Unit 1

UNIT 1: A LONG AND HEALTHY LIFE
Lesson 1: Getting started – A healthy lifestyle
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic A long and healthy life;
- Gain vocabulary to talk about a healthy lifestyle;
- Get to know the language aspects: Past simple vs. Present perfect.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Familiarize with the ways to keep fit and stay healthy;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Vietnames
Form Pronunciation Meaning e
equivalent
1. (to) work out /wɜːk aʊt/ to exercise in order to improve the Tập luyện
strength or appearance of your body
2. (be) full of /fʊl əv/ containing a lot of something Đầy
3. diet (n) /ˈdaɪ.ət/ the food and drink usually eaten or Chế độ ăn
drunk by a person or group uống
4. balanced /ˈbælənst/ a balanced diet is a combination of Cân bằng

(adj) the correct types and amounts of food.
5. fit (adj) /fɪt/ healthy and strong, especially as Cân đối

a result of exercise
Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in
that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
- Provide vocabulary and useful language before
a speech.
assigning tasks.
- Encourage students to work in groups so that they
can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of healthy lifestyle;
- To set the context for the listening and reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Categorizing game: Classify healthy and unhealthy activities
c. Expected outcomes:
- Students can distinguish healthy and unhealthy activities
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Categorizing game Lists of activities:
- Ss work in groups. Each group is given small pieces of - Healthy lifestyle
paper on which activities of healthy and unhealthy + Eat fruits and vegetables
lifestyle are written. + Drink enough water
- Each group has to classify them into correct categories. + Have a balanced diet
- The first team to complete the task correctly is the + Get regular exercise
winner. + Avoid tobacco and drugs
- Teacher asks the winner to go to the board and show + Get enough good sleep
the correct answers. - Unhealthy lifestyle
+ Stay up late
+ Eat late in the evening
+ Eat too much sodium
+ Have excessive screen time
+ Overuse painkillers and sedatives
+ Eat fast food
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRESENTATION (7 mins)

a. Objectives:
- To get students to learn vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
- Students can use key language more appropriately before they read.
d. Organisation

Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. (to) work out
- Teacher explains the meaning of the new vocabulary 2. (be) full of
by pictures. 3. diet (n)
- Teacher checks students’ understanding with the “Rub 4. balanced (adj)
out and remember” technique. 5. fit (adj)
- Teacher reveals that these five words will appear in the
reading text and asks students to open their textbook to
discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes students’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: PRACTICE (20 mins)

a. Objectives:
- To help students get to know the topic.
- To introduce words and phrases related to healthy lifestyles.
- To help Ss identify the Past Simple and Present Perfect.
b. Content:
- Task 1: Listen and read. (p.8)
- Task 2: Read the conversation again and decide whether the following statements are true (T) or
false (F). (p.9)
- Task 3: Fill in the blanks to make phrases from Task 1 with the following meanings. (p.9)
- Task 4: Complete the text based on the conversation in Task 1. Use the correct form of the verbs in
brackets. (p.9)
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organisation

Task 1. Listen and read. (5 mins)
- Teacher asks Ss to look at the pictures in the
book as well as the dialogue and answer the
questions.
- Ss answer the questions in pairs.
- Teacher plays the recording twice. Ss listen and
read.
- Teacher checks Ss’ prediction. T calls 2 Ss to
read the conversation aloud. Questions:
- What can you see in each picture?
- Who are the speakers?
- What do you think they are discussing?
Suggested answers:
- Water, vegetables, tape measure
- Nam and his friend Mark are the speakers.
- They are discussing a healthy lifestyle.
Task 2. Read the conversation again and decide whether the following statements are true (T) or
false (F). (5 mins)
- Teacher tells Ss to read the conversation again Answer key:
and work independently to find the answers. 1. F (Nam used to eat a lot of fast food and have
Remind Ss to underline the information and bad habits.)
correct the false statements. 2. T
- Ss work independently to find the answers. 3. T
- Teacher has Ss compare the answers in pairs
before checking with the whole class.
- Teacher checks the answers as a class and gives
feedback.
Task 3. Fill in the blanks to make phrases from Task 1 with the following meanings. (5 mins)
- Teacher has Ss look at the box 1-4. Explain that Answer key:
these words are part of phrases related to healthy 1. energy
lifestyles and they are all in the conversation in 2. habits
Task 1. 3. regular
- Teacher asks Ss to read the definitions and the 4. balanced
words in the boxes so that the phrases on the left
match the definitions on the right. Underline the
phrases in the conversation.
- Check answers as a class.
Task 4. Complete the text based on the conversation in Task 1. Use the correct forms of the verbs
in brackets. (5 mins)
- Teacher tells Ss to read the summary. Focus Answer key:
attention on the verbs in brackets. 1. ate
- Teacher asks Ss to complete the sentences, using 2. has started
the correct verb form. In weaker class, teacher 3. (has) given
may have Ss refer to the conversation in Task 1. 4. visited
- Check answers as a class. 5. has just celebrated
- Elicit the verb tenses, i.e. Past Simple and
Present Perfect
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help Ss memorize the basic knowledge on how to stay healthy;
- To get Ss to speak about how to be strong and healthy.
b. Content:
- Role play
- Students can give a short talk about good habits to stay healthy.
d. Organisation

Task 5. Role-play
- Teacher asks Ss to work in groups. Students’ own creativity
- In each group, one student plays the role of grandpa
who is in his 90s and still very strong and healthy.
Others are grandchildren.
- Grandpa is giving advice on how to be healthy.
- Ss have 3 minutes to prepare for the role-play.
- Teacher invites 1 or 2 groups to come to the stage and
do the role-play.
- Teacher asks other groups to listen and give
comments.
- Teacher gives feedback and gives marks to the best
group.
e. Assessment
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about how to keep fit and stay healthy.
- Prepare for the project in Lesson 8
Board Plan
Date of teaching
Unit 1: A long and healthy life
Lesson 1: Getting started
*Warm-up
* Vocabulary
1. (to) work out
2. (be) full of
3. diet (n)
4. balanced (adj)
5. fit (adj)
- Task 1: Listen and read.

- Task 2. Read the conversation again and write T (True) or F (False).
- Task 3. Fill in the blanks to make phrases from Task 1 with the following meanings.
- Task 4. Complete the text based on the conversation in Task 1.
- Task 5: Role-play
*Homework
Lesson 2: Language
I. OBJECTIVES
1. Knowledge
- Use the lexical items related to the topic A long and healthy life;
- Recognise and practise strong and weak forms of auxiliary verbs;
- Review the use of Present perfect and Past simple tenses.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Be ready to have a healthy lifestyle;
II. MATERIALS
- Grade 11 textbook, Unit 1, Language
- hoclieu.vn
Language analysis
Past simple tense Present perfect tense
1. Describe something started and finished 1. Describe something that started in the
in the past past, and is still happening now (often used
E.g. You did a great job yesterday. with since, for, so far)
E.g: You have done a great job so far.
2. Describe something that was completed 2. Describe something that was completed
in the past (often used with a time phrase) in the very recent past (used with just and
E.g. We lived in Hai Phong when I was recently)
little. E.g. We have just moved to Hai Phong.
Assumption
Students are reluctant to work in that they can help each other.
groups.
Students may lack vocabulary to deliver - Explain expectations for each task in detail.
a speech - Continue to explain task expectations in small
- Provide vocabulary and useful language before
assigning tasks
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
b. Content:
- Watch a video and answer the question: What do humans need to do to stay healthy?
- Students can listen and find out some ways to stay healthy from the video clip.
d. Organisation

VIDEO WATCHING Suggested answers:
https://www.youtube.com/watch?v=UxnEuj1c0sw - Eat a good balance of all kinds of food
- Ss work in 4 groups. Each group is given a big-sized - Drink lots of water
piece of paper and markers. - Do lots of exercises
- Ss watch the video once and list out good habits to stay - Keep clean and wash off germs
healthy mentioned in the video. - Have enough sleep
- All teams stick the paper on the boards.
- Teacher checks the answers of each group.
- The group that has the most correct answers is the
winner.
e. Assessment
2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
- To help Ss recognise and practise strong and weak forms of auxiliary verbs.
- To help Ss practise strong and weak forms of auxiliary verbs.
b. Content:
- Task 1: Listen and repeat. Pay attention to the strong and weak forms of the auxiliary verbs. Then
practice saying them. (p.9)
- Task 2: Read the sentences out loud. Pay attention to the strong and weak forms of the auxiliary
verbs. Then listen and check. (p.9)
- Students can pronounce the strong and weak forms of auxiliary verbs in Yes-No questions
correctly.
d. Organisation

