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
Form

Pronunciation

1. (to) work out

/wɜːk aʊt/

Meaning

Vietnames
e
equivalent

to exercise in order to improve the 
strength or appearance of your body

Tập luyện

2. (be) full of

/fʊl əv/

containing a lot of something

Đầy

3. diet (n)

/ˈdaɪ.ət/

the food and drink usually eaten or 
drunk by a person or group

Chế độ ăn
uống

a balanced diet is a combination of
the correct types and amounts of food.

Cân bằng

healthy and strong, especially as
a result of exercise

Cân đối

4. balanced
(adj)

/ˈbælənst/

5. fit (adj)

/fɪt/

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
Categorizing game
- Ss work in groups. Each group is given small pieces of
paper on which activities of healthy and unhealthy
lifestyle are written.
- Each group has to classify them into correct categories.
- The first team to complete the task correctly is the
winner.
- Teacher asks the winner to go to the board and show
the correct answers.

CONTENTS
Lists of activities:
- Healthy lifestyle
+ Eat fruits and vegetables
+ Drink enough water
+ Have a balanced diet
+ Get regular exercise
+ Avoid tobacco and drugs
+ Get enough good sleep
- 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.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

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)
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 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
Questions:
read the conversation aloud.
- 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
c. Expected outcomes:
- Students can give a short talk about good habits to stay healthy.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Task 5. Role-play
- Teacher asks Ss to work in groups.
- 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

CONTENTS
Students' own creativity

- 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 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

UNIT 1: A LONG AND HEALTHY LIFE
Lesson 2: Language

I. OBJECTIVES

By the end of this lesson, Ss will be able to:
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;
- Actively join in class activities.
3. Personal qualities
- Be ready to have a healthy lifestyle;
- Develop self-study skills.

II. MATERIALS

- Grade 11 textbook, Unit 1, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Past simple tense

Present perfect tense

1. Describe something started and finished
in the past
E.g. You did a great job yesterday.

1. Describe something that started in the
past, and is still happening now (often used
with since, for, so far)
E.g: You have done a great job so far.

2. Describe something that was completed
in the past (often used with a time phrase)
E.g. We lived in Hai Phong when I was
little.

2. Describe something that was completed
in the very recent past (used with just and
recently)
E.g. We have just moved to Hai Phong.

Assumption
Anticipated difficulties
Students are reluctant to work in
groups.

Solutions
- Encourage students to work in pairs and in groups so
that they can help each other.
- Provide feedback and help if necessary.

Students may lack vocabulary to deliver - Explain expectations for each task in detail.
a speech
- Continue to explain task expectations in small
chunks (before every activity).

- Provide vocabulary and useful language before
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 enhance students' skills of cooperating with teammates.
b. Content:
- Watch a video and answer the question: What do humans need to do to stay healthy?
c. Expected outcomes:
- Students can listen and find out some ways to stay healthy from the video clip.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
VIDEO WATCHING
https://www.youtube.com/watch?v=UxnEuj1c0sw
- Ss work in 4 groups. Each group is given a big-sized
piece of paper and markers.
- Ss watch the video once and list out good habits to stay
healthy mentioned in the video.
- 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.

CONTENTS
Suggested answers:
- Eat a good balance of all kinds of food
- Drink lots of water
- Do lots of exercises
- Keep clean and wash off germs
- Have enough sleep

e. Assessment
- Teacher observes the groups and gives feedback.
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)
c. Expected outcomes:
- Students can pronounce the strong and weak forms of auxiliary verbs in Yes-No questions
correctly.

d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

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
pay attention to the strong forms (in red) and the weak
forms (in blue) of the auxiliary verbs.
- Teacher asks Ss to listen to the recording again, but this
time, have them repeat the words in red and green only.
- Teacher asks Ss to read the notes in the Remember!
Box which is above the conversation. Check
understanding by asking individual Ss to briefly explain
the strong and weak forms of auxiliary verbs.

Notes:
- Auxiliary verbs at the beginning of Yes/No
questions do not receive stress and are
pronounced in their weak forms.
- At the end of short answers, they often
receive stress and are pronounced in their
short forms.
Mark: Have you started working out again?
/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
and answers. Check understanding.
- Teacher asks Ss to read the red and blue words first
before reading aloud the whole sentences/conversations.
- Teacher has Ss work in pairs to take turns to read each
sentence aloud. Ask them to pay attention to the strong
and weak forms.
- Extension: Teacher may have pairs make new
questions and answers using auxiliary verbs in the same
sentence structures. Invite pairs to role-play their
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.

Answer key:
1. Does she exercise? – Yes, she does.
/dəz/
/dʌz/
2. Were you eating healthily? – Yes, I was.
/wə(r)/
/wɒz/
3. Do you eat vegetables? – Yes, I do.
/də/
/du/
4. Can he get up early? – Yes, he can.
/kən/
/kæn/

e. Assessment
- Teacher checks students' pronunciation and gives feedback.
- 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)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in meaningful
contexts.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

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
related to health.
- Teacher has Ss match each word with its meaning.
Encourage Ss to look at the pictures and explain what they see.
This way, they will develop a better understanding of the
words / phrases.
- 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.

Answer key:
1. B
2. C
3. A
4. D
5. E

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
which word in Task 1 can be used to complete each of the
sentences. Tell them to change the forms of some words if
necessary.
- Teacher checks answers as a class. Have Ss call out the word
they have used in each sentence first.
- 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.

Answer key:
1. examined
2. treatment
3. strength
4. muscles
5. suffering from

e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
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)
c. Expected outcomes:
- 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
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

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
review the differences between the Past Simple and the
Present Perfect. Give more explanation and examples if
necessary.
- Teacher asks Ss to pay attention to the meaning of each
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.

Answer key:
1. saw
2. suffered
3. have been improved
4. has just examined

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.
- Teacher asks Ss to talk to their partner and share about
healthy habits/activities that they have done. It can be a
conversation between two people or two separate talks from
the pair.
- Teacher requires Ss to use the correct past simple and
present perfect tense.
- Teacher encourages Ss to apply the vocabulary they have
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.

Suggested answer:
- I have exercised regularly for a year.
- I went swimming last weekend.
- I went to the gym and did weighlifting yesterday. I wanted to build up
my muscles and increase my strength.
- The last time I had a medical treatment
was 2 weeks ago.

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
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.
Board Plan
Date of teaching
Unit 1: A long and healthy life
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

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
- hoclieu.vn
Language analysis
Meaning

Vietnamese
equivalent

Form

Pronunciation

1. life expectancy (n)

/ˈlaɪf
ɪkspektənsi/

the number of years that a person is
likely to live

tuổi thọ

2. ingredient (n)

/ɪnˈɡriːdiənt/

one of the things from which
something is made, especially ones
that are used together to make a
particular dish

nguyên liệu

3. nutrient (n)

/ˈnjuːtriənt/

a substance that is needed to keep a
living thing alive and to help it to
grow

chất dinh dưỡng

4. (to) give off

/ɡɪv ɒf/

to produce something such as a

phát ra, tỏa ra

smell, heat, light, etc.
5. repetitive (adj)

/rɪˈpetətɪv/

Assumption
Anticipated difficulties
Students may lack knowledge about
some lexical items.
Students may have underdeveloped
reading, speaking and co-operating
skills.

repeated many time

lặp đi lặp lại

Solutions
Provide students with the meaning and pronunciation
of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
for students to speak.
- Encourage students to work in pairs, in groups so
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
TEACHER'S AND STUDENTS'
ACTIVITIES
Crosswỏd
- Ss work in groups and take turns to
choose a word. If they get the correct
answer, they will have 1 point.
If the answer is wrong or the group
cannot find out the answer, the
chance is for other groups.
- After 6 words, if a group can guess
the key word, they can answer it. 5
points for the key word.
- If the keyword is incorrect, that
group will be out of the game.

CONTENTS

Clues:
KEY WORD: A way of living that helps you enjoy more
aspects of your life.
1. Eating too much fat can cause __________ diseases.
2. Go on a ______ means to begin a specific nutritional plan in
an attempt to lose weight or achieve some other health
benefits.
3. A clear liquid that has no color or taste when it is pure.
4. A disease or period of sickness affecting the body or mind.
5. The noun of 'strong'
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.
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
A. Picture A shows a healthy habit, because
whole class.
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)
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
2. life expectancy
of the words by asking Ss to make sentences with them.
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:
A-1
they understand their meaning.
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).
- 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
labels. Then we should avoid too much salt or sugar ...

Suggested answers (for extension
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
information for each gap, check if the answers have no
more than TWO words and fit the blanks in terms of both
meaning and the type of information they have guessed
earlier.
- Check answers as a class.

4. You should turn off electronic devices
and...