Kế hoạch bài dạy minh họa Tiếng Anh Lớp 9 Global Success theo CV5512 - Unit 3: Healthy living for teens

 3. bring about /brɪŋ əˈbaʊt/ make something happen đem lại, gây ra
 (ph. v)
 4. balance (v) /ˈbỉləns/ give equal importance to two cân bằng
 things or parts of something 
 which are very different
 5. manage (v) /ˈmỉnɪdʒ/ control or be in charge of a quản lý
 business, a team, an 
 organization, land, etc.
 6. priority (n) /praɪˈɔːrət/ something that is sự ưu tiên
 very important and must 
 be dealt with before other 
 things
 Assumption
 Anticipated difficulties Solutions
 Students may lack experience of group/ - Encourage students to work in groups so that 
 teamwork. they can help each other.
 - Give short, clear instructions and help if 
 necessary.
 III. PROCEDURES
 1. WARM-UP (5 mins)
 a. Objectives: 
 – To create an active atmosphere in the class before the lesson;
 – To review the previous units;
 – To lead into the new unit.
 b. Content:
 - I.N.I.T.I.A.L GAME
 c. Expected outcomes:
 - Having a chance to speak English and focus on the topic of the lesson.
 d. Organisation:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Game: I.N.I.T.I.A.L GAME - Ss work in 2 teams and follow Mystery word: 
- T divides the class into 2 teams. the teacher's instruction to play COUNSELLOR
- T shows 10 different pictures. the game. 1. CONGESTION
- Ss are shown different pictures, - Ss answer the questions 2. OVERCROWDED
and they need to take the first letter individually. 3. UNDERGROUND
from each picture to form the 4. NOISE
mystery word. 5. SKY TRAIN
- Which team finds the mystery 6. ELECTRICIAN
word first will become the winner. 7. LEFTOVERS
- T leads to the new unit. Write the 8. LAKE
unit title Advice from School 9. OLD - To help students read for specific information about advice from a school counsellor;
 - To help students learn words and phrases related to healthy living for teens;
 - To help students use the words in context.
 b. Content:
 - Task 1: Listen and read.
 - Task 2: Read the conversation again and tick T (True) or F (False).
 - Task 3: Match the words with their definitions.
 - Task 4: Complete the sentences with the words in the box.
 c. Expected outcomes:
 - Students understand the conversation and topic of the lesson and can complete the tasks 
 successfully.
 d. Organisation:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen and read. (7 mins)
- T asks Ss to look at the pictures in - Students answer the questions Questions: 
the book and answer the questions. in pairs. - Who are in the conversation? 
- T plays the recording twice. Ss - Students listen to the - What are they talking about?
listen and read along. recording. Suggested answers: 
- T checks Ss’ prediction. - They are a school counsellor, 
- T calls 4 Ss to read the - Students read the Nick, Mai, Phong, and their 
conversation aloud in pairs. conversation aloud. classmates. 
 - They are talking about how to 
 maintain good physical and 
 mental health. 
 (The dialogue on page 28)
Task 2: Read the conversation again and tick T (True) or F (False). (7 mins)
- T asks Ss to work in pairs to read - Students work independently Answer key:
the conversation again. to underline the keywords in 1. T
- T asks Ss to underline the the statements and find 2. F
keywords in the statements and find answers. 3. F
answers. 4. T
- T has pairs work together for one - Students work in pairs to 5. T
minute to compare answers. compare answers.
- T has Ss read out the statements - Students give the answers 
and say if the statements are true or and check them as a class.
false. 
- T makes sure they pronounce the 
words correctly. 
- T checks the answers as a class and 
gives feedback.
Task 3: Match the words with their definitions. (7 mins)
- T asks Ss to work individually to - Students work individually to Answer key:
match the words with their do the activity. 1. b
definitions - Students share answers 2. d
 with one or more partners. 3. e
 4. c - Ask Ss to work in pairs. T goes - Ss share with the whole class.
round to help weaker Ss. Then, call 
on some pairs to practise in front of 
the class. 
 e. Assessment:
 - Teacher and other Ss listen to the answers and comment. 