Task 1: Listen and repeat. Pay attention to the strong and weak forms of the auxiliary verbs.
Then practise saying them. (5 mins)
- Teacher asks Ss to listen to the recording. Have them Notes:
pay attention to the strong forms (in red) and the weak - Auxiliary verbs at the beginning of Yes/No
forms (in blue) of the auxiliary verbs. questions do not receive stress and are
- Teacher asks Ss to listen to the recording again, but this pronounced in their weak forms.
time, have them repeat the words in red and green only. - At the end of short answers, they often
- Teacher asks Ss to read the notes in the Remember! receive stress and are pronounced in their
Box which is above the conversation. Check short forms.
understanding by asking individual Ss to briefly explain Mark: Have you started working out again?
the strong and weak forms of auxiliary verbs. /həv/
Nam: Yes, I have.
/hæv/
Mark: Was it your grandfather who taught
/wəz/
you?
Nam: Yes, it was.
/wɒz/
Task 2: Work in pairs. Read the sentences out loud. Pay attention to the strong and weak forms
of the auxiliary verbs. Then listen and check. (7 mins)
- Teacher asks Ss to read quickly through the questions Answer key:
and answers. Check understanding. 1. Does she exercise? – Yes, she does.
- Teacher asks Ss to read the red and blue words first /dəz/ /dʌz/
before reading aloud the whole sentences/conversations. 2. Were you eating healthily? – Yes, I was.
- Teacher has Ss work in pairs to take turns to read each /wə(r)/ /wɒz/
sentence aloud. Ask them to pay attention to the strong 3. Do you eat vegetables? – Yes, I do.
and weak forms.
/də/ /du/
- Extension: Teacher may have pairs make new
questions and answers using auxiliary verbs in the same 4. Can he get up early? – Yes, he can.
sentence structures. Invite pairs to role-play their /kən/ /kæn/
conversations in front of the class. Have the rest of the
class say if they are using the strong and weak forms of
auxiliary verbs correctly.
e. Assessment
- Students in class listen and give feedback on their friends’ performance.
3. ACTIVITY 2: VOCABULARY (12 mins)

a. Objectives:
- To introduce words / phrases related to health and fitness.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match each word with its meaning (p.10)
- Task 2. Complete the sentences using the correct forms of the words (p.10)
- Students understand the meaning of words, memorise them and are able to use them in meaningful
contexts.
d. Organisation

Task 1. Match each word (1-5) with its meaning (a-e). (6 mins)
- Teacher tells Ss that the words / phrases in the activity are Answer key:
related to health. 1. B
- Teacher has Ss match each word with its meaning. 2. C
Encourage Ss to look at the pictures and explain what they see. 3. A
This way, they will develop a better understanding of the 4. D
words / phrases.
5. E
- In weaker classes, do the first one as an example before
asking Ss to match the rest individually or in pairs.
- Check the answers as a class.
Task 2. Complete the following sentences using the correct forms of the words in Task 1. (6 mins)
- Teacher tells Ss to read the sentences carefully and decide Answer key:
which word in Task 1 can be used to complete each of the 1. examined
sentences. Tell them to change the forms of some words if 2. treatment
necessary. 3. strength
- Teacher checks answers as a class. Have Ss call out the word 4. muscles
they have used in each sentence first.
5. suffering from
- Teacher confirms the correct answers. Ask Ss to explain the
meaning of each word using the definitions in Activity 1.
- Teacher asks some Ss to read the complete sentences.
- Extension: Invite individual Ss to add other topic-related
words they have learnt from Getting started or Task 1. Make
sure there are about 15 words. Teacher writes all the words
on the board. Have Ss study them for half a minute, then the
teacher asks Ss to cover/close their eyes. Erase one word from
the board. Have Ss open their eyes and identify which word is
missing. In stronger classes, ask Ss to make sentences with the
word. Continue until the board is empty.
e. Assessment
4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To help Ss recognise the difference between the Past Simple and the Present Perfect.
- To help Ss practise the Past Simple and the Present Perfect.
b. Content:
- Task 1. Put the verbs in brackets in either the past simple or the present perfect. (p.11)
- Task 2. Talk about your healthy activities, using the past simple or the present perfect. (p.11)
- Students know how to use the past simple or the present perfect and can apply it to give a short talk
on the given topic.
d. Organisation

Task 1. Put the verbs in brackets in either the past simple or the present perfect. (6 mins)
- Teacher asks Ss to read the notes in the Remember box to Answer key:
review the differences between the Past Simple and the 1. saw
Present Perfect. Give more explanation and examples if 2. suffered
necessary. 3. have been improved
- Teacher asks Ss to pay attention to the meaning of each 4. has just examined
sentence and underline the key words (such as ago,
yesterday with Past Simple, and yet, already, for, since with
Present Perfect).
- Teacher asks Ss to pay attention to the active voice or
passive voice of the verbs.
- Teacher gives Ss time to complete the task.
- Teacher checks answers as a class by having individual Ss
write the sentences on the board. Go through each sentence
and ask Ss to explain why they have used that particular
form, e.g. 1. We use Past simple here because it is an action
that started and finished in the past, and the grammatical
clue here is “yesterday”.
- Extension: Ask Ss to add 2-3 more sentences to each item,
using the Past simple and/or Present perfect where
appropriate, e.g. He saw the doctor yesterday. The doctor
examined him carefully. He has felt better since then.
Task 2. Work in pairs. Talk about what you do to keep fit and healthy. Use the past simple or the
present perfect. (7 mins)
- Teacher lets Ss work in pairs. Suggested answer:
- Teacher asks Ss to talk to their partner and share about - I have exercised regularly for a year.
healthy habits/activities that they have done. It can be a - I went swimming last weekend.
conversation between two people or two separate talks from - I went to the gym and did weigh-
the pair. lifting yesterday. I wanted to build up
- Teacher requires Ss to use the correct past simple and my muscles and increase my strength.
present perfect tense. - The last time I had a medical treatment
- Teacher encourages Ss to apply the vocabulary they have was 2 weeks ago.
learnt in the lesson as well as the rules of pronouncing strong
and weak forms of auxiliary verbs (if there are Yes-No
questions in their dialogue).
- Extension: In stronger class, teacher may ask one student
to report what his/her partner has shared and vice versa.
e. Assessment
a. Wrap-up
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.
Board Plan
Date of teaching
Lesson 2: Language
*Warm-up
Video watching
* Pronunciation
- Task 1. Listen and repeat.
- Task 2. Read the sentences out loud. Listen and check.
* Vocabulary
- Task 1. Match each word with its meaning.
- Task 2. Complete the sentences using the correct forms of the words.
* Grammar
- Task 1. Put the verbs in brackets in either the past simple or the present perfect.
- Task 2. Talk about your healthy activities, using the past simple or the
present.perfect.
*Homework
Lesson 3: Reading – How to live a long and healthy life
I. OBJECTIVES
1. Knowledge
- Develop reading skills for general ideas and for specific information about healthy lifestyle
habits.
2. Competences
- Develop presentation skills;
- Acknowledge and be able to apply the tips on how to develop healthy lifestyle habits in their
own life;
II. MATERIALS
- Grade 11 textbook, Unit 1, Reading
- hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. life expectancy (n) /ˈlaɪf the number of years that a person is tuổi thọ
ɪkspektənsi/ likely to live
2. ingredient (n) /ɪnˈɡriːdiənt/ one of the things from which nguyên liệu
something is made, especially ones
that are used together to make a
particular dish
3. nutrient (n) /ˈnjuːtriənt/ a substance that is needed to keep a chất dinh dưỡng
living thing alive and to help it to
grow
4. (to) give off /ɡɪv ɒf/ to produce something such as a phát ra, tỏa ra
smell, heat, light, etc.
5. repetitive (adj) /rɪˈpetətɪv/ repeated many time lặp đi lặp lại
Assumption
Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To set the context for the reading part;
b. Content:
- Crossword
- Students can find out all the words as well as the key word based on the definitions given by the
teacher.
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Crossword
- Ss work in groups and take turns to Clues:
choose a word. If they get the correct KEY WORD: A way of living that helps you enjoy more
answer, they will have 1 point. aspects of your life.
If the answer is wrong or the group 1. Eating too much fat can cause __________ diseases.
cannot find out the answer, the 2. Go on a ______ means to begin a specific nutritional plan in
chance is for other groups. an attempt to lose weight or achieve some other health
- After 6 words, if a group can guess benefits.
the key word, they can answer it. 5 3. A clear liquid that has no color or taste when it is pure.
points for the key word. 4. A disease or period of sickness affecting the body or mind.
- If the keyword is incorrect, that 5. The noun of ‘strong’
group will be out of the game. 6. What is it? (Picture)
7. The subject P.E stands for __________ Education.
8. Doing exercises can burn out many __________.
9. To look at or consider a person or thing carefully to discover
something about them.
10. Do you _________ from any allergies?
11. Eating enough _____________ and fruits is good for your
digestive system.
e. Assessment
- Teacher observes the groups, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-READING (9 mins)

a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Lead students in the reading passage;
- Pre-teach vocabulary related to the content of the reading passage.
- Students can use key language more appropriately before they read.
d. Organisation

Task 1. Work in pairs. Look at the photos and discuss the questions. (4 mins)
Questions:
- Teacher asks Ss to work in pairs and look at the
pictures. They should discuss whether each picture Which photos show healthy habits?
shows a healthy or unhealthy habit, and give reasons for Which ones show unhealthy habits?
their answers.
Suggested answers:
- Teacher has some Ss share their answers with the
whole class. A. Picture A shows a healthy habit, because
vegetables are good for our health. They
- Teacher introduces the topic of the reading text.
help us to lose weight and have a healthy
heart and skin.
B. Picture B shows an unhealthy habit,
because sleeping late when you are
sleeping, or having your laptop on while
sleeping all have bad effects on the quality
of your sleep, which in turn damages your
health in the long run.
C. Exercising is a healthy habit. Working
out regularly helps you to keep fit, lose
weight, develop muscles etc.
D. Eating fast food and eating too much are
unhealthy habits. These habits are not good
for our hearts and digestive system. They
can lead to obesity/being overweight, or
heart diseases.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary 1. life expectancy (n)
by pictures. 2. ingredient (n)
- Teacher checks students’ understanding with the “Rub 3. nutrient (n)
out and remember” technique. 4. (to) give off
- Teacher reveals that these five words will appear in the 5. repetitive (adj)
discover further.
e. Assessment
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-READING (20 mins)

a. Objectives:
- To get Ss to practise guessing the meaning of words from context;
- To help Ss develop reading skills for general information;
- To help Ss develop reading skills for specific information.
b. Content:
- Task 2. Read the article. Solve the crossword with words and phrases from it. (p.11)
- Task 3. Read the article again. Match the sections (A-C) with the headings (1-5) below (p.12)
- Task 4. Read the article again. Complete the diagrams with information from the text. Use no more
than two words for each gap (p.12)
- Students can thoroughly understand the content of the text and complete the tasks successfully
d. Organisation
Task 2. Read the article. Solve the crossword with words and phrases from it. (6 mins)
- Teacher asks Ss to read the article.

- Teacher asks Ss to work in pairs to solve the crossword
using words from the text. Walk round the class and
provide help if necessary. Point out the part of speech (v, n,
adj) as well the text where they can find the words.
- In weaker classes, give the first and / or last letter of each
word to help them work out the answers faster.
Answer key:
- Check the answers as a class. Have individual Ss write the
words on the board. In weaker classes, check understanding 1. ingredients
of the words by asking Ss to make sentences with them. 2. life expectancy
3. nutrients
4. work out
Task 3. Read the article again. Match the sections (A-C) with the headings (1-5) below. There are
TWO extra headings. (7 mins)
- Teacher asks Ss to read the five headings and make sure Answer key:
they understand their meaning. A-1
B-2
- Teacher asks Ss to read the text quickly, then match each C-5
of the three paragraphs with a heading. Remind them that
there are TWO extra headings they will not need.
- Teacher reminds Ss that incorrect headings for a section
are often “irrelevant” (i.e., not mentioned in the section),
“too narrow” (i.e., only representing part of the section) or
“too general” (i.e., not specific to that section only).
- Teacher has Ss explain why certain headings are not
needed, e.g. Heading 3 only focuses on part of Paragraph
B so does not represent the main idea of the whole
paragraph. Heading 4 is too general and should be the
main idea of the whole text rather than a single paragraph.
Task 4. Read the article again. Complete the diagrams with information from the text. Use no
more than TWO words for each gap (7 mins)
- Teacher asks Ss to study the diagram. Make sure they Answer key:
understand that each branch is a summary of a main 1. breakfast
paragraph of the text, and follows a logical sequence. In 2. suitable
weaker classes, give Ss an example, e.g. Branch A shows 3. regularly
what to do if we want to have a long and healthy life by 4. energy drinks/ exercising
eating better. The information is from paragraph A in the 5. electronic devices
text. As we can see, the first thing to do is to look at food Suggested answers (for extension
labels. Then we should avoid too much salt or sugar ... activity):
- Teacher draws Ss’ attention to the gaps. Tell them that 1. We should avoid food with too much
they are going to fill in each blank with no more than TWO fat (Not given/Stand up).
words. These words should be taken from the text.
2. We should work out hard from the
- Teacher encourages Ss to guess the type of information start (False/left hand).
they need for each gap. E.g. For Blank (1) we need a noun.
3. Blue light from electric devices makes
For Blank (2) it is an adjective. it hard to sleep. (True/right hand)
- Teacher asks Ss to scan through each paragraph, locate the
4. You should turn off electronic devices
information for each gap, check if the answers have no and go to bed immediately. (False/left
more than TWO words and fit the blanks in terms of both hand)
meaning and the type of information they have guessed
earlier. 5. If you find it hard to sleep, you may
try to count the sheep. (Not given/Stand
- Check answers as a class. up)
Extension: Play a game: Make some statements based on
the text and have Ss decide whether they are True, False or
Not Given by doing some actions. If the statement is True
according to the text, they should raise their right hand.
They should raise their left hand for a false statement, and
stand up if it is Not given (No information is provided).
e. Assessment
4. ACTIVITY 3: POST-READING (8 mins)

a. Objectives:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Discussion: Do you find the advice in the article useful? Have you tried following any of the
suggestions above?
- Students can use the language and ideas from the unit to reflect on their own lifestyle.
d. Organisation

