LESSON PLAN

(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)

UNIT 3: HEALTHY LIVING FOR TEENS

Lesson 1: Getting started – Advice from a School Counsellor
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Healthy living for teens;
- Gain vocabulary to talk about how to have a well-balanced life as a secondary student.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and team work.
3. Personal qualities
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.

II. MATERIALS
- Grade 9 textbook, Unit 3, Getting started
- Computer connected to the Internet
- Projector / TV
- [Link]
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. maintain (v) /meɪnˈteɪn/ make something continue at the same level, duy trì
standard, etc.

2. advice (n) /ədˈvaɪs/ an opinion or a suggestion about what somebody lời khuyên
should do in a particular situation

3. bring about (ph. v) /brɪŋ əˈbaʊt/ make something happen đem lại, gây ra

4. balance (v) /ˈbæləns/ give equal importance to two things or parts of cân bằng
something which are very different

5. manage (v) /ˈmænɪdʒ/ control or be in charge of a business, a team, an quản lý

organization, land, etc.

6. priority (n) /praɪˈɔːrət/ something that is very important and must sự ưu tiên
be dealt with before other things

Assumption

Anticipated difficulties Solutions

Students may lack experience of group/ teamwork. - Encourage students to work in groups so that they can help each other.
- Give short, clear instructions and help if necessary.
 III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
– To create an active atmosphere in the class before the lesson;
– To review the previous units;
– To lead into the new unit.
b. Content:
- I.N.I.T.I.A.L GAME
c. Expected outcomes:
- Having a chance to speak English and focus on the topic of the lesson.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: I.N.I.T.I.A.L GAME - Ss work in 2 teams and follow the teacher's instruction Mystery word: COUNSELLOR
- T divides the class into 2 teams. to play the game. 1. CONGESTION
- T shows 10 different pictures. - Ss answer the questions individually. 2. OVERCROWDED
- Ss are shown different pictures, and they need to take the 3. UNDERGROUND
first letter from each picture to form the mystery word. 4. NOISE
- Which team finds the mystery word first will become the 5. SKY TRAIN
winner. 6. ELECTRICIAN
- T leads to the new unit. Write the unit title Advice from 7. LEFTOVERS
School Counsellor on the board. Ask Ss to guess what they 8. LAKE
are going to learn about in this unit. 9. OLD
10. RUSH HOUR
Questions:
1. Does your secondary school have a school
counsellor?
2. What does a school counsellor do in a secondary
school?
Suggested answers:
e.g. listen to students; provide emotional support; help
students cope with stress; offer guidance and advice;
assist with academic planning; help students develop
problem-solving skills; provide resources for students
in need; support mental health and well-being;
promote healthy relationships, etc.)

e. Assessment:
- Teacher checks students’ answers and gives feedback.
2. ACTIVITY 1: PRESENTATION (5 mins)
a. Objectives:
– To set the context for the introductory dialogue;
– To introduce the topic of the unit.
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Know more new words;
- Understand the conversation; topic of the lesson, …
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching - Students guess the meaning of words. New words:
- T introduces the vocabulary. 1. maintain (v)
- T explains the meaning of the new vocabulary by pictures. 2. advice (n)
- T reveals that these six words will appear in the reading text 3. bring about (ph.v)
and asks students to open their textbooks to discover further. 4. balance (v)
5. manage (v)
6. priority (n)

e. Assessment:
- Teacher checks students’ pronunciation and gives feedback.
3. ACTIVITY 2: PRACTICE (30 mins)
a. Objectives:
- To help students read for specific information about advice from a school counsellor;
- To help students learn words and phrases related to healthy living for teens;
- To help students use the words in context.
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again and tick T (True) or F (False).
- Task 3: Match the words with their definitions.
- Task 4: Complete the sentences with the words in the box.
c. Expected outcomes:
- Students understand the conversation and topic of the lesson and can complete the tasks successfully.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (7 mins)

- T asks Ss to look at the pictures in the book and answer the - Students answer the questions in pairs. Questions:
questions. - Students listen to the recording. - Who are in the conversation? - What are they talking
- T plays the recording twice. Ss listen and read along. - Students read the conversation aloud. about?
- T checks Ss’ prediction. Suggested answers:
- T calls 4 Ss to read the conversation aloud in pairs. - They are a school counsellor, Nick, Mai, Phong, and
their classmates.
- They are talking about how to maintain good
physical and mental health.
(The dialogue on page 28)

Task 2: Read the conversation again and tick T (True) or F (False). (7 mins)

- T asks Ss to work in pairs to read the conversation again. - Students work independently to underline the Answer key:
keywords in the statements and find answers. 1. T
- T asks Ss to underline the keywords in the statements and find
- Students work in pairs to compare answers. 2. F
answers.
3. F
- T has pairs work together for one minute to compare - Students give the answers and check them as a class.
4. T
answers.
5. T
- T has Ss read out the statements and say if the statements are
true or false.

- T makes sure they pronounce the words correctly.

- T checks the answers as a class and gives feedback.

Task 3: Match the words with their definitions. (7 mins)

- T asks Ss to work individually to match the words with their - Students work individually to do the activity. Answer key:

definitions - Students share answers with one or more 1. b

- T asks Ss to say the words aloud and share their partners. 2. d

answers with one or more partners. 3. e
- T checks the answers as a class and gives feedback. 4. c
- With a stronger class, T can ask Ss to make some example 5. a
sentences with the words they have learnt. If there is enough
time, T can ask some Ss to write their answers on the board.

Task 4: Complete the sentences with the words in the box. (7 mins)

- Ask Ss to do the exercise individually and then check - Ss work independently to complete the task. Answer key:

with the whole class. 1. priority

- When checking, ask Ss to refer to Activity 3 to make 2. well- balanced

the meanings of the words clearer to them. 3. physical
- For a more able class, have Ss work in groups. Each 4. mental
group makes sentences with the words. Then they read
5. counsellor
aloud these sentences.

e. Assessment:
- Teacher checks students’ answers and gives feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:

- To help students practise asking and answering questions for more information about their peers’ health, and give them advice

- To check students’ vocabulary and improve pair work skills.

b. Content:
- Task 5: Interview each other about how healthy you are. Give each other advice.
c. Expected outcomes:
- Ss can name some health problems and give advice.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: Work in pairs. Interview each other about how healthy you are. Give each other advice. (10 mins)

- Model this activity with a strong student. Remind Ss that they - Ss work in pairs to follow the teacher's instruction. Answer key:
should only use the words or phrases in the conversation to give - Ss may ask the teacher if they don’t know how to Students’ answers
each other advice on how to improve their health. express their ideas.
- Ask Ss to work in pairs. T goes round to help weaker Ss. - Ss share with the whole class.
Then, call on some pairs to practise in front of the class.

e. Assessment:
- Teacher and other Ss listen to the answers and comment.
5. CONSOLIDATION
a. Wrap-up

- T asks Ss to talk about what they have learnt in the lesson.

b. Homework
- Do exercises in the workbook.
- Think of ways to give each other advice on how to improve health.
- Start preparing for the Project of the unit:
+ Ask Ss to open their books to the last page of Unit 3, the Project section, look at the picture and say what the topic of the project is ( How good are your
classmates at time mangement?).
+ Explain the project requirements: In groups, Ss will have to interview some Ss from their class about how they manage their time, using the questions provided
in the table in 1. Next, they use the result table in 2 to count the points for each student they have interviewed. They then identify which Ss are excellent, good,
poor, or very poor at time management based on the number of points and report the findings to their class. They can use a poster or PowerPoint slides to present
their findings. In this case, their slides or posters should include a mixture of text and tables, graphs, or pictures so that T and other classmates can easily follow
and understand their findings.
- Guide them through the way to collect and count the points for each student. Here are the steps T can follow:
Step 1: Ask Ss to look at the 5 questions in the book. Check if they understand the questions. Instruct them to create a table to record their classmates’ answers.
Tell groups that each member of the group can ask two classmates, so each group can ask about 10 Ss, using the table which looks like this:

Student Question 1 Question 2 Question 3 Question 4 Question 5 Total points

Instruct Ss to use the result given on page 37 to count the points to determine how good Ss are at time management according to their points.
Step 2: When they finish asking, they can organise the information they get in the table below:

Student Question 1 Question 2 Question 3 Question 4 Question 5 Total points

1 Yes Yes No Yes No 3 (good)

2 Yes Yes Yes Yes Yes 5 (excellent)

3 Yes No Yes No No 2 (poor)

Step 3: Groups of Ss prepare a short report about the findings. They can write the report or prepare it in the oral form. Each group member can write or prepare a
part of the report. T can also ask Ss to make a poster or PowerPoint slides to present their findings.
+ Put Ss into groups and have them choose their group leader. Then ask them to assign tasks to each group member, making sure that all group members
contribute to the project work.
+ Help Ss set a deadline for each task and support them throughout the process.
+ In each of the next lessons, spend a few minutes checking Ss’ progress, helping them with any topic-related or functional language they need and solving any
other problems that may arise with their projects.
Board plan

Date of teaching
Unit 3: Healthy living for teens
Lesson 1: Getting started
* Warm-up
* Vocabulary
1. maintain (v)
2. advice (n)
3. bring about (ph. v)
4. balance (v)
5. manage (v)
6. priority (n)
Task 1: Listen and read.
Task 2: Read the conversation again and tick T (True) or F (False).
Task 3: Match the words with their definitions.
Task 4: Complete the sentences with the words in the box.
Task 5: Work in pairs. Interview each other about how healthy you are. Give each other advice.
*Homework
 UNIT 3: HEALTHY LIVING FOR TEENS
Lesson 2: A closer look 1
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic students' life and schoolwork;
- Identify the combination of some words/phrases that are often used when teens talk about students' life and schoolwork;
- Pronounce correctly the sounds /h/ and /r/.
2. Competences
- Be collaborative and supportive in pair work and teamwork;
- Access and consolidate information from a variety of sources.
3. Personal qualities
- Raise students’ awareness of healthy living;
- Actively participate in class and school activities;
- Develop self-study skills.

II. MATERIALS
- Grade 9 textbook, Unit 3, A closer look 1
- Computer connected to the Internet
- Projector / TV
- [Link]
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. achieve (v) /əˈtʃiːv/ succeed in reaching a particular goal, status or standard, đạt được, giành được
especially by making an effort for a long time

2. accomplish (v) /əˈkɑːmplɪʃ/ succeed in doing or completing something hoàn thành

3. due date (n) /ˈduː deɪt/ the date by or on which something is expected, especially the hạn chót
payment of a bill or the birth of a baby

4. distraction (n) /dɪˈstrækʃn/ a thing that takes your attention away from what you are điều gây xao lãng
doing or thinking about

Assumption

Anticipated difficulties Solutions

Ss may lack vocabulary related to the topic, so they may have difficulty Provide them with enough vocabulary related to the topic
completing the tasks

Some Ss will excessively talk in the class. - Define expectation in explicit detail. Have excessively talkative Ss practise.
- Continue to define expectations in small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ prior knowledge and vocabulary related to the topic;
- To enhance students’ skills of cooperating with teammates.
b. Content:
 - Game: Board Race
c. Expected outcomes:
- Students can recall some phrases about the topic students' life and schoolwork.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game Board Race - Ss work in 2 teams and follow the teacher's Expected answer:
- T divides Ss into 2 teams. instruction to play the game. homework, study, assignments, teacher, test,
- The teams have to race to write words on the topic: Students’ classroom, etc.
life and schoolwork on the board. Each student writes one word
at a time, before passing the chalk to the next student.
- After 2 minutes, the team with more correct answers will be
the winner.

e. Assessment
Teacher’s feedback.
2. ACTIVITY 1: VOCABULARY (15 mins)
a. Objectives:
- To provide students with new words and phrases related to students' life and schoolwork;
- To revise some words related to students' life and schoolwork that students have learned;
- To help students use words and phrases related to students' life and schoolwork in specific contexts.
b. Content:
- Vocabulary pre-teaching
- Task 1: Circle the correct word or phrase to complete each sentence.
- Task 2: Match the words and phrases with their definitions.
- Task 3: Complete the sentences with the words and phrases from 2.
c. Expected outcomes:
- Students can identify some new words about students' life/ schoolwork and use them in different contexts.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (3 mins)

- T introduces the vocabulary by: - Ss guess the meaning of words. New words:
+ providing explanations of the words 1. achieve (v)
+ showing pictures illustrating the word. 2. accomplish (v)
3. due date (n)
4. distraction (n)

Task 1: Circle the correct word or phrase to complete each sentence. (4 mins)

- T has Ss read each sentence and circle the correct words to - Ss work individually and do the task. Answer key:
complete the sentences. - Ss work in pairs to compare their answers. 1. give
- T lets Ss work in pairs to compare their answers before 2. physical
sharing their answers. 3. Well-balanced
- T checks and confirms the correct answers. 4. Managing
5. accomplish

Task 2: Match the words and phrases with their definitions. (4 mins)

- T has Ss quickly match the words and phrases in the left - Ss work individually and do the task. Answer key:
column with their definitions in the right column individually. - Ss work in pairs to compare their answers. 1. e
- T asks Ss to check their answers with their partners. 2. a
- With a stronger class, T asks Ss to make some examples with 3. b
the words and phrases they have learnt. If there is enough time, 4. c
T can ask some Ss to write their answers on the board. 5. d
Task 3: Complete the sentences with the words and phrases from 2. (4 mins)

- T asks Ss to do the exercise individually and then check with - Ss do the task independently, then share the answers Answer key:
the whole class. and discuss as a class. 1. due date
- When checking, T asks Ss to refer to Activity 2 to make the 2. stressed out
meanings of the adjectives clearer to them. 3. delay
4. optimistic
5. distractions

e. Assessment:
- Teacher’s observation and feedback.
3. ACTIVITY 2: PRONUNCIATION (15 mins)
a. Objectives:
- To help students identify how to pronounce the sounds /h/ and /r/;
- To help students practise pronouncing these sounds correctly in words and sentences.
b. Content:
Task 4: Listen and repeat the words. Pay attention to the sounds /h/ and /r/.
Task 5: Listen and practise the sentences. Pay attention to the bold words with /h/ and /r/.
c. Expected outcomes:
- Students can pronounce the /h/ and /r/ sounds in words and in sentences correctly.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Listen and repeat. Pay attention to the sounds /h/ and /r/ (7 mins)

- T introduces 2 sounds /h/ and /r/ to Ss and lets them watch a - Ss watch a video about how to pronounce the - /h/: healthy, happiness, habit, ahead, perhaps
video about how to pronounce these two sounds. two sounds. - /r/: regularly, really, ready, worrying, several
- T asks Ss to give some words they know containing these - Give some words containing the sounds.
sounds. - Listen to the recording and repeat.
- T draws Ss’ attention to the letters containing the sounds and
helps them identify the sounds.
- T plays the recording and asks Ss to listen to these words and
repeat.