 5. CONSOLIDATION
 a. Wrap-up
 - T asks Ss to talk about what they have learnt in the lesson.
 b. Homework
 - Do exercises in the workbook.
 - Think of ways to give each other advice on how to improve health.
 - Start preparing for the Project of the unit:
 + Ask Ss to open their books to the last page of Unit 3, the Project section, look at the picture 
 and say what the topic of the project is (How good are your classmates at time mangement?).
 + Explain the project requirements: In groups, Ss will have to interview some Ss from their 
 class about how they manage their time, using the questions provided in the table in 1. Next, 
 they use the result table in 2 to count the points for each student they have interviewed. They 
 then identify which Ss are excellent, good, poor, or very poor at time management based on 
 the number of points and report the findings to their class. They can use a poster or PowerPoint 
 slides to present their findings. In this case, their slides or posters should include a mixture of 
 text and tables, graphs, or pictures so that T and other classmates can easily follow and 
 understand their findings. 
 - Guide them through the way to collect and count the points for each student. Here are the 
 steps T can follow:
 Step 1: Ask Ss to look at the 5 questions in the book. Check if they understand the questions. 
 Instruct them to create a table to record their classmates’ answers. Tell groups that each member 
 of the group can ask two classmates, so each group can ask about 10 Ss, using the table which 
 looks like this:
 Student Question 1 Question 2 Question 3 Question 4 Question 5 Total points
 1 
 2 
 3 
 Instruct Ss to use the result given on page 37 to count the points to determine how good Ss are 
 at time management according to their points.
 Step 2: When they finish asking, they can organise the information they get in the table below:
 Student Question 1 Question 2 Question 3 Question 4 Question 5 Total points
 1 Yes Yes No Yes No 3 (good)
 2 Yes Yes Yes Yes Yes 5 (excellent)
 3 Yes No Yes No No 2 (poor)
  UNIT 3: HEALTHY LIVING FOR TEENS
 Lesson 2: A closer look 1
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic students' life and schoolwork;
- Identify the combination of some words/phrases that are often used when teens talk about 
 students' life and schoolwork; 
- Pronounce correctly the sounds /h/ and /r/.
2. Competences
- Be collaborative and supportive in pair work and teamwork;
- Access and consolidate information from a variety of sources.
3. Personal qualities
- Raise students’ awareness of healthy living;
- Actively participate in class and school activities;
- Develop self-study skills.
II. MATERIALS 
- Grade 9 textbook, Unit 3, A closer look 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis 
 Vietnamese 
 Form Pronunciation Meaning
 equivalent 
 1. achieve (v) /əˈtʃiːv/ succeed in reaching a particular đạt được, giành 
 goal, status or standard, especially được
 by making an effort for a long time
 2. accomplish (v) /əˈkɑːmplɪʃ/ succeed in doing or completing hồn thành
 something
 3. due date (n) /ˈduː deɪt/ the date by or on which something hạn chĩt
 is expected, especially the payment 
 of a bill or the birth of a baby
 4. distraction (n) /dɪˈstrỉkʃn/ a thing that takes your attention điều gây xao lãng 
 away from what you are doing or 
 thinking about
Assumption
 Anticipated difficulties Solutions - Students can identify some new words about students' life/ schoolwork and use them in 
 different contexts.
 d. Organisation:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Vocabulary pre-teaching (3 mins)
- T introduces the vocabulary by: - Ss guess the meaning of New words:
+ providing explanations of the words. 1. achieve (v)
words 2. accomplish (v)
+ showing pictures illustrating the 3. due date (n)
word. 4. distraction (n)
Task 1: Circle the correct word or phrase to complete each sentence. (4 mins)
- T has Ss read each sentence and - Ss work individually and do Answer key:
circle the correct words to complete the task. 1. give
the sentences. - Ss work in pairs to compare 2. physical
- T lets Ss work in pairs to compare their answers. 3. Well-balanced
their answers before sharing their 4. Managing
answers. 5. accomplish
- T checks and confirms the correct 
answers.