Task 5. Work in pairs. Discuss the following questions.
- Teacher asks Ss to work in pairs. Have them discuss if they
find any advice in the text useful for them and if they have Questions:
followed these suggestions themselves. Encourage them to - Do you find the advice in the article
explain why they find the advice useful and how they useful?
actually try or will try to incorporate these healthy habits - Have you tried following any of the
into their daily routine. suggestions above?
- Teacher invites some pairs to share their answers with the
whole class. Answers:
Students’ own ideas.
- Teacher asks other students to listen and give comments.
- Teacher gives feedback and gives marks to Ss’
performance.
e. Assessment
a. Wrap-up
b. Homework
- Write a short paragraph about effective methods to live healthily and increase life expectancy.
- Prepare for the next lesson – Speaking.
Board Plan
Date of teaching
Lesson 3: Reading – How to live a long and healthy life
*Warm-up
* Lead-in
* Vocabulary
1. life expectancy (n)
2. ingredient (n)
3. nutrient (n)
4. (to) give off
5. repetitive (adj)
- Task 2. Read the article. Solve the crossword with words and phrases from it.
- Task 3. Match the sections (A-C) with the headings (1-5).
- Task 4. Complete the diagrams with information from the text.
- Task 5: Discussion.
*Homework
Lesson 4: Speaking – Giving instructions for an exercise routine
I. OBJECTIVES
1. Knowledge
- Gain an overview about how to give instructions for an exercise routine;
- Memorise vocabulary to talk about an exercise routine.
2. Competences
- Gain some language expressions to talk about an exercise routine;
- Talk about the steps to give instructions for an exercise routine;
- Acknowledge and be able to give instructions for an exercise routine;
- Develop self-study skills;
II. MATERIALS
- Grade 11 textbook, Unit 1, Speaking
- hoclieu.vn
Language analysis
1. slightly (adv) /ˈslaɪtli/ a little
2. star jump (n) /stɑː(r) dʒʌmp/ an exercise in which you stand with your legs together and
your arms at your sides and jump to a position with your
legs apart and your arms spread out
3. press-up (n) /ˈpres ʌp/ an exercise in which you lie on your stomach and raise your
body off the ground by pressing down on your hands until
your arms are straight
4. (to) squat /skwɒt/ to sit on your heels with your knees bent up close to your
body
Assumption
Students may lack vocabulary to deliver - Provide vocabulary and useful language before
a speech. assigning tasks.
- Give short, clear instructions and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on an exercise routine;
- To set the context for the speaking part;
- To help Ss warm up and get ready for the lesson by some authentic physical practice.
b. Content:
- Watch a video and practice the exercise by following the instructions in the video.
- Students can follow the instructions and memorize some of the steps.
d. Organisation

Video watching
- Teacher plays the video and asks the whole class to Link:
stand up. https://www.youtube.com/watch?
- Ss watch the video and follow the instructions. v=3XGNP_SzcI8&t=29s
- After the physical exercise, teacher asks Ss if they
can remember any instructions in the video (E.g: turn
around, clap your hands, stretch it out, jump, shake,
stomp your feet)
- In pairs, Ss discuss to recall the instructions
mentioned in the video.
- Teacher invites some students to say out loud the
actions.
e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: CONTROLLED PRACTICE (9 mins)

a. Objectives:
- To get students learn vocabulary related to the topic;
b. Content:
- Pre-teach vocabulary related to the content of the lesson;
- Introducing tips to give instructions.
- Students can use key language more appropriately when they speak;
- Students have an overview on how to give instructions for an exercise routine.
d. Organisation

Task 1. Look at the diagram. Match the two parts of each sentence to complete the instruction
(4 mins)
- Teacher asks Ss if they know what a star jump is or

looks like. Do some star jumps for Ss to have a
clearer idea.
- Teacher asks Ss to match parts of the sentences to
complete the instructions for doing star jumps.
- Check the answers as a class.
Answer key:
1. B 2. D 3. C 4. A
Tips to give instructions:
- Teacher designs a brief note in which tips to give Tips to give instructions:
instructions are summarized. Teacher asks students 1. Start by ________ the process.
to try to guess the answers in each blank without 2. Sequencing the steps, using ______ words or
looking at the textbook. phrases (i.g: first, second, next, finally …)
- Teacher tells Ss to read the Remember box and pay 3. give ______ direction at a time.
attention to the tips, examples and useful phrases. Key:
1. introducing
- Teacher asks Ss to give an example from the
matching exercise for each tip. Ask them to 2. linking
underline the linking words or phrases. 3. one

- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new 1. slightly (adv)
vocabulary with different techniques (pictures, 2. star jump (n)
actions, synonyms …) 3. press-up (n)
- Teacher checks students’ understanding with the 4. (to) squat
“Rub out and remember” technique.
- Teacher asks Ss to take notes on their notebooks.
e. Assessment
3. ACTIVITY 2: LESS-CONTROLLED PRACTICE (20 mins)
a. Objectives:
- To help Ss practise linking words and phrases in giving instructions;
- To give Ss an opportunity to practise giving instructions for an exercise routine;
- To provide Ss with some basic information about How to burn fat.
b. Content:
- Task 2. Fill in the blanks with one word to complete the first part of the instructions. (p.13)
- Task 3. Practise giving the instructions for the rest of the exercise routine. (p.13)
- Task 4. Take turns demonstrating the exercise routine and giving instructions to the rest of the class.
(p.13)
- Students know how to give instructions for the full exercise routine How to burn fat with suitable
linking words and phrases.
d. Organisation

Task 2. Look at the ‘How to burn fat’ exercise. Fill in each blank with ONE word to complete the
first part of the instructions (6 mins)
Suggested answers:
- Teacher asks Ss to study the ‘How to burn fat’ diagram.
Tell them that this is an exercise routine that helps people to 1. First…
reduce fat in the body. 2. Second…
3. Next/Then …
- Teacher makes sure Ss understand the words in the
diagram. Have Ss study the pictures or use body language
to demonstrate each move. .
- Teacher asks Ss to use the words in the Remember box to
complete the first part of the instructions.
Task 3. Work in pairs. Practise giving the instructions for the rest of the exercise routine in
Task 2. (7 mins)
- Teacher asks Ss to work in pairs. They should give the full Suggested answers:
instructions for the “How to burn fat” routine. You can burn fat by doing this simple
- Teacher reminds Ss to refer to the tips and phrases in the exercise routine. First, do star jumps for
Tips box. 20 seconds. Second, take a one-minute
- For weaker classes, give them more examples and rest. Next, stand on one leg for 10
guidance by asking them to study the next picture in the seconds. Then, repeat on the opposite
sequence first (i.e., the third picture). Then ask them to side for 10 seconds. After another one-
make a sentence with this picture, using the proper linking minute test, do squats for 30 seconds.
words and phrases (e.g. Then repeat on the opposite side for Finally, rest for another minute and run
10 seconds). Correct them if necessary and encourage the
on the spot for 20 seconds.
Ss to continue with other pictures.
- Teacher walks around to provide help if necessary.
Extension: Have Ss play a guessing game in groups. Each
student gives instructions for a type of exercise while the
rest of the group try to guess it, e.g. Stand with your legs
together and your arms at your sides. Then jump to a
position with your legs apart and your arms spread out. (star
jumps) In stronger classes, encourage Ss to come up with
their own ideas for exercise, e.g. Move along fast by taking
quick steps. Make sure you lift each foot before the next
one touches the ground. (running)
Task 4. Work in groups. Take turns demonstrating the exercise routine and giving instructions to
the rest of your group so that they can do the exercise with you. (7 mins)
- Teacher asks Ss to work in groups. They should take turns
Students’ practice
demonstrating and giving instructions for the exercise
routine while the rest of the group follow.
- Teacher has some groups come to the front and give the
instructions while the rest of the class perform the routine
together.
- Teacher praises groups for good effort, teamwork and
clear instructions.
e. Assessment
4. ACTIVITY 3: FREE PRACTICE (8 mins)

a. Objectives:
- To check students’ understanding about the language use in giving instructions for an exercise
routine;
b. Content:
- Further practice: Students give instructions for another exercise routine.
- Students can use the language and ideas from the unit to be more active and healthy.
d. Organisation

Further practice Students’ practice
- Teacher asks Ss to work in pairs and come up with
instructions for another exercise routine. (for example:
Warm-up exercise in the P.E lesson)
- Teacher invites some pairs to demonstrate their routine in
front of the class and give instructions.
- Teacher encourages the rest of the class to follow their
instructions and do the exercises.
- Teacher gives feedback and give marks to Ss’ performance.
e. Assessment
- Teacher observation on Ss’ performance.
a. Wrap-up
b. Homework
- Prepare for the next lesson – Listening.
Board Plan
Date of teaching
Lesson 4: Speaking – Giving instructions for an exercise routine
*Warm-up
* Vocabulary
1. slightly (adv)
2. star jump (n)
3. press-up (n)
4. (to) squat
- Task 1: Match the two parts of each sentence to complete the instruction.
- Task 2: Fill in the blanks with one word to complete the first part of the instructions.
- Task 3: Practice giving instructions for the rest of the exercise routine.
- Task 4: Take turns demonstrating the exercise routine and giving instructions to the
rest of the class.
- Task 5: Further practice
*Homework
Lesson 5: Listening – Food and health
I. OBJECTIVES
1. Knowledge
- Gain an overview about food and health;
- Memorize vocabulary to talk about food and health.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details;
- Develop presentation skills.
- Be aware of good food for health and how to build up a healthy meal;
II. MATERIALS
- Grade 11 textbook, Unit 1, Listening
- hoclieu.vn
Language analysis

1. cut down on /kʌt daʊn ɒn / to reduce the size, amount or number of something
2. acne (n) /ˈækni/ a skin condition, common among young people, that
produces many pimples (= spots), especially on the face
and neck
3. skincare (n) /ˈskɪnkeə(r)/ the use of creams and special products to look after your
skin
4. fitness (n) /ˈfɪtnəs/ the state of being physically healthy and strong
5. brown rice (n) /ˌbraʊn ˈraɪs/ rice that is light brown because it has not had all of its
outside part removed
Assumption
Students may lack vocabulary to deliver - Provide vocabulary and useful language before
a speech. assigning tasks.
- Give short, clear instructions and help if necessary.
Students cannot follow the speed of the - Make sure they understand the meaning and
recording. pronunciation of important words.
- Teach them the skill of underlining key words in the
questions before they listen.
- Play more time if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on health and fitness;
- To set the context for the listening part;
b. Content:
- Do a quiz about health and fitness.
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

Quizizz
- Teacher use the computer to access the Kahoot link to Link:
start the quiz. https://create.kahoot.it/details/af7bb445-
- Ss use their electronic devices to scan the QR code or 6028-430f-8ba9-a8adef37264d
enter the game pin to join the game.
- Teacher shows the questions one by one, the whole
class completes the quiz to answer the questions.
- After the game, Ss with the highest point is the
winner.
- Teacher leads in the lesson.
e. Assessment
2. ACTIVITY 1: PRE-LISTENING (9 mins)

a. Objectives:
- To get students to learn vocabulary related to the topic;
b. Content:
- Pre-teach vocabulary related to the content of the lesson;
- Students understand the meaning and know how to pronounce some words from the recording.
d. Organisation

Task 1. Choose the correct meanings of the underlined word and phrase. (4 mins)
Answer key:
- Teacher writes the phrase “balanced diet” on the board.
1. A
Help Ss to recall what a “balanced diet” is. (i.e. A diet
2. B
that contains different kinds of foods in appropriate
amounts to give our body the nutrients it needs). Ask Ss if
they have a balanced diet.
- Teacher asks Ss to do the activity by choosing the word
or phrase with the closest meaning to the underlined ones.
- Check answers as a class. Make sure Ss understand their
meaning.
- Teacher introduces the vocabulary. Vocabulary:
- Teacher explains the meaning of the new vocabulary 1. (to) cut down on
with different techniques (pictures, actions, synonyms …) 2. acne (n)
- Teacher checks students’ understanding with the “Rub 3. skincare (n)
out and remember” technique. 4. fitness (n)
- Teacher asks Ss to take notes on their notebooks. 5. brown rice (n)
e. Assessment
3. ACTIVITY 2: WHILE-LISTENING (20 mins)

a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
- To provide Ss with some basic information about food and health.
b. Content:
- Task 2. Listen to a TV chat show about teen health. Circle the topic of the show. (p.13)
- Task 3. Listen again. Tick the food which is recommended in the talk. (p.13)
- Task 4. Listen again and complete the sentences. Use ONE word for each answer. (p.14)
- Students can catch the main idea as well as specific details of the recording and complete the tasks
successfully.
d. Organisation

Task 2. Listen to a TV chat show about teen health. Circle the topic of the show. (6 mins)
Answer key:
- Teacher tells Ss that they are going to listen to a TV chat
show. C. Healthy food for young people
- Teacher has them read the four topics and checks

understanding.
- Teacher plays the recording and has Ss choose the topic of
the talk.
- Teacher reminds Ss that incorrect choices are often
“irrelevant” (i.e., not mentioned in the talk), “too narrow”
(i.e., only representing part of the talk) or “too general” (i.e.,
too broad or too vague)
- Check answers as a class. Explain why C is the correct
answer (i.e., the talk is about different kinds of healthy foods
for teenagers) and why other answers are incorrect (i.e., A, D
are not mentioned, and B is not the main idea of the whole
talk).
Task 3. Listen again and tick the food which is recommended in the talk. (7 mins)
Answer key:
- Ss work in pairs.
Good for skin & Good for bones
- Teacher has Ss read the list of foods in the table, and guess brain & muscles
which ones are good for skin and brain, and which ones are
food with sugar eggs
good for bones and muscles.
white rice fish
- Teacher plays the recording. Ask Ss to put a tick next to
the food which is mentioned and recommended in the talk. yoghurt butter
Emphasise that they should tick words that are not only lemons carrots
mentioned in the talk, but also recommended by the speaker
as being good. green potato chips
vegetables
- Teacher may ask some additional questions to check Ss’
comprehension of other details in the listening text, e.g. Who
is Katherine Jones? (A food expert) What do many people
think of when they want to improve their health? (Expensive
health products and fitness programmes).
Task 4. Listen again and complete the sentences. Use ONE word for each answer. (7 mins)
- Teacher asks Ss to listen again and complete each sentence
Answer key:
with only one word.
- Teacher instructs Ss to read the question carefully, underline 1. sugar
the key words and identify the word form of the blank. Ss 2. concentrate
should also try to guess the word in the blank.
- Teacher plays the recording again. 3. stronger
- Teacher asks Ss to go to the board and write the answers.
4. exercise
- Check the answers as a class. If Ss don’t get the correct
word, teacher lets them listen to that part again.
e. Assessment
Tapescript:
TV host: Good evening! I’m Oliver and you’re watching “Teen Life”, where we answer questions
from young people. This week we have received a lot of health questions, so today we have Katherine
Jones, a food expert, to talk about healthy eating for teenagers and how food can affect their health.
Welcome and thank you for joining us, Katherine.
Katherine Jones: Good evening, and thank you for inviting me. Well, when people want to improve
their health and fitness, they often think of expensive health products and fitness programmes. But in
fact, we can solve many health problems if we just eat healthily. For example, a lot of teenagers
suffer from acnes, pimples or other skin issues, and often look for expensive skincare products. This
is not necessary because they can simply change their diets for better skin. Food with a lot of sugar
is not very good for your skin, so you should cut down on it. By contrast, brown rice, yoghurt,
watermelons, and green vegetables are great for healthy skin. Moreover, green vegetables can
improve brain health and memory, and help teens concentrate. Teenagers are still growing so they
also need food for building strong bones and muscles. Research shows that eggs, fish, butter, carrots
and sweet potatoes can help make them taller and stronger. Although food can’t replace exercise,
eating a balanced diet with all the nutrients you need, will definitely help improve your muscle
strength.
TV host: I guess “you are what you eat” after all. Thank you, Katherine.
4. ACTIVITY 3: POST-LISTENING (8 mins)

a. Objectives:
- To check students’ understanding and memorize the information in the recording;
b. Content:
- Students make a healthy meal plan for one day and explain why they have selected the foods.
- Students can use the language and ideas from the unit to eat more healthily.
d. Organisation

Suggested answers:
- Teacher puts Ss in groups and has each group make a
healthy meal plan for one day, including three main meals 1. Breakfast
plus some morning and afternoon snacks. They should also - A bowl of beef noodles
think of the reasons why they would like to include certain - Orange juice
2. Morning snacks
foods in the plan.
Sugar-free cookies and milk
- Teacher reminds Ss to refer to the foods they have ticked in 3. Lunch
the table in Activity 3. Encourage them to brainstorm other - Brown rice
healthy ingredients and think about what meals they can
- Grilled chicken breast
prepare using them. In weaker classes, do the brainstorming
- Green salad: lettuce, tomato,
with all Ss and write the best ideas on the board.
cucumber, bell pepper, boiled eggs
- Teacher gives each group a big-sized piece of paper and - Dessert: Watermelon
colors so that they can also decorate their paper. 4. Afternoon snack
- Teacher invites some groups to share their meal plans in Yogurt, banana and granola
front of the class. 5. Dinner
- Whole grain bread
- Fish and sweet potatoes
- Broccoli and carrot
- Dessert: Grapefruit
e. Assessment
- Teacher’s observation on Ss’ performance, provides help if necessary.
a. Wrap-up
b. Homework
- Prepare for the next lesson – Writing.
Board Plan
Date of teaching
Lesson 5: Listening – Food and health
*Warm-up
* Vocabulary
1. (to) cut down on
2. acne (n)
3. skincare (n)
4. fitness (n)
5. brown rice (n)
Task 1. Choose the correct meaning of the underlined word and phrase.
Task 2. Listen to a TV chat show and circle the topic of the show
Task 3. Tick the food which is recommended in the talk.
Task 4. Complete the sentences with ONE word.
Task 5: Make a meal plan for one day.
*Homework
Lesson 6: Writing – A short message
I. OBJECTIVES
1. Knowledge
- Gain an overview about how to write a short message;
- Apply structures to express suggestions, invitation or acceptance.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion;
- Develop presentation skills.
- Be polite and clear when writing a short message;
II. MATERIALS
- Grade 11 textbook, Unit 1, Writing
- hoclieu.vn
Assumption
Students may have underdeveloped - Guide students to make an outline before they write.
writing skills. - Encourage students to work in pairs and in groups so
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ reading comprehension of short messages;
- To set the context for the writing part;
b. Content:
- Do a quiz game to get to know authentic short messages.
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

Kahoot game
- Ss use their electronic devices to access the link on Link:
Kahoot.it and join the game. https://create.kahoot.it/details/281388ba-
- Teacher shows the questions one by one, the whole 8d64-465e-8a20-0b39b721e390
class answers the questions.
- After each question, teacher pauses for a moment to
ask Ss to give explanations for their choice.
- After the game, Ss with the highest point is the
winner.
- Teacher leads in the lesson by showing one of the
short messages in 5 questions in the quiz.
e. Assessment
2. ACTIVITY 1: PRE-WRITNG (9 mins)

a. Objectives:
- To get students to know the structure of a short message;
- To help students revise some common expressions in writing a short message.
b. Content:
- Teach Ss elements of a short message together with useful expressions;
- Students understand the structure and are familiar with the language of a short message.
d. Organisation

Task 1. Below is a short message. Put the parts in the correct order. (4 mins)
Answer key:
- Teacher asks Ss to work in pairs and rearrange the parts A-F
B-D-C-A-E-F
to make a meaningful message.
- Make sure Ss fully understand the content of the words in
the message. Provide help with vocabulary if Ss don’t know
any words (i.e. recipe means a set of instructions for preparing
a particular dish, including a list of the ingredients required)
- Teacher asks a student to write the order on the board.
- Check as a class.
- After the correct order is identified, teacher shows the
message again on the screen and asks Ss “How many parts are
there in a message? ( 3 parts: Greeting, Message, Closing)
Useful expressions (5 mins)
- Teacher gives Ss a handout and asks them to classify the List of expressions:
items into correct parts of a message. - Greeting
- Teacher lets Ss work in groups. + Hi,
- The groups show their answers on the board. + Hello,
- The whole class checks the task together. + Dear …,
- Message
+ Thank you for …
+ How about …
+ What about …
+ Why don’t we …
+ Shall we …
+ Remember to …
+ Don’t forget to …
+ I would like to invite you to …
+ Do you want to …
- Closing
+ See you again,
+ See you soon,
+ Write back soon,
+ Bye,
+ Love,
e. Assessment
- Teacher observes Ss’ work and gives feedback.
3. ACTIVITY 2: WHILE-WRITING (16 mins)

a. Objectives:
- To help Ss practise writing some common structures in a message;
- To help Ss write a complete message to reply to another message.
b. Content:
- Task 2. Write a sentence to express each message below. Begin with the words given (p.14)
- Task 3. Write a short message to reply to the one in Task 1. (p.14)
- Students can write a complete message in which the language is clear, short and simple.
d. Organisation

Task 2. Write a sentence to express each message below. Begin with the words given. (6 mins)
- Teacher instructs Ss to do the task. Answer key:
- Before writing, Ss should identify the purpose of each 2. How about joining the reading club
sentence and find out the suitable expression. (i.e. Question with me?
1 is an invitation 🡺 “Why don’t you + V”) 3. Don’t forget to return the book to the
- Ss do the task individually and then compare the answers library.
with their friends. 4. I’m glad to come to your birthday
- Check as a class. party.
5. Do I have to dress formally for the
party?
Task 3. Write a short message to reply to the one in Task 1. (10 mins)
Suggested answer:
- Teacher asks students to write a message to reply to the
one in Task 1. Hi Mai,
Thank you for inviting me to your house
- Before Ss write the message, teacher asks them to review this Sunday. I am so glad to come to try
the structure of a message.
some recipes from the book with you.
- Teacher reminds Ss to include enough information: accept Shall we meet at 10 a.m? Please tell me
the invitation, suggest the time to meet, ask if you need to if I need to buy something in advance to
do some shopping in advance. prepare for the meal.
- Students work individually in 7 minutes. See you soon,
Linda.
e. Assessment
4. ACTIVITY 3: POST-WRITING (12 mins)

a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation

Cross-checking Writing rubric
- Teacher has the pairs swap and gives feedback on each 1. Organization: …/10
other’s writing. Teacher shows a writing rubric to help Ss 2. Legibility: …/10
do the peer review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back to the owner 5. Grammar usage and mechanics: …/10
and discuss how to improve it. TOTAL: …/50
- Teacher then chooses one piece of writing and gives
feedback on it as a model.
- Teacher chooses some useful or excellent words/ phrases/
expressions/ word choices Ss have used to give suggestions
to other Ss.
- Teacher chooses some typical errors and corrects as a
whole class without nominating the Ss’ names.
e. Assessment
- Teacher’s observation on Ss’ performance, provides help if necessary.
a. Wrap-up
b. Homework
- Prepare for the next lesson – Communication and Culture.
Board Plan
Date of teaching
Lesson 6: Writing – A short message
*Warm-up
- Task 1. Put the parts in the correct order.
* Useful expressions
Task 2. Write a sentence to express each message below. Begin with the words given.
Task 3. Write a short message to reply to the one in Task 1.
* Cross-checking
*Homework
Lesson 7: Communication and Culture / CLIL
I. OBJECTIVES
1. Knowledge
- Expand vocabulary with the topic of the unit;
- Distinguish bacteria and viruses and how to deal with them;
- Review expressions for offering help and responding to offers.
2. Core competence
- Be able to offer help and respond to offers;
- Access and consolidate information from a variety of sources;
- Be ready to offer help to others when necessary;
- Protect their own health as well as their families’.
II. MATERIALS
- Grade 11 textbook, Unit 1, Communication and Culture / CLIL
- hoclieu.vn
Language analysis
Vietnames
Form Pronunciation Meaning e
equivalent
1. tuberculosis /tjuːˌbɜːkjuˈləʊsɪs/ a serious disease, caused by bacteria, bệnh viêm
(n) in which swellings appear on the lungs phổi
and other parts of the body
2. organism (n) /ˈɔːɡənɪzəm/ a living thing, especially one that is loài sinh
extremely small vật
3. diameter (n) /daɪˈæmɪtə(r)/ a straight line going from one side of a đường kính
circle or any other round object to the
other side, passing through the centre
4. antibiotic /ˌæntibaɪˈɒtɪk/ a substance, for example penicillin, thuốc

(n) that can destroy or prevent the growth kháng sinh
of bacteria and cure infections
5. cell (n) /sel/ the smallest unit of living matter that tế bào
can exist on its own. All plants and
animals are made up of cells.
Assumption
Students are reluctant to work in that they can help each other.
groups.
- Explain expectations for each task in detail.
Students may lack vocabulary to deliver
a speech. - Provide vocabulary and useful language before
assigning tasks
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of healthy life.
b. Content:
- Game: Mysterious creature
- Students can get ready to learn about differences between bacteria and viruses.
d. Organisation

Game: Mysterious creature Clues:
- Ss work in groups. 1. The kind of education that takes place
- There are 4 questions which relate to a key picture. over the Internet
- T asks Ss to guess the word in each puzzle and guess 2. A substance that is put into the body of a
the key picture behind after each puzzle is opened. person or animal to protect them from a
- The group which gets the correct answer of the key disease by causing them to produce
picture is the winner. antibodies
3. A covering for your face or for part of
your face
4. A set of measures aiming at stopping the
spread of an infectious disease, based on
staying away from other people as much as
possible.
Answer key:
1. Online learning
2. Vaccine
3. Mask
4. Social distancing
KEY WORD: Corona virus
e. Assessment
2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To provide a model conversation in which speakers offer help and respond to offers.
- To review expressions for offering help and responding to offers.
b. Content:
- Task 1: Listen and complete the conversation with the expressions in the box. Then practise it in
pairs. (p.15)
- Task 2: Work in pairs. Make similar conversation for these situations (p.15)
- Students can use appropriate language to express help and respond to offers in certain situations.
d. Organisation

Task 1: Listen and complete the conversation with the expressions in the box. Then practise it in
pairs. (6 mins)
- Teacher asks Ss if they have ever been to the gym or know Answer key
how to use fitness equipment. 1. A
2. C
- Teacher tells Ss that they are going to listen to a 3. B
conversation between a teenager, Tam, and a trainer. While 4. D
listening, they should complete the conversation with the
words they hear.
- Teacher gives Ss some time to skim through the
conversation. Check understanding of words such as
treadmill or workout. Use the photo to illustrate these words
if necessary.
- Teacher plays the recording once in stronger classes and
twice in weaker classes.
- Teacher checks answers as a class. Play the recording
again, pausing after each blank to confirm the correct
answers.
- Teacher puts Ss into pairs and has them practise the
conversation.
Useful expressions (7 mins)
- Teacher gives students a list of expressions which are Useful expressions
mixed together. Ss have to classify them into 2 groups: - Offering help:
offering help and responding to offers. + Can I give you a hand?
- Ss work in groups to do the task. + Can I help you with …?
- Check as a class. + Let me help you with …
- T asks if Ss can add some more expressions. + What can I do for you?
+ Is there anything (else) I can do for
you?
- Responding to offers
+ That’s very kind/nice of you.
+ Thanks for your help.
+ Thanks, but I think I’m fine.
+ You are so kind. Thanks a lot.
Task 2: Work in pairs. Make similar conversation for these situations. (7 mins)
- Teacher tells Ss that the words they used to fill in the gaps Sample conversations:
in Task 1 are used to offer help and respond to offers.
1.
- Teacher asks Ss to read the list of useful expressions and
A: Let me help you with the squats.
checks understanding.
B: Oh, please. They’re so difficult to do.
- Teacher puts Ss in pairs and explains the task: to role-play
conversations similar to the one in Task 1, but based on the A: Here, let me show you. You should sit
two situations. Ss should play the roles given in this on your heels with your knees bent up
activity. close to your body. Do it with me.
- Teacher gives Ss a few minutes to plan their conversations B: Oh, like this?
before they role-play it (e.g. who will be Student A, who
A: Yes. Well done!
will be Student B, and have them underline key words in
the task question). Have them write down some prompts to B: Thanks for your help.
help them. Encourage them to swap roles. 2.
- Teacher walks round the class and provides help when B: Can I help you with anything,
necessary. Madam?
- Teacher asks some pairs to role-play their conversations in
front of the whole class. Praise for good effort, clear A: Oh, please. I’m looking for some food
pronunciation and fluent delivery. which is healthy for my family.
B: Well, I’ll recommend fresh fruits and
vegetables. They’re very good for our
health. You can find plenty of them over
there.
A: That’s very kind of you.
B: You’re welcome.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
- Teacher gives scores to evaluate Ss’ performance.
3. ACTIVITY 2: CLIL (15 mins)

a. Objectives:
- To introduce words / phrases related to health and fitness.
- To help Ss practise the words in meaningful contexts.
- To help Ss relate what they have learnt about bacteria and viruses to real-life situations.
b. Content:
- Task 1. Read the text and complete the comparison table below. (p.16)
- Task 2. Discuss in pairs. What would you say to these people? (p.16)
- Students understand the meaning of words, memorise them and are able to use them in a
meaningful context.
d. Organisation

Pre-teach vocabulary (4 mins)
- Teacher introduces the vocabulary. New words
- Teacher explains the meaning of the new vocabulary by 1. tuberculosis (n)
pictures. 2. organism (n)
- Teacher checks students’ understanding with the “Rub 3. diameter (n)
out and remember” technique. 4. antibiotic (n)
- Teacher reveals that these words will appear in the 5. cell (n)
discover further.
Task 1. Read the text and complete the comparison table below. (6 mins)
- Teacher asks Ss some questions to find out what they Answer key:
already know about the topic, e.g. Do you know what Bacteria Viruses
1. Living or Living Not
bacteria and viruses are? What is the similarity between not when living
bacteria and viruses? What is the difference? entering the
human
- Teacher asks Ss what they want to know about the topic.
body?
Write their questions on the board, e.g. What are some 2. Which is Bigger Smaller
diseases caused by viruses? (Common cold, flu, AIDS and smaller?
3. Examples tuberculosis Common
Covid-19); What are some diseases caused by bacteria? of diseases or food cold, flu,
(tuberculosis and food poisoning); What are some ways they can poisoning AIDS
to treat or prevent diseases caused by them? (Using cause and
Covid-19
medicines such as antibiotics or vaccines) 4. How to Antibiotics Vaccines
treat/prevent
- Teacher asks Ss to study the comparison table in Task 1.
diseases
Make sure they understand the first column. Encourage caused by
them to guess the answers. them?
- Teacher tells Ss that they are going to read about viruses
and bacteria. As they read, they should fill in the
comparison table to show the differences between viruses
and bacteria.
- Teacher explains or elicits any new or difficult words,
e.g. organism, infectious, food poisoning, antibiotics,
germs, infect. In stronger class, encourage them to guess
their meaning from context as they read the text.
- Teacher has Ss read the text and complete the table
individually.
- Teacher goes back to the questions on the board, i.e. the
things Ss wanted to know about the topic. Ask which of
the questions they can answer now and cross them out.
Assign the rest for homework.
Task 2. Discuss in pairs. What would you say to these people? (5 mins)
Suggested answers:
- Teacher asks Ss to read the two statements and checks
- To Anne: Covid-19 is caused by
their understanding. (Corona) viruses. Antibiotics are useful
- Teacher tells Ss to read the text again before they decide for treating diseases caused by bacteria,
how to respond to them. not viruses. A better way to protect
yourself from viruses in general and
- If time allows, have Ss discuss their answers in pairs. Corona viruses in particular is to get
vaccinated.
- Teacher asks some Ss to share their answers in front of
- To Joe: Not all bacteria are bad or
the class. Ask other Ss if they agree or disagree, and
dangerous. Some bacteria are useful for
give/add more reasons to explain their answers. our body and nature (e.g. some can help
us to digest food or absorb nutrients, some
can help to decompose rubbish in nature).
Therefore, we should not try to get rid of
them all.
e. Assessment
4. ACTIVITY 3: EXTRA ACTIVITY (5 mins)
a. Objectives:
- To help Ss gain some knowledge about Coronavirus and Covid-19 pandemic.
- To help Ss be aware of some measures to protect themselves from coronavirus.
b. Content:
- Watch a video about Covid-19 pandemic and discuss.
- Students know how to use the past simple or the present perfect and can apply it to give a short talk
on the given topic.
d. Organisation

