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

Giáo án Skills 1

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Identify the central activity of a short passage and separate actions from reasons.
  • Use the words well-balanced, priority, deadline and distraction correctly in context.
  • Form first conditional sentences with if + present simple and a modal + base verb, and explain the meanings of can, may, must and should.
  • Give a supported one-minute talk about a well-balanced life, with specific details from the passage.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the passage independently, underline evidence and check their own notes against the task before speaking.
  • Communication and collaboration: Ss work in pairs and small groups to compare answers, give feedback on each other's talks and explain their reasoning.
  • Problem-solving and creativity: Ss decide which details best support a conclusion and build a personal weekly plan for their own balanced life.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read for evidence to answer comprehension questions and give a one-minute talk with an introduction, specific details and a reasoned conclusion.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the four key words accurately and form first conditional sentences with if + present simple and a modal + base verb.

3. Personal qualities

  • Responsibility: Ss take responsibility for their own study time by reflecting on how they manage phone use, homework and rest.
  • Diligence: Ss complete all reading tasks and rehearse their talk notes before the speaking activity.

II. Teaching aids and materials

1. Teacher

  • Textbook English 9 (Global Success), Unit 3 Skills 1, and the full passage on slides or the board
  • Projector and laptop
  • Picture of a teenager studying with a phone nearby
  • Printed Worksheet 1 and Worksheet 2 for each pair
  • Timer
  • NeoEdu digital lesson page: neoedu.vn/learn/9/english/unit-3-skills-1 (lecture slides, examples and interactive exercises)

2. Students

  • Textbook and notebook
  • Pen, pencil, highlighters or coloured pencils for underlining
  • Blank paper for speaking notes

III. Procedures

Activity 1: Warm-up · 10 minutes

Warm-up: Is my life balanced?

a) Aims

Ss activate prior knowledge about daily habits and introduce the topic of healthy living for teens.

b) Content

T shows the picture of a teenager studying with a phone nearby and asks two questions:

  • How many hours do you sleep on a school night?
  • What do you do when your phone lights up during homework?
    Ss discuss the questions in pairs, then share one habit with the class.

c) Expected outcomes

Ss share 2 to 3 habits in full sentences, for example: 'I usually sleep about eight hours.' / 'I check messages during homework, but I try to turn off notifications.' Ss can also suggest one word for a balanced day, such as rest or movement.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the picture and the two questions, then asks: 'What makes a day well-balanced?' T writes the title 'Healthy living for teens' on the board.

    Students

    Ss look at the picture and listen to the questions carefully.

  2. Teacher

    Step 2: Task performance

    T gives Ss two minutes to discuss in pairs and monitors, helping with vocabulary when needed.

    Students

    Pairs take turns asking and answering the two questions. Ss use simple present sentences such as 'I go to bed at ten.'

  3. Teacher

    Step 3: Report and discussion

    T invites three pairs to share one habit each and asks the class: 'Is this habit healthy? Why?'

    Students

    Representative pairs report, for example: 'We think a balanced day includes rest and time with friends.' Other Ss agree or add an idea.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises relevant ideas and says: 'Today we will read about Minh, a student who built a balanced week. We will read for evidence, so we need to find facts that support our answers.' T introduces the words well-balanced, priority, deadline and distraction, with short examples: 'A well-balanced day includes rest.' 'Sleep is a priority before a busy day.'

    Students

    Ss copy the title and the four words into their notebooks and repeat them chorally.

Activity 2.1: Knowledge formation · 25 minutes

Reading for evidence: Minh's weekly plan

a) Aims

Ss read a passage for evidence, identify the central activity, and separate actions from reasons.

b) Content

Step 1, vocabulary: T pre-teaches the four words with meanings and examples (well-balanced: cân bằng; priority: việc ưu tiên; deadline: hạn chót; distraction: điều gây xao nhãng). Ss match each word with its meaning.
Step 2, reading: Ss read the passage 'Minh used to finish schoolwork late...' once quickly to find the central activity. Ss ask: 'What is the main thing Minh does to improve his life?'
Step 3, evidence: Ss reread and underline actions in one colour and reasons in another colour. Ss complete Worksheet 1.
Task questions for Worksheet 1: 'What is the central activity?' 'Which action shows that Minh protects his health?' 'Which words signal a reason: because, when, while or after?'

c) Expected outcomes

Ss can state the central activity: Minh makes a weekly plan with three priorities (enough sleep, essential homework and daily movement) so that he can keep his health and reduce rushing.
Sample evidence pairs (action / reason):

  • He turned off unnecessary notifications / while studying, to avoid distraction.
  • He asked the school counsellor for help / when an assignment felt too difficult.
  • He left ten minutes between tasks / as part of his plan.
    Ss also note that a negative detail can help reject a wrong option: Minh used to finish schoolwork late, so a title about rushing is not the main idea.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives Worksheet 1 to each pair and asks Ss to read the passage once in two minutes: 'What is the central activity? Read quickly and tell me in one sentence.'

    Students

    Ss read the passage and take notes on the worksheet. They match the four key words to their meanings first.

  2. Teacher

    Step 2: Task performance

    T monitors and guides Ss to use the reason signals: because, when, while and after. T asks: 'Is 'he checked messages whenever his phone lit up' an action or a reason?'

    Students

    Pairs underline actions in one colour and reasons in another colour. Ss answer: 'The action is that he finished schoolwork late. The reason is that he checked messages whenever his phone lit up.' Pairs complete the action/reason table on Worksheet 1.

  3. Teacher

    Step 3: Report and discussion

    T calls on three pairs to report the central activity and one action/reason pair each. T asks the class: 'Does anyone disagree with this answer? Show me the line in the passage.'

    Students

    Pair A: 'The central activity is making a weekly plan to balance study, sleep and movement.' Pair B reports: 'He asked the counsellor when an assignment felt too difficult.' Other Ss point to the evidence sentence.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the central activity and emphasises: 'An action tells what happened; a reason tells why. A negative detail, such as finishing school work late, helps us reject a wrong title.' T shows the answer on the NeoEdu reading page as a check.

    Students

    Ss correct their worksheets and write the rule in their notebooks: 'Find the central activity first, then underline evidence for actions and reasons.'

Activity 2.2: Knowledge formation · 15 minutes

Language focus: First conditional and modals

a) Aims

Ss form first conditional sentences and explain the meanings of can, may, must and should.

b) Content

T writes the example sentence on the board: 'If you feel tired, you should take a break.' T asks: 'Which verb form is used after if? Which verb form is used in the main clause?'
T presents the structure: if + present simple, modal + base verb. T shows the modal meanings: can (ability/permission), may (possibility), must (necessity), should (advice). T highlights: do not normally use will in the if-clause.
T asks Ss to complete the example: 'If you feel overwhelmed, you ___ ask a trusted adult for help.'

c) Expected outcomes

Ss can state the structure: If + present simple, + modal + base verb (e.g., If you feel tired, you should take a break).
Ss complete the example: 'should' (followed by the base verb 'ask').
Ss summarise the modal meanings:

  • can: ability or permission
  • may: possibility
  • must: necessity
  • should: advice
    Ss explain that will is not normally used in the if-clause, so 'If you will feel tired' is incorrect.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the example sentence on the board and asks: 'What do you notice about the verb after if?' T gives Ss one minute to think alone.

    Students

    Ss look at the sentence and think about the verb forms in each clause.

  2. Teacher

    Step 2: Task performance

    T guides Ss to complete the Ví dụ item and asks: 'Why do we use should here and not will?' T checks the modal meanings with examples.

    Students

    Ss complete 'If you feel overwhelmed, you should ask a trusted adult for help.' Pairs explain: 'Should is followed by the base verb ask.' Pairs match each modal to its meaning.

  3. Teacher

    Step 3: Report and discussion

    T invites one or two pairs to read their sentences aloud and asks the class to check the verb forms.

    Students

    A pair reports: 'If you feel tired, you should take a break.' The class confirms: 'Present simple after if, base verb after should.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the rule on the board: 'if + present simple, + modal + base verb' and reminds Ss not to use will in the if-clause. T shows the Ghi nhớ on the NeoEdu page.

    Students

    Ss copy the rule and two example sentences into their notebooks.

Activity 3.1: Practice · 15 minutes

Answer the comprehension questions with evidence

a) Aims

Ss answer comprehension questions about the passage by citing evidence from the text.

b) Content

Ss work in pairs on Worksheet 1, Part B. Questions:

  1. Which title best fits the passage? (Choose the option about a weekly plan that protects healthy habits, not the one about rushing.)
  2. Give only the first name of the student in the passage.
  3. Which action is supported by the passage? (Turning off unnecessary notifications while studying.)
  4. Judge the statements True, False or Not Given, and copy one supporting sentence for each answer.
  5. Explain the purpose of the main plan. (To protect the activities that kept him healthy, not to fill every minute.)
  6. What does 'it' refer to in 'break it into smaller steps'? (An assignment.)

c) Expected outcomes

Answer key:

  1. The title about a weekly plan that protects healthy habits is the best fit.
  2. Minh
  3. He turned off unnecessary notifications while studying.
  4. Statements are judged True, False or Not Given with supporting evidence copied from the passage. Ss must quote the sentence, not give a guess.
  5. The purpose is to protect the activities that kept him healthy, not to fill every minute.
  6. 'It' refers to an assignment ('When an assignment felt too difficult').

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task: 'Answer each question in a full sentence and quote one line from the passage as evidence.' T models question 2 on the board.

    Students

    Ss read the questions in Worksheet 1, Part B and clarify any unknown words with their partners.

  2. Teacher

    Step 2: Task performance

    T circulates and checks that Ss underline evidence before answering. T prompts: 'Where is the evidence for question 5?'

    Students

    Pairs answer questions in turn. Ss write answers such as: 'Minh.' / 'The purpose is to protect the activities that kept him healthy.' Pairs decide the answer for each True/False/Not Given statement.

  3. Teacher

    Step 3: Report and discussion

    T asks pairs to report on questions 4 and 5 and asks: 'Which sentence shows that the statement is False?'

    Students

    A pair reports: 'Statement 1 is False because the passage says Minh did not fill every minute.' Other Ss compare answers and add evidence.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and stresses: 'A fluent opinion still needs evidence when it makes a factual claim.' T shows the answer key on the NeoEdu page.

    Students

    Ss correct their answers and highlight the key evidence sentences in their books.

Activity 3.2: Practice · 10 minutes

Build first conditional sentences

a) Aims

Ss use first conditional sentences with modals to give advice and express possible results.

b) Content

Ss complete Worksheet 2 in pairs. Ss use the example sentence and the Ghi nhớ pattern:

  1. If you feel overwhelmed, you ___ ask a trusted adult for help. (Answer: should)
  2. If you feel tired, you ___ take a break. (Answer: should)
  3. If you have a deadline on Friday, you ___ make a weekly plan. (Answer: should)
  4. If notifications distract you, you ___ turn them off. (Answer: can)
    Pairs then say one sentence each about a real situation in their own life.

c) Expected outcomes

Answer key:

  1. should
  2. should
  3. should
  4. can
    Sample personal sentence: 'If I have too much homework, I should make a plan for the week.' Ss must use if + present simple and a modal + base verb.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives Worksheet 2 and reads the first item aloud, asking: 'Which modal gives advice here?'

    Students

    Ss read the four items and recall the structure: if + present simple, modal + base verb.

  2. Teacher

    Step 2: Task performance

    T monitors and checks that Ss do not use will in the if-clause.

    Students

    Pairs fill in the blanks, then take turns saying a personal sentence. Ss check each other's verb forms.

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to read their personal sentences and asks the class to identify the modal and the meaning.

    Students

    Pair reports: 'If I feel sleepy, I should go to bed earlier.' The class identifies should as advice.

  4. Teacher

    Step 4: Conclusion and assessment

    T corrects common errors and summarises: 'if + present simple, + modal + base verb.'

    Students

    Ss correct their worksheets and note the error they made most often.

Activity 4: Application · 15 minutes

One-minute talk: A well-balanced life

a) Aims

Ss give a one-minute talk about a well-balanced life, using specific details and a reasoned conclusion.

b) Content

Ss prepare short notes on a well-balanced life as a secondary student. The talk must include study, rest, movement and friendships. Ss use the structure: introduction → specific details → reasoned conclusion. Ss can use Minh's example as one detail. Ss check that each detail answers the task.
Model talk: 'A balanced life includes more than homework. Minh protected sleep, daily movement and time with friends. He turned off unnecessary notifications and asked for help with difficult tasks. I would use a flexible weekly plan so that unexpected work did not remove all my breaks.'

c) Expected outcomes

Each S writes 4 to 6 short notes: one introduction sentence, at least two specific details (study, rest, movement or friendships) and one reasoned conclusion. Volunteer talks are about one minute long and include at least one detail from the passage and one personal example. Example conclusion: 'A flexible weekly plan helps me keep sleep and friendships, even when homework changes.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the task on the board and reads the model talk aloud once. T asks: 'Which details answer the task? Which sentence is the conclusion?'

    Students

    Ss listen and identify the introduction, details and conclusion in the model talk.

  2. Teacher

    Step 2: Task performance

    T gives Ss five minutes to write short notes on paper and then five minutes to rehearse in pairs. T reminds Ss to check each detail against the task.

    Students

    Ss write notes and practise speaking to a partner. Partners give one positive comment and one question for more detail.

  3. Teacher

    Step 3: Report and discussion

    T invites three volunteers to give their one-minute talks. The class listens and checks whether each detail answers the task.

    Students

    Volunteers speak. Listeners say: 'You included rest and friendships. Your conclusion is clear because you explained why.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective details and gives one suggestion for improvement. T summarises the lesson: 'A supported talk uses evidence, specific details and a reasoned conclusion.'

    Students

    Ss note one improvement in their notebooks and prepare to record the talk for homework.

Worksheets

Phiếu học tập số 1

Part A: Reading for evidence

  • Central activity (one sentence): ______
  • Action / reason pairs (write the action, then the reason):
  • Action: He turned off unnecessary notifications while studying. / Reason: ______
  • Action: He asked the school counsellor how to break an assignment into smaller steps. / Reason: ______
  • Action: He left ten minutes between tasks. / Reason: ______
  • Reason signal words in the passage (circle): because / when / while / after
    Part B: Answer the questions with evidence
  • Which title best fits the passage? Choose the option about a weekly plan that protects healthy habits.
  • Give only the first name of the student in the passage.
  • Which action is supported by the passage?
  • Judge the statements True, False or Not Given. Copy one supporting sentence for each answer.
  • Explain the purpose of the main plan.
  • What does 'it' refer to in 'break it into smaller steps'?

Phiếu học tập số 2

Complete each sentence with should or can. Use the structure: if + present simple, + modal + base verb.

  • If you feel overwhelmed, you ___ ask a trusted adult for help.
  • If you feel tired, you ___ take a break.
  • If you have a deadline on Friday, you ___ make a weekly plan.
  • If notifications distract you, you ___ turn them off.
    Then write one personal sentence about your own life, using if + present simple and a modal + base verb.
    My sentence: ______
    Remember: do not use will in the if-clause.

Homework

  • Write a full one-minute talk (about 120 to 140 words) about a well-balanced life as a secondary student. Include study, rest, movement and friendships, and end with a reasoned conclusion.
  • Record your talk on your phone and listen to it once. Check whether each detail answers the task and whether you used a modal + base verb correctly in at least one first conditional sentence.
  • Review the four key words (well-balanced, priority, deadline, distraction) and write one example sentence for each word. Explore more practice on the NeoEdu page: neoedu.vn/learn/9/english/unit-3-skills-1.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.