Task 2: Match the words and phrases with their definitions. (4 mins)
- T has Ss quickly match the words - Ss work individually and do Answer key:
and phrases in the left column with the task. 1. e
their definitions in the right column - Ss work in pairs to compare 2. a
individually. their answers. 3. b
- T asks Ss to check their answers 4. c
with their partners. 5. d
- With a stronger class, T asks Ss to 
make some examples with the words 
and phrases they have learnt. If there 
is enough time, T can ask some Ss to 
write their answers on the board.
Task 3: Complete the sentences with the words and phrases from 2. (4 mins)
 - T asks Ss to do the exercise - Ss do the task independently, Answer key:
individually and then check with the then share the answers and 1. due date
whole class. discuss as a class. 2. stressed out
- When checking, T asks Ss to refer 3. delay
to Activity 2 to make the meanings 4. optimistic
of the adjectives clearer to them. 5. distractions
 e. Assessment:
 - Teacher’s observation and feedback.
 3. ACTIVITY 2: PRONUNCIATION (15 mins)
 a. Objectives: 
 - To help students identify how to pronounce the sounds /h/ and /r/;
 - To help students practise pronouncing these sounds correctly in words and sentences.
 b. Content:
 Task 4: Listen and repeat the words. Pay attention to the sounds /h/ and /r/. slap on the correct word with the 4. around 12. fragrance
correct sound. 5. preserve
- The team with more correct 6. free 
answers will be the winner. 7. home
- Ss play the game. 8. pottery
- T invites the winner to read aloud 
the words.
- T gives feedback.
 e. Assessment:
 - Teacher and other students listen and give corrections to others’ pronunciation. 
 4. CONSOLIDATION (5 mins)
 a. Wrap-up
 - Ask students to summarise what they have learned in the lesson. 
 - Ask them to list some phrases learned in the lesson. 
 - Ask them to list some other learned words/ phrases related to students' life and schoolwork. 
 paying attention to their pronunciation. 
 - Ask students to give 2 sounds learned in the lessons and give examples. 
 b. Homework
 - Do exercises in the workbook.
 Board Plan
 Date of teaching ..
 Unit 3: Healthy living for teens 
 Lesson 2: A closer look 1 
 * Warm-up 
 * Vocabulary
 1. achieve (v)
 2. accomplish (v)
 3. due date (n)
 4. distraction (n)
 Task 1: Circle the correct word or phrase to complete each sentence.
 Task 2: Match the words and phrases with their definitions.
 Task 3: Complete the sentences with the words and phrases from 2.
 * Pronunciation
 Task 4: Listen and repeat the words. Pay attention to the sounds /h/ and /r/.
 Task 5: Listen and practise the sentences. Pay attention to the bold words with /h/ and /r/.
 * Further practice UNIT 3: HEALTHY LIVING FOR TEENS
 Lesson 3: A closer look 2
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the knowledge of first conditional sentences;
- Distinguish the uses of modal verbs in first conditional sentences;
- Use modal verbs in first conditional sentences in real-life situations.
2. Competences
- Develop communication skills; 
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Raise students’ awareness of healthy living;
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS 
- Grade 9 textbook, Unit 3, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis 
 IF-CLAUSE MAIN CLAUSE NOTE
 S + will + V standard form
 S + can + V ability, permission
 If + S + V present simple, S + should + V advice
 S + may/might + V possibility
 S + must + V necessity
Assumption
 Anticipated difficulties Solutions
 Students may find it confusing when to use Give short and clear explanations with legible 
 the grammar points. examples for each case.
 Students may have underdeveloped co- - Give clear instructions, give examples 
 operating skills. before letting students work in pairs/groups.
 - Provide feedback and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives: