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
Meaning
Vietnamese equivalent
1. (to) work out
/wɜːk aʊt/
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
4. balanced (adj)
/ˈbælənst/
a balanced diet is a combination of the correct types and amounts of food.
Cân bằng
5. fit (adj)
/fɪt/
healthy and strong, especially as a result of exercise
Cân đối
Assumption
Anticipated difficulties
Solutions
Students are reluctant to work in groups.
- 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 a speech.
- Explain expectations for each task in detail.
- 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 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
- 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.
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
- Teacher introduces the vocabulary.
- Teacher explains the meaning of the new vocabulary by pictures.
- Teacher checks students’ understanding with the “Rub out and remember” technique.
- Teacher reveals that these five words will appear in the reading text and asks students to open their textbook to discover further.
New words:
1. (to) work out
2. (be) full of
3. diet (n)
4. balanced (adj)
5. fit (adj)
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 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 and work independently to find the answers. Remind Ss to underline the information and correct the false statements.
- Ss work independently to find the answers.
- Teacher has Ss compare the answers in pairs before checking with the whole class.
- Teacher checks the answers as a class and gives feedback.
Answer key:
1. F (Nam used to eat a lot of fast food and have bad habits.)
2. T
3. T
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 these words are part of phrases related to healthy lifestyles and they are all in the conversation in Task 1.
- Teacher asks Ss to read the definitions and the 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.
Answer key:
1. energy
2. habits
3. regular
4. balanced
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 attention on the verbs in brackets.
- Teacher asks Ss to complete the sentences, using the correct verb form. In weaker class, teacher may have Ss refer to the conversation in Task 1.
- Check answers as a class.
- Elicit the verb tenses, i.e. Past Simple and Present Perfect
Answer key:
1. ate
2. has started
3. (has) given
4. visited
5. has just celebrated
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
CONTENTS
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.
Students’ own creativity
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 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
Solutions
Students are reluctant to work in groups.
- 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 a speech
- Explain expectations for each task in detail.
- 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
CONTENTS
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.
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 weigh-lifting 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.

onthicaptoc.com GA Tieng Anh 11 Global HK1