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Giáo án Tiếng Anh 9
Tiếng AnhLớp 9Phần 3. Unit 3: Healthy living for teens

Giáo án A Closer Look 1

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use the eight topic words (well-balanced, priority, deadline, distraction, mental health, maintain, counsellor, manage time) in meaningful groups and sentences.
    • Pronounce /h/ in healthy and /r/ in routine clearly, without adding an extra vowel.
    • Form first conditional sentences with if + present simple and a modal + base verb (can, may, must, should) for possible results or advice.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the matching and fill-in tasks on their own first, then check their answers against the key and correct their own mistakes.
  • Communication and collaboration: Ss work in pairs and small groups to match words, practise pronunciation, and share sentences about healthy habits.
  • Problem-solving and creativity: Ss choose suitable modal verbs for real-life situations and write a short, personal healthy-habits plan with a reason for each piece of advice.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to a recording and identify target words, read sentences to match meanings, say target sentences aloud, and write two connected sentences about managing time and maintaining routines.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce /h/ and /r/ correctly, use topic vocabulary in context, and apply first conditional structure with modals of possibility, ability, necessity and advice.

3. Personal qualities

  • Diligence: Ss practise the target sounds repeatedly and complete all tasks in class and at home.
  • Responsibility: Ss take turns in pairs, keep their recordings and worksheets organised, and ask for help when they are unsure of a meaning.
  • Kindness: Ss give supportive, constructive feedback to their partners on pronunciation and sentence accuracy.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard, lesson slides with the vocabulary list and example sentences
  • Audio recording for Exercises 5 and 6 and a reference recording of the target sounds /h/ and /r/
  • Flashcards or printed word cards with the eight target words and their Vietnamese meanings
  • NeoEdu online resource: neoedu.vn/learn/9/english/unit-3-a-closer-look-1 (lesson content, examples and interactive exercises)
  • Worksheets No. 1 and No. 2 (printed, one set per pair)

2. Students

  • Textbook Tiếng Anh 9 (Global Success), notebook, pen and pencil
  • Worksheets No. 1 and No. 2 and a set of word cards (for pair work)
  • Mobile phone or device to access the NeoEdu page (if available in class)

III. Procedures

Activity 1: Warm-up · 5 minutes

Healthy Day Brainstorm

a) Aims

Ss activate prior knowledge about healthy habits and become familiar with the topic of healthy living for teens.

b) Content

T shows a picture of a teenager’s busy day (study, phone, sleep, meals, sport) and asks: 'What does a healthy day look like for a teenager?' and 'What makes a day hard to manage?' Ss brainstorm ideas in pairs and write three to five words on their notebooks.

c) Expected outcomes

A list of about five ideas in Ss’ notebooks, for example: 'sleep early', 'eat breakfast', 'do sport', 'avoid phone distraction', 'make a study plan'. Ss can explain at least one idea in a full sentence, for example: 'A short plan helps me manage time.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture and asks: 'What does a healthy day look like for a teenager?' T gives the instruction: 'Work in pairs. Brainstorm five ideas in 2 minutes.'

    Students

    Ss listen to the instruction and ask questions if they do not understand.

  2. Teacher

    Step 2: Task performance

    T walks around, supports weaker pairs with prompts such as 'What about food? sleep? study time?' and writes useful words on the board.

    Students

    Pairs discuss and write their ideas in the notebook. Possible answers: 'eat breakfast', 'go to bed early', 'take a break from the phone', 'do exercise'.

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share ideas. T asks: 'What makes a day hard to manage?'

    Students

    Pairs report. Possible answer: 'Too much homework and a lot of notifications make it hard to manage time.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and writes the topic 'Healthy living for teens' on the board. T says: 'Today we will learn words and sounds to talk about healthy living.'

    Students

    Ss copy the title and write the topic into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Topic Vocabulary in Meaningful Groups

a) Aims

Ss learn the eight topic words and phrases, match them with Vietnamese meanings, and use them in meaningful context.

b) Content

Ss work in pairs with word cards. Step 1: match four words with their meanings (well-balanced, priority, deadline, distraction). Step 2: match the remaining four words (mental health, maintain, counsellor, manage time). Step 3: T asks Ss to read each example sentence aloud, for example: 'A well-balanced day includes rest.' and 'The school counsellor listens carefully.' Use Worksheet No. 1 to record the matches.

c) Expected outcomes

Completed matching on Worksheet No. 1: well-balanced – cân bằng; priority – việc ưu tiên; deadline – hạn chót; distraction – điều gây xao nhãng; mental health – sức khỏe tinh thần; maintain – duy trì; counsellor – người tư vấn; manage time – quản lí thời gian. Ss can say that 'mental health' and 'manage time' are phrases and must be learned as whole units.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the eight words and asks: 'Which words are about time and planning? Which words are about feelings and support?' T gives out Worksheet No. 1 and says: 'Match the words with their meanings in pairs. Read the example sentences.'

    Students

    Ss read the words and listen to the instructions. Ss ask: 'Is manage time a verb phrase?'

  2. Teacher

    Step 2: Task performance

    T monitors and reminds Ss: 'Do not translate word by word; think about the whole phrase.' T checks for pairs who match 'distraction' with 'deadline'.

    Students

    Pairs match the words. Possible answers: well-balanced – cân bằng; priority – việc ưu tiên; deadline – hạn chót; distraction – điều gây xao nhãng; mental health – sức khỏe tinh thần; maintain – duy trì; counsellor – người tư vấn; manage time – quản lí thời gian.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which word means điều gây xao nhãng?' and 'Which word is a noun, and which is a verb?' T calls on pairs to read sentences aloud.

    Students

    Ss answer: 'distraction – điều gây xao nhãng' and 'maintain is a verb'. Ss read: 'Notifications can be a distraction.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the key on the screen and gives the meaning and example for each word. T writes the eight phrases on the board and models the pronunciation of each word.

    Students

    Ss check their matches, correct mistakes, and copy the eight words with meanings and examples into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Pronunciation Workshop: /h/ and /r/

a) Aims

Ss recognise and produce the sounds /h/ and /r/ clearly in healthy and routine.

b) Content

T models the sounds. /h/ in healthy is breathy, with no vocal-cord vibration, and no vowel is added before it. /r/ in routine is voiced, and the tongue does not tap the roof of the mouth. Ss repeat the words healthy and routine, then the phrases healthy habits and regular routine, slowly and then naturally. Ss listen to the recording and identify the words. Ss then say the sentence: 'Her routine helps her rest.'

c) Expected outcomes

Ss can tell /h/ and /r/ apart and produce healthy habits, regular routine and 'Her routine helps her rest.' with a breathy /h/ and a voiced /r/, without extra vowels. Ss can identify the word that begins with /h/ from the options routine, healthy, rest, priority (answer: healthy).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes healthy and routine on the board and says: 'Listen to the difference. Repeat after me, slowly, then naturally.' T says: 'Record one attempt only with permission.'

    Students

    Ss listen carefully and look at the board. Ss ask: 'Do we add a vowel before /h/?'

  2. Teacher

    Step 2: Task performance

    T plays the reference recording and asks Ss to repeat chorally and individually. T asks: 'Which word begins with /h/?' Ss choose the answer for Exercise 4.

    Students

    Ss repeat the words and phrases. Ss answer: 'B. healthy. Healthy begins with /h/; routine and rest begin with /r/.' Ss practise the sentence 'Her routine helps her rest.' in pairs.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to say the sentence in front of the class and gives feedback on /h/ and /r/. T asks: 'Did you add an extra vowel before healthy?'

    Students

    Pairs say the sentence aloud. Possible answer from Ss: 'No, I breathe out before healthy and keep the /r/ voiced.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'The breathy /h/ and voiced /r/ make the words clear. Do not add a vowel before /h/.' T notes that the human assessment will be based on the sound, the completed sentence and clarity.

    Students

    Ss write the rule in their notebooks: '/h/ = breathy, no vocal-cord vibration; /r/ = voiced, tongue does not tap the roof of the mouth.'

Activity 2.3: Knowledge formation · 7 minutes

First Conditional with Modals

a) Aims

Ss understand the form of the first conditional and use can, may, must and should in the main clause.

b) Content

T presents: if + present simple, then a modal + base verb. Example: 'If you feel tired, you should take a break.' T explains: can expresses ability or permission; may expresses possibility; must expresses necessity; should expresses advice. T points out that will is not normally used in the if-clause. Ss complete Worksheet No. 2 with the example: 'If you feel overwhelmed, you ___ ask a trusted adult for help.'

c) Expected outcomes

Ss complete the example: 'If you feel overwhelmed, you should ask a trusted adult for help.' Ss can state the rule: 'if + present simple, then a modal + base verb'. Ss can explain that 'should' is followed by the base verb 'ask'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes on the board: 'If you feel tired, you should take a break.' T asks: 'What tense is used after if?' and 'What form of the verb follows should?' T gives Worksheet No. 2.

    Students

    Ss look at the sentence and answer: 'The present simple is used after if; the base verb follows should.'

  2. Teacher

    Step 2: Task performance

    T guides Ss through the example and asks: 'Why not will?' T points to the note: 'Do not normally put will in the if-clause.'

    Students

    Ss complete the example in pairs. Possible answer: 'should'. Ss explain: 'Should is followed by base verb ask.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 pairs to share their answer and to explain which modal they chose and why (advice, necessity or possibility).

    Students

    Pairs report: 'We chose should because it is advice.' Other possible answer: 'If it rains, you may stay at home.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the summary on the board: 'In a first conditional, use if + present simple, then a modal + base verb for a possible result or advice.' T reminds Ss: 'can = ability/permission, may = possibility, must = necessity, should = advice.'

    Students

    Ss copy the rule and examples into their notebooks.

Activity 3: Practice · 8 minutes

Checking Words, Sounds and Listening

a) Aims

Ss consolidate the topic vocabulary and pronunciation through matching, listening and fill-in tasks.

b) Content

Ss do the following exercises in pairs. Ex. 1: Match words and meanings. Ex. 3: Write the English phrase meaning 'sức khỏe tinh thần'. Ex. 4: Which word begins with /h/? Ex. 5: Listen. Which vocabulary item do you hear? Ex. 6: Listen to the sentence. Which vocabulary concept occurs in it?

c) Expected outcomes

Answer key:

  • Ex. 1: well-balanced – cân bằng; priority – việc ưu tiên; deadline – hạn chót; distraction – điều gây xao nhãng.
  • Ex. 2: mental health – sức khỏe tinh thần; maintain – duy trì; counsellor – người tư vấn; manage time – quản lí thời gian.
  • Ex. 3: mental health (Friendship supports mental health.)
  • Ex. 4: B. healthy (routine and rest begin with /r/).
  • Ex. 5: C. well-balanced (the recording says well-balanced).
  • Ex. 6: B. deadline (The project deadline is Friday.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Do Exercises 1 to 6 in pairs. Listen carefully for Exercises 5 and 6.' T plays the audio twice.

    Students

    Ss listen to the instructions and open their textbooks.

  2. Teacher

    Step 2: Task performance

    T monitors and checks answers quickly. T says: 'Check your answer with a reason.'

    Students

    Pairs complete the exercises. Ss listen to the recording and choose their answers, then give reasons from the example sentences.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to give answers. T asks: 'Why is the answer deadline and not priority?'

    Students

    Pairs report answers. Possible answer: 'The sentence The project deadline is Friday uses the word deadline.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key and confirms the answers. T reminds Ss to use the whole phrase, not separate words.

    Students

    Ss correct any mistakes and tick the answers in their textbooks.

Activity 4: Application · 7 minutes

My Healthy Habits Plan

a) Aims

Ss use the target words, the first conditional and the target sounds in a personal, real-life context.

b) Content

Ss work in groups of four. Each S writes two connected sentences about healthy living using 'maintain' and 'manage time', for example: 'I maintain a regular sleep routine. A short plan helps me manage time.' Then each S writes one first conditional sentence with a modal, for example: 'If you feel overwhelmed, you should talk to the school counsellor.' Ss give a reason for each piece of advice, using evidence from their own experience.

c) Expected outcomes

Each S writes:

  • Two connected sentences: 'I maintain a regular sleep routine. A short plan helps me manage time.'
  • One first conditional sentence with a modal, for example: 'If you feel tired, you should take a break.'
  • One reason for the advice, based on personal experience.
    The group reads the sentences aloud with clear /h/ and /r/.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'In your group, write two connected sentences with maintain and manage time, and one first conditional sentence. Give a reason for your advice.' T shows the sample on the board.

    Students

    Ss listen and ask: 'Can we write about our own habits?'

  2. Teacher

    Step 2: Task performance

    T walks around and checks the use of the modal and base verb. T prompts: 'What is the result of the condition?'

    Students

    Ss write their sentences individually, then share them in the group. Possible sentences: 'If you have a test tomorrow, you should make a short study plan.' 'If you feel stressed, you may talk to a friend.'

  3. Teacher

    Step 3: Report and discussion

    T invites a representative from each group to read one sentence aloud and asks the class to check the /h/ and /r/ sounds.

    Students

    Groups report. Class comments: 'Your /h/ in healthy is clear.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on accuracy, the use of target words and the modal verbs, and reminds Ss: 'A healthy opinion needs a reason.'

    Students

    Ss note the feedback and improve one sentence in their notebooks.

Worksheets

Phiếu học tập số 1

Match each word or phrase with its meaning.

  • well-balanced ___
  • priority ___
  • deadline ___
  • distraction ___
  • mental health ___
  • maintain ___
  • counsellor ___
  • manage time ___

Meanings (in random order):

  • cân bằng
  • việc ưu tiên
  • hạn chót
  • điều gây xao nhãng
  • sức khỏe tinh thần
  • duy trì
  • người tư vấn
  • quản lí thời gian

Write one example sentence for two words of your choice:

Phiếu học tập số 2

Complete the first conditional sentences with a suitable modal (can, may, must or should) and the base verb in brackets.

  • If you feel overwhelmed, you ___ (ask) a trusted adult for help.
  • If you feel tired, you ___ (take) a break.
  • If the deadline is close, you ___ (make) a short plan.
  • If the phone is a distraction, you ___ (turn off) notifications.

Answer the questions:

  • Which tense is used after if?
  • Why do we not normally use will in the if-clause?
  • What does should express: advice, ability or necessity?

Homework

  • Write five first conditional sentences about healthy living, using if + present simple and a modal + base verb (can, may, must or should). Example: 'If you feel tired, you should take a break.'
  • Write a short paragraph (4–5 sentences) about how you manage time and maintain a healthy routine. Use at least three target words from the lesson: well-balanced, priority, deadline, distraction, mental health, maintain, counsellor, manage time.
  • Practise saying healthy habits and regular routine slowly, then naturally, keeping /h/ breathy and /r/ voiced. If your teacher permits, record one attempt and bring it to the next lesson to compare with the reference recording.

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