Task 5: Listen and practise the sentences. Pay attention to the bold words with /h/ and /r/ (7 mins)

- Before listening, T lets Ss discuss in pairs and find the words - Discuss and find the words containing the 1. Keep healthy by eating well and exercising regularly.
with the sounds /h/ and /r/. sounds. 2. He usually does his homework and then reads a good
- T plays the recording for Ss to check and repeat the sentences. - Listen to the recording, check and repeat the book.
sentences. 3. I’m ready to change my eating habits.
4. I finished several days ahead of the due date.
5. She’s always worrying about her physical health.

e. Assessment:
- Teacher’s observation and feedback on student’s pronunciation.
4. ACTIVITY 3: FURTHER PRACTICE (5 mins)
a. Objectives:
- To test students’ quick reaction to the targeted sounds.
b. Content:
- Game: Slap the board
c. Expected outcomes:
- Distinguish between the sounds /h/ and /r/.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Slap the board (5 mins)

- T writes on the board 12 words with the sounds /h/ and /r/. - Ss work in 2 teams and follow teacher’s 12 words with the sounds /h/ and /r/
- T divides Ss into 2 teams. instruction to play the game. 1. handicraft 9. hygiene
- When T reads out word by word, one student will run to the 2. happy 10. role
board and slap on the correct word with the correct sound. 3. tourist 11. pricey
- The team with more correct answers will be the winner. 4. around 12. fragrance
- Ss play the game. 5. preserve
- T invites the winner to read aloud the words. 6. free
- T gives feedback. 7. home
8. pottery

e. Assessment:
- Teacher and other students listen and give corrections to others’ pronunciation.
4. CONSOLIDATION (5 mins)
a. Wrap-up
- Ask students to summarise what they have learned in the lesson.
- Ask them to list some phrases learned in the lesson.
- Ask them to list some other learned words/ phrases related to students' life and schoolwork. paying attention to their pronunciation.
- Ask students to give 2 sounds learned in the lessons and give examples.
b. Homework
- Do exercises in the workbook.
Board Plan

Date of teaching ……..

Unit 3: Healthy living for teens
Lesson 2: A closer look 1
* Warm-up
* Vocabulary
1. achieve (v)
2. accomplish (v)
3. due date (n)
4. distraction (n)
Task 1: Circle the correct word or phrase to complete each sentence.
Task 2: Match the words and phrases with their definitions.
Task 3: Complete the sentences with the words and phrases from 2.
* Pronunciation
Task 4: Listen and repeat the words. Pay attention to the sounds /h/ and /r/.
Task 5: Listen and practise the sentences. Pay attention to the bold words with /h/ and /r/.
* Further practice
* Homework
 UNIT 3: HEALTHY LIVING FOR TEENS
Lesson 3: A closer look 2
I. OBJECTIVES

By the end of this lesson, Ss will be able to:

1. Knowledge
- Review the knowledge of first conditional sentences;
- Distinguish the uses of modal verbs in first conditional sentences;
- Use modal verbs in first conditional sentences in real-life situations.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Raise students’ awareness of healthy living;
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 3, A closer look 2
- Computer connected to the Internet
- Projector / TV
- [Link]
Language analysis

IF-CLAUSE MAIN CLAUSE NOTE

S + will + V standard form

S + can + V ability, permission

If + S + V present simple, S + should + V advice

S + may/might + V possibility

S + must + V necessity

Assumption

Anticipated difficulties Solutions

Students may find it confusing when to use the grammar points. Give short and clear explanations with legible examples for each case.

Students may have underdeveloped co-operating skills. - Give clear instructions, give examples before letting students work in
pairs/groups.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ prior knowledge related to the targeted grammar of first conditional sentences;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: B.I.N.G.O
c. Expected outcomes:
 - Students can join two slips of paper together to make meaningful first conditional sentences.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: B.I.N.G.O - Ss work in pairs and follow the teacher's instruction Answer key:
- T divides the class into pairs. to play the game. 1. If she trains harder, she can run faster than you.
- T delivers a set of word cards which are halves of first 2. If you want to have good mental health, you should
conditional sentences to each pair. balance your study and life.
- Ss will have to work in pairs to join two slips of paper 3. If he is good at IT, he may / might get a good job.
together to make meaningful sentences 4. If you finish your paper, you can hand it in and
- Ss say “Bingo” when finish. leave for home.
- The Ss who are the fastest with more correct answers will be 5. If you finish your paper, you can hand it in and
the winner. leave for home.

- T asks Ss to look at A CLOSER LOOK 2 on page 31. 6. If you want to manage your time effectively, you
must get rid of all the distractions.

e. Assessment:
- Teacher checks students’ answers and gives feedback.
2. ACTIVITY 1: PRESENTATION (10 mins)
a. Objectives:

- To review students’ knowledge of first conditional sentences;

- To learn how to form a first conditional sentence with modal verbs.

b. Content:
- Grammar explanation
c. Expected outcomes:
- Students identify the uses and how to use modal verbs in first conditional sentences.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Modal verbs in first conditional sentences

- T writes one first conditional sentence on the board: “If you - Ss follow T’s instruction.
do physical exercise regularly, your health will improve.” - Ss work in pairs and do the given tasks.
- T explains that we can use modal verbs such as can, must,
may, might, should, etc. instead of will in the main clause of
first conditional sentences.
- T asks Ss to read the examples that illustrate the uses of some
of modal verbs in first conditional sentences in the Remember!
box.
- T asks Ss to work in pairs and brainstorm as many different
modal verbs as they can that could be used instead of will in the
sentence written on the board.
- Bring the class back together and ask each group to share their
list of modal verbs.
- If there is enough time, T may ask Ss to work in pairs again
and write a short dialogue where they use at least three different
modal verbs in fist conditional sentences.

e. Assessment:
- Teacher checks students’ understanding by asking some questions.
3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives:
- To revise the forms of verbs which are used in the if-clause and the main clause of first conditional sentences;
 - To help students practise modal verbs in first conditional sentences.
b. Content:
Task 1: Write the correct form of each verb in brackets.
Task 2: Circle the correct modal verbs to complete the following sentences.
Task 3: Match the first half of the sentence in A with the second half in B.
Task 4: What will you say in each situation below? Use first conditional sentences with modal verbs.
c. Expected outcomes:
- Recall the form of the first conditional sentences;
- Know how to use modal verbs in first conditional sentences for different uses.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Write the correct form of each verb in brackets. (4 mins)

- T asks Ss to do the exercise individually and then check their - Ss work independently to do task 1. Answer key:
answers in pairs. - Ss check the answers in pairs before checking with 1. doesn’t want
- T invites some Ss to share their answers. Confirm the correct the class. 2. feel
answers. 3. sleep
4. completes
5. be

Task 2: Circle the correct modal verbs to complete the following sentences. (4 mins)

- T has Ss do this exercise individually and then compare their - Ss work independently to do task 1. Answer key:
answers with a partner. - Ss check the answers with the class. 1. can
- T asks some Ss to write their answers on the board. 2. might
- T checks the answers with the whole class. Ask Ss to explain 3. must
the use of the modal verb in each sentence. Confirm the correct 4. shouldn’t
answers. 5. should

Task 3: Match the first half of the sentence in A with the second half in B. (3 mins)

- T has Ss do this exercise individually and then compare their - Ss do the task independently then compare their Answer key:
answers with a partner. answers with a partner. 1. d
- T asks some Ss to write their answers on the board. - Ss check the answer as a class. 2. c
- T checks the answers with the whole class. Ask Ss to explain 3. b
the use of the modal verb in each sentence. Confirm the correct 4. e
answers. 5. a

Task 4: What will you say in each situation below? Use first conditional sentences with modal verbs. (5 mins)

- T has Ss read the situations carefully. If necessary, T may - Ss work independently to do the task. Answer key:
explain each situation to Ss. - Ss exchange textbooks to check their friends’ 1. If you want to lose weight, you should eat less
- T asks Ss to write the sentences / clauses individually and then answers. high-fat food and do more exercise.
compare their answers with a partner. - Ss check the answer as a class. 2. If I have an ice cream, I may have a sore throat.
- T asks some Ss to write their answers on the board. 3. If you want to have good health, you must get 8
- T checks the answers with the whole class. Confirm the hours of sleep per night.
correct answers. 4. You can go for a swim if you finish all your
homework.
5. If I have all needed ingredients, I can make a
delicious pizza.

Task 5: Complete the sentences with your own ideas using the modal verbs you have learnt. (4 mins)

- T has Ss read the situations carefully. - Ss do the task and compare the answers in pairs. Answer key:
- T asks Ss to write the sentences / clauses individually and then - Ss check the answers as a class. 1. you might miss out on other important activities
compare their answers with a partner. like exercising, socialising, and studying.
- T asks some Ss to write their answers on the board. 2. you should avoid drinking caffeine or alcohol
- T checks the answers with the whole class. Confirm the before bed and try to establish a regular sleep
correct answers. schedule.
3. you should consult a doctor or a medical
professional to get a proper diagnosis and treatment.

EXTRA ACTIVITY
– Prepare a list of different verbs (e.g. travel, study, eat, watch,
etc.) and a list of modal verbs (can, may,
might, must, should, etc.) on separate pieces of paper or on
index cards. Place these cards face down
on the table.
– Divide the class into pairs or small groups. Each group / pair
takes turns to select one verb card and
one modal verb card from their respective piles. These cards
will form the basis of their first conditional
sentence.
– Once the cards are chosen, each group / pair constructs a first
conditional sentence using the selected
verb and modal verb to describe a real-life situation. For
example, if they draw travel and can, they
might create a sentence like “If we have enough money, we can
travel to Europe next summer.”
Encourage creativity and make sure that the sentences are
grammatically correct and sound logically.
– After each group / pair has created their sentences, have Ss
share them with the class. To add a
competitive element, the class votes on which group’s / pair’s
sentence they find the most creative or
interesting.

e. Assessment:
- Teacher corrects the students as a whole class.
4. ACTIVITY 3: PRODUCTION (5 mins)
a. Objectives:
- To enable Ss to make first conditional sentences with modal verbs correctly.
b. Content:
- GAME: LUCKY NUMBERS
c. Expected outcomes:
- Students are able to make first conditional sentences with modal verbs correctly.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: LUCKY NUMBERS - Ss work in groups and follow the teacher's Answer key:
- T divides the class into two groups. instruction to play the game. Students’ answers
- Each group takes turns to select a number and make a first
conditional sentence with given words.
+ If they make a correct sentence, they will get 1 point.
+ If they choose the lucky number, they don’t need to make a
sentence and get 2 points.
- The groups with more points will become the winner.

5. CONSOLIDATION (5 mins)
a. Wrap-up
– Summarise the main points of the lesson.
– Ask students to make first conditional sentences about themselves, using modal verbs instead will.
b. Homework
- Do exercises in the Workbook.
Board Plan

Date of teaching
Unit 3: Healthy living for teens
Lesson 3: A closer look 2
* Warm-up
Game: B.I.N.G.O
I. Grammar
Modal verbs in first conditional sentences
II. Practice
Task 1: Write the correct form of each verb in brackets.
Task 2: Circle the correct modal verbs to complete the following sentences.
Task 3: Match the first half of the sentence in A with the second half in B.
Task 4: What will you say in each situation below? Use first conditional sentences with modal verbs.
Task 5: Complete the sentences with your own ideas using the modal verbs you have learnt
* Further practice: Game: LUCKY NUMBERS
* Homework
 UNIT 3: HEALTHY LIVING FOR TEENS
Lesson 4: Communication

I. OBJECTIVES

By the end of this lesson, Ss will be able to:

1. Knowledge
- Ask for repetition and respond;
- Practise reading for specific information.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Apply ways to ask for repetition and respond to do exercises and practise them in real situations in daily life.
3. Personal qualities
- Be ready and confident in real life conversations;
- Know tips for being happy on school days;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 3, Communication
- Computer connected to the Internet
- Projector / TV
- [Link]
Language analysis

ASKING FOR REPETITION RESPONDING

Sorry? Repeat/Simplify what you have said.

I beg your pardon.

I'm sorry, I didn't quite catch that.

Could you say that again?

One more time?

Look! I can't hear a word you're saying.

Form Pronunciation Meaning Vietnamese equivalent

1. praise (v) /preɪz/ say that you approve of and admire khen, ca ngợi
somebody/ something

2. overcome (v) /ˌəʊ.vəˈkʌm/ defeat or succeed in đánh bại, vượt qua

controlling or dealing with something

3. thankful (a) /ˈθæŋk.fəl/ happy or grateful because of biết ơn

something

Assumption

Anticipated difficulties Solutions

Students may have underdeveloped speaking and co-operating skills. - Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.

Some students will excessively talk in the class. - Define expectation in explicit detail.
 - Have excessively talkative students practise.
- Continue to define expectations in small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To introduce the topic;
- To practise listening for specific information.
b. Content:
- Video: Watch and fill in the blanks.
c. Expected outcomes:
- Students know ways to ask for repetition.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Video: Watch the video and fill in each blank with one word. - Ss work individually to do the task and then Answer key:
- T asks Ss to work individually. check the answers with the whole class. 1. I'm sorry, I didn't quite catch that.
- T lets Ss watch the video twice. 2. Could you say that again?
- T checks the answers with the whole class. Confirm the correct 3. I'm sorry. I still didn’t get that.
answers. 4. One more time?
- T leads Ss into the lesson by telling about what they are going to 5. Look! I can't hear a word you're saying.
learn:
Why did the woman in the video say these sentences?
Let’s find out other ways to ask for repetition.
- T asks Ss to look at COMMUNICATION on page 32.

e. Assessment:
- Teacher corrects students (if needed).
2. ACTIVITY 1: EVERYDAY ENGLISH (12 mins)
a. Objectives:
- To introduce two ways to ask for repetition;
- To help Ss practise asking for repetition and responding.
b. Content:
- Task 1: Listen and read the conversations. Pay attention to the highlighted sentences.
- Task 2: Work in pairs. Make similar conversations for the following situations.
c. Expected outcomes:
- Students can ask for repetition and respond.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read the conversations. Pay attention to the highlighted sentences. (5 mins)

- T lets Ss listen and read the conversation and asks Ss to pay - Ss listen to the conversation, paying attention to the Audio script:
attention to the highlighted sentences and find out their uses. highlighted sentences and find out their uses.
- T calls on some Ss to share their opinions. - Some Ss share their opinions to the class.
- T gives more explanations and writes down the ways to ask
for repetition and respond.

Task 2: Work in pairs. Make similar conversations for the following situations. (7 mins)
- T asks Ss to work in pairs to make similar conversations for - Ss work in pairs to do the tasks. Suggested answers:
the given situations. - Some pairs practise in front of the class. 1. – Can you pass me the book?
- T moves around to observe and provides help. – Sorry?
- T calls on some pairs to practise in front of the class. – Can you pass me the book, please?
Comment on their performance. 2. – Excuse me. Could you tell me the way to the
nearest bus station, please?
– I beg your pardon.
– Could you tell me the way to the nearest bus
station, please?

e. Assessment
- Teacher checks students’ understanding by asking some checking-questions.
3. ACTIVITY 2: TIPS FOR BEING HAPPY ON SCHOOL DAYS (23 mins)

a. Objectives:
- To help students learn about tips to make students feel happy on school days;
- To help students further develop their reading skill for specific information (scanning);
- To provide practice with giving presentation of the tips for different situations.
b. Content:
- Task 3: Read the text and complete each sentence that follows with a suitable word.
- Task 4: Work in groups. Write tips for one of the following situations.
- Task 5: Present your tips to the class.
c. Expected outcomes:
- Students get some information about tips to make students feel happy on school days;
- Students can giving presentation of the tips for three given situations.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: EMOTION WORD MATCH (5 mins)

- T writes down a list of emotion words on the board. - Ss work individually and follow T’s instruction to A list of emotion words: happy, excited, worried,
- Each student receives a small piece of paper and writes down play the game. calm, curious, tired, etc.
an emotion word from the list without showing it to anyone.
- Ss write 1-2 short sentences about a school-related
experience that made them feel that particular emotion.
- T collects the pieces of paper and mix them up. Read each
sentence out loud one by one without revealing the emotion
word and have Ss try to guess which emotion word matches
each sentence.

Vocabulary pre-teaching (3 mins)

- T introduces the vocabulary by: - Ss use the given hints to find out the words. New words:
+ giving pictures - Ss write the new words in their notebooks. 1. praise (v)
+ giving explanation 2. overcome (v)
3. thankful (adj)

Task 3: Read the text and complete each sentence that follows with a suitable word. (5 mins)

- T has Ss read the instructions to understand what they are - Ss work individually to do the task, exchange Suggested answer:
going to do. answers with a partner and then check the answers 1. happy
- T reminds Ss that they have to read each sentence following with the whole class. 2. delay
the text and then read the text to scan for the necessary 3. happiness
information to help them find the suitable word to complete the 4. overcome
sentence.
- T gets them to swap answers in pairs. Go around and offer
help, if necessary.
- T checks the answers as a class.

Task 4: Work in groups. Write tips for one of the following situations. (5 mins)

- T has Ss read the three situations carefully. If necessary, T - Ss work in groups to complete the task.
may explain each situation to Ss.
- T has Ss work in groups, choosing one situation and preparing
tips for it. Set a time limit of about five to seven minutes.
- T may go round to observe. T should encourage Ss to prepare
as many tips as possible.

Task 5: Present your tips to the class. (5 mins)

- T calls on a student from each group to give a presentation of - Each group sends a presenter. Suggested answers:
the tips his / her group has prepared in 4. - Other groups listen and make comments. 1. You should try to go to bed and wake up at the
- T lets the class vote for the best presentation, and T can give - The class votes for the best presentation. same time every day, even on weekends. This helps
them marks. If the class size is small and time allows, all the regulate your body's internal clock and improve the
groups can give the presentation. quality of your sleep.
2. You should pay attention to your symptoms and
their progression. If they become severe or unusual,
you should seek medical attention.
3. You should try using the words you've learned in
sentences or conversations. This helps create a
stronger connection in your brain and makes the
words easier to remember.

EXTRA ACTIVITY: Happiness Action Plan

– Explain to Ss that they will create a personal “Happiness
Action Plan” based on the tips in the reading
text in Activity 3.
– Ask each student to take out a sheet of paper and instruct
them to divide their paper into four sections,
each representing one of the key happiness tips mentioned in
the reading text in Activity 3. In each
section, Ss should write down specific actions or strategies they
can take to apply the tip in their daily
school life. For example:
+ Do nice things to others: I will smile and say hello to
classmates I may pass every day at school.
+ Don’t delay: I will create a to-do list and prioritise my tasks.
+ Take care of yourself: I will practise deep breathing exercises.
or I will participate in at least 30 minutes
of physical activity every day.
+ Be optimistic: My study day may start off really stressful, but
I believe it can only get better.
– Encourage Ss to be as specific and realistic as possible when
writing their action plans. After Ss have
completed their “Happiness Action Plans”, ask them to share
one or two of their strategies with the class.

e. Assessment:
- Teacher corrects students while going around to help when students are practising.
- Teacher gives corrections and feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- Have Ss say what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.

Board Plan

Date of teaching
Unit 3: Healthy living for teens
Lesson 4: Communication
*Warm-up
* Everyday English
Asking for repetition and responding
Task 1: Listen and read the conversations. Pay attention to the highlighted sentences.
Task 2: Work in pairs. Make similar conversations for the following situations.
* Tips for being happy on school days
Task 3: Read the text and complete each sentence that follows with a suitable word.
Task 4: Work in groups. Write tips for one of the following situations.
Task 5: Present your tips to the class.
*Homework
 UNIT 3: HEALTHY LIVING FOR TEENS
Lesson 5: Skills 1
I. OBJECTIVES

By the end of this lesson, Ss will be able to:

1. Knowledge
- Read for information about how a successful teen celebrity kept a well-balanced life when he was at school;
- Talk about their partner’s ideas about how to have a well-balanced life.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skill.
3. Personal qualities
- Raise students’ awareness of ways to keep a well-balanced life;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 3, Skills 1
- Computer connected to the Internet
- Projector / TV
- [Link]
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. celebrity (n) /səˈleb.rə.ti/ someone who is famous, especially in the người nổi tiếng
entertainment business

2. anxiety (n) /æŋˈzaɪ.ə.ti/ an uncomfortable feeling of sự lo lắng

nervousness or worry about something that
is happening or might happen in the future

3. effort (n) /ˈef.ət/ physical or mental activity sự cố gắng

needed to achieve something

4. additional (adj) /əˈdɪʃ.ən.əl/ extra thêm, bổ sung

5. appropriately (adv) /əˈprəʊ. pri.ə[Link]/ in a way that is suitable, acceptable or correct for the một cách phù hợp hợp
particular circumstances

6. fattening (a) /ˈfæt.ən.ɪŋ/ fattening food contains a lot of fat, sugar, etc. that gây béo
would quickly make you fatter if you ate a lot of it

Assumption

Anticipated difficulties Solutions

1. Students may lack knowledge about some lexical items. Provide students with the meaning and
pronunciation of words.

2. Students may have underdeveloped reading, speaking and co- - Let students read the text again (if needed).
operating skills. - Create a comfortable and encouraging environment for students to speak.
- Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.
 3. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise
- Continue to define expectations in small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
– To create an active atmosphere in the class before the lesson;
– To lead into the new lesson.
b. Content:
- BRAINSTORM
c. Expected outcomes:
- Be able to speak English and focus on the topic of the lesson.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

BRAINSTORM - Ss follow the teacher's instruction and brainstorm. Answer key:

- T asks Ss to take out a piece of paper and a pen. - Ss share ideas with a partner and then check their Ss’ answers
- T instructs Ss to draw a circle and divide it into four equal ideas as a whole class.
parts, like a pizza.
- T asks Ss to label each section of the circle with a different
category, such as "work/ school”, “family/ friends”, “hobbies/
interests", and "self-care."
- T asks Ss to brainstorm activities that fit into each category
and write them in the corresponding section of the circle.
- T asks Ss to share their circles with a partner and answer the
following questions:
+ Do you have a well-balanced life?
+ Can you make any adjustments to achieve a more well-
balanced life?
- T calls on some Ss to share their ideas.

e. Assessment:
- Teacher corrects for students (if needed).
2. ACTIVITY 1: READING (20 mins)
a. Objectives:
- To help students learn new vocabulary in the reading text;
- To improve students’ skill of reading for details (scanning);
- To read for specific information about how someone could have a well-balanced life when he / she was at school.
b. Content:
- Task 1: Work in pairs. Discuss the following question.
- Task 2: Read the text and match each highlighted word with its meaning.
- Task 3: Read the text again and answer the following questions.
c. Expected outcomes:
- Students identify some new words and how to use the target vocabulary.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Work in pairs. Discuss the following question. (2 mins)

- T asks Ss to work in pairs discussing how a well-balanced life - Ss answer the question in pairs. Answer key:
is important to a pupil. - Some Ss give the answer. Students’ answers
- T asks some Ss to say their answers in front of the class.

Task 2: Read the text and match each highlighted word with its meaning. (5 mins)

- T asks Ss to work individually to read the passage and find the - Ss work individually to complete the task. Answer key:
highlighted words. 1. c 2. a 3. d 4. b
- T has Ss read aloud the highlighted words. Correct their
pronunciation if needed.
- T has Ss match the highlighted words with their meaning in
the box. Remind them to use the context to help them.
- T checks the answers as a class.

Vocabulary teaching (5 mins)

- T introduces the vocabulary by: - Ss use the given hints to find out the words. New words:
+ giving pictures - Ss write the new words in their notebooks. 1. celebrity (n)
+ giving explanation/definition 2. anxiety (n)
3. effort (n)
4. additional (adj)
5. appropriately (adv)
6. fattening (adj)

Task 3: Read the text again and answer the following questions. (7 mins)

- T has Ss read the text in detail to answer the questions. - Ss apply scanning techniques to do the task Answer key:
- T asks Ss how to do this kind of exercise. Explain the independently. 1. Because he wanted to avoid stress and anxiety.
strategies if necessary (e.g. reading the questions, underlining - Ss pair up to check their answers and then check 2. He planned his schedule, made a weekly work list
the keywords in the questions, locating the keywords in the text, with the class. and gave priority to his work, which helped him
and then reading that part and answering the questions). concentrate his efforts on his most important tasks.
- T tells Ss to underline parts of the passage that help them with 3. Because they would offer him additional support.
the answers. Set a strict time limit to ensure Ss read the text 4. Because they helped him keep away from stress and
quickly for information. anxiety, and gave his brain a rest and improved his
- T tells Ss to compare their answers in pairs before giving the mood.
answers to T. Ask them to give evidence when giving the 5. He ate a lot of fruit and vegetables. He ate little
answers. fattening foods and avoided junk foods like chips,
Transition from Reading to Speaking cookies, pizza, etc.
– Draw a large circle on the board, dividing it into sections like
a pie chart. Label each section with a
different aspect of a student’s life, such as Academics, Hobbies,
Social Life, Health, Family, and Rest.
– Allow Ss 4 – 5 minutes to brainstorm activities or
responsibilities that fall under each category.
Encourage them to think about what they currently do in these
areas.

e. Assessment:
- Teacher checks students’ understanding with follow-up questions.
3. ACTIVITY 2: SPEAKING (15 mins)
a. Objectives:
- To help students use what they have learnt so far to talk about how to have a well-balanced life’
- To provide students with an opportunity to revise and use vocabulary related to the topic of the unit;
 - To provide an opportunity for students to talk about how to have a well-balanced life as a secondary student.
b. Content:
- Task 4: Work in pairs. Ask and answer the following questions about how to have a well-balanced life. Make notes of your partner’s answers.
- Task 5: Work in groups. Take turns to talk about your partner’s ideas about how to have a well-balanced life.
c. Expected outcomes:
- Students can talk about their partner’s ideas about how to have a well-balanced life.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in pairs. Ask and answer the following questions about how to have a well-balanced life. Make notes of your partner’s answers. (5 mins)

- T asks Ss to work in pairs. Ask them to read the questions first - Ss read the questions and think about the answers. Questions:
and think about the answers. They can revise what they have learnt so far in Unit 3. 1. How can we manage our time properly?
- T gives Ss 3 minutes to exchange their ideas with their - Ss work in pairs to ask and answer. 2. How can we spend time with our friends, teachers,
partners. Ask them to take notes of their answers. Pairs can - Ss take notes of their friend’s answers. and parents?
exchange their answers when they have finished. - Some pairs report their answers to the class. 3. How can we avoid stress and anxiety?
- T goes around and offers help if needed. 4. How can we take care of our physical health?
- T calls on some pairs to report their answers to the class. Each
pair may answer just one question to allow room for more pairs
or groups.
- T check the answers and add more information if necessary. If
time allows, call on 1-2 pairs to present the answers to all four
questions.

Task 5: Work in groups. Take turns to talk about your partner’s ideas about how to have a well-balanced life. (10 mins)

- T asks a strong student to model this activity in front of the - Ss works in groups of 3-4 to do the task. Suggested answers:
class. - Ss use the ideas they have prepared in Activity 4. I talked with An about how she manages a well-
- T has Ss work in groups of 3-4 and has Ss take turns to talk - Some Ss talk before the whole class and receive balanced life. First, she manages her time properly by
about their partner’s ideas about how to have a well-balanced comments from the teacher and classmates. creating a to-do list and giving priority to her tasks
life. based on their importance and deadlines. Second, she
- T may go round to observe. Encourage Ss to say as many plans regular times to connect with friends, through
sentences as possible. Ask Ss not to interrupt their group study groups or social outings. She also maintains
members while they are speaking to correct their errors. Tell open communication with her teachers by asking
them to correct only common errors after their group members questions and seeking help when needed. Next, she
have finished speaking. practises mindfulness techniques such as deep
- If there is enough time, T calls on some Ss to talk before the breathing, meditation, or yoga to manage stress and
whole class, then invite some comments from other Ss. maintain a clear mind. Finally, she engages in regular
physical activities that she enjoys like jogging,
dancing, swimming, etc. to help boost her energy.

EXTRA ACTIVITY: Balanced Life Letter

– Explain to Ss that they are to write a letter to themselves,
imagining they are giving advice to their future
selves on how to maintain a balanced life during their school
years.
– Encourage Ss to reflect on the reading text in Activity 2. Ask
them to consider the following questions
as they write their letter:
+ What strategies or habits mentioned in the reading text in
Activity 2 do they find most valuable
or relatable?
+ How do they plan to apply these strategies to maintain a
balanced life during their school years?
+ What challenges might they encounter, and how can they
overcome them?
+ What goals or aspirations do they have for their school life,
and how can a balanced approach
help them achieve these goals?
– Encourage Ss to be thoughtful and detailed in their responses.
After Ss have completed their letters, ask
them to share some excerpts or insights from their letters with
the class.
– As a closing activity, ask Ss to fold and seal their letters in
envelopes or keep them in a safe place. Explain
that they can revisit these letters in the future to see how their
perspectives and goals evolve.

e. Assessment:
- T gives corrections and feedback.
4. CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the workbook.
Board Plan

Date of teaching
Unit 3: Healthy living for teens
Lesson 5: Skills 1
*Warm-up
BRAINSTORM
* Reading
Task 1: Discuss the question.
Task 2: Read and match each highlighted word with its meaning.
Vocabulary:
1. celebrity (n)
2. anxiety (n)
3. effort (n)
4. additional (adj)
5. appropriately (adv)
6. fattening (adj)
Task 3: Read the text again and answer the following questions.
* Speaking
Task 4: Work in pairs. ask and answer the following questions about how to have a well-balanced life. Make notes of your partner’s answers.
Task 5: Work in groups. take turns to talk about your partner’s ideas about how to have a well-balanced life.
*Homework
 UNIT 3: HEALTHY LIVING FOR TEENS
Lesson 6: Skills 2

I. OBJECTIVES

By the end of this lesson, Ss will be able to:

1. Knowledge
- Listen for specific information about how some students manage their time;
- Write a paragraph about how to manage time effectively.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be aware of way to manage time more effectively;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 3, Skills 2
- Computer connected to the Internet
- Projector / TV
- [Link]
Assumption

Anticipated difficulties Solutions

1. Students may have underdeveloped listening skills. - Play the recording many times if necessary.
- Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.

2. Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Game: UNSCRAMBLED WORDS
c. Expected outcomes:
- Students can revise some words learnt in previous lessons
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- T divides the class into 2 teams. - Ss play in 2 teams. Answer key:

- T asks Ss to unscramble words using given hints. - Ss look at the hints to unscramble the words. 1. schoolwork
- The group having more correct answers is the - Ss write unscrambled words in notebooks. 2. routine
winner. 3. calendar
4. submit
5. deadline
6. minimize

e. Assessment:
- Teacher corrects students (if needed).
 2. ACTIVITY 1: LISTENING (15 mins)
a. Objectives:
- To help students develop their skill of listening for specific information about how some students manage their time.
b. Content:
Task 1: Work in pairs. Discuss the following question.
Task 2: You will hear Trang, Phong, and Tom talking about how to manage their time effectively. For each student (1 – 3), choose the opinion (A – C) each of
them expresses.
Task 3: Listen again and choose the correct answer A, B, or C.
c. Expected outcomes:
- Ss can listen for specific information to do the learning tasks.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Work in pairs. Discuss the following question. (5 mins)

- T lets Ss work in pairs and discuss the question. Encourage - Ss work in pairs to discuss the question. Question:
them to speak English and feel free to express their ideas. - Some Ss share their answers in front of the class. How do you make time for study and other activities?
- T asks some Ss to share their answers in front of the class. Students’ answers

Task 2: You will hear Trang, Phong, and Tom talking about how to manage their time effectively. For each student (1 – 3), choose the opinion (A – C) each of them
expresses. (5 mins)

- T asks Ss to read the opinions, underline the keywords, - Ss find the keywords independently and then listen Answer key:
reminds them to pay attention to the keywords while listening. to the recording to do the task. Trang: B, Phong: A, Tom: C
- T plays the recording and asks Ss to listen and choose the - Ss compare the answers with their partners. Audio script:
answers. - One student goes to the board to write the answer Trang: I use a calendar to plan my work ahead. At the
- T asks Ss to compare their answer with the partner. and then check with the whole class. beginning of each term, I take a broad view of what I
- T calls on one student to write their answers on the board, then have to do by entering the due dates and test dates into
play the recording once again and check with the class. a calendar. I often do these with different colours, for
example, red for deadlines, green for exams ...
Phong: I try to minimise distractions. Besides cell
phones, social media, and friends, there are a lot
of activities that can take my attention away from my
schoolwork. When it’s time to start my work, I turn
off my cell phone and sign out of social media
accounts.
Tom: I never leave homework until the day before it’s
due. I review my projects and coming tests and add
them to my schedule. I arrange to start working on
them well before they’re due, so I’m not stressed out
to meet the due dates.

Task 3: Listen again and choose the correct answer A, B, or C. (5 mins)

- T asks Ss to read the statements, underline the keywords and - Ss work individually to underline the keywords and Answer key:
guess the possible answers. guess the possible answers. 1. C
- T plays the recording once or twice more for Ss to do the - Ss check the answer in pairs and then as a whole 2. A
exercise. For stronger classes, ask Ss to take notes of the class 3. A
information to explain for their answers. 4. A
- Have Ss share their answers in pairs and check answers as a 5. B
whole class.

Transition from Listening to Writing

– Have Ss take a few minutes to reflect individually on their
current time management habits. Ask them
to think about their daily routines, how they give priority to
their tasks, and any challenges they face
in managing their time.
– Divide the class into small groups of 3 – 4 Ss each. In these
groups, ask Ss to share their reflections
and discuss any common challenges they have identified.
Encourage them to exchange ideas and
strategies for overcoming these challenges.
– Bring the class back together and facilitate a brainstorming
session. Ask each group to share one or
two effective time management strategies they have discussed.
List these strategies on the board so
that all Ss can see them.

e. Assessment:
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: WRITING (20 mins)
a. Objectives:
- To help students practise writing a paragraph about how to manage time effectively.
b. Content:
Task 4: Match the time management tips in column a with the explanations and / or
reasons in column B.
Task 5: Write a paragraph (about 100 words) about how to manage your time effectively. Use the tips in 4 or your own ideas.
c. Expected outcomes:
- Students can use learned vocabulary and grammar to write a paragraph about how to manage time effectively.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Match the time management tips in column a with the explanations and / or
reasons in column B. (3 mins)

- T asks Ss to discuss and match the time management tips with - Ss work independently to answer the questions. Answer key:
the explanations or / and reasons in pairs. - Ss discuss their answers with partners and then some 1. c 2. a 3. b
- T invites some Ss to answer and confirm the correct ones. Ss write their answers on the board.

Task 5: Write a paragraph (about 100 words) about how to manage your time effectively. Use the tips in 4 or your own ideas. (17 mins)

- T asks Ss to work in groups of four, gives them a large piece - Ss work in groups of four to write their full Suggested answer:
of paper and asks them to write the full paragraph into the paper paragraph. There are many things we should do to manage our
in 10 minutes. - Ss pay attention while T is checking their work. time effectively. Firstly, we should set specific goals
- T asks Ss to pay attention to punctuation, structures, word and prioritise them according to their importance
choice, linking words, etc. level. This will help us keep focused on our most
important tasks and avoid wasting time on tasks that
do not contribute to our goals. Secondly, creating a
schedule or to-do list can help us manage our time
efficiently by breaking down our day into manageable
chunks. We should also be realistic about how long
each task will take and build in extra time for
unexpected interruptions or delays. Thirdly, it is
 essential to eliminate distractions and time-wasting
activities, such as social media or unnecessary
meetings, which can reduce our productivity. By
following these tips, we can effectively manage our
time and achieve success in all aspects of our life.

e. Assessment:
- Teacher gives corrections and feedback.
4. CONSOLIDATION (2 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Rewrite the paragraph in the notebooks.
- Do exercises in the workbook.
Board Plan

Date of teaching
Unit 3: Healthy living for teens
Lesson 6: Skills 2
*Warm-up
Game: Unscrambled words
*Listening
Task 1: Discuss the following question.
Task 2: Listen and match each student (1 – 3) with the opinion (A – C) each of them expresses.
Task 3: Listen again and choose the correct answer A, B, or C.
*Writing
Task 4: Match the time management tips in column a with the explanations and / or
reasons in column B.
Task 5: Write a paragraph (about 100 words) about how to manage your time effectively.
*Homework
 UNIT 3: HEALTHY LIVING FOR TEENS
Lesson 7: Looking back and Project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Revise vocabulary items related to the topic students' life and schoolwork;
- Use modal verbs in first conditional sentences;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Competences
- Develop communication skills and creativity;
- Develop presentation skill;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be encouraged to attend school activities;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 3, Looking back and Project
- Computer connected to the Internet
- Projector / TV
- [Link]
Assumption

Anticipated difficulties Solutions

Students may have underdeveloped speaking, writing and co- - Encourage students to work in pairs, in groups so that they can help each other.
operating skills when doing the project. - Provide feedback and help if necessary.

Some students will excessively talk in the class. - Define expectation in explicit detail.
- Have excessively talkative students practise.
- Continue to define expectations in small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;

- Recall vocabulary learnt in previous lessons.

b. Content:
- Kim’s game
c. Expected outcomes:
- Ss can recall words related to students’ life and schoolwork through given pictures.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Kim’s game - Ss works in groups and listen to the teacher’s

- T asks Ss to work in groups of three or four Ss. instructions to play the game.

- Get them to look at the pictures about Ss’ life and schoolwork
on the screen.

- Tell Ss that the pictures will disappear after 2 seconds, so they

should try to remember all the pictures without writing them
down.

- After all the pictures disappear, Ss have 1 minute to write

down the words (2 points for each correct answer).

- T gets Ss to swap the answers among groups and give

corrections after T shows the answers.

- Ss give marks to their friends’ answers.

- T leads in the lesson.

e. Assessment:
- Teacher corrects for students (if needed).
2. ACTIVITY 1: VOCABULARY (10 mins)
a. Objectives:
- To help students review the vocabulary of Unit 3.
b. Content:
- Task 1: Complete the sentences with the correct words and phrases in the box.
- Task 2: Choose the correct answer A, B, C, or D.
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Complete the sentences with the correct words and phrases in the box. (5 mins)

- T encourages Ss to complete the task individually. - Ss do the task independently. Answer key:
- Ss exchange their textbooks with their partners. - Ss exchange their textbook to check the answers. 1. well-balanced
- T gives feedback as a class discussion. 2. due date
3. stressed out
4. priority
5. delay

Task 2: Choose the correct answer A, B, C, or D. (5 mins)

- T encourages Ss to complete the task individually. - Ss do the task independently. Answer key:
- Ss exchange their textbooks with their partners. - Ss exchange their textbooks to check the answers. 1. A
- T gives feedback as a class discussion. 2. C
3. A
4. B
5. C

e. Assessment:
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: GRAMMAR (10 mins)
a. Objectives:
- To help Ss revise the uses of modal verbs in first conditional sentences.
b. Content:
- Task 3: Complete the sentences with the correct modal verbs in the box. A modal verb can be used twice.
- Task 4: Circle the most suitable modal verbs to complete the sentences.
c. Expected outcomes:
- Recall the uses of modal verbs in first conditional sentences.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Complete the sentences with the correct modal verbs in the box. A modal verb can be used twice. (5 mins)

- T has Ss complete the task individually. - Ss do the task individually. Answer key:
- T gives feedback as a class discussion. - Ss exchange their textbooks and give feedback to 1. must
each other. 2. might
3. can
 4. should
5. can

Task 4: Circle the most suitable modal verbs to complete the sentences. (5 mins)

- T asks Ss to work in pairs to read the sentences carefully and - Ss work in pairs. Answer key:
give the answers. - Ss complete the task and discuss the answers. 1. shouldn’t
- T gives feedback as a class discussion. 2. might
3. can
4. must
5. can

e. Assessment:
- Teacher corrects students’ errors as a whole class.
4. ACTIVITY 3: PROJECT (20 mins)
a. Objectives:
- To help students improve their creativity and teamwork;
- To improve their speaking and presentation skills;
- To provide an opportunity for students to develop their research and collaboration skills and to practise giving an oral presentation.
b. Content:
- Survey: How good are your classmates at time management?
c. Expected outcomes:
- Students are able to give an oral presentation of survey results.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Survey: How good are your classmates at time - Ss work in groups of 5-6 Ss. Suggested outcome:
management? - Ss have to tick appropriate items while listening to Students’ presentations
their classmates’ presentations and write comments if Suggested answer:
- As Ss have prepared for the project throughout the unit, the they have any. The presenters should complete their Our group have interviewed 10 classmates about how
focus of this lesson should be on the final product, which is an self-assessment checklists after completing their good they are at time management. Only one of them
oral presentation of survey results. presentation. is excellent at time management. He creates and
- T has Ss work in groups of 5-6 Ss. Give them a few minutes to follows a schedule or to-do list to manage his time
prepare for the presentation. efficiently. He prioritises his tasks effectively to
- Give Ss checklists for peer and self-assessment. ensure timely completion. He
- If necessary, go through the criteria for assessing their talk to consistently completes tasks and projects within the
make sure Ss are familiar with them. given deadlines. He usually avoids delaying and stays
- Invite two or three groups to give their presentations. focused on his tasks. He often uses productivity tools
- Give praise and give feedback after each presentation. T can or techniques to enhance his time
summarise the feedback given by other Ss and add any other management skills. Five of the classmates we have
comments. T can also give Ss marks for their presentation as interviewed are good at time management. They
part of their continuous assessment. create and follow a schedule or to-do list to manage
their time efficiently. They also prioritise their tasks
effectively to ensure timely completion. They
consistently complete tasks and projects within the
given deadlines. They usually avoid delaying and stay
focused on their tasks. However, they never use
productivity tools or techniques to enhance their time
management skills. Four of the classmates we have
interviewed are poor at time management. They
always try to complete tasks and projects
within the given deadlines. However, they never
 create and follow a schedule or to-do list to manage
their time efficiently. They don’t prioritise their tasks
effectively to ensure timely completion. They rarely
try to avoid delaying or stay focused on their tasks.
And they never use productivity tools or
techniques to enhance their time management skills.

e. Assessment:
- Teacher gives corrections and feedback.
5. CONSOLIDATION (4 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Prepare for the next lesson.
Board Plan

Date of teaching
Unit 3: Healthy living for teens
Lesson 7: Looking back and Project
*Warm-up
Kim’s game
*Vocabulary
Task 1: Complete the sentences with the correct words and phrases in the box.

Task 2: Choose the correct answer A, B, C, or D.

*Grammar
Task 3: Complete the sentences with the correct modal verbs in the box.

Task 4: Circle the most suitable modal verbs to complete the sentences.
*Project
* Homework