1 The 11th form teaching plan

Planning date: 10/9/2024

Period 4 Teaching date: 14/9/2024
UNIT 1: A LONG AND HEALTHY LIFE
Lesson 3: Reading – How to live a long and healthy life

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Develop reading skills for general ideas and for specific information about healthy lifestyle habits.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Acknowledge and be able to apply the tips on how to develop healthy lifestyle habits in their own life;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 1, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
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
Anticipated difficulties Solutions
Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.
 2 The 11th form teaching plan

- 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.
that they can help each other.
- Provide feedback and help if necessary.
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 reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Crossword
c. Expected outcomes:
- Students can find out all the words as well as the key word based on the definitions given by the
teacher.
d. Organisation: 11A:….............................. 11B……………………. 11C…………………..
2. New lesson:

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Crosswỏd
- 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.
 3 The 11th form teaching plan

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.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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
 4 The 11th form teaching plan

- Teacher reveals that these five words will appear in the 5. repetitive (adj)
reading text and asks students to open their textbook to
discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- 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)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
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).
 5 The 11th form teaching plan

- Check answers as a class.

- 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.
For Blank (2) it is an adjective. 3. Blue light from electric devices makes
it hard to sleep. (True/right hand)
- Teacher asks Ss to scan through each paragraph, locate the
information for each gap, check if the answers have no 4. You should turn off electronic devices
more than TWO words and fit the blanks in terms of both and go to bed immediately. (False/left
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
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
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:
 6 The 11th form teaching plan

- Discussion: Do you find the advice in the article useful? Have you tried following any of the
suggestions above?
c. Expected outcomes:
- Students can use the language and ideas from the unit to reflect on their own lifestyle.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

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 effective methods to live healthily and increase life expectancy.
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.

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