Watch a video about Covid-19 pandemic and discuss. (6 mins)
* Extension: Diseases caused by viruses:
● AIDS
- Teacher asks students to share their knowledge
about pandemics or diseases caused by viruses ● Common cold
and/or bacteria.
● Ebola
● Genital herpes
● Influenza
● Measles
● Chickenpox and shingles
● Coronavirus disease 2019
Diseases caused by bacteria
● Tuberculosis
- Teacher plays a video about pandemics such as
Covid-19 pandemic. Ask Ss comprehension ● Pneumonia
questions to check understanding or have them ● Cholera
summarize the main points.
Guiding questions: Link
1. How can the corona virus spread? https://www.youtube.com/watch?
v=8z9BsKpCJY0
2. What are some measures to avoid the spreading Suggested answer:
of the conora virus?
1. Via vectors like objects we have touched
through sneezing or coughing
2. Wash your hands, use hydro alcoholic gel,
avoid touching your face, keep a safe distance,
don’t touch your mask, cough or sneeze into
your elbow
e. Assessment
a. Wrap-up
b. Homework
- Prepare for Lesson 8 – Looking back and project.
Board Plan
Date of teaching
Lesson 7: Communication and Culture / CLIL
*Warm-up
* Everyday English: Offering help and responding to offers

- Task 1. Listen and complete the conversation with the expressions in the box.
- Task 2. Make similar conversations for these situations.
* CLIL (Biology): Bacteria and viruses

- Task 1. Read the text and complete the comparison table.
- Task 2. Discuss in pairs. What would you say to these people?
* Further Practice
Watch a video about Conona virus
*Homework
Lesson 8: Looking back and project
I. OBJECTIVES
1. Knowledge
- Review the vocabulary and grammar of Unit 1;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Be more creative when doing the project;
II. MATERIALS
- Grade 11 textbook, Unit 1, Looking back and project
- hoclieu.vn
Assumption
Students may have underdeveloped - Encourage students to work in pairs and in groups so
speaking, writing and co-operating that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have excessively talkative students practise.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of healthy life.
b. Content:
- Game: Lucky number
- Students can get ready to learn about differences between bacteria and viruses.
d. Organisation
Game: Lucky number Suggested words:
- Ss work in 2 teams. 1. bacteria
- There are 7 numbers, 2 of which are lucky ones. 2. antibiotic
- If Ss choose a lucky number, they get one point
without answering the question. 3. vaccine
- If they choose the other numbers, one student of a 4. star jump
group picks up a piece of paper and sees the word on it. 5. squat
- This student has to use words or actions to describe it
(without saying the word directly)
- Other Ss try to guess the words. One point for a correct
answer.
- The group with the most points is the winner.
e. Assessment
2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help Ss review strong and weak forms of auxiliary verbs.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review the past simple and present perfect.
b. Content:
- Task 1: Circle the common pronunciation of the underlined auxiliary verbs. Then listen and check.
Practise saying the conversations in pairs (p.16)
- Task 2: Fill in each gap with one word. (p.16)
- Task 3: Circle the underlined part that is incorrect in each of the following sentences. Then correct
it. (p.17)
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation

Task 1: Circle the common pronunciation of the underlined auxiliary verbs. Then listen and
check. Practise saying the conversations in pairs (4 mins)
- Teacher puts Ss in pairs and has them read the Notes:
conversations paying attention to the underlined - Auxiliary verbs at the beginning of Yes/No
auxiliary verbs. questions do not receive stress and are
pronounced in their weak forms.
- In weaker classes, check if Ss can read the phonetic - At the end of short answers, they often
transcriptions of the two forms. receive stress and are pronounced in their
short forms.
- Teacher asks students to circle the correct
pronunciation of the auxiliary verbs.
Answer key
- Check answers as a class by playing the recording. 1. B - A
- Teacher asks Ss to role-play the conversations in pairs. 2. B - A
Encourage them to use the correct forms of the auxiliary
verbs.
Task 2: Fill in each gap with one word. (4 mins)
- Teacher selects some words from the unit to write on Answer key
the board, one letter at a time (also known as slow reveal 1. cut
game, in which one letter of a word is given at a time 2. suffer
from left to right until a student can guess the whole 3. Working
word). Have individual Ss call out their guesses. 4. balanced
5. treatment
- Focus attention on the sentences and have Ss skim
through them. Check if they know all the words.
- Teacher has Ss complete the activity.
- If time allows, ask them to find the texts where these
words first appear in the unit and call out the section, e.g.
cut down on first appears in the Listening section.
Task 3: Circle the underlined part that is incorrect in each of the following sentences. Then
correct it. (4 mins)
- Teacher explains to Ss that they are going to review the Answer key:
use of the past simple and present perfect. In weaker 1. A (🡪 went)
classes, give Ss some time to revise the grammar rules in 2. A (🡪 was)
the Language lesson before doing the activity.
3. B (🡪 when)
- Check answers as a class by asking individual Ss to 4. B (🡪 haven’t/ have not done)
read the correct sentences and give reasons for their
corrections, e.g. 1. My grandfather went to hospital last
month. The time phrase ‘last month’ indicates that the
action was completed in the past
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills, and to practise
giving a poster presentation.
b. Content:
- Presentation of posters about healthy habits by groups in class.
- Students practice giving a poster presentation.
d. Organisation
Instructions (given in Lesson 1 – Getting Started)
- T assigns the project after finishing Lesson 1 – Getting
Started. T divides class into 4 groups.
- Ss work in groups and make a poster to help teenagers
develop a healthy habit. (p.17)
- Ss choose one or some healthy habits that they think are
important to teenagers. (having a balanced diet, taking
regular exercise, protecting themselves from certain
diseases, etc.)
- Ss do research carefully and select the most interesting
information to include in the poster. Pay attention to facts
and figures.
- T suggests Ss some designing tools or applications to
have an eye-catching lay-out for their poster.
- T makes sure that Ss answer 3 compulsory questions in Questions
the textbook. - What is a health habit?
- T asks the class to listen to the reports and ask questions - What are the benefits of this habit?
if they would like to. - How can we develop this habit?
- Ss have peer assessment by taking notes on a checklist
and then vote for the most attractive poster and the most
interesting presentation.
Students’ presentations
- All groups exhibit their posters and make presentations.
- When one group makes a presentation, others listen and
complete the evaluation sheet.
e. Assessment
- T gives comments and feedback to all posters and presentations, and awards a prize to the group
which has the most votes.
a. Wrap-up
b. Homework
- Prepare for Unit 2.
Board Plan
Date of teaching
Lesson 8: Looking back and project
*Warm-up
* Looking back
- Pronunciation
- Vocabulary
- Language
* Project: Healthy habits posters

*Homework

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UNIT 1: A LONG AND HEALTHY LIFE

Lesson 1: Getting started – A healthy lifestyle

2. (be) full of /fʊl əv/ containing a lot of something Đầy

4. balanced /ˈbælənst/ a balanced diet is a combination of Cân bằng

5. fit (adj) /fɪt/ healthy and strong, especially as Cân đối

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: PRESENTATION (7 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

3. ACTIVITY 2: PRACTICE (20 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

4. ACTIVITY 3: PRODUCTION (10 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

- Task 1: Listen and read.

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: PRONUNCIATION (12 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

3. ACTIVITY 2: VOCABULARY (12 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

4. ACTIVITY 3: GRAMMAR (13 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

5. repetitive (adj) /rɪˈpetətɪv/ repeated many time lặp đi lặp lại

TEACHER’S AND STUDENTS’ CONTENTS

2. ACTIVITY 1: PRE-READING (9 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

3. ACTIVITY 2: WHILE-READING (20 mins)

- Teacher asks Ss to read the article.

4. ACTIVITY 3: POST-READING (8 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: CONTROLLED PRACTICE (9 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

- Teacher asks Ss if they know what a star jump is or

Vocabulary pre-teaching (5 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

4. ACTIVITY 3: FREE PRACTICE (8 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Form Pronunciation Meaning

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: PRE-LISTENING (9 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

3. ACTIVITY 2: WHILE-LISTENING (20 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

- Teacher has them read the four topics and checks

4. ACTIVITY 3: POST-LISTENING (8 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: PRE-WRITNG (9 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

3. ACTIVITY 2: WHILE-WRITING (16 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

4. ACTIVITY 3: POST-WRITING (12 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

- Task 1. Put the parts in the correct order.

4. antibiotic /ˌæntibaɪˈɒtɪk/ a substance, for example penicillin, thuốc

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

3. ACTIVITY 2: CLIL (15 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

* Everyday English: Offering help and responding to offers

* CLIL (Biology): Bacteria and viruses

2. ACTIVITY 1: LOOKING BACK (12 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS