen. Read the story.
Then read what happened and write why.
On the first day of summer vacation, Marvin woke up early
because he was going somewhere special.
Marvinûs mother drove him to the airport so that he could take
a plane to his grandfatherûs. Marvin wanted to be safe, so he buckled
his seat belt on the plane. Soon Marvin wanted to take a nap, so
he asked for a pillow and blanket.
Marvin ran when he got off the plane because he could see his
grandfather waiting at the gate.

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What happened? Why?
1) Marvin woke up early.
2) Marvinûs mother drove him to
the airport.
3) Marin buckled his seat belt.
4) Marvin asked for a pillow and
blanket.
5) Marvin ran.
Write what happens next and why.
19. Read headings and think about facts (About health) in çAnimal
Helpersé Write the fact under the headings.
Help your pet get better
(Answer:- Check your petûs ears and eyes.
Listen to your petûs heart.
Take Xûray or.................)
Clean cages
Feed the animals.
Keep animals happy and healthy.
Fish Helpers
See if water is clean enough.
See if there is food enough to eat.
Forest Rangers
Watch for forest fires.
Tell firefighters about fires.
What Can You Do, take good care of your pet
Follow rules at the zoo.
Donût play with matches.
Donût litter at the beach.
Teake them to the animalûs hospital.

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Donût let them away from home.
etc.
20. Read the story. Write the words in the sentences. Read the story
again to check your words. Then write each word with its meaning.
burglar police should chief quiet
Last night, someone took the clock from my sisterûs bedroom.
We called the police station, soon the chief came in his blue car
to help us.
The police chief told us that a burglar must have taken the clock
the burglar had been very quiet. We were lucky that he did not steal
anything else. The chief told us that we should put better locks on
our doors and windows.
1) the top person in charge chief
2) people who make sure laws are obeyed police
3) ought to should
4) not making a noise quiet
5) a person who steals things thief
Write three sentences about police jobs.
21. Skills
- Reading stories and writing about main ideas.
- Questions and Answers
- Comprehending, Thinking
- Composing, Thinking
- Class Relationship details
- Using Imagination
- Conversation
- Grammar and Usage
- Spelling
- Hand writing
22. Materials
Books, Films
Video tapes
çA Good Day to Sleep.é
çA Ride with Dadé

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Food and drink/restaurant
Handout Àπâ“ 1-2 ‡ªìπ A strip story ¢Õß Thai food ¡’μ—«≈–§√ 4 §π ·¡à·≈–≈Ÿ°Ê §π‚쇪ìπ‡¥Á°™“¬ Nag
§π°≈“߇ªìπ‡¥Á°À≠‘ß Noon ·≈–§π‡≈Á°‡ªìπ‡¥Á°™“¬ Nai
Àπâ“ 1
¿“æ 1 ·¡à∂“¡≈Ÿ°Ê What do you want?
Nai : I want rice and feied chicken, please.
¿“æ 2
Noon : I want rice and chicken curry, please.
Nang : Oh, Iûm hungry! I want rice, an omelette, fried fish and tom-yam-kung, please.
¿“æ 3 Nai ≈Ÿ°™“¬§π‡≈Á°°”≈—ß√—∫ª√–∑“πÕ¬à“߇Õ√Á¥Õ√àÕ¬ 查¢÷Èπ«à“
Nai : Mum! This is delicious!
¿“æ 4 ·¡à : Do you want an ice cream?
Nai : Oh, yes please! I want a chocolate ice cream!
Àπâ“ 2
¿“æ 5 Noon : I donût want a chocolate ice cream. I want mangoesteens and rambutans, please.
¿“æ 6 Nag : And I want a chocolate and banana and vanila ice cream, please!
¿“æ 7 Nag : Mum! This is great!
¿“æ 8 Nag : Oh, dear. My tummy hurts. I want to go home!
Àπâ“ 3
Western food

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Thai Food
NAI
NANG
NOON

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Handout
Read and point

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Write
Answer the questions

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Period 1
Topic : Food and Drink / restaurant
Aims : Language ë Presentation of present simple with: want, donût want, Do you want?
Other ë Revision of food vocabulary
Vocabulary : omelette, fried, delicious, tummy, hurt, rambutan, mangoesteen
Materials : Handout p.1-2; worksheets p.1-2
Warm up : -Revise foods learnt in the previous level course (apple, burger, chips, cheese, grapes, sandwich,
tomato, vegetables, fruit, orange, meat, peas, beans, pizza, ice cream) by asking individual pupils
to pick up the correct flashcards (drawing or words). They should call out the spelling of those
words too. Do choral and individual repetition.
Presentation : Handout p.1-2
- Teach the new words (as shown above) by writing these foods on the board. Then ask pupils
which of the foods on the board are their favourite.
- Mime hunger, and say : Iûm hungry. Point to foods on the board and say : I want (rice) and
(fried chicken). etc.
Practice :
1. Ask individual pupils to come to the board and point to the foods, and say : I want (an omelette)
and (rambutans).
2. Point to the foods and ask pupils. Do you want..........? Encourage them to answer Yes I do.
/ No, I donût.
3. Pairs work: Let them ask each other about the foods on the board. Do you want..........? Yes,
I do. / No, I donût. Remind them to change roles so that they can both ask and answer questions. Go
round the class helping where necessary.
4. Handout p.1-2 Tell pupils to look at the cartoon strip and ask : What do you think the story
is about? What is happening to Nag? (the last picture)
5. Read the dialogue (cartoon strip) pupils listen and read chorally after the teacher. Next, ask them
to read silently. Explain to them what they donût understand. Do this several times until pupils are confident
with the text.
6. Then ask the class to act out the dialogue in groups of four.
7. Western Food
Handout p.3 Read and point: Ask pupils to take turns to read and point to the appropriate pictures
in the handout.
Production : Write Worksheet 1-2
1. Answer the questions.
2. Point to the food pictures and ask pupils to say the names. Then ask pupils to work in pairs
to complete the crossword.
(Answers : Across 3. chocolate, 4. pizza, 7. burger, 10. chicken, 12. cheese, 13. sweets, 14 peas
Down 1. omelette, 2. salad, 3. chips, 5. apple, 6. fish, 8. rice, 9. beans, 11. cake)

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Period 2
Topic : Food and Drink / restaurant
Aims : Language ë practice of present simple with want
Other ë build up creative thinking
Vocabulary : menu, apron, tablecloth
Materials : Handout p.3; worksheet p.3 (Adapted from Pupilûs Book 3 and Workbook 3 çGet Set Go! by
Cathy Lawday Oxford University Press 1996); pupilsû menus; songs›The chicken curry / spaghetti
/ a salad, etc.
Warm up : Sing along
Write the song words on the board, then sing meanwhile the class listen and try to hum the tune.
Next, ask pupils to sing along. Here are the words:
1. Do you want chicken curry? Yes, I do.
I do too, I do too.
Do you want chicken curry? Yes, I do.
I want chicken curry, too.
2. Do you want spaghetti?
No, thank you.
No, thank you.
Iûm not hungry.
(The above songs can be adapted, by using other foods like a salad / a hot dog / a sandwich,
etc.)
Presentation : Hand out p.3 › An example of a menu
1. Let pupils look at the menu. Encourage them to make their own menus. They must draw and
colour pictures of the foods they want to include on the menus and also write the words. Go round the
class helping where necessary.
2. Revise foods by asking pupils to show their partner their menu and to explain what all the foods
on it are.
Practice : Worksheet p.3 Look and say
1. Ask pupils to look at the picture. Explain that the three people are in a restaurant, looking at
the menu, and thinking about what they want. Ask pupils to tell you what each of the people in the restaurant
wants.
2. Worksheet p.3 Write
Pupils complete the sentences, then compare their answer in pairs.
(Answers : Man : I want chicken, rice and peas, please.
Woman : I want an omelette and salad, please.
Child : I want fish and chips, please.

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3. Worksheet p.3 Odd one out
Ask pupils to discuss in pairs which word they think is the odd one out. Ask them which word
they have chosen, and to explain their answer.
(Answers 1. penguin the other three words are foods.)
4. Worksheet p.3 Draw and write about you.
Pupils draw pictures and write sentences about the food they want to have for lunch. Go round
the class helping where necessary. Pupils may colour the pictures too.
5. Handout p.3 You game.
- Let pupils act out a scene in a restaurant using the menus they made. Demonstrate with one
pupil at the front of the classfirst. Make a restaurant in the classroom by placing a desk and two chairs
at the front of the class, and putting the tablecloth over the desk. Put on the apron. You play the part
of the waiter, the pupil plays the customer. The customer reads from his/her menu, and tells you what they
want.
6. Repeat with a different pupil. This time the pupil plays the waiter and you play the customer.
7. Pupils practise acting out the scene in pairs. Go round the class helping where necessary.
8. When they have practised their scenes, ask pairs of pupils to come to the ùrestaurantû at the
front of the class and act out the scene for the rest of the class.
Production :
1. A memory game
Pupil A says a phrase, e.g. I want an apple.
Pupil B repeats this phrase and adds another, e.g. I want an apple and a mongoesteen.
Pupil C repeats the phrase and adds another, e.g. I want an apple, a mangoesteen, and a rambutan.
Continue until the eighth pupil has added their phrase, then ask the class to repeat the whole
thing.
2. Encourage pupils (if there is enough time) to make a new song by means of those they have
sung at the ùwarm upû stage. The song begins with çDo you want..........?é

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Period 3
Topic : Food and Drink
Aims : Revision of food ë practice of : some, there is / there are + singular, plural and uncoutable foods
Vocabulary : jam, lemonade, oil, trolley
Materials : Handout p.4 and worksheet p.4 (Adapted from Cathy Lawdayûs Get Set Go! Pupilûs Book 3
p.66 and workbook 3 p.86, Oxford University Press 1996)
Warm up : Revise foods by playing a guessing game with the class.
Ask one pupil to come to the front of the class and to whisper to you a food that he/she wants.
The class must try to guess the food by asking you questions › Does he/she want an ice cream? Does
he/she want a mangoesteen? etc. Your answer Yes, he/she does / No, he/she doesnût, etc. until the class
guess correctly. The pupil who guesses correctly then come to the front of the class and whispers a food
to you, and the class, play again.
(Note: Write all those words on the board.)
Presentation :
1. Ask pupils to look at the board e.g.
a mangoesteen, an egg, one apple, two bananas, five oranges, some milk, some sugar etc.
Remind pupils that ùa / an / oneû are for a singular item and ùsomeû for uncountable items.
2. Handout p.4: Listen, read and say
Explain the pupils that the foods : jam, lemonade, oil, cola are uncountable items. Make sure
they understand the meaning of each word.
Read Handout p.4: Pupils listen, read and say.
3. Add the word jam, lemonade, oil and cola on the board. Then ask the class which of the words
on the board are uncountable (e.g. chocolate, omelette, meat, rice, milk, chicken curry, mangoesteen, rambutan,
orange, cola, jam, oil, lemonade). Do choral and individual repetition of some milk, some oil, some rice,
etc.
Practice :
1. Worksheet 4.1 Find the words
Let pupils do the activity in pairs. (Answers : jam, oil, lemonade, egg(s), orange, sugar, rice,
cake, chocolate, meat.)
2. Write on the board : a banana, three oranges, some rice.
Remind the class that we say ùThere isû with single item (e.g. There is a banana) and ùThere
areû with plural items (e.g. There are three oranges.)
Explain that with uncountable we use thereûs (e.g. Thereûs some rice / sugar / milk). Do choral
and individual repetition of : Thereûs a banana. There are three oranges, Thereûs some rice. Thereûs some
milk. etc.

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3. Handout 4.2 Point and say
Do the activity with the whole class. Call out the numbers, and ask the class to say the
appropriate phrase using thereûs or there are.
Make sure that pupils understand what to do, ask them to do the activity in pairs. Go round
the class helping where necessary.
4. Go through the table on worksheet 4.2 with the class. Remind pupils that we use thereûs + a
/an/one with single items; thereûs + some with uncountable items.
Worksheet 4.3 Write
Go through the task with the class by asking them to make statements about the foods in the
pictures. Then ask them to work in pairs, completing the sentences. Go round the class helping where
necessary.
(Answers : 1. Thereûs an egg.
2. Thereûs some sugar.
3. There are two ice creams.
4. There are two bananas.
5. Thereûs a tomato.
6. There are three lemons.
7. Thereûs some meat.
8. Thereûs a pizza.
9. Thereûs some rice.
10. Thereûs some chocolate.
Production: A drawing guessing game with food words.
Draw a food e.g. ùpapayaû on the board. Encourage pupils to guess the picture by saying. Is
it a papaya? Is it is sandwich? Is it some cola? The pupil who guesses correctly can draw the next picture.

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Handout 4

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Worksheet 4
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