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

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Understand the topic of healthy living for teens and the purpose of a short exchange (asking for and giving advice on managing a deadline).
  • Use the key vocabulary: well-balanced, priority, deadline, distraction, mental health, maintain, counsellor, manage time.
  • Use the first conditional (if + present simple, modal + base verb) and the modals can, may, must and should to talk about possible results and advice.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the passage and the dialogue on their own first, then mark the question, the response and useful expressions before checking with the class.
  • Communication and collaboration: Ss work in pairs and groups to match words, answer questions, and exchange personal plans for managing time and staying healthy.
  • Problem-solving and creativity: Ss suggest practical ways to manage a heavy workload and write a reply to a classmate who asks for advice.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss understand a short exchange and a passage about Minh's plan, ask and answer about it, and write two or three connected sentences about healthy living.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the eight topic words in context and form first conditional sentences with the correct base verb after modals.

3. Personal qualities

  • Diligence: Ss complete the reading and writing tasks on time and check their answers carefully.
  • Responsibility: Ss commit to one realistic weekly plan for study, rest and physical activity and report on it in the next lesson.
  • Honesty: Ss give true answers when they describe their own habits, such as how often they check messages while studying.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard with the Unit 3 Getting Started slides (dialogue, vocabulary list, language focus box)
  • Printed worksheets: Worksheet 1 (vocabulary matching) and Worksheet 2 (conditional and modal completion)
  • NeoEdu online lesson page: neoedu.vn/learn/9/english/unit-3-getting-started (interactive exercises, used in the Practice activity)
  • Timer, sticky notes and markers

2. Students

  • Student's book English 9 (Global Success), Unit 3
  • Notebook, pen, pencil and eraser
  • Two or three sticky notes per pair

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Staying healthy and managing deadlines

a) Aims

Ss activate prior knowledge about healthy habits and the problem of deadlines, and get ready to read the topic exchange.

b) Content

T shows the question: 'Do you ever feel rushed by homework deadlines? What do you do to stay healthy?'. Ss think for 30 seconds, then share with a partner. T then listens to the exchange 'Linh: Could you suggest a way to manage this deadline? Minh: You could divide the task into three short steps. Linh: Thanks. Which step should I do first?' and asks Ss what problem Linh has.

c) Expected outcomes

  • Ss' ideas on the board, for example: 'I sleep at least eight hours', 'I play sports after school', 'I turn off my phone while studying'.
  • Ss identify the problem: Linh has a deadline and wants advice on managing it.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the warm-up question and gives 30 seconds of individual thinking time. T says: 'Today we will read about a student who manages his time well.'

    Students

    Ss think silently about their own habits and deadlines.

  2. Teacher

    Step 2: Task performance

    T asks Ss to share in pairs and walks around to listen to some pairs.

    Students

    Ss discuss with a partner. Possible answer: 'I often finish homework the night before, so I feel tired the next day.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to report and writes key ideas on the board. T asks: 'What does Linh want?'

    Students

    Ss report their ideas. Expected answer: 'Linh wants advice on how to manage the deadline.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises relevant ideas and states the lesson topic: healthy living for teens and managing time. T writes the topic phrase 'manage time' on the board.

    Students

    Ss copy the topic into their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Key vocabulary: topic words in context

a) Aims

Ss understand and use the eight topic words and their Vietnamese meanings in simple sentences.

b) Content

Ss complete Worksheet 1 by matching the words to their meanings: 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). Then Ss read the example sentences: 'A well-balanced day includes rest.', 'Sleep is a priority before a busy day.', 'The project deadline is Friday.', 'Notifications can be a distraction.'

c) Expected outcomes

Worksheet 1 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
    Ss can explain: 'A priority is something you do first.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 1 and says: 'Match each word with its meaning. Then look at the example sentences and find the words in context.'

    Students

    Ss read the instructions and the list of words.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs using the pair-check technique: one partner reads the word and the other gives the meaning. T monitors and helps weaker pairs with pronunciation of 'well-balanced' and 'distraction'.

    Students

    Ss match the words in pairs and take turns reading the example sentences aloud.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to give answers. T asks: 'What does a counsellor do?' Expected answer: 'A counsellor gives advice and listens to students.'

    Students

    Ss give their answers. Possible answer: 'Notifications can be a distraction because they stop me from studying.'

  4. Teacher

    Step 4: Conclusion and assessment

    T checks all matches on the board and models the stress and pronunciation of the words. T reminds Ss to learn the words in phrases, not one by one.

    Students

    Ss correct their worksheets and write the phrases manage time and mental health in their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Reading: Minh's weekly plan

a) Aims

Ss understand the main ideas and details of the passage about Minh and identify the purpose of his plan.

b) Content

Ss read the passage about Minh once for the setting, then answer the questions: 1) Who is the main learner in the passage? 2) What did Minh use to do, and why did he finish schoolwork late? 3) What did Minh draw in the wellbeing workshop? 4) What did he do with notifications while studying? 5) What did the school counsellor help him with? 6) What was the purpose of his plan?

c) Expected outcomes

Expected answers:

  • The main learner is Minh.
  • He finished schoolwork late because he checked messages whenever his phone lit up.
  • He drew a weekly plan with three priorities: enough sleep, essential homework and daily movement.
  • He turned off unnecessary notifications while studying and left ten minutes between tasks.
  • The counsellor helped him break a difficult assignment into smaller steps.
  • The purpose was not to fill every minute but to protect the activities that kept him healthy.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the reading strategy: 'Read once for the setting. Then mark the key information.' T shows the six questions on the slide.

    Students

    Ss read the passage silently and underline the answer words.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in groups of four using the jigsaw technique: each member reads the passage again and is responsible for two questions, then explains the answers to the group.

    Students

    Ss discuss their answers within the group and check each other's underlining.

  3. Teacher

    Step 3: Report and discussion

    T calls on one member of each group to answer one question. T asks follow-up: 'Why did Minh feel less rushed after two weeks?'

    Students

    Ss answer. Possible answer: 'Because his plan gave him enough time for sleep and activities.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and highlights the useful expressions: 'turn off notifications', 'break a task into smaller steps', 'protect the activities'. T stresses that the purpose of a plan is to keep us healthy, not to fill every minute.

    Students

    Ss write the key expressions and the purpose sentence in their notebooks.

Activity 2.3: Knowledge formation · 6 minutes

Language focus: first conditional and modals

a) Aims

Ss form first conditional sentences with if + present simple and a modal + base verb, and understand the meaning of can, may, must and should.

b) Content

T presents the structure: 'If you feel tired, you should take a break.' Ss complete Worksheet 2 with the rules: can (ability/permission), may (possibility), must (necessity), should (advice). Ss note that will is not normally used in the if-clause. T models the example: 'If you feel overwhelmed, you ___ ask a trusted adult for help.'

c) Expected outcomes

Ss' completed rules:

  • can expresses ability or permission.
  • may expresses possibility.
  • must expresses necessity.
  • should expresses advice.
  • In the if-clause use the present simple, not will: 'If you feel tired, you should take a break.'
    Answer to the model: should (followed by the base verb ask).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the structure on the board: if + present simple, modal + base verb. T says: 'Look at the language focus box and the example.'

    Students

    Ss copy the structure into their notebooks.

  2. Teacher

    Step 2: Task performance

    T uses the sentence-strip technique: T gives each group a set of strips with the four modals and their meanings. Groups match them and then complete the example sentence.

    Students

    Groups match the modals with meanings and choose the correct modal for the example. Possible answer: 'should, because we use should to give advice.'

  3. Teacher

    Step 3: Report and discussion

    T asks each group to read their matches. T asks: 'Can we say If you will feel tired, you should rest? Why or why not?'

    Students

    Ss answer. Expected answer: 'No, because we do not normally put will in the if-clause.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rules and reads the Ghi nhớ box aloud. T gives the mistake to avoid: 'Do not normally put will in the if-clause.'

    Students

    Ss write the rule in their notebooks and repeat the example sentence chorally.

Activity 3: Practice · 8 minutes

Practice: comprehension and grammar exercises

a) Aims

Ss consolidate the dialogue, the topic words and the modal form through the book exercises.

b) Content

Ss do Exercise 1 (understanding the first speaker's purpose), Exercise 5 (complete the word for cân bằng) and Exercise 6 (choose the correct modal). Then Ss complete Worksheet 2 individually and check their answers with a partner. Ss may use the NeoEdu page to practise the same items interactively.

c) Expected outcomes

Answers:

  • Exercise 1: A. Makes a polite request or asks for information (The opening question seeks help or information politely.)
  • Exercise 5: well-balanced
  • Exercise 6: A. should (should is followed by the base verb ask.)
    Worksheet 2 answers: 'If you feel overwhelmed, you should ask a trusted adult for help.'; 'If you have a deadline, you must plan your time.'; 'If you are tired, you can take a short break.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Do Exercise 1 first, then Exercise 5 and 6. Then complete Worksheet 2 by yourself in five minutes.'

    Students

    Ss read the exercises and the worksheet instructions.

  2. Teacher

    Step 2: Task performance

    T monitors and gives individual help. T asks Ss to check answers with a partner before the whole-class check. T opens the NeoEdu page for fast finishers.

    Students

    Ss work individually, then check answers with a partner. Some Ss use NeoEdu to repeat the exercises.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read answers and asks them to explain their choices. T asks: 'Why is should correct and not should to?'

    Students

    Ss give answers and explain: 'Should is followed directly by a base verb.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, corrects common errors and reminds Ss of the rule on the modal and the base verb.

    Students

    Ss correct their answers and mark the mistakes they made.

Activity 4: Application · 10 minutes

Application: giving advice about managing time

a) Aims

Ss use the topic words, the first conditional and the modals to write a short reply and talk about their own plan for a healthy life.

b) Content

Ss complete Exercise 7: In two or three connected English sentences, explain why healthy living for teens matters. Use at least two of these words or phrases: well-balanced, priority, deadline, distraction. Then Ss complete Exercise 8: continue the exchange 'Linh: Could you suggest a way to manage this deadline? Minh: You could divide the task into three short steps. Linh: Thanks. Which step should I do first?' with one useful reply and a polite closing. Finally, Ss exchange their replies with a partner.

c) Expected outcomes

Sample answer for Exercise 7: 'A well-balanced day includes rest. Sleep is a priority before a busy day. These ideas help us discuss healthy living for teens more precisely.'
Sample answer for Exercise 8: 'You should start with the first step and check the instructions. You are welcome, and good luck with your plan.'
Assessment criteria: relevant point (0.4), two vocabulary items used naturally (0.3), intelligible English (0.3) for Exercise 7; answers the question (0.5), polite closing (0.2), appropriate grammar (0.3) for Exercise 8.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the two tasks and the scoring criteria. T says: 'Write your ideas first, then write the full reply. Use at least two topic words and one modal.'

    Students

    Ss read the instructions and the criteria.

  2. Teacher

    Step 2: Task performance

    T gives Ss 5 minutes to write individually. Then T asks Ss to swap notebooks with a partner and give feedback using the three criteria.

    Students

    Ss write their answers and then read and comment on their partner's reply.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 Ss to read their sentences aloud. T asks: 'If you feel tired, what should you do?'

    Students

    Ss read. Possible answer: 'If I feel tired, I should take a short break and drink some water.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives brief feedback on the use of modals and topic words, praises good ideas and summarises the lesson: a healthy plan balances study, rest and movement.

    Students

    Ss note the feedback and revise their written replies.

Worksheets

Phiếu học tập số 1

Vocabulary matching (Used in the Key vocabulary activity)
Match each word with its meaning.

  • well-balanced
  • priority
  • deadline
  • distraction
  • mental health
  • maintain
  • counsellor
  • manage time
    Meanings (shuffled):
  • việc ưu tiên
  • hạn chót
  • điều gây xao nhãng
  • cân bằng
  • sức khỏe tinh thần
  • duy trì
  • người tư vấn
  • quản lí thời gian
    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.

Phiếu học tập số 2

First conditional and modals (Used in the Language focus and Practice activities)
Part A. Complete the rules.

  • can expresses ________.
  • may expresses ________.
  • must expresses ________.
  • should expresses ________.
    Part B. Choose the correct modal and write the full sentence.
  1. If you feel overwhelmed, you ________ ask a trusted adult for help. (should / should to / are should)
  2. If you have a deadline, you ________ plan your time. (must / musts)
  3. If you are tired, you ________ take a short break. (can / cans)
    Part C. Correct the mistake.
  • If you will feel tired, you should rest.
    Answers: Part A – ability/permission; possibility; necessity; advice. Part B – 1. should; 2. must; 3. can. Part C – If you feel tired, you should rest.

Homework

  • Write a short weekly plan for yourself in five to six sentences. Include three priorities, one way to reduce distraction and one time you protect for rest or exercise.
  • Write three first conditional sentences about your own life, using if + present simple and a modal + base verb (for example: If I feel tired, I should take a break).
  • Read the passage about Minh again and underline the words for managing time. Learn the eight topic words by heart, with their meanings.
  • Prepare the next lesson: read the Speak section of Unit 3 and think of one piece of advice for a classmate who has too much homework.

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